Predicting Adolescents’ Intentions to Support Victims of Bullying from Expected Reactions of Friends versus Peers

Journal article


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-230348
AuthorsMarx, H, Boulton, M and Macaulay, P.
Abstract

Given the crucial role of bystanders in combating bullying in schools, there is a need to understand the reasons why children may or may not intervene on behalf of a victimised peer. The aim of the present study was to explore the association between children’s expectations of general peer reactions versus the reactions of their friends on three subtypes of victim support: consoling the victim, addressing the bully, and getting adult help. A sample of 630 students (297 girls; 333 boys, Mage = 12.5) from three public secondary schools in Germany completed a 30-item questionnaire measuring expected peer reactions, expected friend reactions, past victim support experiences, and intentions to support victims. Results revealed the more influential role of expected reactions of friends over general peers in predicting victim support with expected negative consequences from friends reducing children’s willingness to engage in victim helping, irrespective of the three sub-types of support studied. Expected negative outcomes from peers were also found to significantly affect students’ intentions to approach a teacher for help. Boys were found to be more concerned about their friends’ and peers’ reactions to victim support than girls. The findings are discussed in relation to bystanders’ willingness to offer victim support and associated practical implications for addressing the widespread problem of bullying in schools.

KeywordsBystanders; friends; peers; bullying; victim support
Year2023
JournalInternational Journal of Developmental Science
Journal citation17 (1-2), pp. 67-80
PublisherIOS Press
ISSN2191-7485
Digital Object Identifier (DOI)https://doi.org/10.3233/DEV-230348
Web address (URL)https://content.iospress.com/articles/international-journal-of-developmental-science/dev230348
Accepted author manuscript
License
File Access Level
Open
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online10 Oct 2023
Publication process dates
Deposited17 Nov 2023
Permalink -

https://repository.derby.ac.uk/item/q2yq0/predicting-adolescents-intentions-to-support-victims-of-bullying-from-expected-reactions-of-friends-versus-peers

Download files


Accepted author manuscript
BystanderReactions_IJDS_2023_ACCEPTED.docx
License: CC BY-NC 4.0
File access level: Open


Publisher's version
DEV230348_Final_MarxBoultonMacaulay2023.pdf
License: CC BY-NC 4.0
File access level: Open

  • 32
    total views
  • 29
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Export as

Related outputs

Helping 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/s42380-024-00245-6
Caught 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-07-2023-0676
Bystander 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. 73-99
Cyberbullying 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. 1-16
Perceptions 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_8
Perceptions 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/10.1080/13674676.2023.2215168
Testing 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/10.1080/02671522.2023.2189289
An 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. 197-213
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
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.12573
Parenting 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/fsh0000701
Bystander 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/s42380-021-00111-9
Enhancing 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.2016.0046
Perceptions 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/10.1080/03055698.2019.1620693
Understanding 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.
Comparing Early Adolescents’ Positive Bystander Responses to Cyberbullying and Traditional Bullying: the Impact of Severity and Gender
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
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
Subjective versus objective knowledge of online safety/dangers as predictors of children’s perceived online safety and attitudes towards e-safety education in the United Kingdom
Macaulay, Peter, Boulton, Michael J., Betts, Lucy R., Boulton, Louise, Camerone, Eleonora, Down, James, Hughes, Joanna, Kirkbride, Chloe and Kirkham, Rachel 2019. Subjective versus objective knowledge of online safety/dangers as predictors of children’s perceived online safety and attitudes towards e-safety education in the United Kingdom. Journal of Children and Media. 14 (3), pp. 376-395. https://doi.org/10.1080/17482798.2019.1697716