##plugins.themes.bootstrap3.article.sidebar##
Personal Peacefulness and Cyber-Bystanding of Internet Users in Indonesia
##plugins.themes.bootstrap3.article.main##
Abstract
Purpose – As internet use grows, cyberbullying has become more common, especially in schools. People who witness cyberbullying (cyber-bystanders) strongly influence these incidents, but little is known about their behavior. To reduce cyberbullying, we need to understand what affects cyber-bystanding. This study examines whether personal peacefulness can predict how people act as cyber-bystanders.
Design/methods/approach – This quantitative correlational study examined 127 Indonesian internet users (36 males, 91 females). Data were collected using the Self Perception Scale and Cyberbullying Bystander Scale, with regression analysis employed to analyze the relationship between variables.
Findings – Results revealed a significant relationship between personal peacefulness and defender bystander behavior. However, no significant relationships were found with passive or reinforcer bystander behaviors. Gender analysis showed that males exhibited higher levels of personal peacefulness than females. Additionally, males were more likely to act as reinforcer bystanders, supporting cyberbullying behavior, compared to females.
Research implications/limitations – This study reveals how personal peacefulness relates to cyber-bystanding among Indonesian internet users. The findings help understand social behavior in schools where cyberbullying often occurs. These insights can help develop strategies to prevent harmful cyber-bystanding behavior by focusing on personal peacefulness.
Originality/value – While cyberbullying behavior in Indonesia has been extensively studied, research on cyber-bystanding remains limited, primarily documented through news articles. This study represents the first investigation of the relationship between personal peacefulness and cyber-bystanding in Indonesia. Future research should explore these variables in relation to other factors and different demographic groups to expand the current understanding of cyber-bystanding behavior in the Indonesian context.
Keywords:
Downloads
##plugins.themes.bootstrap3.article.details##
Copyright
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
References
Allison, K. R., & Bussey, K. (2017). Individual and collective moral influences on intervention in cyberbullying. Computers in Human Behavior, 74, 7–15.
Anderson, R. (2004). A definition of peace. Peace and Conflict: Journal of Peace Psychology, 10, 101–116.
Antoniadou, N., Kokkinos, C. M., and Fanti, K. A. (2019). Traditional and cyber bullying/victimization among adolescents: Examining their psychosocial profile through latent profile analysis. Int. J. Bullying Prevent. 1, 85–98. doi: 10.1007/s42380-019-00010-0
Barlińska, J., Szuster, A., & Winiewski M. (2018). Cyberbullying among adolescent bystanders: role of affective versus cognitive empathy in increasing prosocial cyberbystander behavior. Frontiers in Psychology 9: 799.
Barchia, K., & Bussey, K. (2011). Predictors of student defenders of peer aggression victims: Empathy and social cognitive factors. International Journal of Behavioral Development, 35(4), 289–297.
Bastiaensens, S., Vandebosch, H., Poels, K., Van Cleemput, K., DeSmet, A., & De Bourdeaudhuij, I. (2014). Cyberbullying on social network sites: an experimental study into bystanders’ behavioural intentions to help the victim or reinforce the bully. COMPUTERS IN HUMAN BEHAVIOR, 31, 259–271. https://doi.org/10.1016/j.chb.2013.10.036
Bastiaensens, S., Vandebosch, H., Poels, K., Van Cleemput, K., DeSmet, A., & De Bourdeaudhuij, I. (2015). ‘Can I afford to help?’ How affordances of communication modalities guide bystanders' helping intentions towards harassment on social network sites. Behaviour and Information Technology, 34(4), 425–435. http://dx.doi.org/ 10.1080/0144929X.2014.983979.
Bussey, K., Luo, A., Fitzpatrick, S., & Allison, K. (2020). Defending victims of cyberbullying: The role of self-efficacy and moral disengagement. Journal of School Psychology, 78, 1–12.
Cassidy, W., Faucher, C., & Jackson, M. (2013). Cyberbullying among youth: A comprehensive review of current international research and its implications and applications to policy and practice. School Psychology International, 34(6), 575–612. http://dx.doi.org/ 10.1177/0143034313479697
Corcoran, L., Mc Guckin, C., & Prentice, G. (2015). Cyberbullying or cyber aggression?: A review of existing definitions of cyber-based peer-to-peer aggression. Societies, 5(2), 245-255.
