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cyberbullying, victimisation, depression, resilience, university students, mediator
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AlShehry AA, Wan Sulaiman WS, Khairudin R and Abdullah NA. The role of resilience as mediator in the relationship between cyberbullying victimisation and depression among university students in Saudi Arabia [version 1; peer review: awaiting peer review]. F1000Research 2023, 12:1435 (https://doi.org/10.12688/f1000research.141431.1)
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Research Article
The role of resilience as mediator in the relationship between cyberbullying victimisation and depression among university students in Saudi Arabia
[version 1; peer review: awaiting peer review]
PUBLISHED 06 Nov 2023
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Abstract
Corresponding author:
Wan Shahrazad Wan Sulaiman
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No competing interests were disclosed.
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The author(s) declared that no grants were involved in supporting this work.
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© 2023 AlShehry AA et al.
This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
How to cite: AlShehry AA, Wan Sulaiman WS, Khairudin R and Abdullah NA. The role of resilience as mediator in the relationship between cyberbullying victimisation and depression among university students in Saudi Arabia [version 1; peer review: awaiting peer review]. F1000Research 2023, 12:1435 (https://doi.org/10.12688/f1000research.141431.1)
First published: 06 Nov 2023, 12:1435 (https://doi.org/10.12688/f1000research.141431.1)
Latest published: 06 Nov 2023, 12:1435 (https://doi.org/10.12688/f1000research.141431.1)
Introduction
Over the years, scholars have focused on exploring the negative impacts of bullying on children and adolescents in schools, with limited attention given to emerging adults (Cassidy, Faucher & Jackson, 2013). However, some experts argue that these maladaptive behaviours cut across the lifespan (Cowie et al., 2013; Cowie & Myers, 2016). In addition, recent technological advancements and the widespread use of the internet have led to significant changes in the lifestyles of adolescents and emerging adults. Emotional experiences such as frustrations, joy, hope, and sadness are being shared on social media using computers, smartphones, and the internet. According to Santrock (2015), while adolescents are the group most negatively affected by cyberbullying, recent findings reflect varying degrees of emotional and cognitive distress.
Although modern life is characterised by technological advancements and better living standards, it is also associated with detrimental effects on both physical and psychological health. A study by Thomée, Härenstam and Hagberg (2011) also found that extensive use of mobile phone contributes to mental health issues such as depression, sleep disturbance, stress and anxiety. While the younger generation is most vulnerable to internet harm and social media menace, the effects of cyberbullying have become widespread across many societies. Cyberbullying involves transferring emotional events from the physical to the cybernetic world through the internet and social networking sites. The effects can be deep and long-lasting due to the far-reaching nature of internet connectivity. It is noteworthy that despite the increased attention given to this internet-related problem, little or no efforts have been made in non-Western societies like Saudi Arabia. An examination of the effects of cyberbullying reveals several emotional and psychological deficits that affect both the victim and the perpetrator.
Other forms of cyberbullying involve cyber harassment, which poses a real threat to many victims worldwide. Several studies have found that billions of dollars are lost annually due to cyber harassment (Schultz et al., 2009; Ojanen et al., 2015; Ajayi, 2016). Similarly, AlKaabi (2014) reported that Saudi Arabia is one of the most affected countries, with 40% of university students experiencing cyber harassment, and 57% of these harassment incidents occurring through social media. This trend is due to the extensive use of technology among adults, particularly university students. Their extensive use of technology in the process of learning may become a gateway to their exposure to cyberbullying and cyber harassment (Boonmongkon et al., 2013).
Furthermore, it has been reported that a correlation exists between cyberbullying and emotion regulation difficulties and certain psychological problems among the victims (Gul et al., 2018). Cyberbullying is also positively related to symptoms of despair, anxiety, and depression (Chu et al., 2018). Due to the nature of cyber-attacks on one's emotional and cognitive functioning, the psychological effects may be detrimental to adaptive functioning. Several studies have reported the extent of depressive and anxiety-related problems among victims of cyberbullying, including suicidal thoughts. Victims of cyberbullying cannot cope with the situation as their self-perception and self-respect are negatively affected (Patchin & Hinduja, 2010). Despite the unprecedented and multifaceted levels of the effects of cyberbullying, helping professionals in the Middle East region, as well as other non-Western societies, are yet to explore positive psychology variables like resilience. As internet and smartphone use continue to be part of daily living among young adults, exploring constructs like resilience in connection to the psychosocial effects of cyberbullying becomes crucial.
