ArticleFrontiers in psychiatry2025
Exploring the relationships among online social capital, Internet self-efficacy, mental health, and cyberbully-victim roles in adolescents: a structural equation model.
Article in Frontiers in psychiatry, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Digital capital and social alienation among undergraduate students in the United Arab Emirates.Frontiers in psychology · 2026Article
- Association between social capital, eHealth literacy, and digital health literacy among undergraduate students in China: a multigroup analysis based on gender differences.Frontiers in public health · 2026Article
- Mediating and Moderating Mechanisms in the Relationship Between Social Media Use and Adolescent Aggression: A Scoping Review of Quantitative Evidence.European journal of investigation in health, psychology and education · 2025Review
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3 authors.
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Abstract
The prevalence and effects of cyberbullying are well-established, while there is sparse evidence addressing the experiences of those in vocational schools. Social capital and self-efficacy have attracted significant public and scholarly interest, but research on these factors in cyberspace remains limited in scope. This study aims to comprehensively investigate the pathways through which online social capital and Internet self-efficacy mediate the development of mental health consequences among adolescent cyberbullying victims. A total of 1,716 students in Grades 8-12 from public and vocational schools in China participated in the study. Structural equation modeling (SEM) was applied to specify the relationships between online social capital, Internet self-efficacy, cyberbullying, and mental health problems. Results showed that 12.12% of students reported themselves as cyber bully-victims. Internet self-efficacy could potentially mediate the effects of cyberbullying victimization and mental health problems in both school settings. Online social capital and Internet self-efficacy play mediating roles in the relationship between cyberbullying and mental health problems in public school samples. No significant effect of online social capital was found in the vocational school sample. The findings provide insights for proactive intervention in developing adequate online social capital and Internet self-efficacy training for cyberbullying prevention. Discussions on differentiated interventions for vocational school students are also presented to inspire future research and practice.
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