The relationship between digital addiction and peer bullying in primary school children: a cross-sectional study
BMC Psychology, cilt.14, sa.1, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 14 Sayı: 1
- Basım Tarihi: 2026
- Doi Numarası: 10.1186/s40359-026-05311-w
- Dergi Adı: BMC Psychology
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, EMBASE, MEDLINE, Psycinfo, Directory of Open Access Journals, Health Research Premium Collection (ProQuest)
- Anahtar Kelimeler: Cross-sectional study, Digital addiction, Introversion, Peer bullying, Primary school children
- Çukurova Üniversitesi Adresli: Evet
Özet
Objective: Digital addiction and peer bullying are increasingly significant public health problems. This study aimed to evaluate the relationship between digital addiction and peer bullying (both victimization and perpetration) among primary school students, and to identify the sociodemographic and addiction-related determinants of bullying behavior. Materials and methods: This cross-sectional study was conducted on 240 primary school students. Data were collected using a sociodemographic form, the Digital Addiction Scale for Children (DASC), and the Peer Bullying Scale. Peer bullying was assessed through its victim and bully subdimensions, while digital addiction was evaluated using its interpersonal relationships and introversion subdimensions. Results: Of the 240 students included in the study, 58.8% were girls and 41.2% were boys, with a mean age of 9.67 ± 0.91 years. It was determined that 16.2% of the students had been exposed to peer bullying (victimization), and 16.7% exhibited bullying behaviors. Among these, 9.6% were victims only, 10.0% were bullies only, and 6.7% were both bullies and victims (bully/victim). Male students had higher median scores in the bully subdimension, as well as in the introversion and interpersonal relationships subdimensions of digital addiction. A positive correlation was found between exhibiting peer bullying behavior (r = 0.33) and the interpersonal relationships and introversion subdimensions of digital addiction (r = 0.17). Logistic regression analysis revealed that peer bullying was positively associated with male gender (OR = 2.73, 95% CI = 1.047–7.156) and with higher introversion scores (OR = 1.229, 95% CI = 1.109–1.363). In the interaction model examining the introversion subdimension of digital addiction, age, and gender, the positive association between introversion and peer bullying was consistently observed across all age and gender groups. At all ages and introversion levels, male students had a higher likelihood of engaging in peer bullying than female students. Among female students with a high introversion score (33.2), the probability of exhibiting bullying behavior varied between 14.5% and 30.4% depending on age, whereas among male students, this probability varied between 31.8% and 54.5%. Conclusion: At the primary school level, one in six children is involved in peer bullying or victimization. Higher introversion scores on the digital addiction scale, male gender, and older age were found to be the factors most strongly associated with bullying behavior. Based on these findings, we recommend the implementation of school-based prevention programs that integrate digital literacy and social-emotional learning skills, are gender-sensitive, take developmental stages into account, and strengthen guidance counseling services.