The use of online social networks takes up a large amount of students’ time, increasing the risk of cyber victimization that have adverse educational consequences. The present study aimed to investigate the relationship between cyber victimization and academic well-being with a focus on the mediating role of self-esteem and perceived social support in high school students. The participants in this study were 400 high school students in Kermanshah, Iran who were selected in 2023 using multi-stage cluster random sampling. Data were collected using the Cyber-Bulling/Victimization Experiences Questionnaire (CBVEQ), Academic Well-Being Questionnaire (AWBQ), Multidimensional Scale of Perceived Social Support (MSPSS), and Rosenberg Self-Esteem Scale (RSES). The collected data were analyzed with SPSS-26 and SmartPLS-3. The results showed that cyber victimization has a direct and significantly negative effect on students’ academic well-being. In addition, perceived social support and self-esteem played an indirect and significant role in the relationship between cyber victimization and academic well-being. The present study highlighted the protective role of perceived social support and self-esteem in victimized students. Providing cyber victims with opportunities to socialize with peers, promote good peer relationships, as well as quality friendships seems to help them develop self-worth and a positive self-image.
Sayadi et al. (Wed,) studied this question.