Introduction: Cyberbullying victimization is a potent social stressor that increases the risk of maladaptive social media use, yet the distinct psychological pathways leading to this outcome remain poorly explained. This study tests a novel Event-Specific Attribution-Moderated Dual-Pathway Model, proposing that victims' subjective interpretation of the social encounter directs them toward divergent behavioral patterns.
Hypotheses: We hypothesize that the immediate meaning-making process following a cyberbullying incident triggers two distinct pathways: (1) internal–stable attributions will potentiate a harm-avoidance pathway (internal–stable → experiential avoidance → problematic use), whereas (2) external–unstable attributions will potentiate a reward-seeking pathway (external–unstable → compensatory incentives → problematic use).
Materials and Methods: A randomized between-subjects experiment is proposed (N=300). Participants will be exposed to a standardized cyberbullying vignette. Their interpretations of the event (attributions) will be measured with established scales. The hypothesized mediators will be assessed as follows: experiential avoidance will be measured using a validated scale, while compensatory incentives will be gauged through state-level motivations for social belonging and self-esteem restoration. The primary outcome, state-specific propensity for problematic social media use, will be assessed using a well-established scale, adapted to capture state-specific responses. Data will be analyzed using Structural Equation Modeling (SEM) to formally test the hypothesized dual-pathway model.
Results and Discussion: This study is designed to provide causal evidence for how divergent social information processing leads to problematic outcomes. The anticipated findings will advance our understanding of post-victimization behavior by shifting the focus from "who the person is" to "how the person makes sense of a negative social event," offering a precise framework for developing tailored, cognition-focused interventions.
