The Role of Empathy in Predicting Cyberbullying Behaviour in

Youth Social Media Users in Jakarta

Andrea Prita Purnama Ratri

, Esther Widhi Andangsari

Psychology Department, Faculty of Humanities, Bina Nusantara University, Jakarta, Indonesia 11480

Keyword: Empathy, Cyberbullying, Behavior

Abstract: This study was conducted to determine the empathy role to predict cyberbullying behavior for social media users

in college students in Jakarta. There is 366 people with classification age 18 – 25 years old as samples.

Respondents were taken by using probability sampling technique, simple random and cluster sampling. To

measures the empathy, researcher adapted Basic Empathy Scale that delevoped by Jollife and Farrington,

while the cyberbullying behavior measured with Cyber Bullying Scale by Çetin, Yaman, and Peker.

Logistic regression was used for analysis the hypotheses, all testing technique performed using SPSS

software 20. The result showed the coefficients -0,031 with significance 0,03 (p < 0,05) means there’s a

significance role of empathy for predicting cyberbullying behavior for college student who used social

media, and everytime the empathy increase then the cyberbullying behavior will decrease.

1 INTRODUCTION

The era of globalization seems to make everything

look without limits. Changes and developments are

also increasing fast and modern, demonstrated by

the emergence of information and communication

technology. The rapid growth of information and

communication technology, especially with the

presence of cellphones and the internet, makes it

easier for people to get information, communicate,

and socialize (Chang, J. P.-C., & Hung 2012).

Communication in cyberspace can appear in several

forms, such as text, symbols, audio, visual, and

audio-visual (Ningtias 2015). Until 2013 there were

71.9 million internet users in Indonesia. This data

continued to increase to 88.1 million by the end of

2014, out of a total population of 252.4 million

people in Indonesia (APJII 2015). In 2014,

Indonesia became the largest smartphone sales

market in Southeast Asia, with a market growth of

up to 68% (APJII 2015). According to the latest

data, internet users in Indonesia have increased to

reach 132.7 million of the total population of 263.5

million in March 2017 (Internet World Stat 2017).

From these data, it can be seen that internet users

every year experience a very significant increase.

The role of ICT (Information and Communication

Technology) becomes very dominant and seems

inseparable from the lives of users both for adults

and adolescents and children.

95% of teenagers have been connected to the

internet (Nixon 2014). Based on research conducted

by the Pew Internet and American Life Project

(pewinternet.org in (Rahayu 2012)), it was found

that 93% of adolescents with an age range of 12-17

years often go online. Supported by survey data

conducted by (APJII 2016), as many as 12.5 million

adolescents aged 15-19 years have actively used the

internet. Adolescence is a transition from the stage

of a child to adulthood, which is marked by the

occurrence of puberty (Santrock 2013). The

formation of a person's character quality is vital to

be considered and built positively during

adolescence, including one in terms of

communication and socializing on social media.

They will bring that character in the next life period

as mature individuals who are ready to engage

directly in the community.

Children and adolescents used to use the internet

to find information, study, watch videos, and listen

to music. However, along with the development of

information and communication technology (the

emergence of social networking sites, instant

messaging, chat rooms, and e-mail), making the

internet a place to establish social relationships

(Navarro, R., Serna, C., Martínez, V., & Ruiz-Oliva

2013). Social networking sites allow everyone to

Purnama Ratri, A. and Andangsari, E.

The Role of Empathy in Predicting Cyberbullying Behaviour in Youth Social Media Users in Jakarta.

DOI: 10.5220/0010008600002917

In Proceedings of the 3rd International Conference on Social Sciences, Laws, Arts and Humanities (BINUS-JIC 2018), pages 391-398

ISBN: 978-989-758-515-9

391

form a personal profile page to represent themselves.

The concept of "virtual profile presence" makes

internet users easily interact with others (Patchin, J.

W., & Hinduja 2010b), it can make children and

adolescents vulnerable to replace their real life with

virtual reality (cyberspace). The closeness of

adolescents to cyberspace, which makes it easy to

interact and make new friends, can be a determinant

of their activity and frequency in accessing social

media.

