Predictors and outcomes of cyberbullying among college students: A two wave study

Adolescents' mental health in the social-media era: The role of offline and online need-based experiences

INTRODUCTION

Debate about the precise role of social media use (SMU) in the mental health of today's adolescents is still ongoing. The present study adds to the literature by focusing on adolescents' experiences during SMU and in their offline activities through the lens of basic psychological needs, which are central to self-determination theory.

METHODS

To examine the joint and supplementary effects of need-experiences in the offline and SMU domain (i.e., SMU satisfaction, offline satisfaction, SMU frustration, offline frustration) on several indicators of adolescents' mental health (i.e., vitality, life satisfaction, sleep quality, anxiety, and depression), polynomial regression analyses were used. Three cross-sectional samples were collected in Belgium, including early to mid-adolescents during the COVID-pandemic (Sample 1; N = 447; Mage = 14.26; 54.4% female) as well as postpandemic (Sample 2; N = 179, Mage = 15.25; 54.2% female), and among college students in postpandemic times (Sample 3; N = 4977; Mage = 20.72; 69.1% female).

RESULTS

The results showed that need-experiences common to both domains were a robust factor associated with mental health. This finding was obtained across all samples and outcomes, with need satisfaction playing a beneficial and need frustration a harmful role. We further found that offline need-experiences serve as a more crucial predictor of adolescents' mental health than need experiences on social media.

CONCLUSIONS

Adolescents' experiences of need satisfaction and need frustration on social media and in offline activities are central to their mental health. However, only relying on SMU as a single source of need satisfaction may not be recommended, given that offline experiences seem to be more decisive.

A serial cascade effect of cybervictimization and hostile rumination on the within-person change of moral disengagement

OBJECTIVE

There is a lack of clarity regarding the developmental mechanisms underlying moral disengagement (a typical moral personality) at the within-person level. To address this issue, we explore the serial cascade effect of cybervictimization and hostile rumination.

METHOD

The longitudinal relationships between cybervictimization, hostile rumination, and moral disengagement were explored among 1146 undergraduates, assessed four times (T1-T4) across 2 years.

RESULTS

The random intercept cross-lagged panel model (RI-CLPM) analysis revealed that the random intercepts of all variables were positively associated with each other. At the within-person level, cybervictimization at T2 indirectly predicted subsequent changes in moral disengagement at T4 through changes in hostile rumination at T3 (the indirect effect was 0.02); furthermore, moral disengagement at T3 predicted changes in hostile rumination at T4 (β = 0.091).

CONCLUSIONS

The within-person dynamics of moral disengagement should be partly due to the serial effect of cybervictimization and hostile rumination, whereas hostile rumination and moral disengagement may form a developmental cascade to some degree. These findings and the proposed serial cascade model of moral disengagement could expand our understanding of the developmental mechanism of moral personality. Additionally, caution must be exercised as this study exhibits seemingly small effect sizes and inconsistent results.

Differential Associations Among Cyberbullying Victimization, Parental Monitoring, and Suicidal Thoughts and Behaviors in Male and Female College Students

PURPOSE

This study aimed to examine the role of parental monitoring and help seeking in the relationship between cyberbullying victimization and suicidal thoughts and behaviors in male and female college students.

METHOD

Data were collected for 336 college students (71.72% female and 28.28% male) aged 18 to 24 or older years from two universities in the Midwest and the South Central regions.

RESULTS

Logistic regression indicated the interaction term of cyberbullying victimization and parental monitoring was negatively related to suicidal thoughts and behaviors in a male group (B = -.155, p < .05, Exp(B) = .86).

DISCUSSION

Male students whose parents monitored about being safe on the computer had dramatically fewer suicidal thoughts/behaviors. In both male and female groups, seeking professional help was not a significant moderator that weakened the relationship.

CONCLUSION

There is a need for additional research on the importance of prevention and intervention efforts to foster open dialogue between students and their parents.

The Machiavellian bully revisited: A closer look at differences and processes of Machiavellian bullying and cyberbullying perpetration

Numerous studies on personality traits conducive to traditional bullying and cyberbullying mentioned Machiavellianism as an influential predictor of these behaviors. Machiavellianism comprises manipulative, egotistic orientations that help acquire desired outcomes. However, it is questionable whether bullying and cyberbullying reflect unidimensional constructs since they are frequently categorized into verbal, relational, and physical aspects (with the latter being applicable only in traditional bullying). Similarly, evidence suggests that Machiavellianism is not a uniform trait. In this research, using a sample of 634 students (339 girls; 54%) from 40 classes from eighth to tenth grades, a five-dimensional measure of bullying and cyberbullying was devised and suggested that aspects of (cyber)bullying are related but still separable. Subsequently, differential relations between the five forms of (cyber)bullying and two facets of Machiavellianism were modeled. Those facets were Machiavellian approach (i.e., manipulative aspects of Machiavellianism) and Machiavellian avoidance (i.e., distrustful aspects of Machiavellianism). Multilevel models revealed that Machiavellian approach predicted relational bullying (but not relational cyberbullying) and Machiavellian avoidance predicted verbal (cyber)bullying and physical bullying. All links were mediated by overt dehumanization, that is, the tendency to cognitively deprive a person of typically human characteristics.

