Positive Perceived School Climate and Cyberbullying in Chinese Adolescents: A Moderated Mediation Model From the Perspective of Internet Characteristics

Although substantive research has shown that a positive perceived school climate is an essential protective factor for cyberbullying among adolescents, little research revealed the mechanisms underlying this relationship. This study examined whether normative beliefs about aggression mediate the ass...

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Bibliographic Details
Published in:The Journal of early adolescence 2021-10, Vol.41 (8), p.1177-1202
Main Authors: Shi, Hui-fen, Fan, Cui-ying, Chu, Xiao-wei, Zhang, Xue-chen, Wu, Ling-ling
Format: Article
Language:English
Subjects:
Aggression
Beliefs
Bullying
Computer Mediated Communication
Cyberbullying
Early Adolescents
Educational Environment
Foreign Countries
Grade 7
Grade 8
Internet
Junior High School Students
Moral Values
Morality
School environment
Student Attitudes
Teenagers
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Summary:Although substantive research has shown that a positive perceived school climate is an essential protective factor for cyberbullying among adolescents, little research revealed the mechanisms underlying this relationship. This study examined whether normative beliefs about aggression mediate the association between a positive perceived school climate and cyberbullying and whether this process is moderated by Internet morality. Anonymous questionnaires measuring these variables were administered to 649 junior high school students in China. After controlling for traditional bullying, mediation analysis indicated that normative beliefs about aggression played a full mediating role in the relationship between a positive perceived school climate and cyberbullying. Moderated mediation analysis further revealed that Internet morality moderated the predictive effect of normative beliefs about aggression on cyberbullying. The mediating effect of normative beliefs about aggression was stronger in individuals with lower levels of Internet morality. These findings provide insight into making existing interventions more suitable for cyberbullying.
ISSN:0272-4316
1552-5449
DOI:10.1177/0272431621989816