It can all end with the click of a button: The influential role of bystanders in stopping cyberbullying

Nagar, P.M. (Pooja Megha)¹, Leduc (Karissa)¹, Talwar (Victoria)^1
1McGill University, 3700 Rue McTavish, H3A 1Y2, Montreal

 

Submission type

Poster only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

cyberbullying, bystanders, moral responsibility, moral disengagement

Summary

Cyberbullying is a growing problem that is being exacerbated by the presence of passive online bystanders. Although bystander behavior can depend on the behavior of other bystanders and the relationship one has with those involved, many children respond to cyberbullying by diffusing responsibility and becoming morally disengaged (e.g., DeSmet et al., 2014). As such, the current study aims to examine whether children’s moral responsibility to cyberbullying changes according to the behaviors of hypothetical bystanders. Participants between 8-16 years old (N = 108, M = 11.66 years, SD = 2.15 years) read 6 cyberbullying scenarios that varied according to Bystander Role (Assists Cyberbully, Does Nothing, Helps Victim) and Bystander Relationship to the cyberbully (Acquaintance, Friend). After each scenario, participants were asked, “What would you have done if you were the bystander?” Responses were coded on a continuous scale ranging from Morally Disengaged to Morally Responsible. Statistical analyses reveal that participant’s responded with moral responsibility when positive bystander behavior was modelled by another. Furthermore, ‘doing nothing’ was interpreted both positively and negatively depending on Bystander Relationship. These results will be discussed in relation to the role school practitioners can play on encouraging students to become cyber-leaders that model positive online behavior.   

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