Digital Usage and Cyberbullying Among Primary School Children: Digital Literacy and Parental Mediation as Moderators

Abstract

This study examined the moderation role of digital literacy and parental mediation in the associations between primary school children’s digital usage and cyberbullying experience. Using stratified random sampling, 736 primary school children (grade 3, female = 52%) recruited in Hong Kong self-reported their digital usage, parental mediation, and cyberbullying experience. A performance-based assessment measured children’s digital literacy. Results supported a positive association between children’s digital usage (both leisure activity and schoolwork) and cyberbullying experience (both as perpetrator and victim). Such positive association was more robust for children with low levels of digital literacy and high levels of parental restriction. Implications for digital education and parental intervention are discussed.