Uma Abordagem da Teoria Social Cognitiva para Espectadores Virtuais: O Bom, o Mau e o Indiferente
DOI:
https://doi.org/10.18675/1981-8106.v35.n.70.s19000Keywords:
Cyberbullying. Desengajamento moral. Autoeficácia.Abstract
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.
References
ALAVI, N.; RESHETUKHA, T.; PROST, E.; ANTONIAK, K.; PATEL, C.; SAJID, S.; GROLL, D. Relationship between bullying and suicidal behaviour in youth presenting to the emergency department. Journal of the Canadian Academy of Child and Adolescent Psychiatry, v. 26, n. 2, p. 70-77, 2017.
ALLISON, K. R.; BUSSEY, K. Cyber-bystanding in context: a review of the literature on witnesses' responses to cyberbullying. Children and Youth Services Review, v. 65, p. 183-194, 2016. Disponível em: 10.1016/j.chb.2017.04.019. Acesso em: 20 jan. 2025.
BANDURA, A. Manual for constructing moral disengagement scales. Disponível em: https://albertbandura.com/pdfs/MANUAL%20FOR%20CONSTRUCTING%20MORAL%20DISENGAGEMENT%20SCALES.pdf. Acesso em: 20 jan. 2025.
BANDURA, A. Moral disengagement: how people do harm and live with themselves. New York: Worth Publishers, 2016.
BANDURA, A. Selective moral disengagement in the exercise of moral agency. Journal of Moral Education, v. 31, p. 101-119, 2002. Disponível em: https://doi.org/10.1080/0305724022014322. Acesso em: 20 jan. 2025.
BANDURA, A. Self-efficacy: the exercise of control. New York: Freeman, 1997.
BANDURA, A. Social cognitive theory: an agentic perspective on human nature. New York: John Wiley & Sons, 2023.
BANDURA, A. Social foundations of thought and action: a social cognitive theory. Englewood Cliffs: Prentice Hall, 1986.
BANDURA, A.; BARBARANELLI, C.; CAPRARA, G. V.; PASTORELLI, C. Mechanisms of moral disengagement in the exercise of moral agency. Journal of Personality and Social Psychology, v. 71, p. 364-374, 1996. Disponível em: 10.1037/0022-3514.71.2.364. Acesso em: 14 jan. 2025.
BARCHIA, K.; BUSSEY, K. Predictors of student defenders of peer aggression victims: Empathy and social cognitive factors. International Journal of Behavioral Development, v. 35, n. 4, p. 289-297, 2011.
BARLIŃSKA, J.; SZUSTER, A.; WINIEWSKI, M. Cyberbullying among adolescent bystanders: Role of affective versus cognitive empathy in increasing prosocial cyberbystander behavior. Frontiers in Psychology, v. 9, artigo 799, 2018. Disponível em: https://doi.org/10.3389/fpsyg.2018.00799. Acesso em: 20 jan. 2025.
BARLIŃSKA, J.; SZUSTER, A.; WINIEWSKI, M. Cyberbullying among adolescent bystanders: Role of the communication medium, form of violence, and empathy. Journal of Community & Applied Social Psychology, v. 23, n. 1, p. 37-51, 2013.
BARTON, E.; BUSSEY, K.; JACKSON, E. Cyberbullying bystanding: a multi-faceted sociocognitive approach. School of Psychological Sciences, Macquarie University, Sydney, Austrália, 2024.
BUSSEY, K. Development of moral disengagement: Learning to make wrong right. In: JENSEN, L. A. (ed.). The Oxford handbook of moral development: an interdisciplinary perspective. Oxford: Oxford University Press, 2020. p. 306-326.
BUSSEY, K. The contribution of Social Cognitive Theory to school bullying research and practice. Theory Into Practice, v. 62, p. 293-305, 2023. Disponível em: 10.1080/00405841.2023.2226549. Acesso em: 20 jan. 2025.
BUSSEY, K.; LUO, A.; FITZPATRICK, S.; ALLISON, K. Defending victims of cyberbullying: The role of self-efficacy and moral disengagement. Journal of School Psychology, v. 78, p. 1-12, 2020. Disponível em: https://doi.org/10.1016/j.jsp.2019.11.006. Acesso em: 20 jan. 2025.
BUSSEY, K.; LUO, A.; JACKSON, E. The role of moral disengagement in youth bullying behaviour. International Journal of Psychology, v. 59, n. 6, p. 1254-1262, 2024. Disponível em: https://doi.org/10.1002/ijop.13254. Acesso em: 20 jan. 2025.
CAPRARA, G. V.; ALESSANDRI, G.; EISENBERG, N. Prosociality: the contribution of traits, values, and self-efficacy beliefs. Journal of Personality and Social Psychology, v. 102, n. 6, p. 1289-1303, 2012. Disponível em: https://doi.org/10.1037/a0025626. Acesso em: 20 jan. 2025.
