Cyberbullying and cyberstalking victimisation among university students: A narrative systematic review
| Published date | 01 January 2025 |
| DOI | http://doi.org/10.1177/02697580241257217 |
| Author | Anna Bussu,Manuela Pulina,Sally-Ann Ashton,Marta Mangiarulo,Ellie Molloy |
| Date | 01 January 2025 |
https://doi.org/10.1177/02697580241257217
International Review of Victimology
2025, Vol. 31(1) 59 –90
© The Author(s) 2024
Article reuse guidelines:
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DOI: 10.1177/02697580241257217
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Cyberbullying and
cyberstalking victimisation
among university students:
A narrative systematic review
Anna Bussu
Edge Hill University, UK
Manuela Pulina
University of Sassari, Italy
Sally-Ann Ashton
Prairie View A&M University, USA
Marta Mangiarulo
University of Leicester, UK
Ellie Molloy
Edge Hill University, UK
Abstract
With the increasing use of information and communication technology, university students are
more vulnerable to cyberbullying and cyberstalking than ever before. While prior research has
mostly addressed these adverse behaviours separately, the convergence of these phenomena in the
education and lives of university students suggests the need to explore them within a more holistic
framework. This study presents a narrative systematic review (NSR) that focuses on university
students (undergraduate and postgraduate) as victims. Out of 7,518 papers screened, only 61 were
eligible for the review, resulting in a comprehensive and critical overview of the risks and protective
factors associated with cyberbullying and cyberstalking among university students. The analysis of
the review metadata sheds light on the factors that contribute to victims’ adverse experiences
and explores best practices and intervention strategies for supporting them. The analysis revealed
Corresponding author:
Anna Bussu, School of Law, Criminology and Policing, Edge Hill University, St Helens Road, Ormskirk, Lancashire L39
4QP, UK.
Email: anna.bussu@edgehill.ac.uk
1257217IRV0010.1177/02697580241257217International Review of Victimology X(X)Bussu et al.
research-article2024
Article
60International Review of Victimology 31(1)
more research on cyberbullying rather than cyberstalking among university students. Certain risk
factors have emerged as particularly relevant, such as underestimation of cyberbehaviour and risky
behaviour among victims, along with considerations of gender, age, mental health, personality, and
previous face-to-face victimisations. The most significant consequences include negative emotions
and psychological vulnerabilities. Self-conscious behaviour and seeking support from family and
friends are considered as the most common protective factors. There is a need for academic
institutions to engage actively in preventing cyberbullying and cyberstalking through evidence-
based programmes. Overall, there is a gap in our understanding of the effectiveness of policies and
programmes at the university level.
Keywords
cyberbullying, cyberstalking, narrative systematic review (nsr), students, higher education
Introduction
This study focuses on investigating cyberbullying and cyberstalking victimisation in the academic
context of higher education (HE), shedding light on their impact on student online experiences and
well-being (Kaur and Saini, 2023; Lindsay et al., 2016; Marcum and Higgins, 2019). While prior
research has mainly addressed them separately (Abaido, 2020; Fissel and Reyns, 2020; Stevens
et al., 2021), the convergence of these phenomena in the education and lives of university students
suggests a need to explore them holistically (Al-Rahmi et al., 2019; Kraft and Wang, 2010).
Over the past 15 years, the literature has debated semantic distinctions between cyberbullying
and cyberstalking (Durkin and Patterson, 2012; Kamali, 2015; Li, 2007). Nevertheless, there are
several compelling reasons for examining cyberbullying and cyberstalking together in the HE con-
text. First, from a semantic perspective, cyberbullying (defined as the deliberate infliction of harm
using electronic means) and cyberstalking (characterised by persistent and unwanted electronic
communication to harass or intimidate) often overlap, and their definitions tend to be confused by
victims (Bauman and Baldasare, 2015; Stevens et al., 2021). Furthermore, cyberbullying and
cyberstalking definitions in HE are inconsistent. Cyberstalking often involves adults, whereas
cyberbullying mostly affects adolescents and university students (Kamali, 2015). Oksanen et al.
