Cyberbullying victimization and depression: self-esteem as a mediator and approach coping strategies as moderators

Ho, Thi Truc Quynh; Gu, Chuanhua

doi:10.1080/07448481.2021.1877718

Cited by 16 publications

(9 citation statements)

References 62 publications

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“…Total scores ranged from 0 to 42, with total scores between 0 and 9 considered normal and above 9 considered depression (of which, mild depression = 10 to 13, moderate depression = 14 to 20, severe depression = 21 to 27, and extremely severe depression = 28 to 42). Previous research in Vietnam has demonstrated the reliability of depression subscale among adolescents α = .0.74 (Le et al, 2017) and university students α = .0.80 (Ho & Gu, 2021). Depression subscale showed well-established psychometric characteristics in our study (α = .797).…”

Section: Methodssupporting

confidence: 78%

Self-Esteem and Depression Among Vietnamese University Students

Hoang

2021

UED-JSHE

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Research and theories on gender differences in self-esteem and depression as well as the relationship between self-esteem and depression play an important role in the field of psychology. In the current study, we explore these two issues with Vietnamese university students. The levels of self-esteem and depression were assessed with a sample of 859 university students drawn from three universities in central Vietnam. The results showed that Vietnamese university students have moderate self-esteem and most do not suffer from depression. As expected, the male students reported significantly higher self-esteem than theirfemale fellows; however, the female students reported higher levels of depression than the male ones. The results also revealed that self-esteem was negatively correlated with depression. The research contributes to the understanding of the gender differences between the two mental health factors and the relationship between them among Vietnamese university students. These findings are important to the development of intervention strategies that help improve self-esteem and prevent depression in university students.

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Section: Methodssupporting

confidence: 78%

Self-Esteem and Depression Among Vietnamese University Students

Hoang

2021

UED-JSHE

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“…The most recent research, therefore, has focused on exploring which factors or variables are associated with the relationship between cyberbullying victimization and well-being. Along these lines, emotional self-efficacy was found to mediate the relationship between cyberbullying victimization and well-being (understood as perceived social support, self-esteem, and subjective well-being) (Ho et al, 2021). A negative connection between cybervictimization and self-esteem was also demonstrated (Extremera et al, 2018), with low self-esteem being shown in some studies to be a predictor of cybervictimization and high self-esteem a protective factor for cybervictimization (Brewer & Kerslake, 2015;Mobin et al, 2017).…”

Section: Cyberbullyingmentioning

confidence: 95%

<p>Cyberbullying and self-concept in physical education school children <sub>[Ciberacoso y autoconcepto en escolares de Educación Física]</sub></p>

