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García-Vázquez FI, Valdés-Cuervo AA, León-Parada MD, Parra-Pérez LG. Restorative Parental Discipline and Types of Defending Bystander Intervention in Cyberbullying: The Mediate Role of Justice Sensitivity. CYBERPSYCHOLOGY, BEHAVIOR AND SOCIAL NETWORKING 2024; 27:399-408. [PMID: 38574290 DOI: 10.1089/cyber.2023.0445] [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: 04/06/2024]
Abstract
Parental socialization strategies are critical in explaining adolescents' online behavior. This study examined the relationships between parental restorative discipline, observed justice sensitivity, and cyber-bystander defender intervention (constructive and aggressive) in cyberbullying. The sample comprised 900 Mexican adolescents (40.2% male and 58.8% female), of which 450 were from secondary school (M age = 13.6, SD = 0.8) and 450 were from high school (M age = 15.4, SD = 1.3). Structural equation modeling with latent variables was performed. Overall, the results indicate that parental restorative discipline positively relates to the observer's justice sensitivity and the adoption of constructive interventions by cyber-bystander defenders. However, restorative discipline had no significant direct relationship with aggressive intervention. Observers' justice sensitivity mediates the association between restorative parenting discipline and aggressive or constructive defender interventions. Gender does not moderate the relationship proposed in the structural model. These findings suggest that parental restorative discipline explains constructive and aggressive cyber-bystander defender interventions in cyberbullying.
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Orejudo S, Lozano-Blasco R, Bautista P, Aiger M. Interaction among participants in a collective intelligence experiment: an emotional approach. Front Psychol 2024; 15:1383134. [PMID: 38813562 PMCID: PMC11133684 DOI: 10.3389/fpsyg.2024.1383134] [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: 02/07/2024] [Accepted: 04/04/2024] [Indexed: 05/31/2024] Open
Abstract
Introduction The construct of collective intelligence assumes that groups have a better capacity than individuals to deal with complex, poorly defined problems. The digital domain allows us to analyze this premise under circumstances different from those in the physical environment: we can gather an elevated number of participants and generate a large quantity of data. Methods This study adopted an emotional perspective to analyze the interactions among 794 adolescents dealing with a sexting case on an online interaction platform designed to generate group answers resulting from a certain degree of achieved consensus. Results Our results show that emotional responses evolve over time in several phases of interaction. From the onset, the emotional dimension predicts how individual responses will evolve, particularly in the final consensus phase. Discussion Responses gradually become more emotionally complex; participants tend to identify themselves with the victim in the test case while increasingly rejecting the aggressors.
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Affiliation(s)
- Santos Orejudo
- Department of Psychology and Sociology, University of Zaragoza, Zaragoza, Spain
| | | | - Pablo Bautista
- Department of Educational Sciences, University of Zaragoza, Zaragoza, Spain
| | - Montserrat Aiger
- Department of Psychology and Sociology, University of Zaragoza, Zaragoza, Spain
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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.
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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
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Hu Y, Zhang T, Shi HF, Fan CY. Empathy and bystander helping behavior in cyberbullying among adolescents: the mediating role of internet moral judgment and the moderating role of internet self-efficacy. Front Psychol 2023; 14:1196571. [PMID: 37731887 PMCID: PMC10508182 DOI: 10.3389/fpsyg.2023.1196571] [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: 03/30/2023] [Accepted: 08/24/2023] [Indexed: 09/22/2023] Open
Abstract
Introduction Cyberbullying poses a significant challenge among adolescents. If bystanders stand up and help victims, their helping behavior may be able to reduce the frequency and negative impact of cyberbullying. This study investigates the association of empathy, internet moral judgment, and internet self-efficacy with bystander helping behavior among adolescents, building upon the empathy-altruism hypothesis, bystander intervention model, and dual-process model of morality. Methods A sample of 919 Chinese adolescents from 3 schools in Hunan, Jiangxi and Guangdong provinces completed the Basic Empathy Scale, Internet Moral Judgment Questionnaire, Internet Self-Efficacy Questionnaire and Styles of Bystander Intervention Scale. And we constructed a moderated mediation model to examine the relationship between empathy and bystander helping behavior in cyberbullying and assessed the mediating role of internet moral judgment and the moderating role of internet self-efficacy. Results Our findings revealed a significant positive correlation between empathy and bystander helping behavior in cyberbullying. Internet moral judgment mediated the relationship between empathy and helping behavior, whereas internet self-efficacy moderated the latter half of the mediation pathway. Specifically, the association between internet moral judgment and helping behavior was stronger for bystanders with higher levels of internet self-efficacy compared with those that have lower levels. Discussion These results further deepen our understanding of the mechanisms involved in bystander helping behavior in cyberbullying, thus providing a basis for future interventions to encourage more helping actions from bystanders during cyberbullying incidents.
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Affiliation(s)
- Yang Hu
- Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, School of Psychology, Central China Normal University, Wuhan, China
- School of Preschool Education, Hubei Preschool Teachers College, Wuhan, China
| | - Tian Zhang
- Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, School of Psychology, Central China Normal University, Wuhan, China
| | - Hui-fen Shi
- Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, School of Psychology, Central China Normal University, Wuhan, China
| | - Cui-ying Fan
- Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, School of Psychology, Central China Normal University, Wuhan, China
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5
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Malin Y, Gumpel TP. Dispositional mindfulness plays a major role in adolescents' active and passive responding to bully-victim dynamics. Aggress Behav 2023; 49:509-520. [PMID: 37098754 DOI: 10.1002/ab.22087] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2022] [Revised: 03/02/2023] [Accepted: 04/16/2023] [Indexed: 04/27/2023]
Abstract
Past research on school bullying focused on the role of the bully, suggesting that this active perpetrator is characterized by low empathy, low self-regulation, and high moral disengagement (MD). Studies recently demonstrated a relationship between dispositional mindfulness and bullying as well. However, in the last 2 decades, research has broadened this perspective, suggesting that active and passive bystanders may play a major role in school bullying by either supporting or opposing bullying. In this research, we examined whether empathy, MD, self-regulation, and mindfulness are significantly associated with probullying, defending, and bystanding behaviors. A total of 429 middle and high school adolescents from Israel (mean age = 16.81 years, SD = 1.62) completed online questionnaires. Through structural equation modeling, we found that empathy was associated with both, self-regulation and defending behaviors. MD was associated with defending and probullying behaviors. Dispositional mindfulness was associated with all three roles we examined. All these relationships were significant and in the expected direction. As mindfulness is a disposition that can be cultivated, this finding may have further implications in programs that aim at reducing school bullying.
