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Journal articles on the topic 'Cyber-bystander'

Author: Grafiati

Published: 10 December 2022

Last updated: 31 July 2025

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1

Nurfitriany Fakhri, Faradillah Firdaus, Irdianti, Sahril Buchori, and Ria Andriany Fakhri. "Personal Peacefulness and Cyber-Bystanding of Internet Users in Indonesia." Jurnal pendidikan agama Islam 21, no. 1 (2024): 234–46. https://doi.org/10.14421/jpai.v21i1.8511.

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Purpose – As internet use grows, cyberbullying has become more common, especially in schools. People who witness cyberbullying (cyber-bystanders) strongly influence these incidents, but little is known about their behavior. To reduce cyberbullying, we need to understand what affects cyber-bystanding. This study examines whether personal peacefulness can predict how people act as cyber-bystanders. Design/methods/approach – This quantitative correlational study examined 127 Indonesian internet users (36 males, 91 females). Data were collected using the Self Perception Scale and Cyberbullying Bys

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Jia, Yanru, Yuntena Wu, Tonglin Jin, and Lu Zhang. "How Are Bystanders Involved in Cyberbullying? A Latent Class Analysis of the Cyberbystander and Their Characteristics in Different Intervention Stages." International Journal of Environmental Research and Public Health 19, no. 23 (2022): 16083. http://dx.doi.org/10.3390/ijerph192316083.

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Background: Cyberbullying is a phenomenon that occurs by means of digital devices in virtual environments. Although research reveals the relevant role played by bystanders in stopping cyberbullying, the patterns of cyberbullying bystanders among Chinese college students is not clear. Data: Participants were 1025 Chinese college students (62.0% girls, 38.0% boys). The present analyses empirically explored the roles of cyberbystanders (passive outsider online, defender of the cybervictim online, reinforcer of the cyberbully online, passive face-to-face outsider, face-to-face defender of the cybe

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Olenik-Shemesh, Dorit, Tali Heiman, and Sigal Eden. "Bystanders’ Behavior in Cyberbullying Episodes." Journal of Interpersonal Violence 32, no. 1 (2016): 23–48. http://dx.doi.org/10.1177/0886260515585531.

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The present study explored bystanders’ behavior in cyberbullying (CB) episodes among children and youth, focusing on active and passive behavior patterns. The study examined prevalence and characteristics of bystanders’ behavior following CB episodes, and their active–passive intervention patterns in relation to personal (age, gender) and socio-emotional (self-efficacy, social support, sense of loneliness) factors. Of the 1,094 participants (ages 9-18), 497 (46.4%) reported they were bystanders to CB episodes. Of the bystanders, 55.4% were identified as having a passive pattern of behavior—the

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Lloret-Irles, Daniel, Víctor Cabrera-Perona, Sonia Tirado-González, and José V. Segura-Heras. "Cyberbullying: Common Predictors to Cyber-Victimisation and Bystanding." International Journal of Environmental Research and Public Health 19, no. 23 (2022): 15750. http://dx.doi.org/10.3390/ijerph192315750.

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Cyberbullying has increased worryingly in the last decade, becoming a mental health problem in adolescence. Research usually focuses on cyber-bullies or cyber-victims, overlooking that these roles may overlap (e.g., cyber-victim-bystander). Aim: To identify possible common predictors to cyber-victimisation and bystanding. Sample: The study sample consisted in 560 students, 12–15 years old, 47.5% female. Method: Canonical correlation, examining linear relationship between a group of X variables, and a group of Y variables. Main results and conclusions: Two canonical varieties were built (Cor (U

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Ounvorawong, Nuttakon, Jan Breitsohl, Ben Lowe, and Des Laffey. "Outcomes of Cyber-Victimization and Bystander Reactions in Online Brand Communities." International Journal of Electronic Commerce 26, no. 2 (2022): 200–221. http://dx.doi.org/10.1080/10864415.2022.2050582.

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6

Eldridge, Morgan A., and Lyndsay N. Jenkins. "The Bystander Intervention Model: Teacher Intervention in Traditional and Cyber Bullying." International Journal of Bullying Prevention 2, no. 4 (2019): 253–63. http://dx.doi.org/10.1007/s42380-019-00033-7.