According to Masten, Best, and Garmezy (1990), resilience is the ability, process, or results of successful adaptation under circumstances where adaptive functioning or development is threatened significantly. Resilience can also be defined as the capacity to deal with adversity, adapt, and maintain psychological health (Masten, 2001). Papatraianou et al. (2014) state that resilience is frequently related to a stress-moderating or buffering process, which enables us to analyse resilience in relation to experiences of cyberbullying. This research highlights the importance of online resilience as it aids researchers in comprehending the connection between resilience and cyberbullying, in which victims protect themselves by using problem-solving coping strategies to deal with the negative experiences online (Vandoninck, d’Haenens, & Roe, 2013).
Literature review
Several large-scale studies have been conducted to estimate the prevalence of bullying in Saudi Arabia. Al-Buhairan et al. (2019) reported that 25% of students were exposed to bullying in a month. Other studies have focused on the effect of cyberbullying in school or university bullying among children and adolescents (Alrokban et al., 2019; Al-Buhairan et al., 2019; AlJaffer et al., 2019; Qudah et al., 2019). Alotaibi’s (2019) study using the theory of perceived behaviour found that intentions towards cyberbullying had a direct effect on academic performance. This is consistent with Al-Zahrani’s (2015) study who found that 27% of students had committed cyberbullying at least once, while 57% had been cyberbullied at least once. Cyberbullying was usually perpetrated by people who the victims met online, indicating a strong association with the use of technology. A systematic review by Bottino et al. (2015) revealed that cyberbullying was associated with depressive symptoms, substance use, negative thoughts, and suicidal ideation. Victims who suffered repeated attacks of cyberbullying demonstrated more severe depressive symptoms than those subjected to other forms of bullying.
Cassidy, Faucher, and Jackson (2017) conducted a study through interviews and found that cyberbullying victims at four Canadian universities faced severe negative impacts such as being threatened by hurtful emails and phone calls, as well as receiving body-shaming remarks. The study revealed that both faculty and student respondents experienced similar negative effects of cyberbullying, such as feeling sad, embarrassed, wounded, and seeking revenge and retaliation. Cyberbullying also had adverse effects on victims' mental and physical health, including depression, anxiety, insomnia, stress, and suicidal thoughts. Therefore, it is evident that cyberbullying, regardless of age, has detrimental effects on an individual's mental well-being.
A study conducted by Selkie et al. (2015) found that cyberbullying victimisation was associated with depression symptoms among college students in the United States. Another study by Alrajeh et al. (2021) found a positive relationship between cyberbullying victimisation and depressive symptoms among university students in Qatar, highlighting the need to investigate the factors that may buffer the negative impact of cyberbullying victimisation on depression symptoms among university students.
Another study conducted in Sweden by Landstedt and Persson (2014) examined the relationship between bullying and mental health in boys and girls aged 13 to 16 years old. The results indicated that all forms of bullying, whether in-real-life (IRL), cyberbullying, or a combination of both, were associated with depressive symptoms in both sex. The driving factors that led to bullying and depressive symptoms differed for both sex. Females were more likely to experience negative responses about their appearance and popularity, while males were subjected to homophobic attitudes and concerns about their physical strength. The study concluded that there was a strong relationship between IRL bullying, cyberbullying, and depressive symptoms for both sex.
The majority of young people can successfully adjust and retain resilience, but there is a risk that young people must also manage when they are exposed to cyberbullying (Papatraianou et al., 2014). Few research, however, have looked at how young people cope with the difficulties of cyberbullying and build resilience. Using resilience as a moderator in the association between poly-bullying victimisation and subjective well-being, Papatraianou et al. (2014) examined the relationship between poly-bullying (i.e., many forms of peer bullying), resilience, and subjective well-being. The study included 1430 undergraduate students between the ages of 18 and 22 who completed three self-report questionnaires. Findings showed that majority of the respondents were victims of poly-bullying, and they reported the lowest subjective well-being and resilience scores.
