Cyberbullying Awareness and Emotional Impact among Malaysian Parents: An Exploratory Study

Cyberbullying Awareness and Emotional Impact among Malaysian Parents: An Exploratory Study

¹Richard C. M and ^2*Zainudin E. F

¹Faculty of Social Sciences and Humanities, Open University Malaysia (OUM), Malaysia

² Faculty of Education, Open University Malaysia (OUM), Malaysia

DOI: https://dx.doi.org/10.47772/IJRISS.2025.913COM0031

Received: 04 July 2025; Accepted: 11 July 2025; Published: 16 August 2025

ABSTRACT

Cyberbullying is a significant issue in the digital era, particularly for parents who strive to safeguard their children from harm in the online world. Despite its growing prevalence and its potential to disrupt lives, there is limited understanding of how parents perceive and respond to cyberbullying incidents. This study seeks to fill this gap by investigating Malaysian parents’ awareness of cyberbullying, the specific forms it takes, and the emotional effects of witnessing such incidents on both parents and children. Using a structured questionnaire, the research gathers insights from a diverse group of parents representing various demographic backgrounds, such as age, gender, education level, and socioeconomic status. The findings reveal varying levels of awareness among parents, highlighting common forms of cyberbullying such as harassment, impersonation, public shaming, and social exclusion. Additionally, the study explores how parents respond to these incidents, including strategies for supporting their children and advocating for safer online practices. Parents reported a range of emotional responses, including anxiety, frustration, helplessness, and anger, reflecting their deep concern for their children’s well-being in digital spaces. This study underscores the urgent need for parental education on cyberbullying and the development of culturally appropriate interventions and educational programmes to combat this issue effectively.

Keywords: cyberbullying, awareness, witness, emotional, parents, Malaysian

INTRODUCTION

Cyberbullying continues to evolve as a complex digital safety threat, particularly for adolescents immersed in technology-mediated environments. Defined as the intentional and repeated harm inflicted via electronic devices, cyberbullying encompasses a range of aggressive behaviours including harassment, impersonation, doxxing, and social exclusion (Hinduja & Patchin, 2018). Most existing research focuses on perpetrators and victims, often overlooking a critical third party: parents, who frequently act as bystanders, responders, or emotional witnesses to their children’s experiences of online aggression (Elsaesser et al., 2017; Doumas & Midgett, 2020).

In Malaysia, increasing internet penetration and mobile device use have magnified this issue. A recent national survey found that over 51% of Malaysian youth have experienced mean or hurtful online comments, predominantly via platforms such as WhatsApp, Instagram, and TikTok (Samsudin et al., 2023). However, despite this high exposure, many parents remain underprepared to recognise, report, or respond to cyberbullying. Studies have shown that while awareness is high, knowledge of reporting mechanisms, legal action, or digital mediation strategies remains limited (Sabramani et al., 2021; Tee, 2023). This gap highlights a key obstacle: although many parents understand what cyberbullying is, they often lack the practical skills to intervene.

Globally, research on digital parenting highlights the significance of parental mediation strategies such as active involvement, restrictive controls, and shared media use as means to reduce online risks (Wright, 2017; Durak et al., 2024). The effectiveness of these strategies is often influenced by demographic and cultural factors. For instance, Uslu and Durak (2021) demonstrated that parental education level, the age of the child, and digital literacy play a crucial role in determining the success of supervision practices. Within the Malaysian context, the absence of standardised intervention frameworks and the persistence of sociocultural stigma surrounding conversations about online harm present additional barriers to effective parental response.

Importantly, parents are not emotionally immune to these experiences. Studies have linked exposure to children’s cyberbullying incidents with heightened levels of anxiety, helplessness, guilt, and in some cases, depressive symptoms (Doumas & Midgett, 2020; DeSmet et al., 2019). The psychological distress may be particularly intense when parents feel unable to protect their children or lack the resources to intervene effectively. This aligns with findings from East and Southeast Asia, where humour-based cyberbullying is often minimised, and anonymity increases online hostility (Alsawalqa, 2021; Huang & Chou, 2010). In such settings, collectivist cultural values may discourage open conversations between parents and children about digital harm (Park et al., 2021).