Lots of positive aspects are obtained from the use

of ICT such as increased teaching and learning

experiences (Lazuras, L., Pyzalski, J., Barkoukis, V.,

& Tsorbatzoudis 2012), places to find various

information (Süreci 2016) and as a means to

communicate and socialize (Sari, R. S. 2016). These

positive aspects can help a person in carrying out

daily activities, whether in learning, working,

interacting, or filling spare time. But information

and communication technology can also bring up

various negative aspects for users such as addiction

to online games, addiction to internet use, the spread

of dangerous content, and cyberbullying (Lazuras,

L., Pyzalski, J., Barkoukis, V., & Tsorbatzoudis

2012).

Cyberbullying is a term used when a person or

group intentionally injures another person in the

form of writing, visual or pictures, and oral

communication using information and

communication technology (Nartgün & Cicioğlu,

2015; (Nixon 2014); (Nordahl, J., Beran, T., &

Dittrick 2013). Based on research that has been done

by many researchers shows that the phenomenon of

cyberbullying has occurred in various countries such

as in Indonesia (Rahayu 2012); (Satalina 2014), the

United States (Patchin, J. W., & Hinduja 2010a),

(Patchin, J. W., & Hinduja 2013), Japan (Udris

2015), Spain (Navarro, R., Serna, C., Martínez, V.,

& Ruiz-Oliva 2013), Turkey (Ayas 2014); (Topcu,

Ç., & Erdur-Baker 2012), Germany (Melchers, M.,

Li, M., Chen, Y., Zhang, W., & Montag 2015);

(Schultze-Krumbholz, A., & Scheithauer 2013),

Hong Kong (Wong, D. S., Chan, H. C., & Cheng

2014), China and Taiwan (Chan, H. C., & Wong

2015). This phenomenon is also very likely to occur

in other countries that have not been mentioned or

have never been studied scientifically. Facts from

studies show that cyberbullying has become a global

problem. This should be a common concern of both

the government, the surrounding environment,

school/campus/ place of work, as well as parents and

closest people.

Like traditional bullying, cyberbullying is very

easy to find because it contains extreme content,

such as; repeated threats, embarrassing posts, and /

evil words shown to the target (Patchin, J. W., &

Hinduja 2015). Although traditional bullying and

cyberbullying have similarities in form and

technique, these two things also have some

significant differences. (Livingstone, S., Mariya, S.,

& Kelly 2016) say, in the case of cyberbullying,

aggression does not need repetition. This is because

cyberbullying can be disseminated quickly and can

be shared (sharing) in the future so that it can double

the number of bystanders (audience) and the loss

suffered by the victim. Besides, unlike traditional

bullying, which is done in a place that is easily

monitored or seen, cyberbullying is done using

information and communication technologies such

as the internet, personal cellphones, multiplayer

online games, and social media (Livingstone, S.,

Mariya, S., & Kelly 2016). Of the various media

available, the most frequently used means for

perpetrators of cyberbullying is social media

(Lazuras, L., Pyzalski, J., Barkoukis, V., &

Tsorbatzoudis 2012); (Rahayu 2012). Social media

is an online media that makes it easy for users to be

able to participate, interact, share, add friends, and

create content or comments. They are very likely to

be seen by many people in the virtual world, making

it the most appropriate place for cases to occur

cyberbullying. (APJII 2016) shows that 129.2

million people (94.7%) use social media when

accessing the internet. Another difference is that

using ICT can provide opportunities for

cyberbullying actors to hide their identities or

become anonymous so that perpetrators are more

comfortable and feel safer to attack victims

(Donegan 2012); (Notar, C. E., Padgett, S., & Roden

2013); (Sari, R. S. 2016); (Udris 2015). Anonymity

gives a sense of security to the perpetrators of

cyberbullying because the victim cannot know the

identity of the perpetrator, so it will be difficult for

the victim to take the fight or protect themselves.

The last difference is, the virtual world without

limits also makes anyone have the opportunity to

become cyberbullying perpetrators whenever and

wherever they are (Nixon 2014); (Udris 2015).

