Exploring the relationship between cyberbullying and self-concept among school children in Physical Education
DOI:
https://doi.org/10.47197/retos.v70.117076Keywords:
Adolescents, cyberbullying, peer connectedness, physical education, self-conceptAbstract
Introduction: cyberbullying among school-aged children has emerged as a critical issue impacting psychosocial development, particularly in educational settings that emphasize social comparison and physical performance, such as physical education classes.
Objective: the objective of this study was to examine the relationship between cyberbullying victimization and multidimensional self-concept in physical education, and to determine whether perceived teacher support and peer connectedness moderate this relationship.
Methodology: a cross-sectional quantitative study was conducted involving 80 middle school students, equally divided by gender. participants completed a structured questionnaire assessing cyberbullying experiences, self-concept in physical education, teacher support, and peer connectedness. data were analyzed using multiple and hierarchical regression analyses.
Results: the results showed a significant negative relationship between cyberbullying victimization and self-concept in physical education. while teacher support did not moderate this relationship, peer connectedness significantly attenuated the negative effects of victimization on self-concept scores.
Discussion: the findings aligned with previous studies demonstrating the harmful impact of cyberbullying on adolescent psychological well-being and highlighted the protective role of peer relationships in school settings. however, the absence of a moderating effect from teacher support contrasted with earlier research and suggested the need for broader systemic strategies.
Conclusions: it is concluded that promoting strong peer relationships and fostering a supportive environment in physical education classes is essential for mitigating the adverse effects of cyberbullying on students’ self-concept.
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