Understanding University Students’ Lived Experiences of Cyberbullying in Digital Interpersonal Communication

Abstract

Cyberbullying in digital interpersonal communication has emerged as a significant concern in communication and social psychology studies, particularly among university students navigating complex peer dynamics online. While existing research has documented the prevalence and psychological effects of cyberbullying, little is known about how students personally interpret and make meaning of these experiences within their social-academic networks. This study addresses that gap by asking: How do university students experience and internalize cyberbullying in interpersonal online contexts? Using an interpretative phenomenological approach, this study explores the lived experiences of students subjected to peer-based cyberbullying on social media platforms. In-depth semi-structured interviews were conducted with 10 university students from a public university in Jakarta, Indonesia. The collected data were analyzed using interpretative phenomenological analysis (IPA) to identify thematic patterns and ensure rigor through member checking and peer debriefing. The findings reveal four central themes: emotional shock, withdrawal from digital interaction, the search for emotional support, and the reconstruction of self-identity. These themes highlight how cyberbullying is not merely a digital behavior but a deeply emotional and relational rupture in trusted social spaces. The study contributes to a more nuanced understanding of digital harm by emphasizing the subjective meanings and emotional consequences of cyberbullying, particularly in collectivist cultural settings. These insights have implications for developing empathy-based interventions, improving digital emotional literacy, and guiding future research in communication, education, and mental health.