Socio-ecological Factors Influencing Cybervictimization among Iranian Adolescents

Cybervictimization among adolescents is a growing concern, particularly in non-Western contexts where empirical evidence remains limited. Guided by socioecological theory, this study aimed to examine how individual (i.e., gender, negative mood, loneliness), family (i.e., parental supervision, home belonging, parental education), peer (i.e., peer acceptance, peer rejection), and school-related factors (i.e., school victimization, school climate, educational level) are associated with cybervictimization among Iranian adolescents.

A cross-sectional survey was carried out among 592 students aged 13-18 from 36 classrooms across public and private secondary and high schools in Tabriz, Iran. Participants completed an online self-report questionnaire assessing cybervictimization and associated predictors. Binary logistic regression analyses were performed to examine both bivariate and multiple associations.

Nearly half of the students reported experiencing cybervictimization (46.8%). High school students (P = 0.002), those exposed to school victimization (P < 0.001), and those reporting negative mood symptoms (P < 0.001) were significantly more likely to be targeted. In contrast, students with a stronger sense of home belonging (P = 0.016) and greater parental supervision (P = 0.036) were significantly less likely to experience cybervictimization.

These results highlight the importance of addressing both school and home environments, as well as emotional well-being, in cybervictimization prevention efforts. Culturally responsive strategies involving schools, families, and mental health systems are recommended.