TYPE Original Research

PUBLISHED 18 November 2022

DOI 10.3389/fpsyg.2022.819049

Cyber victimization and

OPEN ACCESS well-being in adolescents: The
sequential mediation role of
EDITED BY
Manuel Gil-Mediavilla,
University of Valladolid,
Spain

REVIEWED BY
forgiveness and coping with
cyberbullying
Ewa Miedzobrodzka,
VU Amsterdam,
Netherlands
Santiago Resett,
CONICET-Universidad Austral, Argentina Yüksel Eroglu 1, Adem Peker 2* and Serkan Cengiz 2
*CORRESPONDENCE
Adem Peker
1
Psychological Counseling and Guidance, Afyon Kocatepe University, Afyonkarahisar, Turkey,
[email protected]
2
Psychological Counseling and Guidance, Atatürk University, Erzurum, Turkey

SPECIALTY SECTION
This article was submitted to Cyber victimization is an important problem among adolescents and it can
Personality and Social Psychology,
a section of the journal have negative effects on well-being. However, efforts to increase the well-
Frontiers in Psychology being of cyber victims have been increasing in recent years. It is important to
RECEIVED 20 November 2021 uncover the underlying mechanisms that may affect the well-being of cyber
ACCEPTED 17 October 2022 victims. This study used the transactional model of stress and coping theory
PUBLISHED 18 November 2022
as a conceptual framework, and proposed that hope and coping strategies
CITATION
Eroglu Y, Peker A and Cengiz S (2022)
are sequential mediators for the effects of cyber-victimization on well-being.
Cyber victimization and well-being in A total of 337 students aged between 14 and 19 participated in this research
adolescents: The sequential mediation role (Mage=16.56). We used the Cyber Victimization Scale, the Forgiveness Scale
of forgiveness and coping with
cyberbullying. for Adolescents, the Scale for Coping with Cyber Bullying, and the Well-Being
Front. Psychol. 13:819049. Scale as data collection tools. Pearson Correlation was used to examine the
doi: 10.3389/fpsyg.2022.819049
relationships between cyber victimization, coping with cyberbullying, well-
COPYRIGHT
being and forgiveness. Afterward, measurement modeling was done using
© 2022 Eroglu, Peker and Cengiz. This is
an open-access article distributed under AMOS 22.0 and the PROCESS macro was used for hypothesis testing. The
the terms of the Creative Commons results show that there is a negative relationship between cyber victimization
Attribution License (CC BY). The use,
and forgiveness, coping with cyberbullying, and well-being. In addition,
distribution or reproduction in other
forums is permitted, provided the original forgiveness and coping with cyberbullying was found to have a sequential
author(s) and the copyright owner(s) are mediating effect on the relationship between cyber victimization and well-
credited and that the original publication in
this journal is cited, in accordance with being. The research results provide information on how to increase the well-
accepted academic practice. No use, being of adolescents experiencing cyber victimization.
distribution or reproduction is permitted
which does not comply with these terms.
KEYWORDS

cyber victimization, well-being, forgiveness, mediation, coping with cyberbullying

Introduction
Cyber victimization is a problem closely related to the mental health and development
of adolescents, and interest in studies on cyber victimization has increased in recent years
(Bradshaw et al., 2017; Carvalho et al., 2017). Hinduja and Patchin (2008) defined cyber
victimization as the targeting of an individual using negative behaviors in a cyber context
as a result of adolescent aggression and electronic cooperation. Previous research reveals

