Comparing Early Adolescents’ Positive Bystander Responses to Cyberbullying and Traditional Bullying: the Impact of Severity and Gender
Journal article
Macaulay, Peter, Boulton, Michael J. and Betts, Lucy R. 2018. Comparing Early Adolescents’ Positive Bystander Responses to Cyberbullying and Traditional Bullying: the Impact of Severity and Gender. Journal of Technology in Behavioral Science. 4 (3), pp. 253-261. https://doi.org/10.1007/s41347-018-0082-2
| Authors | Macaulay, Peter, Boulton, Michael J. and Betts, Lucy R. |
|---|---|
| Abstract | 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. |
| Keywords | cyberbullying; bullying; bystander; adolescence; severity |
| Year | 2018 |
| Journal | Journal of Technology in Behavioral Science |
| Journal citation | 4 (3), pp. 253-261 |
| Publisher | Springer Science and Business Media LLC |
| ISSN | 2366-5963 |
| Digital Object Identifier (DOI) | https://doi.org/10.1007/s41347-018-0082-2 |
| Web address (URL) | http://hdl.handle.net/10545/625957 |
| https://creativecommons.org/licenses/by/4.0 | |
| hdl:10545/625957 | |
| Publication dates | 28 Dec 2018 |
| Publication process dates | |
| Deposited | 23 Aug 2021, 10:26 |
| Accepted | 2018 |
| Contributors | Nottingham Trent University and University of Chester |
| File | File Access Level Open |
Permalink -
https://repository.derby.ac.uk/item/924q4/comparing-early-adolescents-positive-bystander-responses-to-cyberbullying-and-traditional-bullying-the-impact-of-severity-and-gender
Download files
50
total views0
total downloads0
views this month0
downloads this month
Export as
Related outputs
Comparative optimism for judgements about online identity theft
Betts, L., Baguley, T., Gardner, S., Macaulay, P. and Metwally, S. 2024. Comparative optimism for judgements about online identity theft. Behaviour & Information Technology. pp. 1-15. https://doi.org/10.1080/0144929X.2024.2443799Staff Communication at School and Student-Student Relationship Quality in the Classroom: Direct and Indirect Effects on Students’ Experiences as Bullies, Bullied, and Bully-Victims
Fischer, S., Macaulay, P. and Bilz, L. 2024. Staff Communication at School and Student-Student Relationship Quality in the Classroom: Direct and Indirect Effects on Students’ Experiences as Bullies, Bullied, and Bully-Victims . International Journal of Bullying Prevention. pp. 1-19. https://doi.org/10.1007/s42380-024-00283-0Comparative optimism and cyberbullying: The role of previous involvement in cyberbullying and technology
Betts, L. and Macaulay, P. 2024. Comparative optimism and cyberbullying: The role of previous involvement in cyberbullying and technology. International Journal of Developmental Science . 18 (3-4), pp. 1-9. https://doi.org/10.3233/DEV-240005Helping School Students Deal with Peer Provocations and Avoid Hostile Attribution Bias with the CATZ Cross-Age Teaching Zone Intervention
Boulton, M. and Macaulay, P. 2024. Helping School Students Deal with Peer Provocations and Avoid Hostile Attribution Bias with the CATZ Cross-Age Teaching Zone Intervention. International Journal of Bullying Prevention. pp. 1-13. https://doi.org/10.1007/s42380-024-00245-6Caught in the web: a meta-analysis of Internet addiction, excessive daytime sleepiness and depressive symptoms in adolescents
Hassam Waheed, Peter J.R. Macaulay, Hamdan Amer Ali Al-Jaifi, Kelly-Ann Allen and Long She 2024. Caught in the web: a meta-analysis of Internet addiction, excessive daytime sleepiness and depressive symptoms in adolescents. Information Technology & People. 37 (8), pp. 1-21. https://doi.org/10.1108/itp-07-2023-0676Bystander intervention to cyberbullying on social media
Macaulay, P., Steer, O. and Betts, L. 2024. Bystander intervention to cyberbullying on social media. in: Benson, V. (ed.) Handbook of Social Media Use Online Relationships, Security, Privacy, and Society Cambridge, Massachusetts Academic Press. pp. 73-99Predicting Adolescents’ Intentions to Support Victims of Bullying from Expected Reactions of Friends versus Peers
Marx, H, Boulton, M and Macaulay, P. 2023. Predicting Adolescents’ Intentions to Support Victims of Bullying from Expected Reactions of Friends versus Peers. International Journal of Developmental Science. 17 (1-2), pp. 67-80. https://doi.org/10.3233/DEV-230348Cyberbullying in School: The Role of Teachers
Macaulay, P. and Betts, L. 2023. Cyberbullying in School: The Role of Teachers . in: Leung, A.N.M., Chan, K.K.S., Ng, C.S.M. and Lee, J.C.-K. (ed.) Cyberbullying and Values Education: Implications for Family and School Education Abingdon, Oxfordshire Routledge - Taylor and Francis. pp. 1-16Perceptions and Understanding of Digital Self-Harm: A Qualitative Analysis of Mental Health Practitioners and Parents of Adolescents
Hickman, E. and Macaulay, P. 2023. Perceptions and Understanding of Digital Self-Harm: A Qualitative Analysis of Mental Health Practitioners and Parents of Adolescents. Singapore Conference of Applied Psychology . Springer Link. https://doi.org/10.1007/978-981-99-2613-8_8Perceptions from the British Pakistani Muslim community towards mental health
