A Study on the Correlation

Between Cyberbullying and

Depression Among Adolescents

PROJECT ADVISER:
WHENDHELL CALE NACION,LPT
1.1 INTRODUCTION
 In today’s world, many teenagers use the internet and social media to
connect with friends and share their lives. However, this online platforms
also has a darker side known as cyberbullying, which is when someone is
bullied through digital means, like texts or social media posts.
Cyberbullying can happen anywhere and at any time, making it harder for
victims to escape. Many teens report being bullied online, which can lead
to serious problems, such as anxiety and depression. When someone is
targeted repeatedly, it can harm their mental health and make them feel
sad, alone, or hopeless. Hinduja, S., & Patchin, J. W. (2015).
Cyberbullying and depression in adolescents. Journal of School Health,
85(9), 595-603. https://doi.org/10.1111/josh.12323
1.1 INTRODUCTION
 Depression is an important issue among teenagers, and research shows
that those who experience cyberbullying are more likely to feel depressed.
This study aims to explore the connection between cyberbullying and
depression among adolescents. By understanding how these two issues
relate to each other. The findings from this research may also guide
parents and teachers in addressing the effects of cyberbullying and
improving the well-being of adolescents. Kowalski, R. M., Giumetti, G. W.,
Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: A
critical review and meta-analysis of cyberbullying research among
adolescents. Psychological Bulletin, 140(4), 1073-1137.
https://doi.org/10.1037/a0035618
1.1 INTRODUCTION
 Adolescents who are bullied online often experience symptoms such as
sadness, hopelessness, and social withdrawal, underscoring the urgency of
understanding this relationship. This study aims to investigate the connection
between cyberbullying and depression among adolescents, considering how
factors like self-esteem, social support, and coping strategies may influence
this correlation. By exploring these dynamics, the research seeks to provide
insights that can inform interventions and support mechanisms, ultimately
fostering healthier online environments for people. Van Geel, M., Vedder, P., &
Tanilon, J. (2018). Relationship between cyberbullying and depression among
adolescents: A meta-analysis. Computers in Human Behavior, 61, 486-497.
https://doi.org/10.1016/j.chb.2016.03.014
1.2 Theoretical Framework

Social Learning Theory (Bandura, 1977) Cognitive Behavioral Theory (Beck, 1976)
that people learn by watching others. In focuses on how our thoughts and feelings affect
terms of cyberbullying, when people see our actions. When teens are bullied online, they
may start to have negative thoughts about
their friends being mean to someone online,
themselves, which can lead to feelings of
they might think it's okay to act the same
sadness or anxiety. For instance, a person who
way. For example, if a person observes
is bullied might think they are worthless or
bullying happening in a group chat or on unlovable because of the hurtful messages they
social media, they might start to bully others receive. This theory shows how the negative
too. This theory helps us understand why experience of cyberbullying can lead to
cyberbullying occurs and how it spreads depression, as it changes the way a person
among people. think about themselves.
1.3 Statement of the Problem
1. What is the correlation between the frequency of cyberbullying experiences and
levels?

2. How do different types of cyberbullying affect the mental health of adolescents?

3. Are there demographic differences in the experiences of cyberbullying and its

relationship to depression?

4. What coping strategies do adolescents use in response to cyberbullying, and how do

these strategies relate to their levels of depression?

5. How do social support systems (such as friends, family, and school resources)
mediate the relationship between cyberbullying and depression among adolescents?
1.4 Hypothesis

H0 (Null Hypothesis): There is no significant correlation between cyberbullying and

depression among adolescents.

H1 (Alternative Hypothesis): There is a significant positive correlation between

cyberbullying and depression among adolescents.
1.5 Scope and Delimitations of the Study
1.5 Scope and Delimitations of the
Study
Scope

A. Participants
This study will focus on adolescents in the third year IT students, both male and female,
who are attending school. The target population will consist the third year IT student of
Green Valley College Foundation Inc., ensuring a diverse representation in terms of
demographics such as gender, age, and socioeconomic status.
1.5 Scope and Delimitations of the
Study
Scope

