Shilpa Rawat
Akal University, Bathinda, Punjab
Priyanshu Ojha
Gautam Buddha University, Greater Noida, U.P
Pages: 209-218
This research investigates the roles of loneliness, social isolation, digital literacy, and
Fear of Missing Out (FoMO) in influencing cyberbullying victimization and perpetration
among college students. Recognizing that psychological vulnerabilities and digital
competencies play pivotal roles in online behavior, the study integrates multiple
theoretical frameworks to develop a nuanced understanding of cyberbullying dynamics.
Using a cross-sectional survey design, 1,000 college students (ages 18–25) were
recruited via purposive sampling from urban campuses in Punjab and surveyed using
standardized instruments. Loneliness was measured by the UCLA Loneliness Scale
by Pantic; social isolation was assessed via a brief interaction questionnaire; FoMO
was evaluated with the FoMO Scale by Przybylski et al.; digital literacy was measured
using an adapted scale based on Eshet-Alkalai; and cyberbullying victimization and
perpetration were assessed with validated cyberbullying questionnaires by Patchin &
Hinduja.Descriptive and inferential statistics, including multiple regression, mediation,
and moderation analyses, were used to test the study’s hypotheses. Results revealed
that higher levels of loneliness and social isolation significantly predicted increased
cyberbullying victimization and perpetration. Furthermore, FoMO mediated the
relationship between these psychological vulnerabilities and cyberbullying behaviors,
indicating that elevated loneliness and social isolation were associated with increased
FoMO, which in turn predicted greater involvement in cyberbullying. Importantly, digital
literacy moderated these relationships, such that the adverse effects of loneliness and
FoMO on cyberbullying were attenuated among students with higher digital literacy.
Gender differences were also evident, with female students demonstrating stronger
associations among these variables compared to male students. These findings
underscore the need for targeted interventions that address both emotional vulnerabilities
and digital competencies, such as enhancing digital literacy and providing social support
programs, to mitigate cyberbullying among college students.