<![CDATA[This study aims to examine the roles of empathy and life satisfaction regarding the tendency toward cyberbullying behavior among students. Empathy is viewed as an individual's ability to understand and feel the emotional states of others, while life satisfaction represents an individual's overall assessment of their life. A quantitative approach was employed in this study. Data were collected using questionnaires comprising scales for empathy, life satisfaction, and cyberbullying behavioral tendencies. The study involved 50 students selected through purposive sampling, and the data were analyzed using multiple linear regression. The analysis results indicate that empathy and life satisfaction simultaneously exert a significant influence on the tendency toward cyberbullying behavior, as evidenced by an F-value of 22.832 and a significance level of 0.000 (p < 0.05). The coefficient of determination (R²) was 0.492, indicating that empathy and life satisfaction contributed 49.2% to the variance. Empathy provided an effective contribution of 27.8%, while life satisfaction contributed 21.4%. These findings demonstrate that higher levels of empathy and life satisfaction among students correlate with a lower tendency toward cyberbullying behavior. Therefore, fostering empathy and enhancing students' psychological well-being should be key focuses when developing cyberbullying prevention programs within school environments.]]>
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