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Kreuder A, Frick U, Klütsch J, Haehn L, Schlittmeier SJ. The effect of aggressive group norms on young adults' conformity behavior in WhatsApp chats: a vignette-based experiment. Sci Rep 2024; 14:17231. [PMID: 39060401 PMCID: PMC11282315 DOI: 10.1038/s41598-024-67915-9] [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: 01/01/2024] [Accepted: 07/16/2024] [Indexed: 07/28/2024] Open
Abstract
Social networking and messaging applications, such as WhatsApp, have become an essential social environment for adolescents and young adults (AYA). While facilitating connectivity, they also bear hazards, including cyber-aggression. This study investigates the impact of (aggressive) group norms on AYA's propensity to expect cyberaggressive behaviors within different group chats. Based on a vignette scenario, realistically simulated WhatsApp group chats enabled scrutinizing, if and how exemplary reactions (funny, aggressive, friendly) of group members influence AYA's conformity to cyber-aggression (N = 500, aged 16 to 29). Additionally, we examined the effect of chat group type-close friends versus fellow students-on the anticipation of aggressive reactions. Sociodemographic, social, and developmental-psychological factors were evaluated for potential effects. Multilevel logistic regression analyses indicated that aggressive group norms significantly predict cyber-aggression anticipation, while no effect of chat group type was observed. Controlling for the size and vivacity of participant's friend group, gender, age, and educational status were significant predictors: males, younger participants, and non-university students expected higher levels of cyber-aggression conformity. This study underlines the importance of group dynamics on perceptions of cyber-aggression and hints at individual risk factors for AYA's digital communication behavior.
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Affiliation(s)
- Annika Kreuder
- Work and Engineering Psychology, RWTH Aachen University, Aachen, Germany.
- HSD Hochschule Döpfer, Cologne, Germany.
| | - Ulrich Frick
- HSD Hochschule Döpfer, Cologne, Germany
- Institute for Clinical Epidemiology and Biometry, Julius-Maximilians-University Würzburg, Würzburg, Germany
| | - Jennifer Klütsch
- Work and Engineering Psychology, RWTH Aachen University, Aachen, Germany
| | - Luise Haehn
- Work and Engineering Psychology, RWTH Aachen University, Aachen, Germany
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2
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Machado B, de Faria PL, Araújo I, Caridade S. Cyber Interpersonal Violence: Adolescent Perspectives and Digital Practices. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2024; 21:832. [PMID: 39063409 PMCID: PMC11276601 DOI: 10.3390/ijerph21070832] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2024] [Revised: 06/22/2024] [Accepted: 06/24/2024] [Indexed: 07/28/2024]
Abstract
BACKGROUND The pervasive use of technology, especially among adolescents, has enabled cyber communication and brought many advantages but also led to potential violence. The issue of cyber interpersonal violence (CIV) impacting young individuals is increasingly recognized as a matter of public health; however, little is known about adolescents' perspectives of the phenomenon. This study explores adolescents' perspectives on CIV. It seeks to understand their interpretations of abuse, victim impact and reactions, violence escalation, gender issues, victimization and perpetration patterns, and bystander roles. METHODS This qualitative study used fifteen focus groups to gather elementary school participants' perspectives on cyber interpersonal violence. From four Portuguese schools, 108 participants (M = 12.87 and SD = 0.31) participated in the study. A thematic analysis uncovered three themes. The results evidenced adolescents' perspectives about CIV. Due to the amount of time spent online, adolescents regularly encounter cyber harassment and recognize the importance of help-seeking. Mental health problems and their influence on the social and educational lives of adolescents is arising as a CIV problem. CONCLUSIONS Parents play a crucial role in mitigating CIV as well as bystanders. Future programs should promote healthy relationships, raise CIV awareness, involve stakeholders, guide parents, integrate perpetrators into programs, and foster effective networking.
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Affiliation(s)
- Bárbara Machado
- NOVA National School of Public Health, NOVA University of Lisboa, 1600-560 Lisboa, Portugal
| | - Paula Lobato de Faria
- Interdisciplinary Centre for Social Sciences (CICS), Comprehensive Health Research Centre (CHRC), National School of Public Health, NOVA University, 1600-560 Lisboa, Portugal;
| | - Isabel Araújo
- The Artificial Intelligence and Health Research Unit, Polytechnic University of Health, CESPU, 4760-409 Vila Nova de Famalicão, Portugal;
| | - Sónia Caridade
- Psychology Research Centre, School of Psychology, University of Minho, 4710-057 Braga, Portugal;
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3
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Xiao B, Parent N, Bond T, Sam J, Shapka J. Developmental Trajectories of Cyber-Aggression among Early Adolescents in Canada: The Impact of Aggression, Gender, and Time Spent Online. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2024; 21:429. [PMID: 38673340 PMCID: PMC11049824 DOI: 10.3390/ijerph21040429] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/29/2024] [Revised: 03/29/2024] [Accepted: 03/29/2024] [Indexed: 04/28/2024]
Abstract
The objective of the present study was to examine developmental trajectories of cyber-aggression in early adolescence, as well as their relationship with predictive factors related to cyber-aggression (e.g., overt aggression, gender, and time spent online). Participants were 384 adolescents from the Lower Mainland of British Columbia, Canada who were in grade six and grade seven at Time 1 of the study (192 boys, Mage = 13.62 years, SD = 0.74 year). Three years of longitudinal data on cyber-aggression, overt aggression, and time spent online were collected via online self-report questionnaires. Findings indicated three different trajectories of cyber-aggression: (a) a low-increasing (85.7% of the sample), (b) a stable trajectory (9.3% of the sample), and (c) a high-decreasing trajectory (4.9% of the sample). Adolescents who reported higher scores on overt aggression and spent more time online were more likely to be in the stable or high-decreasing groups. These findings highlight the importance of studying subgroups regarding the developmental course of cyber-aggression in early adolescence. The implications of present study findings give insight into gender differences and overt aggression among youth to inform cyber-aggression intervention and prevention.
