Year: 2025
Type: article
Study design: Observational Study
Abstract: This study investigates cyber bullying within contemporary online environments through a questionnaire‑based survey of university students. It assesses the prevalence of victimization, characterizes self‑reported consequences, and evaluates coping capacity alongside putative determinants such as digital skills and the availability of institutional support. In parallel, a brief appraisal of the existing scholarship highlights the relative immaturity of the literature focused specifically on university populations. Analyses indicate that students are generally ill‑prepared to confront online aggression, underutilize technology‑enabled safeguards and reporting channels, and exhibit limited help‑seeking efficacy, revealing a gap between exposure and protective competencies. The paper recommends strengthening credit‑bearing digital‑literacy curricula, clarifying campus governance and reporting procedures, and integrating psychosocial and technical resources. By coupling descriptive evidence with policy‑oriented recommendations, the study offers an empirically grounded overview of risks, mechanisms, and levers for intervention, providing universities with actionable guidance for prevention, early detection, and response.
Source: US-China Education Review A
Authors: Le-yi LV, Jing-jing CAO, Qi-ran WANG
Institution: Zhejiang International Studies University
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4413997339