According to Aftab in (Rahayu 2012) there are 3

types of cyberbullying methods, namely "(1) direct

attacks (messages will be sent directly to the target),

(2) posted and public attacks (designed to embarrass

the target by posting or posting disseminating

information or pictures that are embarrassing to the

public, and (3) cyberbullying by proxy (using others

to help disturb the victim either with the person's

knowledge or not). ”The danger of cyberbullying is

sometimes difficult to see or more complicated to be

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identified and measured especially in an online

environment because it can appear in various forms,

forms of cyberbullying can be in the form of flaming

(sending text messages with words full of

anger/curse/ ridicule, threatening, frontal or

abusive), slander or gossip, spreading

pictures/photos/ videos victims who aim to humiliate

victims, take, use, and disseminate personal

information without consent (Lazuras, L., Pyzalski,

J., Barkoukis, V., & Tsorbatzoudis 2012); (Rahayu

2012), exclusion (Vandebosch & van Cleempuut;

Willard in (Chan, H. C., & Wong 2015), hijacking

other people's accounts (Erdur-Baker & Kavsut, in

(Topaloglu, M., & Topaloglu 2016), imitating, and /

sending pornographic material or giving sexualized

comments (Çetin, B., Yaman, E., & Peker 2011);

(Nordahl, J., Beran, T., & Dittrick 2013). From a

survey conducted by researchers in March 2017, 98

respondents of internet users from the age range of

15-26 years, with a total of 65 women and 33 men,

obtained data that the most widely used form of

cyberbullying is fighting online (59.2%); make

hateful posts or expose the ugliness of others

(denigration) (38.8%); making gossip or slander

(27.6%); disseminating personal data (18.4%);

sending sexual content to other people (15.3%); and

disseminating photos / videos that aim to embarrass

(13.3%).

Although cyberbullying is intentional behavior,

various influences or factors can arise and increase a

person's desire to carry out such activities that might

not have been previously thought of. These factors

include someone who has a friend who is bullying or

cyberbullying, they will tend to do that to other

people (Patchin, J. W., & Hinduja 2013); (Tumon

2014), breaking up a friendship, jealousy, having

problems emotional (Topaloglu, M., & Topaloglu

2016), even Özdemir & Root's findings in (Süreci

2016) about the length of time someone spends time

using the internet (more than 5 hours per day) can

exert influence on someone to cyberbullying, the

same findings are also made by Tür-koğlu in 2013

and Cicioğlu in 2014, and 2015. The above factors

show that cyberbullying is a form of behavior that

can be intentional, planned, or not.

Someone who commits an act of bullying can

also commit cyberbullying or vice versa. Both of

these behaviors are both a form of aggression in

which intentionally attacking and / hurting others so

that the characteristics of the perpetrators of bullying

or cyberbullying also have in common. Olweus in

(Karina, Hastuti, D. 2013) revealed several aspects

of the perpetrators of bullying, including having a

positive attitude towards violence, being impulsive,

wanting to dominate others, and lacking a sense of

empathy. Teens with low levels of empathy tend to

be more aggressive (Richardson, Hammock, Smith,

Gardner, & Signo in (Vossen, H. G., Piotrowski, J.,

& Valkenburg 2015). Empathy is an essential human

ability to support the success of society in social

interaction (Melchers, M., Li, M., Chen, Y., Zhang,

W., & Montag 2015) and as a vital component of

one's moral development (Hoffman 2000).

According to Batson in (Aronson, E., Wilson, T. D.,

& Akert 2014), empathy is a person's ability to feel

and experience emotions about an experience or

emotions that others have as others feel it. Empathy

consists of two functional aspects, namely: specific

cognitive abilities to understand the emotions of

others (cognitive empathy) and how to respond

emotionally to others' affective (affective empathy)

(Einsberg & Strayer in (Topcu, Ç., & Erdur-Baker

2012).

Based on several studies found that there is a

positive relationship between aggressive behavior

and anti-social with low empathy ability (Jollife, D.,

& Farrington 2006), such as bullying behavior

(Ozkan & Cifci in (Rachmah 2014). Low levels of

empathy, both cognitive and affective, also predict

cyberbullying and victimization behavior in

adolescents (Schultze-Krumbholz, A., & Scheithauer

2013); Steffgen, Konig, Pfetsch, & Melzer in

(Topcu, Ç., & Erdur-Baker 2012). From several

studies that have been described above show that

empathy has a role that can predict a person to

conduct aggressive behavior such as cyberbullying.

