Cyberbullying in Adolescents: The Impact of Cognitive Flexibility and Emotional Intelligence

Abstract

The aim of this study is to determine the impact of cognitive flexibility and emotional intelligence in explaining adolescents' acts of cyberbullying. The study was designed with a quantitative approach. The sample of the study consists of a total of 444 high school students: 162 females (36.5%) and 242 males (63.5%), whose ages range from 14 to 19. Data collection tools consist of Personal Information Form, Cyberbullying Scale, Cognitive Flexibility Scale and Emotional Intelligence Questionnaire Scale-Short Form. The results of the analysis indicate that the model created to explain cyberbullying presents statistical significance (R2=.199, Delta R2=.182, F(5,438)=8.83, p<.05). Moreover, cyberbullying scores seem to have differed significantly between groups by various demographic variables. Cognitive flexibility and emotional intelligence can be used to predict the acts of cyberbullying of adolescents in a statistically significant manner. The results obtained as a result of this study have been discussed in light of those results reported in the literature. It is believed that these results can enable intervention programs developed to reduce the acts of cyberbullying to become more effective.