1
|
Laeheem K. Causal Factors Contributing to Youth Cyberbullying in the Deep South of Thailand. CHILDREN (BASEL, SWITZERLAND) 2024; 11:790. [PMID: 39062239 PMCID: PMC11275070 DOI: 10.3390/children11070790] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2024] [Revised: 06/18/2024] [Accepted: 06/24/2024] [Indexed: 07/28/2024]
Abstract
BACKGROUND Violence against each other via social media has increased and caused cyberbullying that can happen anytime through electronic communication tools that everyone can access easily. Cyberbullying is sending, posting, and sharing negative, harmful, and false information about another, causing embarrassment online on social media. OBJECTIVES This study aims to investigate causal factors contributing to youth cyberbullying in Thailand's deep south. METHODS A cross-sectional survey was conducted among 340 youths in Thailand's deep south, consisting of 220 males and 120 females. The subjects were divided by age range: 22-23 years old (40.6%), 24-25 years old (26.8%), 18-19 years old (17.1%), and 18-19 years old (15.5%). The data were analyzed with structural equation modeling (SEM). RESULTS The results were that the model of the causal factors resulting in youth cyberbullying in the deep south of Thailand was consistent with the empirical data (the relative chi-square (χ2/df) was 1.77). The goodness-of-fit index (GFI) was 0.95. The root-mean-square error of approximate (RMSEA) was 0.049). Cyberbullying was positively influenced directly and indirectly by negative upbringing, the influence of personal violence, and the influence of media violence at a statistically significant level of 0.001, with total effect sizes of 1.13, 0.74, and 0.64, respectively. Additionally, cyberbullying was positively influenced directly by negative mental traits with a statistically significant level of 0.05 and a total effect size of 0.17. CONCLUSIONS This study suggests that the results could be beneficial in concretely forming policies and strategies to prevent and mitigate the problem of youth cyberbullying.
Collapse
Affiliation(s)
- Kasetchai Laeheem
- Faculty of Liberal Arts, Prince of Songkla University, Hat Yai District, Songkhla 90110, Thailand
| |
Collapse
|
2
|
Chen Q, Wu Q. The roles of teacher and parental support on adolescent cyber-bystander behaviors: a path analysis. Front Psychol 2024; 15:1374071. [PMID: 38840750 PMCID: PMC11150797 DOI: 10.3389/fpsyg.2024.1374071] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2024] [Accepted: 05/10/2024] [Indexed: 06/07/2024] Open
Abstract
Introduction The role of bystanders in cyberbullying situations is critical, with the potential to significantly influence outcomes. Bystanders who demonstrate positive behaviors-such as reporting incidents or supporting victims-can help to mitigate the damaging effects of cyberbullying. Based on the Social Cognitive Theory, this study seeks to address the psychosocial mechanisms that underlie positive cyber-bystander behaviors. Methods A total of 1,716 students in Grades 8-12 from three secondary schools in China participated in this study. Path analysis was utilized to delineate the relationships between internet self-efficacy, empathy, teacher and parental support, and cyber-bystander behaviors. Results Adolescents who received greater support from teachers were more likely to demonstrate increased internet self-efficacy and empathy. In contrast, higher levels of parental warmth were associated with lower levels of internet self-efficacy. Teacher support and parental warmth exerted an indirect effect on positive bystander behaviors through empathy. Discussion The importance of parental warmth paired with Internet self-efficacy in preventing online interpersonal violence and motivate active bystander behaviors is considerable. We recommend adopting a nuanced approach that differentiates between empathy and internet self-efficacy in cyber-bystander research.
Collapse
Affiliation(s)
- Qiqi Chen
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China
| | | |
Collapse
|
3
|
Gomes SDS, Ferreira PDC, Pereira N, Simão AMV. A comparative analysis of adolescents' emotions and emotion regulation strategies when witnessing different cyberbullying scenarios. Heliyon 2024; 10:e29705. [PMID: 38698999 PMCID: PMC11064084 DOI: 10.1016/j.heliyon.2024.e29705] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2023] [Revised: 04/07/2024] [Accepted: 04/14/2024] [Indexed: 05/05/2024] Open
Abstract
The search for greater popularity and acceptance by peers increases the use of social networks that may cause cyberbullying. The high number of adolescents who observe this phenomenon may help reduce the negative impact on the victims. Emotion regulation is an important predictor of adolescents' psychological adjustment and social competence to adopt a prosocial behavior. Bystanders of these incidents may misinterpret what they see, due to specific cyberbullying characteristics which may influence emotion regulation negatively. Studies about emotions and emotion regulations in bystanders are scarce. Therefore, this study aims to investigate the emotional reactions and emotional regulation strategies of bystanders while witnessing various cyberbullying scenarios (posting photographs, direct threats, offences to integrity, threats to share personal information), as well as to focus on different behavior, victim characteristics, aggressor traits, and spectator reactions. A convenience sample of 143 adolescents (from 12 to 17 years old) was used. Results showed that worry and sadness were the most expressed emotions in all scenarios (mainly for girls) and posting a photograph was considered more concerning for girls and boys both. To regulate emotions, participants used distraction (especially seven graders) and rumination strategies. Nonetheless, when posting a photo without permission, they all adopted prosocial behavior (boys and girls) because they considered it more serious. Seventh graders adopted less prosocial behavior than eighth graders. In short, girls were more prosocial than boys. Boys may have more difficulty in regulating emotions properly and it may contribute to not intervening. Also, younger adolescents may have experienced less emotional maturity. Therefore, developing programs based on socio-emotional skills, which increase awareness of the seriousness of cyberbullying, can teach youth how to deal with emotions in order to regulate them effectively, thus increasing emotional maturity.
Collapse
Affiliation(s)
| | | | - Nádia Pereira
- CICPSI, Faculdade de Psicologia, Universidade de Lisboa, Portugal
| | | |
Collapse
|
4
|
Mateus Francisco S, Costa Ferreira P, Veiga Simão AM, Salgado Pereira N. Moral disengagement and empathy in cyberbullying: how they are related in reflection activities about a serious game. BMC Psychol 2024; 12:168. [PMID: 38515217 PMCID: PMC10956178 DOI: 10.1186/s40359-024-01582-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2023] [Accepted: 02/11/2024] [Indexed: 03/23/2024] Open
Abstract
Cyberbullying is a complex phenomenon with multiple factors involved, both contextual and individual factors, such as moral disengagement and empathy. This study investigated how moral disengagement and empathy could be related, longitudinally in cyberbullying events. Specifically, two gamified tasks (one for empathy and other for moral disengagement) were analyzed. These tasks were developed attending to the specificities of the cyberbullying scenarios presented in a serious game. To accomplish this goal, data from gamified tasks (N = 208), from 4 different moments, were analyzed through multilevel linear modeling. Results suggested that there was a change in adolescents' moral disengagement over time. Participants with greater empathy revealed lower moral disengagement overall. Over time, adolescents with greater empathy revealed lower moral disengagement within their own growth rate. Overall, our results provide important information about the dynamic relationship between moral disengagement, empathy and cyberbullying, which informs future studies and interventions.
