Eryilmaz, A.Huebner, E.S.Yildirim-Kurtulus, H.Kara, A.2024-07-292024-07-292024.01.011932-5037https://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=dspace_ku&SrcAuth=WosAPI&KeyUT=WOS:001268697200001&DestLinkType=FullRecord&DestApp=WOS_CPLhttps://hdl.handle.net/20.500.12597/33453Background: Today, the intensive use of technology necessitates more research on cyberbullyingand victimization among adolescents. Purpose: The purpose of this study was to evaluate a proposed model of the associations betweenself-esteem, digital game playing, cyberbullying, and victimization in early adolescents. Methods: A total of 312 early adolescents participated based on the criterion sampling method.The age range of the adolescents was 10–14 years (Mean = 12.63; SD = 0.60). Two-stage structuralequation modeling was used to analyze the data. Bootstrapping analysis was used to test media-tion effects. Results: The findings revealed the serial mediating relations of digital game playing and cyber-bullying in the association between early adolescents’ self-esteem and cyber victimization. Discussion: The results emphasize the role of individual differences in adolescents’ self-esteem asa significant factor in cyber victimization. This relationship operates through the behavioral path-ways of digital game use and cyberbullying. Translation to Health Education Practice: Based on the research findings, health educators canencourage students in this developmental period to establish healthier relationships in the digitalworld and develop strategies to protect mental health. In this direction, health educators shouldaim to develop healthy digital gaming habits in students by considering the negative effects ofdigital game addiction on cyber victimization. For this purpose, educators can organize awareness-raising educational programs against digital game addiction and guide students in determiningbalanced play timeseninfo:eu-repo/semantics/openAccessArticle10.1080/19325037.2024.23756460012686972000012168-3751