(2020, 2022) note that while cyberbullying overlaps with harassment, it is typically studied in
schools and, more recently, workplaces. Defining and measuring these concepts remains uncertain,
impacting empirical data (Fissel et al., 2024). Second, the misuse of information and communica-
tion technologies (ICTs) infiltrates online communication, affecting relationships and social iden-
tity (Kaur et al., 2021). As Naidoo (2020) highlights, institutions are urged to intensify research
pertaining to cyberstalking and cyberbullying to foster a safer digital environment. Yet, inconsist-
encies and overlapping in definitions, language, and perceptions hinder a more comprehensive
understanding (Kamali, 2015; Kraft and Wang, 2010), necessitating further research to clarify
these issues conjointly (Stevens et al., 2021).
Third, the current body of literature predominantly explores these adverse behaviours through
quantitative methodologies (Karmakar and Das, 2020; Martínez-Monteagudo et al., 2020). Existing
statistics often stem from ad hoc case studies (Cassidy et al., 2016). Less research is devoted to
qualitative approaches that can provide valuable insights into intricate relational dynamics and
Bussu et al. 61
behaviours, enriching the understanding and formulation of adequate institutional support strate-
gies for those affected (Harrison et al., 2022; Meter et al., 2021; Vandebosch and Van Cleemput,
2008). Where they exist, most qualitative investigations primarily target high-school students,
leaving a conspicuous gap concerning cybervictimisation in other academic settings. Fourth,
cyberbullying and cyberstalking in academic settings drive the need for effective policies and prac-
tices (Marcum and Higgins, 2019; Tiamboonprasert and Charoensukmongkol, 2020). In this
respect, several studies have drawn attention to the gaps in research within academic settings
(Ahlgrim and Terrance, 2021; Kaur et al., 2021; Kraft and Wang, 2010; Marcum et al., 2016;
Marcum and Higgins, 2019; Pereira et al., 2016; Reyns, 2019; Reyns et al., 2018; Walker et al.,
2011). Some qualitative studies address the impact on indirect victims such as friends and col-
leagues (Melander, 2010). However, very little empirical evidence assesses the impact of cyber-
stalking and cyberbullying on academic students as victims (Alexy et al., 2005; Harrison et al.,
2022).
As a further point, despite increasing research focusing on these issues, previous systematic
reviews often target specific aspects or populations, resulting in fragmented insights (Al-Rahmi
et al., 2019; Watts et al., 2017). While some reviews focus on either cyberbullying (e.g. Polanin
et al., 2022) or cyberstalking (e.g. Kaur et al., 2021; Stevens et al., 2021), they do not explicitly
focus on university student populations and also rely on different search criteria and/or research
questions. These fragmented approaches limit the generalisability of findings and highlight the
need for a comprehensive synthesis of the existing literature.
This paper aims to understand the interconnected nature of these two phenomena, analyse
underlying factors, and identify strategies for prevention and mitigation in an HE setting (Al-Rahmi
et al., 2019; Watts et al., 2017). This study addresses the aforementioned gaps through a narrative
systematic review (NSR), aiming to provide a comprehensive overview and inclusive synthesis of
the interconnectedness of these adverse cyberbehaviours.1 By analysing both qualitative and quan-
titative studies, it uncovers risk factors and impacts, guiding future research and intervention
development in academic settings. After a brief analysis of the literature, the paper describes the
adopted methodology and discusses the main findings, concluding with study limitations and
future lines of research.
Cyberbullying and cyberstalking in higher education
Cyberbullying can encompass various actions, including sending, posting, or sharing negative,
harmful, false, or malicious content about someone else, with the intention of causing embarrass-
ment or humiliation (Patchin and Hinduja, 2006). It manifests in multiple forms, such as denigra-
tion (posting untrue information), flaming (hostile and insulting interaction), harassment (repetitive
insults or taunts), and outing (disclosing personal information without consent) (Marcum and
Higgins, 2019; Patchin and Hinduja, 2015). Cyberstalking entails harassment and intimidation,
involving spying, monitoring, or controlling the victim’s behaviour, such as through hidden web-
cams, SpyWare, or GPS devices (Smoker and March, 2017). This form of online harassment is
often associated with ex-partners and romantic relationships (Begotti and Acquadro Maran, 2019;
Kraft and Wang, 2010), with cyberstalkers frequently adopting anonymity through the creation of
fake online profiles to pursue and contact their victims. Hence, these adverse behaviours share a
common language and technological tools for perpetration. Also, the repercussions for victims
often transcend psychological distress to encompass tangible costs, such as medical expenses and
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