




































Humanitas: Indonesian Psychological Journal  

Vol. 20 (1), February 2023, 21-28 
ISSN:  2598-6368(online); 1693-7236(print)                                                                 

       humanitas@psy.uad.ac.id             http://journal1.uad.ac.id/index.php/Humanitas           https://doi.org/10.26555/humantias.v20i1.72  

The role of emotion regulation and empathy in students displaying 

cyberbullying 

Mujidin1, Sartini Nuryoto2, Husnul Khotimah Rustam3, Alifiana Hildaratri2, Daniel 

Ugih Echoh4 

1Faculty of Teacher Training and Education, Universitas Ahmad Dahlan, Indonesia  

2Magister of Psychology, Universitas Ahmad Dahlan, Indonesia 
3Faculty of Nurse and Midwifery, Institut Teknologi Kesehatan dan Sains Muhammadiyah Sidrap, 

Indonesia 
4Faculty of Social Science, Universiti Malaysia Sarawak, Malaysia 
Corresponding author: mujidin@psy.uad.ac.id  
 

 

Introduction 

Bullying is one of the most common social problems worldwide, including in Indonesia. 
Bullying behavior is defined as acts of intimidation such as pushing, hitting, kicking, name-
calling, teasing in a hurtful way, threats, gossiping, group exclusion, denying friendship, 
telling lies to isolate others intentionally, and aggression that makes the victim helpless 
(Dardiri et al., 2020). Cyberbullying is the most prominent social problem in the 21st century, 
which originates from digital media such as cell phones, computers, or tablets (Muralidharan 
& La Ferle, 2018). Cyberbullying is characterized by aggressive actions against individuals 
or groups who cannot defend themselves or are weak (Steffgen et al., 2011). The negative 
impact of cyberbullying is very distressing for most parties (Schultze-Krumbholz et al., 
2016). Therefore, prevention and curation are needed for cyberbullying as an act of violence 
(Utomo et al., 2020) 

In the 21st century, bullying has evolved into cybercrime via the internet or electronic 
devices. Threatening comments, accessing and misusing data, and distributing personal 
information on the internet without permission are all part of cyberbullying (Kowalski et al., 

ART ICLE  INFO  

 

AB ST R ACT  

 

Article history 

Received May 7, 2022 

Revised January 30, 2023 

Accepted February 10, 2023 

 Anxiety, anger, sadness, and other negative emotions are the harmful 

effect of bullying, especially in today's digital era. Many cases of 

bullying happen through social media, often associated with 

cyberbullying. Therefore, cyberbullying is increasingly common and 

requires control as early as possible. This study aims to identify the 

role of students’ emotion regulation and empathy in cyberbullying 

behavior. The participants are 64 university students who tend to 

commit cyberbullying, chosen with the cluster random sampling 

technique. Three measurement tools, cyberbullying scale, emotion 

regulation scale, and empathy scale, were used in this study. Data 

were then analyzed with multiple linear regression analysis. Our 

finding reveals that emotion regulation significantly predicts 

cyberbullying, but empathy is not predicting cyberbullying. Emotion 

regulation allows students to keep their composure, control their 

words and action according to prevailing customs and norms and 

avoid showing aggression to people. Emotion regulation can help 

students to break the chain of cyberbullying.  
    

 
Keywords 

cyberbullying; 

emotion regulation; 

empathy. 

 

 

mailto:humanitas@psy.uad.ac.id
http://journal1.uad.ac.id/index.php/Humanitas
https://doi.org/10.26555/humantias.v20i1.72
mailto:mujidin@psy.uad.ac.id


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Mujidin et al. (The role of emotion regulation and empathy…) 

2014). Cyberbullying is an act of oppression by sending or posting messages meant to 
criticize, offend, belittle, or intimidate someone through electronic or digital media (Alavi et 
al., 2015; van Geel et al., 2014). Cyberbullying includes posting harsh words, vulgarity, and 
insults to others; sending repeated malicious and threatening messages; posting gossip aimed 
at damaging someone's reputation; pretending to be someone else and making posts to tarnish 
someone's image; sending or posting confidential information and images to embarrass, 
excluding and removing someone from social media groups, and stalking someone on social 
media to send threatening messages.  

Cyberbullying has adverse effects, such as increased symptoms of depression and 
anxiety (Navarro et al., 2015). Therefore, cyberbullying could also be the cause of suicide 
among teenagers (van Geel et al., 2014). Victims of cyberbullying reported more suicidal 
thoughts than victims of physical or verbal bullying (Hay & Meldrum, 2010; Hinduja & 
Patchin, 2010; Schneider et al., 2012). When someone commits cyberbullying, he indirectly 
commits aggression and immoral actions causing victims of bullying to feel stressed and has 
suicidal thoughts (Kowalski et al., 2014). Victims of cyberbullying also feel stress and 
psychological pressure (Sampasa-Kanyinga & Hamilton, 2015). Individuals stressed due to 
cyberbullying may attempt suicide (González-Cabrera et al., 2017). As well as bullying is 
often associated with suicidal thoughts because individuals feel intimidated by their 
environment (Hinduja & Patchin, 2010). This intimidation from bullies reduces self-esteem 
and increases hopelessness and loneliness in individuals, causing victims to consider their 
lives worthless and think of ending their lives by suicide. 

