Cyberbullying victimization, self-blame, and teacher and peer support: A moderational analysis
Abstract
This study investigated children's experiences with cyberbullying to determine whether victimization from this form of bullying is associated with internalizing problems among seventh and eighth grade students. In addition, characterological self-blame and support from teachers and peers were examined as moderators of the relationship between cyberbullying victimization and internalized distress. Results revealed that cyberbullying victimization is associated with higher levels of depression and anxiety among children. Also, characterological self-blame was noted to moderate the relationship between cyberbullying victimization and anxiety. Implications of current findings and directions for future research are discussed.
Subject Area
Clinical psychology|Cognitive psychology
Recommended Citation
Bhalla, Rukmini Vohra, "Cyberbullying victimization, self-blame, and teacher and peer support: A moderational analysis" (2014). ETD Collection for Fordham University. AAI3620205.
https://research.library.fordham.edu/dissertations/AAI3620205
