The Mediating Role of Academic Hardiness in the Relationship Between Perfectionism and Cyberbullying in Students

Abstract

The present study aimed to examine the structural relationships between perfectionism and cyberbullying with the mediating role of academic hardiness among male high school students. This study employed a descriptive-correlational design using structural equation modeling. The population consisted of all second-grade male high school students in Rasht in 2025, from whom 280 participants were selected through convenience sampling. Instruments included the Cyberbullying Questionnaire (Antiado et al., 2016), the Multidimensional Perfectionism Scale (Hewitt & Flett, 1999), and the Academic Hardiness Questionnaire (Benishek & Feldman, 2005). Data were analyzed using SPSS 26 and AMOS 26 through maximum likelihood estimation. Model fit indices including χ²/df, RMSEA, GFI, CFI, and NFI were evaluated. Results indicated that perfectionism had a significant positive direct effect on cyberbullying (β=0.317, p<0.01), whereas academic hardiness had a significant negative direct effect on cyberbullying (β=-0.230, p<0.01). Furthermore, perfectionism demonstrated a significant indirect effect on cyberbullying through academic hardiness (β=-0.416, p<0.01). Model fit indices (RMSEA=0.037; χ²/df=2.712; CFI=0.999) confirmed an adequate model fit. The findings suggest that cyberbullying can be explained by perfectionism and academic hardiness. Higher levels of perfectionism are associated with increased cyberbullying behaviors, while academic hardiness functions as a protective factor and significantly mediates this relationship. Strengthening academic hardiness may serve as an effective preventive strategy against cyberbullying in educational settings.