Citation

Chen Q, Wu Q. Front. Psychol. 2024; 15: e1374071.

Copyright

(Copyright © 2024, Frontiers Research Foundation)

DOI

10.3389/fpsyg.2024.1374071

PMID

38840750

PMCID

PMC11150797

Abstract

INTRODUCTION: The role of bystanders in cyberbullying situations is critical, with the potential to significantly influence outcomes. Bystanders who demonstrate positive behaviors-such as reporting incidents or supporting victims-can help to mitigate the damaging effects of cyberbullying. Based on the Social Cognitive Theory, this study seeks to address the psychosocial mechanisms that underlie positive cyber-bystander behaviors.

METHODS: A total of 1,716 students in Grades 8-12 from three secondary schools in China participated in this study. Path analysis was utilized to delineate the relationships between internet self-efficacy, empathy, teacher and parental support, and cyber-bystander behaviors.

RESULTS: Adolescents who received greater support from teachers were more likely to demonstrate increased internet self-efficacy and empathy. In contrast, higher levels of parental warmth were associated with lower levels of internet self-efficacy. Teacher support and parental warmth exerted an indirect effect on positive bystander behaviors through empathy.

DISCUSSION: The importance of parental warmth paired with Internet self-efficacy in preventing online interpersonal violence and motivate active bystander behaviors is considerable. We recommend adopting a nuanced approach that differentiates between empathy and internet self-efficacy in cyber-bystander research.

Language: en

Keywords

empathy; cyberbullying; bystander; internet self-efficacy; teacher support