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Affiliation(s)
- Yael Malin
- Seymour Fox School of Education, The Hebrew University of Jerusalem, Jerusalem, Israel
| | - Thomas P Gumpel
- Seymour Fox School of Education, The Hebrew University of Jerusalem, Jerusalem, Israel
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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.
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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.)
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Huang PS, Lee WK, Liu CH. Why Do Bystanders Become Cyberbullies? The Effect of Perceived Reasonableness of Online Messages on Bystanders' Aggressive Tendency and Its Underlying Mechanism. CYBERPSYCHOLOGY, BEHAVIOR AND SOCIAL NETWORKING 2023. [PMID: 37276074 DOI: 10.1089/cyber.2022.0305] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
The objectives of this study were to examine the influence of bystanders' perceived reasonableness of online messages on their aggressive tendency toward victims and to examine the mediating role of bystanders' attribution of responsibility to victims on their aggressive tendency toward the victims. Our study involved two parts: In Study 1, 295 Taiwanese undergraduates were recruited, and questionnaires were distributed to them to measure their perceived reasonableness of cyberbullying attacks. In Study 2, a total of 78 university students were recruited. The participants' perceived reasonableness of cyberbullying attacks was reduced through experimental manipulation. Subsequently, they were randomly assigned to a group with relatively low reasonableness or a control group. The results of both studies revealed that the participants' aggressive tendency toward the victim was influenced by their perceived reasonableness of cyberbully messages. The relation between perceived reasonableness and aggressive tendency was mediated by the participants' attribution of responsibility to the victim.
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Affiliation(s)
- Po-Sheng Huang
- Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan
| | - Wei-Kuang Lee
- Kaohsiung Municipal Gangshan Elementary School, Kaohsiung, Taiwan
| | - Cheng-Hong Liu
- Department of Educational Psychology and Counseling, National Tsing Hua University, Hsinchu, Taiwan
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Huang L, Li W, Xu Z, Sun H, Ai D, Hu Y, Wang S, Li Y, Zhou Y. The Severity of Cyberbullying Affects Bystander Intervention Among College Students: The Roles of Feelings of Responsibility and Empathy. Psychol Res Behav Manag 2023; 16:893-903. [PMID: 36974038 PMCID: PMC10039625 DOI: 10.2147/prbm.s397770] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Accepted: 03/09/2023] [Indexed: 03/29/2023] Open
Abstract
Background Bystander intervention can protect victims from harm in cyberbullying. Previous studies have found that the severity of cyberbullying incidents is one of the important factors affecting decisions to intervene. However, little is known about the mediating and moderating mechanisms underlying this effect. Purpose The current study explored the effect of the severity of cyberbullying incidents on bystander intention to intervene on social network sites (SNSs) among college students (Experiment 1), the mediating role of feelings of responsibility (Experiment 2) and the moderating role of empathy (Experiment 3). Patients and Methods We presented cyberbullying incidents with different levels of severity through scenarios including fictive Weibo news reports and comments. Participants were exposed to a fictive cyberbullying incident and asked to complete a questionnaire including measures of the variables of interest. Results Our results showed that the severity of incidents positively affected bystander intention to intervene through the mediation of feelings of responsibility. Empathy moderated the effect of incident severity on bystander intention to intervene. Conclusion The results of the current study help to understand the behavior of bystanders in cyberbullying and they provide a practical reference for intervention in cyberbullying incidents.
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Affiliation(s)
- Liangjiecheng Huang
- Department of Psychology, Ningbo University, Ningbo, Zhejiang, People’s Republic of China
| | - Weiqiang Li
- Department of Psychology, Ningbo University, Ningbo, Zhejiang, People’s Republic of China
| | - Zikai Xu
- Department of Psychology, Ningbo University, Ningbo, Zhejiang, People’s Republic of China
| | - Hongli Sun
- Department of Psychology, Ningbo University, Ningbo, Zhejiang, People’s Republic of China
| | - Danfeng Ai
- Department of Psychology, Ningbo University, Ningbo, Zhejiang, People’s Republic of China
| | - Yinfeng Hu
- Department of Psychology, Ningbo University, Ningbo, Zhejiang, People’s Republic of China
| | - Shiqi Wang
- Department of Psychology, Ningbo University, Ningbo, Zhejiang, People’s Republic of China
| | - Yu Li
- Department of Psychology, Ningbo University, Ningbo, Zhejiang, People’s Republic of China
| | - Yanyan Zhou
- Department of Psychology, Ningbo University, Ningbo, Zhejiang, People’s Republic of China
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Maftei A, Măirean C. Not so funny after all! Humor, parents, peers, and their link with cyberbullying experiences. COMPUTERS IN HUMAN BEHAVIOR 2023. [DOI: 10.1016/j.chb.2022.107448] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
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10
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Cyberbullying experience and bystander behavior in cyberbullying incidents: The serial mediating roles of perceived incident severity and empathy. COMPUTERS IN HUMAN BEHAVIOR 2023. [DOI: 10.1016/j.chb.2022.107484] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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11
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Francisco SM, Ferreira PC, Veiga Simão AM. Behind the scenes of cyberbullying: personal and normative beliefs across profiles and moral disengagement mechanisms. INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH 2022. [DOI: 10.1080/02673843.2022.2095215] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/17/2022] Open
Affiliation(s)
- Sofia M. Francisco
- Faculdade de Psicologia, CICPSI, Alameda da Universidade, Universidade de Lisboa, Lisboa, Portugal
- Foundation for Science and Technology of the Science and Education Ministry of Portugal (SFRH/BD/130982/2017), Portugal
- Research Center for Psychological Science of the Faculty of Psychology, University of Lisbon, Portugal (CICPSI; UIDB/04527/2020 and UIDP/04527/2020)
| | - Paula C. Ferreira
- Faculdade de Psicologia, CICPSI, Alameda da Universidade, Universidade de Lisboa, Lisboa, Portugal
- Research Center for Psychological Science of the Faculty of Psychology, University of Lisbon, Portugal (CICPSI; UIDB/04527/2020 and UIDP/04527/2020)
| | - Ana M. Veiga Simão
- Faculdade de Psicologia, CICPSI, Alameda da Universidade, Universidade de Lisboa, Lisboa, Portugal
- Research Center for Psychological Science of the Faculty of Psychology, University of Lisbon, Portugal (CICPSI; UIDB/04527/2020 and UIDP/04527/2020)
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12
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How beliefs and unpleasant emotions direct cyberbullying intentions. Heliyon 2022; 8:e12163. [DOI: 10.1016/j.heliyon.2022.e12163] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2022] [Revised: 07/15/2022] [Accepted: 11/29/2022] [Indexed: 12/13/2022] Open
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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.
