Citation:

Baby Grace P. Postrano, Rowela C. Pecson. "The Influence of Internet Attitude and Social Support on the Online Victimization among Senior High School Students" International Research Journal of Economics and Management Studies, Vol. 5, No. 1, pp. 25-32, 2026. Crossref. http://doi.org/10.56472/25835238/IRJEMS-V5I2P104

Abstract:

This study examined the influence of internet attitude and social support on online victimization among Senior High School students in Tagum City. Utilizing a quantitative correlational research design, the study involved 301 respondents from both public and private schools representing various academic strands. A validated questionnaire was utilized to assess three main variables: internet attitude, social support, and online victimization. Descriptive, correlational, and regression analyses were conducted to determine the relationships among the variables. Findings revealed that students generally held a positive attitude toward the internet (overall mean = 3.45), particularly valuing its social benefits and exhilaration, while maintaining moderate emotional responses toward its use. Social support overall mean was rated high (M = 3.61), with parents identified as the strongest source of emotional and practical assistance. In contrast, the extent of online victimization was low (M = 2.11), indicating that experiences such as cyberbullying, sexual solicitation, or racial discrimination were infrequent. A weak but significant positive correlation was observed between internet attitude and online victimization (r = 0.292, p < .001), indicating that students with more favorable internet attitudes tend to experience higher exposure to online risks. Conversely, social support showed no significant correlation with online victimization (r = –0.035, p = .542). Regression analysis further revealed that internet attitude has a predictive influence on online victimization (β = 0.34, t = 5.84, p < .001), while social support was a negative predictor (β = –0.15, t = –2.50, p = .013), underscoring its protective influence against harmful online experiences. Together, both predictors accounted for 10.4% of the variance in online victimization. The findings affirm the relevance of Routine Activity, Social Learning, and Lifestyle Theories in understanding online behaviors. The study recommends integrating digital literacy and cyber safety programs in the school curriculum and strengthening social support networks to promote safer online environments for students.

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Keywords:

Internet Attitude, Social Support, Online Victimization, Senior High School Students, Cyber Safety.