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).