Abstract
The present study aims at identifying the mediator role of the self-perception and the moderator role of locus of control in the relationship between cyberbullying and depression, anxiety, and stress symptoms. Seventy-two emerging adults between 20 to 25 years old were included in the study, filling in a series of measuring instruments for cyberbullying, self-perception, locus of control and depression, anxiety, and stress symptoms. The results were statistically significant in terms of the role of self-perception as mediator in the relationship between cyber-victimization and depressive symptoms. Moreover, statistical results show that the global self-worth dimension of the self-perception construct and the school competence dimension are also mediators of the relationship between cyber-victimization and depressive symptoms. An increased level of cyber-victimization causes a low level of self-perception, which will cause an increased level of depression, anxiety, and stress symptoms. As regards the moderator role of locus of control, the results were not statistically significant in the case of the sample included in the study, locus of control does not moderate the relationship between cyberbullying and depression, anxiety and stress symptoms.
References
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Elipe, P., Mora-Merchán, J. A., Ortega-Ruiz, R., & Casas, J. A. (2015). Perceived emotional intelligence as a moderator variable between cyber victimization and its emotional impact. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.00486
Farley, S., Coyne, I., Sprigg, C., Axtell, C., & Subramanian, G. (2015). Exploring the impact of workplace cyberbullying on trainee doctors. Medical Education, 49(4), 436–443. https://doi.org/10.1111/medu.12666
Feinstein, B. A., Bhatia, V., & Davila, J. (2014). Rumination mediates the association between cyber-victimization and depressive symptoms. Journal of Interpersonal Violence, 29(9), 1732-1746.
Forssell, R. (2016). Exploring cyberbullying and face-to-face bullying in working life – Prevalence, targets, and expressions. Computers in Human Behavior, 58, 454–460. https://doi.org/10.1016/j.chb.2016.01.003
France, K., Danesh, A., &Jirard, S. (2013). Informing aggression–prevention efforts by comparing perpetrators of brief vs. extended cyber aggression. Computers in Human Behavior, 29(6), 2143–2149. https://doi.org/10.1016/j.chb.2013.05.011
Gibb, Z. G., & Devereux, P. G. (2016). Missing link: Exploring repetition and intentionality of distress in cyberbullying behaviors within a college population. Translational Issues in Psychological Science, 2(3), 313.
Giumetti, G. W., Hatfield, A. L., Scisco, J. L., Schroeder, A. N., Muth, E. R., & Kowalski, R. M. (2013). What a rude e-mail! Examining the differential effects of incivility versus support on mood, energy, engagement, and performance in an online context. Journal of Occupational Health Psychology, 18(3), 297.
González-Cabrera, J., Calvete, E., León-Mejía, A., Pérez-Sancho, C., &Peinado, J. M. (2017). Relationship between cyberbullying roles, cortisol secretion and psychological stress. Computers in Human Behavior, 70, 153–160.
https://doi.org/10.1016/j.chb.2016.12.054
Hamm, M. P., Newton, A. S., Chisholm, A., Shulhan, J., Milne, A., Sundar, P., ... & Hartling, L. (2015). Prevalence and effect of cyberbullying on children and young people: A scoping review of social media studies. JAMA pediatrics, 169(8), 770-777.
Hancock, P. A., & Warm, J. S. (2003). A dynamic model of stress and sustained attention. Journal of Human Performance in Extreme Environments, 7(1), 4.
Harter, S. (1999). The construction of the self: A developmental perspective. New York, NY, US: Guilford Press.
Heiman, T., Olenik-Shemesh, D., & Eden, S. (2015). Cyberbullying involvement among students with ADHD: relation to loneliness, self-efficacy and social support. European Journal of Special Needs Education, 30(1), 15–29.
https://doi.org/10.1080/08856257.2014.943562
Herrera-López, M., Casas, J. A., Romera, E. M., Ortega-Ruiz, R., & Del Rey, R. (2017). Validation of the European Cyberbullying Intervention Project Questionnaire for Colombian Adolescents. Cyberpsychology, Behavior and Social Networking, 20(2), 117–125. https://doi.org/10.1089/cyber.2016.0414
Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44(3), 513.
Hojat, M. (1982). Loneliness as a function of selected personality variables. Journal of Clinical Psychology, 38(1), 137-141.
Hong, J.-C., Chien-Hou, L., Hwang, M.-Y., Hu, R.-P., & Chen, Y.-L. (2014). Positive affect predicting worker psychological response to cyber-bullying in the high-tech industry in Northern Taiwan. Computers in Human Behavior, 30, 307–314.
https://doi.org/10.1016/j.chb.2013.09.011
Hu, Q., Bernardo, A. B. I., Lam, S. W., &Cheang, P. K. (2018). Individualism-Collectivism Orientations and Coping Styles of Cyberbullying Victims in Chinese Culture. Current Psychology, 37(1), 65–72. https://doi.org/10.1007/s12144-016-9490-7
İçellioğlu, S., &Özden, M. S. (2014). Cyberbullying: A new kind of peer bullying through online technology and its relationship with aggression and social anxiety. Procedia-Social and Behavioral Sciences, 116, 4241-4245.
Jenaro, C., Flores, N., &Frías, C. P. (2018). Systematic review of empirical studies on cyberbullying in adults: What we know and what we should investigate. Aggression and Violent Behavior, 38, 113–122.
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