@article{ref1,
title="A meta-analysis of school-based cyberbullying prevention programs' impact on cyber-bystander behavior",
journal="School psychology review",
year="2023",
author="Torgal, Cagil and Espelage, Dorothy L. and Polanin, Joshua R. and Ingram, Katherine M. and Robinson, Luz E. and El Sheikh, America J. and Valido, Alberto",
volume="52",
number="2",
pages="95-109",
abstract="Cyberbullying among youth is an emerging public health concern that has a wide array of deleterious outcomes. The current meta-analytic review synthesized school-based cyberbullying prevention programs' impact on promoting cyber-bystander intervention among K-12 students. As a result of exhaustive searches and a thorough screening procedure, a total of 9 studies were identified as eligible. Meta-analytic synthesis of the 9 studies involving 35 effect sizes demonstrated that overall, the treatment effect was not statistically significant (g = 0.29, SE = 0.14, p =.07, 95% CI [-0.03, 0.61]). <br><br>FINDINGS of the moderator analyses suggest that incorporating an empathy activation component in the prevention program was associated with better program effectiveness in promoting cyber-bystander intervention. Further, older age was found to be associated with better program outcomes. <br><br>FINDINGS of the current meta-analysis provide important insight for developing cyberbullying prevention programs that promote cyber-bystander intervention.<p /> <p>Language: en</p>",
language="en",
issn="0279-6015",
doi="10.1080/2372966X.2021.1913037",
url="http://dx.doi.org/10.1080/2372966X.2021.1913037"
}