Relationship between Cyberbullying, Motivation and Learning Strategies, Academic Performance, and the Ability to Adapt to University

Abstract

Cyberbullying has become a frequent relational problem among young people, which has made it necessary to evaluate and prevent it in the university setting. The aim of this study is to examine the relationship between cyberbullying, motivation and learning strategies, the ability to adapt to university, and academic performance. A sample of 1368 Spanish university students (64% female) was administered a battery consisting of the European Bullying Intervention Project Questionnaire, the Learning and Study Strategies Inventory Short version, and the Student Adaptation to College Questionnaire, with their academic performance also being studied. The results found that the victimized bullies have greater difficulties in their organization and planning for study and exams, have fewer control and consolidation strategies, and are less able to adapt to university. Logistic regression analyses show that the greater the difficulties in organization and planning, and the greater the difficulties experienced in exams, the greater the probability of a person being a victim and a victimized bully. In addition, students are less likely to be victims, bullies, and victimized bullies as their ability to adapt to university increases. The findings have been discussed and it has been noted that there is a need to address academic adjustment and the ability to adapt to the university environment as a preventive measure for cyberbullying in university students.

Bullying in Adolescents: Differences between Gender and School Year and Relationship with Academic Performance

“…According to the research of Aparisi et al [ 51 ], bullies, as well as bullies/victims, have greater difficulties in organizing and planning studies, in performing adequately in exams and develop fewer control and consolidation strategies than students who are neither bullies nor victims. In contrast, Clemmensen et al [ 52 ] show in their results that the difference between bullies, bullies/victims and the uninvolved were not significant but they were significant in the case of victims, who revealed lower scores than those who were classed as non-victim/non-bully.…”

Online Class, Cyberbullying, and Internet Addiction during COVID-19 and Its Effect on Mental Health of UPM Undergraduate Students

“…They are more susceptible to developing depression in the future because of the considerable relationship between cyberbullying (victimization and interpretation) and depression (Zhang et al, 2020). Prior studies also show that university students who are the targets of cyberbullying experience anxiety, which has an impact on their academic performance (e.g., Aparisi et al, 2021). Additionally, other studies by Cenat et al (2019) revealed that the harm brought on by cyberbullying can negatively impact students' ability to interact in social and professional settings daily, result in the loss of vital support networks that promote emotional health, and make them more susceptible to selfdestructive behavior that causes anxiety.…”

Cyberbullying and Associated Factors in Member Countries of the European Union: A Systematic Review and Meta-Analysis of Studies with Representative Population Samples

“…One of the limitations of the present review is that, despite not restricting either the search or inclusion criteria according to age, studies conducted with over 18-year-olds were not identified. The examination of such a population, likely to include university students, would be of huge interest given that CB has also been highlighted to present a significant issue within this group [ 47 , 48 ]. This being said, this is not necessarily just a limitation of the present review but of the wider cyberbullying literature.…”