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Journal ArticleDOI

Cyberbullying: Effect of emergency perception on the helping tendencies of bystanders

TL;DR: The results indicated that when the participants perceived the victim’s situation to be more critical (i.e., higher emergency perception), their helping tendencies were stronger, partly through increased state empathy followed by feelings of responsibility to help.
About: This article is published in Telematics and Informatics.The article was published on 2021-09-01. It has received 6 citations till now. The article focuses on the topics: Empathy.
Citations
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01 Jan 2013
TL;DR: In this article, the influence of contextual factors (severity of the incident, identity and behaviour of other bystanders) on bystanders' behavioural intentions to help the victim or reinforce the bully in cases of harassment on Facebook was examined.
Abstract: Cyberbullying on social network sites poses a significant threat to the mental and physical health of victimized adolescents. Although the role of bystanders in solving bullying instances has been demonstrated repeatedly in research on traditional bullying, their role in cyberbullying remains relatively understudied. Therefore, we set up an experimental scenario study in order to examine the influence of contextual factors (severity of the incident, identity and behaviour of other bystanders) on bystanders' behavioural intentions to help the victim or reinforce the bully in cases of harassment on Facebook. Four hundred and fifty-three second year students of Flemish secondary schools participated in the study. The results on the one hand showed that bystanders had higher behavioural intentions to help the victim when they witnessed a more severe incident. Incident severity also interacted with other bystanders' identity in influencing behavioural intentions to help the victim. On the other hand, bystanders had higher behavioural intentions to join in the bullying when other bystanders were good friends rather than acquaintances. In addition, an interaction effect was found between other bystanders' identity and behaviour on behavioural intentions to join in the bullying. Furthermore, both helping and reinforcing behavioural intentions differed according to gender.

8 citations

Journal ArticleDOI
TL;DR: In this paper , the authors investigated the psychosocial antecedents of individuals' intention to use social media responsibly (IUSR) and found that attitudes, self-control, and prosocial norms (ASP) can positively and significantly predict social media users' IUSR.
Abstract: Severe abuse of social media has currently become a threat to social sustainability. Although “responsible use of social media” has recently attracted academics’ attention, few studies have investigated the psychosocial antecedents of individuals’ intention to use social media responsibly (IUSR). Therefore, the current study tested whether attitudes, self-control, and prosocial norms (ASP) can positively and significantly predict social media users’ IUSR. To this end, the theoretical interrelationships among ASP were explored, and an initial pool of items was developed by reviewing the relevant literature. Then, the items were selected based on a panel of experts’ content validity test. An online questionnaire was used to survey university student social media users (n = 226) in Bangladesh. PLSc-SEM and CB-SEM bootstrapping, followed by an artificial neural network (ANN) analysis, were completed to evaluate the measurement and structural models. Current results show that the three elements of ASP strongly correlate with and significantly influence each other, but attitude and prosocial norms partially mediate the relationships between the antecedents and intention. The predictors in the proposed model substantially predict and explain IUSR, which is supported by results of relevant past studies in different disciplines. Thus, the model expresses its applicability as a modified theory of planned behavior (TPB) in researching individuals’ social media behavior. The study has implications for relevant stakeholders to take crucial measures to promote more responsible use of social media. Limitations and avenues for future study are also presented.

4 citations

Journal ArticleDOI
TL;DR: In this article , serious game-based psychosocial interventions with profile-based social agents can encourage prosocial bystander behavior in cyberbullying, and a pilot quasi-experimental study with repeated and pre/post measurements was performed.