A previous study investigated cyberbullying in children aged 12-14 (Mawardah & 
Adiyanti, 2014). Meanwhile, this study focuses on individuals aged 20-23 years, a pretty 
complicated phase as a period of life crisis. Individuals begin to worry about other people's 
opinions or views of themselves, so they easily respond to other people's responses with 
aggressive actions. Individuals can be protected from cyberbullying by implementing 
empathy (Izzah et al., 2019). Past studies found that empathy negatively correlates with 
cyberbullying (Sticca & Perren, 2013). With empathy, individuals feel the suffering and 
weaknesses of others, discouraging or preventing them from cyberbullying. Empathy was 
described using four aspects, warmth, tenderness, caring, and pity (Park et al., 2022). Warmth 
consists of love and affection given to others. Tenderness is indicated by gentle speech, 
treating someone well, and nurturing behaviors. Caring included assistance, appreciation, and 
sharing. Lastly, pity is indicated by pity and sadness when seeing others’ difficulties. 

This current study contributes more to studying cyberbullying by including emotion 
regulation as a predictor. Anxiety and depression are among the harmful effects of 
cyberbullying that require psychological intervention, namely by improving the ability to 
regulate emotions. Emotion regulation enables individuals to choose situations, then channel 
attention to responding to problems calmly (Adiyanti et al., 2020). Individuals are more likely 
to accumulate positive emotions to deal with cyberbullying. Emotion regulation allows 
individuals to learn and be flexible in stressful situations like cyberbullying (Young et al., 
2019). Therefore, emotion regulation and empathy may predict cyberbullying among 
students. 

Method 

Research Design 

This study was conducted using a quantitative approach. A non-experimental quantitative 
design was applied in this study. Emotion regulation and empathy are tested as predictors of 
cyberbullying. 

 



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                        Mujidin et al. (The role of emotion regulation and empathy…)   

Participants 

The participants of this study were University students. From the data collection, 70 students 
were taken. Seventy students from seven classes consisting of 35 males and 35 females 
participated in this study. Six participants were eliminated because of their inconsistency in 
filling in the scales. Due to the pandemic, the questionnaire was distributed online by 
contacting a representative of each class.  

Instruments 

Three measurement tools were used in this research: cyberbullying scale, emotion regulation 
scale, and empathy scale. For each scale, participants would be asked to indicate their 
response from the following response choices: Strongly Agree (SA), Agree (A), Neutral (N), 
Disagree (D), or Strongly Disagree (SD). Favorable items are scored from 5 (SA) to 1 (SD). 
On the contrary, unfavorable items are scored from 1 (SA) to 5 (SD). 

Cyberbullying scale contains 14 favorable and 14 unfavorable items. The scale was 
developed based on seven aspects (Espelage et al., 2012). The aspects are flaming, 
harassment, denigration, impersonation, outing, trickery, and exclusion. The item 
discrimination index ranged from .346 to .811. The reliability coefficient of the scale is .927.  

Emotion regulation scale comprises 19 favorable and 16 unfavorable items.  The scale 
was developed based on five aspects (Gullone & Taffe, 2012).  The aspects are situation 
selection (i.e., regulating desired emotion), situation modification (i.e., reducing the strong 
influence of the emotions that arise), attentional deployment (i.e., diverting one’s attention 
from what elicited the emotion), cognitive change (i.e., making positive reappraisal about the 
incoming stimulus), and response modulation (i.e., by regulating and displaying appropriate 
emotional responses. The item discrimination index ranged from .321 to .802. The reliability 
coefficient of the scale is .939. 

Empathy scale consists of 14 favorable and 15 unfavorable items, developed based on 
four aspects (Totan et al., 2012). The aspects are warmth, tenderness, caring, and pity. The 
item discrimination index ranged from .373 to .784. The reliability of the scale is .952.  

Data Analysis  

A multiple linear regression analysis was conducted to test the hypothesis. The regression 
analysis was applied to explore whether the predictors significantly predict cyberbullying. 
The contribution of each predictor was also examined.  

Results 

Table 1 shows the result of the multiple regression analysis. Together, emotion regulation and 
empathy significantly predict cyberbullying (F=9.547; p<.001). This finding indicates that 
the research hypothesis is accepted. 
 

Table 1 

Hypothesis Testing of Emotion Regulation and Empathy on Cyberbullying 

Variable F R R Square 

Emotion Regulation, 

EmpathyCyberbullying 

9.547 .488 .238 

Table 2 shows that emotion regulation significantly negatively impacts cyberbullying 
(Beta=.486; p<.001). This result indicates the higher level of emotion regulation, the lower 
cyberbullying will be. Conversely, the lower level of emotional regulation, the higher the 
cyberbullying will be. However, empathy does not predict cyberbullying (Beta=036; p>.05). 



