Victimization and cybervictimization: The role of school factors

Abstract

AbstractIntroductionVictimization and cybervictimization can negatively affect the subjective experience of well‐being. This effect can be mediated by school factors, even if a deep understanding of these factors still needs to be determined. The present study examined how peer network, teacher support, and school connectedness mediated the relationship between victimization, cybervictimization, and well‐being. We developed two mediation models, considering victimization (Model 1) and cybervictimization (Model 2) as predictors, well‐being as the outcome, peer network, teacher support, and school connectedness as parallel mediators, and gender as a covariate variable.MethodsThe sample comprised 563 Italian students (Mage = 11.5; 45% females). Students filled out a purpose‐built questionnaire investigating victimization and cybervictimization, peer network, teacher support, school connectedness, and well‐being. Two multiple mediation models were run using Process.ResultsThe two models showed similar patterns [Model 1: F(8, 169) = 34.35, p ≤ .001, R2 = .34; Model 2: F(8, 169) = 40.13, p ≤ .001, R2 = .34]. Indeed, victimization (Model 1) and cybervictimization (Model 2) had negative significant effects on peer network, teacher support, and school connectedness. However, their direct effects on well‐being were not significant, as peer network and school connectedness emerged as complete mediators between victimization (Model 1) and cybervictimization (Model 2) and well‐being. Males displayed higher levels of well‐being compared to females.ConclusionsPeer network and school connectedness play a crucial role in mediating the impact of victimization and cybervictimization on well‐being. Educators and policymakers should prioritize fostering supportive peer network and strengthening school connectedness to create an environment that mitigates the negative effects of victimization and cybervictimization, enhancing overall student well‐being.