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Affiliation(s)
- Bowen Xiao
- Department of Educational and Counselling Psychology, University of British Columbia, Vancouver, BC V6T1Z4, Canada
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4
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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.
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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
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Shao IY, Al-Shoaibi AAA, Trompeter N, Testa A, Ganson KT, Baker FC, Nagata JM. Association of cyberbullying victimization and substance initiation: The Adolescent Brain Cognitive Development (ABCD) study. Drug Alcohol Depend 2023; 251:110920. [PMID: 37598455 PMCID: PMC10792513 DOI: 10.1016/j.drugalcdep.2023.110920] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/17/2023] [Revised: 07/10/2023] [Accepted: 07/30/2023] [Indexed: 08/22/2023]
Abstract
BACKGROUND Evidence shows that cyberbullying is an important risk factor for various adverse mental health outcomes, such as substance use. However, there is limited evidence from longitudinal studies that assessed whether cyberbullying victimization is associated with substance use initiation, especially among adolescent population. METHODS Using data from the Adolescent Brain Cognitive Development Study, we assessed the association between cyberbullying victimization and substance use initiation among adolescents. In the cross-sectional analysis at year 2, multivariable logistic regressions were used to assess the association between cyberbullying victimization history and substance use initiation. Additionally, the association between year 2 cyberbullying victimization in the past 12 months/lifetime and year 3 substance use initiation was assessed using multivariable logistic regression. RESULTS Adjusting for sociodemographic characteristics and the presence of depression/anxiety symptoms, lifetime history of cyberbullying victimization was significantly associated with substance use initiation (OR= 2.17, 95% CI: 1.68, 2.81). Recent cyberbullying victimization in the past 12 months was associated with two-times higher odds of initiating substances (OR= 2.31, 95% CI: 1.71, 3.12). In addition, both lifetime history of cyberbullying victimization and recent cyberbullying victimization at year 2 were associated with two times increased risk in substance use initiation at year 3 (OR = 2.22, 95% CI: 1.68, 2.93; OR = 2.34, 95% CI: 1.68, 3.26). CONCLUSION There is a significant relationship between cyberbullying victimization and substance use initiation among adolescents. Cyberbullying victims are at an increased risk of initiating substance use later in life.
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Affiliation(s)
- Iris Yuefan Shao
- Department of Pediatrics, University of California, San Francisco, San Francisco, CA, USA.
| | - Abubakr A A Al-Shoaibi
- Department of Pediatrics, University of California, San Francisco, San Francisco, CA, USA
| | - Nora Trompeter
- Institute of Psychiatry, Psychology & Neuroscience, King's College London, United Kingdom
| | - Alexander Testa
- Department of Management, Policy and Community Health, University of Texas Health Science Center at Houston, Houston, TX, USA
| | - Kyle T Ganson
- Factor-Inwentash Faculty of Social Work, University of Toronto, Toronto, Ontario, Canada
| | - Fiona C Baker
- Center for Health Sciences, SRI International, Menlo Park, CA, USA
| | - Jason M Nagata
- Department of Pediatrics, University of California, San Francisco, San Francisco, CA, USA
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António R, Guerra R, Moleiro C. Cyberbullying during COVID-19 lockdowns: prevalence, predictors, and outcomes for youth. CURRENT PSYCHOLOGY 2023; 43:1-17. [PMID: 36845205 PMCID: PMC9938688 DOI: 10.1007/s12144-023-04394-7] [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] [Accepted: 02/08/2023] [Indexed: 02/21/2023]
Abstract
The COVID-19 pandemic posed additional challenges to the safety and well-being of young people who were forced to engage in online learning, spending more time than ever online, and cyberbullying emerged as a notable concern for parents, educators, and students. Two studies conducted online examined the prevalence, predictors, and outcomes of cyberbullying episodes during the lockdowns due to the outbreak of COVID-19 in Portugal. Study 1 (N = 485) examined the prevalence of cyberbullying among youth during the first lockdown period in 2020, focusing on predictors, symptoms of psychological distress and possible buffers of the effects of cyberbullying. Study 2 (N = 952) examined the prevalence of cyberbullying, predictors, and symptoms of psychological distress during the second lockdown period in 2021. Results revealed that most participants experienced cyberbullying, symptoms of psychological distress (e.g., sadness and loneliness) during the lockdowns were higher for those who experienced than for those who did not experience cyberbullying, and those who experienced cyberbullying with higher levels of parental and social support showed lower levels of symptoms of psychological distress (i.e., suicidal ideation). These findings contribute to the existing knowledge on online bullying among youth, specifically during COVID-19 lockdowns. Supplementary information The online version contains supplementary material available at 10.1007/s12144-023-04394-7.
