Relevant bibliographies by topics / Cyber-bystander

Academic literature on the topic 'Cyber-bystander'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Cyber-bystander"

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Jia, Yanru, Yuntena Wu, Tonglin Jin, and Lu Zhang. "How Are Bystanders Involved in Cyberbullying? A Latent Class Analysis of the Cyberbystander and Their Characteristics in Different Intervention Stages." International Journal of Environmental Research and Public Health 19, no. 23 (December 1, 2022): 16083. http://dx.doi.org/10.3390/ijerph192316083.

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Background: Cyberbullying is a phenomenon that occurs by means of digital devices in virtual environments. Although research reveals the relevant role played by bystanders in stopping cyberbullying, the patterns of cyberbullying bystanders among Chinese college students is not clear. Data: Participants were 1025 Chinese college students (62.0% girls, 38.0% boys). The present analyses empirically explored the roles of cyberbystanders (passive outsider online, defender of the cybervictim online, reinforcer of the cyberbully online, passive face-to-face outsider, face-to-face defender of the cybervictim, and face-to-face reinforcer of the cyberbully) using latent class analysis. Results: (1) Five latent classes were identified: defensive bystander (17.9%), indifferent bystander (10.1%), low-involved bystander (10.2%), medium-involved bystander (45.7%), and high-involved bystander (16.0%). (2) The cyberbystander patterns varied significantly for all stages of bullying intervention, among which the defensive bystander had the lowest score in the notice stage but the highest scores in the other stages. (3) There was a graded relationship between the five latent classes and the level of social network site use and cyber-victimization experience. College students with high usage of social network sites and high cyber-victimization experience were more likely to engage in diverse bystander behaviors.
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Olenik-Shemesh, Dorit, Tali Heiman, and Sigal Eden. "Bystanders’ Behavior in Cyberbullying Episodes." Journal of Interpersonal Violence 32, no. 1 (July 11, 2016): 23–48. http://dx.doi.org/10.1177/0886260515585531.

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The present study explored bystanders’ behavior in cyberbullying (CB) episodes among children and youth, focusing on active and passive behavior patterns. The study examined prevalence and characteristics of bystanders’ behavior following CB episodes, and their active–passive intervention patterns in relation to personal (age, gender) and socio-emotional (self-efficacy, social support, sense of loneliness) factors. Of the 1,094 participants (ages 9-18), 497 (46.4%) reported they were bystanders to CB episodes. Of the bystanders, 55.4% were identified as having a passive pattern of behavior—they did not provide any help to cyber-victims, whereas 44.6% were identified as having an active pattern—helping the cyber-victim. In line with the “bystanders’ effect,” only 35.6% of the bystanders offered direct help to cyber-victims after witnessing CB. When studying the personal–socio-emotional differences between active and passive bystanders, it was found that the “active bystanders” are more often girls, older, have more social support from significant others, and have lower levels of emotional loneliness than bystanders in the passive group. Differences within the passive and active patterns were studied as well. A logistic regression revealed the unique contribution of each predictor to the probability of being an active bystander. It was found that gender and age predicted the probability of being an active bystander: Girls are more likely than boys, and older bystanders are more likely than younger ones, to choose an active pattern and provide help to cyber-victims. In addition, implications for CB prevention and intervention involvement programs to encourage bystanders to help cyber-victims are discussed.
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Lloret-Irles, Daniel, Víctor Cabrera-Perona, Sonia Tirado-González, and José V. Segura-Heras. "Cyberbullying: Common Predictors to Cyber-Victimisation and Bystanding." International Journal of Environmental Research and Public Health 19, no. 23 (November 26, 2022): 15750. http://dx.doi.org/10.3390/ijerph192315750.

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Cyberbullying has increased worryingly in the last decade, becoming a mental health problem in adolescence. Research usually focuses on cyber-bullies or cyber-victims, overlooking that these roles may overlap (e.g., cyber-victim-bystander). Aim: To identify possible common predictors to cyber-victimisation and bystanding. Sample: The study sample consisted in 560 students, 12–15 years old, 47.5% female. Method: Canonical correlation, examining linear relationship between a group of X variables, and a group of Y variables. Main results and conclusions: Two canonical varieties were built (Cor (U1,V1) = 0.442; Cor (U2,V2) = 0.270). Minors with high scores in cyber-victimisation (r = −0.888) and bystanding (r = −0.902) would have more favourable attitude towards violence, greater number of contacts on social networks/messaging and greater attention to emotions. The second variety discriminates minors with high cyber-victimisation score, but low observation and would relate to low attitudes towards violence and contacts on social networks/messaging, together with high scores in parental monitoring. Results suggest the possible overlapping of roles and how cyber-victimisation and bystanding share predictive factors.
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Ounvorawong, Nuttakon, Jan Breitsohl, Ben Lowe, and Des Laffey. "Outcomes of Cyber-Victimization and Bystander Reactions in Online Brand Communities." International Journal of Electronic Commerce 26, no. 2 (April 3, 2022): 200–221. http://dx.doi.org/10.1080/10864415.2022.2050582.

