1
|
Kim J, Scroggins JK, Ledbetter L, De Gagne JC. Cyberincivility among Adolescents: A Systematic Review of Qualitative Evidence. THE JOURNAL OF SCHOOL HEALTH 2024; 94:754-767. [PMID: 38862410 DOI: 10.1111/josh.13484] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2023] [Revised: 04/18/2024] [Accepted: 04/22/2024] [Indexed: 06/13/2024]
Abstract
BACKGROUND The ubiquitous use of social media places adolescents at high risk for cyberincivility (disrespectful, insensitive, or disruptive online behaviors). Adolescents who experience cyberincivility can have mental health issues including depression and suicidal ideation. However, no reviews synthesized findings from qualitative studies on cyberincivility among adolescents, which was the aim of this review. METHODS Eleven articles were extracted from MEDLINE, Embase, PsycINFO, ERIC, and Education Full Text. Study qualities were assessed using the JBI Critical Appraisal Checklist. A meta-ethnographic framework guided the thematic analysis. RESULTS Five themes were identified: forms of cyberincivility, platforms used for cyberincivility, perceptions and understanding of cyberincivility, adverse impact on health, and perceptions of seeking support. Social media was often used for cyberincivility, and common forms of cyberincivility included impersonation, aggressive verbal behaviors, and social exclusion. Adolescents perceived cyberincivility as persistent and relentless, with severe health impacts including depression, but they hesitate to seek support. CONCLUSIONS Considering the negative impact of cyberincivility on adolescents' physical and mental well-being, it is important to develop anti-cyberincivility programs in schools. Schools have opportunities to efficiently reach both perpetrators and victims of cyberincivility with anti-cyberincivility programs rooted in trust building and engagement from family, community, and peers.
Collapse
Affiliation(s)
- Joy Kim
- Plano Senior High School, Plano, TX, USA
| | | | | | | |
Collapse
|
2
|
Brehmer M. Perceived Moral Norms in an Extended Theory of Planned Behavior in Predicting University Students' Bystander Intentions toward Relational Bullying. Eur J Investig Health Psychol Educ 2023; 13:1202-1218. [PMID: 37504480 PMCID: PMC10378446 DOI: 10.3390/ejihpe13070089] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2023] [Revised: 06/13/2023] [Accepted: 06/30/2023] [Indexed: 07/29/2023] Open
Abstract
Relational forms of bullying, such as social exclusion, are prevalent among students in higher education (HE) and pose challenges to the creation of a safe and inclusive learning environment for young adults. Based on research showing how bystanders in bullying incidents can counteract bullying effectively, the present study investigated the extent to which bystanders' prosocial behavioral intentions may be predicted using an extended theory of planned behavior (TPB). Students' behavioral intentions toward the physical-social exclusion of peers in a hypothetical group work setting were investigated in a sample of 419 university students in the United Kingdom. Hierarchical regression analysis showed that moral norms significantly predicted intention over and above cognitive attitude, descriptive norms, and perceived behavioral control. In contrast, emotional attitudes and injunctive norms were not significant predictors of intention. Moreover, significant weak mediation effects could be shown for moral norms as a mediator of the relationships between standard TPB predictors and intention. The present study contributes knowledge to the growing research body on applications of the TPB and on bystander intentions in bullying in HE. Implications for a development in preventive measures to foster university students' prosocial intentions toward bullying are discussed.