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Devica, Gracella Shenie, Jesselena Arinda Putri, Maria Jessica Kunardi, Regyta Starlameivia Tanujaya, and M. M. Tri Warmiyati Dwi W. "ANALISIS ASPEK VICTIM ATTRIBUTION PADA REINFORCER BYSTANDER DALAM CYBER BULLYING KALANGAN GENERASI Z." MANASA 13, no. 2 (2024): 114–33. https://doi.org/10.25170/manasa.v13i2.6090.

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In cyber bullying cases, there are three categories of parties involved, such as perpetrators, victims, and bystanders. This study analyzed the overview of victim attribution in reinforcer bystanders involved in cyberbullying incidents among Generation Z. This study uses qualitative methods with a semi-structured interview. The study shows that individuals’ perspectives on tolerating cyberbullying events vary. The four participants who were bystanders in the cyberbullying showed both victim attribution aspects, which are dehumanization and attribution of blame. Participants tend to blame the v

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Pirc, Tina, and Sonja Pečjak. "Moral (Dis)engagement among Higher Education Student-Bystanders in Cyberbullying." Pedagoška obzorja 38, no. 2 (2023): 100–115. http://dx.doi.org/10.55707/ds-po.v38i2.105.

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In our study, we aimed to determine how different demographic variables (gender, age, free time spent online) and mechanisms of moral (dis)engagement (justification, disregarding or misrepresenting injurious consequences, diffusion of responsibility, dehumanization) predict perceptions of cyberbullying among student bystanders, according to the Bystander Intervention Model. The model proposes that a bystander must take five steps in order to intervene: notice the event, interpret the event as an emergency requiring help, accept responsibility for intervening, know how to intervene or provide h

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Machado, Bárbara, Paula Lobato de Faria, Isabel Araújo, and Sónia Caridade. "Cyber Interpersonal Violence: Adolescent Perspectives and Digital Practices." International Journal of Environmental Research and Public Health 21, no. 7 (2024): 832. http://dx.doi.org/10.3390/ijerph21070832.

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Background: The pervasive use of technology, especially among adolescents, has enabled cyber communication and brought many advantages but also led to potential violence. The issue of cyber interpersonal violence (CIV) impacting young individuals is increasingly recognized as a matter of public health; however, little is known about adolescents’ perspectives of the phenomenon. This study explores adolescents’ perspectives on CIV. It seeks to understand their interpretations of abuse, victim impact and reactions, violence escalation, gender issues, victimization and perpetration patterns, and b

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Soldatova, Galina, Svetlana Chigarkova, and Elena Rasskazova. "Collisions and Perceptions of Cyberbullying: Comparison of Intergenerational Experiences." International Journal of Environmental Research and Public Health 21, no. 9 (2024): 1148. http://dx.doi.org/10.3390/ijerph21091148.

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With regard to negative consequences, cyberbullying is recognized as one of the most traumatic types of cyber aggression. The aim is to study the specific features of adolescents and youth’s cyberbullying experience in the role of an aggressor, victim or bystander, as well as awareness on the part of parents of adolescents. A total of 3395 adolescents, youth and parents filled out specially designed questionnaires. Older adolescents turned out to be at higher risk of cyberbullying. In two-thirds of cases, cyberbullying is related to real-life incidents. Aggressors are motivated by domination a

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Williams, Christopher, Kenneth W. Griffin, Caroline M. Botvin, Sandra Sousa, and Gilbert J. Botvin. "Self-Regulation as a Protective Factor against Bullying during Early Adolescence." Youth 4, no. 2 (2024): 478–91. http://dx.doi.org/10.3390/youth4020033.

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Self-regulation has been shown to play a protective role against youth substance abuse, but less is known about its influence on bullying behavior. In the present study, we examined several forms of bullying (physical, social, cyber, and all forms combined) and roles (bullies, victims, and bully-victims). Students (N = 1977, ages 11 to 13) from 27 middle schools throughout the United States (US) completed an online self-reported assessment of bullying and its hypothesized etiologic determinants. Across the outcomes, analyses revealed that social bullying was most prevalent, followed by physica

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Nagar, Pooja Megha, and Victoria Talwar. "Information and communication technology platforms as an experimental paradigm in cyber-bystander research: A critique of methodology." Computers in Human Behavior Reports 4 (August 2021): 100110. http://dx.doi.org/10.1016/j.chbr.2021.100110.

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Doğruer, Nazan, and Hüseyin Yaratan. "Developing a Bullying Scale for Use with University Students." Social Behavior and Personality: an international journal 42, no. 1 (2014): 81S—92S. http://dx.doi.org/10.2224/sbp.2014.42.0.s81.

