Cyberstalking Victimization, Depression, and Academic Performance: The Role of Perceived Social Support from Parents

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5 Scopus citations

Abstract

Little attention has been given to adolescents' experience of cyberstalking and how such experiences relate to their depression and academic performance. It is less clear how other variables, such as perceived social support, might impact these associations. Addressing these gaps in the literature, this study investigated the potential moderating effect of perceived social support from parents on the association between cyberstalking victimization and depression and academic performance, each assessed 1 year later, from 11th to 12th grade. Participants were 413 adolescents (ages 17-19 years old; 54 percent female; M = 17.39 years, SD = 0.53) in the 12th grade from a Midwestern city in the United States. They completed questionnaires on their self-reported face-to-face and cyberstalking victimization, depression, and perceived social support from parents. Adolescents' academic performance was also assessed using their school records. During the 12th grade, depression and academic performance were examined again. The findings indicated that the association between cyberstalking victimization and Time 2 depression was much more positive at lower levels of perceived social support, while such an association was more negative at higher levels of perceived social support. Opposite patterns were found for Time 2 academic performance. The results indicate the need for additional research focused on cyberstalking about adolescents.

Original languageEnglish (US)
Pages (from-to)110-116
Number of pages7
JournalCyberpsychology, Behavior, and Social Networking
Volume21
Issue number2
DOIs
StatePublished - Feb 2018

All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Communication
  • Applied Psychology
  • Human-Computer Interaction
  • Computer Science Applications

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