Collapse
Affiliation(s)
- Sofia Mateus Francisco
- CICPSI, Faculdade de Psicologia, Universidade de Lisboa, Alameda da Universidade, Lisboa, 1649-013, Portugal.
| | - Paula Costa Ferreira
- CICPSI, Faculdade de Psicologia, Universidade de Lisboa, Alameda da Universidade, Lisboa, 1649-013, Portugal
| | - Ana Margarida Veiga Simão
- CICPSI, Faculdade de Psicologia, Universidade de Lisboa, Alameda da Universidade, Lisboa, 1649-013, Portugal
| | - Nádia Salgado Pereira
- CICPSI, Faculdade de Psicologia, Universidade de Lisboa, Alameda da Universidade, Lisboa, 1649-013, Portugal
| |
Collapse
|
5
|
Zeng Y, Xiao J, Li D, Sun J, Zhang Q, Ma A, Qi K, Zuo B, Liu X. The Influence of Victim Self-Disclosure on Bystander Intervention in Cyberbullying. Behav Sci (Basel) 2023; 13:829. [PMID: 37887479 PMCID: PMC10604166 DOI: 10.3390/bs13100829] [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: 08/08/2023] [Revised: 10/03/2023] [Accepted: 10/06/2023] [Indexed: 10/28/2023] Open
Abstract
The frequent occurrences of cyberbullying on social platforms have sparked a great deal of social conflict, and bystander intervention plays a crucial role in preventing the escalation of cyberbullying. This research examines the impact of victim self-disclosure on bystander intervention in cyberbullying through two experimental studies. The studies collected data from March to July of 2022, utilizing a convenience sampling approach to recruit university students as experiment participants. Study 1 recruited 247 valid participants, while Study 2 recruited 522 eligible participants. The results of Study 1 indicate that the perceptible dimensions (frequency, privacy, and valence) of victim self-disclosure impact bystander intervention. Specifically, in a low privacy context, positive self-disclosure increases bystander intervention, while negative self-disclosure does the opposite. The results of Study 2 suggest that the valence of self-disclosure affects bystander intervention through the mediation of victim blaming, with interpersonal distance moderating the impact of victim self-disclosure valence on the extent of victim blaming. This moderated mediation model clarifies the psychological process by which the valence of victim self-disclosure affects bystander intervention. The findings of this study contribute to the understanding of the social psychological process behind bystander intervention, providing a scientific basis and pathway for reducing cyberbullying and fostering a harmonious online environment.
Collapse
Affiliation(s)
- Yuze Zeng
- School of Criminal Justice, China University of Political Science and Law, Beijing 102249, China; (Y.Z.); (J.X.)
| | - Junze Xiao
- School of Criminal Justice, China University of Political Science and Law, Beijing 102249, China; (Y.Z.); (J.X.)
| | - Danfeng Li
- School of Sociology and Psychology, Central University of Finance and Economics, Beijing 100098, China
| | - Jiaxiu Sun
- School of Sociology, China University of Political Science and Law, Beijing 102249, China
| | - Qingqi Zhang
- School of Sociology, China University of Political Science and Law, Beijing 102249, China
| | - Ai Ma
- School of Sociology, China University of Political Science and Law, Beijing 102249, China
| | - Ke Qi
- The Psychological Counseling Center, China University of Political Science and Law, Beijing 102249, China
| | - Bin Zuo
- Officers College of PAP, Chengdu 610213, China
| | - Xiaoqian Liu
- School of Sociology, China University of Political Science and Law, Beijing 102249, China
| |
Collapse
|
6
|
Leung ANM, Chiu MM. Adolescents' Cyber-Defending for Cyberbullying: A Socio-Emotional, Beliefs, and Past Experience Model. CYBERPSYCHOLOGY, BEHAVIOR AND SOCIAL NETWORKING 2023; 26:789-797. [PMID: 37831893 DOI: 10.1089/cyber.2023.0032] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/15/2023]
Abstract
Adolescents experiencing cyberbullying attacks (i.e., cyber-victims) can suffer severe psychological harm (e.g., suicide). To combat cyberbullying, people can defend the cyber-victims (cyber-defending). Unlike past studies, we proposed a comprehensive theoretical model of cyber-defending that includes socio-emotional aspects, beliefs, and past bullying experiences (as a bully, victim, and/or witness; face-to-face vs. online). We then empirically tested it among 817 students across seven secondary schools using structural equation modeling (SEM). Results revealed that participants with higher social competence, depression, affective empathy, or stronger pro-victim beliefs reported more cyber-defending. Furthermore, beliefs and past experiences mediated the relationships between socio-emotional factors and cyber-defending. These findings help build a theory of cyber-defending, provide practical implications, and offer future directions for promoting cyber-defending, which will ultimately reduce cyberbullying.
Collapse
Affiliation(s)
- Angel Nga Man Leung
- Department of Psychology, The Education University of Hong Kong, Hong Kong, China
- Centre for Psychosocial Health, The Education University of Hong Kong, Hong Kong, China
| | - Ming Ming Chiu
- Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong, China
- Analytics\Assessment Research Centre, The Education University of Hong Kong, Hong Kong, China
| |
Collapse
|
7
|
Costello M, Hawdon J, Reichelmann AV, Oksanen A, Blaya C, Llorent VJ, Räsänen P, Zych I. Defending Others Online: The Influence of Observing Formal and Informal Social Control on One's Willingness to Defend Cyberhate Victims. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6506. [PMID: 37569046 PMCID: PMC10419263 DOI: 10.3390/ijerph20156506] [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: 05/09/2023] [Revised: 06/19/2023] [Accepted: 07/27/2023] [Indexed: 08/13/2023]
Abstract
This paper examines factors correlated with online self-help-an informal form of social control vis-à-vis intervention-upon witnessing a cyberhate attack. Using online surveys from 18- to 26-year-old respondents in the United States, we explore the roles of various types of online and offline formal and informal social control mechanisms on the enactment of self-help through the use of descriptive statistics and ordinal logistic regression. The results of the multivariate analyses indicate that online collective efficacy is positively related to self-help, as is having close ties to individuals and groups offline and online. Formal online social control, however, is not significantly related to engaging in self-help. Other findings demonstrate that personal encounters with cyberhate affect the likelihood that an individual will intervene when witnessing an attack, and that individuals with high levels of empathy are more likely to intervene to assist others. This work indicates that pro-social online behavior is contagious and can potentially foster online spaces in which harmful behaviors, such as propagating cyberhate, are not condoned.