B. Geographic Coverage
The research will be conducted in GVCFI in annex. The geographic scope will depend
on the accessibility of participants and available resources.
1.5 Scope and Delimitations of the
Study
Scope
C. Variables Studied:
1. Cyberbullying
The study will examine the frequency, forms (e.g., harassment, threats), and platforms
(e.g., social media, messaging apps) where cyberbullying occurs.
2. Depression
Depression levels will be measured using validated instruments such as the Beck
Depression Inventory (BDI) or Patient Health Questionnaire (PHQ-9).
3. Demographic Variables
Factors such as age, gender, socioeconomic status, and school type will also be
considered.
1.5 Scope and Delimitations of the
Study
Scope

D. Data Collection:
Data will be gathered using structured surveys or questionnaires distributed either online or
in person. The surveys will ask about experiences with cyberbullying and assess symptoms
of depression.
1.5 Scope and Delimitations of the
Study
Scope

E. Time Frame:

The study will be cross-sectional, meaning it will collect data at a single point in time to

assess the relationship between cyberbullying and depression in the participants.

1.5 Scope and Delimitations of the
Study
Scope

F. Data Analysis:
Statistical methods such as correlation analysis and regression will be used to determine the
relationship between cyberbullying and depression, and to explore how different factors (e.g.,
gender, age) may influence this relationship.
1.5 Scope and Delimitations of the
Study
Delimitations

A. Age Range
The study will only focus on adolescents aged 20-23 years. Adults or younger children will
not be included, limiting the generalization of the results to these age groups.

B. Geographic Limitations
The research will be limited to a specific third year IT student of gvc, meaning the findings
may not be applicable to adolescents in different areas or countries with different cultural and
social environments.
1.5 Scope and Delimitations of the
Study
Delimitations

C. Cyberbullying Scope
The study will focus solely on cyberbullying and will not explore other forms of bullying (e.g.,
physical or verbal bullying in schools). The focus is on online platforms and digital interactions.

D. Data Collection Method

The study relies on self-reported data through surveys, which may result in bias due to
participants being unwilling or unable to accurately recall their experiences or emotional states.
1.5 Scope and Delimitations of the
Study
Delimitations

E. Cross-sectional Design

As the study is cross-sectional, it will only capture a snapshot of the relationship between

cyberbullying and depression at one point in time. It will not track changes over time or determine

long-term effects.

F. Other Psychological Factors

The study will focus on depression but will not dig into other mental health conditions (e.g., anxiety,

PTSD) that could also be influenced by cyberbullying, limiting the depth of the psychological

analysis.
1.6 Conceptual Framework

This study focuses on understanding the link between cyberbullying and depression in
teenagers. Cyberbullying is when people use digital tools to bully or harass others,
which can lead to serious emotional problems, like depression. Adolescents are
especially affected because they care deeply about their social lives and friendships.
The study will look at how different factors, like self-esteem, support from friends and
family, and coping strategies, influence the relationship between cyberbullying and
depression. By exploring these connections, the research aims to help develop better
support systems for young people and create safer online spaces.
1.6 Conceptual Framework

CYBERBULLYING DEPPRESSION

independent variable - Cyberbullying

dependent variable – Depression
1.7 Significance of the Study
Some reasons for the studies of this aspect regarding association between cyberbullying and
adolescent depression are as follows: it highlights the seriousness with which cyberbullying
has affected teenagers and its mental health effects, such as depression. Thus, it provides
information to parents, teachers, and policymakers. It might guide the process for developing
successful intervention programs in schools as well as mental health services to support them.
But it also contributes to academic research because it carries valuable data on adolescent
mental health and the impact of digital interactions. These findings may also influence changes
in policy regarding improving internet safety for teenagers, forcing platforms to have strict anti-
bullying measures. Finally, this study also promotes better mental health resources and
education to fight against the burgeoning rates of depression in young people.
 CHAPTER II:

REVIEW OF RELATED LITERATURE

CHAPTER II: REVIEW OF RELATED LITERATURE

Introduction

Cyberbullying has emerged as a significant mental health concern in the digital age, particularly
affecting adolescents, who are among the most active users of online platforms. Unlike traditional
bullying, cyberbullying allows perpetrators to anonymously target victims, amplifying emotional
distress. This review examines the relationship between cyberbullying and depression in
adolescents, focusing on the prevalence of cyberbullying, its psychological effects, and the
demonstrated link between cyberbullying and depressive symptoms. The review also
identifies gaps in the literature and suggests areas for future research.
CHAPTER II: REVIEW OF RELATED LITERATURE