Resilience is an important psychological concept that describes someone's capacity to handle stress. Resilience, according to Ungar (2008), is the ability of a person to use psychological, social, cultural, and physical resources in order to achieve adaptive functioning and use these resources in ways that are significant to their culture. According to studies (Hjemdal et al., 2011; Misran et al., 2021), resilience and stress have a direct negative relationship. This is consistent with a study by Chan (2000) who discovered that Chinese students in Hong Kong with higher levels of resilience are less influenced by negative experiences than their peers with lower levels of resilience. High resilience has also been linked to higher academic and social motivation and self-confidence (Chan, 2000).
Rowe, Magyar, and Lo (2014) conducted a cross-sectional survey to evaluate the traits of resilience among university students from Australia, Hong Kong, and the United States. They looked into the effects of modifiable psychosocial factors on the psychological distress of 214 university students, including perceived social support and campus connectedness. Results showed that resilience exhibited a significant positive relationship with perceived social support and campus connectedness and a significant negative correlation with psychological distress. The researchers discovered that university students with high levels of resilience experienced lower psychological distress than those with low levels of resilience. However, the majority of research on resilience has been done in Western and Asian settings and samples.
In this study, resilience is proposed as a mediator between cyberbullying victimisation and depression symptoms. Resilience has been shown to protect individuals from the negative effects of stress and adversity, including cyberbullying victimisation (Ttofi et al., 2011). The Transactional Model of Stress and Coping suggests that resilience is an important coping mechanism that individuals use to manage stressors (Lazarus & Folkman, 1984). In the context of cyberbullying victimisation, resilience may buffer the negative impact of victimisation on depression symptoms. Several studies have pointed that resilience serves as a buffer against experiencing negative emotions from life events. For instance, resilience has been found to be negatively correlated with bullying and cyberbullying and serves as a moderator in the relationship between bullying victimisation and negative mental health among young people (Hinduja & Patchin, 2017). Resilience was also found to mediate the relationship between bullying victimisation and childhood depression (Zhou et al., 2017).
Recent research has shown the mediating role of resilience in the association between cyberbullying victimisation and depression symptoms among university students. For instance, a study conducted by Al-Buhairan et al. (2019) found that resilience mediated the relationship between cyberbullying victimisation and psychological distress among university students in Saudi Arabia. Similarly, a study by Jia et al. (2020) found that resilience mediated the relationship between cyberbullying victimisation and depressive symptoms among Chinese university students. These studies provide support for the proposed mediation model in the present study. Therefore, the aim of this study is to investigate the potential role of resilience as a mediator between cyberbullying victimisation and depression among university students in Saudi Arabia. By exploring this relationship, the study seeks to make a valuable contribution to the existing literature. Based on the literature, the following research objectives are proposed to (1) assess the reliability and validity of the variables using the measurement model, (2) assess the direct effect of cyberbullying victimisation on resilience, (3) assess the direct effect of cyberbullying victimisation on depression, (4) assess the direct effect of resilience on depression, and (5) assess the role of resilience as mediator in the relationship between cyberbullying victimisation and depression.
Methods
Ethics and consent
This research was approved by the Ethics Committee for Research, Universiti Kebangsaan Malaysia with reference number UKM PPI/111/8/JEP-2021-548 dated on 14th September 2021. The researchers also obtained approval from the Ministry of Higher Education, Saudi Arabia to conduct the study. Written informed consent was also obtained from the participants involved in the study. In the effort to control potential sources of bias, the researchers have used stratified random sampling representing different regions in Saudi Arabia in selecting the research participants. Participation was on voluntary basis, and participants provided informed consent before proceeding to answer the questionnaire. No personal information was obtained ensuring that all participants were anonymous. The time taken to answer the questionnaire was 30 minutes only in which participants did not experience fatigue in completing the questionnaire.