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Bullying is not a new topic to be researched but the consequences of bullying for university students is an area yet to be studied. Thus, in this study our aim was to develop a bullying scale for use with university students. In order to do this we categorized their bullying behaviors as physical, verbal, emotional, and cyber; and their bullying status as bully, victim, bully-victim, and bystander. The survey we developed to validate our scale was completed by volunteer participants individually. Exploratory factor analysis was done to determine construct validity of the scale. The internal co

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Hong, Yea-Ji. "Effects of Adolescents’ Gender, Moral Disengagement and Empathy on the Types of Bystanders in the Possible Occurrence of Cyberbullying." Korean Journal of Child Studies 44, no. 1 (2023): 43–55. http://dx.doi.org/10.5723/kjcs.2023.44.1.43.

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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

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Wachs, Sebastian, Ludwig Bilz, Saskia Niproschke, and Wilfried Schubarth. "Bullying Intervention in Schools: A Multilevel Analysis of Teachers’ Success in Handling Bullying From the Students’ Perspective." Journal of Early Adolescence 39, no. 5 (2018): 642–68. http://dx.doi.org/10.1177/0272431618780423.

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To date, little has been known about teachers’ success in bullying interventions. Thus, the present study analyzes how successfully teachers intervene in real bullying situations, based on an analysis of 1,996 reports by German students aged between 12 and 15 (49.2% female) from 24 schools. Predictors of success included intervention strategy (authoritarian-punitive, supportive-individual, supportive-cooperative intervention), bullying form (physical, verbal, relational, cyber), and the student’s bullying role (bully, victim, bystander) in the particular situation. Multilevel analyses showed t

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Abu, Taher Muhammad Abdullah, and Jahan Israt. "Causes of Cybercrime Victimization: A Systematic Literature Review." International Journal of Research and Review 7, no. 5 (2020): 89–98. https://doi.org/10.5281/zenodo.3938448.

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A systematic literature review on causes of cybercrime victimization has been done for this study to explore the severity of cybercrime. While 111 articles from Scopus and ASSIA databases were thematically analyzed to find trajectories of factors of cybercrime. Cyberbullying are prevalent among various forms of cybercrime. It is evident that adolescents are most targeted victims of cybercrime. It observed attitude, low self control, psychopathic behaviors, bystander behavior, social inequality, more use of cell phone and Internet, and school delinquency as the main causes of cyberbullying. Par

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Ran, Yawei, Yubo Hou, Zhiwen Dong, and Qi Wang. "Moral Observer-Licensing in Cyberspace." Behavioral Sciences 12, no. 5 (2022): 148. http://dx.doi.org/10.3390/bs12050148.

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Moral observer-licensing happens when observers condone actors’ morally questionable conduct due to the actors’ history of moral behaviors. In four studies (N = 808), we investigated this phenomenon in the context of cyberspace and its contributing factors and boundary conditions. The pilot study determined what participants perceived as typically moral and immoral behaviors in cyberspace. Then, in Study 1, participants condemned a story character’s online immoral behavior less often when they were informed of the character’s prior online moral behavior than when they were not, which indicates

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Kutok, Emily R., Shira Dunsiger, John V. Patena, et al. "A Cyberbullying Media-Based Prevention Intervention for Adolescents on Instagram: Pilot Randomized Controlled Trial." JMIR Mental Health 8, no. 9 (2021): e26029. http://dx.doi.org/10.2196/26029.

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Background Between 15% and 70% of adolescents report experiencing cybervictimization. Cybervictimization is associated with multiple negative consequences, including depressed mood. Few validated, easily disseminated interventions exist to prevent cybervictimization and its consequences. With over 97% of adolescents using social media (such as YouTube, Facebook, Instagram, or Snapchat), recruiting and delivering a prevention intervention through social media and apps may improve accessibility of prevention tools for at-risk youth. Objective This study aims to evaluate the feasibility and accep

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Esther, Onotume Okemena, Ezeogu Joseph, Peterside Oliemen, Akinbami Felix Olukayode, and Okosun Ofure Ann. "Prevalence and Pattern of Traditional Bullying, Amongst Secondary School Students in Yenagoa, Nigeria." International Journal of TROPICAL DISEASE & Health 44, no. 20 (2023): 1–10. http://dx.doi.org/10.9734/ijtdh/2023/v44i201484.

