Personality Traits and Cyberbullying: The Moderating effect of Class Level among in-School Adolescents in Nigeria

Abstract Using a cross-sectional survey approach, this study examined the moderating role of class level in the connection between personality traits and cyberbullying among adolescents enrolled in school. The participants (N = 356) were selected from four secondary schools in Osun state, Southwestern Nigeria, and ranged in age from 11 to 30. The results of the regression-based path analysis indicated that cyberbullying was directly positively associated with honesty (estimate =.25; 95% CI [.05,.45]; p <.01), extraversion (estimate =.34; 95% CI [−.06, −.75]; p <.05), and openness to experience (estimate =.39; 95% CI [.00,.78]; p <.05). Also, interaction of class level and honesty on cyberbullying was negatively significant (estimate = −.14, 95% CI [−.24, −.03]; p < .01). Furthermore, class level moderated the relationship between extraversion and cyberbullying (estimate = −.23, 95% CI [−.43, −.03]; p < .01). In addition, class level significantly moderated the relationship between openness to experience trait and cyberbullying (estimate = −.20, 95% CI [−.40, −.00]; p < .01). These results imply that while designing programs aimed at lowering cyberbullying among teenagers enrolled in school, psychologists should take personality attributes and class level into account.