Stand by me or not? Academic context-related and individual contributors to university students’ intended reaction to cyberbullying.

Abstract

Objective: The present study aimed to investigate university students' reactions to a hypothetical cyberbullying incident. Also, using the social cognitive theory, the contributing role of academic connectedness (context-related factor), as well as empathy and locus of control (individual factors), was examined through an explanatory mediation model. Method: Overall, 315 university students (71.1% women) from different university departments in a southern European country completed a self-report questionnaire, which included scales on cyberbystanders' reaction through a hypothetical scenario, on academic connectedness, empathy, and locus of control. Results: The results showed that participants, especially female students, expressed a likelihood of reacting supportively and responsibly toward the cyberbullying incident. Furthermore, the study showed that students' perceived academic connectedness is associated with their intended reaction positively and indirectly, through the full mediation of their cognitive and affective empathy. Locus of control was not a significant mediator between students' academic connectedness and their intended reaction. Conclusions: The findings of the present study inform about specific interacting academic contextrelated and individual psychological mechanisms associated with students' reaction, as bystanders, to hypothetical cyberbullying incidents. Universities could use this evidence to strengthen these mechanisms and subsequently enhance the support of students who have been cyberbullied.