Cyberbullying is a serious problem. Maladaptive emotion regulation among cyber-victims may also increase later perpetration. Prior research suggests that cognitive reappraisal can reduce negative emotional impact and improve adjustment, but few studies have applied reappraisal-based training to coping with cyberbullying in higher education. To address this gap, a brief four-session training for college students that taught two reappraisal strategies: reinterpretation (reframing the incident to alter its meaning) and distancing (adopting a detached, third-person perspective to reduce emotional intensity) was designed. It is proposed that this training would improve students’ psychological well-being, emotion-regulation resources, and reduce their cyberbullying tendency. A total of 83 college students (18–24 years; M_age= 22.43) completed pre- and post-programme surveys. Measures included psychological well-being, emotion regulation (frequency, knowledge and confidence in regulating emotions), and cyberbullying perpetration. Participants attended the four sessions and completed the same measures again at T2. At T2, participants reported higher hope (t(82) = 2.43, p < .05, d = 0.27) and resilience (t(79) = 2.35, p < .05, d = 0.26), greater emotion-regulation knowledge (t(82) = 11.14, p < .001, d = 1.22) and confidence (t(82) = 5.78, p < .001, d = 0.63), and more frequent use of cognitive reappraisal (t(82) = 6.60, p < .001, d = 0.73). They also reported fewer cyberbullying perpetration (t(82) = -2.38, p < .05, d = -0.26). No significant differences emerged between the two training approaches. Overall, a brief, class-based reappraisal programme may strengthen college students’ well-being and emotion-regulation resources while reducing cyberbullying perpetration.

Authors:
Angel Nga Man Leung, The Education University of Hong Kong, China

About the Presenter(s)
Dr Angel Nga Man Leung is a University Assistant Professor/Lecturer at The Education University of Hong Kong in Hong Kong

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