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Affiliation(s)
- Raquel António
- CIS-IUL, ISCTE- Instituto Universitário de Lisboa, Avª das Forças Armadas, Ed. ISCTE, CIS-IUL, Lisboa, 1649-026 Portugal
| | - Rita Guerra
- CIS-IUL, ISCTE- Instituto Universitário de Lisboa, Avª das Forças Armadas, Ed. ISCTE, CIS-IUL, Lisboa, 1649-026 Portugal
| | - Carla Moleiro
- CIS-IUL, ISCTE- Instituto Universitário de Lisboa, Avª das Forças Armadas, Ed. ISCTE, CIS-IUL, Lisboa, 1649-026 Portugal
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7
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Cyberbullying as a Learned Behavior: Theoretical and Applied Implications. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10020325. [PMID: 36832455 PMCID: PMC9955781 DOI: 10.3390/children10020325] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/03/2023] [Revised: 02/02/2023] [Accepted: 02/03/2023] [Indexed: 02/11/2023]
Abstract
Cyberbullying perpetration has emerged as a world-wide societal issue. Interventions need to be continuously updated to help reduce cyberbullying perpetration. We believe that data derived from theory can best accomplish this objective. Here, we argue for the importance of learning theory to understand cyberbullying perpetration. The purpose of this manuscript is to firstly describe the various learning theories that are applicable to describe cyberbullying perpetration, such as social learning, operant conditioning, the general learning model, and others. Second, we delve into the Barlett Gentile Cyberbullying Model, which integrates learning postulates and distinguishes cyber from traditional bullying. Finally, we offer a learning perspective on interventions and future research.
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8
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Laaber F, Florack A, Koch T, Hubert M. Digital maturity: Development and validation of the digital maturity inventory (DIMI). COMPUTERS IN HUMAN BEHAVIOR 2023. [DOI: 10.1016/j.chb.2023.107709] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/18/2023]
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9
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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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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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11
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Yang J, Li S, Gao L, Wang X. Longitudinal associations among peer pressure, moral disengagement and cyberbullying perpetration in adolescents. COMPUTERS IN HUMAN BEHAVIOR 2022. [DOI: 10.1016/j.chb.2022.107420] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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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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Wachs S, Wettstein A, Bilz L, Krause N, Ballaschk C, Kansok-Dusche J, Wright MF. Playing by the Rules? An Investigation of the Relationship Between Social Norms and Adolescents' Hate Speech Perpetration in Schools. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:NP21143-NP21164. [PMID: 34866450 PMCID: PMC9554370 DOI: 10.1177/08862605211056032] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Hate speech is often discussed and investigated as an online phenomenon, while hate speech among adolescents in the real world (e.g., in schools) has rarely been researched. Consequently, not much is known about potential interpersonal correlates and theoretical frameworks that might help us better understand why adolescents engage in hate speech in offline environments. To add to the literature, this study investigates hate speech perpetration among young people by utilizing the Social Cognitive Theory; more specifically, the association between witnessing and perpetrating hate speech in schools, and whether this relation is weakened or strengthened by anti-hate speech injunctive norms and deviant peer pressure. The sample consists of 1719 young people (45.1% boys, 53.6% girls, 1.3% gender diverse) between 11 and 18 years old (Mage = 13.96; SD = .98) from 22 schools in Switzerland. Self-report questionnaires were administered to measure hate speech involvement and adolescents' perception of social norms (i.e., anti-hate speech injunctive norms and deviant peer pressure). Multilevel regression analyses revealed that witnessing and perpetrating hate speech were positively associated. Moreover, injunctive anti-hate speech norms were negatively related and deviant peer pressure positively related to hate speech perpetration. Finally, increasing levels of injunctive anti-hate speech norms weakened the relation between witnessing and perpetrating hate speech, whereas higher levels of deviant peer pressure strengthened this association. The findings demonstrate that the Social Cognitive Theory is a useful framework for understanding hate speech perpetration in schools. The results also highlight the importance of taking into account social norms and interpersonal relationships (e.g., within the class) when designing anti-hate speech prevention programs and not focusing solely on intrapersonal factors.
