PurposeThe purpose of this paper is to examine the relationship between cyberbullying victimization and internalizing problems among the youth. Moderator effects of a friendship quality were also investigated to examine if higher friendship quality moderated the negative effects of cyberbullying on psychological states of students.Design/methodology/approachA total of 463 middle and high school students in Texas participated in an online survey. The frequency of cyberbullying victimization, the level of self‐esteem, depression, anxiety, stress, and the friendship quality were measured.FindingsThere was a statistically significant association between cyberbullying victimization and internalizing problems. This study supported the results of past studies by demonstrating the aversive nature of cyberbullying. However, a quality of friendship quality did not seem to moderate negative psychological effects of cyberbullying. The results indicate the complexity and difficulty of intervening with cyberbullying.Research limitations/implicationsNo causality inferences can be made in a cross‐sectional study. Thus, future research should examine the duration of internalizing problems. It would also be helpful to include other moderators.Practical implicationsAlthough good peer relationships work as a buffer for traditional bullying, the association is not same for cyberbullying. Thus, an existing anti‐bullying program which includes a peer support system may not work for cyberbullying intervention.Originality/valueResearchers identified the relationship between cyebrbullying victimization and psychological difficulties; however, not all victims suffer from psychological distress; thus, it is necessary to identify what moderates negative effects of cyberbullying. Although moderator effect between cyberbullying and internalizing problems has not been well researched yet, the findings may provide important information to enable the development of effective prevention/interventions.

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The authors conclude that practitioners must be concerned with the presence of coexisting disorders for children with ADHD with respect to academic achievement as well as other behavioral and psychological outcomes.

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