The use of online social networks takes up a large amount of students’ time, increasing the risk of cyber victimization that have adverse educational consequences. The present study aimed to investigate the relationship between cyber victimization and academic well-being with a focus on the mediating role of self-esteem and perceived social support in high school students. The participants in this study were 400 high school students in Kermanshah, Iran who were selected in 2023 using multi-stage cluster random sampling. Data were collected using the Cyber-Bulling/Victimization Experiences Questionnaire (CBVEQ), Academic Well-Being Questionnaire (AWBQ), Multidimensional Scale of Perceived Social Support (MSPSS), and Rosenberg Self-Esteem Scale (RSES). The collected data were analyzed with SPSS-26 and SmartPLS-3. The results showed that cyber victimization has a direct and significantly negative effect on students’ academic well-being. In addition, perceived social support and self-esteem played an indirect and significant role in the relationship between cyber victimization and academic well-being. The present study highlighted the protective role of perceived social support and self esteem in victimized students. Providing cyber victims with opportunities to socialize with peers, promote good peer relationships, as well as quality friendships seems to help them develop self-worth and a positive self-image.
