Anomie and Reconstruction in the Virtual Field: A Sociological Examination of Cyberbullying among College Students

Abstract

Cyberbullying has become an increasingly prominent social issue among college students in the digital age. From a sociological perspective, this paper systematically analyzes the occurrence mechanisms, social causes, and coping strategies of cyberbullying among college students by comprehensively applying social structure theory, social learning theory, and field theory. The research finds that cyberbullying among college students is not a simple individual psychological deviation but a projection of social structural contradictions into virtual space, a product of the interplay among institutional tensions, cultural conflicts, and individual socialization dilemmas. The mediating role of relative deprivation, the cognitive mechanism of moral disengagement, and the procedural influence of social learning constitute the core dimensions for understanding this phenomenon. Resolving the problem of cyberbullying among college students requires moving beyond the limitations of individual attribution to build a comprehensive governance system from three levels: institutional reshaping, cultural guidance, and subject empowerment.