Direct Bullying and Cyberbullying: Experimental Study of Bystanders' Motivation to Defend Victims and the Role of Anxiety and Identification With the Bully

dc.contributor.authorJungert, Tomas
dc.contributor.authorKarataş, Pınar
dc.contributor.authorIotti, Nathalie Ophelia
dc.contributor.authorPerrin, Sean
dc.date2021-01
dc.date.accessioned2021-04-23T14:36:04Z
dc.date.available2021-04-23T14:36:04Z
dc.date.issued2021-01
dc.date.issued2021
dc.description.abstractSchool bullying among young adolescents is a globally pervasive problem, but is less common when bystanders are motivated to defend victims. Thus, the focus of this experimental study is on motivation to defend victims of bullying. Methods: A total of 388 students (M (age) = 12.22 years, 49.7% girls) from two Turkish public schools (5th-8th grade) participated in a vignette experiment. Students were randomized to one of two vignettes (direct vs. cyberbullying). Self-report measures of motivation to defend, trait anxiety, depression, and identification with the victim or bully were used. Results: Participants reported more autonomous motivation in the cyberbullying condition, while those who witnessed direct bullying reported higher anxiety and depression. Results also revealed that this type of condition was associated with anxiety and depression, while anxiety was associated with autonomous motivation to defend. Finally, participants in the direct bullying condition were more likely to identify with the bully. Conclusion: Findings advance our understanding of when and why adolescents are motivated to help victims of bullying because they give a richer picture of what they assess when deciding whether or not they should intervene.en_US
dc.identifier.citation7
dc.identifier.doi10.3389/fpsyg.2020.616572en_US
dc.identifier.issn1664-1078
dc.identifier.issn1664-1078en_US
dc.identifier.pmid33551927en_US
dc.identifier.scopus2-s2.0-85100535251en_US
dc.identifier.scopusqualityQ2
dc.identifier.urihttps://hdl.handle.net/20.500.12469/3992
dc.identifier.volume11en_US
dc.identifier.wosWOS:000614267500001en_US
dc.identifier.wosqualityQ2
dc.institutionauthorKarataş, Pınaren_US
dc.language.isoenen_US
dc.publisherFRONTIERS MEDIA SAen_US
dc.relation.journalFRONTIERS IN PSYCHOLOGYen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectschool bullyingen_US
dc.subjectbystandersen_US
dc.subjectprosocial motivationen_US
dc.subjecttrait anxietyen_US
dc.subjectdepressionen_US
dc.subjectidentificationen_US
dc.titleDirect Bullying and Cyberbullying: Experimental Study of Bystanders' Motivation to Defend Victims and the Role of Anxiety and Identification With the Bullyen_US
dc.typeArticleen_US
dspace.entity.typePublication

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