The Impact of Parental Supervision and School Environmental Factors on Cyberbullying Behavior Among Students

Abstract

Cyberbullying among elementary school students is an increasingly important concern that requires preventive efforts involving both families and schools. This study examines the influence of parental supervision and school environmental factors on students’ cyberbullying behavior at MI Tarbiyatul Athfal, East Jakarta. A quantitative approach with an ex post facto design was employed using multiple linear regression analysis. The study involved 40 students from grades four, five, and six, selected from a population of 54 students. Data were collected through a questionnaire using a five-point Likert scale. The research instruments were assessed for validity and reliability, while the analytical procedures included assumption tests and regression analysis. The reliability coefficients were 0.862 for parental supervision, 0.805 for the school environment, and 0.741 for cyberbullying behavior, indicating acceptable internal consistency. The findings showed that parental supervision did not have a statistically significant partial relationship with cyberbullying behavior ((B = 0.013), (p = 0.941)). In contrast, the school environment demonstrated a statistically significant positive relationship with cyberbullying behavior ((B = 0.322), (p = 0.014)). Simultaneously, the two independent variables were significantly associated with cyberbullying behavior ((F = 5.231), (p = 0.010)), with a multiple correlation coefficient of (R = 0.469) and an (R^2) value of 0.220. These findings indicate that the school environment warrants particular attention in understanding students’ cyberbullying behavior, although the direction of the relationship requires further investigation. The study recommends strengthening school-based digital citizenship education, improving reporting mechanisms, and fostering collaboration between parents and teachers to promote safer online interactions among elementary school students.