Background and objective Digital technologies expose individuals to online environments in which perceived risks of cyberbullying may heighten individuals’ sensitivity to potential harm, thereby influencing psychological well-being. However, the mechanisms through which cyberbullying sensitivity affects life satisfaction remain unclear. Grounded in Self-Determination Theory, this study examined whether digital well-being mediates the relationship between cyberbullying sensitivity and life satisfaction in a convenience sample of individuals aged 15–39 in Turkey. Methods A total of 513 individuals (Mage = 22.08, SD = 4.60; range = 15–39; 77.8% female) in Turkey completed validated self-report measures assessing cyberbullying sensitivity, digital well-being, and life satisfaction. Data were analyzed using structural equation modeling with bootstrap procedures (5,000 resamples). Common method bias was assessed using Harman's single-factor test. Results Cyberbullying sensitivity significantly predicted digital well-being (β = .534, p < .001), explaining 28.5% of its variance. Digital well-being demonstrated a significant indirect effect in the association between cyberbullying sensitivity and life satisfaction (β = .201, 90% CI [.119, .304], p < .001). The direct path from cyberbullying sensitivity to life satisfaction was not significant (β = .113, p = .137), indicating that the association was primarily explained through digital well-being. Harman's single-factor test indicated that common method bias was not a concern (26.69% variance). Conclusions Digital well-being represents the primary mechanism through which cyberbullying sensitivity is indirectly associated with life satisfaction. Rather than exerting direct effects, online risk perceptions operate through individuals' capacity to maintain psychological balance and self-regulation in digital environments. These findings suggest that interventions should prioritize enhancing digital well-being—through digital literacy, self-regulation skills, and positive online experiences—as a protective factor against the negative consequences of cyberbullying sensitivity. This study advances theoretical understanding by integrating Self-Determination Theory with digital well-being research and provides evidence-based guidance for educators, mental health professionals, and technology designers.

Linking cyberbullying sensitivity to life satisfaction: The mediating role of digital well-being

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2026年3月12日

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Vedat Bakır,
İsmail Kuşci

摘要

Background and objective

Digital technologies expose individuals to online environments in which perceived risks of cyberbullying may heighten individuals’ sensitivity to potential harm, thereby influencing psychological well-being. However, the mechanisms through which cyberbullying sensitivity affects life satisfaction remain unclear. Grounded in Self-Determination Theory, this study examined whether digital well-being mediates the relationship between cyberbullying sensitivity and life satisfaction in a convenience sample of individuals aged 15–39 in Turkey.

Methods

A total of 513 individuals (Mage = 22.08, SD = 4.60; range = 15–39; 77.8% female) in Turkey completed validated self-report measures assessing cyberbullying sensitivity, digital well-being, and life satisfaction. Data were analyzed using structural equation modeling with bootstrap procedures (5,000 resamples). Common method bias was assessed using Harman's single-factor test.

Results

Cyberbullying sensitivity significantly predicted digital well-being (β = .534, p < .001), explaining 28.5% of its variance. Digital well-being demonstrated a significant indirect effect in the association between cyberbullying sensitivity and life satisfaction (β = .201, 90% CI [.119, .304], p < .001). The direct path from cyberbullying sensitivity to life satisfaction was not significant (β = .113, p = .137), indicating that the association was primarily explained through digital well-being. Harman's single-factor test indicated that common method bias was not a concern (26.69% variance).

Conclusions

Digital well-being represents the primary mechanism through which cyberbullying sensitivity is indirectly associated with life satisfaction. Rather than exerting direct effects, online risk perceptions operate through individuals' capacity to maintain psychological balance and self-regulation in digital environments. These findings suggest that interventions should prioritize enhancing digital well-being—through digital literacy, self-regulation skills, and positive online experiences—as a protective factor against the negative consequences of cyberbullying sensitivity. This study advances theoretical understanding by integrating Self-Determination Theory with digital well-being research and provides evidence-based guidance for educators, mental health professionals, and technology designers.