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Longitudinal Relations among Perceived Economic Stress, Teacher-Student Relationships, and Cybervictimization:
Ling Gao1, Zhiqiang Li2, Zixi Zhang1
1School of Educational Science, Shanxi University, No. 92 Wucheng Road, Taiyuan, 030006, China.
Journal of Youth and Adolescence
|August 14, 2026
Summary
Adolescents experiencing perceived economic stress are more likely to face cybervictimization. Positive teacher-student relationships can mitigate this risk, highlighting the importance of within-person dynamics in adolescent online safety.
Area of Science:
- Psychology
- Sociology
- Criminology
Background:
- Family economic hardship is a known risk for adolescent cybervictimization.
- Previous research focused on objective economic factors, neglecting perceived stress and within-person dynamics.
- The mediating role of interpersonal relationships in this context remains under-explored.
Purpose of the Study:
- To investigate the within-person association between perceived economic stress and cybervictimization in adolescents.
- To examine the mediating role of teacher-student relationships in this association.
- To explore the dynamic, longitudinal relationships among these variables.
Main Methods:
- Random intercept cross-lagged model (RI-CLPM) applied to longitudinal data.
- Sample: 2407 Chinese adolescents (mean age 12.75) assessed over three time points.
- Analysis focused on both between-person and within-person effects.
Main Results:
- Perceived economic stress positively predicted subsequent cybervictimization within individuals (unidirectional effect).
- Cybervictimization negatively predicted teacher-student relationships within individuals (unidirectional effect).
- Perceived economic stress indirectly predicted cybervictimization via negative impacts on teacher-student relationships.
Conclusions:
- Within-person processes are crucial for understanding the link between economic stress and cybervictimization.
- Teacher-student relationships play a significant longitudinal mediating role.
- Interventions should consider adolescents' subjective economic stress and relational factors for cyberbullying prevention.
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