Individual and collective moral influences on intervention in cyberbullying

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Despite their potential to reduce or remedy the impact of cyberbullying, most bystanders do not intervene in witnessed incidents. Social cognitive theory suggests this response is due to interactive influences of personal, behavioural and environmental factors, and further shaped by the social and cultural context. However, this has not been empirically tested in cyberbullying bystanders. In this study, 563 grade 7 and 9 students completed a survey to examine the associations between intervention and morality, at the individual and peer-group levels. Results revealed that intervention was significantly associated with gender, grade, previous experiences of cyberbullying, and the interaction between individual and collective moral variables. More frequent intervention was reported by females, grade 7 students, and those with more experience as victims and witnesses of cyberbullying. Finally, collective moral disengagement moderated the effects of individual morality. In disengaged classes, higher moral standards were associated with more frequent intervention; furthermore, in extremely morally disengaged classes, higher moral disengagement was associated with more frequent intervention. These results suggest that consistent with social cognitive theory, individuals’ perceptions of social norms moderate the influence of individual morality on intervention.

LanguageEnglish
Pages7-15
Number of pages9
JournalComputers in Human Behavior
Volume74
DOIs
Publication statusPublished - Sep 2017

Fingerprint

Bullying
Students
Peer Group
Social Theory
Morality

Keywords

  • cyberbullying
  • bystander intervention
  • cyber-bystander
  • moral standards
  • moral disengagement
  • collective moral disengagement

Cite this

@article{06b97738aa4141ddb50400e554451bed,
title = "Individual and collective moral influences on intervention in cyberbullying",
abstract = "Despite their potential to reduce or remedy the impact of cyberbullying, most bystanders do not intervene in witnessed incidents. Social cognitive theory suggests this response is due to interactive influences of personal, behavioural and environmental factors, and further shaped by the social and cultural context. However, this has not been empirically tested in cyberbullying bystanders. In this study, 563 grade 7 and 9 students completed a survey to examine the associations between intervention and morality, at the individual and peer-group levels. Results revealed that intervention was significantly associated with gender, grade, previous experiences of cyberbullying, and the interaction between individual and collective moral variables. More frequent intervention was reported by females, grade 7 students, and those with more experience as victims and witnesses of cyberbullying. Finally, collective moral disengagement moderated the effects of individual morality. In disengaged classes, higher moral standards were associated with more frequent intervention; furthermore, in extremely morally disengaged classes, higher moral disengagement was associated with more frequent intervention. These results suggest that consistent with social cognitive theory, individuals’ perceptions of social norms moderate the influence of individual morality on intervention.",
keywords = "cyberbullying, bystander intervention, cyber-bystander, moral standards, moral disengagement, collective moral disengagement",
author = "Allison, {Kimberley R.} and Kay Bussey",
year = "2017",
month = "9",
doi = "10.1016/j.chb.2017.04.019",
language = "English",
volume = "74",
pages = "7--15",
journal = "Computers in Human Behavior",
issn = "0747-5632",
publisher = "Elsevier",

}

Individual and collective moral influences on intervention in cyberbullying. / Allison, Kimberley R.; Bussey, Kay.

In: Computers in Human Behavior, Vol. 74, 09.2017, p. 7-15.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Individual and collective moral influences on intervention in cyberbullying

AU - Allison, Kimberley R.

AU - Bussey, Kay

PY - 2017/9

Y1 - 2017/9

N2 - Despite their potential to reduce or remedy the impact of cyberbullying, most bystanders do not intervene in witnessed incidents. Social cognitive theory suggests this response is due to interactive influences of personal, behavioural and environmental factors, and further shaped by the social and cultural context. However, this has not been empirically tested in cyberbullying bystanders. In this study, 563 grade 7 and 9 students completed a survey to examine the associations between intervention and morality, at the individual and peer-group levels. Results revealed that intervention was significantly associated with gender, grade, previous experiences of cyberbullying, and the interaction between individual and collective moral variables. More frequent intervention was reported by females, grade 7 students, and those with more experience as victims and witnesses of cyberbullying. Finally, collective moral disengagement moderated the effects of individual morality. In disengaged classes, higher moral standards were associated with more frequent intervention; furthermore, in extremely morally disengaged classes, higher moral disengagement was associated with more frequent intervention. These results suggest that consistent with social cognitive theory, individuals’ perceptions of social norms moderate the influence of individual morality on intervention.

AB - Despite their potential to reduce or remedy the impact of cyberbullying, most bystanders do not intervene in witnessed incidents. Social cognitive theory suggests this response is due to interactive influences of personal, behavioural and environmental factors, and further shaped by the social and cultural context. However, this has not been empirically tested in cyberbullying bystanders. In this study, 563 grade 7 and 9 students completed a survey to examine the associations between intervention and morality, at the individual and peer-group levels. Results revealed that intervention was significantly associated with gender, grade, previous experiences of cyberbullying, and the interaction between individual and collective moral variables. More frequent intervention was reported by females, grade 7 students, and those with more experience as victims and witnesses of cyberbullying. Finally, collective moral disengagement moderated the effects of individual morality. In disengaged classes, higher moral standards were associated with more frequent intervention; furthermore, in extremely morally disengaged classes, higher moral disengagement was associated with more frequent intervention. These results suggest that consistent with social cognitive theory, individuals’ perceptions of social norms moderate the influence of individual morality on intervention.

KW - cyberbullying

KW - bystander intervention

KW - cyber-bystander

KW - moral standards

KW - moral disengagement

KW - collective moral disengagement

UR - http://www.scopus.com/inward/record.url?scp=85017550486&partnerID=8YFLogxK

U2 - 10.1016/j.chb.2017.04.019

DO - 10.1016/j.chb.2017.04.019

M3 - Article

VL - 74

SP - 7

EP - 15

JO - Computers in Human Behavior

T2 - Computers in Human Behavior

JF - Computers in Human Behavior

SN - 0747-5632

ER -