Cybervictimization and Academic Achievement: The Unique Buffering Role of Academic and Social Teacher-Student Relationships

Background/Objectives: Cybervictimization is a pervasive developmental stressor with potential consequences for adolescents' academic functioning. Drawing on stress-buffering and domain-specific motivation frameworks, the present study examined whether distinct dimensions of teacher-student relationships (TSR)-academic (instructional support) and social (socio-emotional support)-uniquely moderate the association between cybervictimization and grade point average (GPA).

Methods

Participants were 1458 Omani adolescents (M_age = 14.04 years; 50% female) recruited from secondary schools. Students completed validated self-report measures of cybervictimization and TSR and reported their GPA. Moderation analyses were conducted using PROCESS v4.2 (Model 3), simultaneously testing academic and social TSR as moderators while adjusting for sex, age, father education, mother education, and household income.