Autistic Traits and Cyberbullying Involvement Mediated by Psychopathologies and School Functions in a Nationally Representative Child Sample

Cyberbullying has become an international concern among youth with autistic traits in the digital age. It draws the attention of professionals in mental health and education due to its potentially severe psychosocial and academic impacts. However, there is limited knowledge about the mediators for these associations. This study investigated whether school dysfunction and comorbid psychopathologies mediated the link between autistic traits and cyberbullying. We used a nationally representative sample of 9,483 students (9-14 years of age). The instruments included the Social Responsiveness Scale for autistic traits; the Cyberbullying Experiences Questionnaire for cyberbullying victimization and perpetration; the Swanson, Nolan, and Pelham, version IV for inattention, hyperactivity/impulsivity, and oppositional behaviors; the Child Behavior Checklist for anxiety/depression; and the Social Adjustment Inventory for Children and Adolescents for impaired school functions. Multiple mediation models were used for statistical analyses. The results showed that the 1-year prevalence rates of pure victims, pure perpetrators, and bully-victims of cyberbullying were 7.9 percent, 2.4 percent, and 5.7 percent, respectively. Cyberbullying victimization and perpetration were positively associated with autistic traits, school dysfunction, and comorbid psychopathologies. The associations between autistic traits and cyberbullying victims and bully-victims were significantly mediated by school dysfunction and hyperactivity/impulsivity (only for bully-victims), independent of sex and age. Our results suggest that early identification and intervention of these difficulties may mitigate the risks of cyberbullying. ClinicalTrials.gov ID: NCT02707848.

Relational model of relative deprivation, revenge, and cyberbullying: A three-time longitudinal study

Cyberbullying is a new form of aggression and can have serious consequences. Although the influencing factors of cyberbullying have been explored in the literature, less is known of the longitudinal effects of relative deprivation on cyberbullying and the mediating mechanisms underlying the effect. In this study, we explored these problems. A total of 1143 undergraduates (62.9% women, mean age = 19.46, standard deviation [SD] = 0.95) participated in three rounds of a longitudinal survey with an interval of 6 months and completed a series of self-reported questionnaires assessing relative deprivation, revenge, and cyberbullying. The results of random intercept cross-lagged panel model showed that at between-person level, the random intercepts of relative deprivation, revenge, and cyberbullying were positively associated with each other. At within-person level, relative deprivation and revenge could predict each other over time, and revenge longitudinally predicted cyberbullying. Moreover, revenge mediated the longitudinal effect of relative deprivation on cyberbullying. The results support and develop the view of the general aggression model and deepen our understanding of the development mechanism of cyberbullying.

Bullying and Cyberbullying Perpetration and Victimization: Prospective Within-Person Associations

Bidirectional associations between bullying and cyberbullying have consistently identified during adolescence. However, little is known about how this relationship works on the within-person level, after controlling for potential overlap at the between-person level. This study examined the bidirectional longitudinal associations between bullying and cyberbullying perpetration and victimization during 18-month period over four time points. A total of 2835 participants, aged 11 to 16 years in time 1 (50% girls; M_age = 13.13, SD = 1.06) were surveyed. Random intercept cross-lagged analyses revealed the stability of bullying perpetration and victimization. Cyberbullying victimization predicted inversely bullying and cyberbullying perpetration. The results indicate spirals of positive long-term associations between bullying (perpetration and victimization) and cyberbullying perpetration but no long-terms spirals of victimization.

College students and cyberbullying: how social media use affects social anxiety and social comparison

Cyberbullying is defined as aggression intending to inflict harm on others by electronic communication technologies. Cyberbullying has become more common as social media has grown and is accompanied by negative mental health consequences. Research on cyberbullying and mental health in adolescents suggests cyberbullying victimization moderates the relationship between social comparison and social anxiety, but little is known about this phenomenon in college students. Therefore, the objective of this study was to explore the relationship between cyberbullying, social anxiety, and social comparison amongst college students. A convenience sample of 486 undergraduate students from southern Texas and northern Ohio completed a PyschData survey that assessed social anxiety, social comparison, experiences with be a cyberbullying victim, perpetrator, or both. We found that social anxiety was associated with cyberbullying victimization and perpetration; however, social comparison was not. Cyberbullying victimization was not a moderator between social comparison and anxiety, suggesting that unlike adolescence, college students' experiences with these constructs may be unique to their developmental level.

