Given the high prevalence of cyberbullying and its negative physical and psychological effects on the development of adolescents, numerous studies have attempted its reduction by developing anti-cyberbullying interventions. In the present study, we investigated the effectiveness of parent-related programs in reducing the frequency of cyberbullying perpetration and victimization among adolescents. A thorough search was carried out on seven electronic databases: EBSCO, ERIC, PubMed, PsycINFO, Scopus, Web of Science, and ProQuest Dissertations and Theses. Only quantitative studies that reported the effectiveness of parent-related programs in reducing the frequency of cyberbullying perpetration or victimization were included in the review. Eleven studies were finalized, and meta-analyses were performed using a random effect model on RevMan v5.4 software developed by Cochrane. Findings reveal that existing parent-related programs have very small effect sizes on cyberbullying perpetration (standardized mean differences [SMDs] = −0.17, 95% confidence interval [CI] [−0.26, −0.09]) and victimization (SMD = −0.17, 95% CI [−0.24, −0.10]). The modes of parental involvement and intervention do not moderate the program effectiveness, but those with shorter durations are more effective than longer ones in reducing the frequency of cyberbullying victimization. Furthermore, findings indicate that interventions with a theoretical foundation are more effective than those without one. This review provides evidence to improve anti-cyberbullying interventions by effectively enabling parent involvement, as well as increasing parenting skills, parent–child interactions, and communication. Given the limited effectiveness of parent-related interventions, future research is needed to identify key moderators to improve such programs or to develop school–family patterns to reduce cyberbullying.

Although a considerable body of research has documented the association between victimization experience and adolescent mental health, previous studies have not investigated the mediating effects of personality characteristics such as social competence and self-mastery on the associations between cyberbullying victimization and mental health. This study aims to fill in this research gap. Random group sampling based on grade was employed, and a total of 607 adolescents (51.07% females, M_age = 15.04) were recruited to participate in the study. The findings of the present study partially supported the hypotheses. Specifically, the results showed that cyberbullying victimization was positively associated with social anxiety and depression. Self-mastery was found to mediate the relationship between cyberbullying victimization and symptoms of depression and social anxiety. Social competence was found to be negatively related to social anxiety, but no mediating effect was found between cyberbullying victimization and symptoms of mental health. Theoretical and practical implications were discussed.