Collapse
Affiliation(s)
- Matthew Costello
- Department of Sociology, Anthropology & Criminal Justice, College of Behavioral, Social and Health Sciences, Clemson University, Clemson, SC 29634, USA
| | - James Hawdon
- Center for Peace Studies and Violence Studies, Department of Sociology, College of Liberal Arts and Human Sciences, Virginia Tech, Blacksburg, VA 24061, USA; (J.H.); (A.V.R.)
| | - Ashley V. Reichelmann
- Center for Peace Studies and Violence Studies, Department of Sociology, College of Liberal Arts and Human Sciences, Virginia Tech, Blacksburg, VA 24061, USA; (J.H.); (A.V.R.)
| | - Atte Oksanen
- Faulty of Social Sciences, Tampere University, 33100 Tampere, Finland;
| | - Catherine Blaya
- URMIS, Department of Education Sciences, Université Côte d’Azur, 06103 Nice, France;
| | - Vicente J. Llorent
- Department de Educación, University of Cordoba, 14001 Cordoba, Spain; (V.J.L.); (I.Z.)
| | - Pekka Räsänen
- School of Economics, University of Turku, 20100 Turku, Finland
| | - Izabela Zych
- Department de Educación, University of Cordoba, 14001 Cordoba, Spain; (V.J.L.); (I.Z.)
| |
Collapse
|
8
|
Rong K, Chu X, Zhao Y. Qualitative analyses on the classification model of bystander behavior in cyberbullying. Front Psychol 2023; 14:1152331. [PMID: 37496794 PMCID: PMC10367091 DOI: 10.3389/fpsyg.2023.1152331] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2023] [Accepted: 06/19/2023] [Indexed: 07/28/2023] Open
Abstract
Introduction Bystanders account for the largest proportion of those involve in cyberbullying and play an important role in the development of cyberbullying incidents. Regarding the classification of bystander behavior in cyberbullying, there exist some limitations in the previous research, such as not considering the complexity of the online environment. Therefore, this study constructed a new classification model of bystander behavior in cyberbullying. Methods By separately utilizing questionnaires and experimental methods, the study collected participants' behavioral intentions and actual behavioral responses to deal with cyberbullying incidents. Results Based on two qualitative studies, this study summarized a new classification model, which included three first-level factors and six second-level factors. Specifically, the classification model included positive bystander behavior (i.e., pointing at the victim, bully, and others), neutral bystander behavior (i.e., inaction), and negative bystander behavior (i.e., supporting and excessively confronting the bully). Discussion The classification model has important contributions to the research on bystander behavior in cyberbullying. This model helps researchers to develop more effective intervention approaches on cyberbullying from the perspective of each category of bystander behavior.
Collapse
Affiliation(s)
- Kexin Rong
- School of Psychology, Zhejiang Normal University, Jinhua, China
- Intelligent Laboratory of Zhejiang Province in Mental Health and Crisis Intervention for Children and Adolescents, Jinhua, China
| | - Xiaowei Chu
- School of Psychology, Zhejiang Normal University, Jinhua, China
- Intelligent Laboratory of Zhejiang Province in Mental Health and Crisis Intervention for Children and Adolescents, Jinhua, China
| | - Yujing Zhao
- School of Psychology, Zhejiang Normal University, Jinhua, China
- Intelligent Laboratory of Zhejiang Province in Mental Health and Crisis Intervention for Children and Adolescents, Jinhua, China
| |
Collapse
|
9
|
Achuthan K, Muthupalani S, Kolil VK, Madathil KC. Theoretical perspectives of parental influence on adolescent cyber behaviour: A bi-national Instagram-based study. Heliyon 2022; 8:e11813. [DOI: 10.1016/j.heliyon.2022.e11813] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2022] [Revised: 07/17/2022] [Accepted: 11/16/2022] [Indexed: 11/24/2022] Open
|
10
|
Hayashi Y, Tahmasbi N. Psychological Predictors of Bystanders' Intention to Help Cyberbullying Victims Among College Students: An Application of Theory of Planned Behavior. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:NP11333-NP11357. [PMID: 33554727 DOI: 10.1177/0886260521992158] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
The goal of the present study was to evaluate the Theory of Planned Behavior (TPB) as an explanation for bystanders' intention to help cyberbullying victims among college students. Participants completed an online survey in which their intention, attitude, subjective norm, and perceived behavioral control toward helping cyberbullying victims were assessed. In addition to these traditional TPB variables, empathy toward cyberbullying victims and anticipated regret from not helping victims were included in the model. Results showed that empathy and anticipated regret significantly predicted intention to help cyberbullying victims over and above the traditional TPB variables. Results also showed that gender altered how traditional TPB variables, empathy, and anticipated regret predict bystander's intention to help cyberbullying victims: Empathy and anticipated regret were most robust predictors for males and females, respectively. These results suggest that the TPB is a useful theoretical framework for understanding bystanders' intention to help cyberbullying victims. Implications for developing effective prevention and intervention strategies are discussed.
Collapse
|
11
|
Christensen SS, Wilson BL. Why Nurses Do Not Report Patient Aggression: A Review and Appraisal of the Literature. J Nurs Manag 2022; 30:1759-1767. [DOI: 10.1111/jonm.13618] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2021] [Revised: 03/25/2022] [Accepted: 04/04/2022] [Indexed: 11/30/2022]
Affiliation(s)
- Scott S. Christensen
- University of Utah Health Salt Lake City UT
- University of Utah College of Nursing Salt Lake City UT
| | | |
Collapse
|
12
|
Shen Y, Yuan L, Xiong X, Xin T. Empathy and cyberbystander behavior: The role of moral disengagement. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03015-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|
13
|
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
|
14
|
Wójcik M, Flak W. Frenemy: A New Addition to the Bullying Circle. JOURNAL OF INTERPERSONAL VIOLENCE 2021; 36:NP11131-NP11154. [PMID: 31603043 DOI: 10.1177/0886260519880168] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Greater knowledge on the social complexities of bullying is crucial to reduce actual bullying behavior. Two main approaches have been used to study bullying: the participant role approach and the bullying circle. In this study, we explored bullying through interviewing adults who had been victims of school bullying in the past, investigating how they perceived their experiences, and how they interpreted the bullying context and their surrounding peer relations. We interviewed 20 participants (more than 18 years old), all of whom had experience of being bullied for more than 1 year. The interview data were then analyzed with a thematic analysis. We found that participants had a different definition of bullying compared with the standard definition formulated by researchers. They also confirmed the fluidity of participants' roles and the changes in behavioral patterns toward victims, depending on the peer context. Most importantly, we revealed a new participant in the bullying circle: the frenemy, whose intervention style changes from pro-victim when alone with the victim to neutral or pro-aggressor when surrounded by members of the bullying circle. This new addition adds to our understanding of the bullying process and the relationships within the bullying circle, which may help with more effective prevention.
