Fitting a Conceptual Model of the Relationship of Peer Group Attachment and Online Self-Disclosure with Cyberbullying: The Mediating Role of Empathy among Upper Secondary School Students

Abstract

The present study aimed to fit a conceptual model of the relationships of peer group attachment and online self-disclosure with cyberbullying, considering the mediating role of empathy among upper secondary school students. This applied study employed a descriptive-correlational design based on path analysis. The statistical population consisted of upper secondary school students in Tehran during the 2025-2026 academic year, of whom 260 were selected through multistage cluster random sampling. Data were collected using the Adolescent Measure of Empathy and Sympathy, the Peer Attachment Questionnaire, the Online Self-Disclosure Questionnaire, and the Cyberbullying-Cybervictimization Experiences Questionnaire. Data analysis was conducted using SPSS version 26 and AMOS version 26 through Pearson correlation, path analysis, and bootstrap procedures. Peer group attachment had a significant positive effect on empathy (β = 0.42, p < 0.001), whereas online self-disclosure had a significant negative effect on empathy (β = -0.19, p = 0.001). Peer group attachment had a significant negative direct effect on cyberbullying (β = -0.26, p < 0.001), while online self-disclosure had a significant positive direct effect on cyberbullying (β = 0.33, p < 0.001). Empathy also had a significant negative effect on cyberbullying (β = -0.34, p < 0.001). The indirect effect of peer group attachment on cyberbullying through empathy was significant (β = -0.14, p < 0.001), and the indirect effect of online self-disclosure on cyberbullying through empathy was also significant (β = 0.06, p = 0.008). Model fit indices indicated satisfactory fit (CMIN/DF = 1.69, RMSEA = 0.052, CFI = 0.98, IFI = 0.98). Healthy peer group attachment was associated with lower cyberbullying both directly and indirectly through increased empathy, whereas greater online self-disclosure was associated with higher cyberbullying directly and indirectly through empathy. Accordingly, strengthening empathy, promoting supportive peer relationships, and teaching safe online self-disclosure may be useful components of school-based cyberbullying prevention programs.