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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
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Chan TKH, Cheung CMK, Benbasat I, Xiao B, Lee ZWY. Bystanders Join in Cyberbullying on Social Networking Sites: The Deindividuation and Moral Disengagement Perspectives. INFORMATION SYSTEMS RESEARCH 2022. [DOI: 10.1287/isre.2022.1161] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Bystanders Join in Cyberbullying on Social Networking Sites: The Deindividuation and Moral Disengagement Perspectives Cyberbullying on social networking sites escalates when bystanders join in the bullying. Bystanders’ joining-in behaviors reinforce the abuse, expose victims to a larger audience, and encourage further abuse by signaling their approval of the aggressive behavior. This study developed an integrative model that explains bystanders’ joining-in cyberbullying behaviors on SNSs to offer actionable insights into reducing such harmful behaviors. We tested the model using 1,179 responses using a scenario survey study. Our findings suggest that IT artifacts (including digital profile, search and privacy, relational ties, and network transparency) activated two key mechanisms that lead to cyberbullying joining-in behaviors: (i) the deindividuation experiences that attenuate self-identity and put salience on group/social identity, and (ii) the moral disengagement practices that permit the exercise of cognitive maneuvers to justify group-interested choices that do not align with social standard. The findings explain why people who do not know each other gang up to bully a target on social media. Platform owners who wish to discourage bystanders from joining in undesirable activities may consider regulating how users could share and access digital resources in a social network and should acknowledge the influence of social identity in igniting, driving, and prolonging harmful online group behaviors.
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Affiliation(s)
- Tommy K. H. Chan
- Alliance Manchester Business School, The University of Manchester, Manchester M15 6PB, United Kingdom
| | | | - Izak Benbasat
- Sauder School of Business, The University of British Columbia, Vancouver BC V6T 1Z2, Canada
| | - Bo Xiao
- Shidler College of Business, The University of Hawaiʻi at Mānoa, Honolulu, Hawaii 96822
| | - Zach W. Y. Lee
- Durham University Business School, Durham University, Durham DH1 3LB, United Kingdom
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Fabris MA, Longobardi C, Morese R, Marengo D. Exploring Multivariate Profiles of Psychological Distress and Empathy in Early Adolescent Victims, Bullies, and Bystanders Involved in Cyberbullying Episodes. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:9871. [PMID: 36011506 PMCID: PMC9407987 DOI: 10.3390/ijerph19169871] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/30/2022] [Revised: 08/01/2022] [Accepted: 08/02/2022] [Indexed: 06/15/2023]
Abstract
(1) Background: Adolescents may be involved in cyberbullying as victims, perpetrators, or to a lesser extent, victim-perpetrators simultaneously. The present research investigated differences between participants acting in different bullying roles-namely, bully, victim, or bully/victim-and bystander roles-namely, defending, passive bystander, and passive/defending; (2) Methods: We used multivariate analysis of covariance to determine how, in the same individuals, direct involvement in cyberbullying episodes compares to participating in them as by-standers in relation to both psychological distress and empathy; (3) Results: Both victims and bully/victims were found to be at increased risk for suicidal ideation, internalizing and externalizing symptoms, and emotional dysregulation compared with students who were neither victims nor perpetrators of cyberbullying episodes. Additionally, victims showed higher empathy scores when compared with bullies and bully/victims. All bystander roles showed increased emotional dysregulation compared with uninvolved students, but no differences emerged on other psychological distress measures. Finally, defending bystanders showed increased cognitive empathy. (4) Conclusions: During early adolescence, the direct experience of cyberbullying, as a bully or a victim (or both), show a stronger association with psychological distress than the mere participation in cyberbullying as a witness, regardless of the witness acting defensive toward the victim, or passive. However, both cyberbullying and bystanding roles provide a similar (small) explicative power over empathy variables.
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Affiliation(s)
| | - Claudio Longobardi
- Department of Psychology, University of Turin, Via Verdi 10, 10124 Turin, Italy
| | - Rosalba Morese
- Faculty of Communication, Culture and Society, Università della Svizzera italiana, Via Buffi 13, 6900 Lugano, Switzerland
- Faculty of Biomedical Sciences, Università della Svizzera italiana, Via Buffi 13, 6900 Lugano, Switzerland
| | - Davide Marengo
- Department of Psychology, University of Turin, Via Verdi 10, 10124 Turin, Italy
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16
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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.
