Document Type : Research Paper
Authors
1 Assistant Professor., Humanistic Faculty, Arak University, Arak, Iran
2 M.Sc. general psychology, Humanistic Faculty, Arak University, Arak, Iran
Abstract
With the expansion of the internet and digital communication technologies, a new form of aggression cyberbullying has emerged as a salient behavioral challenge among adolescents. This study examined whether cyberbullying can be predicted by students’ responsibility and social cognition, and whether media literacy mediates these relationships among upper-secondary students. Using a cross-sectional, correlational design, a sample of 235 students from Komijan County, Iran (academic year 2023–2024) was selected via multistage cluster sampling. Measures included the Cyberbullying–Victimization Experiences Questionnaire (Antoniadou et al., 2016), the Student Responsibility Scale (Louis, 2001), the Social Cognition Questionnaire (Nejati et al., 2018), and the Youth Media Literacy Test (Ghorbani et al., 2016). Data were analyzed using structural equation modeling (SEM). Results indicated that both responsibility and social cognition significantly predicted cyberbullying (p <0.05). Media literacy also exerted a significant direct effect on cyberbullying (p <0.05). Mediation tests showed a significant indirect effect of social cognition on cyberbullying through media literacy (p < 0.05), whereas the indirect pathway from responsibility via media literacy was not significant (p >0.05). Overall, the findings highlight the joint importance of individual cognitive factors and media-related competencies in explaining cyberbullying. The results contribute to theoretical frameworks on adolescent online behavior and suggest that strengthening students’ media literacy alongside fostering social-cognitive skills may be pivotal for prevention and intervention efforts.
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