In the digital age, where social interactions increasingly unfold in virtual realms, the dynamics of cyberbullying among university students have drawn intense scrutiny from psychologists and educators alike. A groundbreaking study by researchers Tektaş and Kaçmaz, published in BMC Psychology in 2025, offers invaluable insights into how perceived social support influences cyberbullying behaviors through the mediating factor of cyber victimization. This work sheds light on the complex psychosocial mechanisms that underpin the prevalence and persistence of cyberbullying in higher education settings, marking a significant step forward in the development of effective intervention strategies.
Understanding cyberbullying requires more than a superficial glance at hostile online behavior—it necessitates a deep dive into the psychosocial antecedents and consequences. The study conducted by Tektaş and Kaçmaz emphasizes the crucial role that perceived social support plays in shaping an individual’s vulnerability to becoming a cyber aggressor. Their research innovatively positions cyber victimization—the experience of being targeted by cyberbullies—as the key intermediary that channels the effects of social support into cyberbullying behavior.
The researchers embarked on a methodical investigation involving university students, a demographic particularly susceptible to intense social pressures and identity explorations. The choice to focus on this population taps into the critical developmental juncture where social bonds, digital literacy, and psychological resilience intersect. By dissecting the nuanced relationships between perceived support from peers, family, or significant others and online aggressive tendencies, the study examines how feelings of security and belonging—or the lack thereof—manifest in virtual antagonism.
At the heart of the study lies the conceptual framework postulating that perceived social support—or the subjective evaluation of available emotional and instrumental guidance—has a protective psychological function. Students who believe they have a robust support network are theorized to possess better coping mechanisms against stressors, including online harassment. However, this study identifies a paradox: while social support generally deters aggressive behaviors, its efficacy can be disrupted if students fall prey to cyber victimization. Victimization experiences act as psychological stressors that, instead of facilitating resilience, may provoke retaliatory or preemptive cyberbullying as a maladaptive coping strategy.
The study utilized a combination of validated psychometric tools aimed at measuring students’ perceived social support, experiences of cyber victimization, and their own engagement in cyberbullying behavior. The methodological rigor ensured that the data captured not only the frequency of such behaviors but also the intensity and subjective impact on the individuals involved. Quantitative analysis using mediation models demonstrated that cyber victimization significantly mediates the relationship between perceived social support and cyberbullying behaviors. These findings imply that the protective effect of social support diminishes when students have been victims themselves, thus entering a vicious cycle of online hostility.
This dynamic implies a pernicious feedback loop: students lacking sufficient social support become vulnerable to victimization, which in turn increases their likelihood to perpetrate cyberbullying. The psychological underpinnings of this loop may be traced to coping theories—where affected individuals resort to defensive aggression to re-establish control or express unresolved grievances. Furthermore, victimization erodes trust and social connectedness, which weakens the buffering effect that support systems typically provide.
Importantly, the study contributes to cyberpsychology by elucidating the mechanisms through which social factors influence online aggression. Previous literature often treated social support as a direct predictor of cyberbullying, yet Tektaş and Kaçmaz add granularity by incorporating victimization as a mediator, hence providing novel pathways for understanding the phenomenon. This layered approach has substantial implications for psychological interventions aiming to reduce cyberbullying—focusing not only on amplifying support but also on addressing the trauma and repercussions of victimization.
Given the escalating prevalence of cyberbullying in university environments, these findings resonate strongly with campus policymakers and mental health professionals. The research underscores the necessity of comprehensive support structures that can promptly identify and address victimization episodes before they cascade into bullying behaviors. Universities must foster inclusive communities that strengthen social ties and equip students with adaptive coping resources, thereby breaking the victim-perpetrator cycle.
The study’s insights also advocate for integrating cyber victimization awareness into peer support programs. Empowering bystanders and support networks with the knowledge to recognize victimization signs and intervene appropriately could significantly reduce the transition from victim to perpetrator. Moreover, digital literacy programs emphasizing empathy, ethical online conduct, and conflict resolution are integral to creating safer virtual spaces.
From a technological perspective, the findings prompt consideration of how digital platforms might incorporate features designed to mitigate victimization effects. Artificial intelligence tools capable of detecting harassment patterns and flagging high-risk interactions could serve as early warning systems. Collaborations between psychologists and tech developers could thus pioneer innovative solutions that supplement traditional support mechanisms.
In conclusion, Tektaş and Kaçmaz’s study represents a seminal contribution to our understanding of cyberbullying among university students, deftly revealing the interplay between perceived social support, cyber victimization, and bullying behavior. Their robust empirical approach highlights the cycle of vulnerability and aggression perpetuated by victimization experiences, challenging simplistic interventions. Addressing cyberbullying in higher education demands nuanced strategies that reinforce supportive environments while mitigating victimization and its psychological sequelae.
This research not only refines theoretical models of aggression and social support but also bridges gaps between psychological theory and practical application. Universities worldwide grappling with cyberbullying would benefit from incorporating these findings into prevention programs, thereby enhancing students’ psychological well-being and fostering healthier digital communities. As cyber interactions become ever more embedded in daily life, ongoing research and innovative interventions inspired by studies like this will be essential to promoting safer educational landscapes.
The implications for future research are vast: longitudinal studies could track how shifts in social support perceptions and victimization experiences influence cyberbullying trajectories over time. Additionally, exploring demographic variables, such as gender and cultural background, might elucidate differential susceptibility patterns. The technological dimension also invites exploration of how emerging digital environments—metaverses, augmented reality—impact these psychosocial dynamics.
In the age of ubiquitous connectivity, understanding the psychosocial catalysts of cyberbullying cannot be overstated. Tektaş and Kaçmaz’s pioneering analysis lays a critical foundation for the ongoing quest to foster safer, more empathetic online spaces that support mental health and academic success. Their work is a clarion call to psychologists, educators, technologists, and policymakers alike to collaborate in dismantling the complex web of factors that fuel cyber aggression.
As the landscape of social interaction continues to evolve digitally, so too must our strategies for intervention and prevention evolve—grounded in rigorous empirical research and attuned to the lived experiences of students. Tektaş and Kaçmaz’s contribution is a beacon illuminating the pathways through which support and victimization intersect, guiding a path toward sustainable solutions in cyberpsychology and mental health promotion.
Subject of Research: The mediating role of cyber victimization in the effect of perceived social support on cyberbullying among university students.
Article Title: The mediating role of cyber victimization in the effect of perceived social support on cyberbullying in university students.
Article References:
Tektaş, P., Kaçmaz, E.D. The mediating role of cyber victimization in the effect of perceived social support on cyberbullying in university students. BMC Psychol 13, 1030 (2025). https://doi.org/10.1186/s40359-025-03338-z
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