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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
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Macaulay PJ, Betts LR, Stiller J, Kellezi B. Bystander responses to cyberbullying: The role of perceived severity, publicity, anonymity, type of cyberbullying, and victim response. COMPUTERS IN HUMAN BEHAVIOR 2022. [DOI: 10.1016/j.chb.2022.107238] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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18
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The Relationship between Personal Variables and Perceived Appropriateness of Coping Strategies against Cybervictimisation among Pre-Service Teachers. SUSTAINABILITY 2022. [DOI: 10.3390/su14095575] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
Cyberbullying behaviours begin at primary school, so the actions taken by pre-teachers will play a key role in achieving the goals in the 2030 Agenda for Sustainable Development. More specifically, active coping strategies are essential in reducing victimisation. The aim of this study was to identify the coping strategies considered effective by pre-service teachers and to analyse the perceived appropriateness of active and passive strategies in relation to personal variables. The participants were 1122 students on the Bachelor’s Degree in Education at the University of Castile-La Mancha in Spain. The study measured the perceived appropriateness of five active coping strategies and four passive coping strategies, moral disengagement, experiences of bullying and cyberbullying, emotions in response to bullying and gender stereotypes. The results show that more than 25% of pre-service teachers are not prepared to manage cyberbullying effectively. Prior experiences of victimisation, personal masculinity in men and moral emotions in women are related to active strategies, while moral disengagement, and pleasant emotions in women, are related to passive strategies. Universities must implement initiatives to ensure that pre-service teachers receive training on effective coping strategies and reflect on the personal factors influencing their decisions.
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Gao L, Liu CH, Yin XR. From pity to numbness: Social exclusion moderates the relationship between trait empathy and bystanders' aggressive tendencies in cyberbullying. BRITISH JOURNAL OF SOCIAL PSYCHOLOGY 2022; 61:1439-1453. [PMID: 35513772 DOI: 10.1111/bjso.12544] [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: 08/12/2021] [Accepted: 04/22/2022] [Indexed: 11/27/2022]
Abstract
Studies on cyberbullying have revealed an inconsistent relationship between trait empathy and bystanders' aggressive tendencies towards victims. We believe that these studies have overlooked the role of social exclusion. We infer that high-severity social exclusion suppresses the negative relationship between trait empathy and bystanders' aggressive tendencies. In Study 1, 226 participants read a news report concerning a singer's humiliation by netizens due to lack of talent. The results revealed that trait empathy predicted lower aggressive tendencies towards the singer for participants with fewer experiences of social exclusion. However, trait empathy was unrelated to aggressive tendencies for participants with more experiences of social exclusion. In Study 2, 146 participants were randomly assigned to a low-severity or a high-severity social exclusion condition and were required to recall their experiences of low- or high-severity social exclusion, respectively. The results demonstrated that in the low-severity condition, trait empathy was negatively associated with participants' aggressive tendencies towards the singer and this relationship was mediated by state empathy. However, there was no evidence that the process was at work in the high-severity condition. This study further presents implications and directions for future research.
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Affiliation(s)
- Lu Gao
- Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Cheng-Hong Liu
- Department of Educational Psychology and Counseling, National Tsing Hua University, Hsinchu City, Taiwan
| | - Xian-Rui Yin
- Department of Educational Psychology and Counseling, National Tsing Hua University, Hsinchu City, Taiwan
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20
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Dang J, Liu L. Me and Others Around: The Roles of Personal and Social Norms in Chinese Adolescent Bystanders' Responses Toward Cyberbullying. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:NP6329-NP6354. [PMID: 33073678 DOI: 10.1177/0886260520967128] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Researchers have expanded the aggressor-victim dyad by showing that bystanders play pivotal roles in the process of cyberbullying. Bystanders' responses entail moral engagement and are guided by personal and social norms. Most research on normative influences on bystanders' responses to cyberbullying has focused on personal or social norms but has ignored how they jointly affect bystanders' responses. Inspiring by the modified Theory of Planned Behavior, a cross-sectional study of Chinese high-school students (N = 333) examined how cyberbullying-related personal and social norms affect adolescent bystanders' responses to cyberbullying. We collected information on personal norms, social norms, and bystanders' responses to cyberbullying. Boys reported stronger intentions than girls to reinforce the bully, but intentions to help the victim were equivalent among boys and girls. Regression analysis revealed that pro-cyberbullying personal and social norms combined could negatively predict intentions to help the victim. However, personal and social norms interacted to influence behavioral intentions to reinforce the bully. Specifically, when pro-cyberbullying social norms were at a high level, a higher level of pro-cyberbullying personal norms was correlated with higher intentions to reinforce the bully. Conversely, when pro-cyberbullying social norms were at a low level, the effect of personal norms disappeared. The findings contribute to understanding the process by which adolescents adapt themselves to norms and provide guidance for educational advice on intervening in cyberbullying.
