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Linking Experiences of Anxiety and Cyberbullying in Primary School Students: The Mediating Role of Attitudes towards Cyberbullying
Sun, March 23, 2:45 to 4:00pm, Palmer House, Exhibit Hall (Posters)Proposal
Digital social networks, smartphones, and computer games are now among the most popular leisure activities for children and adolescents (Falikman, 2021; Suter et al., 2023). The JIM Study (Germany; Feierabend et al., 2023) and the JAMES Study (Switzerland; Külling et al., 2022) document a steady increase in media device ownership among youth. This trend correlates with a shift in media usage behaviors. In Switzerland, children and adolescents aged 11 to 15 spend an average of 4.5 hours on school days and around 8 hours on weekends in front of screens (Delgrande Jordan & Masseroni, 2020), significantly exceeding the recommended maximum of 2 hours per day for recreational screen time (Marciano et al., 2021). Social media particularly influences daily routines, with many young people starting their day by checking social networks, having their daily activities shaped by the immediacy of new media, and ending their day with a final glance or post on these platforms (Frison & Eggermont, 2015).
The Mike Study (Suter et al., 2023) has provided a representative sample of children under 12 in Switzerland regarding their media usage. This technological revolution and ongoing mediatization of daily life mean that social interactions often occur through chat platforms, which can also lead to negative outcomes such as exclusion, violence, and bullying (e.g., Berne et al., 2013; Sticca et al., 2013). The study highlights concerning aspects of media use, including that 26% of children reported witnessing cyberbullying, and 15% experienced it personally. The issue of cyberbullying is receiving growing attention both nationally and internationally (Fenaughty & Harré, 2013; Pieschl & Porsch, 2014), though empirical evidence remains limited, particularly in Switzerland and the broader German-speaking region.
This study explores (1) the prevalence of cyberbullying experiences among primary school students in grades 5 and 6 in Switzerland, (2) their attitudes towards cyberbullying, and (3) how anxiety and attitudes towards cyberbullying relate to active involvement as perpetrators.
The sample for this study was drawn from a questionnaire survey conducted in spring 2024 at 14 schools in the canton of Bern, encompassing 906 primary school students (M=11.3 years, SD=.82; 446 girls, 460 boys). The analysis differentiates between (a) observers (bystanders), (b) victims, (c) perpetrators, and (d) those who are both victims and perpetrators of cyberbullying. Attitudes towards cyberbullying were assessed using five items based on Biedermann et al. (2018) (g-factor model; model fit: χ²=7.45; df=5; p=.00; CFI=.99; RMSEA=.02; SRMR=.02).
The findings reveal that 2-20% of primary school students reported experiences with cyberbullying, either as observers or participants (Observers: 20%, Perpetrators: 4%, Victims: 11.7%, Both: 2.1%). A Structural Equation Model was used to specify a mediation model with anxiety (independent variable) – attitude towards cyberbullying (independent variable) – active participation in cyberbullying (dependent variable). Results indicate that anxiety affects attitudes towards cyberbullying (β=.23; p<.001). A favorable attitude towards cyberbullying predicts active involvement in it (β=.33; p<.001). There is a direct effect of anxiety on active participation (β=.09; p<.05) and an indirect effect through attitudes (β=.08; p<.01). The total effect of anxiety on participation is .16 (p<.001).