CARLO, G.; PADILLA‐WALKER, L. Adolescents’ prosocial behaviors through a multidimensional and multicultural lens. Child Development Perspectives, v. 14, n. 4, p. 265-272, 2020.
CARLSON, B.; FRAZER, R. Cyberbullying and Indigenous Australians: a review of the literature. Matraville, NSW, Australia: Aboriginal Health and Medical Research Council of NSW, 2018.
CHEN, Q. Reactions of adolescent cyber bystanders toward different victims of cyberbullying: the role of parental rearing behaviors. BMC Psychology, v. 12, artigo 377, 2024. Disponível em: https://doi.org/10.1186/s40359-024-01879-3. Acesso em: 20 jan. 2025.
CLARK, M.; BUSSEY, K. The role of self-efficacy in defending cyberbullying victims. Computers in Human Behavior, v. 109, artigo 106340, 2020. Disponível em: https://doi.org/10.1016/j.chb.2020.106340. Acesso em: 20 jan. 2025.
DARLEY, J. M.; LATANÉ, B. Bystander intervention in emergencies: diffusion of responsibility. Journal of Personality and Social Psychology, v. 8, n. 4, p1, p. 377-383, 1968. Disponível em: https://doi.org/10.1037/h0025589. Acesso em: 20 jan. 2025.
DESMET, A.; BASTIAENSENS, S.; VAN CLEEMPUT, K.; POELS, K.; VANDEBOSCH, H.; CARDON, G.; DE BOURDEAUDHUIJ, I. Deciding whether to look after them, to like it, or leave it: a multidimensional analysis of predictors of positive and negative bystander behavior in cyberbullying among adolescents. Computers in Human Behavior, v. 57, p. 398-415, 2016.
EKLUND, J.; LOEB, C.; HANSEN, E. M.; ANDERSSON-WALLIN, A. C. Who cares about others? Empathic self-efficacy as an antecedent to prosocial behavior. Current Research in Social Psychology, v. 20, n. 3, p. 31-41, 2012.
GARANDEAU, C. F.; TURUNEN, T.; SAARENTO-ZAPRUDIN, S.; SALMIVALLI, C. Effects of the KiVa anti-bullying program on defending behavior: Investigating individual-level mechanisms of change. Journal of School Psychology, v. 99, artigo 101226, 2023.
GARCÍA-VÁZQUEZ, F. I.; VALDÉS-CUERVO, A. A.; LEÓN-PARADA, M. D.; PARRA-PÉREZ, L. G. Restorative parental discipline and types of defending bystander intervention in cyberbullying: the mediate role of justice sensitivity. Cyberpsychology, Behavior, and Social Networking, v. 27, n. 6, p. 399-408, 2024. Disponível em: 10.1089/cyber.2023.0445. Acesso em: 20 jan. 2025.
GINI, G.; ALBIERO, P.; BENELLI, B.; ALTOE, G. Determinants of adolescents’ active defending and passive bystanding behavior in bullying. Journal of Adolescence, v. 31, n. 1, p. 93-105, 2008.
GINI, G.; THORNBERG, R.; BUSSEY, K.; ANGELINI, F.; POZZOLI, T. Longitudinal links of individual and collective morality with adolescents’ peer aggression. Journal of Youth and Adolescence, v. 51, n. 3, p. 524-539, 2022.
HAWKINS, D.; PEPLER, D. J.; CRAIG, W. M. Naturalistic observations of peer interventions in bullying. Social Development, v. 10, n. 4, p. 512-527, 2001.
HU, Y.; ZHANG, T.; SHI, H.-F.; FAN, C.-Y. Empathy and bystander helping behavior in cyberbullying among adolescents: the mediating role of internet moral judgment and the moderating role of internet self-efficacy. Frontiers in Psychology, v. 14, artigo 1196571, 2023. Disponível em: https://doi.org/10.3389/fpsyg.2023.1196571. Acesso em: 15 jan. 2025.
JACKSON, E.; LAI, A.; LUO, A.; RIVERS, D.; BUSSEY, K. The ‘Good Bystander’: qualitative exploration of cyber bystander behaviours, motivations, and associated victim perceptions. School of Psychological Sciences, Macquarie University, Sydney, Australia, 2024.
JADAMBAA, A. THOMAS, H. J.; SCOTT, J. G.; GRAVES, N.; BRAIN, D.; PACELLA, R. The contribution of bullying victimisation to the burden of anxiety and depressive disorders in Australia. Epidemiology and Psychiatric Sciences, v. 29, n. e54, p. 1-23, 2020. Disponível em: https://doi.org/10.1017/. Acesso em: 20 jan. 2025.
