Moderating effects of moral reasoning and gender on the relation between moral disengagement and cyberbullying in adolescents

Wang, Xingchao; Lei, Li; Liu, Dong; Hu, Huahua

doi:10.1016/j.paid.2016.04.056

Cited by 115 publications

(110 citation statements)

References 48 publications

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“…Males in the study reported higher moral disengagement, cyberbullying perpetration, victimization, and aggressive intervention behaviours than did females. These findings are consistent with previous studies that have found that males score higher on measures of moral disengagement and aggressive behaviour than do females (Bandura 2002;Gini et al 2015;Perren and Gutzwiller-Helfenfinger 2012;Thornberg and Jungert 2014;Wang et al 2016). Females reported higher constructive intervention behaviours than did males.…”

Section: Discussionsupporting

confidence: 92%

“…In view of the foregoing analysis, it is apparent that bystanders may play a role in either reducing or escalating cyberbullying and therefore different factors may be associated with the different types of bystander intervention. One factor that may be especially relevant in this differentiation is moral disengagement Kowalski et al 2014;Wang et al 2016;Wang et al 2017), defined as a set of self-regulatory mechanisms by which individuals disengage self-sanctions to justify or excuse their immoral conduct (Bandura 2016;Bandura et al 1996). Moral disengagement seeks to explain the circumstances where people with sound moral reasoning behave immorally or fail to act morally (Bandura 2016).…”

mentioning

confidence: 99%

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Styles of Bystander Intervention in Cyberbullying Incidents

Moxey

Bussey

2019

Int Journal of Bullying Prevention

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Cyber bystanders may reduce the frequency and impact of cyberbullying incidents they witness. Recent evidence indicates that bystanders can employ constructive (e.g. comforting the victim) or aggressive (e.g. threatening the bully) strategies when intervening in cyberbullying incidents. The aim of this study was to develop a questionnaire to measure aggressive and constructive forms of bystander intervention (the Styles of Bystander Intervention Scale), as well as to investigate the influence of moral disengagement on these behaviours. Participants were 301 ethnically diverse Australian adolescents aged 12-17 years (M age = 14 years 6 months), who completed a self-report survey to examine bystander intervention styles and the associations with moral variables. The Styles of Bystander Intervention Scale demonstrated adequate reliability and effectively distinguished between aggressive and constructive forms of intervention. The results indicated that higher moral disengagement was significantly associated with aggressive bystander responses, and lower moral disengagement was significantly associated with constructive responses. These results highlight the need to differentiate between aggressive and constructive bystander intervention and the importance of investigating psychological factors related to these intervention styles.

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Section: Discussionsupporting

confidence: 92%

mentioning

confidence: 99%

Styles of Bystander Intervention in Cyberbullying Incidents

Moxey

Bussey

2019

Int Journal of Bullying Prevention

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“…Perhaps age mediates this relationship and thus we see SB bullying decreasing with age. On the contrary, literature on guilt and CB is scarce, clearly indicating a gap in research; nonetheless, a high level of moral disengagement is significantly associated with CB perpetration (Wang et al, 2016), thus implying that since guilt is among the moral emotions, then low guilt would be associated to CB perpetration. However, it must be acknowledged that guilt comes with witnessing consequences; experiencing guilt because of CB perpetration is not always feasible.…”

Section: Individual Factorsmentioning

confidence: 97%

“…Moral disengagement and CB perpetration are associated (Perren & Gutzwiller-Helfenfinger, 2012;Sticca, Ruggieri, Alsaker & Perren, 2013). Studies (Menesini et al 2013;Wang, Lei, Liu and Hu, 2016) have revealed that adolescents with a high moral disengagement report significantly higher scores of CB than those with low moral disengagement. Robson and Witenberg (2013) concluded that moral disengagement and the specific practices of diffusion of responsibility and attribution of blame predict CB.…”

Section: Have Demonstrated Indirectmentioning

confidence: 99%

Comparing factors related to school-bullying and cyber-bullying

Tzani

Ιωάννου

Synnott

et al. 2018

Crime Psychology Review

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Purpose: To present a comparative summary of literature of the risk and preventative factors related to school bullying (SB) and cyber-bullying (CB), while identifying research gaps.Background: Literature on bullying appears to disagree whether CB should be considered as a different form of bullying or as a subtype of SB. Researchers, in an attempt to understand bullying, examined in depth numerous risk and preventive factors.Methods: Based solely on previous research papers, fourteen risk and preventative factors related to SB and likewise to CB, were selected on the basis that are most commonly indicated as strong factors in preceding works; each factor was searched for in relation to SB and CB separately, allowing a comparison of how each factor relates to SB and likewise to CB.Conclusions: Findings present a comparative picture of the factors related to SB and CB and provide a direction in the area of factors for fellow researchers wishing to develop antibullying strategies in the future. As expected the present study found that some factors are similarly related to SB as to CB, and others differentiate. Details of findings, limitations and implications are further discussed.

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“…Moral disengagement is a set of cognitive strategies that reconstruct cruel behavior as serving socially worthy or moral purposes (social and moral justification), exploit the contrast principle (advantageous comparison), use language to make the behavior socially acceptable (euphemistic language), reduce accountability for the behavior (displacement and diffusion of responsibility), ignore, minimize, or distort the consequences of the act (disregarding and denial of injurious effects) or blame the victim for the behavior (dehumanizing, attribution of blame) (38). Cyberbullies frequently use moral disengagement strategies to justify their aggressive online behavior (25,(39)(40)(41). Specifically, cyberbullies use diffusion of responsibility, distortion of consequences and attribution of blame to minimize the feelings of guilt and the consequences of their acts (25,40).…”

Section: Socio-emotional Skills and Cyberbullyingmentioning

confidence: 99%

Cybervictimization and Cyberbullying: The Role of Socio-Emotional Skills

et al. 2020

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Social and emotional competences are considered to have a crucial role in cyberbullying as, e.g., difficulties concerning emotion regulation and empathy can characterize both cyberbullies and cybervictims. Although, the dynamics of socio-emotional processes underlying cyberbullying are still open for research, as e.g., there are contradicting results concerning the role of empathy in cybervictimization. Thus, the aim of our study was to explore the specific maladaptive emotion regulation strategies characterizing cybervictims and to clarify the role of empathy in cybervictimization. Furthermore, another goal was to explore whether moral disengagement characterizes cyberbullies in absence of empathic and adaptive emotion regulation skills. 524 students (214 males, aged 12-19 years) participated in our research. We used self-report questionnaires to measure cyberbullying perpetration and cybervictimization, adaptive and maladaptive emotion regulation strategies, moral disengagement, affective, cognitive empathy, and intention to comfort. Our main findings show that cyberbullying is associated with difficulties in socio-emotional competences. Cyberbullies and bully-victims demonstrate less empathic responsiveness and display higher moral disengagement than noncyberbullies. On the other hand cybervictims tend to use both adaptive and maladaptive emotion regulation strategies to cope with their negative emotions. In addition, cybervictims have higher cognitive and affective empathy than cyberbullies and bully-victims. Our findings confirm and extend the research on the relationship among socio-emotional skills and cyberbullying as well as cybervictimization. Moreover, our results have important implications for prevention programs targeting emotion regulation and empathy.

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Moderating effects of moral reasoning and gender on the relation between moral disengagement and cyberbullying in adolescents

Cited by 115 publications

References 48 publications

Styles of Bystander Intervention in Cyberbullying Incidents

Styles of Bystander Intervention in Cyberbullying Incidents

Comparing factors related to school-bullying and cyber-bullying

Cybervictimization and Cyberbullying: The Role of Socio-Emotional Skills

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