Bystanders’ supportive and passive responses to cyberaggression

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F18%3A00101952" target="_blank" >RIV/00216224:14230/18:00101952 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.tandfonline.com/doi/full/10.1080/15388220.2016.1222499" target="_blank" >http://www.tandfonline.com/doi/full/10.1080/15388220.2016.1222499</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/15388220.2016.1222499" target="_blank" >10.1080/15388220.2016.1222499</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Bystanders’ supportive and passive responses to cyberaggression

Popis výsledku v původním jazyce

Bystanders in cyberaggression can support the victim, join the aggressor, or remain passive. We examined how supportive and passive adolescent Czech cyberbystanders (N = 443, ages 12–18) differ in terms of individual characteristics, emotional responses, and contextual factors. The most substantial distinguishing factor between the two groups turned out to be whether they had received a request to help the victim. After such a request, cyberbystanders supported the victim; moreover, most of those who had not been asked reported that they would have actively reacted to a request for help. The findings also showed the significant role of immediate empathic response, which increased the odds of support even after controlling for individual characteristics. The results are discussed with regard to prevention and intervention efforts.

Název v anglickém jazyce

Bystanders’ supportive and passive responses to cyberaggression

Popis výsledku anglicky

Bystanders in cyberaggression can support the victim, join the aggressor, or remain passive. We examined how supportive and passive adolescent Czech cyberbystanders (N = 443, ages 12–18) differ in terms of individual characteristics, emotional responses, and contextual factors. The most substantial distinguishing factor between the two groups turned out to be whether they had received a request to help the victim. After such a request, cyberbystanders supported the victim; moreover, most of those who had not been asked reported that they would have actively reacted to a request for help. The findings also showed the significant role of immediate empathic response, which increased the odds of support even after controlling for individual characteristics. The results are discussed with regard to prevention and intervention efforts.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50100 - Psychology and cognitive sciences

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of School Violence

ISSN

1538-8220

e-ISSN

1538-8239

Svazek periodika

17

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

12

Strana od-do

99-110

Kód UT WoS článku

000429503700008

EID výsledku v databázi Scopus

2-s2.0-84988448038