Investigation of the relationship between cyberbullying /cyber victimization and alexithymia and empathy skills in high school students

ABSTRACT In this study, the aim was to investigate the relationship between cyberbullying and cyber victimization in high school students and their alexithymia and empathy skills. A total of 200 high school students (112 females, 88 males) residing in Ankara participated in the research. Data were collected using the Personal Information Form, Cyberbullying and Cyber Victimization Scale, Toronto Alexithymia Scale, and Basic Empathy Scale. In the research results, when cyber victimization scores of 9th and 10th-grade students were compared with those of 11th and 12th-grade students, significantly higher scores were found for 9th and 10th-grade students (p <.05). However, no significant difference was found in cyberbullying scores among the groups when compared according to grade levels (p>.05). When experiences of cyberbullying and cyber victimization in high school students were compared based on gender, male participants scored significantly higher than female participants in both cyberbullying and cyber victimization experiences (p <.05). In terms of the monthly income levels of the families, when cyber victimization dimension was considered, the scores of participants whose families had an income level of 40,000 TL and above were significantly higher than those whose families had an income level of 11,000-20,000 TL. In the cyberbullying dimension, the scores of participants whose families had an income level of 11,000-20,000 TL were significantly higher than those whose families had an income level of 20,000-40,000 TL and 40,000 TL and above (p <.05). When the cyberbullying and cyber victimization experiences of high school students were compared based on the education levels of their fathers, it was determined that the cyber victimization scores varied statistically close to significance according to the education levels of students' fathers (p=0.065). Cyberbullying scores also showed a significant difference according to the education levels of students' fathers (p <.05). In the cyber victimization dimension, the scores of participants whose fathers were middle school graduates were significantly higher than those whose fathers were university graduates or higher. In the cyberbullying dimension, the scores of participants whose fathers were university graduates or higher were significantly higher than those whose fathers were high school graduates. When the cyberbullying and cyber victimization experiences of high school students were compared based on the education levels of their mothers, it was found that the scores of participants whose mothers were high school graduates were significantly higher in the cyber victimization dimension, while the scores of participants whose mothers were university graduates or higher were significantly higher in the cyberbullying dimension (p <.05). When the cyberbullying and cyber victimization experiences of high school students were compared based on the marital status of their parents, it was found that the scores of participants whose parents were together were significantly higher in the cyber victimization dimension, whereas the scores of participants whose parents were not together were significantly higher in the cyberbullying dimension (p <.05). As a result of the research, a low-level negative significant relationship was determined between cyberbullying and the total score of the Basic Empathy Scale in high school students (r=-.248, p≤.01). Similarly, a low-level negative significant relationship was found between cyber victimization and the total score of the Basic Empathy Scale (r=-.161, p≤.01). However, no significant relationship was found between cyberbullying and cyber victimization scales and the alexithymia scale scores (p≥.05). Keywords: Cyberbullying, Cyber Victimization, Alexithymia, Empathy Skills, High School Students