Mitigating cyberbullying’s impact on children’s well-being: The roles of digital literacy and cognitive emotion regulation
Rattachement africain : cn, hk, sg. Niveau de preuve : code pays fourni par la source.
Le résumé fourni par la source
Extensive online exposure of children has led to an increasing incidence of cyberbullying, which can have adverse effects on their well-being. This study investigated the roles of digital literacy and cognitive emotion regulation (CER) strategies on children’s subjective well-being under different forms of cyberbullying experiences (i.e., perpetration, victimization, and bystander). Data were collected from 1767 primary students (49.12% girls) from Hong Kong using a self-reported survey on cyberbullying experiences, CER strategies, and subjective well-being, and a performance-based assessment on digital literacy. A parallel mediation model was employed to examine whether cyberbullying experiences mediate the effects of digital literacy on well-being, with subsequent moderated mediation models utilized to investigate whether CER strategies moderate the relationships between cyberbullying experiences and well-being. Results showed that (1) digital literacy positively predicted well-being; (2) students with higher digital literacy reported lower levels of cyberbullying perpetration and victimization, resulting in better well-being; (3) both adaptive and maladaptive CER strategies positively predicted well-being; and (4) only maladaptive CER strategies buffered the negative relationships between cyberbullying perpetration or victimization and well-being. This study highlights the importance of digital literacy and CER strategies in promoting children’s well-being under cyberbullying experiences, which can inform relevant educational policies and intervention programs.
Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.
Le contrôle bibliographique ouvert
DOI retrouvé dans Crossref DOI retrouvé ; titre concordant.
- Titre Crossref
- Mitigating cyberbullying’s impact on children’s well-being: The roles of digital literacy and cognitive emotion regulation
- Date Crossref
- 12/12/2025
- Éditeur
- Springer Science and Business Media LLC
- Type
- journal-article
Ce recoupement confirme des métadonnées liées au DOI. Il ne confirme ni la méthode ni les conclusions de l’étude, et il ne compte pas comme une seconde source scientifique indépendante.
Où se fait cette recherche
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Jinan University Guangdong Institute of Smart Education pays non établi dans la noticeUniversité ou école supérieure
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Education University of Hong Kong Department of Early Childhood Education pays non établi dans la noticeUniversité ou école supérieure
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Nanyang Technological University Centre for Research in Pedagogy and Practice (CRPP) pays non établi dans la noticeUniversité ou école supérieure
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Singapore Centre for Environmental Life Sciences Engineering pays non établi dans la noticeStructure de recherche
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Zhejiang Normal University Zhejiang Key Laboratory of Intelligent Education Technology and Application pays non établi dans la noticeUniversité ou école supérieure
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University of Hong Kong pays non établi dans la noticeUniversité ou école supérieure
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Faculty of Education pays non établi dans la noticeUniversité ou école supérieure
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Lingnan University Teaching and Learning Centre pays non établi dans la noticeUniversité ou école supérieure
Guangdong Institute of Smart Education — Jinan University, Department of Early Childhood Education — Education University of Hong Kong et Centre for Research in Pedagogy and Practice (CRPP) — Nanyang Technological University, avec 5 autres affiliations.
Une affiliation ne permet pas de déduire la nationalité d’un auteur.