The Relationship Between Cyberbullying and Self-Esteem Among Adolescents in Some Schools of Tripoli

Abstract

This research investigates the relationship between cyberbullying and self-esteem among adolescents in secondary schools in Tripoli, Libya. Following the digital surge in Libyan society, cyberbullying has emerged as a destructive tool affecting the psychological well-being of youth. Using a descriptive-correlational methodology, the study surveyed a stratified random sample of 400 students (200 males, 200 females) from three major schools. Data collection utilized the Cyberbullying Scale and the Rosenberg Self-Esteem Scale (RSES). Statistical analysis via SPSS v.26 revealed a high prevalence of cyberbullying (78.4%) and low general self-esteem (43%). A strong statistically significant inverse correlation (r = -0.78) was found, indicating that increased exposure to digital harassment drastically reduces self-worth. "Digital exclusion" was identified as the most frequent pattern of bullying. Results also showed significant gender differences; females reported higher exposure to bullying and lower self-esteem compared to males, attributed to social stigma and cultural sensitivities. The study concludes that cyberbullying acts as a "psychological demolition tool," necessitating urgent school-based interventions. It recommends integrating digital citizenship into curricula and enhancing psychological resilience programs to protect the "digital self" of adolescents in the Libyan educational environment.