Explanatory model of cyberbullying, cybervictimization, aggressiveness, social anxiety, and adaptation to university: a structural equation analysis

• Published in: Journal of computers in education (the official journal of the Global Chinese Society for Computers in Education) Vol. 12; no. 1; pp. 217 - 238
• Main Authors: Aparisi, David, Delgado, Beatriz, Bo, Rosa M.
• Format: Journal Article
• Language: English
• Published: Berlin/Heidelberg Springer Berlin Heidelberg 01.03.2025; Springer Nature B.V
• Subjects: Academic achievement; Adaptation; Adjustment; Adolescents; Aggression; Aggressiveness; Anger; Anxiety; Behavior; Bullying; Child Role; College students; Colleges & universities; Computers and Education; Correlation; Cyberbullying; Depression (Psychology); Dropouts; Education; Educational Technology; Emotional Problems; Empathy; Influence of Technology; Internet access; Interpersonal Competence; Interpersonal Relationship; Learning; Mathematical models; Mental Disorders; Psychology; Secondary Education; Social anxiety; Social Media; Social networks; Social Problems; Structural Equation Models; Student Adjustment; Student Characteristics; Student Participation; Students; Suicidal ideation; Suicides & suicide attempts; Supervision; Teenagers; University students; Victimization; Cybervictimization; Adaptation to university; Cyberbullying; Social anxiety; Aggressiveness
• ISSN: 2197-9987; 2197-9995
• DOI: 10.1007/s40692-023-00308-5

The increase in the number of cases of cyberbullying and cybervictimisation among university students and the scarce amount of research on the subject justify the need to analyse its relationship with psychological and social variables to prevent its appearance and impact. The aim of this study was to establish and contrast the fit of an explanatory model on cyberbullying and cybervictimization based on its relationship with aggressiveness, social anxiety and adaptation to university using a structural equations analysis. A total of 1,368 Spanish university students aged 18–49 ( M  = 21.34; SD = 4.45) completed a battery of questionnaires with the aim of assessing cyberbullying, aggressiveness, social anxiety, and adaptation to university. An adjusted structural equations model was obtained ( x 2  = 198.53; df  = 39; p  < .001; CFI = .96; NFI = .96; IFI = .96; RMSEA = .06). Significant relationships are observed, aggressiveness is negatively related to adaptation to university and positively with cybervictimization. A negative relationship has also been observed between cybervictimization and adaptation to university and a positive relationship with cyberbullying. Indirect effects have not been observed between aggressiveness and cyberbullying and between social anxiety and cybervictimization through adaptation to university. Therefore, social anxiety does not act as a mediator in the relationship with adaptation to university. These results suggest the importance of efforts to promote coping strategies management of aggression and empowerment of student adaptation in the university context to prevent cybervictimization and cyberbullying. Contributions and implications of the results are discussed.