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A mixed-method study exploring the relationship among resiliency, cyberbullying, and cyber-victimization with youth mental health and academic achievement

University of British Columbia

Background: Young people’s coping strategies for overcoming cyberbullying has been associated with their wellbeing. Yet, there is a dearth of research investigating the association between coping strategies and resiliency with cyberbullying. Objectives: The goal of this doctoral study was to explore the association of cyberbullying experiences (as either a bully or victim) with mental health and academic achievement and whether resilience or coping influences those associations. Methods: Using a mixed methods design, adolescents aged 11 to 16 were recruited from Southern British Columbia, Canada. Quantitative data was collected from 279 students via an online questionnaire, and qualitative data was collected from 53 adolescents through in-depth Experience Sampling Method (ESM) using an open-ended question on a mobile application. Results: From the quantitative component, cyberbullying and cyber-victimization were significantly associated with increased substance use (tobacco, alcohol, and marijuana), poorer perceived school performance, and greater absenteeism. The relationship between cyberbullying and substance use remained significant when taking into account the impact of resiliency mediators (specifically relationship with caregiver subscale), and after controlling for the gender and age. Analysis of the qualitative component data emerged two themes: 1) Been Really Mean to Me and 2) I Tried but Failed to Play Peacemaker. Discussion: Importance of caregivers emerged for cyberbullying and substance use whereas peers and friends in daily online interactions were relevant. Present study findings can assist researchers, healthcare providers, and educators identify meaningful social supports when responding to cyberbullying and cyber-victimization to better prevent or intervene substance use and school absenteeism.

Text

2021-01-04

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/76930

Human Development, Learning, and Culture

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/4.0/