Prediction of Cyberbullying Experiences in Students Based on Family Psychosocial Contexts: An Analysis of the Roles of Bully, Victim, and Bully-Victim

Cyberbullying in our country is still an unknown phenomenon and despite the expansion of the use of technologies, limited researches have been conducted in this field. Therefore, identifying the risk and protective factors related to this new type of bullying, while finding the root of its causes, can provide grounds for conducting research within the country. In the present article, attempts to investigate the family-based risk and protective factors of cyberbullying. The aim of this study was to predict students' experiences of cyberbullying based on family psychosocial contexts. The research employed a descriptive-correlational design. A sample of 400 high school students from Khorramabad during the 2024–2025 academic year was selected through multi-stage random sampling. Data were collected using the European Cyberbullying Intervention Project Questionnaire (ECIPQ; Del Rey et al., 2015), the Parental Monitoring Scale (PMC; Singer et al., 2004), and the Conflict Tactics Scales (CTS; Straus, 2002). Logistic regression analysis was used to analyze the data. The results indicated that low socioeconomic status (WALD= 7.99, p= 0.005), parental monitoring (WALD= 5.51, p= 0.019), and parent-child conflict (WALD= 9.43, p= 0.002) were significant predictors of cyberbullying victimization. Parental monitoring (WALD= 3.77, p= 0.050) and parent-child conflict (WALD= 7.92, p= 0.005) predicted cyberbullying perpetration. In addition, parental monitoring (WALD= 12.71, p= 0.001) and parent-child conflict (WALD= 15.46, p= 0.001) were predictors of being both a perpetrator and a victim of cyberbullying. Guardianship status was not a significant predictor of cyberbullying (p> 0.05).