Craig, W., Boniel-Nissim, M., King, N., Walsh, S. D., Boer, M., Donnelly, P. D., et al. (2020). Social media use and cyber-bullying: a cross-national analysis of young people in 42 countries. J. Adolescent Health, 66, S100–S108. doi: 10.1016/j.jadohealth.2020.03.006
Dooley, J., Pyzalksi, J., & Cross, D. (2009). Cyberbullying versus face-to-face bullying: A theoretical and conceptual review. Zeitschrift für Psychologie, 217(4), 182–188. http://dx.doi.org/10.1027/0044-3409.217.4.182.
Frensh, W., Ablisar, M., Mulyadi, M., & Santoso, T. (2021). Criminal Policy on Cyberbullying of Children in Indonesia. International Journal of Cyber Criminology, 15(2), 44-59. https://doi.org/10.5281/zenodo.4766542
Gahagan, K., Vaterlaus, J.M., & Frost, L.R. (2016). College student cyberbullying on social networking sites: Conceptualization, prevalence, and perceived bystander responsibility. Comput. Hum. Behav., 55, 1097-1105.
Goleman, D. (2006). Social Intelligence: The New Science of Human Relationships. New York, NY: Bantam Dell.
Grigg, D. W. (2010). Cyber-aggression: Definition and concept of cyberbullying. Journal of Psychologists and Counsellors in Schools, 20(2), 143-156.
Hawkins, D.L., Pepler, D.J., & Craig, W. (2001). Naturalistic Observations of Peer Interventions in Bullying. Social Development, 10, 512-527.
Huang, C. L., Alimu, Y., Yang, S. C., & Kang, S. (2023). What you think is a joke is actually cyberbullying: The effects of ethical dissonance, event judgment and humor style on cyberbullying behavior. Computers in Human Behavior, 142, 107670.
HUANG, X., CHU, X., LIU, Q., ZHOU, Z., & FAN, C. (2019). Bystander behavior in cyberbullying. Advances in Psychological Science, 27(7), 1248.
Kartadinata. (2014). Pendidikan Kedamaian dan Pendidikan untuk Kedamaian. Bandung: UPI Press.
Killer, B., Bussey, K., Hawes, D. J., & Hunt, C. (2019). A meta-analysis of the relationship between moral disengagement and bullying roles in youth. Aggressive Behavior, 45(4), 450–462.
Kowalski, R. M. (2008). Cyber bullying: Recognizing and treating victim and aggressor. Psychiatric Times, 25(11), 45e47
Kraft, E. (2011). Online Bystanders: Are they the key to preventing cyberbullying. Retrieved from https://www.researchgate.net/publication/237726378_Online_Bystanders_Are_They_the_Key_to_Preventing_Cyberbullying
Lambe, L. J., Della Cioppa, V., Hong, I. K., & Craig, W. M. (2019). Standing up to bullying: A social ecological review of peer defending in offline and online contexts. Aggression and violent behavior, 45, 51-74.
Lenhart, A., Madden, M., Smith, A., Purcell, K., Zichkur, K., & Rainie, L. (2011, 9 November). Teens, kindness, and cruelty on social network sites. Pew Research Center. https://www.pewresearch.org/
Luo, A., & Bussey, K. (2019). The selectivity of moral disengagement in defenders of cyberbullying: Contextual moral disengagement. Computers in Human Behavior, 93, 318–325.
Lyubomirsky, S., King, L., & Diener, E. (2005). The Benefits of Frequent Positive Affect: Does Happiness Lead to Success? Psychological Bulletin, 131, 803–855.
Martin, F., Wang, C., Petty, T., Wang, W., and Wilkins, P. (2018). Middle school students’ social media use. J. Educ. Technol. Soc. 21, 213–224.
McGregor, I., & Little, B. R. (1998). Personal projects, happiness, and meaning: On doing well and being yourself. Journal of Personality and Social Psychology, 74, 494–512.
Neff, K. D., Kirkpatrick, K. L., & Rude, S. S. (2007a). Self-compassion and adaptive psychological functioning. Journal of Research in Personality, 41, 139–154.
Neff, K. D., Rude, S. S., & Kirkpatrick, K. L. (2007b). An examination of self-compassion in relation to positive psychological functioning and personality traits. Journal of Research in Personality, 41, 908–916.
Nelson, L.L. (2014). Peacefulness as a Personality Trait. Gregory K. Sims, Linden L. Nelson and Mindy R. Puopolo. (Eds). Personal Peacefulness Psychological Perspectives. New York: Springer.
Obermaier, M., Fawzi, N., & Koch, T. (2014). Bystanding or standing by? How the number of bystanders affects the intention to intervene in cyberbullying. New Media & Society. https://doi.org/10.1177/1461444814563519,1461444814563519.