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that cyberbullying and victimization are prevalent in Turkey addictive behaviors, emotional distress and interpersonal stress
(Yaman and Sönmez, 2015; Turk and Senyuva, 2021). For example, (Cappadocia et al., 2013; Sun et al., 2019). In addition, the
in Sener et al. (2022) reported the prevalence rate of cyber responses of cyber bystanders may contribute to the increase of
victimization in adolescents as 35%. Moreover, cyber victimization cyberbullying behaviors by supporting the goals of cyberbullies to
is considered a major problem in many countries, as the negative be dominant, liked, and powerful among their peers (Runions
consequences of cyber victimization have become a serious public et al., 2013).
health issue (Zhu et al., 2021). Machimbarrena and Garaigordobil In addition, although the high prevalence and negative effects
(2018) determined that approximately 8% of adolescents in Spain of cyber victimization are well documented, exposure to
receive offensive or insulting messages online. Additionally, Chen cyberbullying may not necessarily mean cyber victimization.
and Chen (2020) found that in China, Taiwan, and Hong Kong, Individuals experiencing cyber victimization tend to have
cyber victimization among adolescents is approximately 30% difficulty coping with their emotions and social relationships
prevalent. (Gamez-Guadix et al., 2015). Moreover, unlike the victimization
However, at a critical developmental stage, victimization due experienced in traditional bullying, victimization in cyberbullying
to cyberbullying may negatively affect the physical and emotional can develop a negative repetitive effect on the individual as
health of adolescents (Wolke and Lereya, 2015). These include insulting posts remain online and inconvenience the victims for a
high levels of depression and stress (Martinez-Monteagudo et al., long time (Schunk et al., 2022). Indeed, research on cyber
2020), substance abuse (Sanchez et al., 2017), low self-esteem (Fan victimization has revealed that behaviors faced by cyber victims,
et al., 2019), suicidal ideation (Dorol and Mishara, 2021), anger, along with other sources of stress, have potentially negative effects
and shame (Marin-Cortes et al., 2021). Gardella et al. (2017) on victim well-being (Zych et al., 2015; Liu et al., 2020).
showed that there are significant relationships between Although there has been increasing interest in the link
adolescents’ cyber victimization and school attendance problems between cyber victimization and well-being (Lucas-Molina et al.,
and academic achievement problems. Extremera et al. (2018) 2018; Müller et al., 2018) in recent years, the literature on potential
reported that cyber-victim adolescents experienced more negative variables mediating this relationship is rather limited. Therefore,
physical health symptoms and social adjustment problems. it seems very important to better understand the coping
Furthermore, a recent study found that higher levels of cyber mechanisms that can buffer the negative effects of cyber
victimization are associated with increased somatic problems victimization on well-being. In this study, we collected data from
(Strohmeier and Gradinger, 2022). a sample of Turkish adolescents to examine the mediating effect
Clearly, the increasing widespread use of online technology of forgiveness and coping strategies.
around the world and the popularity of social media platforms
among young people can increase the risk of many adolescents
becoming cyber victims. More specifically, given that there is a The mediator role of forgiveness
strong correlation between cyber victimization and different
emotional problems, it is necessary to find ways to intervene or One of the possible mechanisms for well-being by reducing
prevent such problems. the effects of cyber victimization can be forgiveness. Forgiveness
is the process of changing one’s feelings and attitudes, including
anger and revenge, after a negative experience (Barcaccia et al.,
Relationships between cyber 2018). Previous studies have revealed that forgiveness has the
victimization and adolescent well-being effect of reducing negative emotions (Roxas et al., 2019; Carpenter
et al., 2020). Researchers also found that forgiveness provides
Well-being can be considered as a concept that encompasses justice among individuals, reduces anxiety and depression, and
all the ways in which people experience and evaluate their lives increases well-being (Steiner et al., 2012; Fincham, 2015).
positively (Wigderson and Lynch, 2013). Tov (2018) defined well- Stuntzner et al. (2020) reported that forgiveness as a coping skill
being as a state of long-term satisfaction. (Delgado et al., 2011). is a psychological resource that contributes to the development of
However, when relationships among adolescents are characterized psychological well-being. Thompson and Korsgaard (2018)
by negative experiences such as cyberbullying, it can have negative predicted that interventions using forgiveness help reduce
consequences for well-being. negative emotions and maintain well-being in difficult situations.
During adolescence, individuals may be more susceptible to The possible mediating role of forgiveness on cyber
the effects of bullying victimization due to bodily changes, changes victimization and well-being is consistent with the prediction in
in social relationships, and intense emotions. In particular, bodily the Transactional Theory of Stress and Coping (TTSC) (Lazarus
changes with the onset of adolescence, friendship relationships, and Folkman, 1984). In this model, forgiveness is an effective
individuals’ status within groups at school, and access to peer emotion-focused coping strategy in terms of reducing the emotion
support are factors associated with cyber victimization experiences created by the perceived threat and negative emotions related to
(Villora et al., 2020). Studies also show that online peer the victimization (Chan and Wong, 2017). When cyber-
victimization mostly occurs after negative experiences such as victimization occurs, perceiving the situation as stressful may lead

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some adolescents to deal with it in a vengeful way, such as sending However, examining the methods by which adolescents
a cyberbullying message to the attacker. In this case, the come out with their cyber-victimization experiences and
motivation to forgive can reduce the physiological and investigating which coping strategies are positively related to
psychological problems that adolescents may experience after well-being can provide important information about how
cyber victimization, and also allow them to increase their general coping strategies mediate the relationship between cyber-
well-being (König et al., 2010). victimization and well-being (Sticca et al., 2015). Studies on
On the other hand, forgiveness that emerges in cyberbullying coping with cyberbullying and well-being in the literature are
experiences should not be seen as a purely internal experience quite limited (Schunk et al., 2022). In a previous study, Slonje
involving reconciliation with the bully. As a matter of fact, and Smith (2008) showed that parents and teachers are
forgiving is not condoning wrongdoing, forgetting right away or important sources of information and support for maintaining
making excuses (Freedman and Zarifkar, 2016). Rey et al. (2020) the well-being of youth victims of cyberbullying. According to
showed that a negative nature of forgiveness was associated with Trompeter et al. (2018) reported that problem-focused coping
depression on cyber victims. For this reason, it is very important behaviors such as avoiding self-blame and reducing withdrawal
to use forgiveness as an emotion-focused and active coping from the victim role positively predict well-being. Additionally,
strategy to reduce negative emotions, thoughts and behaviors after some studies have suggested that cyberbullying coping
a cyberbullying experience. Forgiveness of this nature not only behaviors are mediators for the effects of cyber-victimization
reduces emotional difficulties, but can also revitalize the on certain psychological outcomes. For example, Jose and
functioning of well-being by providing a benefit of hope Vierling (2018) reported that coping with rumination mediates
(Van-Rensburg and Raubenheimer, 2015). A functional sense of the effects of cyber-victimization on sleep proficiency, and
forgiveness can help break the cycle of future trauma by healing Zhou et al. (2022) determined that awareness-raising and
past memories and generating positive responses (Worthington social support strategies mediate the effects of cyber-
and Aten, 2010). Thus, the current study can provide evidence on victimization on suicidal thoughts. Based on previous research,
how forgiveness is related to the well-being of cyber victims. this study hypothesized that cyber victimization is associated
with cyberbullying coping behaviors. Therefore, this study
examined whether coping behaviors with cyberbullying
The mediator role of behaviors in coping mediate the relationship between cyber victimization and
with cyberbullying well-being.

