The mediating role of emotion regulation strategies in the relationship between perceived childhood emotional neglect and cyberbullying.

Document Type : Original Article

Authors

1 1. MSc student, Department of Psychology, psychology and Educational Science Faculty, Department of Psychology, Faculty of Humanities, University of Zanjan. Zanjan, Iran

2 2. Associate Professor, Department of Psychology, Faculty of Humanities, University of Zanjan. Zanjan, Iran

Abstract

The aim of this study is to investigate the relationship between perceived emotional neglect in childhood and cyberbullying in youth, with an emphasis on the mediating role of emotional dysregulation. This study was conducted using a descriptive correlational method based on path analysis. Sampling was conducted among youth aged 18 to 30 years, and data were collected through standard questionnaires (10-item Cyberbullying Questionnaire (single-item), 28-item Childhood Trauma Questionnaire (CTQ), and 10-item Gross Emotion Regulation Questionnaire). The findings showed that childhood emotional neglect can directly predispose to cyberbullying behaviors and also strengthen this relationship through increased emotional dysregulation. Accordingly, the inability to regulate emotions as a consequence of emotional neglect increases the likelihood of negative behaviors in cyberspace. The results of this study emphasize the importance of psychological interventions focused on training emotional regulation skills and raising parents' awareness of their children's emotional needs. Also, designing educational and support programs to strengthen the social and emotional skills of young people can play an effective role in preventing risky cyberbullying. Finally, the findings show that social support and healthy emotional relationships in childhood play an important role in reducing the tendency to cyberbullying, and preventive interventions at the family and community levels can have positive effects in this regard.

Files

History

  • Receive Date: 31 May 2025
  • Revise Date: 28 October 2025
  • Accept Date: 09 November 2025

Share

How to cite

Statistics