Students’ views of factors affecting their bystander behaviors in response to school bullying: a cross-collaborative conceptual qualitative analysis

Forsberg, Camilla; Wood, Laura; Smith, Jennifer A.; Varjas, Kristen; Meyers, Joel; Jungert, Tomas; Thornberg, Robert

doi:10.1080/02671522.2016.1271001

Cited by 53 publications

(60 citation statements)

References 34 publications

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“…Although qualitative interview studies indicate that students think that in general, they should intervene and help the victim when witnessing bullying (Chen et al 2016;Forsberg et al 2014Forsberg et al , 2018, a range of individual and contextual factors might facilitate as well as inhibit their moral agency as bystanders, and some of those are also recognized by the students themselves (Chen et al 2016;Forsberg et al 2014Forsberg et al , 2018). In the current study, we examined bystanders' moral agency in school bullying, and we have delimited our focus on moral disengagement and defender self-efficacy at the individual level and collective efficacy to stop peer aggression at classroom level.…”

Section: Introductionmentioning

confidence: 99%

Standing up for the victim or supporting the bully? Bystander responses and their associations with moral disengagement, defender self-efficacy, and collective efficacy

et al. 2020

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The aim of the current study was to examine whether moral disengagement and defender self-efficacy at individual level and collective efficacy to stop peer aggression at classroom level were associated with defending and reinforcing in school bullying situations in late childhood. Self-reported survey data were collected from 1060 Swedish students from 70 classrooms in 29 schools. Multilevel analysis found that greater defender self-efficacy at individual level and collective efficacy to stop peer aggression at classroom level were associated with greater defending. We also found that greater moral disengagement and less (but very weakly) defender selfefficacy at individual level and less collective efficacy to stop peer aggression at classroom level were associated with greater reinforcing. The positive relationship between moral disengagement and reinforcing and the negative relationship between defender self-efficacy and reinforcing were less strong in classroom high in collective efficacy to stop aggression.

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Section: Introductionmentioning

confidence: 99%

Standing up for the victim or supporting the bully? Bystander responses and their associations with moral disengagement, defender self-efficacy, and collective efficacy

et al. 2020

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“…On the one hand, an onlooker of more severe acts of bullying may experience greater shame for not intervening in a positive manner (Bandura 1986;Cappadocia et al 2012). Consistent with this line of thinking, some studies report that young people tend to offer help for more as opposed to less severe cyberbullying (Bastiaensens et al 2014(Bastiaensens et al , 2015Obermaier et al 2016) and traditional bullying (Cappadocia et al 2012;Forsberg et al 2018). On the other hand, research has shown that many young people are aware that siding with victims runs the risk of becoming targeted by the bullies (Boulton 2013).…”

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confidence: 95%

Comparing Early Adolescents’ Positive Bystander Responses to Cyberbullying and Traditional Bullying: the Impact of Severity and Gender

Macaulay

Boulton

Betts

2018

J. technol. behav. sci.

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Young people are frequently exposed to bullying events in the offline and online domain. Witnesses to these incidents act as bystanders and play a pivotal role in reducing or encouraging bullying behaviour. The present study examined 868 (47.2% female) 11-13-year-old early adolescent pupils' bystander responses across a series of hypothetical vignettes based on traditional and cyberbullying events. The vignettes experimentally controlled for severity across mild, moderate and severe scenarios. The findings showed positive bystander responses (PBRs) were higher in cyberbullying than traditional bullying incidents. Bullying severity impacted on PBRs, in that PBRs increased across mild, moderate and severe incidents, consistent across traditional and cyberbullying. Females exhibited more PBRs across both types of bullying. Findings are discussed in relation to practical applications within the school. Strategies to encourage PBRs to all forms of bullying should be at the forefront of bullying intervention methods.

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“…No obstante, estos datos muestran que no sólo las víctimas pasivas sienten esta soledad y falta de apoyo en su entorno, sino que también las víctimas agresivas tienen estos mismos sentimientos de soledad. Dada esta falta de apoyo percibida por las víctimas en su entorno social, los programas de prevención deberían promover el sentimiento de responsabilidad en los espectadores, con el objetivo de que se posicionen en contra del acoso escolar y apoyen a la víctima (Forsberg, Wood, Smith, Varjas, Meyers, Jungert y Thornberg, 2018). Por otra parte, nuestros resultados muestran que el rol de agresor puro presenta menor empatía emocional que las víctimas pasivas.…”

Section: Resultsunclassified

Apoyo social, empatía y satisfacción con la vida en los diferentes roles de agresor-víctima de acoso escolar

Carrascosa¹,

Ortega-Barón²

2018

Revista INFAD de Psicología

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El acoso escolar es una de las principales problemáticas en la adolescencia, con graves consecuencias. En comparación con la gran cantidad de estudios centrados en el rol de víctima pasiva y agresor puro, todavía son escasas las investigaciones centradas en el doble rol de agresor-víctima. Así, el objetivo del presente estudio fue analizar posibles diferencias en empatía emocional y cognitiva, evaluación de la red social, soledad emocional y satisfacción con la vida entre cinco grupos de adolescentes con diferente implicación en el acoso escolar: “no implicados”, “agresores/víctimas ocasionales”, “víctimas frecuentes”, “agresores frecuentes” y “agresores/víctimas frecuentes”. La muestra estuvo compuesta por 1034 adolescentes (50.6% chicos y 49.4% chicas), entre 12 y 19 años. Los resultados mostraron que los agresores frecuentes tienen menor empatía emocional que las víctimas frecuentes y los agresores-víctimas ocasionales. Por otro lado, las víctimas frecuentes presentan una evaluación más negativa de la red social que los agresores-víctimas ocasionales. Los adolescentes víctimas y agresores-víctimas frecuentes muestran mayor soledad. Por último, los noimplicados y los agresores-víctimas ocasionales presentan mayor satisfacción con la vida. Estos resultados y sus implicaciones son discutidos.

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Students’ views of factors affecting their bystander behaviors in response to school bullying: a cross-collaborative conceptual qualitative analysis

Cited by 53 publications

References 34 publications

Standing up for the victim or supporting the bully? Bystander responses and their associations with moral disengagement, defender self-efficacy, and collective efficacy

Standing up for the victim or supporting the bully? Bystander responses and their associations with moral disengagement, defender self-efficacy, and collective efficacy

Comparing Early Adolescents’ Positive Bystander Responses to Cyberbullying and Traditional Bullying: the Impact of Severity and Gender

Apoyo social, empatía y satisfacción con la vida en los diferentes roles de agresor-víctima de acoso escolar

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