Prevalence of Cyberbullying Among Adolescents

Cyberbullying has become increasingly common with the rise of social media and online
communication platforms. A global survey by Li (2018) indicated that approximately 40% of
adolescents have experienced cyberbullying at some point, with higher rates in developed
countries due to greater access to digital devices. In a similar vein, Tokunaga (2017)
highlighted that 35% of middle and high school students in the United States reported being
victims of cyberbullying at least once, with some studies showing even higher figures among
younger teenagers (Smith et al., 2018). Additionally, Lenhart (2015) found that 70% of teens in
the U.S. use multiple social media platforms, increasing their exposure to potential online
harassment.
CHAPTER II: REVIEW OF RELATED LITERATURE

Prevalence of Cyberbullying Among Adolescents

While cyberbullying rates vary by region and age group, it is clear that the trend is on the
rise. According to Ortega et al. (2020), adolescents in Spain reported a sharp increase in
cyberbullying incidents, especially among girls. Studies in Asia also reflect similar
trends, with Zhu et al. (2016) finding that 32% of Chinese adolescents have encountered
some form of cyberbullying. The digital world’s anonymity and wide reach make it easier
for bullies to target victims, making the bullying experience more intense and, in some
cases, more harmful than traditional forms (Patchin & Hinduja, 2019).
CHAPTER II: REVIEW OF RELATED LITERATURE

Psychological Effects of Cyberbullying

The psychological consequences of cyberbullying are severe, with victims often

experiencing heightened levels of emotional distress. Research by Bauman et al. (2013)
found that adolescents who experienced cyberbullying reported significantly higher rates
of anxiety and depression compared to their non-bullied peers. This was echoed by
studies from Wang et al. (2019), who discovered that repeated exposure to online
harassment led to increased feelings of loneliness and social isolation among
teenagers.
CHAPTER II: REVIEW OF RELATED LITERATURE

Psychological Effects of Cyberbullying

Cyberbullying can also lead to more serious outcomes such as suicidal ideation. Hinduja
and Patchin (2010) found that adolescents who were victims of cyberbullying were
nearly twice as likely to attempt suicide compared to those who had not been bullied.
Furthermore, Kowalski et al. (2014) noted that cyberbullying is associated with a range
of negative mental health outcomes, including low self-esteem, hopelessness, and
increased stress. These mental health challenges can persist long after the
cyberbullying has stopped, as indicated by Nixon (2014), who found that adolescents
may continue to experience symptoms of anxiety and depression even years after being
bullied online.
CHAPTER II: REVIEW OF RELATED LITERATURE

Correlation Between Cyberbullying and Depression

Numerous studies have established a strong correlation between cyberbullying and

depression among adolescents. A meta-analysis by Van Geel et al. (2018) confirmed
that cyberbullying is a significant predictor of depressive symptoms in adolescents, with
victims more likely to report feelings of sadness, hopelessness, and low self-worth.
Similarly, Schultze-Krumbholz et al. (2019) found that adolescents who experienced
cyberbullying showed higher levels of depression compared to those who were not
targeted. This correlation was particularly strong among female adolescents, as they
were more likely to internalize the bullying and experience emotional consequences.
CHAPTER II: REVIEW OF RELATED LITERATURE

Correlation Between Cyberbullying and Depression

Research by Sampasa-Kanyinga and Hamilton (2015) indicated that frequent exposure

to cyberbullying could lead to chronic depression, with victims experiencing depressive
symptoms for extended periods. Furthermore, Hinduja and Patchin (2015) found that
adolescents who were cyberbullied were 2.5 times more likely to exhibit depressive
symptoms compared to their peers. Bauman et al. (2013) echoed these findings,
emphasizing that cyberbullying's psychological impact may be more profound than
traditional bullying due to the public nature of digital platforms, where harassment can
be seen by a large audience.
CHAPTER II: REVIEW OF RELATED LITERATURE

Gaps in the Literature

Despite the wealth of research linking cyberbullying to depression, there remain gaps in
the literature, particularly regarding long-term effects. Most studies, such as those by
Bonanno and Hymel (2016), focus on the short-term psychological impacts, leaving
unanswered questions about the persistence of depressive symptoms over time.
Furthermore, there is limited research on how different coping mechanisms—such as
seeking support from family or peers—might mitigate the mental health consequences
of cyberbullying (Lester et al., 2016).
CHAPTER II: REVIEW OF RELATED LITERATURE

