ArticleScientific reports2025
Moral disengagement as mediator and guilt as moderator between cyber moral literacy and cyberbullying among late adolescents.
Article in Scientific reports, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Combating cyberbullying with transparency: unveiling the impact of IP location disclosure on cyberbullying in Chinese social media.Scientific reports · 2025Article
- Exploring the mediating roles of bullying, school fighting, and media literacy in the relationship between social-emotional competence and cyberbullying among adolescents.BMC psychology · 2025Article
- Unravelling cyberbullying among Egyptian adolescents: the protective influence of self-control and moral identity with gender and socioeconomic dynamics.BMC psychology · 2025Article
- The role of shyness in cyberbullying perpetration: a moderated mediation model of relative deprivation, anger rumination, and Internet morality.BMC public health · 2025Article
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Authors and funding
6 authors.
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Abstract
The rapid growth of internet usage has led to increased cyberbullying among adolescents, with varying rates reported across countries. This study aimed to investigate the impact of cyber moral literacy on cyberbullying among late adolescents, examining both the mediating role of moral disengagement and the moderating effect of guilt on the relationship between cyber moral literacy and cyberbullying. Data were collected from 7837 late adolescent students (aged 18-21 years) at four universities in Sichuan Province, China. Scales measuring cyber moral literacy, cyberbullying, moral disengagement, and guilt were employed. Structural Equation Modeling was used to test hypothesized relationships. Cyber moral literacy showed a strong negative association with cyberbullying. The relationship between cyber moral literacy and cyberbullying was partially mediated by moral disengagement. Additionally, guilt moderated the direct relationship between cyber moral literacy and cyberbullying, with this negative relationship being stronger among individuals with high guilt compared to those with low guilt. The study highlights the complex interplay of moral, cognitive, and emotional factors in adolescent online behavior. The findings suggest that enhancing cyber moral literacy could be particularly effective in reducing cyberbullying, especially among individuals who experience higher levels of guilt. Additionally, addressing moral disengagement mechanisms could help strengthen the preventive effect of cyber moral literacy on cyberbullying. These insights contribute to our understanding of creating a more harmonious online environment for late adolescents.
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