The influence of parental autonomy support on cyberbullying victimization of high school students: A latent moderation analysis.

OBJECTIVE

To explore the relationship between parental autonomy support and cyberbullying victimization and the role of mobile phone addiction and teacher-student relationships.

METHOD

Using the Perceived parental autonomy support scale, the Smartphone Addiction Scale, the Teacher-Student Relationship Questionnaire, and the Cyberbullying Victimization Scale, 1297 high school students were surveyed and a model based on latent moderated structural equation method was adopted.

RESULTS

(1) Parental autonomy support can predict the level of cyberbullying victimization of high school students; (2) Mobile phone addiction plays a part of the mediating role between parental autonomy support and high school students' cyberbullying victimization; (3) With the increase of the level of teacher-student relationship, the predictive effect of parental autonomy support on mobile phone addiction gradually increases, and the predictive effect of parental autonomy support and mobile phone addiction on internet victimization becomes insignificant.

CONCLUSION

A good teacher-student relationship helps to enhance the positive effect of parental autonomy support on high school students' mobile phone addiction and alleviate the negative effects of parental autonomy support as well as mobile phone addiction on increasing the risk of cyberbullying victimization among high school students.