The relationship between dark traits and cyberbullying behavior among vocational school students: a moderated mediation model

BackgroundThe General Aggression Model offers the theoretical basis for this study, which evaluates connections among Dark Traits, Social Anxiety, School Climate, and Cyberbullying. This analysis centers on Chinese vocational school students, a demographic infrequently studied as an integrated system. This research aims to clarify the mediating role of social anxiety in the relationship between dark personality and cyberbullying, as well as the moderating role of school climate. It is expected that the study conclusions can offer insights for preventing student cyberbullying.MethodsData were collected from 1,826 students across six vocational colleges. Participants completed validated scales for Dark Traits, Social Anxiety, School Climate, and Cyberbullying. Hypotheses were tested with structural equation modeling in MPLUS, and model fit was assessed through CFI, TLI, RMSEA, and SRMR.ResultsA significant positive correlation was identified between dark traits and cyberbullying behaviors. Social anxiety had a significant mediating effect in the relationship between dark traits and cyberbullying behaviors. In addition, perceived school climate moderated the direct path as well as the mediation process between dark traits and cyberbullying behaviors.ConclusionsThese findings suggest that dark traits contribute to higher levels of social anxiety in Chinese vocational school students, which increases their likelihood of cyberbullying. Moreover, a positive perception of the school climate can facilitate the reduction of social anxiety and lower the incidence of cyberbullying.