Efficacy and safety of acupuncture treatment for depression: A systematic review and meta-analysis.

Cyberbullying is a universal public health concern, defined as deliberate and repeated aggressive behavior conducted through digital technologies against individuals who have difficulty defending themselves, with cybervictimization referring to exposure to such behaviors and cyberbullying perpetration referring to engagement in them. Recent international data indicate that approximately 15% of adolescents report experiences of cybervictimization, while nearly 1 in 8 adolescents report engaging in cyberbullying behaviors, highlighting the growing global burden of cyberbullying among youth populations. Unlike traditional bullying, cyberbullying is facilitated by digital technologies that allow perpetrators to conceal their identities, transcend temporal and spatial boundaries, and potentially reach wide audiences through persistent digital content. Cyberbullying involvement is strongly linked to psychological, social, and physical difficulties in adolescents. Given these wide-ranging adverse outcomes, identifying the factors associated with cyberbullying and implementing targeted preventive strategies are of critical importance. Metacognition refers to beliefs and processes involved in monitoring and regulating thoughts and emotions. Maladaptive metacognitive patterns, particularly worry and rumination, are linked to ineffective coping and increased vulnerability to psychiatric disorders. Maladaptive metacognitive beliefs may also interfere with adaptive emotion regulation processes, thereby increasing vulnerability to maladaptive interpersonal behaviors, including cyberbullying involvement. In a large sample of adolescents, involvement in bullying and cyberbullying – both as victims and bullies – was negatively associated with the use of cognitive and metacognitive learning strategies. Difficulties in emotion regulation have also been highlighted as an important mechanism underlying adolescents’ involvement in cyberbullying. Difficulties in emotion regulation involve difficulties in understanding, managing, and responding adaptively to emotional experiences, particularly under distress. Previous studies indicate that adolescents with higher levels of difficulties in emotion regulation are more prone to interpreting others’ behaviors as hostile, relying on maladaptive coping strategies, and consequently displaying greater tendencies toward aggressive or victimized roles in bullying contexts.