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Affiliation(s)
| | - Li Liu
- Beijing Normal University, Beijing, China
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21
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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]
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22
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Oksanen A, Celuch M, Latikka R, Oksa R, Savela N. Hate and harassment in academia: the rising concern of the online environment. HIGHER EDUCATION 2021; 84:541-567. [PMID: 34840344 PMCID: PMC8609255 DOI: 10.1007/s10734-021-00787-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/02/2021] [Indexed: 06/13/2023]
Abstract
Hostile online communication is a global concern. Academic research and teaching staff are among those professionals who routinely give public comments and are thus vulnerable to online attacks. This social psychological and criminological study investigated online harassment victimization among university researchers and teachers. Survey participants (N = 2,492) were university research and teaching staff members from five major universities in Finland. Victimization was assessed with a 20-item inventory. The study included a wide range of both background and general measures on well-being at work. Participants also took part in an online experiment involving a death threat targeting a colleague. Results showed that 30% of the participants reported being victims of online harassment during the prior 6 months. Victims were more often senior staff members, minority group members, and from the social sciences and humanities. Those active in traditional or social media were much more likely to be targeted. Victims reported higher psychological distress, lower generalized trust, and lower perceived social support at work than non-victims. Individuals who were targeted by a colleague from their work community reported higher post-traumatic stress disorder scores and a higher impact of perceived online harassment on their work compared to other victims. In the experimental part of the study, participants reported more anxiety when a close colleague received a death threat. Participants also recommended more countermeasures to a close colleague than to an unknown person from the same research field. Results indicate that online harassment compromises well-being at work in academia. There is an urgent need to find ways of preventing online harassment, both in workplaces and in society at large.
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Affiliation(s)
- Atte Oksanen
- Faculty of Social Sciences, Tampere University, Tampere, Finland
| | - Magdalena Celuch
- Faculty of Social Sciences, Tampere University, Tampere, Finland
| | - Rita Latikka
- Faculty of Social Sciences, Tampere University, Tampere, Finland
| | - Reetta Oksa
- Faculty of Social Sciences, Tampere University, Tampere, Finland
| | - Nina Savela
- Faculty of Social Sciences, Tampere University, Tampere, Finland
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Liu CH, Yin XR, Huang PS. Cyberbullying: Effect of emergency perception on the helping tendencies of bystanders. TELEMATICS AND INFORMATICS 2021. [DOI: 10.1016/j.tele.2021.101627] [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]
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24
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Unique and interactive effects of guilt and sympathy on bystander aggressive defender intervention in cyberbullying: The mediation of self-regulation. COMPUTERS IN HUMAN BEHAVIOR 2021. [DOI: 10.1016/j.chb.2021.106842] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
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25
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Torgal C, Espelage DL, Polanin JR, Ingram KM, Robinson LE, El Sheikh AJ, Valido A. A Meta-Analysis of School-Based Cyberbullying Prevention Programs’ Impact on Cyber-Bystander Behavior. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2021.1913037] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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26
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Nagar PM, Talwar V. Information and communication technology platforms as an experimental paradigm in cyber-bystander research: A critique of methodology. COMPUTERS IN HUMAN BEHAVIOR REPORTS 2021. [DOI: 10.1016/j.chbr.2021.100110] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
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27
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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]
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28
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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.
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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
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29
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Zhang Y, Tang Y, Li P, Jia X. Popularity matters: Moderating role of popularity on the relation between perceived peer pressure for intervention and Chinese adolescents’ bystander behaviours in bullying. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1080/17405629.2021.1926231] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Yuchi Zhang
- School of Smart Education, Jiangsu Normal University, Xuzhou, China
- Educational Informatization Engineering Technology Research Center, Jiangsu Normal University, Xuzhou, China
| | - Yuanqiong Tang
- Luxian No. 2 High School of Sichuan Province, Luxian, China
| | - Ping Li
- Shenzhen Longhua High School, Shenzhen, China
| | - Xiaoyu Jia
- Center for Studies of Education and Psychology of Ethnic Minorities in Southwest China, Southwest University, Chongqing, China
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30
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Cyberbullying on social networking sites: A literature review and future research directions. INFORMATION & MANAGEMENT 2021. [DOI: 10.1016/j.im.2020.103411] [Citation(s) in RCA: 27] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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31
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Stanciu D, Chis A. A study of cyberstander reactions under community-related influence: When gender complicates matters. COMPUTERS IN HUMAN BEHAVIOR 2021. [DOI: 10.1016/j.chb.2020.106589] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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32
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Shannen T, Kim SJ, Lee J. Empathy, cyberbullying, and cybervictimization among Filipino adolescents. CHILD HEALTH NURSING RESEARCH 2021; 27:65-74. [PMID: 35004498 PMCID: PMC8650871 DOI: 10.4094/chnr.2021.27.1.65] [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: 12/13/2020] [Revised: 12/25/2020] [Accepted: 01/05/2021] [Indexed: 11/25/2022] Open
Abstract
PURPOSE The purpose of this study was to gain insights into empathy, cyberbullying, and cybervictimization among Filipino adolescents. METHODS The participants were 168 junior high school students in the 7th to 10th grades at a public high school in Cavite Province, Philippines. Data were collected on demographic characteristics, the Basic Empathy Scale, and Revised Cyber Bullying Inventory-II scores. The data were analyzed in SPSS using descriptive statistics (frequency and mean), the independent t-test, bivariate correlation, and one-way analysis of variance. RESULTS The degree of empathy did not show a statistically significant relationship with cyberbullying (r=-.07, p=.359) but did show a significant relationship with cybervictimization (r=.18, p=.025). Furthermore, cyberbullying had a statistically significant association with cybervictimization (r=.60, p<.001). CONCLUSION Although empathy does not necessarily affect cyberbullying, higher levels of empathy were found among cyberbullying victims. However, an alarming result of this study is the possibility that victims may become cyberbullies. Therefore, we should highlight empathy as part of efforts to prevent cyberbullying and to solve various cyber-related problems. Since cyberbullying and cybervictimization are closely related, it is important to focus on this relationship and to make multilateral efforts to ensure that cyberbullying does not lead to other negative issues.
