FACTOR MODEL OF PSYCHOLOGICAL IMMUNITY TO CYBERBULLYING IN YOUNGER SCHOOL-AGE CHILDREN

Abstract

The article is dedicated to the analysis of a multifactor empirical model of the development of psychological immunity to cyberbullying among younger school-age children. The empirical model was constructed based on data obtained from a survey of 238 younger school-age children from schools across Ukraine. The empirical toolkit included: Phillips diagnosis method of school anxiety; R. Cattell’s test (children’s version, adapted by E. M. Aleksandrovska); the “Emin” emotional intelligence questionnaire in the Ukrainian adaptation by O. Veritova; a modified version of A. V. Karpov’s method for diagnosing the level of reflexivity development for younger school-age children, adapted by M. V. Maksymov; and the “House-Tree-Person” test by R. Belyauskaite. Thirty-two scales related to the theoretical model of psychological immunity were selected. The research findings established that the empirical model is five-factorial and demonstrates a high level of structural validity, with a cumulative informativeness accounting for 72% of the variance. Factor 1: "Emotional Resilience" encompasses scales of general anxiety, experiences of social stress, and fears in social situations. Factor 2: "Self-Regulation" includes scales related to the ability to regulate one’s own emotions and maintain self-control. Factor 3: "Self-Esteem" covers scales reflecting feelings of insecurity and self-criticism. Factor 4: "Social Competence" comprises social interaction skills and the level of conflict-proneness. Factor 5: "Diligence" involves scales associated with responsibility and conscientiousness. In this context, psychological immunity to cyberbullying can be regarded as a multifactorial system based on a combination of several key personal resources. Emotional resilience is the ability to effectively cope with stressful situations and resist fear of social evaluation. Self-regulation refers to the ability to control one’s emotions, respond appropriately to provocations, and reduce the intensity of negative experiences. Positive self-esteem involves a sense of self-worth, self-acceptance, and confidence in one’s abilities, enabling the child to remain resilient against negative comments and criticism. Social competence includes constructive interaction skills, the ability to trust adults, and the capacity to seek help–particularly in situations beyond the age-appropriate coping abilities of a young child. Responsibility signifies the ability to adhere to social norms and apply rules of online communication, which may help prevent risky behavior. All these factors serve a protective function, contribute to reducing vulnerability to online aggression, and ensure the psychological well-being of younger school-age children.