Coping can be defined as an effort to manage stress and

related emotions and is very important for maintaining Relationships between forgiveness and
psychological and emotional well-being in the face of negative coping with cyberbullying
experiences (Lazarus, 2006). Coping behaviors with cyberbullying
also include coping strategies that can be used in the face of cyber In TTSC, it is important to have a protective power such as
victimization. These include using internet safety strategies, forgiveness in cyber victimization (Quintana-Orts and Rey, 2018).
parental mediation, confronting the cyberbully, ignoring, blaming Forgiveness can help individuals understand how to cope with the
oneself or the bully, and obtaining social support from the consequences of personal harm caused by cyber victimization, as
immediate environment (Trompeter et al., 2018; Heiman et al., well as protecting adolescents from exposure to cyberbullying.
2019; Ngo et al., 2021). Through forgiveness, victimized youth accept the victimization
The behaviors of cyber victims to cope with the undesirable and can exhibit healthy coping responses by recognizing their
consequences arising from their cyber victimization experience thoughts, feelings and behaviors (Mróz and Kaleta, 2022). In
may differ. Among the reasons for this difference between addition, the practice of forgiveness in coping with cyberbullying
individuals are the nature and frequency of the bullying can help the individual to engage in coping behaviors that may
experience, as well as the difference and effectiveness in using reduce the likelihood of engaging in cyberbullying behaviors in the
coping strategies (Machmutow et al., 2012). In addition, the type future (Siah et al., 2022). Previous studies have proven strong
of cyberbullying exposed, the level of victimization and anonymity relationships between forgiveness and coping with bullying
are among the reasons for the difference (Brighi et al., 2019). behaviors (Ahmed and Braithwaite, 2006; Egan and Todorov,
Consistent with this approach, Lazarus and Folkman (1987) 2009). Lin et al. (2011) found significant correlations between the
emphasized that in TTSC, the adequacy of a coping strategy must empathy and ability to recognize the feelings of others and their
be evaluated in the context in which it is applied. Accordingly, positive reactions to the bullying experience of students who tend
individuals tend to use problem-focused coping when it is possible to forgive. Barcaccia et al. (2017) revealed that there is a positive
to exercise control over the stressful experience and with adequate relationship between the forgiveness characteristics of victims and
resources. In contrast, they use emotion-focused coping when overcoming the negative effects of victimization. In line with the
they feel that their resources are limited and they can do little to above studies, we predict that forgiveness can predict cyberbullying
change the situation (Lazarus and Folkman, 1984). coping behaviors.

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The sequential mediation effect of The present study

forgiveness and coping with
cyberbullying Although most of the studies on adolescent victims of
cyberbullying involve the mental health and well-being of the
According to the transactional model, encountering a victims (Lodge and Frydenberg, 2007; Nixon, 2014), there are
cyberbullying event is a stressful situation (Raskauskas and Huynh, limited studies on what strategies the victims use when faced
2015). This theory argues that there is a reciprocal relationship with cyberbullying behavior. Previous research has generally
between the stress and coping experienced by the cyberbullying focused on the well-being effect of any of the problem or
victim. The level of stress experienced by the victim may vary emotion-focused coping strategies in cyber-victimization.
depending on the assessment of difficulties (primary assessment), Although it is necessary to categorize coping strategies in
assessment of options and available resources (secondary cyberbullying experiences, using only one of them without
assessment), and selected responses (coping) (Lazarus, 1999). problem or emotion-focused coping may fail to define the true
According to TTSC, the cyber victim makes a cognitive coping situation.
appraisal of the negativities in the primary appraisal. Then, the Moreover, previous research has found that adolescents
cyber victim focuses on the resources they have to prevent this commonly use blocking the sender, deleting or avoiding text
disturbing situation and initiates a secondary assessment process. messages, and reporting to family, teachers, and friends among
If the cyberbully perceives that the difficulty of the negative cyberbullying strategies (Sleglova and Cerna, 2011; Bryce and
situation cannot be overcome with the current strategies, the Fraser, 2013; Slonje et al., 2013). However, there is a lack of
victim may experience stress, and their level of well-being may evidence in these studies about which strategy works and
suffer (Nielsen et al., 2020). under what conditions to counter the negative effects
In the model, problem-focused coping includes strategies to of cyberbullying.
solve the problem actively; Emotion-focused coping strategies Moreover, to our knowledge, there are only a few studies
involve inward-directed emotions from the stressful situation, but available on forgiveness and coping strategies as possible
limited sharing with others (Tarafdar et al., 2020). Forgiveness, as mediators of the effects of cyber victimization on well-being
an emotional strategy in the primary evaluation process, can (Sanchez-Hernandez et al., 2021; Quintana-Orts et al., 2022). This
provide a well-intentioned feeling towards the bully as well as research used TTSC to examine the effects of cyber victimization
re-establishing the relationship in terms of the trust. Functional on well-being. It is estimated that cyber victims may evaluate the
forgiveness can repair the damaged relationship and become an act of cyberbullying as a threat and may lead to the adoption of
essential force for contributing to personal growth. In these forgiveness and different coping strategies based on their
aspects, forgiveness differs from other emotional strategies related secondary evaluations of the options for coping with
to forgetting, ignoring, or justifying bullying. Recently, Dans and cyber victimization.
Muniz (2021) suggested forgiveness as a coping strategy in On the other hand, unlike other studies, this study used
cyberbullying situations. forgiveness as a functional coping method with other adaptive
As a secondary evaluation, the restorative aspect of forgiving strategies between cyber victimization and well-being. This
coping may be chosen as a positive coping strategy as it contributes suggests that in cyberbullying, interventions may be needed more
to the cognitive restructuring of the victim individual. The strategy to develop forgiveness skills and to respond to cyber victimization
may differ depending on the form of cyberbullying. Teenagers more adaptively.
who identify strategies that help reduce the negative effects of In addition, conducting this study at a time when COVID-19
cyberbullying situations may develop healthier relationships and is spreading may provide deeper insights into the well-being of
feel better in the future (Gonzalez and Fuentes, 2012). Past studies adolescents. When the Covid-19 disease emerged, states took
have shown that coping strategies for adolescents can reduce the various measures to prevent the spread of the disease. Among the
negative impact of cyberbullying on well-being (Hui and Ho, most striking measures are the closure of schools and the
2004; Flanagan et al., 2012; Fried, 2013). Consequently, forgiveness introduction of curfews. Experts aimed to minimize the level of
and coping behaviors can increase individuals’ efforts to adapt and social contact of people with these measures. However, these
resist stress as a result of cyberbullying and maintain their measures reduced the spread of the disease and negatively affected
well-being. the well-being of adolescents (Danese et al., 2020; Jessica et al.,
Within all this information, we assume that this study will 2021). For example, Jackson et al. (2021) revealed that the level of
contribute to the existing literature by expanding the knowledge well-being of adolescents decreased during the pandemic period.
on how cyber victimization affects well-being with the sequential During the Covid-19 pandemic, limiting the daily lives of
mediation model in terms of the TTSC approach. We will also test adolescents made them use more social media tools (Leung and
the impact of forgiveness and coping with cyberbullying behaviors Shek, 2020; Peker et al., 2021). Therefore, this study can also
as potential protective factors against cyberbullying. Specifically, provide new information about the relationships between cyber
we hope that forgiveness and coping with cyberbullying increase victimization and well-being in this process where intensive
the well-being of cyber victims. technological tools are used.