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Introduction: Traditional bullying (face to face bullying, that occurs within or around the school premises) among secondary school students is a persistent global public health problem; with varying long lasting mental, physical and academic consequences, not only on the victims but also the bullies and bystanders. It is a common phenomenon that is not limited to physical harm and manifests in many forms such as, verbal, or relational aggression, social exclusion and cyber victims of bullying. Bullying is commonly embedded in power imbalances and can be a call for help from the bullies. Devel

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Osei-Mensah, Christiana Hammond Naa Korkor Leeyoo Watson-Nortey Belinda. "‘Why aren’t you married? The same reason you are not dead, it’s not my time’: Social Media Use of Hate Speech on Female Celebrities in Ghana." RESEARCH JOURNAL OF MASS COMMUNICATION AND INFORMATION TECHNOLOGY 8, no. 1 (2023): 109–31. http://dx.doi.org/10.56201/rjmcit.v8.no1.2022.pg109.131.

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This study is aimed at analysing the rhetoric of hate speech and the degree of pervasiveness in discriminating against the female celebrity?s identity on social media which is often centred on the question: „why aren?t you married or why haven?t you still given birth?? The paper sought to examine the nature of social media posts of five female celebrities who had experienced the phenomenon of flaming through hate speech and explore the adoptive strategies of these female celebrities to ward off perpetrators of flames. Data was cyber-ethnographically gathered from the Twitter and Facebook pages

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Perdani, Agni Laili, Ridha Wahdini, Afianti Sulastri, et al. "Edukasi Audiovisual Terhadap Fungsi Adaptif Psikologis Bullying pada Anak Sekolah di SDIT Paripurna 3 Cimahi Selatan, Kota Cimahi." Jurnal Kreativitas Pengabdian Kepada Masyarakat (PKM) 8, no. 4 (2025): 1970–81. https://doi.org/10.33024/jkpm.v8i4.18608.

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ABSTRAK Perilaku bullying terus meningkat dengan berbagai bentuk mulai dari perundungan fisik, verbal, sosial maupun kekerasan siber. Efek yang dirasakan dapat mengakibatkan dampak jangka pendek maupun jangka panjang yang harus segera dilakukan tindakan dalam mengatasi hal tersebut salah satunya intervensi berbasis sekolah menggunakan audiovisual yang menarik bagi siswa. Pendidikan kesehatan melalui media edukasi audiovisual meningkatkan fungsi psikologis adaptif anak sekolah terhadap bullying di SDIT Paripurna 3 Cimahi Selatan, Kota Cimahi. Metode yang digunakan adalah melalui penggunaan vide

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DeSmet, Ann, Charlene Veldeman, Karolien Poels, et al. "Determinants of Self-Reported Bystander Behavior in Cyberbullying Incidents Amongst Adolescents." Cyberpsychology, Behavior, and Social Networking 17, no. 4 (2014): 207–15. http://dx.doi.org/10.1089/cyber.2013.0027.

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Chiu, Yu-Ping, and Shu-Chen Chang. "Leverage Between the Buffering Effect and the Bystander Effect in Social Networking." Cyberpsychology, Behavior, and Social Networking 18, no. 8 (2015): 450–56. http://dx.doi.org/10.1089/cyber.2014.0377.

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DeSmet, Ann, Ilse De Bourdeaudhuij, Michel Walrave, and Heidi Vandebosch. "Associations Between Bystander Reactions to Cyberbullying and Victims' Emotional Experiences and Mental Health." Cyberpsychology, Behavior, and Social Networking 22, no. 10 (2019): 648–56. http://dx.doi.org/10.1089/cyber.2019.0031.

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García-Vargas, Luisa, Emilse Durán-Aponte, and Enrique Chaux. "The Role of Third Parties in Cyber Conflicts: The sima Simulator." Revista Colombiana de Psicología 32, no. 1 (2023): 67–81. http://dx.doi.org/10.15446/rcp.v32n1.96322.

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New media creates opportunities to directly measure how adolescents respond to aggressive situations. In this study, we report on sima, a simulator of digital chats, created to mimic online aggressive interactions within a conflict situation. Adolescents were invited to be part of a digital chat where all interactions were pre-programmed, except for the participants’ interventions, to discuss controversial topics (e.g., animal maltreatment). Two chat members engaged in a conflict programmed to escalate quickly through aggressive insults. Sixth and seventh-grade students (mostly aged 12 to 14;

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Chen, Qiqi, and Qianru Wu. "The roles of teacher and parental support on adolescent cyber-bystander behaviors: a path analysis." Frontiers in Psychology 15 (May 22, 2024). http://dx.doi.org/10.3389/fpsyg.2024.1374071.

