A Qualitative Exploration of Cyber-Bystanders and Moral Engagement

Autor/inn/en	Price, Deborah; Green, Deborah; Spears, Barbara; Scrimgeour, Margaret; Barnes, Alan; Geer, Ruth; Johnson, Bruce
Titel	A Qualitative Exploration of Cyber-Bystanders and Moral Engagement
Quelle	In: Australian Journal of Guidance and Counselling, 24 (2014) 1, S.1-17 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1037-2911
DOI	10.1017/jgc.2013.18
Schlagwörter	Foreign Countries; Bullying; Computer Mediated Communication; Vignettes; Secondary School Students; Student Surveys; Student Attitudes; Moral Values; Qualitative Research; Attitude Measures; Intervention; Behavior; Preadolescents; Online Surveys; Barriers; Australia + Suchen Sie Ihr Suchwort? Ausland; Mobbing; Computerkonferenz; Sekundarschüler; Schülerbefragung; Schülerverhalten; Moral value; Ethischer Wert; Qualitative Forschung; Pre-adolescence; Präadoleszenz; Australien
Abstract	Studies have found that moral disengagement plays a significant role in the continuation of bullying situations (Bonanno, 2005); however, the moral stance of cyber-bystanders--those who witness online bullying--is not yet clear. While research into traditional face-to-face bullying reported that peers would probably or certainly intervene to support victims in 43% of cases (Rigby & Johnson, 2006) actual intervention is reportedly much less (Atlas & Pepler, 1998; Craig & Pepler, 1997). Little is known, however, about the attitudes and behaviours of bystanders or witnesses when online, or their probable intentions to intervene. This study employed three digital animations of typical cyberbullying scenarios to explore young people's views of cyber-bystanders. Youth from Years 8-12 (mean age 15.06, N = 961) from one metropolitan secondary school in Adelaide, South Australia, completed an online survey after watching vignettes. To shed light on the rationale and thinking behind their understanding of bystanders and moral dis/engagement when online, this article reports on the qualitative responses from young people in relation to one of these animations/vignettes. The findings suggest that young people perceive cyber-bystanders to have the capacity to morally engage in cyberbullying incidents; however, there are various barriers to their active positive engagement. The implications can inform educators and school counsellors about possible ways to support students to intervene when they witness cyberbullying. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10