2 citations

Journal ArticleDOI
TL;DR: In this article , the role of bystanders, consumers who witness a victim (business) being trolled, remains largely unexplored, and the purpose of this paper is to introduce online trolling to the service literature and begin to identify when (types of online troll content) and why (empathy and psychological reactance) bystanders are likely to intervene and support a service business being Trolled by posting positive eWOM.
Abstract: PurposeOnline trolling is a detrimental behavior for consumers and service businesses. Although online trolling research is steadily increasing, service research has yet to thoroughly explore how this behavior impacts businesses. Further, the role of bystanders, consumers who witness a victim (business) being trolled, remains largely unexplored. The purpose of this paper is thus to introduce online trolling to the service literature and begin to identify when (types of online troll content) and why (empathy and psychological reactance) bystanders are likely to intervene and support a service business being trolled by posting positive eWOM.Design/methodology/approachThis research uses a two-study (Study 1 n = 313; Study 2 n = 472) experimental design with scenarios of a service business experiencing online trolling (moral versus sadistic). Participants' responses as bystanders were collected via an online survey.FindingsResults reveal bystanders are more likely to post positive eWOM to support a service organization experiencing sadistic trolling. Psychological reactance is shown to mediate the relationship between trolling type and positive eWOM. Further, spotlight analysis demonstrates that bystanders with higher levels of empathy are more likely to post positive eWOM, whereas bystanders with low levels of empathy are likely to have a significantly higher level of psychological reactance.Originality/valueThis research is among the first in the service literature to specifically explore the consumer misbehavior of online trolling. Further, it provides new perspectives to online trolling by probing the role of bystanders and when and why they are likely to support service organizations being trolled.
Proceedings ArticleDOI
18 Oct 2022
TL;DR: In this paper , the authors examined the relationship between cyberbullying training and depression among Malaysian adolescents during the COVID-19 pandemic and found that depression was significantly associated with cyber bullying training.
Abstract: The introduction of the online educational system during the COVID-19 pandemic has increased the vulnerability to cyberbullying incidents among adolescents. This study examined the relationship between cyberbullying training and depression among Malaysian adolescents during the COVID-19 pandemic. A total of 1356 Malaysian adolescents participated in the online survey. Results revealed that depression was significantly associated with cyberbullying training. This study concluded that cyberbullying training can protect individuals from depression caused by cyberbullying. Female adolescents were found more vulnerable to depression than males during the COVID-19 pandemic. Therefore, we advocate that cyberbullying training is essential to be enforced in the current Malaysian schools' curriculum.
References
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Book
06 May 2013
TL;DR: In this paper, the authors present a discussion of whether, if, how, and when a moderate mediator can be used to moderate another variable's effect in a conditional process analysis.
Abstract: I. FUNDAMENTAL CONCEPTS 1. Introduction 1.1. A Scientist in Training 1.2. Questions of Whether, If, How, and When 1.3. Conditional Process Analysis 1.4. Correlation, Causality, and Statistical Modeling 1.5. Statistical Software 1.6. Overview of this Book 1.7. Chapter Summary 2. Simple Linear Regression 2.1. Correlation and Prediction 2.2. The Simple Linear Regression Equation 2.3. Statistical Inference 2.4. Assumptions for Interpretation and Statistical Inference 2.5. Chapter Summary 3. Multiple Linear Regression 3.1. The Multiple Linear Regression Equation 3.2. Partial Association and Statistical Control 3.3. Statistical Inference in Multiple Regression 3.4. Statistical and Conceptual Diagrams 3.5. Chapter Summary II. MEDIATION ANALYSIS 4. The Simple Mediation Model 4.1. The Simple Mediation Model 4.2. Estimation of the Direct, Indirect, and Total Effects of X 4.3. Example with Dichotomous X: The Influence of Presumed Media Influence 4.4. Statistical Inference 4.5. An Example with Continuous X: Economic Stress among Small Business Owners 4.6. Chapter Summary 5. Multiple Mediator Models 5.1. The Parallel Multiple Mediator Model 5.2. Example Using the Presumed Media Influence Study 5.3. Statistical Inference 5.4. The Serial Multiple Mediator Model 5.5. Complementarity and Competition among Mediators 5.6. OLS Regression versus Structural Equation Modeling 5.7. Chapter Summary III. MODERATION ANALYSIS 6. Miscellaneous Topics in Mediation Analysis 6.1. What About Baron and Kenny? 6.2. Confounding and Causal Order 6.3. Effect Size 6.4. Multiple Xs or Ys: Analyze Separately or Simultaneously? 6.5. Reporting a Mediation Analysis 6.6. Chapter Summary 7. Fundamentals of Moderation Analysis 7.1. Conditional and Unconditional Effects 7.2. An Example: Sex Discrimination in the Workplace 7.3. Visualizing Moderation 7.4. Probing an Interaction 7.5. Chapter Summary 8. Extending Moderation Analysis Principles 8.1. Moderation Involving a Dichotomous Moderator 8.2. Interaction between Two Quantitative Variables 8.3. Hierarchical versus Simultaneous Variable Entry 8.4. The Equivalence between Moderated Regression Analysis and a 2 x 2 Factorial Analysis of Variance 8.5. Chapter Summary 9. Miscellaneous Topics in Moderation Analysis 9.1. Truths and Myths about Mean Centering 9.2. The Estimation and Interpretation of Standardized Regression Coefficients in a Moderation Analysis 9.3. Artificial Categorization and Subgroups Analysis 9.4. More Than One Moderator 9.5. Reporting a Moderation Analysis 9.6. Chapter Summary IV. CONDITIONAL PROCESS ANALYSIS 10. Conditional Process Analysis 10.1. Examples of Conditional Process Models in the Literature 10.2. Conditional Direct and Indirect Effects 10.3. Example: Hiding Your Feelings from Your Work Team 10.4. Statistical Inference 10.5. Conditional Process Analysis in PROCESS 10.6. Chapter Summary 11. Further Examples of Conditional Process Analysis 11.1. Revisiting the Sexual Discrimination Study 11.2. Moderation of the Direct and Indirect Effects in a Conditional Process Model 11.3. Visualizing the Direct and Indirect Effects 11.4. Mediated Moderation 11.5. Chapter Summary 12. Miscellaneous Topics in Conditional Process Analysis 12.1. A Strategy for Approaching Your Analysis 12.2. Can a Variable Simultaneously Mediate and Moderate Another Variable's Effect? 12.3. Comparing Conditional Indirect Effects and a Formal Test of Moderated Mediation 12.4. The Pitfalls of Subgroups Analysis 12.5. Writing about Conditional Process Modeling 12.6. Chapter Summary Appendix A. Using PROCESS Appendix B. Monte Carlo Confidence Intervals in SPSS and SAS