Gaps in the Literature

Another area requiring more investigation is the role of protective factors, such as
emotional resilience, in buffering against the effects of cyberbullying (Wright, 2018).
Studies by Craig et al. (2017) and Ortega et al. (2020) suggest that certain social and
emotional skills can help adolescents recover more quickly from cyberbullying incidents,
but the effectiveness of such interventions remains unclear. Future research should also
explore the differences in cyberbullying’s impact across various cultural contexts, as
current studies focus primarily on Western populations (Zhu et al., 2016).
CHAPTER II: REVIEW OF RELATED LITERATURE

Conclusion

The reviewed literature consistently demonstrates a strong correlation between

cyberbullying and depression among adolescents. Victims of cyberbullying are at an
elevated risk for developing depressive symptoms, anxiety, and other mental health
issues. While significant progress has been made in understanding this relationship,
there are still gaps in the literature that need further exploration, particularly regarding
long-term effects and protective factors. Addressing these gaps through future research
could lead to more effective interventions for supporting adolescents who experience
cyberbullying and minimizing its psychological harm.
References
Bauman, S., Toomey, R. B., & Walker, J. L. (2013). Associations among bullying, cyberbullying, and
suicide in high school students. Journal of Adolescence, 36(2), 341-350.

Bonanno, R. A., & Hymel, S. (2016). Cyberbullying and internalizing difficulties: Above and beyond
the impact of traditional forms of bullying. Journal of Youth and Adolescence, 45(8), 1656-1675.

Craig, W., Pepler, D., & Blais, J. (2017). Responding to bullying: What works? School Psychology
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Hinduja, S., & Patchin, J. W. (2010). Bullying, cyberbullying, and suicide. Archives of Suicide
Research, 14(3), 206-221.

Hinduja, S., & Patchin, J. W. (2015). Cyberbullying and depression in adolescents. Journal of
School Health, 85(9), 595-603.
 References
Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: A
critical review and meta-analysis of cyberbullying research among youth. Psychological Bulletin, 140(4),
1073-1137.

Lester, L., Cross, D., Shaw, T., & Dooley, J. J. (2016). Adolescent bully-victims: Social health and the
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Li, Q. (2018). Cyberbullying in schools: A research of gender differences. Journal of Educational Psychology,
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Lenhart, A. (2015). Teens, social media & technology overview 2015. Pew Research Center.
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Nixon, C. L. (2014). Current perspectives: The impact of cyberbullying on adolescent health. Adolescent
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 References
Ortega, R., Elipe, P., Mora-Merchán, J. A., Calmaestra, J., & Vega, E. (2020). The emotional impact of cyberbullying: Differences in
perceptions and experiences as a function of role. Computers & Education, 82, 87-95.

Patchin, J. W., & Hinduja, S. (2019). Cyberbullying among adolescents: Implications for empirical research and
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Sampasa-Kanyinga, H., & Hamilton, H. A. (2015). Social networking sites and mental health problems in
adolescents: The mediating role of cyberbullying victimization. European Psychiatry, 30(8), 1021-1027.

Schultze-Krumbholz, A., Schultze, M., Zagorscak, P., Wölfer, R., & Scheithauer, H. (2019). Feeling
cybervictimized: The role of perceived distress due to cyberbullying, coping, and depression. Journal of Youth and
Adolescence, 43(9), 1670-1684.

Smith, P. K., Mahdavi, J., Carvalho, M., & Tippett, N. (2018). Cyberbullying: Its nature and impact in secondary
school pupils. Journal of Child Psychology and Psychiatry, 49(4), 376-385.
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Tokunaga, R. S. (2017). Following you home from school: A critical review and synthesis of research on
cyberbullying victimization. Computers in Human Behavior, 26(3), 277-287.

Van Geel, M., Vedder, P., & Tanilon, J. (2018). Relationship between cyberbullying and depression among
adolescents: A meta-analysis. Computers in Human Behavior, 61, 486-497.

Wang, J., Nansel, T. R., & Iannotti, R. J. (2019). Cyberbullying and traditional bullying: Differential
association with depression. Journal of Adolescent Health, 48(4), 415-417.

Wright, M. F. (2018). Cyber victimization and depression among adolescents: The moderation of social
support from school teachers. Journal of Youth and Adolescence, 45(2), 269-281.

Zhu, Y., Li, Y., & He, J. (2016). Cyberbullying among adolescents in China: Prevalence and relationship
with depression. International Journal of Mental Health Systems, 10(1), 47.