Cyberbullying Bystanders: Gender, Grade, and Actions among Primary and Secondary School Students in Australia

Marilyn Anne Campbell, Chrystal Whiteford, Krystle Duncanson, Barbara Spears, Des Butler and Phillip Thomas Slee
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Marilyn Anne Campbell: Queensland University of Technology (QUT), Brisbane, Australia
Chrystal Whiteford: Queensland University of Technology (QUT), Brisbane, Australia
Krystle Duncanson: Queensland University of Technology (QUT), Brisbane, Australia
Barbara Spears: University of South Australia, Adelaide, Australia
Des Butler: Faculty of Law, Queensland University of Technology (QUT), Brisbane, Australia
Phillip Thomas Slee: Flinders University, Adelaide, Australia

International Journal of Technoethics (IJT), 2017, vol. 8, issue 1, 44-55

Abstract: Cyberbullying is a relatively new and serious form of bullying with negative social and emotional effects on both victims and perpetrators. Like traditional bullying, cyberbullying is a social phenomenon and often unfolds in the context of a large network of bystanders. This study examined gender and age of cyberbullying bystanders out of 2109 upper primary and secondary school students in Australia. The actions the bystanders took when a peer was cybervictimised were analysed. The results of the study suggested bystanders to cyberbullying were most likely not to do anything or help the person cyberbullied at the time. Girls were more prosocial in helping students who were cyberbullied than boys. In addition, those students who knew someone who was bullied in both ways were more likely to tell their parents and friends about it than those who knew someone who was cyberbullied only. Implications for prevention and intervention in cyberbullying are discussed.

Date: 2017
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Persistent link: https://EconPapers.repec.org/RePEc:igg:jt0000:v:8:y:2017:i:1:p:44-55

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