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Based on the above theoretical explanations, the present study H3: Coping behaviors with cyberbullying mediate the
aimed to analyze how forgiveness and cyberbullying coping relationship between cyber victimization and well-being.
behaviors work together as two mediators in a series of mediation H4: Forgiveness is positively related to cyberbullying
models in the Turkish adolescent sample. coping behaviors.
Compared to a simple mediation model, the serial multiple H5: Forgiveness and cyberbullying coping behaviors
mediation model (Figure 1) allows simultaneous examination sequentially mediate the relationship between cyber
of multiple variables from the antecedent to the next variable victimization and well-being.
in a single model, which can offer more insight into how cyber
victimization is related to well-being (Quintana-Orts et al.,
2020). Therefore, this model has an important feature in
improving the theory by addressing the underlying Materials and methods
mechanisms, contributing to interventions and preventing
the decline in well-being after experiencing cyber Participants
victimization.
In the serial mediation model in Figure 1, cyber victimization We created some criteria to identify the participants. (I) Living
is expected to predict well-being. In the model, it is predicted that in Erzurum, Turkey, (II) Participants aged between 14 and
the relationship between cyber victimization and well-being will 19 years old, (III) Reading and understanding Turkish, (IV) using
be mediated by the behaviors of forgiveness and coping with at least one of the social networking sites in the last 6 months
cyberbullying. However, we hypothesized that mediators (Instagram, Twitter, Facebook, etc.) (V) To obtain informed
(forgiveness and cyberbullying coping behaviors) have a direct consent form approval from the parents of the students who will
impact on each other. Finally, in the model, we assumed that participate in the application.
forgiveness and coping with cyberbullying would act as a serial The population of the research consists of 12.500 students
mediator between cyber victimization and well-being. Therefore, studying in 46 high schools in Erzurum in December of the 2021
in this study, based on the TMS model, we suggested that the well- academic year. At the time of the study, the Covid-19 epidemic
being levels of adolescents exposed to cyber victimization disease was ongoing. In order to prevent the spread of the
decreased indirectly, especially in a sequential manner, more cyber epidemic, the Ministry of National Education took measures such
victimization was associated with lower forgiveness and coping as wearing masks in schools, having a certain number of students
behaviors, and these were associated with lower well-being. in the classrooms, shortening the duration of the lessons,
Consistent with the proposal, we formed our hypotheses communicating with their friends by keeping a certain distance,
as follows: and conducting some of the lessons online. However, the rate of
going to school was low because the students were worried about
H1: Cyber victimization is negatively related to well-being. both contracting the epidemic and transmitting it to their families
H2: Forgiveness mediates the relationship between cyber and close circles. Taking into account the low rate of student
victimization and well-being. enrollment, the researchers identified 16 schools with 750 or more

FIGURE 1
The serial multiple mediation of forgiveness and coping behaviors with cyberbullying in cyber victimization and well-being.