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Affiliation(s)
- Sebastian Wachs
- Department of Educational Sciences, University of Potsdam, Potsdam, Germany
- National Anti-Bullying Research and
Resource Centre, Institute of Education, Dublin City University, Dublin, Ireland
| | - Alexander Wettstein
- Institute for Research, Development
and Evaluation, Bern University of Teacher
Education, Bern, Switzerland
| | - Ludwig Bilz
- Department of Health Sciences, Brandenburg University of Technology
Cottbus-Senftenberg, Cottbus, Germany
| | - Norman Krause
- Department of Educational Sciences, University of Potsdam, Potsdam, Germany
| | - Cindy Ballaschk
- Department of Educational Sciences, University of Potsdam, Potsdam, Germany
| | - Julia Kansok-Dusche
- Department of Health Sciences, Brandenburg University of Technology
Cottbus-Senftenberg, Cottbus, Germany
| | - Michelle F. Wright
- Department of Psychology, Penn State University, Pennsylvania, PA, USA
- Department of Psychology, DePaul University, Chicago, IL, USA
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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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15
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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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16
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Bleize DNM, Anschütz DJ, Tanis M, Buijzen M. Testing a first online intervention to reduce conformity to cyber aggression in messaging apps. PLoS One 2022; 17:e0272615. [PMID: 35944038 PMCID: PMC9362912 DOI: 10.1371/journal.pone.0272615] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2021] [Accepted: 07/24/2022] [Indexed: 11/18/2022] Open
Abstract
Early adolescents frequently use mobile messaging apps to communicate with peers. The popularity of such messaging apps has a critical drawback because it increases conformity to cyber aggression. Cyber aggression includes aggressive peer behaviors such as nasty comments, nonconsensual image sharing, and social exclusion, to which adolescents subsequently conform. Recent empirical research points to peer group norms and reduced accountability as two essential determinants of conformity to cyber aggression. Therefore, the current study aimed to counteract these two determinants in a 2 (peer group norms counteracted: yes, no) x 2 (reduced accountability counteracted: yes, no) design. We created four intervention conditions that addressed adolescents’ deficits in information, motivation, and behavioral skills. Depending on the condition (peer group norms, reduced accountability, combination, or control), we first informed participants about the influence of the relevant determinant (e.g., peer group norms). Subsequently, participants performed a self-persuasion task and formulated implementation-intentions to increase their motivation and behavioral skills not to conform to cyber aggression. Effectiveness was tested with a messaging app paradigm and self-report among a sample of 377 adolescents (Mage = 12.99, SDage = 0.84; 53.6% boys). Factorial ANCOVAs revealed that none of the intervention conditions reduced conformity to cyber aggression. Moreover, individual differences in susceptibility to peer pressure or inhibitory control among adolescents did not moderate the expected relations. Therefore, there is no evidence that our intervention effectively reduces conformity to cyber aggression. The findings from this first intervention effort point to the complex relationship between theory and practice. Our findings warrant future research to develop potential intervention tools that could effectively reduce conformity to cyber aggression.
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Affiliation(s)
- Daniëlle N. M. Bleize
- Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands
- * E-mail:
| | | | - Martin Tanis
- Department of Communication Science, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Moniek Buijzen
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Rotterdam, The Netherlands
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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.
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Relationship between shyness and cyberbullying in different study stages: The mediating effects of upward social comparison and self-esteem. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03316-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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19
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Lee T, Lee J, Kim H, Park CHK, Park J, Kim HW, Akça ÖF, Chung S. Mediating Effect of Viral Anxiety and Perceived Benefits of Physical Distancing on Adherence to Distancing Among High School Students Amid COVID-19. J Korean Med Sci 2022; 37:e129. [PMID: 35502500 PMCID: PMC9062280 DOI: 10.3346/jkms.2022.37.e129] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/28/2021] [Accepted: 03/25/2022] [Indexed: 11/30/2022] Open
Abstract
BACKGROUND The aim of this study is to explore whether high school students' adherence to physical distancing was associated with health beliefs, social norms, and psychological factors during the coronavirus disease 2019 (COVID-19) pandemic. METHODS Overall, 300 high school students participated in this anonymous online survey conducted from October 18-24, 2021. The survey included rating scales such as attitude toward physical distancing during the pandemic, Stress and Anxiety to Viral Epidemics-6 items (SAVE-6), Patient Health Questionnaire-9 items, Satisfaction with Life Scale, and Connor Davidson Resilience Scale 2-items. RESULTS The results revealed that perceived susceptibility or severity (β = -0.13, P = 0.038), perceived benefit (β = 0.32, P < 0.001), descriptive social norms (β = 0.10, P = 0.041), social injunctive norms (β = 0.19, P < 0.001), and SAVE-6 (β = 0.24, P < 0.001) predicted students' adherence to physical distancing (adjusted R² = 0.42, F = 19.2, P < 0.001). Social injunctive norms and personal injunctive norms directly influenced adherence to physical distancing. Viral anxiety, measured by SAVE-6, mediated the association between social injunctive norms and adherence to physical distancing, and perceived benefits mediated the relationship between personal injunctive norms and adherence to physical distancing. The influence of perceived susceptibility or severity on adherence to physical distancing was entirely mediated by perceived benefits or viral anxiety. CONCLUSION Explaining the rationale or benefits of physical distancing may be important in increasing adherence to physical distancing among high school students.
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Affiliation(s)
- Taeyeop Lee
- Department of Psychiatry, Asan Medical Center, University of Ulsan College of Medicine, Seoul, Korea
| | - Joohee Lee
- Department of Psychiatry, Asan Medical Center, University of Ulsan College of Medicine, Seoul, Korea
| | - Harin Kim
- Department of Psychiatry, Asan Medical Center, University of Ulsan College of Medicine, Seoul, Korea
| | - C Hyung Keun Park
- Department of Psychiatry, Asan Medical Center, University of Ulsan College of Medicine, Seoul, Korea
| | - Jangho Park
- Department of Psychiatry, Ulsan University Hospital, University of Ulsan College of Medicine, Ulsan, Korea
| | - Hyo-Won Kim
- Department of Psychiatry, Asan Medical Center, University of Ulsan College of Medicine, Seoul, Korea
| | - Ömer Faruk Akça
- Department of Child and Adolescent Psychiatry, Meram School of Medicine, Necmettin Erbakan University, Konya, Turkey.
| | - Seockhoon Chung
- Department of Psychiatry, Asan Medical Center, University of Ulsan College of Medicine, Seoul, Korea.