Childhood emotional abuse and cyberbullying perpetration among Chinese university students: The chain mediating effects of self-esteem and problematic social media use

Childhood abuse has been shown to have a range of adverse physical and psychological consequences, including aggression and bullying. While researchers have explored the relationship between childhood abuse and cyberbullying, little is known about the impact of emotional abuse on cyberbullying. This study examined the link between childhood emotional abuse (CEA) and cyberbullying perpetration among university students in the Chinese cultural context, as well as the chain mediating effect of self-esteem and Problematic Social Media Use (PSMU). A total of 835 university students (18-25 years old; 293 males, 542 females; M _age = 19.44 years, SD = 1.28) completed the Childhood Trauma Questionnaire Short-Form (CTQ-SF), Rosenberg Self-Esteem Scale (RSES), the Social Media Use Questionnaire (SMUQ), and Cyberbullying Inventory (CBI). The results showed that CEA and PSMU were positively correlated with cyberbullying; self-esteem was negatively correlated with cyberbullying. Besides, self-esteem and PSMU sequentially mediated the relationship between CEA and cyberbullying perpetration. The findings indicate that childhood emotional abuse may lower self-esteem and cause problematic social media use, which increases cyberbullying perpetration.

Assessing Cyberbullying in Adolescence: New Evidence for the Spanish Version of the European Cyberbullying Intervention Project Questionnaire (ECIP-Q)

The prevention of cyberbullying at school requires assessing its prevalence by means of brief measurement instruments with adequate psychometric properties. The present study aims to study the psychometric properties of the European Cyberbullying Intervention Project Questionnaire (ECIP-Q) in a sample of 1777 Spanish adolescents (54.1% women, M = 15.71 years; SD = 1.26), selected by stratified random cluster sampling. The two-factor model (victimization and aggression) displayed appropriate goodness of-fit indices. Configural measurement invariance model across gender was found. The omega reliability coefficient for the victimization subscale was 0.82, and for the aggression subscale was 0.68. The ECIP-Q scores were negatively associated with self-esteem and prosocial behavior, and positively associated with depression symptoms and emotional and behavioral difficulties. Significant differences were found between victim and non-victim groups, and between aggressor and non-aggressor groups on the same variables. Victims and aggressors scored lower on self-esteem, and higher on depression symptoms and emotional and behavioral difficulties than those not involved in cyberbullying situations. These findings contribute to demonstrate the satisfactory psychometric quality of the ECIP-Q scores as an assessment tool for cyberbullying in Spanish adolescents.

The impact of strain, constraints, and morality on different cyberbullying roles: A partial test of Agnew's general strain theory

The strain has been well studied in traditional bullying, and recent research has begun to explore it in cyberbullying behavior. Drawing from General Strain Theory, the current study empirically examined the relationship between strain and the cyberbullying behavior of perpetrators and bully-victims, respectively. Meanwhile, this study also considered the influences of the protective variables (e.g., constraints and morality) on the strain, which may potentially reduce the risks of participating in cyberbullying. The sample comprised 928 Chinese internet users (Male = 490, Female = 438) aged between 16 to 50. We identified the prevalence of cyberbullying in China, in which the percentages of cyberbullying perpetrators, cyberbullying victims, and cyber bully-victims were 23.40, 23.20, and 37.40%, respectively. This study mentioned a noteworthy phenomenon: cyberbullying victims quickly became cyberbullying perpetrators when they were cyberbullied. Secondly, according to the binary logistic regression, we hold that the strain was significantly related to cyberbullying behaviors, as individuals with low levels of self-control showed a higher tendency to participate in cyberbullying. As for protective factors, the results showed that constraints and morality can reduce the negative consequences of strain and then against cyberbullying, exploring the possibilities of using constraints and morality as variables to decrease strain and prevent cyberbullying. Thus, the unique values of this study are using the GST theory to investigate the empirical link between strain and cyberbullying between different roles in a new cultural and social background, demonstrating that negative emotion and low self-control had influences on strain and cyberbullying behaviors. Meanwhile, this study also contributes by discussing the implications for future research and practicing efforts targeting how to decrease the risks of cyberbullying engagement, for example, we suggest that the prevention and intervention of cyberbullying should adopt a cross-sectoral response to help individuals to view cyberbullying, vent dissatisfaction and relieve strain in the right way.