Collapse
Affiliation(s)
| | - Wojciech Flak
- SWPS University of Social Sciences and Humanities, Katowice, Poland
| |
Collapse
|
15
|
Leung ANM. To Help or Not to Help: Intervening in Cyberbullying Among Chinese Cyber-Bystanders. Front Psychol 2021; 12:483250. [PMID: 34335343 PMCID: PMC8316681 DOI: 10.3389/fpsyg.2021.483250] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2019] [Accepted: 06/07/2021] [Indexed: 01/26/2023] Open
Abstract
Cyberbullying has become a serious concern among Internet users worldwide. However, relatively little is known about individuals who witness cyberbullying and how they behave. A bystander is someone who sees bullying or other forms of aggressive or violent behavior that targets someone else and who may choose to respond by either being part of the problem (a hurtful bystander), or part of the solution (a helpful bystander). Few studies examined the phenomena of cyber-bystanders in Chinese populations. Guided by the five-step bystander theoretical model and the theory of planned behavior, this study, addressed this gap to understand how the characteristics of cyber-bystanders explained their intervention in cyberbullying in a Chinese population. This study tested two preregistered hypotheses: (1) controlling for age and gender, awareness of cyberbullying, attitudes, subjective norm and perceived behavioral control to intervene; plus past experience with cyberbullying (measured as past experience in cyberbullying perpetration and victimization), felt responsibility, and self-efficacy to intervene with regard to cyberbullying would explain the intention of cyber-bystanders to intervene in cyberbullying, and (2) the intention of cyber-bystanders to intervene cyberbullying would positively explain their intervening behavior. A total of 581 college students with experience of witnessing cyberbullying were included in the analysis. Applying structural equation modeling with observed variables, a path analysis model was built to test the hypotheses; this study also conducted exploratory analyses by including direct paths from the characteristics of cyber-bystanders to explain intervening behavior. Results found that only awareness of cyberbullying, a subjective norm, and self-efficacy to intervene positively explained intention to intervene cyberbullying; therefore, hypothesis 1 was partly supported. Also, intention to intervene cyberbullying positively explained intervening behavior; therefore, hypothesis 2 was supported. For the exploratory analysis, intention to intervene partially mediated the relation between a subjective norm to intervene and intervening behavior; and intention to intervene also partially mediated the relation between self-efficacy to intervene and intervening behavior. In addition, past experience in cyberbullying victimization also positively and directly predicted intervening behavior. Findings provided a foundation for designing future intervention programs to mobilize cyber-bystanders to become “upstanders.”
Collapse
Affiliation(s)
- Angel Nga Man Leung
- Department of Psychology, The Education University of Hong Kong, Hong Kong, China
| |
Collapse
|
16
|
Digital era bullying: An examination of adolescent judgments about bystander intervention online. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2021.101322] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
|
17
|
Polanco-Levicán K, Salvo-Garrido S. Bystander Roles in Cyberbullying: A Mini-Review of Who, How Many, and Why. Front Psychol 2021; 12:676787. [PMID: 34122273 PMCID: PMC8194816 DOI: 10.3389/fpsyg.2021.676787] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2021] [Accepted: 04/19/2021] [Indexed: 11/13/2022] Open
Abstract
Cyberbullying has progressively increased due to the massive use of the internet and social networks. Bystanders constitute the largest group, occupying a key role in the evolution of the cyberbullying situation and its consequences for the victim. Research shows different ways in which bystanders behave, suggesting different types of sub-roles associated with different study variables. The objective of this literature review is to identify and characterize the roles of bystanders in cyberbullying situations that involve adolescent students. To achieve this objective, a systematic search was carried out in the Web of Science, PubMed, and Scopus databases for articles published between 2015 and 2020, resulting in 233 articles. Articles were then selected by relevant title and summary. Subsequently, the inclusion and exclusion criteria were applied, resulting in a total of nine articles. The findings of this review allowed us to identify two to five types of bystanders, the largest type representing outsiders and the smallest type representing assistants of the aggressor. The identified types of bystanders are characterized for variables such as sex, age, previous experience, and empathy. The results are discussed considering the available theoretical and empirical evidence.
Collapse
Affiliation(s)
- Karina Polanco-Levicán
- Programa de Doctorado en Ciencias Sociales, Universidad de La Frontera, Temuco, Chile.,Departamento de Psicología, Universidad Católica de Temuco, Temuco, Chile
| | - Sonia Salvo-Garrido
- Departamento de Matemática y Estadística, Universidad de La Frontera, Temuco, Chile.,Núcleo Científico y Tecnológico en Ciencias Sociales (LICSA), Universidad de La Frontera, Temuco, Chile
| |
Collapse
|
18
|
Moretti C, Herkovits D. Victims, perpetrators, and bystanders: a meta-ethnography of roles in cyberbullying. CAD SAUDE PUBLICA 2021; 37:e00097120. [PMID: 33950087 DOI: 10.1590/0102-311x00097120] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2020] [Accepted: 12/02/2020] [Indexed: 11/22/2022] Open
Abstract
Cyberbullying is a form of online aggression between peers, the prevalence of which varies from 10% to 40% according to studies in different countries. A large share of the scientific literature on cyberbullying tends to individualize and medicalize the causes of the violence, without understanding the context in which it takes place or the meanings it acquires for those who practice it. The study aims to understand the beliefs, values, and practices that adolescents mobilize in performing the roles involved in cyberbullying. The study was conducted as a meta-ethnography, aimed at producing a synthesis of qualitative studies based on the theoretical interpretation of their basic findings. The study's corpus consisted of 33 articles selected from the BVS, PubMed, SciELO, and Scopus databases. The results include a description of expressions of cyberbullying, motivations, and adolescents' experiences as victims, perpetrators, and bystanders. With symbolic interactionism as the theoretical reference, we found that cyberbullying is a unique expression of online sociability. We contend that its practice is associated with identity-building processes, based on mechanisms of peer identification and opposition by which the participants also reproduce and compete for positions of recognition in their sociability. In this process, cyberbullying sanctions behaviors that transgress a dominant symbolic order for adolescence.