Rojo-Ramos,

Calero-Morales,

Gómez-Paniagua

et al. 2024

ESPIRAL

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Cyberbullying is a highly complex phenomenon resulting from the continuous and inexhaustible evolution of Information and Communication Technologies (ICTs). Factors are sought that are associated with this phenomenon as emotional self-efficacy, self-esteem and empathy have been shown to be. Thus, the objectives were: (1) to analyze scores on the Cyberbullying (ECIPQ) and Self-Concept (AF-5) questionnaires as a function of gender and educational stage, (2) to explore the correlations between cyberbullying and self-concept as a function of gender and educational stage. A cross-sectional study was designed with a total of 1155 participants, 48.8% boys and 51.2% girls, where 75.9% studied compulsory secondary education (CSE) and 24.1% Baccalaureate. Significant inverse mean correlations were shown between cyberbullying dimensions with total self-concept for both sexes (r = -0.15 - -0.11; p < 0.01) and for CSE students (r = -0.13 - -0.12; p < 0.01), with these correlations being observed in high school students for cybervictimization (r = -0.14; p = 0.02). Significant inverse mean correlations were observed between academic (r = -0.25 - -0.22; p < 0.01 - 0.04) and family self-concept (r = -0.27 - -0.26; p < 0.01) with cyberbullying for both sexes and both educational stages. Direct and significant mean correlations were also shown between emotional self-concept and cyberbullying for both sexes (r = 0.19 - 0.20; p < 0.01) and for both educational stages (r = 0.17 - 0.21; p < 0.01). Self-concept is shown to be a protective factor for cyberbullying, therefore, addressing and working on it through the different dimensions can combat adolescent cyberbullying arising from the advance of technology and traditional bullying itself. Resumen El ciberacoso es un fenómeno muy complejo derivado de la continua e inagotable evolución de las tecnologías de la información y la comunicación (TIC). Se buscan factores asociados a este fenómeno como la autoeficacia emocional, la autoestima y la empatía. Así, los objetivos fueron: (1) analizar las puntuaciones en los cuestionarios de Ciberacoso (ECIPQ) y Autoconcepto (AF-5) en función del género y la etapa educativa, (2) explorar las correlaciones entre el ciberacoso y el autoconcepto según el género y la etapa educativa. Se diseñó un estudio transversal con un total de 1155 participantes, 48,8% chicos y 51,2% chicas, donde el 75,9% cursaba Educación Secundaria Obligatoria (ESO) y el 24,1% Bachillerato. Se mostraron correlaciones medias inversas significativas entre las dimensiones del ciberacoso con el autoconcepto total para ambos sexos (r = -0,15 -0,11; p < 0,01) y para los estudiantes de ESO (r = -0,13 -0,12; p < 0,01), observándose estas correlaciones en los estudiantes de Bachillerato para la cibervictimización (r = -0,14; p = 0,02). Se observaron correlaciones medias inversas significativas entre el autoconcepto académico (r = -0,25 -0,22; p < 0,01 - 0,04) y familiar (r = -0,27 -0,26; p < 0,01) con el ciberacoso para ambos sexos y ambas etapas educativas. También se mostraron correlaciones medias directas y significativas entre el autoconcepto emocional y el ciberacoso para ambos sexos (r = 0,19 - 0,20; p < 0,01) y para ambas etapas educativas (r = 0,17 - 0,21; p < 0,01). El autoconcepto se muestra como un factor protector frente al ciberacoso, por lo que abordarlo y trabajarlo a través de las diferentes dimensiones puede combatir el ciberacoso adolescente derivado del avance de la tecnología y el propio acoso tradicional.

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“…This implies that an increase in bullying and cyberbullying results in a decline in teenagers' self-esteem and coping mechanisms [46], [47]. When teenagers experience bullying and cyberbullying, they feel inferior, depressed, afraid, anxious, and worthless [39], [47]- [51]. Bullying victims experience loneliness and sadness at school and have a harder time making friends.…”

Section: Low Self-esteemmentioning

confidence: 99%

The impact of bullying and cyberbullying on mental health: a systematic review

Agustiningsih,

Yusuf,

Ahsan

et al. 2024

IJPHS

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Bullying, including cyberbullying, has a devastating impact on mental health, particularly among adolescents. This literature study aims to identify mental health issues caused by bullying and cyberbullying. A systematic review was conducted in the last five years using the keywords "bullying, cyberbullying, mental health, adolescent" and the population, intervention, comparison, outcome, study design (PICOS) framework within Scopus (29 articles), ProQuest (187 articles), Science Direct (193 articles), and SAGE (58 articles) published databases in the last five years using the keywords of “bullying, cyberbullying, mental health, adolescent”. The selected articles are those applying quantitative and longitudinal studies published in 2018-2022 in which study participants were adolescents who had experiences as victims of bullying and cyberbullying. The 25 articles met the inclusion criteria for review. Based on the results of the review of the article, it was found that mental health problems can occur in all roles in bullying and cyberbullying, but the highest is in the role of victim. Mental health problems that occur in victims include anxiety, stress, depression, low self-esteem, suicidal ideation, and suicide attempts. Based on these results, different interventions are needed for the roles involved in bullying and cyberbullying, especially for victims, because psychological problems are more common in victims.

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Cyberbullying victimization and depression: self-esteem as a mediator and approach coping strategies as moderators

Cited by 16 publications

References 62 publications

Self-Esteem and Depression Among Vietnamese University Students

Self-Esteem and Depression Among Vietnamese University Students

<p>Cyberbullying and self-concept in physical education school children <sub>[Ciberacoso y autoconcepto en escolares de Educación Física]</sub></p>

The impact of bullying and cyberbullying on mental health: a systematic review

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