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

Cyberbullying Bystanders: Gender, Grade, and Actions among Primary and Secondary School Students in Australia
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Author(s): Marilyn Anne Campbell (Queensland University of Technology (QUT), Australia), Chrystal Whiteford (Queensland University of Technology (QUT), Australia), Krystle Duncanson (Queensland University of Technology (QUT), Australia), Barbara Spears (University of South Australia, Australia), Des Butler (Queensland University of Technology (QUT), Australia) and Phillip Thomas Slee (Flinders University, Australia)
Copyright: 2020
Pages: 17
Source title: Developing Safer Online Environments for Children: Tools and Policies for Combatting Cyber Aggression
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-1684-3.ch005

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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.

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