Collapse
Affiliation(s)
- Mareike Brehmer
- Department of Education, University of Agder, 4630 Kristiansand, Norway
| |
Collapse
|
3
|
Menabò L, Skrzypiec G, Slee P, Guarini A. What roles matter? An explorative study on bullying and cyberbullying by using the eye-tracker. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2023:e12604. [PMID: 37186299 DOI: 10.1111/bjep.12604] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2022] [Revised: 03/10/2023] [Accepted: 04/17/2023] [Indexed: 05/17/2023]
Abstract
BACKGROUND Bullying and cyberbullying are serious public health concerns that involve more roles beyond the bully and the victim (pro-bullies, defenders, bystanders). However, students often perceive the phenomena as dyadic. AIM The purpose was to examine students' perceptions of different roles when observing bullying and cyberbullying scenes combining implicit (attention by using the eye-tracker) and explicit (verbal reports) measures. SAMPLE We included 50 Italian students (aged 10-11). METHODS Students watched 12 drawings of different types of bullying and cyberbullying while their gaze was tracked, and subsequently described each drawing verbally. We ran repeated measure ANOVAs to compare attentional indexes (fixation count, visit count and total fixation duration) in observing roles and Cochran's Q test to evaluate differences in the verbal identification of roles. RESULTS Overall, the victim and bully were the most observed and identified roles in every type of bullying and cyberbullying scenario. Concerning the other roles, a discrepancy was observed between the implicit and explicit measures since although it was greatly identified, the pro-bully received less attention, and while the bystander received great attention, it was mentioned less. Finally, the defender was more observed and identified in physical bullying and cyberbullying. CONCLUSIONS Our study points out for the first time the dyadic perception of the phenomena among adolescents using implicit and explicit measures and sheds light on differences among the roles in different forms of bullying. Further research including the eye-tracker would be worthwhile given the possibility of exploring the phenomena from different perspectives.
Collapse
Affiliation(s)
- Laura Menabò
- Department of Psychology "Renzo Canestrari", University of Bologna, Bologna, Italy
| | - Grace Skrzypiec
- Department of Education, Flinders University, Adelaide, South Australia, Australia
| | - Phillip Slee
- Department of Education, Flinders University, Adelaide, South Australia, Australia
| | - Annalisa Guarini
- Department of Psychology "Renzo Canestrari", University of Bologna, Bologna, Italy
| |
Collapse
|
4
|
Children’s perspective on fears connected to school transition and intended coping strategies. SOCIAL PSYCHOLOGY OF EDUCATION 2023. [DOI: 10.1007/s11218-023-09759-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023]
Abstract
AbstractThe transition from primary to secondary school comes with major changes in the lives of children. There is a shortage of in-depth analyses of young people’s perspectives concerning their fears and strategies to address these. This qualitative study aims to gain first-hand understanding of children’s fears and the intended coping strategies used during school transition. Data from 52 workshops were analysed, with a total of 896 students (M age = 10.40, SD = .839) in lower Austria. First, in the classroom setting, a vignette story about a child facing fears about school transition from primary to secondary school was developed with pupils in a brainstorming session. This was followed by self-selected small group discussions, where pupils proposed strategies to help cope with these fears. A thematic analysis was carried out. Major thematic clusters distinguished between four types of fears: peer victimisation, being alone, victimisation by authority figures, and academic failure. Three additional thematic clusters described strategies for countering the fears: enacting supportive networks, personal emotion regulation, and controlling behaviour. In addition to these connected clusters, two further themes were identified: strategy outcomes and consequences, i.e., personal experiences with using specific strategies, and the discussion of participants about contradictions and questionable usefulness of identified strategy outcomes. In conclusion, the children in our study reported more social fears as compared to academic fears. Children seem reasonably competent at naming and identifying strategies; however, maladaptive strategies, as well as controversies within the described strategies may indicate a lack of certainty and competence at engaging with these strategies on a practical level.
