Cyberbullying bystanders: Gender, grade, and actions among primary and secondary school students in Australia

Marilyn Anne Campbell, Chrystal Whiteford, Krystle Duncanson, Barbara Spears, Des Butler, Phillip Thomas Slee

    Research output: Contribution to journalArticlepeer-review

    5 Citations (Scopus)

    Abstract

    Cyberbullying is a relatively new and serious form of bullying with negative social and emotional effects on both victims and perpetrators. Like traditional bullying, cyberbullying is a social phenomenon and often unfolds in the context of a large network of bystanders. This study examined gender and age of cyberbullying bystanders out of 2109 upper primary and secondary school students in Australia. The actions the bystanders took when a peer was cybervictimised were analysed. The results of the study suggested bystanders to cyberbullying were most likely not to do anything or help the person cyberbullied at the time. Girls were more prosocial in helping students who were cyberbullied than boys. In addition, those students who knew someone who was bullied in both ways were more likely to tell their parents and friends about it than those who knew someone who was cyberbullied only. Implications for prevention and intervention in cyberbullying are discussed.

    Original languageEnglish
    Pages (from-to)44-55
    Number of pages12
    JournalInternational Journal of Technoethics
    Volume8
    Issue number1
    DOIs
    Publication statusPublished - 1 Jan 2017

    Keywords

    • Behavior
    • Bystander Effect
    • Helping
    • Parents
    • Peers
    • Reporting
    • Salmivalli
    • Teachers

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