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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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Do peer and parental norms influence media content-induced cyber aggression? COMPUTERS IN HUMAN BEHAVIOR 2022. [DOI: 10.1016/j.chb.2021.107136] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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22
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Individual factors predicting reactions to online harassment among Finnish professionals. COMPUTERS IN HUMAN BEHAVIOR 2022. [DOI: 10.1016/j.chb.2021.107022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Trifiletti E, Giannini M, Vezzali L, Shamloo SE, Faccini M, Cocco VM. At the core of cyberaggression: A group-based explanation. Aggress Behav 2022; 48:85-93. [PMID: 34694017 PMCID: PMC9298332 DOI: 10.1002/ab.22001] [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: 11/05/2020] [Revised: 08/20/2021] [Accepted: 10/03/2021] [Indexed: 11/27/2022]
Abstract
In this study, prototypicality of the aggressor was tested as a group‐level factor predicting social media users’ active participation in cyberaggression. Participants were exposed to a fictitious conversation, in which either a prototypical versus non‐prototypical user posted an aggressive comment as a reply to a provocative comment. In line with self‐categorization theory, we hypothesized that bystander participants would post an aggressive comment and rate the aggression as acceptable to a greater extent in the prototypical than in the non‐prototypical condition. Furthermore, we predicted that perceived normativity of aggression would mediate the effect of prototypicality. Results supported these predictions and showed that prototypical members affect the extent to which collective aggressive behaviors in online interactions are approved and enacted. These findings highlight the importance of group‐level factors in the study of cyberaggression and provide important information for understanding the psychological underpinnings of collective forms of online aggression.
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Affiliation(s)
| | - Marco Giannini
- Department of Human Sciences University of Verona Verona Italy
| | - Loris Vezzali
- Faculty of Medicine University of Modena and Reggio Emilia Modena Italy
| | - Soraya E. Shamloo
- Department of Human Sciences University of Verona Verona Italy
- Faculty of Medicine University of Modena and Reggio Emilia Modena Italy
| | - Martina Faccini
- Department of Human Sciences University of Verona Verona Italy
| | - Veronica M. Cocco
- Department of Humanities, Social Sciences and Cultural Industries University of Parma Parma Italy
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Barlett CP, Bennardi C, Williams S, Zlupko T. Theoretically Predicting Cyberbullying Perpetration in Youth With the BGCM: Unique Challenges and Promising Research Opportunities. Front Psychol 2021; 12:708277. [PMID: 34659022 PMCID: PMC8513570 DOI: 10.3389/fpsyg.2021.708277] [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: 05/11/2021] [Accepted: 08/30/2021] [Indexed: 11/13/2022] Open
Abstract
The psychological variables and processes germane to cyberbullying need additional empirical attention-especially for adolescent samples. Myriad studies and meta-analytic reviews have confirmed the deleterious psychological and behavioral consequences of being cyber-victimized. We argue that one method to curtail such effects is to inform interventions aimed at reducing cyberbullying perpetration regarding the why and for whom cyberbullying is likely. This review expands on these issues and emphasizes the Barlett Gentile Cyberbullying Model (BGCM) as the only validated cyberbullying-specific theory to predict cyberbullying perpetration. Our principal thesis is that the wealth of research validating the BGCM has been with adult samples and applying the BGCM to adolescents presents both challenging and exciting research opportunities for future research and intervention development in youth.
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Affiliation(s)
| | | | | | - Talia Zlupko
- Gettysburg College, Gettysburg, PA, United States
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25
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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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26
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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.”
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Affiliation(s)
- Angel Nga Man Leung
- Department of Psychology, The Education University of Hong Kong, Hong Kong, China
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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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‘She Should Not Be a Model’: The Effect of Exposure to Plus-Size Models on Body Dissatisfaction, Mood, and Facebook Commenting Behaviour. BEHAVIOUR CHANGE 2021. [DOI: 10.1017/bec.2021.7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
AbstractObjectives: The present study investigated the exposure effect of plus-size models on body dissatisfaction and mood, and the nature of participants’ commenting behaviour towards images of plus-size models. Method: The study was comprised of 92 female university students who were exposed to Facebook photos of plus-size models. Participants were randomly allocated to having the exposed photo paired with positive, negative, or neutral comments, and participants were asked to leave an anonymous comment on each picture. Results: Results showed that participants had less body dissatisfaction and better mood after exposure to plus-size models regardless of the comment condition. Additionally, comment condition significantly influenced the type of comments participants contributed — in photos paired with negative comments, participants were significantly more likely to leave negative comments themselves, with 40% of participants leaving negative comments compared with 4% in the positive condition, and 12% in the neutral condition. Conclusion: This study provides evidence that the negative comments of plus-size models can encourage bystanders to contribute negative comments themselves; reinforcing the need to develop better protocols to oppose cyberbullying and encourage an online environment of positivity.
