Traditional & Cyberbullying and their Relationship with Mathematics Achievement among 8th Grade Students According to the Results of the TIMSS 2023 International Study

Abstract

This research aimed to identify the traditional and cyberbullying forms experienced by Saudi students and their relationship with mathematical achievement. It also aimed to examine if there were differences in mathematical achievement according to the variables of (gender, traditional and cyberbullying levels, and the interaction between them). The descriptive correlational method was employed, utilizing Saudi students' data from the 2023 TIMSS study. The sample consisted of 5,176 male and female students. The results revealed that the most common form of traditional bullying among male students was “deliberately damaging something,” while among female students, “being excluded from groups”. The least common form reported among males and females was “being threatened by other students.” The most frequent cybersecurity form was “sending hurtful or offensive messages online,” while the least common was “sharing embarrassing photos online.” Males were more exposed to bullying than females. A significant negative correlation existed between both traditional and cyberbullying and mathematical achievement. No statistically significant differences were found according to gender while considering traditional bullying levels. Significant differences in mathematical achievement according to the two variables of traditional and cyberbullying forms in favor of less exposed male students. .