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
AuthorsMacaulay, 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.

Keywordscyberbullying; bullying; bystander; adolescence; severity
Year2018
JournalJournal of Technology in Behavioral Science
Journal citation4 (3), pp. 253-261
PublisherSpringer Science and Business Media LLC
ISSN2366-5963
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 dates28 Dec 2018
Publication process dates
Deposited23 Aug 2021, 10:26
Accepted2018
ContributorsNottingham Trent University and University of Chester
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