Collapse
|
5
|
Jeyagobi S, Munusamy S, Kamaluddin MR, Ahmad Badayai AR, Kumar J. Factors influencing negative cyber-bystander behavior: A systematic literature review. Front Public Health 2022; 10:965017. [PMID: 36262235 PMCID: PMC9574391 DOI: 10.3389/fpubh.2022.965017] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2022] [Accepted: 09/06/2022] [Indexed: 01/24/2023] Open
Abstract
Cyber-aggression is global epidemic affecting citizens of cyberspace, without regards to physical, geographical and time constraints. Recent research has identified the significant role of cyber-bystanders in exacerbating and de-escalating incidents on cyber-aggression they come across. Additionally, frequent exposure to cyber-aggression is found to have been associated with negative effects on participants of cyber-aggression, ranging from self-esteem problems to mental health disorders such as depression and anxiety, and in the worst cases even suicidal behaviors and ideation. Moreover, past research had also identified that negative bystanders could potentially become aggressors themselves. Therefore, the current review is aimed at uncovering the common themes and factors that drive individuals to resort to negative bystander behavior. Hence, a systematic literature review using the PRISMA framework was carried out, involving articles published between January 2012 to March 2022, on online databases such as SCOPUS, Science Direct, SAGE Journals, Web of Science, and Springer Link. Results obtained through the synthesis of 27 selected articles, were grouped into three categories, namely situational factors, personal factors and social influence. Upon further synthesis of the results, it was noted that many of the factors had interacted with each other. Thus, practical suggestion for prevention and future research would include addressing these interactions in preventative methodologies and research interests.
Collapse
Affiliation(s)
- Sobana Jeyagobi
- Centre for Research in Psychology and Human Well-Being, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
| | - Shalini Munusamy
- Centre for Research in Psychology and Human Well-Being, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia,Department of Early Childhood Education, Faculty of Creative Industries, Universiti Tunku Abdul Rahman Sungai Long, Kajang, Selangor, Malaysia
| | - Mohammad Rahim Kamaluddin
- Centre for Research in Psychology and Human Well-Being, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia,*Correspondence: Mohammad Rahim Kamaluddin
| | - Abdul Rahman Ahmad Badayai
- Centre for Research in Psychology and Human Well-Being, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
| | - Jaya Kumar
- Department of Physiology, Faculty of Medicine, Universiti Kebangsaan Malaysia, Bangi, Malaysia
| |
Collapse
|
6
|
Espinoza G. Personal and Witnessed Cyber Victimization Experiences Among Adolescents at the Beginning of the COVID-19 Pandemic. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2022; 16:1-8. [PMID: 35992889 PMCID: PMC9374584 DOI: 10.1007/s40653-022-00480-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/08/2022] [Indexed: 05/27/2023]
Abstract
Personal experiences with cyber victimization among adolescents have been consistently associated with well-being problems. Few studies have examined the impact of witnessing cyber victimization on adolescent well-being. The current study examines adolescents' personal and witnessed experiences with cyber victimization during the beginning stages of the coronavirus disease 2019 (COVID-19). The main aim of the study is to test whether witnessing cyber victimization incidents among peers strengthens or weakens the association between personal cyber victimization incidents and adolescents' feelings of anxiety. Adolescents from the United States were recruited via social media site advertisements. An online survey was completed by 992 adolescents (M age = 16.09, SD = 1.24) from ethnically diverse backgrounds (49% White, 18% Asian/Asian-American, 14% Latinx, 9% Black/African-American, and 10% Other). The key results revealed a significant moderating role of witnessed cyber victimization incidents. Among adolescents who witnessed low levels of cyberbullying, the more they were personally cyber victimized, the higher their levels of anxiety. However, for adolescents who witnessed higher levels of cyberbullying incidents, the association between personal cyber victimization and anxiety was not significant. The findings suggest that adolescents who personally experience cyber victimization may feel less alone in their plight and thus, less anxious if they also witness others being targeted online.
