Cyber-bullying: An exploration of bystander behavior and motivation

Emily Shultz; Rebecca Heilman; Kathleen J. Hart

doi:10.5817/CP2014-4-3

Cyber-bullying: An exploration of bystander behavior and motivation

Vol.8,No.4(2014)

Emily Shultz Rebecca Heilman Kathleen J. Hart

https://doi.org/10.5817/CP2014-4-3

How to Cite:

Shultz, E., Heilman, R., & Hart, K. J. (2014). Cyber-bullying: An exploration of bystander behavior and motivation. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 8(4), Article 3. https://doi.org/10.5817/CP2014-4-3

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Abstract

While previous research has examined mainly self-reported bystander behavior during cyber-bullying, the current study explored if and how bystanders responded when presented with a cyber-bullying simulation. We hypothesized that individuals high in empathy would supportively intervene (defend the victim) most frequently. College age participants (M = 20.34, SD = 1.26, range 18-27; N = 149), viewed a simulated Facebook conversation in which negative comments were directed towards another student and were provided open-ended opportunities to be involved in the Facebook conversation (i.e., “comment” to the other fictitious characters) and explain their reasoning for their behavior (“motivators”) at two time points in the conversation (Time 1 and Time 2). Using a deductive-inductive process, we categorized participants’ comments and motivators, the frequency of these responses, and their reasons for them. While the majority of participants (91%) asserted that cyber-bullying occurred in the conversation, most participants did not comment (Time 1: 69%, Time 2: 52%). Among those who commented, the most frequently cited motivators were either to defend the victim or mediate the situation. Consistent with our hypothesis, individuals who identified with the victim had higher empathy scores than those who identified with the bullies, although this was true only for the second part of the conversation (Time 2). Empathy scores did not differ by type of response at either time period. Future studies could utilize the categories and motivators established in this study as a framework for more extensive quantitative research to more comprehensively understand the underlying reasons for low intervention rates in cyber-bullying.

Keywords:
Cyber-bullying; bystander; intervention; motivation

Author biographies

Emily Shultz

Emily Shultz, B.S., is a recent graduate of Xavier University where she has conducted psychological research on topics including emotional intelligence, sports fan behavior, and social networking. She also volunteered in the Adherence Center at Cincinnati Children’s Hospital Medical Center. Currently, she is a research assistant in the Center for Biobehavioral Health at Nationwide Children’s Hospital where she assists with studies involving pediatric cancer and survivorship.

Rebecca Heilman

Rebecca Heilman, B.S., is currently pursuing her Master of Arts with a concentration in Social Psychology and Evaluation at Claremont Graduate University. She recently graduated from Xavier University with her Bachelor of Science in Psychology. Her research focuses on morality, group interaction, human behavior, and motivations.

Kathleen J. Hart

Kathleen J. Hart, PhD, ABBP is a Board Certified Clinical Child and Adolescent Psychologist and a Professor in the Department of Psychology, Xavier University, Cincinnati, OH. She has published in the areas of child and adolescent adjustment and legal issues of juvenile offenders.

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