The article is devoted to analyzing theoretical approaches to the study of socio-psychological factors of cyberaggression among students. The phenomenon of aggression is examined through the history of science, alongside social and environmental factors of cyberaggression; an analysis is conducted of research on personality, cognitive, and situational factors of cyberaggression among students. A synthesis of research findings indicates that different types of cyberaggression have distinct psychological underpinnings, thereby confirming the complex determination of this phenomenon. The theoretical analysis allows for drawing conclusions about the specific functioning of various factors that drive the development and manifestation of cyberaggression among students. It is shown that social and environmental factors create a breeding ground for cyberaggression, not merely provoking it, but also shaping its perception as an acceptable form of communication and self-assertion. Personality factors of student cyberaggression include a specific combination of Big Five traits (low agreeableness and conscientiousness, high neuroticism), a focus on individualistic values coupled with a lack of self-restraint, and the selectivity and rationalization of moral foundations. The personality factors behind student cyberaggression include a specific combination of the «Big Five» traits (low agreeableness and conscientiousness, high neuroticism), a focus on individualistic values with a lack of self-restraint, and selectivity and rationalization of moral foundations. Cognitive and situational factors serve as direct triggers for an aggressive act.