Orig. title: Efekt přihlížejícího v případech kyberšikany
Engl. transl.: The bystander effect in cyberbullying incidents
Study details
| Year: | 2014 |
| Scope: | National |
| Countries: | Czech Republic |
| Methodology: | Empirical research – Qualitative |
| Methods of data collection: | Survey |
| Researched Groups: | Children |
| Children Ages: | Pre-adolescents (11-13 Years old); Adolescents (14-18 Years old) |
| Consents: | Consent obtained from parents; Consent obtained from school officials / principal |
| Informed Consent: | Consent obtained |
| Ethics: | Ethical issues flagged in the paper |
| Data Set Availability: | Not mentioned |
Goals
This study examined the bystander effect in cyberbullying. Using self-reported data from 257 Czech respondents who had witnessed a cyberbullying attack, we tested whether provided help decreased with increased number of other bystanders. We controlled for several individual and contextual factors, including empathy, social self-efficacy, empathic response to victimization, and relationship to the victim. Results showed that participants tend to help the victims more in incidents with only one or two other bystanders. We also found that, as in the “offline” realm, bystander effect is not linear: no significant differences were found between incidents with a moderate number (3-10) and a larger number of total bystanders. Our findings, thus, provide support for the presence of the bystander effect in cyberbullying.