Early Adolescent Cyberbullying Victimization, Learning Readiness, and Academic Achievement Among South Australian Students
Bibliographic Data
| ID | 21375776 |
|---|---|
| Authors | Jasmin Williams (School of Psychology The University of Adelaide Adelaide South Australia Australia), Sarah Halliday (0000-0002-9398-9801, School of Psychology The University of Adelaide Adelaide South Australia Australia, corresponding author) |
| Year | 2025 |
| Volume | 62 |
| Issue | 9 |
| Pages | 3079-3089 |
| Publication date | 2025-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.23525 |
| OpenAlex | W4409642604 |
| Language | EN |
| Citations received | 1 |
| References cited | 59 |
Cyberbullying is an increasingly researched topic in the field of adolescence, largely due to its pervasiveness and negative wellbeing outcomes for victims. However, existing literature in this area largely focuses on those aged above 13 years, despite evidence suggesting that early adolescents (ages 10–13) also experience victimization. Therefore, the aim for this study was to investigate the association between cyberbullying victimization in early adolescence (10–13 years) and learning readiness (perseverance, academic self‐concept, and cognitive engagement) in Grade 6, and academic achievement (numeracy and reading) in Grade 7. This study utilized a population‐based data set of 8,675 South Australian students with 6.5% identifying as cyberbullying victims. Findings revealed that compared to non‐victims, Grade 6 students who experienced cyberbullying had significantly lower learning readiness scores that same year, and poorer numeracy and literacy scores 1 year later, before and after controlling for covariates. Perseverance in Grade 6 was the strongest predictor of Grade 7 numeracy scores, and cyberbullying victimization in Grade 6 was the strongest predictor of Grade 7 reading scores. This study illustrates the negative impact of early adolescent cyberbullying victimization on learning readiness and academic achievement throughout secondary education, highlighting the need for earlier online safety education and greater parental involvement
Academic achievement · Adolescent development · At-risk students · Developmental psychology · Mathematics education · Bullying, Victimization, and Aggression · Child Development and Digital Technology · Psychology · Youth Development and Social Support
Statistical Power Analysis for the Behavioral Sciences
The Impact of Bullying Victimization in Early Adolescence on Subsequent Psychosocial and Academic Outcomes across the Adolescent Period
Cyberbullying
Following you home from school
Parenting in a digital age
Bullying Prevalence Across Contexts
Consequences of bullying victimization in childhood and adolescence
Bullying in children
The Epoch Measure of Adolescent Well-Being.
Prevalence of traditional bullying and cyberbullying among children and adolescents in Australia
The nature of cyberbullying, and strategies for prevention
Integrating Traditional Bullying and Cyberbullying
School Engagement
A Test of Missing Completely at Random for Multivariate Data with Missing Values
Cyberbullying Among Adolescents and Children
The relationship between early adolescent cyberbullying victimization and later emotional wellbeing and academic achievement
Monitoring, Mediating, and Modeling
A Scoping Review on Studies of Cyberbullying Prevalence Among Adolescents
Stigma-based bullying interventions
Umbrella review of meta-analyses on the risk factors, protective factors, consequences and interventions of cyberbullying victimization
Determinants of academic achievement from the middle to secondary school education
Impact of Cyberbullying on Academic Performance and Psychosocial Well-Being of Italian Students
Relationship between Cyberbullying, Motivation and Learning Strategies, Academic Performance, and the Ability to Adapt to University
I Was the Violence Victim, I Am the Perpetrator
Barriers to tests and exams for autistic pupils
Student engagement as a mediator of the effects of socio‐economic status on academic performance among secondary school students in Australia
Individual and Contextual Factors Associated with Patterns of Aggression and Peer Victimization During Middle School
Cyberbullying
Pisa 2018 Results (Volume V)
Academic self-concept and academic achievement
Development and Validation of the Middle Years Development Instrument (MDI)
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |