Digital Aggression and Its Links to Academic Success and Self-Perception Among Adolescents

Abstract

Background: The rise of digital technologies has brought increased exposure to cyberbullying among adolescents, raising concerns about its psychological and academic impacts. While the negative effects of cyberbullying on mental health are well documented, its relationship with self-confidence and academic performance, particularly in Middle Eastern contexts, requires further exploration.

Aim: This study aimed to examine the prevalence of cyberbullying and its associations with self-confidence and academic success among adolescents in the Abha region of Saudi Arabia.

Methods: A cross-sectional study was conducted among 185 secondary school students selected via stratified random sampling. Data were collected using the Cyberbullying Victimization Scale, the Rosenberg Self-Esteem Scale, and official Grade Point Average (GPA) records. Descriptive statistics, Pearson’s correlation, and multiple linear regression were performed using SPSS Version 26.

Results: Cyberbullying victimization was reported by 39.5% of participants, with verbal harassment being the most common form. A significant negative correlation was observed between cyberbullying and both self-confidence (r = –0.423, p < 0.001) and academic performance (r = –0.297, p = 0.002). Self-confidence was positively correlated with academic success (r = 0.334, p = 0.001). Regression analysis revealed that cyberbullying victimization (β = –0.241, p = 0.007) and self-confidence (β = 0.286, p = 0.002) were significant predictors of academic performance.

Conclusion: The findings underscore the detrimental impact of cyberbullying on adolescents’ self-confidence and academic success. Targeted school-based interventions that address digital aggression and foster self-confidence are critical to promoting adolescent well-being and educational achievement.