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Department of Psychology, Za.C., Islamic Azad University, Zanjan, Iran. , Qa.kiani@iau.ac.ir
Abstract: (41 Views)
Background: Cyber aggression, as an intentional and harmful behavior in cyberspace—such as insults, rumor-spreading, or threats—has become a serious and growing issue among adolescents. In the context of predicting cyber aggression based on emotional maturity, parent-child relationship, and school adjustment in adolescents, there is a research gap.
Objective: This study aimed to predict cyberbullying based on emotional maturity, parent-child relationship, and school adjustment in adolescents.
Methods: The study employed a correlational research design. The target population consisted of all secondary school students in the second cycle in Shahreza city during the 2024-2025 academic year. Using multistage cluster sampling, 389 students were selected. Participants completed the School Adjustment Questionnaire (Sinha & Singh, 1993), Emotional Maturity Scale (Singh & Bhargava, 1984), Parent-Child Relationship Scale (Fine et al., 1983), and Cyberbullying Scale (Garcia et al., 2016). Data were analyzed using Pearson correlation coefficients and multivariate regression in SPSS version 25.
Findings: The results revealed significant negative correlations between emotional maturity, parent-child relationship, school adjustment, and cyberbullying in adolescents (p < 0.05). Lack of emotional maturity (β = 0.22, p = 0.005), parent-child relationship (β = -0.12, p = 0.005), and school adjustment (β = -0.44, p = 0.005) were significant predictors of cyberbullying.
Conclusion: The findings indicated that emotional maturity is positively associated with increased cyberbullying, while positive parent-child relationships and high levels of school adjustment significantly reduce cyberbullying. School adjustment had a stronger effect than the parent-child relationship. These results highlight the importance of enhancing emotional skills, improving family relationships, and fostering supportive school environments to prevent cyberbullying among adolescents.
Objective: This study aimed to predict cyberbullying based on emotional maturity, parent-child relationship, and school adjustment in adolescents.
Methods: The study employed a correlational research design. The target population consisted of all secondary school students in the second cycle in Shahreza city during the 2024-2025 academic year. Using multistage cluster sampling, 389 students were selected. Participants completed the School Adjustment Questionnaire (Sinha & Singh, 1993), Emotional Maturity Scale (Singh & Bhargava, 1984), Parent-Child Relationship Scale (Fine et al., 1983), and Cyberbullying Scale (Garcia et al., 2016). Data were analyzed using Pearson correlation coefficients and multivariate regression in SPSS version 25.
Findings: The results revealed significant negative correlations between emotional maturity, parent-child relationship, school adjustment, and cyberbullying in adolescents (p < 0.05). Lack of emotional maturity (β = 0.22, p = 0.005), parent-child relationship (β = -0.12, p = 0.005), and school adjustment (β = -0.44, p = 0.005) were significant predictors of cyberbullying.
Conclusion: The findings indicated that emotional maturity is positively associated with increased cyberbullying, while positive parent-child relationships and high levels of school adjustment significantly reduce cyberbullying. School adjustment had a stronger effect than the parent-child relationship. These results highlight the importance of enhancing emotional skills, improving family relationships, and fostering supportive school environments to prevent cyberbullying among adolescents.
Article number: 18
Keywords: Cyber aggression, emotional maturity, parent-child relationship, school adjustment, social development.
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)