The Effect of School Climate and Empathy on Cyberbullying Behavior in Students
Abstract
The increasing use of social media among adolescents has created new challenges in the educational environment, particularly concerning cyberbullying behavior. This study aims to examine the influence of school climate and empathy on cyberbullying behavior among students at SMPN 1 Lubuklinggau. A quantitative research design was employed involving 300 students selected from a population of 1,184 students using purposive sampling. Data were collected through questionnaires measuring school climate, empathy, and cyberbullying behavior. The instruments consisted of 28 school climate items, 30 empathy items, and 56 cyberbullying items, using a four-point Likert scale. The data were analyzed using multiple linear regression, supported by t-tests and an F-test at a 5% significance level. The findings indicate that school climate has a significant negative effect on cyberbullying behavior (B = −0.224; t = −2.093; p = 0.037), indicating that a more positive school climate is associated with lower cyberbullying behavior. Empathy, however, does not have a statistically significant effect on cyberbullying behavior (B = −0.145; t = −1.229; p = 0.220). Simultaneously, school climate and empathy significantly contribute to the prediction of cyberbullying behavior (F = 3.176; p = 0.043), although the model explains only 2.1% of the variance. These findings indicate that school climate plays a significant role in cyberbullying behavior, while other factors beyond the variables examined may also contribute substantially.