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Bleize DNM, Tanis M, Anschütz DJ, Buijzen M. A social identity perspective on conformity to cyber aggression among early adolescents on WhatsApp. SOCIAL DEVELOPMENT 2021. [DOI: 10.1111/sode.12511] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
| | - Martin Tanis
- Department of Communication Science Vrije Universiteit Amsterdam Amsterdam The Netherlands
| | | | - Moniek Buijzen
- Erasmus School of Social and Behavioural Sciences Erasmus University Rotterdam Rotterdam The Netherlands
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30
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Al-Omairi L, Al-Samarraie H, Alzahrani AI, Alalwan N. Students' intention to adopt e-government learning services: a developing country perspective. LIBRARY HI TECH 2020. [DOI: 10.1108/lht-02-2020-0034] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeIn any developing country, the critical benefits for ensuring proper utilization of e-government learning services have basically emerged from the integration of underlying processes – not only across different levels of government but also across different functions and agencies. The literature showed a notable lack of research to underline the limited use of e-government learning services in a university setting. Therefore, this study was conducted to examine students' intention to adopt e-government learning services in a developing country. Precisely, the existent to which reputation, social influence, information quality and system quality of e-government learning services would influence students' trust, perceived usefulness and perceived learning values was investigated.Design/methodology/approachThe effect from these variables on students' intention to use e-government learning services was also investigated. A total of 406 questionnaires were collected and analyzed using partial least squares (PLS) modeling.FindingsThe results showed varying relationships between the study's variables. It is anticipated that understanding these relationships can predict future learning trends of e-government learning services use among university students, thus helping decision makers plan ahead, prioritize tasks and make better decisions.Originality/valueKnowledge about students' intention to use e-government learning services is even useful for the implementation of other services by higher education institutions. This study also offers some implications for practitioners and researchers concerned about the application of e-government in students' learning development.
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31
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Dang J, Liu L. When peer norms work? Coherent groups facilitate normative influences on cyber aggression. Aggress Behav 2020; 46:559-569. [PMID: 32749734 DOI: 10.1002/ab.21920] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2020] [Revised: 07/24/2020] [Accepted: 07/26/2020] [Indexed: 11/10/2022]
Abstract
Due to the impersonal and anonymous nature of cyberspace, past work underscored the pivotal role of social influence processes in cyberbullying among adolescents. However, there was also evidence revealing the weak influences that some referent groups yield on youth. The current study argues that the strength of normative influences on cyberbullying depends on the properties of the referent groups. In the school context, we examined whether class entitativity-the extent to which a class is a unified and coherent group, rather than a mere aggregation of students-moderated the relationship between class norms and cyberbullying. A total of 474 adolescent students responded to measures of descriptive and injunctive class norms about cyberbullying, perceived class entitativity, and cyberbullying. The results indicated that pro-cyberbullying descriptive and injunctive class norms were positively correlated with cyber aggression. Most importantly, higher levels of pro-cyberbullying class norms predicted increases in cyber aggression when students perceived their classes as highly entitative. In contrast, this effect was not significant when students perceived their classes having low entitativity. These findings promote an understanding of how peer norms work and provide an alternative strategy for interventions into cyber aggression in schools.
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Affiliation(s)
- Jianning Dang
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology Beijing Normal University Beijing China
| | - Li Liu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology Beijing Normal University Beijing China
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32
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Lozano-Blasco R, Cortés-Pascual A, Latorre-Martínez M. Being a cybervictim and a cyberbully – The duality of cyberbullying: A meta-analysis. COMPUTERS IN HUMAN BEHAVIOR 2020. [DOI: 10.1016/j.chb.2020.106444] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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33
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Gutzwiller-Helfenfinger E, Perren S. Tempted to join in or not? Moral temptation and self-reported behaviour in bullying situations. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2020; 39:98-124. [PMID: 32902898 DOI: 10.1111/bjdp.12348] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2020] [Revised: 08/02/2020] [Indexed: 11/29/2022]
Abstract
We investigate the relationship between adolescents' construction of a transgression relating to a hypothetical temptation and bystander behaviour and bullying (offline and online). A total of 331 Swiss eighth graders completed an electronic questionnaire on bystanding, bullying, moral disengagement, and empathy. Moral functioning was assessed in a hypothetical scenario, using different moral judgements (deontic and self-judgement, judging the transgression; paper-and-pencil measure). Cluster analyses were used to identify patterns of moral functioning. For the open situation (deontic and self-judgement), happy transgressors, happy moralists, ashamed moralists, and indifferent moralists were differentiated, and for the transgression (accomplished deed) moralists and happy opportunists. The analyses yielded significant differences between the different cluster groups. Happy transgressors (open situation) reported higher levels of assisting the bullying than unconcerned moralists. Happy transgressors also reported lower levels of helping than ashamed and happy moralists. Opportunists (accomplished deed) reported higher levels of assisting the bullying, offline bullying, and lower levels of helping the victim. The multivariate GEE analyses showed that happy transgressors reported higher levels of assisting the bully and online bullying than the moralist groups (open situation). The study shows that adolescents who construct a favourable interpretation of yielding to temptation in a hypothetical scenario displayed higher levels of both assisting the bully and online bullying, emphasizing the need for incorporating targeted moral education in bullying prevention.