Collapse
Affiliation(s)
- Constanza Moretti
- Instituto de Salud Colectiva, Universidad Nacional de Lanús, Lanús, Argentina
| | - Damián Herkovits
- Instituto de Salud Colectiva, Universidad Nacional de Lanús, Lanús, Argentina
| |
Collapse
|
19
|
Korman BA, Tröster C, Giessner SR. The Consequences of Incongruent Abusive Supervision: Anticipation of Social Exclusion, Shame, and Turnover Intentions. JOURNAL OF LEADERSHIP & ORGANIZATIONAL STUDIES 2021. [DOI: 10.1177/15480518211005463] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
We investigated the turnover intentions of employees who perceive that they are being treated with more or less abusive supervision than their coworkers. We call this incongruent abusive supervision. Our findings support our theory that employees associate incongruent abusive supervision with the anticipation of social exclusion from their coworkers. Furthermore, this appraisal of social exclusion threat is associated with feelings of shame, which, in turn, increase turnover intentions. Two experimental vignettes provide support for our theoretical model. These findings demonstrate the effect that incongruent abusive supervision has on employees’ reactions to abusive supervision and introduces shame as an emotional mechanism important for understanding employee responses to supervisor abuse both when they are singled out for abuse and when they are spared abuse while their coworkers are not.
Collapse
Affiliation(s)
- Benjamin A. Korman
- Department of Management and Economics, Kühne Logistics University, Germany
- Rotterdam School of Management, Erasmus University, The Netherlands
| | - Christian Tröster
- Department of Management and Economics, Kühne Logistics University, Germany
| | | |
Collapse
|
20
|
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
|
21
|
Ireland L, Hawdon J, Huang B, Peguero A. Preconditions for guardianship interventions in cyberbullying: Incident interpretation, collective and automated efficacy, and relative popularity of bullies. COMPUTERS IN HUMAN BEHAVIOR 2020. [DOI: 10.1016/j.chb.2020.106506] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
|
22
|
Vlaanderen A, Bevelander KE, Kleemans M. Empowering digital citizenship: An anti-cyberbullying intervention to increase children's intentions to intervene on behalf of the victim. COMPUTERS IN HUMAN BEHAVIOR 2020. [DOI: 10.1016/j.chb.2020.106459] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
|
23
|
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
|
24
|
Clark M, Bussey K. The role of self-efficacy in defending cyberbullying victims. COMPUTERS IN HUMAN BEHAVIOR 2020. [DOI: 10.1016/j.chb.2020.106340] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
|
25
|
Holfeld B, Baitz R. The Mediating and Moderating Effects of Social Support and School Climate on the Association between Cyber Victimization and Internalizing Symptoms. J Youth Adolesc 2020; 49:2214-2228. [PMID: 32705607 DOI: 10.1007/s10964-020-01292-0] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2020] [Accepted: 07/09/2020] [Indexed: 11/28/2022]
Abstract
Although the link between cyber victimization and internalizing symptoms is well established, questions remain about the factors that may describe this association and whether they differ by gender. In the current study, the mediating and moderating roles of social support (peers, family) and experiences of school climate (i.e., students' feelings of safety and caring within the school environment) were examined on the association between cyber victimization and internalizing symptoms among early adolescent boys and girls. Participants included 1151 students (51.4% boys) aged 10 to 16 (Mage = 12.7, SD = 0.93). Results from a hierarchical regression model indicate moderation effects of peer support and school climate; higher levels of cyber victimization were more strongly associated with internalizing symptoms when adolescents reported lower levels of peer support whereas higher levels of cyber victimization were more strongly associated with internalizing symptoms when adolescents reported more positive experiences of school climate. Structural mediation models show partial mediation effects with higher levels of cyber victimization associated with lower levels of peer support, lower levels of family support, and poorer experiences of school climate respectively, which in turn, were associated with more internalizing symptoms. The findings highlight the importance of creating safe and supportive environments at home and at school to promote healthy development during early adolescence, however, these efforts may not benefit adolescents who experience repeated cyber victimization.
Collapse
Affiliation(s)
- Brett Holfeld
- Department of Psychology, Grenfell Campus, Memorial University of Newfoundland, Corner Brook, NL, A2H 5G4, Canada.
| | - Rachel Baitz
- Department of Educational and Counselling Psychology, and Special Education, University of British Columbia, Vancouver, BC, Canada
| |
Collapse
|
26
|
Students’ moral emotions and judgments of cyberbullying: The influence of previous cyberbullying experiences. CURRENT PSYCHOLOGY 2020. [DOI: 10.1007/s12144-020-00916-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
|
27
|
Lo Cricchio MG, García-Poole C, te Brinke LW, Bianchi D, Menesini E. Moral disengagement and cyberbullying involvement: A systematic review. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1080/17405629.2020.1782186] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Maria Grazia Lo Cricchio
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLILPSI), University of Florence, Florence, Italy
| | - Chloe García-Poole
- Department of Developmental and Educational Psychology, Universidad De La Laguna, Santa Cruz De Tenerife, Spain
| | | | - Dora Bianchi
- Sapienza University of Rome, Department of Social and Developmental Psychology, Rome, Italy
| | - Ersilia Menesini
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLILPSI), University of Florence, Florence, Italy
| |
Collapse
|
28
|
Steer OL, Betts LR, Baguley T, Binder JF. “I feel like everyone does it”- adolescents' perceptions and awareness of the association between humour, banter, and cyberbullying. COMPUTERS IN HUMAN BEHAVIOR 2020. [DOI: 10.1016/j.chb.2020.106297] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
|
29
|
Decision-making process underlying bystanders’ helping cyberbullying victims: A behavioral economic analysis of role of social discounting. COMPUTERS IN HUMAN BEHAVIOR 2020. [DOI: 10.1016/j.chb.2019.106157] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
|
30
|
Nelson DA, Bailey ME, Coyne SM, Cramer CM, Olsen JA. Does parenting correspond with children's defending behavior? Examining linkages in the context of peer social preference. SOCIAL DEVELOPMENT 2020. [DOI: 10.1111/sode.12406] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Affiliation(s)
| | | | - Sarah M. Coyne
- School of Family Life Brigham Young University Provo Utah
| | | | | |
Collapse
|
31
|
Piccoli V, Carnaghi A, Grassi M, Stragà M, Bianchi M. Cyberbullying through the lens of social influence: Predicting cyberbullying perpetration from perceived peer-norm, cyberspace regulations and ingroup processes. COMPUTERS IN HUMAN BEHAVIOR 2020. [DOI: 10.1016/j.chb.2019.09.001] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
|
32
|
Abbott N, Cameron L, Thompson J. Evaluating the impact of a defender role-play intervention on adolescent’s defender intentions and responses towards name-calling. SCHOOL PSYCHOLOGY INTERNATIONAL 2019. [DOI: 10.1177/0143034319893410] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Researchers and anti-bullying organisations have increasingly turned their attention to the role of bystanders in tackling bullying and peer victimisation (e.g. name-calling). The objective of this study was to develop and assess the impact of a role-play programme designed to strengthen adolescent’s defending behaviour to name-calling. This was measured in two contexts: defending intentions in an outgroup name-calling scenario and cyber-defender behaviour in a scripted online peer interaction. Participants ( N = 121, Mage = 12.90 years) were randomly assigned to either a role-play condition or a control condition. Results showed that defender intentions in an outgroup name-calling scenario were higher in the role-play condition, compared to the control; in addition, cyber-defender behaviour was more likely and quicker in the role-play condition, compared to the control. Defender self-efficacy was found to be significantly higher in the role-play condition, and mediated the effect of the role-play programme on defender intentions. Findings also revealed that defender intentions were positively correlated with cyber-defender behaviour, highlighting a link between intentions and behaviour. Implications for theory and practice are discussed.
