Brief report: The bystander effect in cyberbullying incidents

Macháčková, Hana; Dědková, Lenka; Mezulanikova, Katerina

doi:10.1016/j.adolescence.2015.05.010

Cited by 83 publications

(49 citation statements)

References 23 publications

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“…Social self-efficacy and specifically defender self-efficacy differentiates between defenders and passive bystanders (Gini, Albiero, Benelli, & Altoè, 2008;Machackova, Dedkova, & Mezulanikova, 2015;Pöyhönen, Juvonen, & Salmivalli, 2012;Thornberg et al, 2017;Thornberg & Jungert, 2013). Furthermore, positive outcome expectations such as stopping the bullying or making the victim feel better were positively related to defending and negatively related to reinforcing, whereas passivity was related to conflicting expectations and values (Pöyhönen et al, 2012).…”

Section: Social-cognitive and Affective Correlates Of Bullying And Bymentioning

confidence: 99%

Bystanders of bullying: Social-cognitive and affective reactions to school bullying and cyberbullying

Knauf¹,

Eschenbeck²,

Höck³

2018

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The Bystander Intervention Model by Latané and Darley (1970) describes the stages necessary for a bystander to intervene in an emergency and can be used to explain bystander behavior in the case of bullying. Social-cognitive and affective reactions to bullying such as empathy with the victim, moral disengagement, feelings of responsibility, defender self-efficacy and outcome expectancy are supposed to determine whether a bystander passes through all stages of the intervention model and are thereby crucial for the behavioral response. These mental reactions were compared between school bullying and cyberbullying in a sample of 486 German students (56% girls, age: M = 12.95) from 28 classes with a newly developed questionnaire covering the five Social-Cognitive and Affective Reactions to Bullying (SCARB) for school context and cyber context separately. Confirmatory factor analysis showed an acceptable fit and internal consistency coefficients were acceptable to good. In line with our hypotheses, for cyberbullying as compared to school bullying students reported higher moral disengagement and lower feelings of responsibility and self-efficacy. However, no significant difference was found for empathy. The level of negative outcome expectations was lower for cyberbullying than for school bullying. Results confirm that the context of bullying matters for the social-cognitive and affective reactions of bystanders.

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Section: Social-cognitive and Affective Correlates Of Bullying And Bymentioning

confidence: 99%

Bystanders of bullying: Social-cognitive and affective reactions to school bullying and cyberbullying

Knauf¹,

Eschenbeck²,

Höck³

2018

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“…They also had greater empathy and were more likely to have been a victim of cyberbullying. Controlling for empathy and relationship to the victim, a study on Czech students noted that participants helped victims when the incidents involved only one or two other bystanders [53]. In one of the only longitudinal studies, 670 Canadian students began the study at grades 4, 7 or 10 and were followed for three years [54].…”

Section: Bystandersmentioning

confidence: 99%

Cyberbullying: A narrative review

Field¹

2018

J Addict Ther Res

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A literature search was conducted using PubMed and PsycINFO to locate cyberbullying research that was published during the last 4 years. In this narrative review, cyberbullying research is briefl y summarized and critiqued. The review is focused on the varying defi nitions and characteristics of cyberbullies, victims and bystanders. Highly variable prevalence rates have been reported for cyberbullies, victims and bystanders as a function of age, gender, country, size of the social network and socioeconomic factors. In addition, the effects of cyberbullying are reviewed including the frequent suicide attempts along with risk factors/predictors of cyberbullying which include previous cyberbullying, excessive internet use and lack of empathy, anger, narcissism and authoritarian/permissive parenting. To refl ect the recent literature, special attention is given to the studies on victims of bullying. Research on cyberbullies and on prevention/intervention programs for bullying is extremely limited despite the increasing prevalence of bullying and the rapidly accumulating literature. Methodological limitations include the primary focus on the prevalence of bullying and on the victims of bullying. Longitudinal, multivariate studies are needed to identify profi les on risk factors for bullying that can inform prevention programs.

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“…As opposed to traditional bullying, cyberbullying invades the individual's life in unprecedented ways, as it is not limited by time and space and can have unlimited audience with an astronomical bystander effect [15,16,18].…”

Section: Bullying Vs Cyberbullyingmentioning

confidence: 99%

It’s Time to Ask the Right Questions: Highlighting Critical Areas to Explore Cyberbullying in Adolescents

Afzal¹

2016

J Child Adolesc Behav

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Cyberbullying is recognized as a serious public health problem in youth and increasingly linked with both short and long term psychological, physiological and social consequences. In the age of social media, clinicians are expected to have a low threshold of suspicion for cyberbullying; however, an insufficient awareness of its prevalence along with a lack of available standardized interviewing techniques may become a barrier for its uniform assessment. This editorial underscores the importance of learning the differences between both traditional bullying and cyberbullying and to encourage providers to adopt creative ways to interview youth for early recognition and timely intervention.

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Brief report: The bystander effect in cyberbullying incidents

Cited by 83 publications

References 23 publications

Bystanders of bullying: Social-cognitive and affective reactions to school bullying and cyberbullying

Bystanders of bullying: Social-cognitive and affective reactions to school bullying and cyberbullying

Cyberbullying: A narrative review

It’s Time to Ask the Right Questions: Highlighting Critical Areas to Explore Cyberbullying in Adolescents

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