Research design
This research employed a quantitative survey design to measure cyberbullying victimisation, resilience, and depression. The survey design can be utilized to explain the characteristics of a population to test hypotheses, identify beliefs and attitude (Ary et al., 2014; Creswell, 2012). It is a systematic method of gathering data for a large group of participants (Cohen, Manion & Morrison, 2013), and suitable for studying the relationships between variables. The survey design was utilized in this research to explain the characteristics of student’s cyberbullying victimisation, resilience, and depression, and the relationship among the three constructs. Data were collected using a structured questionnaire involving university students in Saudi Arabia.
Research participants
The population for this research comprises university students in Saudi Arabia who have experienced cyberbullying victimisation during their studies. The eligibility criteria of participants are undergraduate students, have experienced cyberbullying victimisation and voluntarily agree to participate in the research. This study used stratified random sampling to select the respondents. Three universities out of 28 universities in Saudi Arabia representing the south, west and middle regions were selected randomly and the list of students who volunteered to participate was obtained from their respective universities. The study population consists of 109,000 university students, from which a sample of 500 was randomly selected. The questionnaires were distributed using various online platforms (email and specific group Whatsapp of undergraduate students) and 353 responses were received (response rate of 70.6%). The demographic data for the sample include information on gender, institution, and year of study. A total of 243 respondents between the ages of 19 to 22 years old were males (68.8%) and 110 were females (31.2%). In terms of year of study, 94 students (26.6%) were in their first year, 73 (20.7%) were in their second year, 104 (29.5%) were in their third year, and 82 (23.2%) were in their fourth year.
Research instruments
The researchers also obtained permission to use the instruments from the researchers who have translated the instruments to Arabic language. These instruments were compiled into a structured questionnaire to measure three constructs: cyberbullying victimisation, resilience, and depression, as well as three items on demography.
The cyberbullying victimisation construct was measured using the cyber-victim dimension from the Cyberbullying Test developed by Garaigordobil (2015). The Cyberbullying Test consists of 45 items measuring three dimensions (cyber-observer, cyber-aggressor, cyber-victim). However, this research only used the dimension of cyber-victim consisting of 15 items. An example of question is “Have you ever received offensive and insulting calls on your cellphone or by Internet”. The test was rated using a five-point Likert scale (1= strongly disagree, 2= disagree, 3= uncertain, 4= agree, 5= strongly agree). The test has satisfactory reliability and validity. It was reported that there were moderate and high correlations (p <.001) between the items and their respective scales with cybervictimisation, r =.45 to .63; cyberaggression, r =.66 to .78; and cyber-observation, r =.55 to.68 (Garaigordobil, 2015). Based on the pilot study conducted on 110 respondents by the researchers for the current study, four items were eliminated due to the low internal consistency using Cronbach’s alpha if item deleted. The internal consistency for the 11-item version obtained for the actual study was high with Cronbach alpha value of 0.925.
Resilience was measured using the Resilience Scale developed by Wagnild and Young (1993), consisting of 25 items which are scored using a five-point Likert scale (1= strongly disagree, 2= disagree, 3= uncertain, 4= agree, 5= strongly agree). The scale has six dimensions namely meaningful life, perseverance, self-reliance, equanimity, and existential aloneness. Examples of items are “I usually take strings in stride”, “I am relaxed, handles stress well”, and “I am emotionally stable, not easily upset”. It was reported that the Cronbach’s alpha of the 25-item scale was 0.863, indicating a high degree of internal consistency (Saunders, Lewis & Thornhill, 2009). The researchers also eliminated several items with low internal consistency values at the pilot study stage. The actual study retained 18 items of the Resilience Scale which showed satisfactory reliability with Cronbach alpha values ranging from 0.706 to 0.914 for its’ five dimensions and 0.796 for the whole scale.
The Beck Depression Inventory (BDI) (Beck, Steer, & Garbin, 1988) was used to measure depression and comprises a 21-item self-report based on a four-point scale ranging from 0 (symptom not present) to 3 (symptom very intense). Examples of items are “I feel the future is hopeless and that things cannot improve” and “I feel I am a complete failure as a person”. The BDI has high reliability with a Cronbach alpha value of 0.92 for outpatients and 0.93 for college student samples (Beck et al., 1988). Based on the results of the pilot study, the researchers retained 16 items and these items showed high reliability with Cronbach alpha value of 0.914.