Collapse
|
33
|
You L, Lee YH. The bystander effect in cyberbullying on social network sites: Anonymity, group size, and intervention intentions. TELEMATICS AND INFORMATICS 2019. [DOI: 10.1016/j.tele.2019.101284] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
|
34
|
Cyberbullying, Self-concept and Academic Goals in Childhood. SPANISH JOURNAL OF PSYCHOLOGY 2019; 22:E46. [PMID: 31709965 DOI: 10.1017/sjp.2019.46] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Cyberbullying has aroused scientific interest given the impact it has on the lives of young people. The present study proposes to analyze the relationship between self-concept (Self-Description Questionnaire I), academic goals (Achievement Goals Tendencies Questionnaire), and the participation of the roles of victim, bully and bystander in cyberbullying (Cyberbullying. Screening for peer bullying and cyberbullying), by gender and grade. The sample was composed of 548 students (49.8% girls) in 5th and 6th grade of Primary Education (Mage = 10.95, SD = 0.7). Logistic regression analyses showed the explicative role of social self-concept and learning goals in the three roles, highlighting the academic self-concept and achievement goals in the victims, as well as the high social reinforcement goals in bullies and bystanders. This relation varied slightly according to gender and grade, being the motivational orientation towards school achievement a protector of victimization in girls and 6th grade students. The findings are discussed, pointing out their involvement in the development of preventive cyberbullying programs in preadolescence.
Collapse
|
35
|
|
36
|
DeSmet A, De Bourdeaudhuij I, Walrave M, Vandebosch H. Associations Between Bystander Reactions to Cyberbullying and Victims' Emotional Experiences and Mental Health. CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING 2019; 22:648-656. [PMID: 31566447 DOI: 10.1089/cyber.2019.0031] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
Bystanders in cyberbullying may play a crucial role in reducing cyberbullying's harm for victims. This study assessed bystander responses, and the associations with adolescent victims' emotional reactions to cyberbullying and victims' mental health outcomes (symptoms of depression, anxiety, and stress; suicidal ideation). A total of 1037 adolescents (49.8 percent female, mean age = 15.17 years) participated in the cross-sectional study and filled out an anonymous questionnaire. Victimization was measured with a single-item scale (cybervictims) and a multiple-item scale with cyberbullying examples (youth experiencing offensive practices). Associations of positive (e.g., defending) and negative (e.g., ignoring) bystander responses with victims' emotions (8 types of emotions rated on 5-point Likert scale) were assessed through correlations; and with victims' mental health outcomes (Depression, Anxiety, Stress Scale [DASS-21], single item for suicidal ideation) using regression analyses, adjusting for the influence of gender and coping styles (KIDCOPE). Cybervictims (single-item scale) showed more victimization experiences, and more negative emotional and mental health outcomes than youth only experiencing offensive practices. Negative bystander responses predicted some mental health outcomes among cybervictims, but not among youth only experiencing offensive practices. Positive bystander behavior did not predict any mental health outcome. There is a clear need for cyberbullying prevention programs to include components that target bystander responses, to alleviate victims' emotional and mental health harm after cyberbullying. Attention is needed to create effective programs to reduce negative bystander behavior, while most current programs are focused on positive bystander behavior.
Collapse
Affiliation(s)
- Ann DeSmet
- Department of Movement and Sport Sciences, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium.,Research Foundation Flanders, Brussels, Belgium.,Department of Communication Studies, University of Antwerp, Antwerp, Belgium
| | - Ilse De Bourdeaudhuij
- Department of Movement and Sport Sciences, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium
| | - Michel Walrave
- Department of Communication Studies, University of Antwerp, Antwerp, Belgium
| | - Heidi Vandebosch
- Department of Communication Studies, University of Antwerp, Antwerp, Belgium
| |
Collapse
|
37
|
Forbes H, Stark AM, Hopkins SW, Fireman GD. The Effects of Group Membership on College Students' Social Exclusion of Peers and Bystander Behavior. THE JOURNAL OF PSYCHOLOGY 2019; 154:15-37. [PMID: 31361210 DOI: 10.1080/00223980.2019.1642839] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022] Open
Abstract
Bystanders represent one major avenue for reducing the incidence and severity of social exclusion, yet little research has examined behavioral measurement of bystander intervention. Utilizing the most common low risk form of exclusion, this study examined how group membership impacts college students' behavioral response to a peer's social exclusion through an Internet-based ball tossing game (N = 121). Participants played the game with three other virtual players, in which two of these players excluded the third player. Results demonstrated increased inclusive behavior towards the excluded peer across study conditions. This inclusion was strengthened when the excluded player was in the participant's in-group. Participants displayed an initial preference for in-group members, although attitudes towards all peers improved after the shared activity. Findings point to the interaction of social norms of inclusion, group membership, and changes in familiarity in determining bystander responses to social exclusion. In low-risk exclusion, group membership maintains an impact but does not provide sufficient motivation to counteract the social norm of inclusivity. The implication of bystander actions for promotion of community and future research are discussed.
Collapse
|
38
|
Luo A, Bussey K. The selectivity of moral disengagement in defenders of cyberbullying: Contextual moral disengagement. COMPUTERS IN HUMAN BEHAVIOR 2019. [DOI: 10.1016/j.chb.2018.12.038] [Citation(s) in RCA: 35] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
|
39
|
Pozzoli T, Gini G. Behavior during cyberbullying episodes: Initial validation of a new self-report scale. Scand J Psychol 2019; 61:22-29. [PMID: 30690730 DOI: 10.1111/sjop.12517] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2018] [Accepted: 12/06/2018] [Indexed: 12/30/2022]
Abstract
Research on cyberbullying has been growing worldwide, with much of the focus on the characteristics of perpetrators and targets of cyberbullying. In recent years, increasing attention has been paid on bystanders of cyber-attacks. This study presents the Italian validation of a newly developed self-report scale that measures different forms of participation in cyberbullying, namely cyberbullying, cybervictimization, cyber-defending and cyber-passive bystanding. We used responses from 561 young adolescents (289 girls; mean age = 12 years, 1 month; SD = 9 months) attending middle schools in Italy. A 16-item scale was developed paralleling the content of an already existing scale that measures young adolescents' behavior in traditional bullying. Confirmatory factor analysis supported the four-dimensional structure of the scale and the four subscale's scores showed acceptable levels of internal consistency. Multigroup analyses demonstrated full scalar invariance of the scale across gender groups. Finally, each behavior in the electronic context was positively correlated with its counterpart in the school context, suggesting certain stability across contexts. It is concluded that the scale may be a first, promising attempt to measure different youths' behavior during cyberbullying episodes.
