Morese R, Fabris MA, Longobardi C, Marengo D. Involvement in cyberbullying events and empathy are related to emotional responses to simulated social pain tasks.
Digit Health 2024;
10:20552076241253085. [PMID:
38766363 PMCID:
PMC11100401 DOI:
10.1177/20552076241253085]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2023] [Accepted: 04/18/2024] [Indexed: 05/22/2024] Open
Abstract
Introduction
This study aims to explore the relationship between cyberbullying involvement either as a perpetrator or a victim and emotional responses to virtual social exclusion and inclusion. Previous research has predominantly focused on the impacts of in-person bullying. Our study shifts this focus to the cyber realm.
Methods
A total of 156 adolescents living in northern Italy were recruited (Mage: 12.26; SD = 0.87; 43% female). After completing measures of empathy and involvement in cyberbullying, adolescents participated in the cyberball tasks. Latent profile analysis was used to identify subgroups.
Results
We found three groups: Class 3, reporting negative responses to the social exclusion tasks and positive responses to the social inclusion tasks; Class 1, reporting neutral emotional responses to social inclusion and negative emotional responses to social exclusion; and Class 2, showing neutral responses to 'social exclusion' tasks and strongly positive responses to 'social inclusion' tasks. Linear regression revealed that cyberbullies report a typical emotional response to exclusion and inclusion tasks (Class 3), whereas cybervictims are more likely to report negative responses to both exclusion and inclusion events (Class 1). High levels of empathy are associated with the manifestation of a typical emotional response (Class 3), in contrast to an impaired emotional response characterized by neutral or positive responses to conditions of 'social exclusion' and positive responses to conditions of 'social inclusion' (Class 2).
Conclusion
Results underscore the complex interplay between cyberbullying roles and emotional responses to virtual social experiences. Theoretical implications and limitations of the research are discussed.
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