publisher
Future orientation as a moderator of the association between bullying and cyberbullying victimization and perceived academic performance during adolescence
- Source
- Frontiers in Education
- Published
- Last verified
- 18 Aug 2026
- Confidence
- Moderate
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
- Relevant to
- Operations & Delivery, Research & Evidence, Technology & Data
Executive summary
What happened, and why should leadership care?
A study involving 876 Italian upper secondary school students investigated the relationship between traditional and cyberbullying victimization and perceived academic performance. The research specifically explored whether 'future orientation' acts as a moderating factor in these associations, recognizing peer victimization as a relational process impacting adolescent development and learning engagement.
Why this matters
Why is this strategically important?
This research provides insights into the complex interplay between social dynamics, mental well-being, and academic outcomes within educational settings. Understanding the moderating role of future orientation can inform strategies aimed at supporting adolescent resilience and academic success amidst challenges like peer victimization.
Key insights
What should be noted from the evidence?
- Traditional and cyberbullying victimization are associated with perceived academic performance in adolescents.
- The study focused on Italian upper secondary school students aged 14–17 years.
- Future orientation was examined as a potential moderator of the relationship between victimization and academic performance.
- The methodology involved self-report measures for victimization (bullying and cyberbullying), perpetration, future orientation, and perceived academic performance.
Evidence and confidence
How far can this assessment be trusted?
Moderate confidence. Provenance established; supporting evidence remains partial.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by Frontiers in Education · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication