Bystanders' responses to witnessed incidents of cyberbullying: independent and interactive influences on intervention

Individuals who witness cyberbullying have the potential to reduce and remedy its impacts, either by standing up to the bullies or supporting victims. However, bystanders often fail to intervane in these situations; researchers have encountered difficulties constructing theories that encompass the many factors implicated in the passivity of witnesses. This thesis comprises two parts : a literature review and an empirical paper. The literature review discusses existing theories and accounts of cyberbullying bystander inaction, highlighting the need for a combined model that integrates individual, situational, and socio-cognitive factors. The empirical paper presents a study in which 653 grade 7 and 9 students completed a questionnaire abut their experiences with various cyberbullying roles (perpetration, victimisation, witnessing and intervening) and their morals (moral standards, individual and collective moral disengagement). The results indicated that grade, gender, victimisation and witnessing experience were significant predictors of intervention. Additionally, perceptions of peer-group morality moderated the effects of individual morality on intervention. Together, the two parts suggest that researchers should consider interpersonal and interactive determinants of witnesses' reactions. Peer aggression, both traditional and online, is grounded within a social context which must be addresses in the exploration of bystander bahaviour.