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Publication
Student bystander behavior and cultural issues in cyberbullying: When actions speak louder than words
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Advisor(s)
Abstract(s)
This study aims to investigate whether student bystander interventions can influence the relationship
between being a bystander of a cyberbullying incident and being the victim or the aggressor. Another
aim is to understand the specific behavior presented by students bystanders, namely whether they
noticed incidents of cyberbullying and interpreted these events as an emergency and which actions they
determined as being appropriate in providing assistance. Following a cross-cultural perspective to reach
these aims, a total of 788 Portuguese and Brazilian college students answered to the Cyberbullying Inventory for College Students. Moderation analysis revealed that intervening moderated the relationship
between being the bystander of cyberbullying and being the victim and/or aggressor. A three-way
interaction showed that this relationship was stronger in Brazilian students, revealing that the bystanders who were inactive were more likely to also become a victim or an aggressor themselves,
whereas those who intervened were less likely to become a victim or an aggressor. Implications for
future research and interventive action are discussed.
Description
Keywords
Cyberbullying Bystanders Interventation Cross-cultural perspective Computers in human behavior
Pedagogical Context
Citation
Ferreira, P. C., Veiga Simão, A., Ferreira, A., Souza, S., & Francisco, S. (2016). Student bystander behavior and cultural issues in cyberbullying: When actions speak louder than words. Computers in Human Behavior, 60, 301-311. https://doi.org/10.1016/j.chb.2016.02.059
Publisher
Elsevier