Cyberbullying is a growing problem in the Italian educational system, affecting approximately 17% of students. This study examines the impact of cyberbullying on the psychosocial well-being and academic performance of Italian adolescents. A cross-sectional survey was conducted among 502 students from six schools across various regions of Italy, utilizing the European Cyberbullying Intervention Project Questionnaire (ECIPQ) to evaluate cyberbullying, along with measures of satisfaction, social relationships, and academic outcomes. Data analysis involved Chi-square and ANOVA tests to identify significant associations between the variables. The findings reveal significant correlations between cyberbullying and gender, as well as notable effects on psychosocial well-being, particularly in terms of personal and body satisfaction. However, no significant differences were observed in academic performance or in the general ability to form new friendships, although victims of cyberbullying exhibited a markedly lower capacity to make new friends compared to non-involved students. In conclusion, cyberbullying detrimentally affects students’ psychosocial well-being, particularly concerning personal satisfaction and overall happiness at school. These results underscore the importance of implementing effective interventions that foster a safe and supportive school environment to mitigate the adverse effects of cyberbullying.
Antonio Ragusa, Sandra Núñez-Rodríguez, Paulo Vaz , José Silva, Virginia Caliciotti , Jerónimo J. González-Bernal, Alfonso J. López-Rivero, Ema Petrillo, Manuela Gatto, Ana Isabel Obregón-Cuesta and Josefa González-Santos