@article{ref1,
title="The roles of teacher and parental support on adolescent cyber-bystander behaviors: a path analysis",
journal="Frontiers in psychology",
year="2024",
author="Chen, Qiqi and Wu, Qianru",
volume="15",
number="",
pages="e1374071-e1374071",
abstract="INTRODUCTION: The role of bystanders in cyberbullying situations is critical, with the potential to significantly influence outcomes. Bystanders who demonstrate positive behaviors-such as reporting incidents or supporting victims-can help to mitigate the damaging effects of cyberbullying. Based on the Social Cognitive Theory, this study seeks to address the psychosocial mechanisms that underlie positive cyber-bystander behaviors. <br><br>METHODS: A total of 1,716 students in Grades 8-12 from three secondary schools in China participated in this study. Path analysis was utilized to delineate the relationships between internet self-efficacy, empathy, teacher and parental support, and cyber-bystander behaviors. <br><br>RESULTS: Adolescents who received greater support from teachers were more likely to demonstrate increased internet self-efficacy and empathy. In contrast, higher levels of parental warmth were associated with lower levels of internet self-efficacy. Teacher support and parental warmth exerted an indirect effect on positive bystander behaviors through empathy. <br><br>DISCUSSION: The importance of parental warmth paired with Internet self-efficacy in preventing online interpersonal violence and motivate active bystander behaviors is considerable. We recommend adopting a nuanced approach that differentiates between empathy and internet self-efficacy in cyber-bystander research.<p /> <p>Language: en</p>",
language="en",
issn="1664-1078",
doi="10.3389/fpsyg.2024.1374071",
url="http://dx.doi.org/10.3389/fpsyg.2024.1374071"
}