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Affiliation(s)
- Tadena Shannen
- Graduate Student, School of Nursing, Hallym University, Chuncheon, Korea
| | - Shin-Jeong Kim
- Professor, School of Nursing, Research Institute of Nursing Science, Hallym University, Chuncheon, Korea
| | - Jungmin Lee
- Lecturer, School of Nursing, Hallym University, Chuncheon, Korea
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Machackova H. Bystander reactions to cyberbullying and cyberaggression: individual, contextual, and social factors. Curr Opin Psychol 2020; 36:130-134. [DOI: 10.1016/j.copsyc.2020.06.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2020] [Revised: 06/04/2020] [Accepted: 06/05/2020] [Indexed: 10/24/2022]
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34
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Rodríguez-Hidalgo AJ, Mero O, Solera E, Herrera-López M, Calmaestra J. Prevalence and psychosocial predictors of cyberaggression and cybervictimization in adolescents: A Spain-Ecuador transcultural study on cyberbullying. PLoS One 2020; 15:e0241288. [PMID: 33175858 PMCID: PMC7657560 DOI: 10.1371/journal.pone.0241288] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2020] [Accepted: 10/12/2020] [Indexed: 11/18/2022] Open
Abstract
The present study aims to collect data about the prevalence of cyberbullying and the role of self-esteem, empathy, and social skills in predicting cybervictimization and cyberaggression in two different countries: Spain and Ecuador. Additionally, it compares the similarities found in both countries. A wide sample of adolescents from Secondary Education (N = 24943; mean age = 13.92; SD = 1.30, girls = 49.9%) from both countries (Spain = 14,206 and Ecuador = 10,737) took part by filling in a set of self-reports. Weighted analyses and structural equation models were used. The results revealed that 8.8% were cybervictims, 3.1% were cyberaggressors and 4.9% cybervictims-cyberaggressors in Spain; whereas 8.7% were cybervictims, 5.1% were cyberaggressors and 14.3% were cybervictims-cyberaggressors in Ecuador. Cybervictimization could be predicted in both countries by means of self-deprecation and social skills, although the meaning of some skills was different depending on the country. Cyberaggression could be predicted in both countries by means of empathy, assertiveness, and conflict-resolution skills, as well as by communicative and relational skills. Self-deprecation was a predictor of cyberaggression only in Spain. These results are discussed, and educational inferences are drawn for prevention.
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Affiliation(s)
| | - Oswaldo Mero
- Management, Development and Executive Secretariat Faculty, University Laica Eloy Alfaro, Manabí, Ecuador
| | - Eva Solera
- International University of La Rioja, Logroño, Spain
| | | | - Juan Calmaestra
- Department of Psychology, Universidad de Córdoba, Córdoba, Spain
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35
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Panumaporn J, Hongsanguansri S, Atsariyasing W, Kiatrungrit K. Bystanders' behaviours and associated factors in cyberbullying. Gen Psychiatr 2020; 33:e100187. [PMID: 32524075 PMCID: PMC7245368 DOI: 10.1136/gpsych-2019-100187] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/25/2019] [Revised: 03/27/2020] [Accepted: 04/14/2020] [Indexed: 11/03/2022] Open
Abstract
Background Cyberbullying is presently an alarming problem worldwide due to its impact on the emotions, behaviour and psychological well-being of not only the victims, but the bullies themselves and also bystanders. Aim This study aims to investigate bystanders' behaviours in cyberbullying and associated factors. Methods This research is a cross-sectional study of 578 secondary school students in Bangkok, Thailand. Simple random sampling was used to select four secondary schools. Data were collected through online questionnaires which included four sections: (1) demographic data, (2) bystanders' behaviour in cyberbullying (cyberbullying experience and attitude towards cyberbullying were included in this section), (3) parental attachment (Inventory of Parent Attachment-Revised), and (4) self-esteem (Rosenberg Self-Esteem Scale-Revised). Results It was found that most occurrences of bystanders' behaviour were: (a) willing to intervene or help victims (34.6%), (b) ignoring the cyberbullying (28%) or (c) partaking in cyberbullying (26.3%). Participants who either were victims of cyberbullying or knew of cyberbullying happening to friends or relatives and had high parental attachment would intervene more than those who never had such experiences. Participants who knew of cyberbullying happening to the general public had tendencies towards ignoring the cyberbullying. Participants who indicated they were bullies and had positive attitude towards joining in tended to partake in the cyberbullying more than those who were not. Conclusion Factors relating to the behaviours of bystanders in cyberbullying should be further explored to provide support in the discouragement of ignoring and averting participation in cyberbullying. Secure parental attachment is one important factor that should be instilled during childhood years.
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Affiliation(s)
- Jidapa Panumaporn
- Master of Science Program in Child, Adolescent and Family Psychology, Affiliate Program Between Faculty of Medicine Ramathibodi Hospital, Faculty of Medicine Siriraj Hospital and National Institute for Child and Family Development, Mahidol University, Bangkok, Thailand
| | | | - Wanlop Atsariyasing
- Psychiatry, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, Thailand
| | - Komsan Kiatrungrit
- Psychiatry, Faculty of Medicine Ramathibodi Hospital, Mahidol University, Bangkok, Thailand
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36
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García-Vázquez FI, Valdés-Cuervo AA, Martínez-Ferrer B, Parra-Pérez LG. Forgiveness, Gratitude, Happiness, and Prosocial Bystander Behavior in Bullying. Front Psychol 2020; 10:2827. [PMID: 31969844 PMCID: PMC6960178 DOI: 10.3389/fpsyg.2019.02827] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2019] [Accepted: 11/29/2019] [Indexed: 11/28/2022] Open
Abstract
The relationships among character strengths (forgiveness and gratitude), happiness, and prosocial bystander behavior in bullying were analyzed. The sample includes 500 (early adolescents) and 500 (middle adolescents) of both genders, between 12 and 18 years old (M age = 14.70, SD = 1.58). Two structural equation models were calculated. Results of the first model indicated that forgiveness, gratitude, and happiness had a direct positive relation with prosocial bystander behavior. Furthermore, human strengths were indirectly related to prosocial behavior in bullying for this effect in happiness. The second model showed that prosocial bystander behavior had a positive effect on human strengths and happiness. Multigroup analyses indicated that gender and stage of adolescence did not moderate the relations found in the model. Overall findings suggest a reciprocal relationship between character strengths, happiness, and prosocial bystander behavior.