Collapse
Affiliation(s)
- Tiziana Pozzoli
- Department of Developmental and Social Psychology, University of Padua, Italy
| | - Gianluca Gini
- Department of Developmental and Social Psychology, University of Padua, Italy
| |
Collapse
|
40
|
Ouvrein G, De Backer CJ, Vandebosch H. Online celebrity aggression: A combination of low empathy and high moral disengagement? The relationship between empathy and moral disengagement and adolescents' online celebrity aggression. COMPUTERS IN HUMAN BEHAVIOR 2018. [DOI: 10.1016/j.chb.2018.07.029] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
|
41
|
Lu T, McKeown S. The effects of empathy, perceived injustice and group identity on altruistic preferences: Towards compensation or punishment. JOURNAL OF APPLIED SOCIAL PSYCHOLOGY 2018. [DOI: 10.1111/jasp.12558] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Affiliation(s)
- Tiezhan Lu
- School of Education; University of Bristol
| | | |
Collapse
|
42
|
Hayes BE. Bystander Intervention to Abusive Behavior on Social Networking Websites. Violence Against Women 2018; 25:1077801218793221. [PMID: 30114976 DOI: 10.1177/1077801218793221] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The current study assessed which bystander intervention behaviors individuals reported they would engage in when exposed to abuse in their online network and the correlates of these behaviors. Data were drawn from college students' responses ( N = 600) to three vignettes, ranging in severity, where the respondent's male friend commented about his ex-girlfriend on a social network. Although it was hypothesized respondents would intervene on the website when exposed to abuse, results suggested this was not the case. Respondents were more likely to offer support to the victim, report the behavior, and recommend programming for the most severe scenario. Implications are discussed.
Collapse
|
43
|
Actions, emotional reactions and cyberbullying – From the lens of bullies, victims, bully-victims and bystanders among Malaysian young adults. TELEMATICS AND INFORMATICS 2018. [DOI: 10.1016/j.tele.2018.02.002] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
|
44
|
Mehari KR, Moore W, Waasdorp TE, Varney O, Berg K, Leff SS. Cyberbullying prevention: Insight and recommendations from youths, parents, and paediatricians. Child Care Health Dev 2018; 44:616-622. [PMID: 29766542 DOI: 10.1111/cch.12569] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/04/2017] [Revised: 03/22/2018] [Accepted: 04/03/2018] [Indexed: 11/29/2022]
Abstract
BACKGROUND The purpose of this study was to identify injunctive norms for cyberbullying prevention among youths, parents, and primary care providers, as well as barriers to preventive behaviours. METHODS Semi-structured interviews on the topic of cyberbullying were conducted with 29 adolescents, 13 paediatricians, and 15 parents recruited from 3 primary care sites. Transcripts were coded for themes related to various stakeholders' perceived roles in cyberbullying prevention and barriers to preventive behaviours. RESULTS Participants reported perceptions that youths should intervene in the moment and get outside help for others. Fear of repercussions emerged as a significant barrier to these behaviours. Participants believed that parents should communicate with their children and monitor and supervise youths' online activities. Barriers included perception of priority and low parental efficacy or naiveté. Participants believed that providers should provide education and resources and ask screening questions; the most frequently identified barrier to those behaviours was the perception of providers' role. CONCLUSIONS Youths and providers may not be aware of their potential to prevent cyberbullying before it occurs. Educating youths, parents, and providers about cyberbullying prevention is warranted.
Collapse
Affiliation(s)
| | - W Moore
- Private consultant, Philadelphia, PA
| | - T E Waasdorp
- Children's Hospital of Philadelphia, Philadelphia, PA, USA.,Johns Hopkins University, Baltimore, MD, USA
| | - O Varney
- WellSpan Behavioral Health, Lancaster, PA
| | - K Berg
- University of South Dakota Sanford School of Medicine, Vermilion, SD
| | - S S Leff
- Children's Hospital of Philadelphia, Philadelphia, PA, USA
| |
Collapse
|
45
|
DeSmet A, Bastiaensens S, Van Cleemput K, Poels K, Vandebosch H, Deboutte G, Herrewijn L, Malliet S, Pabian S, Van Broeckhoven F, De Troyer O, Deglorie G, Van Hoecke S, Samyn K, De Bourdeaudhuij I. Psychometric data of a questionnaire to measure cyberbullying bystander behavior and its behavioral determinants among adolescents. Data Brief 2018; 18:1588-1595. [PMID: 29904661 PMCID: PMC5998205 DOI: 10.1016/j.dib.2018.04.087] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2017] [Revised: 01/31/2018] [Accepted: 04/23/2018] [Indexed: 11/24/2022] Open
Abstract
.This paper describes the items, scale validity and scale reliability of a self-report questionnaire that measures bystander behavior in cyberbullying incidents among adolescents, and its behavioral determinants. Determinants included behavioral intention, behavioral attitudes, moral disengagement attitudes, outcome expectations, self-efficacy, subjective norm and social skills. Questions also assessed (cyber-)bullying involvement. Validity and reliability information is based on a sample of 238 adolescents (M age=13.52 years, SD=0.57). Construct validity was assessed using Confirmatory Factor Analysis (CFA) or Exploratory Factor Analysis (EFA) in Mplus7 software. Reliability (Cronbach Alpha, α) was assessed in SPSS, version 22. Data and questionnaire are included in this article. Further information can be found in DeSmet et al. (2018) [1].
Collapse
Affiliation(s)
- A. DeSmet
- Department of Movement and Sport Sciences, Ghent University, Ghent, Belgium
- Research Foundation Flanders, Brussels, Belgium
- Corresponding author at: Department of Movement and Sport Sciences, Ghent University, Ghent, Belgium.
