To ignore or not to ignore: The differential effect of coping mechanisms on depressive symptoms when facing adolescent cyberbullying

Effectiveness of digital game-based GISCC program on cyberbullying prevention among Chinese adolescents

BACKGROUND

The increasing use of social networking sites has increased the efficiency of social interactions but inevitably contributed to the risk of cyberbullying. Despite evidence of the effectiveness of offline intervention programs for cyberbullying, few have examined online interventions, especially in the Chinese context.

OBJECTIVE

This study aims to develop and validate an innovative Game-based Intervention for School- and Cyberbullying for Children (GISCC), which combines training on psychosocial and behavioral components with interactive role-play games.

PARTICIPANTS AND SETTING

A randomized trial method was used to evaluate the effectiveness of the GISCC intervention, comprising 105 Chinese adolescents who were randomly assigned to the experimental (n = 55) and control (n = 50) groups.

METHODS

Independent sample t-test, paired-samples t-test, ANCOVA, and MANCOVA were used to test the differences in the trained components before and after the intervention.

RESULTS

The results showed that the GISCC intervention significantly reduced cyberbullying behaviors (F = 37.50, p < 0.001), violence intentions (F = 4.95, p < 0.05), and mental health problems (F = 60.28, p < 0.001); and increased self-efficacy (F = 18.26, p < 0.001), and conflict resolution skills (F = 36.46, p < 0.001).

CONCLUSIONS

Our study provided empirical evidence in the Chinese context for digital health intervention approaches for cyberbullying prevention. We also identified the essential components (empathy, self-efficacy, violence prevention, conflict resolution with families) for future research on developing effective digital intervention tools to reduce cyberbullying.

Relationship between cyberbullying victimization and depression in middle school students: the mediating role of coping strategies and the moderating role of face consciousness

BACKGROUND

The more rapid adoption of the Internet in education settings has raised concerns about its impact on adolescents who may suffer from cyberbullying victimization. As a negative life experience, cyberbullying victimization can adversely affect adolescents' mental health. Particularly, it can lead to more adolescents developing depression. Based on this, we developed and tested a moderated mediation model to examine whether approach and avoidance coping strategies mediate the relationship between cyberbullying victimization and depression, and whether this mediating process was moderated by face consciousness.

METHOD

This study used a cross-sectional survey design with a sample of 1,586 middle school students from northwestern China, including 782 females (mean age 13.76 ± 1.03 years; age range 12-16). Participants completed an anonymous paper-and-pencil survey that assessed their experiences with cyberbullying victimization, approach and avoidance coping strategies, face consciousness, and depressive symptoms.

RESULT

The findings revealed that cyberbullying victimization (Beta = 0.37, SE = 0.02, p < 0.001) was significantly positively correlated with depression in adolescents. The avoidance coping strategies (Effect = 0.16, p < 0.001), rather than approach coping strategies, mediate the relationship between cyberbullying victimization and depression. Additionally, face consciousness (Beta = 0.05, t = 2.28, p = 0.009) moderated the mediation: as face consciousness increased, the impact of avoidance coping strategies on depression became stronger.

CONCLUSION

These findings provide valuable insights into how and when cyberbullying affects adolescent depression, offering potential guidance for prevention and intervention strategies aimed at reducing the impact of cyberbullying on depressive symptoms in this vulnerable population.

Validation of the Chinese version of the coping strategies for victims of cyberbullying scale

BACKGROUND

Although abundant evidence has confirmed cyberbullying as a global online risk, little is known about the coping strategies employed by victims and those who experiencing bullying. A validated scale for coping with cyberbullying could inform evidence-based social services and enable comparative studies of this phenomenon among victims from different backgrounds. This study aims to validate the Coping Strategies for Victims of Cyberbullying (CSVC) scale among Chinese adolescents and to compare its effectiveness between victims and bully-victims (individuals with dual roles).

METHODS

A 25-item CSVC scale was translated and adapted for cultural relevance in the Chinese context. A sample of 1,716 adolescents, aged 13-18 years, from two middle schools and one high school in China, was recruited. Both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted.

RESULTS

The EFA revealed that the Chinese version of the CSVC scale had satisfactory validity. The CFA demonstrated a good fit for the eight-factor model in assessing different coping strategies for cyberbullying. Differences in the selection of coping strategies were observed between the general adolescent population and sexual and gender minorities.

CONCLUSIONS

Future intervention studies may use this validated scale to educate adolescents, both those affected by cyberbullying and those who are not, to learn a broader range of coping strategies and to choose more effective ones.