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Affiliation(s)
| | - Sonja Perren
- Thurgau University of Teacher Education, Kreuzlingen, Switzerland.,University of Konstanz, Germany
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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]
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35
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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.
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36
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SEO Practices: A Study about the Way News Websites Allow the Users to Comment on Their News Articles. FUTURE INTERNET 2019. [DOI: 10.3390/fi11090188] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
In the current media world, there is a huge debate about the importance of the visibility of a news website in order to secure its existence. Thus, search engine optimization (SEO) practices have emerged in the news media systems around the world. This study aimed to expand the current literature about the SEO practices by focusing on examining, via the walkthrough method, the ways that news companies allow the users to comment on their online news articles. The comments on the news websites are related to the notions of social influence, information diffusion, and play an essential role as a SEO practice, for instance, by providing content and engagement. The examined sample was collected by the most visited news websites’ rankings of alexa.com for a global scale and for the countries Greece and Cyprus. The findings reveal that the news websites throughout the globe use similar features and ways to support the comments of the users. In the meantime, though, a high number of the news websites did not allow the users to use their social media accounts in order to comment the provided news articles, or provided multiple comment platforms. This trend goes against the SEO practices. It is believed that this finding is associated with the difficulty of the news organizations to regulate and protect themselves by the users’ comments that promote, in some case harmful rhetoric and polarization.
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Mulvey KL, Gönültaş S, Goff E, Irdam G, Carlson R, DiStefano C, Irvin MJ. School and Family Factors Predicting Adolescent Cognition Regarding Bystander Intervention in Response to Bullying and Victim Retaliation. J Youth Adolesc 2018; 48:581-596. [PMID: 30328077 DOI: 10.1007/s10964-018-0941-3] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2018] [Accepted: 09/25/2018] [Indexed: 01/16/2023]
Abstract
Youth aggression occurs at high rates. Aggressive acts can be curbed through bystander intervention; yet, little is known about school and family factors that predict bystander intervention in response to both aggression and victim retaliation. This research examines school and family factors related to standing up to aggression and intervening before possible retaliation occurs. Participants included 6th and 9th graders (N = 896, 52.8% female), who evaluated how likely they would be to intervene if they observed aggression and if they heard the victim was planning to retaliate. Family and school factors are important predictors of bystander intervention, with higher family management, and more positive school climate associated with greater likelihood of intervention and higher feelings of social exclusion and teacher and peer discrimination associated with inactive responses to aggression and retaliation. Thus, a complex constellation of factors relate to the likelihood of intervening if someone is being victimized or considering retaliation in response to victimization. The results provide guidance and new directions for possible school- and family-based interventions to encourage bystander intervention in instances of aggression.
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Affiliation(s)
- Kelly Lynn Mulvey
- North Carolina State University, Raleigh, NC, 27695, USA. .,North Carolina State University, Raleigh, NC, 27695, USA.
| | - Seçil Gönültaş
- North Carolina State University, Raleigh, NC, 27695, USA.,North Carolina State University, Raleigh, NC, 27695, USA
| | - Eric Goff
- North Carolina State University, Raleigh, NC, 27695, USA.,North Carolina State University, Raleigh, NC, 27695, USA
| | - Greysi Irdam
- University of South Carolina, Columbia, SC, 29208, USA
| | - Ryan Carlson
- University of South Carolina, Columbia, SC, 29208, USA
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Peter IK, Petermann F. Cyberbullying: A concept analysis of defining attributes and additional influencing factors. COMPUTERS IN HUMAN BEHAVIOR 2018. [DOI: 10.1016/j.chb.2018.05.013] [Citation(s) in RCA: 70] [Impact Index Per Article: 11.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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39
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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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Leung ANM, Wong N, Farver JM. You Are What You Read: The Belief Systems of Cyber-Bystanders on Social Networking Sites. Front Psychol 2018; 9:365. [PMID: 29740362 PMCID: PMC5924789 DOI: 10.3389/fpsyg.2018.00365] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2017] [Accepted: 03/05/2018] [Indexed: 11/13/2022] Open
Abstract
The present study tested how exposure to two types of responses to a hypothetical simulated Facebook setting influenced cyber-bystanders' perceived control and normative beliefs using a 4 cyberbully-victim group (pure cyberbullies, non-involved, pure cyberbullied victims, and cyberbullied-victims) × 2 condition (offend vs. defend) experimental design. 203 Hong Kong Chinese secondary school and university students (132 females, 71 males; 12 to 28; M = 16.70; SD = 3.03 years old) were randomly assigned into one of two conditions. Results showed that participants' involvement in cyberbullying significantly related to their control beliefs about bully and victim assisting behaviors, while exposure to the two different conditions (offend vs. defend comments) was related to both their control and normative beliefs. In general, the defend condition promoted higher control beliefs to help the victims and promoted higher normative beliefs to help the victims. Regardless of their past involvement in cyberbullying and exposure to offend vs. defend conditions, both cyber-bullies and cyber-victims were more inclined to demonstrate normative beliefs to help victims than to assist bullies. These results have implications for examining environmental influences in predicting bystander behaviors in cyberbullying contexts, and for creating a positive environment to motivate adolescents to become "upstanders" in educational programs to combat cyberbullying.
