A Social Cognitive Theory approach to cyber bystanders: the good, bad, and Indifferent
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Tipo
Artigos
Classficação
Nível teórico
Data
2025
Autores
Objetivos de Desenvolvimento Sustentável
ODS 4. Educação de qualidade
Título do Períodico
Educação: Teoria e Crítica
ISSN
1981-8106
Página(s)/e-location
e59[2025]
Idioma(s)
en
Fonte
Rio Claro, SP
35
70
35
70
Fonte
Coleções
Resumo
O cyberbullying tornou-se um foco de pesquisa recente, à medida que o risco de vivenciar cyberbullying aumentou exponencialmente na última década. Isso se deve ao aumento do uso da internet pela comunidade em geral, especialmente por adolescentes, nas plataformas de redes sociais onde a maior parte do cyberbullying ocorre. Para combater o problema do bullying entre adolescentes, muitas intervenções escolares foram desenvolvidas. Embora esses programas tenham obtido um grau moderado de sucesso, o cyberbullying persiste. O foco da maioria dos programas antibullying tem sido o agressor e a vítima. No entanto, há um apelo crescente para aumentar a eficácia desses programas ao aproveitar a assistência de muitos estudantes que testemunham o cyberbullying. A maioria dos adolescentes que presencia o cyberbullying não faz nada e permanece passiva. Quando intervêm, geralmente têm sucesso em reduzir o bullying ao responder de maneira construtiva. Este artigo busca explicitar um modelo da teoria social cognitiva sobre espectadores virtuais que pode ser usado como base para o desenvolvimento de um programa de intervenção para aumentar respostas construtivas de espectadores. A teoria social cognitiva de Bandura fornece uma estrutura abrangente para compreender a complexidade das dinâmicas de bullying no ciberespaço. A teoria considera o contexto social em que o cyberbullying ocorre e os principais processos sociocognitivos de autorregulação (desengajamento moral, autoeficácia, expectativas sociais) envolvidos na compreensão das ações dos espectadores virtuais.
Cyberbullying has become a focus of recent research as the risk of experiencing cyberbullying has increased exponentially over the past decade, This is due to the increased use of the internet by the general community as well as adolescents especially on social network platforms where most cyberbullying occurs, To combat the problem of adolescent bullying many school-based interventions have been developed, Although these programs have had a moderate degree of success, cyberbullying persists, The focus of most antibullying programs has been on the bully and the victim, However, there have been mounting calls to increase the effectiveness of these programs by harnessing the assistance of the many students who witness cyberbullying, Most adolescents who witness cyberbullying do nothing and remain passive, When they do intervene, they are mostly successful in reducing bullying when they respond constructively, The paper aims to explicate a social cognitive theory model of cyber bystanders that can be used as a basis for developing an intervention program to increase constructive bystanding responses, Bandura’s social cognitive theory provides a comprehensive framework for understanding the complexity of bullying dynamics in cyber space, The theory considers the social context in which cyberbullying occurs and the major sociocognitive processes of self-regulation (moral disengagement, self-efficacy, social expectations) that are involved in understanding cyber bystanding,
Cyberbullying has become a focus of recent research as the risk of experiencing cyberbullying has increased exponentially over the past decade, This is due to the increased use of the internet by the general community as well as adolescents especially on social network platforms where most cyberbullying occurs, To combat the problem of adolescent bullying many school-based interventions have been developed, Although these programs have had a moderate degree of success, cyberbullying persists, The focus of most antibullying programs has been on the bully and the victim, However, there have been mounting calls to increase the effectiveness of these programs by harnessing the assistance of the many students who witness cyberbullying, Most adolescents who witness cyberbullying do nothing and remain passive, When they do intervene, they are mostly successful in reducing bullying when they respond constructively, The paper aims to explicate a social cognitive theory model of cyber bystanders that can be used as a basis for developing an intervention program to increase constructive bystanding responses, Bandura’s social cognitive theory provides a comprehensive framework for understanding the complexity of bullying dynamics in cyber space, The theory considers the social context in which cyberbullying occurs and the major sociocognitive processes of self-regulation (moral disengagement, self-efficacy, social expectations) that are involved in understanding cyber bystanding,
Descrição
Palavras-chave
Cyberbullying, Desengajamento moral, Autoeficácia, Cyberbullying, Moral disengagement, Self-efficacy
Citação
BUSSEY, Kay; LUO, Aileen; JACKSON, Emma F. A Social Cognitive Theory approach to cyber bystanders: the good, bad, and Indifferent. Educação: Teoria e Crítica, p. e59[2025]. 2025. https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/19000/13353. Acesso em: 2025-07-22