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IntroductionThe role of bystanders in cyberbullying situations is critical, with the potential to significantly influence outcomes. Bystanders who demonstrate positive behaviors—such as reporting incidents or supporting victims—can help to mitigate the damaging effects of cyberbullying. Based on the Social Cognitive Theory, this study seeks to address the psychosocial mechanisms that underlie positive cyber-bystander behaviors.MethodsA total of 1,716 students in Grades 8–12 from three secondary schools in China participated in this study. Path analysis was utilized to delineate the relationshi

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Maftei, Alexandra, Cristian Opariuc‐Dan, and Ana N. Grigore. "Toxic sensation seeking? Psychological distress, cyberbullying, and the moderating effect of online disinhibition among adults." Scandinavian Journal of Psychology, August 15, 2023. http://dx.doi.org/10.1111/sjop.12956.

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Cyberbullying among adults is barely studied, though its consequences may be as severe as in children and adolescents. The present study investigated the links between psychological distress, cyber‐perpetration, and passive cyber‐bystander behavior. We also explored the moderating role of toxic disinhibition in this regard. Our sample comprised 385 adults aged 19–66 (M = 28.35, SD = 11.22, 76.62% females). The results suggested that psychological distress was significantly associated with cyberbullying perpetration and passive bystander behavior. Also, higher psychological distress significant

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Karasavva, Vasileia, and Amori Mikami. "I’ll be there for you? The bystander intervention model and cyber aggression." Cyberpsychology: Journal of Psychosocial Research on Cyberspace 18, no. 2 (2024). http://dx.doi.org/10.5817/cp2024-2-1.

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The Bystander Intervention Model (BIM) has been validated for face-to-face emergencies and dictates that observers’ decision to intervene hinges on five sequential steps, while barriers block progress between steps. The current study is the first, to our knowledge, to apply the BIM in its entirety to cyber aggression and explore the ways that individual factors such as experiences with depression, social anxiety, and cyber aggression either as the target or the aggressor influence bystanders. In our pre-registered study, emerging adults (N = 1,093) viewed pilot-tested cyber aggressive content

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Qiqi, Chen. "Reactions of adolescent cyber bystanders toward different victims of cyberbullying: the role of parental rearing behaviors." BMC Psychology 12, no. 1 (2024). http://dx.doi.org/10.1186/s40359-024-01879-3.

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Abstract Background Group-based situations are common settings for cyberbullying, making bystander responses crucial in combating this issue. This study investigated how adolescent bystanders respond to various victims, including family members, friends, teachers, and celebrities. This study also examined how different parenting styles influenced children’s cyber bystander involvement. Methods This study employed data from a cross-sectional school survey covering 1,716 adolescents aged 13–18 years from public and vocational schools in China collected in 2022. Logistic regression analyses were

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Dunton, Kate, and Tina Daniels. "How do Gender and Empathy Relate to Bystander Behaviour in Cyberbullying and Traditional Bullying." Carleton Undergraduate Journal of Science 3, no. 1 (2024). http://dx.doi.org/10.22215/cujs.v3i1.4879.

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The present study investigates the associations between active bystanding, empathy, and gender, and whether these relationships differ between active traditional bystanding and active cyber bystanding. An online questionnaire was completed by 579 undergraduate students measuring defender bystander behaviour, empathy, and demographic variables. Results show that affective and cognitive empathy are associated with more active bystanding, regardless of bullying scenario. Results also show that gender is related to active cyber bystanding, but not active traditional bystanding. These results sugge

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Leung, Angel Nga Man. "To Help or Not to Help: Intervening in Cyberbullying Among Chinese Cyber-Bystanders." Frontiers in Psychology 12 (July 14, 2021). http://dx.doi.org/10.3389/fpsyg.2021.483250.

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Cyberbullying has become a serious concern among Internet users worldwide. However, relatively little is known about individuals who witness cyberbullying and how they behave. A bystander is someone who sees bullying or other forms of aggressive or violent behavior that targets someone else and who may choose to respond by either being part of the problem (a hurtful bystander), or part of the solution (a helpful bystander). Few studies examined the phenomena of cyber-bystanders in Chinese populations. Guided by the five-step bystander theoretical model and the theory of planned behavior, this

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Shultz, Emily, Rebecca Heilman, and Kathleen J. Hart. "Cyber-bullying: An exploration of bystander behavior and motivation." Cyberpsychology: Journal of Psychosocial Research on Cyberspace 8, no. 4 (2014). http://dx.doi.org/10.5817/cp2014-4-3.

