Experiential, Psychological, and Situational Factors Influencing on Bystander’s Defending Tendency in Bullying

송지연,; 오인수,

doi:10.21509/kjys.2016.05.23.5.457

Cited by 4 publications

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“…Fitting the criterion set by Ji Yeon Song (2016) [14] towards middle school students, 6 questions were attributed towards victims, 4 questions towards the perpetrator and 5 for bilateral errors, for a total of 15 questions in the attribution method section. 3 nursing professors modified and complemented the questions as seen fit for the purpose of this study.…”

Section: Attribution Methodsmentioning

confidence: 99%

The Correlations on Coping with Cyberviolence, Attribution Method and Social Support among Middle School Students

Young¹

2020

APJCRI

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The purpose of this study is to compare the level of coping with cyberviolence, attribution methods and social support for middle school students. Structured survey data on coping with cyberviolence, attribution methods and social support on middle school students in City A, South Korea was collected from September, 20th, 2019 to October 25th, 2019. The survey data were analyzed from 257 responses, excluding unreturned or incomplete surveys. Data were analyzed using the Pearson correlation coefficient to identify the significant correlations on coping with cyberviolence, and psychological variables such as attribution methods and social support for middle school students. This study found that technical defense(r=.114, p<.01), active response(r=.253, p<.001) on cyberviolence had a significant and positive correlation to social support. On the other hand, passive response(r=.-154, p<.001), disregard(r=-.115, p<.01), and evasion(r=-.126, p<.001) on cyberviolence had a significantly inverse correlation to social support. Therefore, this study provided prevention education programs for coping with cyberviolence, a meaningful direction in which further research may take note.

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Section: Attribution Methodsmentioning

confidence: 99%

The Correlations on Coping with Cyberviolence, Attribution Method and Social Support among Middle School Students

Young¹

2020

APJCRI

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“…또한 청소년의 도덕적 이탈과 방관 행위와 정적 관련이 있 는데 (Desmet et al, 2012;Obermann, 2011;M. Seo, 2013) Balińska et al, 2018;Schultze-Krumbholz, Zagorscak, Wölfer, & Scheithauer, 2016;Song, 2016) 도 있다. 그런데 상술한 연구는 정서적 공감만을 확인하거나 (Kozubal et al, 2019), 인지적 공감과 정서적 공감 척도의 하위 요인을 선택적으로 선별하여 사용하였다 (Song, 2016) (Sigmoid, Stanton, & Snyder, 1995).…”

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“…Seo, 2013) Balińska et al, 2018;Schultze-Krumbholz, Zagorscak, Wölfer, & Scheithauer, 2016;Song, 2016) 도 있다. 그런데 상술한 연구는 정서적 공감만을 확인하거나 (Kozubal et al, 2019), 인지적 공감과 정서적 공감 척도의 하위 요인을 선택적으로 선별하여 사용하였다 (Song, 2016) (Sigmoid, Stanton, & Snyder, 1995). 그러나 사이버 공간에 한정해서 보았을 때, 여학생이 남학생보다 동조자로 상황에 더 적극적으로 참여 한다는 연구 (Gualdo et al, 2015;Schenk & Fremouw, 2012), 남 녀 간에 차이가 없다는 연구 (Barlińska et al, 2018;Li, 2007;Macháčková et al, 2013;van Cleemput et al, 2014) (Desmet et al, 2012;Obermann, 2011;M.…”

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Effects of Adolescents’ Gender, Moral Disengagement and Empathy on the Types of Bystanders in the Possible Occurrence of Cyberbullying

Hong¹

2023

Korean J Child Stud

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Objectives: The purpose of this study is to investigate the effects of adolescents’ gender, moral disengagement and empathy on the types of bystanders in the possible occurrence of cyberbullying.Methods: Data were collected from 566 adolescents in the seventh grade attending six middle schools in South Korea via the online task of cyber scenario vignettes and online survey. Preliminary analyses as descriptive statistics, and gender differences of the types of adolescent bystanders were carried out using SPSS Statistics 22.0. In addition, research models were conducted by a three-step approach analysis using the Mplus 8.4 program to examine the effects of predictors on the types of adolescent bystanders.Results: This study derived the following findings. First, adolescent bystanders were classified into five types: limited bystanders, pro-bullies, outsiders, defenders, and inconsistent bystanders. The types of adolescent bystanders differed by gender, indicating higher percentages of females than males in inconsistent bystanders, defenders, and outsiders, whereas higher percentages of males than females in pro-bullies and inconsistent bystanders. Second, the probability of being classified into each type differed according to adolescents’ gender, moral disengagement, cognitive empathy, and affective empathy.Conclusion: These findings empirically confirmed individual differences in adolescent bystanders and may suggest the importance of adolescents’ moral engagement as a cognitive factor and cognitive and affective empathy as psychological factors to understand bystander types in the possible occurrence of cyberbullying. Implications for prevention strategies by different bystander types applying cognitive and affective empathy as protective factors and moral disengagement as a risk factor are discussed.

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“…, 2018). (Caroline & Bukowski, 2015;Gini, Pozzoli, & Bussey, 2015;Pozzoli, Gini, & Vieno, 2012;Thornberg et al, 2017) , (Almeida, Correia, & Marinho, 2010;Caroline & Bukowski, 2015;Mazzone, Camodeca, & Salmivalli, 2016;Pozzoli et al, 2015;Pozzoli, Gini, & Thornberg, 2016;J.-Y. Song & Oh, 2016;Thornberg et al, 2017) .…”

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The Influence of Collective Moral Disengagement on Adolescents’ Bystanding and Defending Behaviors of Peer Bullying: Moderating Effect of Peer Conformity

Kim¹,

Han²

2020

Korean J Child Stud

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Ji-won Kim 1 , Sae-Young Han 2 : 1 , 2 Objectives: The purpose of this study was to examine if peer conformity controls the effect of adolescents' collective moral disengagement on bystanding and defending behaviors surrounding peer bullying. Methods: A total of 314 middle school students (boys: 167, girls: 147) participated in this study. They responded to questions regarding collective moral disengagement, peer conformity, and bystanding and defending behaviors regarding peer bullying. Results: Peer conformity failed to control the effect of collective moral disengagement on bystanding behavior. Further, the effect of collective moral disengagement on defending behavior was controlled by peer conformity. Conclusion: This study highlights the importance of considering gender, collective moral disengagement, and peer conformity when seeking to increase defending behavior so as to reduce bystanding behavior in adolescents.

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Experiential, Psychological, and Situational Factors Influencing on Bystander’s Defending Tendency in Bullying

Cited by 4 publications

References 0 publications

The Correlations on Coping with Cyberviolence, Attribution Method and Social Support among Middle School Students

The Correlations on Coping with Cyberviolence, Attribution Method and Social Support among Middle School Students

Effects of Adolescents’ Gender, Moral Disengagement and Empathy on the Types of Bystanders in the Possible Occurrence of Cyberbullying

The Influence of Collective Moral Disengagement on Adolescents’ Bystanding and Defending Behaviors of Peer Bullying: Moderating Effect of Peer Conformity

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