Although the psychological impacts of cyberbullying victimization (CBV) have been documented, research is inconclusive about the role of contextual factors in the association between CBV and student engagement. Sampling 16,237 adolescents from 43 schools in Delaware, we used multilevel modeling to test how CBV was associated with emotional and cognitive-behavioral engagement at both the student and school levels, with the control for demographic factors and traditional bullying victimization (TBV). We also examined the moderating effects of school climate and grade level on the association between CBV and student engagement. CBV had a small but significant positive association with emotional engagement and a small but significant negative association with cognitive-behavioral engagement. School-level climate intensified the negative association between student-level CBV and cognitive-behavioral engagement and mitigated the positive association between student-level school climate and emotional engagement. The positive association between CBV and emotional engagement was stronger for high school than middle school students, whereas the negative association between CBV and cognitive-behavioral engagement was stronger for middle than high school students. The findings support the promotive role of positive school climate in student engagement promotion. The findings also support the healthy context paradox, which suggests that bullying victims' engagement in schools may be exacerbated in a social context with positive school climate perceived by the group members. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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网络欺凌受害和青少年之间的学生参与：学校的气氛重要吗？

尽管已经记录了网络欺凌受害者（CBV）的心理影响，但是关于上下文因素在CBV与学生参与之间的关联方面的研究尚无定论。我们从特拉华州43所学校的16237名青少年中抽样，我们使用多层次建模来测试CBV如何在学生和学校层面与情感和认知行为参与相关联，并控制人口统计学因素和传统的欺凌受害（TBV）。我们还研究了学校气氛和年级水平对CBV和学生参与度之间关系的调节作用。CBV与情绪参与有很小但很明显的正相关，而与认知行为参与有很小但很明显的负相关。学校层面的气候加剧了学生层面的CBV与认知行为参与之间的负相关，并减轻了学生层面的学校气氛与情绪参与之间的正相关。高中生的CBV和情绪参与之间的正向联系比中学生要强，而中学生的CBV和认知行为参与之间的负联系要比高中学生要强。研究结果支持积极的学校氛围在促进学生参与度方面的促进作用。研究结果还支持健康的环境悖论，这表明，在社交环境中，小组成员认为积极的学校氛围可能会加剧欺凌受害者在学校的参与。（PsycINFO数据库记录（c）2020 APA，保留所有权利）。