Abstract
Introduction: The study addressed the growing concern of cyberbullying among school students and its impact on physical education outcomes, a relationship that remains underexplored in the literature. the topic is particularly relevant given the increasing digital engagement of adolescents and the psychosocial demands of physical education environments. Objective: the objective was to examine the influence of cyberbullying victimization on participation, performance, motivation, and attitudes in physical education, and to test the mediating role of body image perception and the moderating role of peer support. Methodology: a quantitative, cross-sectional design was employed using a structured questionnaire administered to 150 secondary school students. statistical analyses included linear regression, pearson’s correlation, mediation, and moderation models. Results: the results showed that cyberbullying victimization significantly reduced students’ pe participation, performance, and motivation. body image was found to mediate this relationship, while peer support moderated the negative impact. Discussion: the findings were consistent with prior studies linking bullying to psychosocial withdrawal, and extended the understanding of how these dynamics manifest in physical education settings. Conclusions: the study concludes that cyberbullying has far-reaching consequences on students’ physical and emotional engagement in pe. it is essential to implement interventions that strengthen body image and peer support to mitigate the adverse effects of victimization.