Study on cyberbullying among adolescent bystanders – focusing on the empathy of middle school students -

고아라,; 최새은,

doi:10.19031/jkheea.2016.12.28.4.79

Cited by 4 publications

(5 citation statements)

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“…Latent profile analysis, which allows the heterogeneity of a sample to be classified into homogeneous subgroups, identified that the five profile types of adolescent bystanders to cyberbullying provided the best approximation to the data. In the present study, we used a person-centered approach to identify various types of bystander behaviors in cyberbullying, which generally paralleled those most often found in previous studies, such as contributors, defenders and passive responders (Bastiaensens et al, 2014;Ko & Choi, 2016;Song & Oh, 2018;Pöyhönen et al, 2012;Van Cleemput et al, 2014). Furthermore, our study demonstrated two additional patterns of bystander responses that had not been previously characterized, namely, limited bystanders and inconsistent bystanders, which were similar to those identified by Waasdorp and Bradshaw (2018).…”

Section: Bystander Types In Cyberbullyingsupporting

confidence: 80%

Adolescent bystanders’ moral emotions in cyberbullying

Hong

Lee

2022

School Psychology International

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The purpose of the current study was to extensively investigate not only bystander roles but also individual bystanders’ moral emotional responses in the context of cyberbullying based on the perpetrator's perceived popularity and the message type. Data from 566 adolescents in grade 7 attending six middle schools in South Korea were used to identify their bystander behavior and moral emotions in response to vignettes about cyber scenarios. Using latent profile analysis, the current study identified five types of bystanders: limited bystanders, pro-bullies, outsiders, defenders, and inconsistent bystanders. Moreover, multinomial logistic regressions were performed to determine the predictive power of the moral emotions of each bystander type. The findings indicated the importance of understanding bystanders’ roles for designing effective intervention strategies regarding moral emotions, leading to adolescents’ improved moral sensitivity.

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Section: Bystander Types In Cyberbullyingsupporting

confidence: 80%

Adolescent bystanders’ moral emotions in cyberbullying

Hong

Lee

2022

School Psychology International

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“…This study considered both offline bullying and cyberbullying to provide more information on how adolescents respond to bullying. The findings contribute to elucidating the patterns of roles in offline bullying and cyberbullying, unlike previous studies that examined such patterns for each bullying type separately (Goh & Lee, 2021; Ko, 2016; Salmivalli et al, 1996; Seo, 2008). This identification of profiles among adolescents also considers that behavior in bullying situations can vary, with adolescents potentially engaging in a variety of behaviors (e.g., offline bully-cyber defender) through offline and cyber contexts rather than engaging in a single role, such as the bully, victim, or defender.…”

Section: Discussionmentioning

confidence: 64%

“…To measure follower, outsider, and defender behavior, these scales were modified and supplemented by the researcher based on both Ko's (2016) scale and the scale constructed by Baker (2014). The Follower Scale (α = .91) described the behavior of encouraging the bully or delivering a message or photo if the bully took the initiative first.…”

Section: Methodsmentioning

confidence: 99%

“…However, the criteria for repetition in relation to offline bullying and cyberbullying are controversial. Some researchers (e.g., Ko, 2016) believe that cyberbullying can be considered bullying even if it does not meet the criteria of repetition, as it can occur in a single instance of bullying online. Besides this difference, cyberbullying allows a degree of anonymity for the participant roles that is absent in offline bullying (Tokunaga, 2010) and can also potentially involve a wide audience of Internet users.…”

Section: Definitions and Roles Of Offline Bullying And Cyberbullyingmentioning

confidence: 99%

“…Researchers have also identified specific bullying roles in the cyber context and found that most adolescents engage in at least one of these roles (Ko, 2016; Seo, 2020; Ybarra & Mitchell, 2004). However, due to the differences between offline and cyber contexts, assessment of roles in cyberbullying differs from assessment of offline bullying (Baker, 2014; Heo, 2019; Ko, 2016; Quirk & Campbell, 2015). While an offline bully harasses a victim in a physical act or by saying something nasty, a cyber bully sends nasty messages (Twemlow et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

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Profiles of participant roles in offline bullying and cyberbullying and normative beliefs among Korean adolescents

Seo

2023

International Journal of Behavioral Development

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This study identified patterns of bullying roles in offline and cyber contexts among Korean adolescents and investigated their relationships with normative beliefs about offline bullying and cyberbullying. Four distinct latent classes of participant roles in offline bullying and cyberbullying emerged through a person-centered latent profile analysis: (a) low involvement (54%), (b) bully/victim-nondefenders (9.9%), (c) defenders (17%), and (d) offline bully-cyber outsiders (19.1%). Adolescents in the defenders class reported the highest levels of defending behavior both online and offline compared with adolescents in the other classes, while adolescents in the bully/victim-nondefenders class reported the highest levels in all roles except for the defending role (i.e., bully, follower, outsider, and victim roles). The overall pattern of the results was similar for the bully/victim-nondefenders and the offline bully-cyber outsiders class, though these two classes have marked differences in cyberbullying scores. The results indicated unique differences regarding antecedents (normative beliefs about offline bullying and cyberbullying) tied to patterns of roles in offline bullying and cyberbullying. The findings suggest that preventive interventions against bullying are possible by changing personal beliefs about offline bullying and cyberbullying.

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Pathways Linking Maternal Anxious Rearing Behavior, Self-Efficacy, and Moral Motivation to Cyberbullying Outsider and Defender Behavior Among Adolescents

Park,

Kang

2024

Korean J Child Stud

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Objectives: The term “outsider behavior” refers to the practice of not responding to cyberbullying, while the term “defender behavior” involves reacting to the perpetrator’s actions and seeking assistance from friends to support the victims. This study examined behavior mechanisms in the context of cyberbullying, focusing on the role of maternal anxious rearing behavior and the mediating roles of adolescents’ self-efficacy and moral motivation.Methods: The study participants were 234 adolescents (Mage = 13.92, SD = .96) who witnessed cyberbullying while attending middle schools in South Korea. Adolescents’ perceived maternal anxious rearing behavior, self-efficacy, moral motivation, and cyberbullying outsider and defender behavior were measured using self-reported questionnaires. Data analyses were conducted to examine descriptive statistics using SPSS and a structural equation model using AMOS.Results: The results indicated that while maternal anxious rearing behavior is not directly associated with cyberbullying outsider behavior, it is significantly associated with lower levels of cyberbullying defender behavior. Higher levels of maternal anxious rearing behavior are associated with lower levels of self-efficacy in adolescents, leading to lower moral motivation, which, in turn, is associated with an increase in cyberbullying outsider behavior. In contrast, moral motivation is not significantly associated with cyberbullying defender behavior.Conclusion: Adopting an integrated perspective, our findings underscore pathways to shaping different cyberbullying behavior in adolescents linked with their perceived maternal anxious rearing behavior, self-efficacy, and moral motivation. These findings highlight the crucial role of maternal anxious rearing behavior in practical implications, suggesting the need for effective interventions when adolescents witness cyberbullying.

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Study on cyberbullying among adolescent bystanders – focusing on the empathy of middle school students -

Cited by 4 publications

References 0 publications

Adolescent bystanders’ moral emotions in cyberbullying

Adolescent bystanders’ moral emotions in cyberbullying

Profiles of participant roles in offline bullying and cyberbullying and normative beliefs among Korean adolescents

Pathways Linking Maternal Anxious Rearing Behavior, Self-Efficacy, and Moral Motivation to Cyberbullying Outsider and Defender Behavior Among Adolescents

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