ArticleFrontiers in psychology2026
Relationship between peer victimization and adolescent internet addiction: self-esteem as a mediator and teacher-student relationship as a moderator.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: Adolescent Internet addiction (IA) has emerged as a significant mental health concern. Peer victimization (PV) is a prevalent risk factor in school settings, necessitating further examination of its impact mechanism on IA. There is a notable gap in systematic exploration of the interaction between individual traits, such as self-esteem (SE), and environmental resources in shaping IA. Purpose: This study explores the relationship between PV and adolescent IA, elucidates the mediating role of self-esteem (SE), and assesses the moderating influence of the teacher-student relationship (TSR). A moderated mediation model is established to uncover the mechanisms linked to the emergence of IA. Methods: An opportunity sampling method was employed to select 1,162 students from six high schools in Jiangsu Province, China. Data were gathered utilizing the Multi-Dimensional Peer Victimization Scale (MPVS), Rosenberg Self-Esteem Scale (RSES), Teacher-Student Relationship Scale (TSRS), and the Chinese Internet Addiction Scale-Revised (CIAS-R). Correlation analysis, Bootstrap mediation testing, and moderated mediation effect analysis were employed for statistical analysis. Results: PV significantly and positively predicted adolescent IA ( Conclusion: PV indirectly positively associates with the risk of IA by negatively linking with adolescents' SE, whereas positive TSR can effectively mitigate this detrimental pathway. This study's findings establish a theoretical framework for creating targeted intervention strategies for adolescent IA, indicating that schools can alleviate the adverse effects of PV by improving SE levels and reinforcing the teacher-student support system. For example, schools could regularly conduct extracurricular activities that promote high SE, offer counseling services for students with low SE, and implement teacher training focused on improving TSR.
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