Does empathy predict (cyber) bullying perpetration, and how do age, gender and nationality affect this relationship?
Abstract Objective The present study set out to investigate which role empathy plays in traditional bullying and cyberbullying in a sample of adolescents from Greece and Spain. Furthermore, the study aimed to assess invariance of the relationship between empathy and (cyber) bullying across gender, age and nationality. Method The sample comprised 564 secondary education students attending grades 7 to 10 in typical coeducational schools in Spain and Greece. Participants completed structured anonymous questionnaires on traditional bullying, cyberbullying and empathy. Responses were analyzed using structural equation modeling. Results Both cognitive and affective empathy negatively predicted traditional bullying and cyberbullying perpetration. Mean differences were found for gender and age groups, with girls and older students scoring higher in empathy compared to boys and younger students. Also, older students scored higher in cyberbullying perpetration than younger ones. However, the effect of empathy on bullying and cyberbullying was invariant across gender, age and nationality. Conclusions Cognitive and affective empathy are important correlates of both traditional bullying and cyberbullying, independent of gender, age and nationality. Overall, the results provide valuable information for the development of evidence based interventions and educational campaigns against bullying and cyberbullying in adolescence.