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Mujidin et al. (The role of emotion regulation and empathy…) 

Table 2 

Hypothesis Testing of The Contribution of Predictors on Cyberbullying 

Variable Beta p  
Emotion RegulationCyberbullying -.486 .000  
EmpathyCyberbullying .036 .751  

Discussion 

This study aimed to determine the role of emotion regulation and empathy in cyberbullying 
among university students. Emotion regulation has a significant negative effect on 
cyberbullying. The result indicates that the higher one's emotional regulation, the lower the 
cyberbullying. Conversely, the lower one's emotional regulation, the higher the cyberbullying 

The finding on the role of emotion regulation in cyberbullying is in line with a previous 

study that a person who is able to regulate their emotion may avoid cyberbullying (Adiyanti 

et al., 2020). Individuals who can control their emotions through social expectations will be 

able to suppress the desire to attack someone with harsh words on social media. Therefore, 

when an individual comes across their peers or strangers on social media with a different 

opinion from what they believe, the desire to attack that person personally can be controlled. 

An individual with good emotion regulation may avoid excessive emotions during an 

unfavorable situation.  

Emotional regulation is a shield to avoid all forms of cyberbullying, e.g., harsh words 

(Turliuc et al., 2020). Emotion regulation plays a vital role in preventing cyberbullying. 

Through emotion regulation, individuals are able to prevent and reduce aggressive behavior 

so as not to harm others. The ability to regulate emotions includes diverting concentration 

when coming across unpleasant or hurtful posts about others. The diversion may regulate 

and control the direction of an action. When a negative emotion is about to burst, the 

diversion plays a role in defusing that emotion. In line with the study by (Wigati et al., 2020), 

the higher one’s emotional regulation, the less likely one would engage in cyberbullying. An 

individual tries not to excessively express anger or negative emotions to the bully (Méndez 

et al., 2019). Before responding to a bully or being a bully, a person applies effective 

strategies. The strategies include regulating emotions as desired, reducing the strong 

influence of the emotions that arise, diverting attention from the things that evoke emotions, 

changing the way of thinking to be more positive, and regulating and displaying emotional 

responses as appropriate. 

A previous study found that emotion regulation cannot manipulate cyberbullying (den 

Hamer & Konijn, 2016). This finding contradicts this study in which emotion regulation can 

influence cyberbullying. These two findings could be due to differences in a cultural context 

and the diversity of western cultural values. Cultural values that instill emotion regulation 

from an early age could help diminish any form of cyberbullying. Individuals can become 

calmer and better at suppressing their anger when encountering unpleasant posts or 

comments on social media. For future research, other positive internal regulation variables 

can be involved. 

The finding also shows empathy has no significant role in cyberbullying. This result 

indicates empathy does not affect cyberbullying. A previous study also found that empathy 

does not play an active role in cyberbullying y (Wigati et al., 2020). However, the results of 

this study contrast the results of previous studies where empathy is effective in mitigating 

cyberbullying (Ang et al., 2017; Martínez et al., 2020; Schultze-Krumbholz & Scheithauer, 

2013; Steffgen et al., 2011). People who do not empathize are more likely to cyberbully.  



Humanitas: Indonesian Psychological Journal 25 

 

                        Mujidin et al. (The role of emotion regulation and empathy…)   

The implication of the finding of this study, students are expected to improve their 

emotional regulation to prevent cyberbullying. Practicing emotional regulation may lower 

cyberbullying. Therefore, the lecturers and family need to collaborate to enhance students' 

ability to regulate their emotions. Lecturers can provide teaching materials accompanied by 

the dangers and impacts of cyberbullying, then educate about emotional regulation to prevent 

cyberbullying practices and be wise in using social media. Universities can provide 

education on the danger of cyberbullying and how to improve students’ emotional 

regulation. They can provide training or seminar on emotion regulation and cyberbullying 

to avoid the practice of such behavior. 
This study has a limitation, which is the possible response bias. Several patterns of 

response that a few respondents did were found. This condition could happen when 
respondents are in a hurry, unfocused, or deliberately answered normatively. 

Conclusion 

Emotion regulation is a significant predictor of cyberbullying. Emotional regulation enables 

individuals to control themselves and mentally deal with bullies. Individuals feel better with 

emotion regulation, so there is no fear or a collection of negative emotions. Individuals have 

more positive emotions so that they are able to strengthen themselves from various harsh 

words and intimidation from bullies. In turn, individuals who do not feel oppressed and are 

calmer to face the challenges ahead will not intend to do cyberbullying. However, this study's 

finding suggests that empathy has no role in cyberbullying. In other words, empathy is not 

predict cyberbullying.  

Acknowledgment 

We want to thank University students who have taken their time and are willing to be our 

respondents.  

Declarations  

Author contribution. M develops the research idea, supervises the research implementation, 

and assists in writing the report and publication. SN develops the research idea and supervises 

the implementation of the research. HKR analyzes the data and drafts the article publication. 

AH develops research design, implements research in the field, and writes the results. DUE 

supervises the drafting and writing the manuscript for publication.  

Funding statement.  We use personal funds collectively to commit to production funding 

and human resources. 

Conflict of interest. The authors declare no conflict of interest. 

Additional information. No additional information is available for this paper. 

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