Data collection procedure
The researchers obtained permission to conduct this study from the relevant department in the Ministry of Higher Education, Saudi Arabia on 14th November 2021. The researchers then personally approached the university administrators and lecturers to brief them about the research and its purpose. Specifically, the researchers approached university administrators who had received complaints from students on cyberbullying victimisation and requested their help to administer the survey to the students. The researchers prepared with the sampling frame comprising the names of students who were victims of cyberbullying and were willing to participate in the research.
Prior to administering the survey, the researchers conducted a pilot study with 110 students who have had experience of cyberbullying and voluntarily participate in the research. This pilot study was conducted at the end of January 2022.
These responses were not included in the actual research. Following the pilot study, the questionnaire was revised by the researchers to enhance the instrument's quality. Then, in accordance with Krejcie and Morgan's (1970) recommendations for determining a minimum sample size, the respondents for the actual study were chosen at random from the sampling frame. A total of 500 copies of the questionnaire were distributed for this study from February to March 2022. The researchers provided a brief explanation of the research, its objectives, and how to reply to the questionnaire at the start of the data gathering process. The students were given 30 minutes to complete and return the completed questionnaire.
Data analysis
The present study employed Structural Equation Modelling (SEM) using the AMOS 26.0 model-fitting program to analyse the data (Wan Sulaiman, 2023). After performing data cleaning and descriptive analysis using SPSS version 25.0, the confirmatory factor analysis (CFA) was conducted to assess the construct validity of the measurement models. This was necessary to establish the reliability and validity of the measurement model in this study.
Results
Assessment of the measurement model
In this study, confirmatory factor analysis (CFA) was conducted to evaluate the construct validity and reliability of the measurement models. The evaluation of the measurement model involved several indices, including chi-square (χ2), degree of freedom (DF), comparative fit index (CFI), Tucker-Lewis’s index (TLI), and root-mean-square error of approximation (RMSEA). According to established guidelines (Hair, Black, Babin, & Anderson, 2013; Kline, 2015), a good fit for the measurement model is indicated by a non-significant chi-square value (χ2), RMSEA value less than or equal to 0.08, and CFI and TLI values greater than 0.90.
In this study, the measurement model for the study was revised by using modification indices. The results of the CFA in Figure 1 and Table 1 showed that the measurement model had an acceptable fit with a chi-square (χ2) value of 1903.428 (p <.000), RMSEA =0.057, CFI =0.947, IFI =0.947, and TLI =0.944. These results suggested that the measurement model was a good fit for the data and provided strong support for the construct validity and reliability of the model dimensions.
Figure 1. Results of the confirmatory factor analysis.
Note: Persev=Perseverance; Existen=Existential Aloneness; Meaning=Meaningfulness; Equani=Equanimity; Self=Self-reliance; Cyberb=Cyberbullying Victimisation; CCMIN=Relative Chi Square; DF=degrees of freedom; CMINDF=Normed Chi Square; RMSEA=root mean square error approximation; CFI=Comparative Fit Index; TLI=Tucker Lewis Index; IFI=Incremental Fit Index.
Table 1. Results of the measurement model.
The first indication of construct validity was examining the elements that showed that all loadings were above 0.70. With an adequate sample size, factor loadings were acceptable in this scenario (Hair et al., 2013; Byrne, 2013; Kline, 2015). As a result, all indicators in this study were associated with their respective variables, indicating sufficient evidence of the convergent validity of the measurement model.
The results presented in Table 2 showed that all inter-factor correlations between the constructs of cyberbullying victimisation, resilience, and depression were also assessed. The findings indicated a correlation coefficient of less than 0.85, which further supported the discriminant validity of the constructs. Additionally, each average variance extracted (AVE) factor had a higher value than its’ squared inter-correlations with all other factors, which provided strong support for the presence of discriminant validity. This finding provided confidence in the accuracy and reliability of the study results and supported the validity of the model for the research.
Assessing the direct effect of cyberbullying victimisation and resilience on depression
After establishing the psychometric properties of the measurement model, the next step was to use the structural model to investigate the direct effect of cyberbullying victimisation towards depression, as well as the mediating role of resilience between cyberbullying victimisation and depression, as shown in Figure 2. Following the successful construction of the measurement model, the structural model was analyzed using the Analysis of Moment Structures (AMOS) 26 software, which represented the second stage of the analysis. The anticipated causal links between the variables in the structural model were consistent with the data, as evidenced by the normed chi-square =2.129, RMSEA =.057, CFI =.947, TLI =.944, and IFI =.947. These indices demonstrated a good fit between the data and the hypothesized structural model.