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While previous research has examined mainly self-reported bystander behavior during cyber-bullying, the current study explored if and how bystanders responded when presented with a cyber-bullying simulation. We hypothesized that individuals high in empathy would supportively intervene (defend the victim) most frequently. College age participants (M = 20.34, SD = 1.26, range 18-27; N = 149), viewed a simulated Facebook conversation in which negative comments were directed towards another student and were provided open-ended opportunities to be involved in the Facebook conversation (i.e., “comme

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Jeyagobi, Sobana, Shalini Munusamy, Mohammad Rahim Kamaluddin, Abdul Rahman Ahmad Badayai, and Jaya Kumar. "Factors influencing negative cyber-bystander behavior: A systematic literature review." Frontiers in Public Health 10 (October 3, 2022). http://dx.doi.org/10.3389/fpubh.2022.965017.

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Cyber-aggression is global epidemic affecting citizens of cyberspace, without regards to physical, geographical and time constraints. Recent research has identified the significant role of cyber-bystanders in exacerbating and de-escalating incidents on cyber-aggression they come across. Additionally, frequent exposure to cyber-aggression is found to have been associated with negative effects on participants of cyber-aggression, ranging from self-esteem problems to mental health disorders such as depression and anxiety, and in the worst cases even suicidal behaviors and ideation. Moreover, past

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Khawrin, Mohammad Khalid, Kamayani Mathur, and Kapil Kummar. "Relationship of selected cyberbullying behaviors among Gujarat University students." October 21, 2022. https://doi.org/10.5281/zenodo.7235666.

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It is most important to indicate the cyber harmful behavior which can lead to poor academic achievement. Furthermore, it is significantly important to diagnose these problems and this would pave the way for effective and efficient prevention. Therefore, the selected items of cyberbullying behavior had massive importance for the University stakeholders and better achievement of academic performance and harmony. Gujarat University students voluntary (N=292) participated in the study which consisted of both gender males and females (139,153) respectively. A random sampling design was used for col

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Hong, Yea-Ji, and Kangyi Lee. "Adolescent bystanders’ moral emotions in cyberbullying." School Psychology International, March 22, 2022, 014303432210881. http://dx.doi.org/10.1177/01430343221088186.

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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 inconsisten

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Sunanda, Pattnaik Bhaswati Patnaik. "Identifying the Effective Strategies for Dealing with Cyber Bullying among School-Going Adolescents." April 13, 2025. https://doi.org/10.5281/zenodo.15205903.

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<strong><u>ABSTRACT</u></strong> This review paper examines the multifaceted strategies aimed at mitigating the adverse effects of cyber bullying among school-going adolescents. Drawing from a range of secondary sources, the study synthesizes current findings on the psychological, educational, and policy-based interventions necessary to address the pervasive issue of cyber bullying in the digital era. The review highlights key strategies to deal with cyber bullying which includes school-based counseling, social-emotional learning programs, bystander intervention initiatives, digital citizenshi

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Sunanda, Pattnaik Bhaswati Patnaik. "Identifying the Effective Strategies for Dealing with Cyber Bullying among School-Going Adolescents." April 16, 2025. https://doi.org/10.5281/zenodo.15227042.

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ABSTRACT This review paper examines the multifaceted strategies aimed at mitigating the adverse effects of cyber bullying among school-going adolescents. Drawing from a range of secondary sources, the study synthesizes current findings on the psychological, educational, and policy-based interventions necessary to address the pervasive issue of cyber bullying in the digital era. The review highlights key strategies to deal with cyber bullying which includes school-based counseling, social-emotional learning programs, bystander intervention initiatives, digital citi

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Langhinrichsen-Rohling, Jennifer, Erika Montanaro, Annelise Mennicke, and Michele L. Ybarra. "Cybervictimization in Relation to Self and Other Protection and Response Behaviors: A Cross-Sectional Look at an Age-Diverse National Sample." Journal of Interpersonal Violence, February 6, 2024. http://dx.doi.org/10.1177/08862605231225523.