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Affiliation(s)
| | | | - Belén Martínez-Ferrer
- Department of Education and Social Psychology, Pablo de Olavide University, Seville, Spain
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37
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Bussey K, Luo A, Fitzpatrick S, Allison K. Defending victims of cyberbullying: The role of self-efficacy and moral disengagement. J Sch Psychol 2019; 78:1-12. [PMID: 32178806 DOI: 10.1016/j.jsp.2019.11.006] [Citation(s) in RCA: 31] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2018] [Revised: 10/17/2019] [Accepted: 11/26/2019] [Indexed: 10/25/2022]
Abstract
Cyberbullying is a significant problem worldwide that affects adolescents' social relations, academic achievement, and mental health. As this form of bullying is typically viewed by a large audience it is important to understand the role of observers as they may hold a key for reducing bullying. The aim of this study was to investigate the role of the socio-cognitive factors of defending self-efficacy (i.e., belief in one's capability to defend) and moral disengagement (i.e., justifications for aggressive behavior) associated with general cyber defending behavior and cyber defending response types: constructive and aggressive. Participants were 540 male and female students of diverse racial identity between the ages of 11 and 15 years who completed a questionnaire comprising multiple measures. Regression analyses revealed that at low levels of defending self-efficacy, moral disengagement was unrelated to general cyber defending behavior. However, at high levels of defending self-efficacy, moral disengagement was positively associated with general cyber defending. Further regression analyses revealed that the results for constructive cyber defending were the inverse of those obtained for aggressive defending. Defending self-efficacy was positively associated with constructive defending and negatively associated with aggressive defending. Moral disengagement was negatively associated with constructive defending and positively associated with aggressive defending. These results address the perplexing issue of why moral disengagement has been related to defending in some studies and not in others. As with most measures of defending, the general cyber defending measure confounds constructive and aggressive defending.
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Troop-Gordon W, Frosch CA, Wienke Totura CM, Bailey AN, Jackson JD, Dvorak RD. Predicting the development of pro-bullying bystander behavior: A short-term longitudinal analysis. J Sch Psychol 2019; 77:77-89. [PMID: 31837730 PMCID: PMC6917039 DOI: 10.1016/j.jsp.2019.10.004] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2019] [Revised: 08/09/2019] [Accepted: 10/31/2019] [Indexed: 11/19/2022]
Abstract
Pro-bullying bystander behavior is a key socio-contextual factor underlying the perpetuation of bullying, yet investigators know relatively little as to what contributes to its development. The current study uses a short-term longitudinal design to identify child characteristics and relationship qualities that predict pro-bullying bystander behavior over the course of one school year. Participants were 484 children (239 girls; Mage = 10.25 years). Children completed self-report measures of pro-bullying bystander behavior, empathy, moral disengagement, and perceived norms for defending, and peer-report measures of peer victimization and popularity. Main effects of fall empathy and moral disengagement emerged in the prediction of spring pro-bullying bystander behavior, although the latter just for boys. At low levels of perceived norms for defending, high levels of popularity and, for girls, high levels of peer victimization predicted heightened pro-bullying bystander behavior. Thus, anti-bullying efforts may benefit from targeting these social-cognitive and relational processes predictive of pro-bullying bystander behavior and fostering group norms that mitigate these risks.
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40
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Shao R, Wang Y. The Relation of Violent Video Games to Adolescent Aggression: An Examination of Moderated Mediation Effect. Front Psychol 2019; 10:384. [PMID: 30846962 PMCID: PMC6394371 DOI: 10.3389/fpsyg.2019.00384] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2017] [Accepted: 02/07/2019] [Indexed: 11/13/2022] Open
Abstract
To assess the moderated mediation effect of normative beliefs about aggression and family environment on exposure to violent video games and adolescent aggression, the subjects self-reported their exposure to violent video games, family environment, normative beliefs about aggression, and aggressive behavior. The results showed that there was a significant positive correlation between exposure to violent video games and adolescent aggression; normative beliefs about aggression had a mediation effect on exposure to violent video games and adolescent aggression, while family environment moderated the first part of the mediation process. For individuals with a good family environment, exposure to violent video games had only a direct effect on aggression; however, for those with poor family environment, it had both direct and indirect effects mediated by normative beliefs about aggression. This moderated mediation model includes some notions of General Aggression Model (GAM) and Catalyst Model (CM), which helps shed light on the complex mechanism of violent video games influencing adolescent aggression.
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Affiliation(s)
- Rong Shao
- Research Institute of Moral Education, College of Psychology, Nanjing Normal University, Nanjing, China.,The Lab of Mental Health and Social Adaptation, Faculty of Psychology, Research Center for Mental Health Education, Southwest University, Chongqing, China
| | - Yunqiang Wang
- Research Institute of Moral Education, College of Psychology, Nanjing Normal University, Nanjing, China
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Miranda R, Oriol X, Amutio A. Risk and protective factors at school: Reducing bullies and promoting positive bystanders' behaviors in adolescence. Scand J Psychol 2019; 60:106-115. [DOI: 10.1111/sjop.12513] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2018] [Accepted: 11/14/2018] [Indexed: 01/30/2023]
Affiliation(s)
- Rafael Miranda
- Departamento de Psicología; Universidad Continental; Huancayo Peru
| | - Xavier Oriol
- Facultad de Educación; Universidad Andres Bello; Santiago de Chile Chile
| | - Alberto Amutio
- Facultad de Relaciones Laborales y Trabajo Social; Universidad del País Vasco (UPV/EHU); Leioa Spain
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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.