Correlational study on cyberbullying and social abilities in intercultural teenagers

This article analyzes the relationship between cyberbullying profile by racist reasons and social abilities in a group of intercultural teenagers living in Spain (N = 1478). The study includes participants aged between 12 and 16 years old (M = 13.99; SD = 1.352). Of these, 738 were male (49.9%) and 740 were female (50.1%). A correlational study was carried out using online tools with suitable psychometrics parameters (content-construct validity and reliability). The first one was a scale that measured social abilities, and the second one evaluated racist or xenophobic cyberbullying, differentiating the victim and aggressor profiles. The results indicated five main findings: (1) generally, the participants analyzed present all their social abilities; (2) for the most part, these participants do not normally experience cyberbullying; (3) a positive correlation exists between the majority of social abilities analyzed and the cybervictim profile. It was also observed a negative correlation between the social ability associated with the ability of making requests and this profile; (4) there is a positive correlation among the six social abilities analyzed and the cyberaggressor profile; (5) the racist or xenophobic cyberbullying are driven not only by the absence of social abilities, but in some cases, they are also driven by socio-demographic variables (i.e., age and gender). Likewise, this work shows how the absence of some social abilities in some participants involve racist or xenophobic experiences as victims and as aggressors, which may be of interest for the analysis of teenagers’ behavior in intercultural contexts, as well as according to age and gender. More transcultural research need to be carried out to know the global perspective of the link between social abilities and the different profiles of racist and xenophobic cyberbullying, framed in the context of social psychology and studies of mass communication.

Cyber-Victimization Experience among Higher Education Students: Effects of Social Support, Loneliness, and Self-Efficacy

Most of the research literature on cyberbullying (CB) has focused on adolescents, but due to their intensive, unsupervised use of Information Communication Technologies (ICT), higher education students are at high risk of being involved in CB. The current study examined the nature of CB among 1004 higher education students. In addition, we explored the relationships between cyber-victimization, social support, loneliness, and self-efficacy. For that purpose, we applied a path analysis model (PA) to explain the effect of each variable on the cyber-victimization experience, expecting that high levels of loneliness and low levels of self-efficacy will predict cyber-victimization, but might be moderated and reduced by high levels of social support. Results revealed that social support moderated the relationships between these socio-emotional variables and cyber-victimization, and might serve as a protective factor. These findings on young adults may contribute to the understanding of the nature of cyber-victimization throughout the life cycle. Nowadays, academic institutions are facing an uphill effort in trying to restrain online misbehavior. In view of the findings, higher education policy could help facilitate coping with CB through student support and focused intervention programs.

Effects of Bullying Forms on Adolescent Mental Health and Protective Factors: A Global Cross-Regional Research Based on 65 Countries

Adolescent bullying is a public health issue of great global concern. Given the serious negative effect of bullying on adolescent mental health, it is critical to seek protective factors to protect adolescent mental health. From a global cross-regional perspective, the study aims to explore the relationship between forms of bullying and adolescent mental health and the role of parental support as a protective factor. Data were drawn from adolescents aged 12–17 years in 65 countries from the Global School-based Student Health Survey between 2003 and 2015. After controlling the state-fixed effects, individual adolescent behavior, and family factors, the ordinary least squares model was used to analyze the influence of bullying frequency and forms of bullying on adolescent mental health. The results found that the prevalence of bullying in the sample of 167,286 adolescents was 32.03%, with the highest prevalence of bullying in the sample countries in Africa. Verbal bullying had the highest prevalence and the most significant negative effect on adolescent mental health. The study also discussed the differences in bullying among adolescents by gender, age, and region. “Parental supervision”, “parental connectedness” and “parental bonding” played a positive and protective role in the mental health of adolescents who experienced bullying.

Fighting Bullying and Cyberbullying: Social Responsibility on the Internet

The Internet's design and raison d'être are complete freedom, but complete freedom might lead to anarchy and to harmful and anti-social activities. In this paper I address the concepts of moral and social responsibility, applying them to the Internet realm in considering the most troubling phenomenon of cyberbullying that results in loss of life. Specifically, I probe the moral and social responsibilities of Internet users (agents), of parents and of the education system in fighting cyberbullying. Balance needs to be struck between two most important principles: freedom of expression and social responsibility. Illustrative examples in which this disturbing and harmful phenomenon of cyberbullying had cost young life are mentioned. It is argued that all relevant stakeholders need to think of the consequences of their conduct, that Internet abusers should be accountable for their wrongdoing and be penalized, and that people who have the ability to stop or at least reduce the risk of cyberbullying should take proactive steps, exhibiting zero tolerance to cyberbullying.