Collapse
Affiliation(s)
- Guadalupe Espinoza
- Child and Adolescent Studies Department, California State University, Fullerton, USA
| |
Collapse
|
7
|
Midgett A, Doumas DM, Buller MK. Posttraining Outcomes, Acceptability, and Technology-Based Delivery of the STAC Bystander Bullying Intervention Teacher Module: Mixed Methods Study. JMIR Form Res 2022; 6:e40022. [PMID: 35921129 PMCID: PMC9386582 DOI: 10.2196/40022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2022] [Revised: 06/22/2022] [Accepted: 06/24/2022] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Bullying is a significant problem for youth associated with wide-ranging negative consequences. Providing students who witness bullying with intervention strategies to act as defenders can reduce bullying and negative associated outcomes for both targets and bystanders. Educating teachers about bullying and training them to support students to intervene as defenders may increase the efficacy of bystander programs as teachers' attitudes and responses to bullying relate to bystander behavior. This is particularly important in middle school, when bullying peaks and rates of reporting bullying to teachers begin to decline. Reducing implementation barriers, including limited time and resources, must also be considered, particularly for schools in low-income and rural areas. Technology-based programs can increase access and scalability but require participant buy-in for adoption. OBJECTIVE We used a mixed methods design to inform the development of the STAC teacher module, a companion training to a brief bullying bystander intervention. STAC stands for the four bystander intervention strategies: Stealing the Show, Turning it Over, Accompanying Others, and Coaching Compassion. Objectives included examining the effectiveness of the STAC teacher module and informing the translation of the training into a technology-based format that can be used as a companion to the technology-based STAC. METHODS A sample of 17 teachers recruited from 1 middle school in a rural, low-income community completed pre- and posttraining surveys assessing immediate outcomes (ie, knowledge, confidence, comfort, and self-efficacy), intention to use program strategies, and program acceptability and relevance, followed by a qualitative focus group obtaining feedback regarding program appropriateness, feasibility, content, perception of need, and desire for web-based training. Descriptive statistics, 2-tailed independent-sample t tests, and thematic analyses were used to analyze the data. RESULTS Assessment of pre- and posttraining surveys indicated that teachers reported an increase in knowledge and confidence to support defenders, confidence and comfort in managing bullying, and bullying self-efficacy. Furthermore, most participants reported that they were likely or very likely to use STAC strategies to support students who intervene in bullying. Quantitative and qualitative data revealed that participants found the training easy to use, useful, relevant, and appropriate. Qualitative data provided feedback on ways of improving the program, including revising role-plays and guidance on understanding student behavior. Participants shared positive perceptions regarding program feasibility and need for bullying-specific prevention, the most significant barriers being cost and parent buy-in, suggesting the importance of including parents in the prevention process. Finally, participants shared the strengths of a web-based program, including ease of implementation and time efficiency, while indicating the importance of participant engagement and administration buy-in. CONCLUSIONS This study demonstrates the effectiveness of the STAC teacher module in increasing knowledge and bullying self-efficacy and provides support for developing the module, including key information regarding considerations for web-based translation.
Collapse
Affiliation(s)
- Aida Midgett
- Department of Counselor Education, Boise State University, Boise, ID, United States
- Institute for the Study of Behavioral Health and Addiction, Boise State University, Boise, ID, United States
| | - Diana M Doumas
- Department of Counselor Education, Boise State University, Boise, ID, United States
- Institute for the Study of Behavioral Health and Addiction, Boise State University, Boise, ID, United States
| | | |
Collapse
|
8
|
Coping strategy, Well-being, and bullying perpetration in primary schools: a longitudinal mediation model. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03376-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
9
|
McIver TA, Craig W, Bosma RL, Chiarella J, Klassen J, Sandra A, Goegan S, Booij L. Empathy, Defending, and Functional Connectivity While Witnessing Social Exclusion. Soc Neurosci 2022; 17:352-367. [PMID: 35659207 DOI: 10.1080/17470919.2022.2086618] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Peers are present for most bullying episodes. Peers who witness bullying can play an important role in either stopping or perpetuating the behaviour. Defending can greatly benefit victimized peers. Empathy is strongly associated with defending. Yet, less is known about defenders' neural response to witnessing social distress, and how this response may relate to the link between empathy and defending. Forty-six first-year undergraduate students (Mage = 17.7; 37 women), with varied history of peer defending, underwent fMRI scanning while witnessing a depiction of social exclusion. Functional connectivity analysis was performed across brain regions that are involved in cognitive empathy, empathetic distress, and compassion. History of defending was positively associated with functional connectivity (Exclusion > Inclusion) between the left orbitofrontal cortex (OFC) - medial prefrontal cortex (MPFC), and right OFC - left and right amygdalae. Defending was negatively associated with functional connectivity between the left OFC - anterior cingulate cortex. The relationship between history of defending and empathy (specifically, empathetic perspective taking) was moderated by functional connectivity of the right OFC - left amygdala. These findings suggest that coactivation of brain regions involved in compassionate emotion regulation and empathetic distress play a role in the relationship between empathy and peer defending.
