TY  - JOUR
PY  - 2024//
TI  - The roles of teacher and parental support on adolescent cyber-bystander behaviors: a path analysis
JO  - Frontiers in psychology
A1  - Chen, Qiqi
A1  - Wu, Qianru
SP  - e1374071
EP  - e1374071
VL  - 15
IS  - 
N2  - 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>
LA  - en
SN  - 1664-1078
UR  - http://dx.doi.org/10.3389/fpsyg.2024.1374071
ID  - ref1
ER  -