Cross-lagged analysis of cyberbullying victimization, school connection, and depression among high school students

Cyberbullying is a common social problem that has a profound impact on the psychological and emotional state of victims, especially with complex associations between school connection and depression. Research has shown that victims of cyberbullying often feel isolated and lack a sense of belonging in the school environment, which weakens their emotional connection with the school community, namely school connection. Due to the decrease in school connection, victims may be more likely to experience depressive emotions, as schools are a key place for them to receive social support and positive interaction. Meanwhile, the exacerbation of depression may form a vicious cycle, making it more difficult for victims to escape the negative effects of cyberbullying. Therefore, it is necessary for us to explore the relationship and mechanisms between cyberbullying victimization, school connection, and depression. The aim of this study is to adopt a tracking research design and use cross lag analysis to explore the longitudinal relationship between high school students' cyberbullying victimization, school connections, and depression, to further understand the causal relationship among the three factors. And test the lagged effect of cyberbullying victimization on depression, compare data from different time points to determine whether cyberbullying victimization will lead to the onset or exacerbation of depressive symptoms after a period of time. In addition, it can also explore the mediating role of school connections between cyberbullying victimization and depression. The study sample comprised 622 high school students, who participated in a longitudinal assessment (two time points, six months apart). They completed the Cyberbullying and Cyberbullying Victimization Scale, School Contact Scale, and Depression Scale. The results revealed that at T1, cyberbullying victimization negatively predicts school connectivity among high school students. T1 cyberbullying victimization positively predicts T1 depression, and T1 depression, in turn, significantly predicts T2 cyberbullying victimization. There is a reciprocal predictive relationship between school connection and depression. School connection at both T1 and T2 mediates the relationship between cyberbullying victimization and depression. Based on these results, it is indicated that prevention and intervention efforts for depression need to address the phenomenon of cyberbullying victimization and enhance students' school connection.