Exploring adolescents' mental health, cyberbullying perpetration, and interpersonal relationships: A latent profile and moderation approach

Abstract

Background

Mental health and interpersonal relationships are closely linked to cyberbullying among adolescents; however, research examining how these factors interact from an individual-centered perspective remains limited. This study aimed to identify mental health profiles of Chinese adolescents based on the Dual-Factor Model of Mental Health and to explore how these profiles moderate the relationship between interpersonal relationships (parent-child, teacher-student, and peer relationships) and cyberbullying behavior.

Methods

The study involved 9612 Chinese adolescents (M_age = 15.73, SD_age = 1.58, 49.02 % girls). Mental health was assessed using 14 indicators (e.g., Patient Health Questionnaire), while interpersonal relationships were measured using the Adolescent Interpersonal Relevance Scale. Cyberbullying perpetration was assessed with the Electronic Bullying Questionnaire (EBQ). Data analysis included latent profile analysis and moderation testing to examine the interactions.

Results

The results revealed five distinct mental health profiles among Chinese adolescents. Adolescents with poorer mental health were more likely to engage in cyberbullying. Furthermore, parent-child and peer relationships amplified the risk of cyberbullying among those with lower mental health, while the teacher-student relationship did not significantly moderate this association. Conversely, the teacher-student relationship consistently acted as a protective factor against cyberbullying across all profiles.

Conclusion

This study reveal five stable mental health profiles among Chinese adolescents and suggest that the influence of interpersonal relationships on cyberbullying varies according to mental health profiles. Notably, good teacher-student relationships may serve as a key protective factor against cyberbullying, regardless of mental health profile.