Gender and parenting style significantly shape how parents respond to cyberbullying incidents involving their children. Studies have indicated that restrictive parenting strategies may have adverse effects, particularly on daughters, whereas instructive mediation tends to promote open dialogue and resilience (Wright, 2017). In addition, parental phubbing, which refers to the act of ignoring children in favour of mobile devices, has been associated with increased levels of cyber-aggression among boys, underscoring the complex influence of parenting behaviour (Elboj-Saso et al., 2023).

Although international scholarship on digital parenting and cyberbullying is expanding, there remains a notable gap in empirical research focused on Malaysian parents. Specifically, limited attention has been given to their emotional responses, perceived roles, and culturally influenced approaches to intervention. Existing models are predominantly based on Western frameworks, which may not fully capture the sociocultural dynamics, familial expectations, and digital practices unique to Malaysian households.

This study addresses this critical gap by investigating how Malaysian parents perceive, witness, and emotionally respond to cyberbullying incidents involving children. Framed as an exploratory study, it focuses on identifying trends, emotional patterns, and practical gaps in awareness and intervention. The findings aim to inform culturally grounded frameworks for digital parenting and policy development in Malaysia’s evolving digital safety landscape.

The study is guided by the following research questions:

1. What are the general trends in cyberbullying awareness among Malaysian parents?
2. What common cyberbullying incidents have Malaysian parents witnessed?
3. How do Malaysian parents describe their emotional responses to witnessing cyberbullying?

MATERIALS AND METHODS

Study Design

This study employed a quantitative, cross-sectional survey design to explore Malaysian parents’ awareness, experiences, and emotional responses regarding cyberbullying incidents involving their children. Given the modest sample size and exploratory focus, the objective was to identify emerging patterns rather than establish statistically generalisable conclusions (Kamaruddin et al., 2023). This method is appropriate for studying topics that haven’t been widely explored, especially within specific cultural settings.

Participants and Sampling

A total of 62 Malaysian parents participated in the study. Eligibility criteria included:

1. being a parent or guardian of at least one child aged 10–18,
2. residing in Malaysia, and
3. having witnessed, or been informed of, at least one cyberbullying incident involving a minor.

Recruitment utilised a purposive and snowball sampling strategy through parenting-focused social media platforms such as Facebook and WhatsApp groups. To accommodate linguistic preference, the questionnaire was offered in both Malay and English versions. Of the total respondents, 37 completed the English version, and 25 completed the Malay version.

Participants reflected a diverse demographic profile in terms of ethnicity, education level, and regional background. Both mothers and fathers were represented, with a majority holding at least a tertiary-level education.

Instrumentation

The survey instrument was a structured, self-administered questionnaire developed by synthesising validated constructs from cyberbullying and digital parenting literature (Hinduja & Patchin, 2018; Elsaesser et al., 2017). The instrument consisted of four main sections:

Section A: Demographics

– Collected data on participants’ gender, age group, education level, ethnicity, geographic location, and number of children.

Section B: Awareness of Cyberbullying

– Included six items using a 5-point Likert scale measuring levels of parental awareness regarding cyberbullying definitions, types, legal knowledge, reporting mechanisms, perceived severity compared to physical bullying, and the frequency of digital safety discussions with their children.

Section C: Witnessed Cyberbullying Incidents

– Assessed the types of incidents observed by parents (e.g., harassment, doxxing, impersonation), and the platforms involved (e.g., TikTok, WhatsApp, Facebook). Items used frequency scales ranging from 1 (Never) to 5 (Always).

Section D: Emotional Responses

– Measured emotional intensity associated with witnessing or learning about cyberbullying. Emotions included anxiety, anger, helplessness, disgust, surprise, confidence, and relief, rated on a 5-point Likert scale from 1 (Not at all) to 5 (Extremely). Items were informed by studies on parental stress, secondary trauma, and cyberbullying bystander responses (Doumas & Midgett, 2020; Li et al., 2024).

The bilingual versions of the instrument were cross-validated for face and linguistic clarity. Two subject matter experts in cyberpsychology and one certified school counsellor reviewed both versions. A pilot test (n = 10) was conducted to ensure cultural appropriateness and readability, resulting in minor revisions to wording and sequence.

Data Collection Procedure

Data collection was carried out over a two-week period in February 2025 through an online survey hosted on Google Forms. Participation in the study was entirely voluntary. Before accessing the questionnaire, all potential respondents were presented with a digital informed consent form outlining the study’s objectives, the voluntary nature of participation, assurances of data confidentiality, and the anonymity of responses. Only those who provided explicit digital consent were granted access to complete the survey, ensuring that consent was properly recorded. No personally identifiable information was collected at any stage of the study.

