Exploration of cyberbullying and its relationship with depression and anxiety as risk behaviors in UPES, Los Mochis campus

Abstract

This research examines the relationship between cyberbullying and its impact on mental health and academic performance among students at the Pedagogical University of the State of Sinaloa (UPES), Los Mochis campus. We aim to understand how cyberbullying in virtual environments, contributes to anxiety, depression, and stress, as well as its effects on academic performance.

A survey (single format) was administered to 100 students, as well 5 unstructured interviews with previously identified volunteer students who had experienced cyberbullying and exhibited symptoms of anxiety and depression. Additionally, 20 structured interviews were conducted with faculty members from the institution to assess the prevalence of cyberbullying and its emotional and academic consequences. The findings indicate that 58% of students have experienced cyberbullying, with the majority of them reporting symptoms of anxiety and depression. Furthermore, gender differences were identified in the emotional impact of cyberbullying, with female students being more affected.

Academically, cyberbullying leads to distraction, lack of motivation, and absenteeism, negatively impacting students’ performance. About 45% of respondents reported that anxiety prevents them from concentrating, while 35% mentioned missing classes due to stress.

The study concludes that there is a significant correlation between cyberbullying and emotional and academic problems. We recommend implementing psychological support programs, awareness workshops, and institutional policies to create a safe environment. Lastly, we highlight the importance of ongoing research to assess the effectiveness of these interventions and refine prevention strategies.