Collapse
Affiliation(s)
- Theresa A McIver
- Queen's University, Centre for Neuroscience Studies, Kingston, Ontario, Canada
| | - Wendy Craig
- Queen's University, Department of Psychology, Kingston, Ontario, Canada
| | - Rachael L Bosma
- Queen's University, Centre for Neuroscience Studies, Kingston, Ontario, Canada
| | - Julian Chiarella
- Concordia University, Department of Psychology, Montreal, Quebec, Canada
| | - Janell Klassen
- Queen's University, Department of Psychology, Kingston, Ontario, Canada
| | - Aislinn Sandra
- Queen's University, Department of Psychology, Kingston, Ontario, Canada
| | - Sarah Goegan
- Queen's University, Department of Psychology, Kingston, Ontario, Canada
| | - Linda Booij
- Queen's University, Department of Psychology, Kingston, Ontario, Canada.,Concordia University, Department of Psychology, Montreal, Quebec, Canada
| |
Collapse
|
10
|
Ríos X, Ventura C, Mateu P. "I Gave Up Football and I Had No Intention of Ever Going Back": Retrospective Experiences of Victims of Bullying in Youth Sport. Front Psychol 2022; 13:819981. [PMID: 35242083 PMCID: PMC8886210 DOI: 10.3389/fpsyg.2022.819981] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2021] [Accepted: 01/12/2022] [Indexed: 12/01/2022] Open
Abstract
Bullying is a global issue that, beyond school, is present in different social contexts, such as sport environments. The main objective of this study was to get to know the experiences of victims of bullying in sport throughout their youth sport training. Semi-structured interviews to four Spanish women and seven Spanish men were carried out, within an age range of 17–27 (Mage = 21 years, SD = 3.69). The following main themes were established by means of a hierarchical content analysis: (a) “bullying characterization,” (b) “dealing with bullying,” and (c) “consequences of bullying.” The results show the presence of physical, verbal and social bullying in the sport context, with the changing room being the space where this type of behavior is most frequently developed. Most victims show an internal attribution (self-blame) for the bullying event, related to their motor skills and their personal physical and psychological characteristics. Double victimization can be observed, at the sport club and at the educational center. Passive strategies are used to deal with the situation, while little support is shown by sport agents (teammates and coaches). The victims, as a consequence of the bullying experience, suffer from short and long-term negative effects on a psychosocial level. The study highlights the necessity to design and implement programs focused on the prevention, detection and intervention of bullying for sport organizations, bearing in mind all the agents that make them up (coaches, management teams, families, and players). Furthermore, the importance of promoting the creation of safe sport environments, free from any kind of violence, is emphasized.
