Cyberbullying's Influence on Academic Procrastination and Self-Efficacy: A Quantitative Analysis within Educational Psychology

Abstract

In this thesis, I explore the intricate relationships between cyberbullying, academic procrastination, and self-efficacy within the framework of educational psychology. The study aims to quantitatively assess how cyberbullying influences academic procrastination and self-efficacy among students, and how these factors collectively impact academic performance. Through a literature review, I identify significant gaps in existing research, particularly regarding the long-term psychological effects of cyberbullying and the role of self-efficacy as a mediating variable. Employing a cross-sectional survey method with high school and university students, I analyze the data to test five hypotheses related to the impacts of cyberbullying on procrastination and self-efficacy, and the subsequent effects on academic outcomes. The findings reveal a positive correlation between cyberbullying and procrastination, a negative correlation between cyberbullying and self-efficacy, and confirm that selfefficacy mediates the relationship between cyberbullying and procrastination. Additionally, the interplay of these factors accounts for a significant variance in academic performance. This research contributes valuable insights for developing targeted interventions aimed at enhancing self-efficacy and reducing the negative impacts of cyberbullying and procrastination on student achievement.