Figure 2. Results of the structural model among cyberbullying victimisation, resilience and depression.
Note: Persev=Perseverance; Existen=Existential Aloneness; Meaning=Meaningfulness; Equani=Equanimity; Self=Self-reliance; Cyberb=Cyberbullying Victimisation; CCMIN=Relative Chi Square; DF=degrees of freedom; CMINDF=Normed Chi Square; RMSEA=root mean square error approximation; CFI=Comparative Fit Index; TLI=Tucker Lewis Index; IFI=Incremental Fit Index.
Figure 2 and Table 3 display the results of the structural model, including standardized path coefficients. The findings of the study indicated that 26% of the variance in students' depression can be accounted for by the determinants of cyberbullying victimisation and resilience. The paths illustrated that cyberbullying victimisation had a significant and positive direct effect on depression (β =0.166, p <0.000). Cyberbullying victimization also had a significant and negative direct effect on resilience (β =-0.262, p <0.000), while resilience showed a significant and negative direct effect on depression (β =-0.438, p <0.001). The results of this study provided empirical evidence for the linkages between cyberbullying victimisation, resilience, and depression.
Testing the role of resilience as mediator in the relationship between cyberbullying victimisation and depression
The researchers used a bootstrapping method to assess the role of resilience as a mediator in the relationship between cyberbullying victimisation and depression among university students in Saudi Arabia. The analysis conducted followed the methodological recommendations and employed the techniques of bias-corrected bootstrap with 1000 bootstrap samples and confidence interval of 95%. The findings of this procedure, as shown in Table 4, found that resilience was a statistically significant mediator (p < 0.001). This statistical significance indicated that the relationship between cyberbullying victimisation and depression was partially explained by the mediating effect of resilience.
Discussion
The first aim of this research was to establish the reliability and validity of the measurement model in the study, namely cyberbullying victimisation, resilience, and depression. The results of the measurement model yielded satisfactory fit indices. In this study, all three constructs, i.e., cyberbullying victimisation, resilience and depression, had average variance extracted (AVE) values greater than 0.50, thus providing support for their convergent validity. The discriminant validity of the model was also supported, where the AVE factor was higher than its squared inter-correlations with all other factors, providing robust evidence for discriminant validity. Two internal consistency measures, namely composite reliability (CR) and Cronbach's alpha, were employed to establish reliability, and both showed satisfactory results. In conclusion, the validity test of this study provided evidence that the measurement model exhibited two levels of construct validity, i.e., convergent and discriminant validity, as well as a high composite reliability.
The second, third and fourth objectives of this study aimed to assess the direct effect of cyberbullying victimisation and resilience on depression among university students in Saudi Arabia. The results of the analysis showed that cyberbullying victimisation was a significant predictor of depression among university students in Saudi Arabia. These findings are consistent with previous study such as Al-Zahrani (2015) that established a strong link between cyberbullying victimisation and depression in university students in Saudi Arabia. Similarly, Qudah et al. (2019) also found that smartphone addiction is associated with cyberbullying among university students in Saudi Arabia.
Furthermore, the finding of the present study regarding the significant effect of cyberbullying victimisation on resilience among university students in Saudi Arabia is similar with previous research. For example, Papatraianou et al. (2014) found that poly-bullying victimisation was associated with poor subjective well-being and low resilience levels. Additionally, the study revealed that resilience positively moderates the relationship between poly-bullying victimisation and subjective well-being. Thus, these findings suggest that victims of cyberbullying may have a higher potential to withstand the psychological effects of the ordeal they experience.
Additionally, in line with earlier studies, the current study discovered that resilience was a significant predictor of depression among Saudi Arabian university students. Findings from Ahmed and Julius's study (2015), for example, investigated the connections between academic success, resilience, depression, anxiety, and stress among Indian women college students and discovered a negative correlation between resilience and depression scores. The results underline how critical it is to address cyberbullying in Saudi universities and foster resilience among victims in order to lower the incidence of depression. Further investigation is required to examine additional variables that can affect the prevalence of cyberbullying victimisation and its effects on Saudi Arabian university students' mental health.