The lower the level of empathy a person has, the

higher the probability of cyberbullying, and

conversely, the higher the level of empathy a person

has, the lower the likelihood of cyberbullying.

Someone who has high cognitive empathy can

understand the feelings of others and feel it too, so

they are less likely to engage in cyberbullying

behavior because they can participate in feeling pain

or sadness from the victim. Actors who can not

understand what is perceived by the victim, it is

possible the perpetrator also can not experience what

is felt by the victim.

Cyberbullying perpetrators must, of course, have

targets to be victims. Both online and direct, victims

who have the potential to become victims of

bullying and cyberbullying are usually those who

come from minorities such as LGBT groups, have

mental disorders or are disabled, have emotional or

family difficulties (Livingstone, S., Mariya, S., &

Kelly 2016), look different, or junior class (has no

power) (Tumon 2014). The negative impact

certainly appears to the victims and even to the

The Role of Empathy in Predicting Cyberbullying Behaviour in Youth Social Media Users in Jakarta

393

perpetrators, especially psychological effects.

Adolescents who experience cyberbullying both as

victims and perpetrators are reported to have high

levels of anxiety, high levels of depression (Ayas

2014); (Nixon 2014), increased problems in schools

and participation in other real-world behavioral

problems (Editorial 2013), even has the idea to kill

or commit suicide (Patchin, J. W., & Hinduja

2010a); (Sabella, R. A., Patchin, J. W., & Hinduja

2013). Psychological problems arising from the

phenomenon of cyberbullying cannot be considered

trivial since several suicides due to cyberbullying are

reported in the United States, such as Ryan Halligan,

Daniel Briggs, Megan Meier, and Rebecca Sedwick

(Famous.id 2017). So from the above phenomena

and can be seen from the impact that occurs, the case

of cyberbullying is a social problem that is very

detrimental to the victim, and even thoughts of

suicide may arise, so it is worth further investigation

on how to prevent or reduce cyberbullying behavior.

From the phenomenon that has been described,

researchers want to see the role of empathy in

predicting cyberbullying behavior in adolescent

social media users. This cyberbullying phenomenon

is unique to discuss compared to traditional bullying

because it can reach people without space and time

restrictions.

2 RESEARCH METHODOLOGY

The participants of this study were 420 respondents,

but after the researchers removed the outliers, there

were 366 respondents counted. Respondents are

students studying in Jakarta (BINUS and UNJ), with

an age range of 18-21 years. The sampling technique

is probability sampling, namely simple random

sampling and cluster sampling. Measuring

instruments used to measure empathy are Jolliffe &

Farrington's Basic Empathy Scale (BES), and Cyber

Bullying Scale is taken from CVBS's (Çetin, B.,

Yaman, E., & Peker 2011), measuring instruments in

the form of a questionnaire distributed directly to

respondents. The design of this research is applied

research based on its benefits and analytical study

based on its purpose, with a quantitative approach —

data processing techniques using logistic regression

that will be processed by SPSS version 20.

3 RESULT AND DISCUSSION

There were 420 respondents taken for the sample.

However, as many as 54 participant data were

discarded because they did not fit the participant's

characteristics, and the data were outliers (extreme

data). Thus, valid respondents numbered 366 people.

The general description of the subjects in this study

is broken down by gender, university, age, and

department. There is also a description of the

respondent's online behavior that is broken down

based on the owned social media, the activities that

are most often carried out on social media, the most

frequent online events, and the duration of internet

usage per day. The description of study participants

can be seen more clearly in the following tables 1

and 2:

Table 1: General description of the subject

In table 1 above, from 366 respondents used in

this study, it can be seen that there are 133 men

(36.3%) and 233 women (63.7%) with an age range

of 18-21 years, having an average of 19, 32 and a

standard deviation of 0.814. Respondents were

drawn from two universities namely Bina Nusantara

University (Binus) totaling 221 respondents (60.4%)

and 145 respondents (39.6%) from Jakarta State

University (UNJ), from six majors namely;

marketing communication 92 people, Mathematics

58 people, IT (information technology) 58 people,

psychology 53 people, IS (information systems) 35

people, mass communication 36 people, and PLB

(extraordinary teacher education) 34 people.

