The relationship between Theory of Mind and Executive Functions with Cyberbullying: The mediating role of Empathy

Theory of mind (ToM) and executive functions (EFs) are crucial for understanding and interpreting social behavior, potentially mitigating cyberbullying by fostering empathy. This research examines the mediating role of empathy in the relationship between ToM, EFs, and cyberbullying.

A descriptive correlational design was employed. The study population comprised all secondary school students in Kermanshah, Iran, during the 2021-2022 academic year. A sample of 400 students was selected using convenience sampling. Data were collected using the Empathy Quotient (Baron-Cohen, 2003), the Barkley Deficits in Executive Functioning Scale (Barkley, 2012), the Cyberbullying and Victimization Experiences Scale (Antoniadou et al., 2016), and the Reading the Mind in the Eyes Test (Baron-Cohen et al., 2001). Data analysis involved Pearson correlations and structural equation modeling (SEM).

The results revealed significant negative correlations between ToM and cyberbullying (p < .01), between EF deficits and empathy (p < .01), and between empathy and cyberbullying (p < .01).  A significant positive correlation was found between EF deficits and cyberbullying (p < .01), as well as between ToM and empathy (p < .01).  Crucially, SEM confirmed the significant mediating role of empathy in the relationship between both ToM and cyberbullying, and EF deficits and cyberbullying.

These findings suggest that deficits in ToM and EFs may increase the risk of cyberbullying, potentially due to impaired empathy.  ToM and EFs are essential for navigating social interactions.  Difficulties in understanding others' intentions and emotions, coupled with executive function deficits, may hinder the ability to interpret social cues and contribute to involvement in cyberbullying, either as a perpetrator or a victim.  Interventions aimed at enhancing ToM, EFs, and empathy may be beneficial in preventing and addressing cyberbullying.