Oh, I., & Hazler, R. J. (2009). Contributions of Personal and Situational Factors to Bystanders’ Reactions to School Bullying. School Psychology International, 30(3), 291–310. https://doi.org/10.1177/0143034309106499
Olenik-Shemesh, D., Heiman, T., & Eden, S. (2015). Bystanders' behavior in cyberbullying episodes active and passive patterns in the context of personale socio emotional factors. Journal of Interpersonal Violence. https://doi.org/ 10.1177/0886260515585531.
Puopolo, M.R., Nelson, L.L., & Sims, G.K. (2014). Introduction to Personal Peacefulness: Psychological Perspectives. Gregory K. Sims, Linden L. Nelson and Mindy R. Puopolo. (Eds). Personal Peacefulness Psychological Perspectives. New York: Springer.
Quirk, R., & Campbell, M. (2015). On standby? A comparison of online and offline witnesses to bullying and their bystander behaviour. Educational Psychology, 35(4), 430-448.
Rigby, K., & Johnson, B. (2006). Expressed readiness of Australian school children to act as bystanders in support of children who are being bullied. Educational Psychology, 26, 425–440. doi:10.1080/01443410500342047.
Ryff, C. D., & Keyes, C. L. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69, 719–727.
Salmivalli, C. (2010). Bullying and the peer group: a review. Aggression Violent Behav. 15, 112–120. doi: 10.1016/j.avb.2009.08.007
Salmivalli, C. (1999). Participant role approach to school bullying: Implications for interventions. Journal of Adolescence, 22(4), 453e459. https://doi.org/10.1006/ jado.1999.0239.
Salmivalli, C., Lappalainen, M., & Lagerspetz, K. (1998). Stability and change of behavior in connection with bullying in schools: A two-year follow-up. Aggr Behav 24:205–218.
Salmivalli, C., Lagerspetz, K., Bjorkqvist, K., Osterman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 25.
Salmivalli C, Lappalainen M, Lagerspetz K. 1998. Stability and change of behavior in connection with bullying in schools: A two- year follow-up. Aggr Behav 24:205–218
Salmivalli, C., Lappalainen, M., & Lagerspetz, K. (1998). Stability and change of behavior in connection with bullying in schools: A two-year follow-up. Aggr Behav 24:205–218.
Salmivalli, C., Lagerspetz, K., Bjorkqvist, K., Osterman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 25, 97e111. https://doi.org/10.1002/(sici) 1098-2337(1996)22:1<1::aid-ab1>3.0.co;2-t
Sandy, S. V., Boardman, S. K., & Deutsch, M. (2006). Personality and conflict. In M. Deutsch, P. T. Coleman, & E. C. Marcus (Eds.) The Handbook of Conflict Resolution: Theory and Practice (2nd ed., pp. 331–355). San Francisco: Jossey-Bass.
Sheldon, K. M., & Kasser, T. (1995). Coherence and congruence: Two aspects of personality integration. Journal of Personality and Social Psychology, 68, 531–543.
Shultz, E., Heilman, R., & Hart, K. J. (2014). Cyber-bullying: An exploration of bystander behavior and motivation. Cyberpsychology, 8(4).
Song, J., & Oh, I. (2018). Factors influencing bystanders' behavioral reactions in cyberbullying situations. Comput. Hum. Behav., 78, 273-282.
UNICEF. (2023). Cyberbullying: Apa itu dan bagaimana menghentikannya. https://www.unicef.org/indonesia/id/child-protection/apa-itu-cyberbullying
UREPORT Indonesia. (2019, 3 Juni). Jajak Pendapat: #ENDViolence Global Poll 2019. https://indonesia.ureport.in/v2/opinion/3454/
Van Cleemput, K., Vandebosch, H., & Pabian, S. (2014). Personal characteristics and contextual factors that determine “helping”, “joining in”, and “doing nothing” when witnessing cyberbullying: Bystander Behavior in Cyberbullying. Aggressive Behavior, 40(5), 383–396.
Wong-Lo, M., & Bullock, L. M. (2014). Digital metamorphosis: Examination of the bystander culture in cyberbullying. Aggression and Violent Behavior, 19(4), 418–422.
Wu, W., Guo, Z., Li, S., Tu, F., Wu, X., Ma, X., ... & Zeng, Y. (2022). The influence of parental autonomy support on cyberbullying victimization of high school students: A latent moderation analysis. Acta Psychologica, 230, 103739.
Zhao, Y., Chu, X., & Rong, K. (2023). Cyberbullying experience and bystander behavior in cyberbullying incidents: The serial mediating roles of perceived incident severity and empathy. Computers in Human Behavior, 138, 107484.
49
Views
29
Downloads