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Table 2: Overview of subject online behaviour

From table 2, it can be seen that each person can

have more than one social media and online

activities carried out every day. Line is the most

social media application owned by respondents, as

many as 361 people (98.6%) have the application.

The next applications that most respondents have are

Instagram (90.2%), Facebook (76.2%), Twitter

(57.6%), Path (50.8%), SnapChat (46.7%), Ask. Fm

(26.2%), and finally, anonymous applications

(2.7%). Of the 266 respondents, online activities that

were mostly carried out were social media. 302

people (82.5%), followed by chat activities (81.7%),

browsing (77.3%), watching films / videos (65.8 %),

view news online (55.2%), e-mail (49.5%), play

games (40.7%), shop online (34.7%), and finally to

use internet banking (24%). The table above also

shows the respondent's online duration per day.

From 366 respondents, it is found that the average

person who uses his time to do online every day is 6

hours 18 minutes (6.15), and with a span of 1-12

hours per day.

Meanwhile, table 3 illustrates the results of the

descriptive statistics of each variable used in this

study, which contains the mean, standard deviation

(SD), maximum, and minimum values. These values

are presented in the following table:

Table 3: Descriptive results

Based on the table above, it is seen that the

minimum value of empathy is 49 and 88 for the

maximum value with an average of 69.81 and a

standard deviation of 7,617. While the value of the

cyberbullying behavior measurement tool is 22 for

the minimum value and 54 for the maximum value,

the average obtained is 31.32, and the standard

deviation is 6.608. From this table, the average

possessed by a cyberbullying behavior measurement

tool will be a reference to determine norms or

categories that can be seen in table 4.

Table 4: Cyberbullying behaviour score

categorization

From the table above, it can be seen that people

who have high cyberbullying behavior are 149

people with a percentage of 40.7%. While

cyberbullying behavior is low as much as 217, with

a rate of 59.3%.

In processing the logistical model test, it will

look at the amount of R square with Nagelkerke R

Square to find out how much the ability of the

independent variables in explaining the dependent

variable. The second test is to test the goodness of fit

with the Hosmer and Lemeshow Test to determine

whether the regression model is right or not; the

model is said to be good or right if there is no

significant difference between the model and its

observational value. The final step is to test the

significance of the variables and determine whether

the research hypothesis is accepted or not (Brace, N.,

Kemp, R., & Snelgar 2012). Data processing using

SPSS 20 software. First, researchers looked at the

magnitude of Nagelkerke R Square to find out what

percentage (%) variance of the independent

variables can explain the dependent variable. The

results of the quantities can be seen in table 5.

Table 5: Nagelkerke R square

From the table above, it can be seen that the

Nagelkerke R2 value is only 0.18, which indicates

that the proportion of variance and the independent

variable is empathy in explaining the dependent

variable, i.e., cyberbullying behavior is only 18%

while other factors outside the model explain 82%.

The Role of Empathy in Predicting Cyberbullying Behaviour in Youth Social Media Users in Jakarta

395

Next, the researcher analyzes the goodness of fit

to see whether the model formed is good or not. The

results of the analysis can be seen in Table 6 below:

Table 6: Hosmer and lemeshow test

Hosmer and Lemeshow Test

Step Chi-square df Sig.

1 4.916 8 0.766

From the Hosmer and Lemeshow tables, it can

be seen that in this study, the Chi-Square model has

a value of 4.916 with a degree of freedom (df) 8, and

a significance of 0.766 (> 0.05). This shows that the

fit model is good, which indicates that the logistic

regression model is following the data. In other

words, it can be said that the null hypothesis, which

states that there is no significant role of empathy to

predict cyberbullying behavior, is rejected. That is,

there is a role for empathy to predict cyberbullying

behavior.

Later, researchers looked at the regression

coefficient of the independent variable, namely

empathy for cyberbullying behavior. If (p <0.05),

the coefficient is significant. The results obtained

from the calculations can be seen in table 7.

Table 7: Logistic regression test

From the above table, it can be seen that the

regression coefficient of -0.31 with a significant

value of 0.03 (p <0.05), which means that negative

variables negatively play a role in predicting

cyberbullying behavior significantly.