| | - S. Bastiaensens
- Department of Communication Studies, University of Antwerp, Antwerp, Belgium
- Antwerp Management School, University of Antwerp, Antwerp, Belgium
| | - K. Van Cleemput
- Department of Communication Studies, University of Antwerp, Antwerp, Belgium
| | - K. Poels
- Department of Communication Studies, University of Antwerp, Antwerp, Belgium
| | - H. Vandebosch
- Department of Communication Studies, University of Antwerp, Antwerp, Belgium
| | - G. Deboutte
- Department of Communication Studies, University of Antwerp, Antwerp, Belgium
| | - L. Herrewijn
- Department of Communication Studies, University of Antwerp, Antwerp, Belgium
- Department of Communication Sciences, Ghent University, Ghent, Belgium
| | - S. Malliet
- Department of Communication Studies, University of Antwerp, Antwerp, Belgium
| | - S. Pabian
- Research Foundation Flanders, Brussels, Belgium
- Department of Communication Studies, University of Antwerp, Antwerp, Belgium
| | - F. Van Broeckhoven
- Department of Computer Science, Vrije Universiteit Brussel, Brussel, Belgium
| | - O. De Troyer
- Department of Computer Science, Vrije Universiteit Brussel, Brussel, Belgium
| | - G. Deglorie
- Department of Electronics and Information Systems, Ghent University, Ghent, Belgium
| | - S. Van Hoecke
- Department of Electronics and Information Systems, Ghent University, Ghent, Belgium
| | - K. Samyn
- Digital Arts and Media, University College HoWest, Kortrijk, Belgium
| | | |
Collapse
|
46
|
Barlińska J, Szuster A, Winiewski M. Cyberbullying Among Adolescent Bystanders: Role of Affective Versus Cognitive Empathy in Increasing Prosocial Cyberbystander Behavior. Front Psychol 2018; 9:799. [PMID: 29899715 PMCID: PMC5988850 DOI: 10.3389/fpsyg.2018.00799] [Citation(s) in RCA: 45] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2017] [Accepted: 05/04/2018] [Indexed: 12/30/2022] Open
Abstract
The purpose of this study was to investigate if affective (vicarious sharing of emotions) and cognitive empathy (mental perspective taking) induction may stimulate adolescent online bystanders’ intervention in cyberbullying cases. The role of reporting the abuse is crucial because it is a form of active support to the victim, initiated by children, to stop the bullying. The effectiveness of empathy activation in decreasing negative cyberbystander reinforcing behavior has been proved in previous studies. The effects of affective and cognitive empathy activation on positive cyberbystander behavior, defined as reporting the bullying online, were explored in two follow-up studies N = 271 and N = 265. The influence of experiencing cyberbullying as perpetrator, victim, and as determined by gender on prosocial cyberbystander behavior was also controlled. The results indicate that only cognitive empathy activation increases the likelihood of intervening bystander behavior. Neither affective empathy induction, previous experience of cyberperpetration, cybervictimization, nor gender affected the engagement in prosocial bystander behavior. The conclusion of the research is that a program consequently activating more reflective cognitive empathy induction can contribute toward the establishment of healthier behavioral patterns among bystanders to cyberbullying, increasing the probability of their reporting the cyberbullying acts.
Collapse
Affiliation(s)
| | - Anna Szuster
- Faculty of Psychology, University of Warsaw, Warsaw, Poland
| | | |
Collapse
|
47
|
Holfeld B, Mishna F. Longitudinal Associations in Youth Involvement as Victimized, Bullying, or Witnessing Cyberbullying. CYBERPSYCHOLOGY, BEHAVIOR AND SOCIAL NETWORKING 2018; 21:234-239. [PMID: 29624446 DOI: 10.1089/cyber.2017.0369] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
Although cyberbullying has been linked to cyber victimization, it is unknown whether witnessing cyberbullying impacts and is impacted by experiences of cyberbullying and victimization. In the current study, we examine the frequency of youth involved as victimized, bullying, and witnessing cyberbullying and how these experiences are associated across three academic years. Participants comprised 670 Canadian students who began the longitudinal study in grades 4, 7, or 10 at Time 1 (T1). Cyber witnessing represented the largest role of youth involvement in cyberbullying. Cyber witnessing was positively associated with both cyberbullying and victimization. Cyber victimization at T1 was positively associated with cyber witnessing at T2, which was positively related to both cyberbullying and victimization at T3. Findings highlight the significance of addressing the role of cyber witnesses in cyberbullying prevention and intervention efforts.
Collapse
Affiliation(s)
- Brett Holfeld
- 1 Department of Psychology, University of North Dakota, Grand Forks, North Dakota
| | - Faye Mishna
- 2 Factor-Inwentash Faculty of Social Work, University of Toronto , Toronto, Canada
| |
Collapse
|
48
|
DeSmet A, Bastiaensens S, Van Cleemput K, Poels K, Vandebosch H, Deboutte G, Herrewijn L, Malliet S, Pabian S, Van Broeckhoven F, De Troyer O, Deglorie G, Van Hoecke S, Samyn K, De Bourdeaudhuij I. The efficacy of the Friendly Attac serious digital game to promote prosocial bystander behavior in cyberbullying among young adolescents: A cluster-randomized controlled trial. COMPUTERS IN HUMAN BEHAVIOR 2018. [DOI: 10.1016/j.chb.2017.10.011] [Citation(s) in RCA: 27] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
|
49
|
Song J, Oh I. Factors influencing bystanders' behavioral reactions in cyberbullying situations. COMPUTERS IN HUMAN BEHAVIOR 2018. [DOI: 10.1016/j.chb.2017.10.008] [Citation(s) in RCA: 46] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
|
50
|
Brochado S, Soares S, Fraga S. A Scoping Review on Studies of Cyberbullying Prevalence Among Adolescents. TRAUMA, VIOLENCE & ABUSE 2017; 18:523-531. [PMID: 27053102 DOI: 10.1177/1524838016641668] [Citation(s) in RCA: 108] [Impact Index Per Article: 15.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
This descriptive scoping aims to understand how the prevalence of cyberbullying has been estimated across studies. A systematic scoping review of cyberbullying empirical studies was conducted by using three bibliographic databases to search for papers published between January 2004 and August 2014. A protocol was defined to identify the relevant papers. Papers selected were included in a data sheet developed by the authors to record specific findings. In total, 159 studies were included in the scoping review. Most of the prevalence studies were conducted in the last 4 years, mainly in North America ( n = 77) and in Europe ( n = 65). High methodological heterogeneity was found among the studies, which may contribute to explain variability in prevalence estimates. Cyberbullying experiences were assessed through several different perspectives: focused only on victims, focused only on perpetrators, or focused on both victims and perpetrators (without differentiating between if they are victims or perpetrators). Most of the studies tend to assess cybervictimization experiences. However, even considering the same perspective, the same country, and the same recall period, a high variability in the estimates was observed. As a main conclusion, the way in which the prevalence of cyberbullying is estimated is influenced by methodological research options.
Collapse
Affiliation(s)
- Sandra Brochado
- 1 Epidemiology Research Unit (EPI-Unit), Institute of Public Health, University of Porto, Porto, Portugal
| | - Sara Soares
- 1 Epidemiology Research Unit (EPI-Unit), Institute of Public Health, University of Porto, Porto, Portugal
| | - Sílvia Fraga
- 1 Epidemiology Research Unit (EPI-Unit), Institute of Public Health, University of Porto, Porto, Portugal
| |
Collapse
|