Gender-Specific Pathways between Face-to-Face and Cyber Bullying Victimization, Depressive Symptoms, and Academic Perfor
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Gender-Specific Pathways between Face-to-Face and Cyber Bullying Victimization, Depressive Symptoms, and Academic Performance among U.S. Adolescents Moses Okumu 1 & Youn Kyoung Kim 2 & Jane E Sanders 3 & Timothy Makubuya 4 & Eusebius Small 5 & Jun Sung Hong 6,7 Accepted: 27 April 2020/ # Springer Nature B.V. 2020
Abstract This cross-sectional study employed a syndemic framework to investigate the relationships between face-to-face and cyberbullying victimization, depressive symptoms, academic performance, and gender (female and male) in a nationally representative sample of adolescents who completed the United States 2015 Youth Risk Behavior System Survey. Path analysis results showed that both face-to-face and cyberbullying victimization are associated with low academic performance. Further, depressive symptoms may facilitate declining academic performance for both female and male students. After using a syndemic framework to analyze the joint risk presented by bullying victimization and depression, structural equation modeling showed two different pathways for students who experienced both face-to-face and cyberbullying: (1) for female students, depression fully mediated the relationship between bullying victimization and low academic performance; (2) for male students, depression partially mediated the relationship between bullying victimization and low academic performance. These study findings highlight the need for innovative interventions to address bullying victimization, depression, and low academic performance. Specifically, school health educators, counselors, social workers, and school administrators should work together to initiate programs that address the synergistic nature of bullying through gender-sensitive multicomponent interventions, such as concurrently implementing comprehensive screening protocols and a bullying reporting system in their school system. Keywords Face-to-face bullying . Cyberbullying . Depressive symptoms . Academic
performance . Path analysis . Syndemic framework
* Moses Okumu [email protected] Extended author information available on the last page of the article
M. Okumu et al.
1 Introduction Bullying is a type of aggressive behavior in which less-powerful individuals are repeatedly harassed, beaten, teased, or excluded by their peers (Gladden et al. 2014; Salmivalli 2010). In the United States in 2015, 21% of adolescents (ages 12–18) in public schools reported being victimized by their peers at school, and 7% reported being cyberbullied at least once a week (Musu-Gillette et al. 2018). A systematic review and meta-analysis of 80 studies reported that the mean prevalence of school bullying victimization (35%) was higher than that of cyberbullying victimization (15%) (Modecki et al. 2014). Students who were bullied showed poor academic performance (Kowalski and Limber 2013; Nakamoto and Schwartz 2010), substance misuse (Hong et al. 2014; Kim et al. 2018), risky sexual behaviors (Hong et al. 2018; Okumu et al. 2017), depressive symptoms, and suicidal ideations (Hinduj
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