Cyber Bullying and the Expected Consequences on the Students’ Academic Achievement

In the Saudi school system, cyber bullying is a persistent problem perpetuated by the development of digital technology and its ubiquitous presence in almost every societal aspect. With such technologies, it is not surprising that harassment has proliferated to the virtual world of teenagers, within which harassment is rampant. This phenomenon's frequency and outcomes have alarmed stakeholders but surprisingly, studies examining the causes and motivations behind cyber space bullying engagement are few and far between. This issue was examined through the lens of a well-known theory, the Theory of Planned Behavior (TPB). More specifically, this study examined the effects of attitudes, normative beliefs, subjective norms, and perceived behavioral control/self-efficacy on intentions towards cyber bullying and expected societal outcomes. The study distributed 395 questionnaires to high school students in the 9th to 12th grades in Saudi schools. The gathered data was run through multiple linear regressions, after which the findings showed that behavioral attitudes, social norms, perceived behavioral controls, social media use, a lack of parental controls, and a lack of regulations had a direct effects on intentions towards cyber bullying. The findings also indicated that intentions towards cyber bullying had a direct effect on student academic performance. This study provides valuable information concerning intentions towards cyberspace bullying among students and the relationship between Theory of Planned Behavior (TPB) variables and the predictive utility model. Finally, this study's findings are a basis upon which prevention and intervention strategies can be developed, which has many implications for theory, practice, and policy.