Introduction: Victimization 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. Methods: The 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. Results: The 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. Conclusions: Peer 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.

Victimization and cybervictimization: The role of school factors / Menabò L.; Skrzypiec G.; Slee P.; Guarini A.. - In: JOURNAL OF ADOLESCENCE. - ISSN 0140-1971. - STAMPA. - 96:(2024), pp. 598-611. [10.1002/jad.12284]

Victimization and cybervictimization: The role of school factors

Menabò L.
Writing – Original Draft Preparation
;
Guarini A.
Conceptualization
2024

Abstract

Introduction: Victimization 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. Methods: The 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. Results: The 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. Conclusions: Peer 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.
2024
Victimization and cybervictimization: The role of school factors / Menabò L.; Skrzypiec G.; Slee P.; Guarini A.. - In: JOURNAL OF ADOLESCENCE. - ISSN 0140-1971. - STAMPA. - 96:(2024), pp. 598-611. [10.1002/jad.12284]
Menabò L.; Skrzypiec G.; Slee P.; Guarini A.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/950858
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