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Eldridge, Morgan A., and Lyndsay N. Jenkins. "The Bystander Intervention Model: Teacher Intervention in Traditional and Cyber Bullying." International Journal of Bullying Prevention 2, no. 4 (August 7, 2019): 253–63. http://dx.doi.org/10.1007/s42380-019-00033-7.

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Nagar, Pooja Megha, and Victoria Talwar. "Information and communication technology platforms as an experimental paradigm in cyber-bystander research: A critique of methodology." Computers in Human Behavior Reports 4 (August 2021): 100110. http://dx.doi.org/10.1016/j.chbr.2021.100110.

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Doğruer, Nazan, and Hüseyin Yaratan. "Developing a Bullying Scale for Use with University Students." Social Behavior and Personality: an international journal 42, no. 1 (January 1, 2014): 81S—92S. http://dx.doi.org/10.2224/sbp.2014.42.0.s81.

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Bullying is not a new topic to be researched but the consequences of bullying for university students is an area yet to be studied. Thus, in this study our aim was to develop a bullying scale for use with university students. In order to do this we categorized their bullying behaviors as physical, verbal, emotional, and cyber; and their bullying status as bully, victim, bully-victim, and bystander. The survey we developed to validate our scale was completed by volunteer participants individually. Exploratory factor analysis was done to determine construct validity of the scale. The internal consistency values were calculated for reliability. The resultant values showed that the developed scale can be accepted as a valid and reliable scale to be used for measuring both bully and victim behaviors among young adults studying at tertiary level.
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Wachs, Sebastian, Ludwig Bilz, Saskia Niproschke, and Wilfried Schubarth. "Bullying Intervention in Schools: A Multilevel Analysis of Teachers’ Success in Handling Bullying From the Students’ Perspective." Journal of Early Adolescence 39, no. 5 (June 11, 2018): 642–68. http://dx.doi.org/10.1177/0272431618780423.

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To date, little has been known about teachers’ success in bullying interventions. Thus, the present study analyzes how successfully teachers intervene in real bullying situations, based on an analysis of 1,996 reports by German students aged between 12 and 15 (49.2% female) from 24 schools. Predictors of success included intervention strategy (authoritarian-punitive, supportive-individual, supportive-cooperative intervention), bullying form (physical, verbal, relational, cyber), and the student’s bullying role (bully, victim, bystander) in the particular situation. Multilevel analyses showed that supportive-cooperative intervention strategies were the most successful in dealing with bullying in both the short and long term. In the long term, students evaluated teachers as being more successful in dealing with cyberbullying compared with physical bullying. Compared with students who observed bullying, students who perpetrated it were less likely to report that teachers’ interventions were successful in the short term. Implications for bullying intervention, preservice teacher-training, and future research are discussed.
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Ran, Yawei, Yubo Hou, Zhiwen Dong, and Qi Wang. "Moral Observer-Licensing in Cyberspace." Behavioral Sciences 12, no. 5 (May 17, 2022): 148. http://dx.doi.org/10.3390/bs12050148.

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Moral observer-licensing happens when observers condone actors’ morally questionable conduct due to the actors’ history of moral behaviors. In four studies (N = 808), we investigated this phenomenon in the context of cyberspace and its contributing factors and boundary conditions. The pilot study determined what participants perceived as typically moral and immoral behaviors in cyberspace. Then, in Study 1, participants condemned a story character’s online immoral behavior less often when they were informed of the character’s prior online moral behavior than when they were not, which indicates moral observer-licensing in cyberspace. Study 2 confirmed the presence of moral observer-licensing in cyberspace and further demonstrated that a character’s prior moral or immoral behavior online respectively reduces or intensifies the perceived negativity of the character’s subsequent immoral behavior. Finally, Study 3 showed that participants who identified with the victim in a hypothetical scenario showed less forgiveness and more condemnation of a character’s immoral behavior than those who identified with the perpetrator or the bystander. These findings are of theoretical and practical significance for our understanding of cyber ethics.
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Kutok, Emily R., Shira Dunsiger, John V. Patena, Nicole R. Nugent, Alison Riese, Rochelle K. Rosen, and Megan L. Ranney. "A Cyberbullying Media-Based Prevention Intervention for Adolescents on Instagram: Pilot Randomized Controlled Trial." JMIR Mental Health 8, no. 9 (September 15, 2021): e26029. http://dx.doi.org/10.2196/26029.