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This study considered whether experiencing cybervictimization is associated with increased recognition of cybervictimization intervention opportunities (i.e., witnessing others’ cybervictimization), as well as greater engagement in self-protective (e.g., changing usernames and privacy settings) and other-protective cybervictimization bystander response behaviors. We collected cross-sectional self-report data from an age-diverse ( M = 46.29 years, SD = 19.14, range = 15–93) national sample ( n = 3002). We hypothesized that: (1) personal experiences with cybervictimization would be associated wi

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Knauf, Rhea-Katharina, Heike Eschenbeck, and Michael Hock. "Bystanders of bullying: Social-cognitive and affective reactions to school bullying and cyberbullying." Cyberpsychology: Journal of Psychosocial Research on Cyberspace 12, no. 4 (2018). http://dx.doi.org/10.5817/cp2018-4-3.

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The Bystander Intervention Model by Latané and Darley (1970) describes the stages necessary for a bystander to intervene in an emergency and can be used to explain bystander behavior in the case of bullying. Social-cognitive and affective reactions to bullying such as empathy with the victim, moral disengagement, feelings of responsibility, defender self-efficacy and outcome expectancy are supposed to determine whether a bystander passes through all stages of the intervention model and are thereby crucial for the behavioral response. These mental reactions were compared between school bullying

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Nagar, Pooja Megha, Karissa Leduc, Nadia Khalili, and Victoria Talwar. "Cyber-Bystander Behavior Among Canadian and Iranian Youth: The Influence of Bystander Type and Relationship to the Perpetrator on Moral Responsibility." Frontiers in Communication 7 (April 14, 2022). http://dx.doi.org/10.3389/fcomm.2022.796146.

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The current study examines how social determinants influence the way youth from Canadian and Iranian contexts evaluate and morally disengage as bystanders of cyberbullying. While Iranian culture differs from other individualistic and collectivist cultures, Iranian youth have become just as technologically acculturated as their global peers. Despite this, less is understood about how Iranian youth respond to cyberbullying in comparison to youth from individualistic societies. Participants from Canada (N = 60) and Iran (N = 59) who were between the ages of 8-to-15 years old (N = 119, M = 11.33 y

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Torgal, Cagil, Dorothy L. Espelage, Joshua R. Polanin, et al. "A Meta-Analysis of School-Based Cyberbullying Prevention Programs’ Impact on Cyber-Bystander Behavior." School Psychology Review, August 6, 2021, 1–15. http://dx.doi.org/10.1080/2372966x.2021.1913037.

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McLoughlin, Larisa T., Kathryn M. Broadhouse, Amanda Clacy, Natalie Winks, Jim Lagopoulos, and Daniel F. Hermens. "The Cyberbullying Picture Series (CyPicS): Developed for Use in Cyberbullying and Cyberbystander Research." Psychological Reports, May 5, 2020, 003329412092248. http://dx.doi.org/10.1177/0033294120922488.

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While research has examined bystander responses in a traditional sense, there is a dearth of research regarding responses of cyberbystanders in a real-time situation, such as observing a cyberbullying scenario. This article describes a novel protocol designed to develop a series of images to be used to undertake research that aims to examine cyberbystander responses. A total of 24 scenarios (12 negative (cyberbullying) and 12 neutral) were created by the researchers and designed to mimic the way such scenarios would appear on a social networking site. The negative (cyberbullying) stimuli were

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Culyba, Alison J., Barbara Fuhrman, Gary Barker, Kaleab Z. Abebe, and Elizabeth Miller. "Primary Versus Secondary Prevention Effects of a Gender-Transformative Sexual Violence Prevention Program Among Male Youth: A Planned Secondary Analysis of a Randomized Clinical Trial." Journal of Interpersonal Violence, June 26, 2023. http://dx.doi.org/10.1177/08862605231179717.

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Engaging adolescent males is a promising violence prevention strategy. This study explored primary versus secondary prevention effects of a gender-transformative program (i.e., Manhood 2.0) versus job-readiness training on multiple forms of violence perpetration. Adolescent males, ages 13 to 19 years, were recruited through youth-serving organizations in Pittsburgh, PA, between July 27, 2015, and June 5, 2017, to participate in an unblinded community-based cluster-randomized trial in 20 neighborhoods. The intervention curriculum, Manhood 2.0, focused on challenging norms that foster gender-bas

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Koehler, Christina, and Mathias Weber. "”Do I really need to help?!” Perceived severity of cyberbullying, victim blaming, and bystanders’ willingness to help the victim." Cyberpsychology: Journal of Psychosocial Research on Cyberspace 12, no. 4 (2018). http://dx.doi.org/10.5817/cp2018-4-4.