Collapse
Affiliation(s)
- Xènia Ríos
- Institut Nacional d'Educació Física de Catalunya (INEFC), Universitat de Barcelona, Barcelona, Spain.,Grup d'Investigació Social i Educativa de l'Activitat Física i de l'Esport, (GISEAFE), Barcelona, Spain
| | - Carles Ventura
- Institut Nacional d'Educació Física de Catalunya (INEFC), Universitat de Barcelona, Barcelona, Spain.,Grup d'Investigació Social i Educativa de l'Activitat Física i de l'Esport, (GISEAFE), Barcelona, Spain
| | - Pau Mateu
- Grup d'Investigació Social i Educativa de l'Activitat Física i de l'Esport, (GISEAFE), Barcelona, Spain.,Universitat de Barcelona (UB), Barcelona, Spain
| |
Collapse
|
11
|
Cyber-bystanders’ reactions toward tourism companies’ prejudice practice during the COVID-19 pandemic. JOURNAL OF HOSPITALITY AND TOURISM MANAGEMENT 2021; 49:74-83. [PMCID: PMC8428705 DOI: 10.1016/j.jhtm.2021.09.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/24/2021] [Revised: 08/31/2021] [Accepted: 09/02/2021] [Indexed: 09/19/2023]
Abstract
Prejudice against tourists from the epidemic areas or those infected during the COVID-19 pandemic has attracted much attention. While many studies examined the influence of this prejudice on tourists themselves, little research has been conducted to identify cyber-bystanders’ reactions to tourism companies' prejudice practice. This study aims to fill this gap by revealing the process of how cyber-bystanders identify, evaluate, and respond online to prejudice practice in the context of the tourism industry. The study developed a conceptual model to examine the influential factors and their internal relationship of cyber-bystanders’ reactions. A multistage model was proposed based on the social comparison theory. An online survey was conducted in mainland China, and 558 useable questionnaires were collected. The three-process model was estimated using the Bootstrap mediation test and hierarchical regression analysis. The results indicate that cyber-bystanders’ prejudice recognizing process could impact their reactions through the influence of their evaluation behaviors. Meanwhile, the collective sentiment on social media has a moderating effect on the relationship between cyber-bystanders’ evaluating process and their reactions to prejudice practice. Both theoretical and practical implications were discussed.
Collapse
|
12
|
Martos Martínez Á, Molero Jurado MDM, Pérez-Fuentes MDC, Simón Márquez MDM, Barragán Martín AB, Gázquez Linares JJ. The Complex Nature of School Violence: Attitudes Toward Aggression, Empathy and Involvement Profiles in Violence. Psychol Res Behav Manag 2021; 14:575-586. [PMID: 34040462 PMCID: PMC8141403 DOI: 10.2147/prbm.s313831] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Accepted: 04/29/2021] [Indexed: 11/23/2022] Open
Abstract
Background Aggressive behavior in adolescents has become a concern in education, where adapting to and going through high school may generate important behavior problems in adolescents. Purpose Analyze the relationships between parental and adolescent attitudes toward aggression and empathy. Identify profiles of direct and indirect involvement in school violence and determine differences between groups with respect to the components of empathy and attitudes toward aggression. Methods The sample was comprised of 1287 high school students who were administered the Beliefs about Aggression and Alternatives questionnaire, the Parental Support for Fighting and the Interpersonal Reactivity Index. Results The results show that beliefs in favor of the use of aggression in adolescents correlate positively with the perception of strong support from parents for aggression in response to conflict. Similarly, higher levels of support for the use of nonviolent strategies are positively related to the perception of strong support from parents. The relationships established with the components of empathy analyzed, both cognitive and emotional, were negatively correlated with favorable attitudes toward aggression. Results concerning the groups directly involved indicated that there were significant differences in the components of empathy between the groups. Furthermore, the multivariate analysis applied to the direct involvement groups showed significant differences between the groups in taking perspective. Between-group differences in empathic concern were also statistically significant for the group of active observers. Conclusion Taking perspective and empathic concern are moderating variables both for observers and victims and their parents in situations of violence.
