Akademik Veri Yönetim Sistemi
CURRENT PSYCHOLOGY, cilt.44, ss.2673-2692, 2025 (SSCI, Scopus)
Youth engage in various forms of aggression both in-person and online, and myriad past studies have explored the antecedents and adverse consequences of these malicious behaviors. The general assumption posits that cyberaggressive acts are compounded by the interplay of different personal, relational, and contextual factors. Yet, little is known about the association between school-related problems and cyberaggression types. Therefore the present study assessed the co-occurrence of educational difficulties (e.g. low school stress management skills and school burnout) and different paths of online aggression in middle school students. The study surveyed 959 (n = 548 girls) culturally diverse adolescents aged 10 to 15 years from Turkey and Poland (n = 411, n = 548, respectively) using the CATQ scale for Cyberaggression Types, the ESSBS for school burnout, and a 1-item indicator of school stress management skills. Latent profile analysis to identify different patterns of youth cyberaggression and multinominal logistic regression to test the profile belongingness prediction were used. Significant cross-cultural differences were observed in the prevalence of four cyber-aggression types. More specifically, appetitive cyberaggression (impulsive and controlled), as well as aversive- controlled cyber-aggression were more frequent among Polish students, whereas their Turkish counterparts engaged more often in impulsive-aversive cyberaggression. Three profiles of cyberaggression were detected: low-cyberaggressive adolescents (n = 727); (2) impulsive cyberperpetrators (n = 70); and (3) moderately controlled online aggressive adolescents (n = 162). No gender differences were found between profiles. However, impulsive cyberperpetrators more frequently were from Poland, were significantly older than non-cyberaggressive adolescents, experienced higher school burnout and lower school stress management skills. The results of multinominal logistic regression revealed that Polish students experiencing high exhaustion from school duties, high burnout from parental pressure, and loss of interest in school activities were more likely to belong to the highest CATQ profile compared to other groups. The findings underscore the need for school-based interventions that engage families, and enhance intrapersonal skills, to prevent cyberaggression, highlighting the benefits of an ecological approach in comprehensive prevention strategies.