Rehiela, A. and Macaulay, P. 2023. Perceptions from the British Pakistani Muslim community towards mental health. Mental Health Religion & Culture. pp. 1-16. https://doi.org/10.1080/13674676.2023.2215168Testing the social validity of the CATZ cross-age teaching zone anti-bullying intervention among school students
Macaulay, P. and Boulton, M. J. 2023. Testing the social validity of the CATZ cross-age teaching zone anti-bullying intervention among school students. Research Papers in Education. pp. 1-21. https://doi.org/10.1080/02671522.2023.2189289An Introduction to Cyberbullying
Macaulay, P., Betts, L.B., Stiller, J. and Kellezi, B. 2022. An Introduction to Cyberbullying. in: Moustafa, A. A. (ed.) Cybersecurity and Cognitive Science Elsevier. pp. 197-213Does authentic self-esteem buffer the negative effects of bullying victimization on social anxiety and classroom concentration? Evidence from a short-term longitudinal study with early adolescents
Boulton, M. and Macaulay, P. 2022. Does authentic self-esteem buffer the negative effects of bullying victimization on social anxiety and classroom concentration? Evidence from a short-term longitudinal study with early adolescents. British Journal of Educational Psychology. pp. 1-13. https://doi.org/10.1111/bjep.12573Parenting about challenges and adolescents' social anxiety, disrupted classroom concentration and resilience knowledge: the mediating role of authentic self-esteem
Boulton, M. and Macaulay, P. 2022. Parenting about challenges and adolescents' social anxiety, disrupted classroom concentration and resilience knowledge: the mediating role of authentic self-esteem. Families, Systems, & Health. https://doi.org/10.1037/fsh0000701Bystander responses to cyberbullying: the role of perceived severity, publicity, anonymity, type of cyberbullying, and victim response
Macaulay, Peter, Betts, Lucy R., Stiller, James and Kellezi, Blerina 2022. Bystander responses to cyberbullying: the role of perceived severity, publicity, anonymity, type of cyberbullying, and victim response. Computers in Human Behavior. 131, pp. 1-13. https://doi.org/10.1016/j.chb.2022.107238
Promoting Junior School Students’ Anti-bullying Beliefs with the CATZ Cross-age Teaching Zone Intervention
Boulton, Michael J., Macaulay, Peter J. R., Atherton, Siobhan, Boulton, Louise, Colebourne, Tracey, Davies, Melanie, Down, James, Garner, Ian, Harriss, Bethan, Kenton, Laura, Lomas, Bethan, Marx, Hedda, Scattergood, Samantha and Turner, Claire 2021. Promoting Junior School Students’ Anti-bullying Beliefs with the CATZ Cross-age Teaching Zone Intervention. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-021-00111-9Enhancing Primary School Children's Knowledge of Online Safety and Risks with the CATZ Cooperative Cross-Age Teaching Intervention: Results from a Pilot Study
Boulton, Michael J., Boulton, Louise, Camerone, Eleonora, Down, James, Hughes, Joanna, Kirkbride, Chloe, Kirkham, Rachel, Macaulay, Peter and Sanders, Jessica 2016. Enhancing Primary School Children's Knowledge of Online Safety and Risks with the CATZ Cooperative Cross-Age Teaching Intervention: Results from a Pilot Study. Cyberpsychology, Behavior, and Social Networking. 19 (10), pp. 609-614. https://doi.org/10.1089/cyber.2016.0046Perceptions and responses towards cyberbullying: A systematic review of teachers in the education system
Macaulay, Peter, Betts, Lucy R., Stiller, James and Kellezi, Blerina 2018. Perceptions and responses towards cyberbullying: A systematic review of teachers in the education system. Aggression and violent behavior. 43, pp. 1-12. https://doi.org/10.1016/j.avb.2018.08.004“It’s so fluid, it’s developing all the time”: pre-service teachers’ perceptions and understanding of cyberbullying in the school environment
Macaulay, Peter, Betts, Lucy R., Stiller, James and Kellezi, Blerina 2019. “It’s so fluid, it’s developing all the time”: pre-service teachers’ perceptions and understanding of cyberbullying in the school environment. Educational Studies. 46 (5), pp. 590-606. https://doi.org/10.1080/03055698.2019.1620693Understanding child and adolescent cyberbullying
Steer, Oonagh L., Macaulay, Peter and Betts, Lucy R. 2020. Understanding child and adolescent cyberbullying. in: Child and Adolescent Online Risk Exposure Elsevier.Factors leading to cyber victimization
Macaulay, Peter, Steer, Oonagh L. and Betts, Lucy R. 2019. Factors leading to cyber victimization. in: Emerging Cyber Threats and Cognitive Vulnerabilities Elsevier.'The more public it is, the more severe it is’: teachers’ perceptions on the roles of publicity and severity in cyberbullying
Macaulay, Peter, Betts, Lucy R., Stiller, James and Kellezi, Blerina 2020. 'The more public it is, the more severe it is’: teachers’ perceptions on the roles of publicity and severity in cyberbullying. Research Papers in Education. https://doi.org/10.1080/02671522.2020.1767183