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Whether bystanders in cyberbullying help a victim or remain passive is based on multilayered cognitive processes. In particular, perceiving and interpreting an incident as an emergency situation, realizing one’s own responsibility to intervene, and forming the intention to help are crucial preconditions for bystander interventions. The characteristics of information and communication technologies (ICTs) change and hamper these cognitive processes. Information and cues that guide individuals’ reactions to offline victimization are missing in many online environments (e.g., seeing a victim’s suf

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Agrawal, Pooja, and Omvir Gautam. "The Role of Teachers in Moderating The Impact of Bullying on Academic Achievements Amongst Gen-z Through Psychosomatic Well-being." Gurukul Business Review 19, no. 1 (2023). http://dx.doi.org/10.48205/gbr.v19.4.

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Purpose: Indian learning system is exceedingly modest since the inception of knowledge with a prominent thrust on academic performance. This article aimed to put some light on prevalent issues in the higher learning atmosphere across the University eco-system in Indian context. This study measured the impact of various bullying types (Verbal, Cyber, Relational and Physical) on psychosomatic well-being of Gen-Z which impacted to academic achievements along with teachers' role as moderating variable. Design/Methodology: A Cross-sectional research was conducted by using self-administered question

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Chikirsha, Gulati, Prasad Swastika, Ahmed Irshath Aadil, and Prem Rajan Anand. "A Narrative Review On Social Enterprises To Tackle Cyber-Bullying And Cyber Crimes." May 25, 2023. https://doi.org/10.5281/zenodo.7969730.

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Cybercrime has become a global issue, affecting individuals, businesses, and governments worldwide. As the reliance on digital technology continues to grow, cybercriminals have found novel methods to take advantage of weaknesses and perpetrate illegal activities online. The main reasons which contribute to this sharp rise in the cases of cyberbullying are the widespread availability of the internet, the anonymity provided by the sites and the urge to exert power. Victims generally face severe consequences like deteriorating mental health, depression and suicidal tendency. The bullies also show

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Davidovic, Anna, Adam Joinson, Catherine Hamilton-Giachritsis, and Othman Esoul. "Not All Interventions are Made Equal: Harnessing Design and Messaging to Nudge Bystander Intervention." Cyberpsychology, Behavior, and Social Networking, November 13, 2024. http://dx.doi.org/10.1089/cyber.2024.0223.

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García-Vázquez, Fernanda Inéz, Angel Alberto Valdés-Cuervo, María Dolores León-Parada, and Lizeth Guadalupe Parra-Pérez. "Restorative Parental Discipline and Types of Defending Bystander Intervention in Cyberbullying: The Mediate Role of Justice Sensitivity." Cyberpsychology, Behavior, and Social Networking, April 4, 2024. http://dx.doi.org/10.1089/cyber.2023.0445.

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Cong, Tran Van, Nguyen Phuong Hong Ngoc, Bahr Weiss, Nguyen Van Luot, and Nguyen Ba Dat. "Definition and Characteristics of “Cyberbullying” among Vietnamese Students." VNU Journal of Science: Education Research 34, no. 4 (2018). http://dx.doi.org/10.25073/2588-1159/vnuer.4212.

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The purpose of the present study was to define the term “cyberbullying” from the perspective of middle- and high-school students in Vietnam, detailing its characteristics. The study used qualitative focus groups with Vietnamese students, teachers, parents, school psychologists, and psycho-educational experts in Hanoi, Vietnam. From the perspective of these informants, cyberbullying involves seven characteristics: (a) The indirect transmission of negative, untrue, hateful, and/ or secret, personal information through electronic devices and applications, (b) with the intention to hurt the victim

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Burns, Alex. "Oblique Strategies for Ambient Journalism." M/C Journal 13, no. 2 (2010). http://dx.doi.org/10.5204/mcj.230.

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Alfred Hermida recently posited ‘ambient journalism’ as a new framework for para- and professional journalists, who use social networks like Twitter for story sources, and as a news delivery platform. Beginning with this framework, this article explores the following questions: How does Hermida define ‘ambient journalism’ and what is its significance? Are there alternative definitions? What lessons do current platforms provide for the design of future, real-time platforms that ‘ambient journalists’ might use? What lessons does the work of Brian Eno provide–the musician and producer who coined

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