Data Analysis

All survey responses were coded and analysed using IBM SPSS Statistics (Version 27). Descriptive statistics, including frequencies, percentages, means, and standard deviations, were employed to summarise responses across key variables such as parental awareness, observed cyberbullying incidents, and emotional responses.

Given the ordinal nature of the Likert-scale items and the modest sample size, non-parametric statistical tests were applied to explore group differences. Specifically, Mann–Whitney U tests were conducted to examine differences in responses based on gender and education level, while Chi-square tests were used to analyse associations between categorical variables, such as the type of cyberbullying incident and parental actions taken in response.

All inferential tests were performed at a significance level of p < .05. Prior to analysis, data cleaning procedures and assumption checks were carried out to ensure the validity and reliability of the results.

RESULTS AND DISCUSSION

Parental Awareness of Cyberbullying (RQ1)

The majority of participants demonstrated high conceptual awareness of cyberbullying as illustrated in Table 1. Most parents agreed or strongly agreed that they understood what cyberbullying entails (M = 4.48, SD = 0.71) and could recognise its different forms (M = 4.12, SD = 0.67). Additionally, cyberbullying was perceived to be as serious as physical bullying by most respondents (M = 4.44, SD = 0.71), reflecting increased public consciousness of its psychological consequences.

Table 1: Distribution of Mean Score for Parental Awareness of Cyberbullying

These results are consistent with prior studies showing increased awareness among parents in digitally connected societies. For example, Sabramani et al. (2021) found that over 70% of Malaysian parents had heard of cyberbullying. However, deeper forms of literacy—such as legal knowledge and intervention confidence—were notably lower in this study. Only a minority reported being confident in their understanding of legal frameworks (M = 3.44, SD = 1.04) or reporting procedures (M = 3.32, SD = 1.03). Similarly, while most parents claimed to engage in discussions with their children about digital safety, the frequency of these discussions was modest (M = 3.64, SD = 1.15).

This gap between conceptual awareness and actionable preparedness echoes previous findings by Tee (2023), who reported that although 78% of parents were aware of the term cyberbullying, fewer than 35% engaged with digital safety tools. Uslu and Durak (2021) emphasised that such gaps may be due to demographic influences such as parent age, child’s school level, and education background, which were also represented in this study’s sample.

These findings suggest that surface-level awareness is insufficient to protect children from cyberbullying risks. In the absence of procedural knowledge and confidence in intervention, parents may remain passive observers despite recognising instances of online harm. This highlights the need for targeted parental education, particularly around legal resources, reporting channels, and emotional communication strategies.

Types of Cyberbullying Witnessed (RQ2)

Table 2 shows the data of respondents who had witnessed a range of cyberbullying behaviours involving their children or children in their care. The most frequently observed type was harassment, including verbal abuse, threats, and hostile comments (M = 3.16, SD = 1.03). This aligns with national data showing that over 51% of Malaysian youth experience such abuse online, often through messaging platforms or social media (Samsudin et al., 2023).

Other common forms included doxxing, or the public sharing of personal information without consent (M = 2.84, SD = 1.37), and cyberstalking—defined as persistent, unwanted digital surveillance (M = 2.72, SD = 1.28). Less frequently reported, but still notable, were social exclusion (M = 2.40) and impersonation (M = 1.96), in which a child’s identity is used maliciously by another individual online.

Table 2: Distribution of Mean Score for Types of Cyberbullying Witnessed by Parents

Interestingly, several forms of cyberbullying appeared to be specific to particular platforms. Parents frequently identified WhatsApp, TikTok, and Instagram as common environments where such behaviours took place. These platforms are characterised by features that enable both anonymity and wide peer engagement. This observation is consistent with findings by Huang and Chou (2010), who reported that anonymous or pseudonymous settings tend to reduce inhibition and accountability among adolescent users.

Furthermore, regional studies have identified humour-based bullying as a prevalent and culturally overlooked form of aggression. Alsawalqa (2021) noted that many East and Southeast Asian students interpret cyberbullying as “just jokes,” especially when performed among peers. Parents in such contexts may also misjudge intent, minimising or dismissing harmful acts unless the outcomes are severe.

This study also observed gender-related trends, with respondents more frequently identifying male adolescents as perpetrators, corroborating similar trends found in Malaysia and Taiwan (Samsudin et al., 2023; Huang & Chou, 2010). These findings support calls for gender-sensitive prevention strategies that address the social norms driving aggressive behaviour among boys and the invisibility of passive forms often experienced by girls.

