The Impacts of Cyberbullying Victimization on Academic Helplessness in Elementary School Students: Mediating Effects of Attention Problems

Purpose: The core objective of the current study was to assess how cyberbullying victimization influences academic helplessness in elementary students, specifically focusing on the mediating role of attention problems . Method: This study involved 338 students from grades 4 to 6 in elementary schools located in the Seoul metropolitan area. The participants were surveyed on levels of cyberbullying victimization, attention problems, and academic helplessness. Data analysis was conducted via descriptive statistics and correlation analysis, followed by Structural Equation Modeling (SEM). Results: The results of the analysis were as follows. Firstly, cyberbullying victimization in elementary school students was found to significantly increase both attention problems and academic helplessness. Secondly, attention problems were found to significantly increase academic helplessness. Thirdly, attention problems were found to mediate the relationship between cyberbullying victimization and a cademic helplessness. Specifically, the following sequential pathway was identified as significant: ‘cyberbullying victimization → attention problems → academic helplessness’. Conclusion: These findings suggest that the harm of cyberbullying extends to cognitive and academic domains, beyond emotional distress. The study provides new insights for developing effective support systems that address not only the emotional aftermath but also the cognitive and academic difficulties faced by cyberbullying victims.