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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
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Alcántar Nieblas C, Valdés Cuervo AA, Carlos Martínez EA, Martínez Ferrer B, García Vazquez FI. Propiedades Psicométricas de la Adaptación al Español de la Participant Role Approach (PRA). REVISTA COLOMBIANA DE PSICOLOGÍA 2018. [DOI: 10.15446/rcp.v27n2.68721] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
El estudio se propuso analizar las propiedades psicométricas del Participant Role Appoach (PRA) para medir roles de espectadores en el acoso escolar en niños mexicanos. Participaron Participaron 787 estudiantes, 415 (52.7 %) niños (M edad = 10.59, DE = .66 años) y 372 (47.3 %) niñas (M edad = 10.51, DE = .64 años). Los resultados del análisis factorial confirmatorio sugieren que el modelo de tres roles (pro-acoso, pro-social y no comprometido) se ajusta mejor que el de cuatro roles (alentador, asistente, defensor y no comprometido). La PRA presenta invariancia de medición en ambos sexos, y evidencias de validez concurrente. Se concluyó que la escala posee propiedades psicométricas adecuadas para la medición de roles de espectadores.
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Tzani-Pepelasi C, Ioannou M, Synnott J, Ashton SA. Comparing factors related to school-bullying and cyber-bullying. ACTA ACUST UNITED AC 2018. [DOI: 10.1080/23744006.2018.1474029] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Affiliation(s)
- Calli Tzani-Pepelasi
- Department of Psychology, School of Human and Health Sciences, University of Huddersfield, Huddersfield, UK
| | - Maria Ioannou
- Department of Psychology, School of Human and Health Sciences, University of Huddersfield, Huddersfield, UK
| | - John Synnott
- Department of Psychology, School of Human and Health Sciences, University of Huddersfield, Huddersfield, UK
| | - Sally-Ann Ashton
- Department of Applied Health and Social Care, Faculty of Health and Social Care, Edge Hill University, Ormskirk, UK
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Lucas-Molina B, Pérez-Albéniz A, Fonseca-Pedrero E, Giménez-Dasí M. Bullying, defending, and outsider behaviors: The moderating role of social status and gender in their relationship with empathy. Scand J Psychol 2018; 59:473-482. [PMID: 29741790 DOI: 10.1111/sjop.12453] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2017] [Accepted: 03/05/2018] [Indexed: 11/27/2022]
Affiliation(s)
| | | | - Eduardo Fonseca-Pedrero
- University of La Rioja; Spain
- Centro de Investigación Biomédica en Red de Salud Mental (CIBERSAM); Oviedo Spain
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Stoeber J, Noland AB, Mawenu TW, Henderson TM, Kent DN. Perfectionism, social disconnection, and interpersonal hostility: Not all perfectionists don't play nicely with others. PERSONALITY AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.paid.2017.07.008] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Palladino BE, Menesini E, Nocentini A, Luik P, Naruskov K, Ucanok Z, Dogan A, Schultze-Krumbholz A, Hess M, Scheithauer H. Perceived Severity of Cyberbullying: Differences and Similarities across Four Countries. Front Psychol 2017; 8:1524. [PMID: 28979217 PMCID: PMC5611493 DOI: 10.3389/fpsyg.2017.01524] [Citation(s) in RCA: 36] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2017] [Accepted: 08/22/2017] [Indexed: 11/13/2022] Open
Abstract
Cyberbullying is a ubiquitous topic when considering young people and internet and communication technologies (ICTs). For interventional purposes, it is essential to take into account the perspective of adolescents. This is the reason why our main focus is (1) investigating the role of different criteria in the perceived severity of cyberbullying incidents, and (2) examining the differences between countries in the perceived severity of cyberbullying. The sample consisted of 1,964 adolescents (48.2% girls) from middle and high schools of four different countries, i.e., Estonia, Italy, Germany, and Turkey. The participants' age ranged from 12 to 20 years old with a mean age of 14.49 (SD = 1.66) years. To assess perceived severity, participants rated a set of 128 scenarios, which systematically included one or more of five criteria (intentionality, repetition, imbalance of power, public vs. private, and anonymity) and represented four types of cyberbullying behaviors (Written—Verbal, Visual, Exclusion, Impersonation). The role of different criteria was analyzed using the Exploratory Structural Equation Modeling (ESEM). Results showed a similar structure across the four countries (invariant except for the latent factors' means). Further, criteria of imbalance of power and, to a lesser extent, intentionality, anonymity, and repetition always in combination, were found to be the most important criteria to define the severity of cyberbullying. Differences between countries highlighted specific features of Turkish students, who perceived all scenarios as more severe than adolescents from other countries and were more sensitive to imbalance of power. German and Italian students showed an opposite perception of anonymity combined with intentionality. For Italian participants, an anonymous attack was less threatening than for participants of other countries, whereas for German students anonymity caused more insecurity and fear. In addition, Italian adolescents were more perceptive of the criterion of intentionality. Finally, Estonian adolescents did not show strong differences in their factor scores compared to adolescents from the other countries.
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Affiliation(s)
- Benedetta E Palladino
- Department of Educational Sciences and Psychology, University of FlorenceFlorence, Italy
| | - Ersilia Menesini
- Department of Educational Sciences and Psychology, University of FlorenceFlorence, Italy
| | - Annalaura Nocentini
- Department of Educational Sciences and Psychology, University of FlorenceFlorence, Italy
| | - Piret Luik
- Institute of Computer Science, University of TartuTartu, Estonia
| | - Karin Naruskov
- Department of General Education, Institute of Education, University of TartuTartu, Estonia
| | - Zehra Ucanok
- Psychology Department, Hacettepe UniversityAnkara, Turkey
| | - Aysun Dogan
- Psychology Department, Ege University IzmirIzmir, Turkey
| | | | - Markus Hess
- Department of Education and Psychology, Freie Universität BerlinBerlin, Germany
| | - Herbert Scheithauer
- Department of Education and Psychology, Freie Universität BerlinBerlin, Germany
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