Unveiling hidden struggles: the impact of cyberbullying on psychological well-being and academic performance among Chinese university students—the moderating role of social support

Cyberbullying is an escalating issue among university students worldwide, exhibiting unique cultural dimensions that shape its manifestations and consequences. This study examines cyberbullying involvement—the combined experience of victimization and perpetration—among Chinese university students, paying particular attention to the cultural constructs of collectivism and “face” (面子, miànzi). Drawing on Social Cognitive Theory and the Stress-Coping Framework, data from 441 undergraduates were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that cyberbullying involvement is significantly associated with higher levels of anxiety and depression and lower self-esteem; these psychological factors partially mediate its negative association with academic performance. Moreover, perceived social support from family and peers moderates these relationships, attenuating the negative relationship between cyberbullying and both mental health and academic outcomes. The findings underscore the need for culturally sensitive interventions that address the stigma associated with seeking help, support student resilience, and maintain social harmony. These insights provide actionable guidance for policymakers and educators to develop targeted strategies that foster psychological well-being and academic success in collectivist educational contexts.