26,144 citations

Book
08 Dec 1993
TL;DR: The use and Abuse of Factor Analysis in Research References Index is illustrated with examples from Personality Tests and a comparison of the use and abuse of factor analysis in the context of clinical trials.
Abstract: List of Figures and Tables 1. A General Description of Factor Analysis 2. Statistical Terms and Concepts 3. Principal Components Analysis 4. Other Methods of Factor Analysis 5. Rotation of Factors 6. Confirmatory Factor Analysis and Path Analysis 7. The Interpretation and Use of Factor Analysis: Examples from Personality Tests 8. Factor Analysis in Test Construction 9. Factor Analysis in a Wider Context 10. Interpreting Confirmatory and Path Analyses 11. Summary and Conclusions: The Use and Abuse of Factor Analysis in Research References Index

3,661 citations

Journal ArticleDOI
TL;DR: Two studies found cyberbullying less frequent than traditional bullying, but appreciable, and reported more outside of school than inside, and being a cybervictim, but not a cyberbully, correlated with internet use.
Abstract: Background: Cyberbullying describes bullying using mobile phones and the internet. Most previous studies have focused on the prevalence of text message and email bullying. Methods: Two surveys with pupils aged 11–16 years: (1) 92 pupils from 14 schools, supplemented by focus groups; (2) 533 pupils from 5 schools, to assess the generalisability of findings from the first study, and investigate relationships of cyberbullying to general internet use. Both studies differentiated cyberbullying inside and outside of school, and 7 media of cyberbullying. Results: Both studies found cyberbullying less frequent than traditional bullying, but appreciable, and reported more outside of school than inside. Phone call and text message bullying were most prevalent, with instant messaging bullying in the second study; their impact was perceived as comparable to traditional bullying. Mobile phone/video clip bullying, while rarer, was perceived to have more negative impact. Age and gender differences varied between the two studies. Study 1 found that most cyberbullying was done by one or a few students, usually from the same year group. It often just lasted about a week, but sometimes much longer. The second study found that being a cybervictim, but not a cyberbully, correlated with internet use; many cybervictims were traditional ‘bully-victims’. Pupils recommended blocking/avoiding messages, and telling someone, as the best coping strategies; but many cybervictims had told nobody about it. Conclusions: Cyberbullying is an important new kind of bullying, with some different characteristics from traditional bullying. Much happens outside school. Implications for research and practical action are discussed. Keywords: Bullying, victim, cyber, mobile phone, internet, adolescence, aggression, computers.

2,708 citations

Journal ArticleDOI
TL;DR: The general aggression model is proposed as a useful theoretical framework from which to understand this phenomenon and results from a meta-analytic review indicate that among the strongest associations with cyberbullying perpetration were normative beliefs about aggression and moral disengagement.
Abstract: Although the Internet has transformed the way our world operates, it has also served as a venue for cyberbullying, a serious form of misbehavior among youth. With many of today's youth experiencing acts of cyberbullying, a growing body of literature has begun to document the prevalence, predictors, and outcomes of this behavior, but the literature is highly fragmented and lacks theoretical focus. Therefore, our purpose in the present article is to provide a critical review of the existing cyberbullying research. The general aggression model is proposed as a useful theoretical framework from which to understand this phenomenon. Additionally, results from a meta-analytic review are presented to highlight the size of the relationships between cyberbullying and traditional bullying, as well as relationships between cyberbullying and other meaningful behavioral and psychological variables. Mixed effects meta-analysis results indicate that among the strongest associations with cyberbullying perpetration were normative beliefs about aggression and moral disengagement, and the strongest associations with cyberbullying victimization were stress and suicidal ideation. Several methodological and sample characteristics served as moderators of these relationships. Limitations of the meta-analysis include issues dealing with causality or directionality of these associations as well as generalizability for those meta-analytic estimates that are based on smaller sets of studies (k < 5). Finally, the present results uncover important areas for future research. We provide a relevant agenda, including the need for understanding the incremental impact of cyberbullying (over and above traditional bullying) on key behavioral and psychological outcomes.

1,838 citations