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Background Between 15% and 70% of adolescents report experiencing cybervictimization. Cybervictimization is associated with multiple negative consequences, including depressed mood. Few validated, easily disseminated interventions exist to prevent cybervictimization and its consequences. With over 97% of adolescents using social media (such as YouTube, Facebook, Instagram, or Snapchat), recruiting and delivering a prevention intervention through social media and apps may improve accessibility of prevention tools for at-risk youth. Objective This study aims to evaluate the feasibility and acceptability of and obtain preliminary outcome data on IMPACT (Intervention Media to Prevent Adolescent Cyber-Conflict Through Technology), a brief, remote app-based intervention to prevent and reduce the effect of cyberbullying. Methods From January 30, 2020, to May 3, 2020, a national sample of 80 adolescents with a history of past-year cybervictimization was recruited through Instagram for a randomized control trial of IMPACT, a brief, remote research assistant–led intervention and a fully automated app-based program, versus enhanced web-based resources (control). Feasibility and acceptability were measured by consent, daily use, and validated surveys. Although not powered for efficacy, outcomes (victimization, bystander self-efficacy, and well-being) were measured using validated measures at 8 and 16 weeks and evaluated using a series of longitudinal mixed models. Results Regarding feasibility, 24.5% (121/494) of eligible participants provided contact information; of these, 69.4% (84/121) completed full enrollment procedures. Of the participants enrolled, 45% (36/80) were randomized into the IMPACT intervention and 55% (44/80) into the enhanced web-based resources groups. All participants randomized to the intervention condition completed the remote intervention session, and 89% (77/80) of the daily prompts were answered. The retention rate was 99% (79/80) at 8 weeks and 96% (77/80) at 16 weeks for all participants. Regarding acceptability, 100% (36/36) of the intervention participants were at least moderately satisfied with IMPACT overall, and 92% (33/36) of the participants were at least moderately satisfied with the app. At both 8 and 16 weeks, well-being was significantly higher (β=1.17, SE 0.87, P=.02 at 8 weeks and β=3.24, SE 0.95, P<.001 at 16 weeks) and psychological stress was lower (β=−.66, SE 0.08, P=.04 at 8 weeks and β=−.89, SE 0.09, P<.001 at 16 weeks) among IMPACT users than among control group users. Participants in the intervention group attempted significantly more bystander interventions than those in the control group at 8 weeks (β=.82, SE 0.42; P=.02). Conclusions This remote app-based intervention for victims of cyberbullying was feasible and acceptable, increased overall well-being and bystander interventions, and decreased psychological stress. Our findings are especially noteworthy given that the trial took place during the COVID-19 pandemic. The use of Instagram to recruit adolescents can be a successful strategy for identifying and intervening with those at the highest risk of cybervictimization. Trial Registration ClinicalTrials.gov NCT04259216; http://clinicaltrials.gov/ct2/show/NCT04259216.
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Dissertations / Theses on the topic "Cyber-bystander"

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Leili, Jennifer A. "Bystander Intervention, Victimization, and Routine Activities Theory: An Examination of Feminist Routine Activities Theory in Cyber Space." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7843.

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Routine Activities Theory (RAT) is one of the most widely used theories to explain victimization. It has been applied to a wide range of criminal victimizations, such as property crimes (Miethe, Stafford, & Long, 1987) and urban murder (Messner & Tardiff, 1985). While traditional RAT has been used to explain violence against women, the feminist perspective of RAT developed by Schwartz and Pitts (1995) provides a better explanation by incorporating cultural factors that shape the conditions that give rise to offending. The current study draws on feminist RAT in order to explore three different types of victimization involving women: stalking, dating violence and sexual violence. In doing so, the current study extends the RAT and feminist RAT literature by more thoroughly exploring what it means to be a capable guardian and by incorporating literature on bystander intervention. Though bystander intervention literature and feminist RAT literature are similar in that they view people as having the ability to prevent violence and crime, the two areas have developed relatively separately and have rarely been integrated together. In addition to expanding the literature on RAT, this study also contributes to the bystander intervention literature by analyzing willingness to intervene in three types of cyber violence against women. Though bystander intervention research has greatly expanded throughout the years, research involving intervention into cyber stalking, cyber dating violence, and cyber sexual violence/harassment are greatly lacking. The current study employed a web based survey to assess bystander intervention in cyber violence and expand feminist and cyber RAT by analyzing victimization. College students were asked to judge their likelihood of intervention in situations involving potential dating violence, sexual harassment, and stalking. In addition, they were asked about their routine activities and components related to the theory, as well as dating violence, sexual violence and stalking victimization. Unsurprisingly, students preferred to intervene in a direct manner. In addition, there were inconsistent findings regarding victimization and routine activities theory. The results of the study are discussed in terms of implications for the development of bystander intervention programs and will expand the feminist RAT literature.
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Andrén, Emil, and Sebastian Appelgren. "Är det värre när Farrah kränker Zaid än när Daniel kränker Sara? : En multifaktoriell vinjettstudie om kränkningar på nätet ur ett intersektionellt perspektiv." Thesis, Stockholms universitet, Institutionen för socialt arbete - Socialhögskolan, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-121607.