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Affiliation(s)
- Angel N M Leung
- Department of Psychology and Centre for Psychosocial Health, The Education University of Hong Kong, Tai Po, Hong Kong
| | - Natalie Wong
- Department of Psychology, The Education University of Hong Kong, Tai Po, Hong Kong
| | - JoAnn M Farver
- Department of Psychology, University of Southern California, Los Angeles, CA, United States
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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.
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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
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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]
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43
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Farrell AD, Thompson EL, Mehari KR. Dimensions of Peer Influences and Their Relationship to Adolescents' Aggression, Other Problem Behaviors and Prosocial Behavior. J Youth Adolesc 2017; 46:1351-1369. [PMID: 27812839 PMCID: PMC10509779 DOI: 10.1007/s10964-016-0601-4] [Citation(s) in RCA: 31] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2016] [Accepted: 10/21/2016] [Indexed: 11/25/2022]
Abstract
Although peers are a major influence during adolescence, the relative importance of specific mechanisms of peer influence on the development of problem behavior is not well understood. This study investigated five domains of peer influence and their relationships to adolescents' problem and prosocial behaviors. Self-report and teacher ratings were obtained for 1787 (53 % female) urban middle school students. Peer pressure for fighting and friends' delinquent behavior were uniquely associated with aggression, drug use and delinquent behavior. Friends' prosocial behavior was uniquely associated with prosocial behavior. Friends' support for fighting and friends' support for nonviolence were not as clearly related to behavior. Findings were generally consistent across gender. This study highlights the importance of studying multiple aspects of peer influences on adolescents' behavior.
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Affiliation(s)
- Albert D Farrell
- Department of Psychology, Virginia Commonwealth University, P.O. Box 842018, Richmond, VA, 23284-2018, USA.
| | - Erin L Thompson
- Department of Psychology, Virginia Commonwealth University, P.O. Box 842018, Richmond, VA, 23284-2018, USA
| | - Krista R Mehari
- Department of Psychology, Violence Prevention Initiative, The Children's Hospital of Philadelphia, 3535 Market St, Rm. 1464, Philadelphia, PA, 19104, USA
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Machackova H, Pfetsch J. Bystanders' responses to offline bullying and cyberbullying: The role of empathy and normative beliefs about aggression. Scand J Psychol 2017; 57:169-76. [PMID: 26946454 DOI: 10.1111/sjop.12277] [Citation(s) in RCA: 69] [Impact Index Per Article: 9.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2015] [Accepted: 01/13/2016] [Indexed: 12/12/2022]
Abstract
Cyberbullying often takes place with the virtual presence or knowledge of bystanders. While we have some evidence about the determinants of bystanders' responses to offline bullying, we lack empirical studies concerning the variables that influence bystanders' responses to cyberbullying. The current study examines bystanders' responses to offline bullying and cyberbullying incidents. Two types of responses were captured: support toward the victims and the reinforcement of bullies' actions. Using data from 321 German adolescents (ages 12-18; M = 14.99; 44% girls), the association between bystanders' responses and normative beliefs about verbal aggression and cyberaggression, and affective and cognitive empathy, were tested in a path model. Both types of normative beliefs positively predicted the reinforcement of bullies, and normative belief about verbal aggression also predicted support for the victims of offline bullying. Both types of empathy predicted support in offline bullying, but only affective empathy predicted support in cyberbullying. There was no link between affective or cognitive empathy to the reinforcement of bullies. Moreover, bystanders' tendencies to respond supportively to the victim or to reinforce the bully were rather consistent in both cyber- and offline bullying, but there was no link between support and reinforcement. The findings are discussed with regard to implications for prevention and intervention efforts.
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Affiliation(s)
- Hana Machackova
- Faculty of Social Studies, Masaryk University, Brno, Czech Republic
| | - Jan Pfetsch
- Institute of Education, Department of Educational Psychology, Technische Universität Berlin, Germany
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Campbell MA, Whiteford C, Duncanson K, Spears B, Butler D, Slee PT. Cyberbullying Bystanders. INTERNATIONAL JOURNAL OF TECHNOETHICS 2017. [DOI: 10.4018/ijt.2017010104] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Cyberbullying is a relatively new and serious form of bullying with negative social and emotional effects on both victims and perpetrators. Like traditional bullying, cyberbullying is a social phenomenon and often unfolds in the context of a large network of bystanders. This study examined gender and age of cyberbullying bystanders out of 2109 upper primary and secondary school students in Australia. The actions the bystanders took when a peer was cybervictimised were analysed. The results of the study suggested bystanders to cyberbullying were most likely not to do anything or help the person cyberbullied at the time. Girls were more prosocial in helping students who were cyberbullied than boys. In addition, those students who knew someone who was bullied in both ways were more likely to tell their parents and friends about it than those who knew someone who was cyberbullied only. Implications for prevention and intervention in cyberbullying are discussed.
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Affiliation(s)
| | | | | | | | - Des Butler
- Faculty of Law, Queensland University of Technology (QUT), Brisbane, Australia
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