From the results of Nagelkerke R2 data analysis

in table 5, it can be seen that empathy gives a

proportion variance of 18% to be able to explain

cyberbullying behavior. From the conclusions

drawn, it can be seen that the null hypothesis is

rejected. Then there is a significant role of empathy

to predict someone to do cyberbullying behavior,

with a significance result of 0.03 (p <0.05). This is

following the theoretical study described

previously, which states that the perpetrators of

bullying and cyberbullying are influenced by

empathy factors (Olweus in (Karina, Hastuti, D.

2013); Stica in (Larasati 2016). The data shows that

the higher the level of empathy a person has, he can

have a low level of cyberbullying behavior, and

vice versa. From these data, it can be explained that

someone with a low level of empathy will have

higher cyberbullying actions than those with a high

level of empathy. This supports several previous

studies by (Schultze-Krumbholz, A., & Scheithauer

2013), and Steffgen, Konig, Pfetsch, & Melzer (in

(Topcu, Ç., & Erdur-Baker 2012) which states that

low levels of empathy (cognitive and affective) can

predict cyberbullying behavior and victimization in

adolescents. Cyberbullying is an aggressive

behavior because it intentionally wants to attack and

hurt others through information and communication

technology (Nordahl, J., Beran, T., & Dittrick

2013); (Nixon 2014); (Süreci 2016).

Meanwhile, empathy is an affective nature,

which is a person's capacity to experience emotions

from others (Bryant 1982), and cognitive abilities,

where someone can understand the feelings of

others (Hogan 1969). It can be seen that if someone

has a low level of empathy, where someone is

challenging to understand and experience emotions

with others. It will certainly make that person more

likely to commit acts of aggression, one of which is

cyber bullying because the person does not position

themselves as victims and do not understand how

the victim feels. Factors from being a perpetrator or

victim in traditional bullying can also predict

cyberbullying behavior in the future (Schultze-

Krumbholz, A., & Scheithauer 2013), this is in line

with research that found that people with low

empathy also tend to engage in bullying behavior

(Rachmah 2014). In (Rachmah 2014), it was found

that various reasons for someone to become a

perpetrator, such as when the victim did not fulfill

the wishes of the perpetrator. They also reasoned

that in a social environment, conflict might never

occur, the perpetrators also assumed that their

actions were right or not wrong, so they did

bullying or cyberbullying. The mindset that shows

that their behavior is not a mistake shows that their

cognitive empathy is low. The possibility of

bullying or cyberbullying behavior in the future will

be repeated.

The advantage of this research is that

researchers have adequate resources to describe the

problems and phenomena that exist because this

phenomenon has occurred globally and is very close

to almost everyone who uses information and

communication technology. The number of

respondents in this study is also large and

representative to describe the real conditions in the

population.

The limitation of the researchers is that this study

did not specifically test clinical samples or

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participants who were not cyberbullying but only

with the criteria of ever using social media. The

second limitation is the measuring instrument used

to have sentences that have the potential to bring up

social desirability.

4 CONCLUSION AND

RECOMMENDATION

The conclusion that can be drawn from this study is

empathy can predict cyberbullying behavior in

social media student users in Jakarta. The higher the

level of empathy a person has, the less likely a

person is to have high cyberbullying behavior, and

vice versa.

Suggestions for further research is to examine

more in-depth about cyberbullying behavior by

using other relevant variables. It can be taken from

problems in internet users or problematic internet

use (PIU), characteristics of actors such as

personality, level of aggression, morals, or factors

that can make someone do that. The second

suggestion is that if you want to adopt the Cyber

Victim and Bullying Scale (CVBS) measurement

tool. You should make sentences to the point and not

have the potential to generate social desirability, to

minimize the response of respondents who want to

show themselves good or pretending to be good.

Suggestions for the government, educational

institutions, training institutes, and psychologists to

create a skill or training to increase empathy,

because seen from the results of an increase in

empathy can reduce cyberbullying behavior.

Suggestions for parents, family, friends, school, and

everyone to pay attention together and prevent

people around to commit cyberbullying.

Cyberbullying behavior, in addition to harm, will

have a lot of negative impacts, especially in terms of

psychological for the victim and perpetrator. For

everyone who uses information and communication

technology, researchers recommend always using it

in positive and constructive ways for themselves and

others. The technique can be used to add insight,

learn, find information, and of course, communicate

and socialize positively.

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