JENKINS, L. N.; FREDRICK, S. S. Social capital and bystander behavior in bullying: Internalizing problems as a barrier to prosocial intervention. Journal of Youth Adolescence, v. 46, p. 757-771, 2017. Disponível em: https://doi.org/10.1007/s10964-017-0637-0. Acesso em: 20 jan. 2025.
JUNGERT, T.; PIRODDI, B.; THORNBERG, R. Early adolescents' motivations to defend victims in school bullying and their perceptions of student–teacher relationships: A self-determination theory approach. Journal of Adolescence, v. 53, p. 75-90, 2016.
KILLER, B.; BUSSEY, K.; HAWES, D. J.; HUNT, C. A meta-analysis of the relationship between moral disengagement and bullying roles in youth. Aggressive Behavior, v. 45, n. 4, p. 450–462, 2019.
KNAUF, R. K.; ESCHENBECK, H.; HOCK, M. Bystanders of bullying: Social-cognitive and affective reactions to school bullying and cyberbullying. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, v. 12, n. 4, artigo 3, 2018. Disponível em: https://doi.org/10.5817/CP2018-4-3. Acesso em: 20 jan. 2025.
KOWALSKI, R. M.; GIUMETTI, G. W.; SCHROEDER, A. N.; LATTANNER, M. R. Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth. Psychological Bulletin, v. 140, n. 4, p. 1073-1137, 2014.
LEUNG, A. N. M. To help or not to help: Intervening in cyberbullying among Chinese cyber-bystanders. Frontiers in Psychology, v. 12, artigo 483250, 2021.
LEVY, M.; SELA-SHAYOVITZ, R. Cyberaggression: The effect of parental monitoring on bystander roles. International Journal of Child, Youth and Family Studies, v. 11, n. 4, p. 13–36, 2020. Disponível em: https://doi.org/10.18357/ijcyfs114.2202019986. Acesso em: 20 jan. 2025.
LUO, A.; BUSSEY, K. The selectivity of moral disengagement in defenders of cyberbullying: Contextual moral disengagement. Computers in Human Behavior, v. 93, p. 318-325, 2019.
MACHÁČKOVÁ, H.; DEDKOVA, L.; SEVCIKOVA, A.; CERNA, A. Bystanders’ supportive and passive responses to cyberaggression. Journal of School Violence, v. 17, n. 1, p. 99-110, 2016. Disponível em: https://doi.org/10.1080/15388220.2016.1222499. Acesso em: 15 jan. 2025.
MOXEY, N.; BUSSEY, K. Styles of bystander intervention in cyberbullying incidents. International Journal of Bullying Prevention, v. 2, n. 1, p. 6-15, 2020.
OLSSON, G.; LÅFTMAN, S. B.; MODIN, B. School collective efficacy and bullying behaviour: A multilevel study. International Journal of Environmental Research and Public Health, v. 14, n. 12, artigo 1607, 2017.
OLWEUS, D. Bully/victim problems among schoolchildren: basic facts and effects of a school-based intervention program. In: RUBIN, K.; PEPLER, D. (ed.). The development and treatment of childhood aggression. Erlbaum, 1991. p. 411-448.
SALMIVALLI, C. Participant roles in bullying: how can peer bystanders be utilized in interventions? Theory Into Practice, v. 53, n. 4, p. 286-292, 2014.
SALMIVALLI, C.; POSKIPARTA, E.; AHTOLA, A.; HAATAJA, A. The implementation and effectiveness of the KiVa antibullying program in Finland. European Psychologist, v. 18, n. 2, p. 79-88, 2013.
SALMIVALLI, C.; VOETEN, M.; POSKIPARTA, E. Bystanders matter: Associations between reinforcing, defending, and the frequency of bullying behavior in classrooms. Journal of Clinical Child & Adolescent Psychology, v. 40, n. 5, p. 668-676, 2011.
SHEANODA, V.; BUSSEY, K.; JONES, T. Sexuality, gender and culturally diverse interpretations of cyberbullying. New Media & Society, v. 26, n. 1, p. 154-171, 2024.
SJÖGREN, B.; THORNBERG, R.; POZZOLI, T. Reciprocal longitudinal associations of defender self‐efficacy with defending and passive bystanding in peer victimization. Psychology in the Schools, v. 61, n. 5, p. 1766-1788, 2024.
SJÖGREN, B.; THORNBERG, R.; WÄNSTRÖM, L.; GINI, G. Associations between individual and collective efficacy beliefs and students' bystander behavior. Psychology in the Schools, v. 57, n. 11, p. 1710-1723, 2020.
SMITH, P. K.; MAHDAVI, J.; CARVALHO, M; FISHER, S.; RUSSELL, S.; TIPPETT, N. Cyberbullying: its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, v. 49, n. 4, p. 376-385, 2008.
SOBOL, M.; PRZEPÓRKA, A.; BŁACHNIO, A. Factors contributing to the defending behavior of adolescent cyberbystanders: A systematic review and meta-analysis. Computers in Human Behavior, v. 162, v. 1, artigo 108463, 2024.
