Future orientation as a moderator of the association between bullying and cyberbullying victimization and perceived academic performance during adolescence

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 it matters

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

• 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.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1884365