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students in order to reach more students. We used the proportional victimization, and consists of 28 items (Sample items; “threatening
stratification sampling method to determine which of these in the chat room,” “mocking the comments on a forum site,” and
schools to apply the scales to. Accordingly, we calculated the “deceiving the other party by showing the gender differently”).
percentage distribution of 16 schools according to their types. 50% The cyberbullying and cyber victimization behaviors of the
of the schools were Anatolian High School (n = 8); 37% are participants are evaluated on a 4-point Likert level (never, once,
Vocational High School (n = 6), 13% are Anatolian Imam Hatip twice, and three times, more than three). In this study, we used the
High School (n = 2). At the last stage, considering the percentage Cyber Victimization dimension (Example articles; threatening in
distribution of 16 school types, we decided to include 4 schools the chat room, mocking the comments and information on a
from Anatolian High School, 2 schools from Vocational High forum site, deceiving the other party by showing the gender
School and 2 schools from Anatolian Imam Hatip High School. differently). The internal consistency reliability coefficient of the
The G*Power 3.1 program was used to determine the sample Cyber Victimization Inventory is 0.75. In this study, we performed
size and power. Results a minimum of 352 samples were reached AFC to calculate the validity of the Cyber Victimization Inventory
for models with an alpha level of 0.05 and power level of.80. This (RCVI). AFC results confirm the single-factor structure of RCVI
many participants can be considered sufficient for the sample size (χ2/sd = 2.27; NFI = 0.97; CFI = 0.98; RFI = 0.97; GFI = 0.90;
in the current study (Faul et al., 2007). We did not include the data SRMR = 0.041; RMSEA = 0.047). The internal consistency
of 7 students who did not meet the normality criteria and 8 reliability coefficient of the Cyber Victimization Inventory for this
students who filled in the scales incompletely. As a result, study was.78.
we analyzed the data set of 337 students. In the current study,
50.1% (n = 169) of the students are boys and 49.9% (n = 168) are The five-dimensional scale of well-being for
girls. In addition, 17.5% of the students are in the 9th grade, 21% adolescents (EPOCH)
are in the 10th grade, 16% are in the 11th grade and 45% are in the We used the scale developed by Kern et al. (2015) to determine
12th grade. adolescents’ well-being levels. Demirci and Eksi (2015) adapted
the scale to Turkish. The scale consists of 20 questions in total.
Items on the scale have a 5-point Likert rating between 1 (never)
Procedure and 5 (always). The scale has dimensions of commitment,
determination, optimism, connectedness, and happiness (Sample
The researchers received the necessary approval from the items; I am completely immersed in what I do-commitment
Erzurum Provincial Directorate of National Education for the dimension-; I finish what I start-determination dimension-;
study to be implemented in schools. After the schools had been I am optimistic about my future-optimism dimension-; I have
determined to be implemented, the researchers visited the friends that I care about-relatedness dimension-; I feel happy-
guidance services in these schools. The researchers explained the happiness dimension-). The internal consistency coefficient of the
purpose of the study to the psychological counselors working in total score of the scale was 0.95; sub-dimensions vary between.72
the guidance service. Then, the researchers asked the psychological and.88. The well-being scale can be evaluated by taking a total
counselors to apply the prepared scales to the students who were score. In this study, we performed AFC to calculate EPOCH
exposed to cyberbullying and applied to the guidance service, by validity. AFC results show that the five-factor structure of EPOCH
the voluntary principle. The researchers left the prepared scales is confirmed (χ2/sd = 2.95; NFI = 0.94; CFI = 0.93; RFI = 0.96;
and the informed consent form for the consent of the parents to GFI = 0.90; SRMR = 0.050; RMSEA = 0.053). In this study, the
the guidance service. The data collection process started after overall internal consistency coefficient of EPOCH was.88.
ethical approval was obtained and we completed it in
approximately 25 days (11.11.2021). The data were collected by Forgiveness scale for adolescents
psychological counselors working in the school guidance service The Forgiveness Scale was developed by Asıcı and Karaca
during school hours. Students answered the scales in (2018). The scale consists of 21 questions in total. The items on the
approximately 20 min. In this study, 28 students who stated that scale have a 5-point Likert rating from 1 (does not describe me at
they did not want to participate voluntarily and 17 students who all) to 5 (describes me completely). The scale has four
did not receive parental consent were not included. sub-dimensions: “components of forgiveness,” “maintaining
anger,” “revenge” and “empathy” (Sample items; I am tolerant of
people who have wronged me -components of forgiveness
Measures dimension-; I dream of taking revenge on the person who has
wronged me -revenge dimension-; I’m prone to grudges-
Revised cyberbullying inventory maintaining anger -; I try to understand the feelings of the person
We used the Revised Cyberbullying Inventory (RCI) to who mistreated me-empathy-). The overall Cronbach’s alpha
determine the cyber victimization status of adolescents. Topcu internal consistency coefficient of the scale is 0.90 and respectively,
and Erdur-Baker (2010) developed the inventory. The inventory the sub-dimensions are.86, 0.76, 0.85, and.75. The Forgiveness
consists of two separate parts, cyberbullying and cyber Scale can be evaluated by taking a total score. In this study,

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we performed AFC to calculate the validity of the “Forgiveness indicate an acceptable model fit (Kline, 2015). We also performed
Scale for Adolescents (FSA).” AFC results show that the four- a Bootstrap analysis, which is frequently used in mediation
factor structure of the FSA is confirmed (χ2/sd = 3.28; NFI = 0.92; approaches, to determine the significance level of indirect effects
CFI = 0.94; RFI = 0.93; GFI = 0.90; SRMR = 0.058; RMSEA = 0.058). in the research. In this context, we used the PROCESS macro
The FSA total score internal consistency reliability coefficient for program of Hayes (2013) (Model-6). For this, we chose the 5,000
this study was 0.85. sampling method and made sure that the confidence intervals did
not contain zero (Preacher and Hayes, 2004).
Scale for coping with adolescents’
cyberbullying (SCAC)
The Adolescents Scale for Coping with Cyberbullying was Ethics statement
developed by Peker et al. (2015). The scale consists of 17 items.
The scale has 4 sub-dimensions: seeking social support, seeking Ethics approval was obtained from Atatürk University
help, coping, and online safety. In addition, the scale has a 4-point Educational Sciences Ethics Committee before conducting the
Likert-type rating as “Never (1), Sometimes (2), Usually (3), survey. (Date: 11.11.2021, meeting number: 12 and decision
Always (4)” (Sample items; I talk to someone I trust about what’s number: 23).
going on -social support-seeking dimension-, I consult my teacher
about what I can do-help-seeking dimension-, I want people who
act like this to stop this behavior-fight dimension-, I do not share Results
passwords of my accounts with others -online security
dimension-). The second level confirmatory factor analysis results Relationships between cyber
show that the scale can be used as a single factor (x2/sd = 3.28; victimization, forgiveness, coping with
NFI = 0.92; CFI = 0.94; RFI = 0.90; GFI = 0.91; SRMR = 0.069; cyberbullying, and well-being and
RMSEA = 0.072; Peker et al., 2020). The total internal consistency descriptive results
reliability coefficient of the scale is 0.83. The internal consistency
reliability coefficients of the scale ranged from.70 to.86. High We used Pearson correlation analysis to reveal the relationship
scores obtained from the scale show that the behavior of coping between students’ cyber victimization, forgiveness, coping with
with cyberbullying is also high. The scale for coping with cyberbullying, and well-being scores. In addition, we performed
cyberbullying can also be used by taking the total score for descriptive statistical operations on the variables. Descriptive and
adolescents. In this study, we performed AFC to calculate the correlation results for the variables are presented in
validity of the Scale for Coping with Adolescents’ Cyberbullying. Supplementary Tables 1, 2.
AFC results show that the four-factor structure of the USSR is Supplementary Table 1 shows the arithmetic mean and
confirmed (χ2/sd = 3.58; NFI = 0.91; CFI = 0.92; RFI = 0.91; standard deviation scores of the variables. However, the skewness
GFI = 0.90; SRMR = 0.060; RMSEA = 0.068). The overall internal and kurtosis values of the research variables are between 2 and − 2.
consistency reliability coefficient of the scale for this study is.80. This shows that the data meet the normality assumption
(Tabachnick and Fidell, 2012).
Supplementary Table 2 shows that there are low-level,
Data analysis negative-significant relationships between well-being and cyber-
victimization (r = 0.23; p < 0.05). It is observed that there is a
Researchers calculated the arithmetic mean, standard moderate, positive, and significant relationship between well-
deviation, and Pearson correlation coefficients of participants’ being, and forgiveness (r = 0.32; p < 0.05). It was found that there
cyber victimization, forgiveness, coping with cyberbullying and is a moderate, positive, and significant relationship between well-
well-being using the SPSS 22.0 program. Researchers conducted being, and coping with cyberbullying (r = 0.37; p < 0.05).
a structural equation model analysis to examine the mediating There is no multicollinearity problem as the relationships
role of forgiveness and coping with cyberbullying with the AMOS between the variables are not over.90. We examined the covariance
program. We used the Maximum Likelihood method in the of the data before examining its multiple normalities. We observed
analysis. First, we examined the direct impact of cyber victims on that the values in the P–P plot are on a line, and in the scatter plot,
well-being. Second, we examined the predictive level of forgiveness the data are around a line. To test the normality of the regression
and coping with cyberbullying between cyber victimization and errors, we examined the skewness and kurtosis values of the
well-being. In the third stage, we added the variables of forgiveness residuals. As a result of these analyzes, we determined that the
and coping with cyberbullying as mediators to the relationship regression residual values were close to normal (Tabachnick and
between cyber victimization and well-being. Fidell, 2012). Since it was observed that the skewness value for the
We adopted some indices to evaluate model fit. According to normality of the regression errors was −0.091 and the kurtosis
the model fit indices, χ2/sd being less than 5, GFI, CFI, NFI value was −0.68, we concluded that the regression residual values
greater than 0.90, and RMSEA and SRMR values less than.08 showed a distribution close to the normal. Researchers used the

