RT info:eu-repo/semantics/article
T1 Bystander behaviour online and anti-cyberbullying self-efficacy among a post primary school aged sample In Ireland
A1 Sanmartín Feijóo, Sandra
A1 Laffan, Derek A.
A1 Sargioti, Aikaterini
A1 Sciacca, Beatrice
A1 McGarrigle, Jane
A1 Heaney, Darran
A1 Norman, James O'Higgins
K1 Bystander
K1 Cyberbullying roles
K1 Online behaviour
K1 Self-efficacy
K1 Intervention
K1 Ciberacoso
K1 Cyberbullying
K1 Estudiantes de enseñanza secundaria
K1 High school students
AB Emerging research suggests that the dynamics of bystander behaviour online is complex and nuanced. Some of this research has identified differences between online bystanders and non bystanders in intervening in online bullying when it is witnessed online. However, little research has investigated the extent to which self-efficacy beliefs could predict whether or not online bystanders are more likely to carry out cyberdefending or cyberpassive behaviours. 225 post primary students in Ireland completed an online survey during the Safer Internet Day (SID) campaign which included questions about their use of Internet devices, behaviour when witnessing cyberbullying incidences, and anti-cyberbullying self-efficacy beliefs. The study considered 45.3% of the sample to be online bystanders who reported to have witnessed cyberbullying at least once over the last number of months. Online bystanders reported to use Internet devices significantly more often than non bystanders and also present as a bully-victim cyberbullying involvement role. Compared to non bystanders, online bystanders were found to be less confident when noticing, interpreting, and knowing what actions to take when cyberbullying happens to them. For online bystanders, prior victimisation was found to be a common predictor of both cyberdefending and cyberpassive bystander behaviour. However, having higher self-rated confidence to intervene in a direct cyberbullying incident was a significant predictor of cyberdefending bystander behaviour only. Implications of the study results are discussed in the context of interventions and research that addresses young people’s social norms online that can be considerably detrimental for effective intervention.
PB Routledge
SN 0013-1911
YR 2025
FD 2025-12
LK https://hdl.handle.net/10259/11136
UL https://hdl.handle.net/10259/11136
LA eng
NO Derek A. Laffan is in receipt of a funded bursary awarded from the National Educational Psychology Service (NEPS) in the Department of Education in Ireland to undertake his doctoral studies in educational and child psychology (DECPsy) at Mary Immaculate College, Limerick, Ireland. Contributory funding for this research was also provided by META and the Vodafone Foundation Ireland.
DS Repositorio Institucional de la Universidad de Burgos
RD 19-abr-2026