This study conceptualized the protective factors for cyberbullying victimization as perceived by 43 Korean adolescents and explored gender differences in such conceptualizations using concept mapping method, a mixed-methods approach. Concept mapping revealed six major protective factors against cyberbullying victimization: ‘supportive relationships’ (M = 3.75, SD = 0.39), ‘school’s interest in cyberbullying’ (M = 3.58, SD = 0.11), ‘personal traits’ (M = 3.57, SD = 0.22), ‘reporting and monitoring system’ (M = 3.51, SD = 0.36), ‘education and help-seeking’ (M = 3.38, SD = 0.31), and ‘personal traits in online behavior’ (M = 3.30, SD = 0.60). Overall, the ‘supportive relationships’ cluster received the highest ratings from both male and female participants. Moreover, pattern matching by gender revealed lack of agreement (r = 0.54). In particular, male participants gave higher ratings to the ‘personal traits’ cluster, whereas female participants perceived ‘education and help-seeking’ to be a more important cluster than their counterparts. These results suggest that school-based intervention strategies can be used to improve supportive relationships, personal traits, netiquette, and awareness of online behaviors. At the institutional level, an automatic reporting and monitoring system and more school-linked cyberbullying laws could be implemented.

这项研究概念化了43名韩国青少年所感知的网络欺凌受害的保护因素，并使用概念映射方法（一种混合方法）探讨了这种概念化中的性别差异。概念图显示了六种主要的防止网络欺凌行为的保护因素：“支持性关系”（M  = 3.75，SD = 0.39），“学校对网络欺凌的兴趣”（M  = 3.58，SD = 0.11），“个人特质”（M  = 3.57， SD = 0.22），“报告和监控系统”（M  = 3.51，SD = 0.36），“教育和寻求帮助”（M  = 3.38，SD = 0.31）和“在线行为中的个人特征”（M = 3.30，SD = 0.60）。总体而言，“支持性关系”群体在男性和女性参与者中获得最高评分。此外，按性别进行的模式匹配显示缺乏一致性（r  = 0.54）。特别是，男性参与者对“人格特质”的评价较高，而女性参与者则认为“教育和寻求帮助”是比同龄人更为重要的评价。这些结果表明，基于学校的干预策略可用于改善支持性关系，个人特质，网络礼节和在线行为意识。在机构一级，可以实施一个自动报告和监测系统以及更多与学校相关的网络欺凌法律。