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Eroglu et al. 10.3389/fpsyg.2022.819049

Mardia Test to determine the assumption of multivariate Supplementary Table 4 shows that direct paths are significant
normality of the data. As a result of the analysis, we observed that and cyber victimization indirectly affects well-being.
the multivariate normality assumption was confirmed (p > 0.05.).

Discussion
Mediation model
Cyber victimization well-being
Measuring model prediction
Researchers established a measurement model with 4 latent
variables (cyber victimization, forgiveness, coping with Findings regarding the first hypothesis of the study reveal that
cyberbullying, and well-being) and 27 observed variables. cyber victimization negatively predicts well-being. The results
We determined that the established measurement model was a confirm Hypothesis 1. Findings show that exposure to
good fit [GFI = 0.90, CFI = 0.91; NFI = 0.92; SRMR = 0.050; χ2/ cyberbullying reduces well-being. This result is consistent with
sd = 2.74; RMSEA = 0.074]. In addition, the researchers found that previous research results that found cyber victims to have lower
all observed variables significantly loaded on their respective well-being (Moore et al., 2012; Palmeri, 2013; Przybylski and
latent structures (p < 0.05 between.35 and.78). Bowes, 2017; Reignier et al., 2022).
The level of well-being of cyber victims may decrease
Structural model analysis compared to those who have not experienced bullying (Navarro
To test the hypotheses, we first examined the direct pattern et al., 2015). Cyber victims may have few internal resources and
between cyber victimization and well-being. The results show that poor self-regulation skills to deal with this negative situation
cyber victimization has a positive, negative and significant effect on (Mazzone et al., 2017). Cyber victims may experience feelings of
well-being (β = −0.22; p < 0.01.; t = −3.32; GFI = 0.90; CFI = 0.91; worthlessness, rejection, and helplessness (Peker, 2017). The
NFI =0.91; SRMR = 0.070; χ2/df = 3.09; RMSEA = 0.079). Then, results for the first hypothesis reveal the negative effect of cyber
we added the variables of forgiveness and coping with cyberbullying victimization on well-being.
as mediators between cyber victimization and well-being.
We observed that when both variables were added to the model,
they predicted the relationship between cyber victimization and The mediating role of forgiveness in the
well-being at a significant level (CV-FRG: β = −0.35; p < 0.01.; relationship between cyber victimization
t = −3.19; FRG-CBCW: β = 0.18; p < 0.01.; t = 2.04; CBCW-WB: and well-being
β = 0.32; p < 0.01.; t = 4.44; GFI = 0.92; CFI = 0.90; NFI = 0.93;
SRMR = 0.068; χ2/df = 2.69; RMSEA = 0.071). Finally, we examined Findings regarding the second hypothesis of the study reveal
the multi-order mediation relationship between cyber victimization that forgiveness has a mediating effect on the relationship between
and well-being. We determined that there were significant decreases cyber victimization and well-being. This result confirms
in the relationship between cyber victimization and well-being, Hypothesis 2. The results of the research are consistent with the
according to the first model, which examined the mediation results of previous studies showing that there is a relationship
relationship between forgiveness and coping with cyberbullying between the forgiveness of victims and well-being (Skaar et al.,
(β = −0.06; p < 0.01; t = −1.00; GFI = 0.93; CFI = 0.92; NFI = 0.92; 2016; Quintana-Orts and Rey, 2018).
SRMR = 0.060; χ2/df = 2.70; RMSEA = 0.071). Forgiveness can encourage the victim not to engage in
Considering all fit index values, it shows complete mediating aggressive behavior towards the other person (Watson et al.,
role of forgiveness and coping with cyberbullying in the 2015). Akhtar and Barlow (2017) stated that forgiveness is a
relationship between cyber victimization and well-being. Cyber protective factor to reduce violent behavior and improve mental
victimization, forgiveness, and coping with cyberbullying explain health. Hui et al. (2011) state that forgiveness contributes to the
23% of well-being. The estimated and standardized values of the increase of well-being by reducing the negative feelings of the
variables are shown in Supplementary Table 3. victims such as hurt, sadness, anger, and revenge. Peets et al.
Figure 2 shows the standardized values of forgiveness and (2013) revealed that forgiveness affects individuals’ well-being
coping with cyberbullying between cyber victimization and positively by reducing aggressive behaviors.
well-being. Since the forgiveness process is primarily about internalized
reactions to experiences that may negatively affect it, it can
Bootstrapping process be considered an emotion-focused active coping style (Strelan and
We used the bootstrap method to determine the direct and Covic, 2006). Forgiveness is an emotional strategy that can help
indirect effects on the structural model. The coefficients for the you discuss what happened with the cyberbully and seek
direct and indirect effects resulting from this process and the compensation, stop the bullying experience, and figure out what
confidence intervals for these coefficients are shown in to do next. Forgiveness-focused emotional intervention can
Supplementary Table 4. reduce the salience of perceived threats by regulating emotions in

