The Mediation Role of Moral Personality Between Childhood Psychological Abuse and Cyberbullying Perpetration Attitudes of College Students

How childhood psychological abuse affects adolescent cyberbullying: The chain mediating role of self-efficacy and psychological resilience

BACKGROUND

Despite the recognition of the impact of childhood psychological abuse, self-efficacy, and psychological resilience on cyberbullying, there is still a gap in understanding the specific mechanisms through which childhood psychological abuse impacts cyberbullying via self-efficacy and psychological resilience.

METHODS

Based on the Social Cognitive Theory, this study aims to investigate the link between childhood psychological abuse and cyberbullying in adolescents, mediated by the sequential roles of self-efficacy and psychological resilience. The sample consisted of 891 students (M = 15.40, SD = 1.698) selected from four public secondary schools in Jiangsu Province, Eastern China. All the participants filled in the structured self-report questionnaires on childhood psychological abuse, self-efficacy, psychological resilience, and cyberbullying. The data were analyzed using SPSS 24.0 and structural equation modeling (SEM) in AMOS 24.0.

RESULTS

The findings of this study are as follows: (1) Childhood psychological abuse is positively associated with adolescent cyberbullying; (2) Self-efficacy plays a mediating role between childhood psychological abuse and adolescent cyberbullying; (3) Psychological resilience plays a mediating role between childhood psychological abuse and adolescent cyberbullying; (4) Self-efficacy and psychological resilience play a chain mediation role between childhood psychological abuse and adolescent cyberbullying.

CONCLUSION

This study contributes to a deeper understanding of the underlying mechanisms linking childhood psychological abuse to adolescent cyberbullying, shedding light on potential pathways for targeted interventions and support programs to promote the well-being of adolescents in the face of early adversity.

Psychological maltreatment and adolescent internet harassment perpetration: The mediating role of deviant peer affiliation and the moderating role of self-compassion

BACKGROUND

Psychological maltreatment has been regarded as a risk factor for adolescent internet harassment. However, previous studies failed to take family, peer, and individual factors into account comprehensively when comes to adolescent internet harassment perpetration.

OBJECTIVE

Based on the Social-Ecological Diathesis-Stress Model, the present study established a moderated mediation model to investigate the mediating role of deviant peer affiliation in the association between psychological maltreatment and adolescent internet harassment perpetration, as well as the moderating role of self-compassion.

PARTICIPANTS AND SETTING

A total of 1,592 Chinese adolescents (51.07 % girls, M_age = 13.23 years) participated in the current study.

METHOD

The participants completed questionnaires regarding demographics, psychological maltreatment, internet harassment perpetration, deviant peer affiliation, and self-compassion.

RESULTS

Psychological maltreatment was positively related to adolescent internet harassment perpetration. Mediation analyses revealed that deviant peer affiliation partially mediated this relationship (indirect effect = 0.14, 95 % CI = [0.09, 0.20]). Moderated mediation analyses further indicated that self-compassion not only moderated the link between psychological maltreatment and adolescent internet harassment perpetration, with the effect being significant only for adolescents with low levels of self-compassion, but also moderated the indirect association between psychological maltreatment and internet harassment perpetration via deviant peer affiliation, with the association being much more potent for adolescents with low levels of self-compassion.

CONCLUSIONS

This study highlights the importance of considering multiple circumstantial and individual factors to understand the development of adolescents' externalizing problems.

Bullying and Cyberbullying in Primary School: The Impact of Gender and Student Academic Performance

(1) Background: This study examines school bullying and cyberbullying, which are unfortunate realities in our schools that require interdisciplinary, multidimensional educational interventions in order to enhance the quality of the educational process. (2) Methods: The study analyzes the results of the application of the School Harassment Questionnaire (CAES) to 494 students in the sixth year of primary school, aged between 11 and 13, in the Spanish region of Castilla-La Mancha. The results are presented for each dimension and item in the instrument, then analyzed by gender and student academic performance. (3) Results: The results indicated statistically significant differences in the variables examined, particularly in the variable Skills for Conflict Resolution. (4) Conclusions: The use of this instrument and results such as those in this study could enhance teachers’ awareness of the reality of their classrooms, from the school climate to the relational conflicts that may be present. This allows teachers to look into preventive action to encourage the comprehensive development of all students, with tutorial action being essential.

The Relationship Between Future Time Perspective and Psychological Violence Among Chinese College Students

Based on early experiences and current conditions, a future time perspective influences college students’ behaviors, while psychological violence critically threatens college students’ health. This study explored the relationship between a future time perspective and the psychological violence of perpetrators based on an online investigation of 1424 college students (87.1% women) aged 17 to 31 in China. The results showed that a future time perspective is significantly positively associated with psychological violence. Positive future orientation is negatively associated with psychological violence. Negative and confused future orientations are positively associated with psychological violence. These findings support the need to introduce an intervention regarding a future time perspective to reduce psychological violence among college students.