Exploring the relationship between cyberbullying and self-concept among school children in Physical Education

Introduction: cyberbullying among school-aged children has emerged as a critical issue impacting psychosocial development, particularly in educational settings that emphasize social comparison and physical performance, such as physical education classes. Objective: the objective of this study was to examine the relationship between cyberbullying victimization and multidimensional self-concept in physical education, and to determine whether perceived teacher support and peer connectedness moderate this relationship. Methodology: a cross-sectional quantitative study was conducted involving 80 middle school students, equally divided by gender. participants completed a structured questionnaire assessing cyberbullying experiences, self-concept in physical education, teacher support, and peer connectedness. data were analyzed using multiple and hierarchical regression analyses. Results: the results showed a significant negative relationship between cyberbullying victimization and self-concept in physical education. while teacher support did not moderate this relationship, peer connectedness significantly attenuated the negative effects of victimization on self-concept scores. Discussion: the findings aligned with previous studies demonstrating the harmful impact of cyberbullying on adolescent psychological well-being and highlighted the protective role of peer relationships in school settings. however, the absence of a moderating effect from teacher support contrasted with earlier research and suggested the need for broader systemic strategies. Conclusions: it is concluded that promoting strong peer relationships and fostering a supportive environment in physical education classes is essential for mitigating the adverse effects of cyberbullying on students’ self-concept.