Emotional Responses to Cyberbullying (RQ3)

The emotional impact of cyberbullying on parents was substantial, as reported in Table 3. The most intense emotional response was worry about future incidents (M = 4.08, SD = 0.99), followed closely by anger (M = 4.04, SD = 1.02) and disgust (M = 3.96, SD = 1.10). Feelings of shock and anxiety were also reported frequently (M = 3.92), indicating that parents do not view cyberbullying as an abstract or distant threat—it is experienced as an immediate family-level stressor.

While some participants reported relief (M = 3.72) and confidence in handling the situation (M = 3.80), these were generally lower, suggesting that many parents may lack the coping skills or knowledge to intervene effectively. This mirrors findings by Doumas and Midgett (2020), who reported internalising symptoms such as helplessness and anxiety among adult bystanders of cyber aggression.

Table 3: Distribution of Mean Score for Emotional Responses to Cyberbullying

Importantly, emotional responses varied based on parental gender and parent-child relationship quality. Studies have shown that maternal respondents often report higher levels of emotional distress and overprotection (Elboj-Saso et al., 2023), while parents with strong emotional bonds to their children were more likely to engage in proactive support (Li et al., 2024).

Several moderating factors emerged in past literature and were echoed in this study’s open responses, such as the role of parenting style, previous exposure to cyberbullying, and digital confidence. Authoritative parenting styles have been associated with reduced cyberbullying and stronger emotional regulation (Elsaesser et al., 2017), while restrictive or inconsistent strategies may contribute to parent-child communication breakdowns during digital crises.

Together, these findings underscore the importance of equipping parents emotionally and procedurally, not just conceptually. Emotional readiness is a critical component of digital parenting, particularly in a climate where parents are both protectors and potential secondary victims of online aggression.

CONCLUSION

This exploratory study offers critical insights into how Malaysian parents perceive, witness, and emotionally respond to cyberbullying incidents involving children. While conceptual awareness of cyberbullying was generally high among participants, significant gaps were found in procedural knowledge, legal awareness, and confidence in reporting or managing such incidents. These findings reaffirm earlier studies indicating that surface-level familiarity is not sufficient to enable effective parental intervention (Tee, 2023; Sabramani et al., 2021).

Harassment, doxxing, and cyberstalking were identified as the most frequently witnessed forms of online aggression, primarily occurring on social media and messaging platforms. A notable gendered trend emerged, with male adolescents more often reported as perpetrators. This observation aligns with regional studies and reflects culturally embedded behavioural norms (Samsudin et al., 2023; Huang & Chou, 2010).

In terms of emotional impact, parents expressed significant levels of worry, anger, and anxiety, with some also experiencing helplessness. These findings illustrate that cyberbullying extends beyond youth as a target group, presenting a psychological burden at the family level. Emotional responses were influenced by factors such as gender, digital literacy, and parenting style, indicating the importance of developing empathy-based, family-centered intervention strategies.

Although this study contributes novel findings to an under-researched area, it is not without limitations. The relatively small sample size and non-probability sampling restrict the generalizability of results. Self-reported data may also introduce biases related to memory recall or social desirability. Nevertheless, these limitations are balanced by the study’s strength in contextual depth, offering grounded, culturally relevant insights that can inform policy, education, and digital parenting programs.

Future research should include larger and more demographically diverse samples from both urban and rural settings to better evaluate the scalability of the findings. Incorporating mixed-method approaches, such as combining surveys with interviews or digital diaries, may offer richer insights into emotional experiences and coping mechanisms among parents. Longitudinal studies are also recommended to determine whether parental awareness and emotional resilience improve over time, particularly in response to targeted interventions or national cyber safety campaigns.

This study emphasises the complex role that parents play within the digital safety landscape. It highlights the need for policy-level recognition of their responsibilities, not only as guardians of their children but also as individuals managing the emotional demands of an increasingly digital environment.

ACKNOWLEDGEMENTS

This study was supported by Open University Malaysia through the Centre for Research and Innovation (CRI). The authors gratefully acknowledge the institutional funding provided as part of the university’s research development initiative. The views expressed in this paper are those of the authors and do not necessarily reflect the official policy or position of the institution.

Declaration of Interest Statement

The authors declare that there is no conflict of interest.

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