Individual and collective moral influences on intervention in cyberbullying

摘要: Abstract Despite their potential to reduce or remedy the impact of cyberbullying, most bystanders do not intervene in witnessed incidents. Social cognitive theory suggests this response is due interactive influences personal, behavioural and environmental factors, further shaped by social cultural context. However, has been empirically tested cyberbullying bystanders. In study, 563 grade 7 9 students completed a survey examine associations between intervention morality, at individual peer-group levels. Results revealed that was significantly associated with gender, grade, previous experiences interaction collective moral variables. More frequent reported females, students, those more experience as victims witnesses cyberbullying. Finally, disengagement moderated effects morality. disengaged classes, higher standards were intervention; furthermore, extremely morally intervention. These results suggest consistent theory, individuals' perceptions norms moderate influence morality on