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The purpose of this study was to examine how ethnicity and gender of victim and perpetrator might influence students’ assessment of the severity of cyber-harassment in three different contexts. One hypothesis was that severity is mediated by indicators of power (blame, control balance and status-difference), which in turn are dependent on dimensions of ethnicity and gender. A semi-factorial survey was conducted among 365 students in five different high schools in Stockholm county. The students assessed three different vignettes, which described 1) harassment on a blog, 2) grieving in a first-person-shooter video game and 3) the uploading of a nude picture on Facebook. The effects of the dimensions on participants’ perception of the harassment and choice of action were analysed using linear- and logistic regression analysis, respectively. The results showed the following in each respective vignette: 1) Male bystanders were more prone to choose a passive action if the victim was female and the perpetrator male. 2) Men attributed less blame to female victims while women made no such difference. 3) The results indicate that women deemed the situation more severe if the victim was female. To conclude, the effects of the dimensions seem to vary depending on the different contexts.
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Book chapters on the topic "Cyber-bystander"

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Hai-Jew, Shalin. "The Electronic Hive Mind and Cybersecurity." In Global Cyber Security Labor Shortage and International Business Risk, 206–62. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5927-6.ch011.

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If people are the “weakest link” in cybersecurity because of their psychological make-up and hardwiring—their socialized desire to trust and cooperate with others, their cognitive biases and misperceptions, their preferences for convenience, their general going with System 1 inattention instead of System 2 attention and thinking—this begs the question of whether the same micro-scale cognitive limits found in individual users are also present on a mass scale. After all, there have been discovered problematic unthinking leanings in group decision making: obedience to authority, bystander effects, groupthink, and the Abilene paradox, among others. Using a range of often mass-scale data sources and data analytics tools, research questions were asked around three areas: (1) the level of sophistication of the cybersecurity electronic hive mind towards cybersecurity issues, (2) the gap between the non-expert members and the expert members in the hive mind, and (3) whether the extant hive mind was more reflective of mob unthinkingness or deliberation and wisdom.
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Conference papers on the topic "Cyber-bystander"

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Rao, Vivek, Ankita Joshi, Soo Min Kang, Susan Lin, (Erin) Junghyun Song, Drew Miller, Kosa Goucher-Lambert, and Alice Agogino. "Designing Privacy Risk Frameworks for Evolving Cyber-Physical Social Systems: Knowledge Gaps Illuminated by the Case of Autonomous Vehicles and Bystander Privacy." In ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-90958.

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Abstract Designers and engineers increasingly engage with and must design for sociotechnical systems, also described as cyber-physical-social systems (CPSS). Leading frameworks like System-Theoretic Process Analysis and Value-Sensitive Design intend to help designers consider the consequences and impacts of their work with CPSS. However, such frameworks may not sufficiently account for human-centered scenarios. This complicates designers’ efforts to balance user needs with traditional forms of risk assessment. In this work, we explore foundations for the design of human-centered risk frameworks and examine a case study of autonomous vehicles and bystanders’ privacy as an example CPSS to address this gap. We develop an exploratory scenario-based risk framework and conduct expert interviews with experienced professionals (N = 7) working in the fields of autonomous vehicle design, development, policy and security to understand their perspectives on risk assessment and gather feedback on our framework. Reconciling interview findings with existing knowledge of evolving CPSS, we identify three broad knowledge gaps that could motivate future research in this space. First, we argue that there is a knowledge gap in developing human-centered frameworks and best practices to consider all stakeholders during the design of evolving CPSS. Second, we argue that a knowledge gap exists in acknowledging, reconciling, and proactively managing disciplinary discontinuities in vocabularies and mental models in evolving CPSS. Lastly, we argue that a critical knowledge gap exists around how to adapt scenario-based frameworks to accommodate the shifting challenges of designing evolving CPSS. We conclude with a discussion of preliminary implications for designing human-centered frameworks for autonomous vehicles and CPSS more generally.
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