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Eroglu et al. 10.3389/fpsyg.2022.819049

FIGURE 2
The mediating role of forgiveness and coping with cyberbullying between cybber victimization and well-being. CV, Cyber victimization; CBCW,
Coping with cyberbullying; FRG, Forgiveness; WB, Well-being. *p<0.05.

experiences where problem-focused strategies are ineffective increasing well-being. In a similar study, Machackova et al. (2013)
(Worthington and Scherer, 2004). revealed that cyber victims’ use of strategies such as sharing
The cyber victim may realize that as a result of their information, hiding evidence, and blocking the account to prevent
forgiveness behavior, they may encounter a situation in which they access to the bully increased their well-being.
also need forgiveness. In addition, a functional sense of forgiveness Common responses to coping with cyberbullies recently
may contribute to the individual taking precautions before include ignoring cyberbullying behaviors, telling parents or
encountering the same problem again. Active forgiveness can teachers, and student commitment (Bradshaw et al., 2014). A
make the cyber-victim realize that a past abuse they have suffered sense of belonging among peers and students’ willingness to help
is an opportunity to learn more about themselves (Gordon and each other can promote healthy well-being and prevent problem
Baucom, 1998). Therefore, a person who is forgiving in any of the behaviors (Sleglova and Cerna, 2011). Cyber victims can feel
experiences in the context of cyberbullying can be expected to better by using technical coping strategies such as hiding and
have proactive or preventive coping skills as a way of preserving blocking online comments (Byrne, 2021). However, cyber victims
valuable relationships. can also resort to online combating strategies to stop the bully
(Peker et al., 2015).
Cyberbullying can occur at any time and can have multiple
The mediating role of coping with effects on the victim in a short time. Especially when young people
cyberbullying in the relationship between perceive the effects of cyberbullying, they are more exposed to the
cyber victimization and well-being negative consequences of cyberbullying behaviors because they
lack the necessary knowledge and resources to cope. Therefore,
Findings regarding the third hypothesis of the study reveal adolescents need to be more informed about appropriate coping
that coping with cyberbullying has a mediating effect on the strategies against cyberbullying.
relationship between cyber victimization and well-being. This
result confirms Hypothesis 3.
Lazarus and Folkman (1987) report that if the used coping Relationships between forgiveness and
strategies have a positive effect on well-being, there is a high coping with cyberbullying
probability of using the same strategies in similar situations in the
future. In the context of cyberbullying, this approach is supported Findings regarding the fourth hypothesis of the study reveal
by previous researchers (Riebel et al., 2009; Perren et al., 2012). that forgiveness positively predicts coping with cyberbullying.
Perren et al. (2012) state that strategies such as reacting directly to This result confirms Hypothesis 4. Forgiveness in the context of
cyberbullying acts of cyber victims, ignoring them, seeking social bullying has been associated with positive coping strategies such
support, and using technological solutions can be effective in as conflict resolution and support seeking, higher self-esteem,

