Metacognitive Thinking and Its Relationship to Cyberbullying Among a Sample of Male and Female Students at Imam Muhammad Bin Saud Islamic University in Light of Some Demographic Variables
Year: 2025
Type: article
Study design: Observational Study
Abstract: Objectives: The study aims to explore the extent and nature of the relationship between metacognitive thinking and cyberbullying among male and female students at Imam Muhammad ibn Saud Islamic University. It also seeks to determine differences in metacognitive thinking and cyberbullying based on demographic variables, including gender, age, social status, and economic status. Methods: The research sample consisted of 244 university students, including 209 female students and 35 male students, aged between 18 and 30 years. The study utilized scales to measure metacognitive thinking and cyberbullying, analyzing the relationships and differences across demographic factors. Results: - There was a statistically significant negative relationship between metacognitive thinking and all dimensions of cyberbullying. - No significant differences were found in metacognitive thinking based on gender, age, social status, or economic status. - Significant differences were found in cyberbullying scores based on gender, with male students exhibiting higher levels, except in verbal and emotional bullying. - No significant differences were found in cyberbullying based on age or economic status. - Differences in cyberbullying were observed based on social status, with married individuals showing higher levels, except for physical bullying. Conclusion: The study highlights a negative correlation between metacognitive thinking and cyberbullying. While metacognitive thinking remains consistent across demographics, cyberbullying varies by gender and social status. These findings emphasize the need for targeted interventions to address cyberbullying among specific student groups.
Author: Nayilah Mesfer Al-Qahtani
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4408242880