The last objective of this research was to investigate the indirect effect of cyberbullying victimisation on depression among university students in Saudi Arabia, as mediated by students’ resilience. The results confirmed the hypothesized mediation effect, indicating that students’ resilience acted as a mediator between cyberbullying victimisation and depression. This finding suggests that resilience played a significant role in mediating the relationship between cyberbullying victimisation and depression among university students. Specifically, students with high levels of resilience are less likely to experience depression symptoms following cyberbullying victimisation, while those with low resilience may be at a higher risk of depression.
The inverse relationship between resilience and depression found in this study is consistent with previous research, which has shown that resilience can reduce the risk of depression among individuals who have experienced bullying (Farmer et al., 2006). By understanding the mediating role of resilience, it may be possible to reduce the negative effects of cyberbullying victimisation on mental health. Understanding how individuals interact with technology and the psychological effects of that interaction can help researchers and practitioners develop effective interventions for addressing cyberbullying victimisation and related mental health issues among university students in Saudi Arabia.
Limitation and contribution
This research contributes to the body of literature in the field of social psychology and students’ well-being by investigating variables such as cyberbullying victimisation, resilience, and depression. This study is significant as few studies have examined the effect of cyberbullying victimisation and depression among university students in the Gulf states. The cultural and regional factors in developing countries have resulted in psychological challenges receiving less attention. From a practical perspective, the findings of this study can help decision-makers in the public sectors improve students’ mental health and increase their academic achievement. The study employed structural equation modelling (SEM) to examine the direct and indirect effects of cyberbullying victimisation, resilience, and depression in the context of Saudi Arabia. These findings can benefit researchers in the field of cyberbullying and pave the way for future research into predicting the consequences of cyberbullying. The outcome of this study can also guide counsellors and psychologists in designing assistance programs to reduce the level of cyberbullying and its psychological impact on victims. Educating students, policy makers, private sectors, and other members of society about the harmful effects of cyberbullying and providing advice on minimizing the risks when using social networking sites is another implication for psychological practice.
One of the limitations of the current study is that it relied on self-reported data collected through a self-report questionnaire. This raises the possibility that respondents may have answered questions based on what they perceived or desired rather than what they actually experienced or understood. Therefore, the results of this study should be interpreted with caution. Moreover, the sample size in this study was limited, and the findings cannot be generalized to the entire student population of Saudi Arabia. Further research with a larger sample may provide better insights in generalizing the findings to the larger population.
Considering the limitations, opportunities for further research can be created to address them. One way to improve future research is to use mixed-methods research to provide a more comprehensive view by complementing quantitative findings with qualitative insights. Additionally, the current study included cyberbullying victimisation and resilience as predictors of students' depression. However, other variables such as religiosity, culture, and socio-economic status (SES) could be considered in future studies. Future studies may explore other public and private universities in the country to increase the generalizability of the results. By overcoming these limitations, future studies can provide more comprehensive insights into the relationship between cyberbullying victimisation, resilience, and depression among university students in Saudi Arabia.
Author contributions
Abdullah Ali AlShehry: Conceptualization, Data Curation, Formal Analysis, Investigation, Methodology, Writing – Original Draft Preparation, Writing – Review & Editing.
Wan Shahrazad Wan Sulaiman: Supervision, Methodology, Conceptualization, Writing – Original Draft Preparation, Writing – Review & Editing.
Rozainee Khairudin: Methodology, Supervision, Conceptualization, Writing – Review & Editing.
Nurul-Azza Abdullah: Methodology, Supervision, Conceptualization, Writing – Review & Editing.
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AlShehry AA, Wan Sulaiman WS, Khairudin R and Abdullah NA. The role of resilience as mediator in the relationship between cyberbullying victimisation and depression among university students in Saudi Arabia [version 1; peer review: awaiting peer review]. F1000Research 2023, 12:1435 (https://doi.org/10.12688/f1000research.141431.1)
NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article.
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