SONG, J.; OH, I. Factors influencing bystanders' behavioral reactions in cyberbullying situations. Computers in Human Behavior, v. 78, p. 273-282, 2018.
TANI, F.; GREENMAN, P. S.; SCHNEIDER, B. H.; FREGOSO, M. Bullying and the Big Five: A study of childhood personality and participant roles in bullying incidents. School Psychology International, v. 24, n. 2, p. 131-146, 2003.
THORNBERG, R.; FORSBERG, C.; HAMMAR CHIRIAC, E.; BJERELD, Y. Teacher–student relationship quality and student engagement: A sequential explanatory mixed-methods study. Research Papers in Education, v. 37, n. 6, p. 840-859, 2022.
THORNBERG, R.; LANDGREN, L.; WIMAN, E. "It Depends": A qualitative study on how adolescent students explain bystander intervention and non-intervention in bullying situations. School Psychology International, v. 39, n. 4, p. 400-415, 2018. Disponível em: https://doi.org/10.1177/0143034318779225. Acesso em: 20 jan. 2025.
THORNBERG, R.; WÄNSTRÖM, L. Bullying and its association with altruism toward victims, blaming the victims, and classroom prevalence of bystander behaviors: A multilevel analysis. Social Psychology of Education, v. 21, p. 1133–1151, 2018. Disponível em: https://doi.org/10.1007/s11218-018-9457-7. Acesso em: 20 jan. 2025.
THORNBERG, R.; WÄNSTRÖM, L.; ELMELID, R.; JOHANSSON, A.; MELLANDER, E. Standing up for the victim or supporting the bully? Bystander responses and their associations with moral disengagement, defender self-efficacy, and collective efficacy. Social Psychology of Education, v. 23, p. 563-581, 2020.
THORNBERG, R.; WÄNSTRÖM, L.; HONG, J. S.; ESPLAGE, D. L. Classroom relationship qualities and social-cognitive correlates of defending and passive bystanding in school bullying in Sweden: A multilevel analysis. Journal of School Psychology, v. 63, p. 49-62, 2017.
THORNBERG, R.; WÄNSTRÖM, L.; POZZOLI, T.; GINI, G. Victim prevalence in bullying and its association with teacher–student and student–student relationships and class moral disengagement: A class-level path analysis. Research Papers in Education, v. 33, n. 3, p. 320–335, 2017. Disponível em: https://doi.org/10.1080/02671522.2017.1302499. Acesso em: 15 jan. 2025.
TORGAL, C.; ESPLAGE, D. L.; POLANIN, J. R.; INGRAM, K. M.; ROBINSON, L. E.; EL SHEIKH, A. J.; VALIDO, A. A Meta-Analysis of School-Based Cyberbullying Prevention Programs’ Impact on Cyber-Bystander Behavior. School Psychology Review, v. 52, n. 2, p. 95–109, 2021. Disponível em: https://doi.org/10.1080/2372966X.2021.1913037. Acesso em: 20 jan. 2025.
VAN DER GRAAFF, J.; CARLO, G.; CROCETTI, E.; KOOT, H. M.; BRANJE, S. Prosocial behavior in adolescence: Gender differences in development and links with empathy. Journal of Youth and Adolescence, v. 47, n. 5, p. 1086-1099, 2018.
YANG, L.; GAO, T. Defending or not? The role of peer status, social self-efficacy, and moral disengagement on Chinese adolescents’ bystander behaviors in bullying situations. Current Psychology, v. 42, p. 29616–29627, 2023. Disponível em: https://doi.org/10.1007/s12144-022-04039-1. Acesso em: 20 jan. 2025.
ZHU, C.; HUANG, S.; EVANS, R.; ZHANG, W. Cyberbullying among adolescents and children: A comprehensive review of the global situation, risk factors, and preventive measures. Frontiers in Public Health, v. 9, artigo 634909, 2021. Disponível em: https://doi.org/10.3389/fpubh.2021.634909. Acesso em: 20 jan. 2025.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish in this journal agree to the following terms:
a) Authors assign copyright to the journal, with the work simultaneously licensed under the Creative Commons Attribution License that allows sharing of the work with acknowledgment of authorship and publication in this journal.
b) The policy adopted by the Editorial Committee is to assign copyright only after a period of 30 months from the date of publication of the article. After this time, authors interested in publishing the same text in another work must send a letter to the Editorial Committee requesting the release of the assignment of copyright and wait for a response.
c) This journal provides public access to all its content, since this allows greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of research, by distributing OJS as well as other software to support the public access publication system to academic sources. The names and email addresses on this website will be used exclusively for the purposes of the journal and will not be available for other purposes. This journal provides open any other party 
This work is licensed under a Creative Commons License