Collapse
Affiliation(s)
- África Martos Martínez
- Department of Psychology, Faculty of Psychology, University of Almería, Almería, 04120, Spain
| | | | | | | | | | - José Jesús Gázquez Linares
- Department of Psychology, Faculty of Psychology, University of Almería, Almería, 04120, Spain.,Department of Psychology, Universidad Autónoma de Chile, Providencia, 7500000, Chile
| |
Collapse
|
13
|
Knox J, Gibson S, Gönültaş S, Mulvey KL. School Connectedness and Bystander Intervention: The Moderating Role of Perceived Exclusion and Privilege Among African American Students. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2020.1846459] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
|
14
|
Doumas DM, Midgett A. The association between witnessing cyberbullying and depressive symptoms and social anxiety among elementary school students. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22467] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Diana M. Doumas
- Institute for the Study of Behavioral Health and Addiction Boise State University Boise Idaho USA
- Department of Counselor Education Boise State University Boise Idaho USA
| | - Aida Midgett
- Department of Counselor Education Boise State University Boise Idaho USA
| |
Collapse
|
15
|
Doumas DM, Midgett A. Witnessing Cyberbullying and Internalizing Symptoms among Middle School Students. Eur J Investig Health Psychol Educ 2020; 10:957-966. [PMID: 34542429 PMCID: PMC8314310 DOI: 10.3390/ejihpe10040068] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2020] [Revised: 09/17/2020] [Accepted: 10/02/2020] [Indexed: 11/16/2022] Open
Abstract
Cyberbullying is a significant problem among school-aged youth. Cyberbullying peaks in middle school with 33% of middle school students reporting cyberbullying victimization and more than 50% reporting witnessing cyberbullying as bystanders. Although the association between cyberbullying victimization and internalizing symptoms is well documented, there is limited research examining the impact of witnessing cyberbullying on bystanders. To assess differences in internalizing symptoms between cyberbullying bystanders and non-bystanders, a school-based cross-sectional study was conducted among middle school students (6th-8th grade) in the United States (N = 130; 57.4% female; 42.6% male). Questionnaire data were analyzed using multivariate analysis of co-variance (MANCOVA) with three outcome variables (depression, anxiety, somatic symptoms) and the between-subject factor bystander status (bystander, non-bystander). We controlled for witnessing school bullying to examine the unique effect of witnessing cyberbullying on internalizing symptoms. Results of the MANCOVA indicated a significant effect for cyberbullying bystander status (p < 0.04). Post hoc analyses demonstrated that bystanders reported significantly higher levels of depression (p < 0.05), anxiety (p < 0.02), and somatic symptoms (p < 0.01) than non-bystanders. Findings suggest that programs to support students who witness cyberbullying are needed to reduce the mental health risks associated with being a cyberbullying bystander.
Collapse
Affiliation(s)
- Diana M. Doumas
- Institute for the Study of Behavioral Health and Addiction, Boise State University, 1910 University Drive, Boise, ID 83725, USA;
- Department of Counselor Education, Boise State University, 1910 University Drive, Boise, ID 83725, USA
| | - Aida Midgett
- Institute for the Study of Behavioral Health and Addiction, Boise State University, 1910 University Drive, Boise, ID 83725, USA;
- Department of Counselor Education, Boise State University, 1910 University Drive, Boise, ID 83725, USA
| |
Collapse
|
16
|
Abstract
Bullying is a problem in most, if not all, contemporary schools around the world and is associated with socioemotional, academic, and physical difficulties for not only the victims of bullying, but also the youth who engage in bullying (Beran et al., 2008; Hawker & Boulton, 2000) and bystanders (Janosz et al., 2008; Juvonen et al., 2003). As the actions of bystanders contribute to the deterrence or maintenance of bullying (Salmivalli, 2010), it is critical to understand those factors that lead bystanders' to either protect the victim or facilitate the bullying. To this end, the articles in this special issue provide novel insights into bystanders of bullying, building upon emerging themes in the literature. This introduction summarizes the contributions of each article, focusing on three themes: (a) the process-oriented nature of the decision to defend victims or reinforce the aggressors, (b) the need to differentiate qualitatively different forms of defending, and (c) the role of classroom and societal norms in bystanders' behaviors. This introduction concludes with a call for a next generation of studies that integrates the lines of research presented in this special issue.
Collapse
|