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<p>The burgeoning landscape of education technology has coincided with the concerning proliferation of cyberbullying, a global threat that is increasingly impacting student well-being and academic performance. Leveraging TIMSS 2019 data, we investigate the association between cyberbullying and eighth-grade mathematics and science test scores across 38 countries and seven provinces. To mitigate potential confounding factors and selection bias, we have employed a propensity score matching (PSM) approach and allied matching methods commonly used in the economics of education literature. Our findings reveal a demonstrably negative association between cyberbullying and test scores, with victims experiencing an average score reduction of up to 10 percentage points in mathematics and 12 percentage points in science. Notably, students from the Middle East and Africa regions exhibited a disproportionately greater vulnerability to this adverse effect. Furthermore, the frequency of cyberbullying incidents is found to be directly correlated with the magnitude of score reduction, regardless of the cyberbullying type. Intriguingly, heterogeneity analysis revealed a nuanced picture with regard to socioeconomic status and gender. In most countries, no significant differential effect of cyberbullying emerged across socioeconomic strata. However, gender effects were country-specific, with girls demonstrating lower test scores in some contexts but not in others. Robustness checks employing inverse probability-weighted regression (IPW), augmented IPW, and entropy balancing lend support to the findings. Collectively, these results highlight the gravity of cyberbullying as a detrimental influence on academic performance across the globe. Further research is warranted to fully understand and address this multifaceted challenge, necessitating prompt intervention from schools and education policymakers.</p>

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Behind the Screen: Unraveling the Relationship Between Cyberbullying and Student Achievement Across the Globe Using TIMMS 2019 Data

  • 期刊论文

  • 发表日期：

    2025年4月12日

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  • Aditi Bhutoria,
  • Nayyaf Aljabri,
  • Utkarsh Choudhary,
  • Ali Alrubian

摘要

The burgeoning landscape of education technology has coincided with the concerning proliferation of cyberbullying, a global threat that is increasingly impacting student well-being and academic performance. Leveraging TIMSS 2019 data, we investigate the association between cyberbullying and eighth-grade mathematics and science test scores across 38 countries and seven provinces. To mitigate potential confounding factors and selection bias, we have employed a propensity score matching (PSM) approach and allied matching methods commonly used in the economics of education literature. Our findings reveal a demonstrably negative association between cyberbullying and test scores, with victims experiencing an average score reduction of up to 10 percentage points in mathematics and 12 percentage points in science. Notably, students from the Middle East and Africa regions exhibited a disproportionately greater vulnerability to this adverse effect. Furthermore, the frequency of cyberbullying incidents is found to be directly correlated with the magnitude of score reduction, regardless of the cyberbullying type. Intriguingly, heterogeneity analysis revealed a nuanced picture with regard to socioeconomic status and gender. In most countries, no significant differential effect of cyberbullying emerged across socioeconomic strata. However, gender effects were country-specific, with girls demonstrating lower test scores in some contexts but not in others. Robustness checks employing inverse probability-weighted regression (IPW), augmented IPW, and entropy balancing lend support to the findings. Collectively, these results highlight the gravity of cyberbullying as a detrimental influence on academic performance across the globe. Further research is warranted to fully understand and address this multifaceted challenge, necessitating prompt intervention from schools and education policymakers.