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and lower levels of social anxiety (Flanagan et al., 2012). The As a result, it can be predicted that adolescents who can cope
cyber victim begins to develop themselves and adapt to the with a negative experience online and exhibit functional strategies
environment thanks to forgiveness. Thus, they can resist bullying to protect themselves from possible harm have higher well-
behaviors and apply appropriate strategies in later life. For being levels.
example, Ogurlu and Sarıcam (2018) report that forgiveness has
positive effects on determining effective mechanisms in coping
with bullying. Perez (2008) emphasizes that forgiveness may Practical implications
be closely related to strategies that include internalizing behaviors
in the face of bullying. Therefore, forgiveness can increase the Our results expand the knowledge in the literature on how to
sense of personal empowerment and interpersonal power, and protect the well-being of cyber victims. In addition, there are several
enable adolescents to use functional strategies in bullying practical implications associated with our findings. First, this study
experiences. revealed that forgiveness positively affects the well-being of cyber
victims. Therefore, increasing forgiveness can be one of the important
ways to increase well-being. Psycho-educational programs can help
The sequential mediation effect of increase forgiveness, which can increase well-being. In particular, the
forgiveness and coping with presence of content on emotions such as revenge, anger, sadness, and
cyberbullying guilt in these programs can contribute to the well-being of cyber
victims. Secondly, this study revealed that coping behaviors with
Findings related to the fifth hypothesis of the study reveal that cyberbullying positively affect the well-being of cyber victims. In this
forgiveness and coping behaviors with cyberbullying have a regard, improving cyberbullying coping behaviors can help increase
sequential mediating role between cyber victimization and well- the well-being of cyber victims. Awareness work by mental health
being. This result confirms Hypothesis 5. According to this finding professionals in schools can help increase the coping behaviors of
the research, cyber victimization predicts forgiveness, forgiveness cyber victims, which can increase well-being. In particular, awareness
predicts cyberbullying coping behaviors, and cyberbullying activities may include information such as asking for help from
coping behaviors predict well-being at a significant level. Findings family and friends when individuals encounter a negative situation
on the sequential mediation role obtained at the end of the study while using information and communication technologies, not
show that the operational model of coping with cyberbullying sharing their passwords related to social networking sites with others,
is confirmed. and not opening messages from people they do not know and taking
Forgiveness is associated with positive gains such as positive online security measures. Moreover, mental health professionals can
emotional regulation and adaptive responses to stress (Wade et al., also train students in active coping skills, such as warning the other
2014). Liu et al. (2013) state that forgiveness can potentially person when they encounter cyber bullying, and emphasizing that
protect negative thoughts and strategy choices that cyber victims what they are doing is wrong. These studies by mental health experts
may experience. Carlon et al. (2014) reported that increasing self- can ensure that individuals’ well-being levels are maintained in case
forgiveness will enable bullied students to realize their behavior of cyber victimization.
and stay away from unhealthy coping.
In addition, the use and effectiveness of coping strategies can
affect individuals’ well-being (Singh and Bussey, 2009; Sticca and Limitations and future direction
Perren, 2013). These strategies are very important for maintaining
emotional and psychological well-being in cyberbullying Although there are theoretical and practical implications, this
experiences, as in many negative situations. Consistent with the research has some limitations. First, although this study presents
model of this research, Lazarus (2006) argues that a particular several prospective findings, there are limitations to its
coping style should not be evaluated without considering the generalizability. The sample of the study consists of a limited
current situation. Therefore, since problem-focused and emotion- number of adolescent individuals living in a city in Turkey.
focused coping complement each other in most stressful Therefore, the individuals participating in the study do not fully
situations, they should not be seen as two different types of coping. represent the Turkish adolescent population. In this sense, using a
Some previous studies show that blocking, deleting bad more balanced sample size from different regions to validate and
messages, and stopping internet use can be beneficial actions for generalize our results may yield interesting results. A second
the well-being of cyber victims (Price and Dalgleish, 2010; limitation of this study is the small sample size. Since the study was
Livingstone et al., 2011). Skrzypiec et al. (2012) emphasize that carried out during the pandemic period, there were frequent
high-quality friendship and perceived support can be a protective restrictions. Therefore, the researchers had difficulties finding
factor against negatively affecting well-being among bullied individuals to participate in the study. After the COVID-19
children. Banerjee et al. (2010) state that watching websites and quarantine, a wider audience can be reached, as there will be easier
providing emotional support can have positive effects on the well- mobility among students and more intense participation in
being of cyber victims. academic activities. Third, the use of a cross-sectional design to

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explain the inter-variable cause-effect situation in this study may Ethics statement
prevent us from concluding the direction of the effect. Therefore,
we must be careful in making causal inferences. Fourth, the scales The studies involving human participants were reviewed and
used for the mediator variables in the study do not cover all the approved by Atatürk University Educational Sciences Ethics
features of the variables. For example, the scale of forgiveness Committee Unit. Written informed consent to participate in this
we used in this study consists of 3 sub-dimensions. Therefore, scales study was provided by the participants’ legal guardian/next of
containing different factors can be used to understand the kin. Written informed consent was obtained from the
forgiveness process of adolescents. In future studies, scales individual(s), and minor(s)’ legal guardian/next of kin, for the
involving other factors such as forgiving oneself and others, publication of any potentially identifiable images or data
forgiving the situation, and focusing on the positive can be used in included in this article.
future studies. Again, a scale including emotion-focused coping
strategies can be used in coping with cyberbullying. Finally,
adolescents with culturally similar structures participated in this Author contributions
study. Researchers can repeat the model in adolescents with
different socio-cultural elements in Turkish culture. However, YE, AP, and SC determined the research topic together and
immigrant individuals living in Turkey were not included in the wrote the discussion part of the article. YE wrote the introduction
study. In future studies, the relationships between cyber part. SC wrote the method part. AP wrote the findings section. All
victimization and well-being of immigrant adolescents can authors contributed to the article and approved the
be examined. submitted version.

Conclusion Conflict of interest

This study has revealed that forgiveness and coping with The authors declare that the research was conducted in the
cyberbullying are serial mediators between cyber victimization and absence of any commercial or financial relationships that could
well-being in the Turkish adolescent sample. Therefore, forgiveness be construed as a potential conflict of interest.
and coping with cyberbullying among adolescents experiencing
cyber victimization should be seen as a promising way to improve
well-being. In addition, our findings not only expand the Publisher’s note
knowledge of the literature on how to increase the well-being of
cyber victims but also offer mental health professionals a new All claims expressed in this article are solely those of the
perspective on maintaining the well-being of individuals who authors and do not necessarily represent those of their affiliated
encounter cyberbullying behaviors. Moreover, the possible serial organizations, or those of the publisher, the editors and the
mediator role of forgiveness and coping with cyberbullying on reviewers. Any product that may be evaluated in this article, or
cyber-victimization and well-being is consistent with TTSC, and claim that may be made by its manufacturer, is not guaranteed or
our findings provide deeper insights into the model. endorsed by the publisher.

Data availability statement Supplementary material

The original contributions presented in the study are included The Supplementary material for this article can be found
in the article/Supplementary material, further inquiries can online at: https://www.frontiersin.org/articles/10.3389/fpsyg.2022.
be directed to the corresponding author. 819049/full#supplementary-material

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