Research Article
BibTex RIS Cite

Year 2025, Volume: 49 Issue: 3, 287 - 296, 28.11.2025

Banu İlayda Yarpuz , Mehmet Zafer Danış

Abstract

Project Number

1919B012327605

References

  • Akdeniz, B., & Doğan, A. (2024). Cyberbullying: Definition, prevalence, effects, risk and protective factors. Psikiyatride Güncel Yaklaşımlar, 16(3), 425–438. https://doi.org/10.18863/pgy.1325195
  • Alcántar-Nieblas, C., Valdés-Cuervo, A. A., Parra-Pérez, L. G., Álvarez-Montero, F. J., & García-Vázquez, F. I. (2024). Psychometric properties of the Styles of Bystander Defender Intervention Scale in cyberbullying: Its relationships with moral identity and cyberbullying. Revista Colombiana de Psicología, 33(1), 29–46. https://doi.org/10.15446/rcp.v33n1.105145
  • Awad, M. N., & Connors, E. H. (2023). Active bystandership by youth in the digital era: Microintervention strategies for responding to social media-based microaggressions and cyberbullying. Psychological Services, 20(3), 423–434. https://doi.org/10.1037/ser0000749
  • 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, Article 799. https://doi.org/10.3389/fpsyg.2018.00799
  • Bastiaensens, S., Pabian, S., Vandebosch, H., Poels, K., Van Cleemput, K., DeSmet, A., & De Bourdeaudhuij, I. (2015). From normative influence to social pressure: How relevant others affect whether bystanders join in cyberbullying. Social Development, 25(1), 193–211. https://doi.org/10.1111/sode.12134
  • Brody, N., & Vangelisti, A. L. (2015). Bystander intervention in cyberbullying. Communication Monographs, 83(1), 94–119. https://doi.org/10.1080/03637751.2015.1044256
  • Cengiz, C., Aydoğan, M., & Erduran, M. M. (2022). Investigation of bullying and cyberbullying behaviors of different branches in terms of some variables. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 20(2), 168–181. https://doi.org/10.33689/spormetre.1165347
  • DeSmet, A., Bastiaensens, S., Van Cleemput, K., Poels, K., Vandebosch, H., Cardon, G., & De Bourdeaudhuij, I. (2015). 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, 57, 398–415. https://doi.org/10.1016/j.chb.2015.12.051
  • DeSmet, A., Bastiaensens, S., Van Cleemput, K., Poels, K., Vandebosch, H., Deboutte, G., Herrewijn, L., Malliet, S., Pabian, S., Van Broeckhoven, F., De Troyer, O., Deglorie, G., Van Hoecke, S., Samyn, K., & De Bourdeaudhuij, I. (2017). The efficacy of the Friendly Attac serious digital game to promote prosocial bystander behavior in cyberbullying among young adolescents: A cluster-randomized controlled trial. Computers in Human Behavior, 78, 336–347. https://doi.org/10.1016/j.chb.2017.10.011
  • DeSmet, A., De Bourdeaudhuij, I., Walrave, M., & Vandebosch, H. (2019). Associations between bystander reactions to cyberbullying and victims’ emotional experiences and mental health. Cyberpsychology, Behavior, and Social Networking, 22(10), 648–656. https://doi.org/10.1089/cyber.2019.0031
  • Dönmez, O., & Akbulut, Y. (2016). Siber zorbalık çalışmalarında sosyal beğenirlik etmeni. Eğitim Teknolojisi Kuram ve Uygulama, 6(2), 1–17. https://doi.org/10.17943/etku.19033
  • Efe, Y. S., Erdem, E., & Vural, B. (2021). Cyberbullying and internet addiction in high school students. Bağımlılık Dergisi, 22(4), 465–473. https://doi.org/10.51982/bagimli.936930
  • Erdoğan, E. (2021). Digital literacy and cyberbullying: A correlational survey of secondary school students. International Journal of Field Education, 7(2), 61–76.
  • Erreygers, S., Pabian, S., Vandebosch, H., & Baillien, E. (2016). Helping behavior among adolescent bystanders of cyberbullying: The role of impulsivity. Learning and Individual Differences, 48, 61–67. https://doi.org/10.1016/j.lindif.2016.03.003
  • Fabris, M., Longobardi, C., Morese, R., & Marengo, D. (2022). Exploring multivariate profiles of psychological distress and empathy in early adolescent victims, bullies, and bystanders involved in cyberbullying episodes. International Journal of Environmental Research and Public Health, 19(16), 9871. https://doi.org/10.3390/ijerph19169871
  • González-Calatayud, V., & Espinosa, M. P. P. (2021). Role-based cyberbullying situations: Cybervictims, cyberaggressors and cyberbystanders. International Journal of Environmental Research and Public Health, 18(16), 8669. https://doi.org/10.3390/ijerph18168669
  • Gökbulut, B., & Akbaş, C. (2023). Ortaokul öğrencilerinin siber zorbalık düzeylerinin incelenmesi. e-International Journal of Educational Research, 14(5), 109–127. https://doi.org/10.19160/e-ijer.1336942
  • Gürkan, H., Atabay, E., & Gezgin, D. M. (2022). Lise öğrencileri arasında dijital şiddet: Siber zorbalık, akıllı telefon bağımlılığı ve medya okuryazarlık arasındaki ilişki. Trakya Eğitim Dergisi, 12(3), 1799–1820. https://doi.org/10.24315/tred.1115385
  • Hu, Y., Zhang, T., Shi, H., & Fan, C. (2023). 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, 14, 1196571. https://doi.org/10.3389/fpsyg.2023.1196571
  • Karanfiloğlu, M., & Sağlam, M. (2023). Medya okuryazarlığı, doğruluk kontrolü ve siber zorbalık: Bilgi doğrulama yöntemleri. Gümüşhane Üniversitesi İletişim Fakültesi Elektronik Dergisi, 11(1), 305–337. https://doi.org/10.19145/e-gifder.1189656
  • Kaygısız, E. G. (2020). Şiddetin e-hali: Siber zorbalık. TİHEK Akademik Dergi, 4(5), 161–174.
  • Keleş, A., & Tagay, Ö. (2025). Ergenlerin siber zorbalık düzeylerinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 73, 734–757. https://doi.org/10.21764/maeuefd.1543367
  • Lloret-Irles, D., Cabrera-Perona, V., Tirado-González, S., & Segura-Heras, J. V. (2022). Cyberbullying: Common predictors to cyber-victimisation and bystanding. International Journal of Environmental Research and Public Health, 19(23), 15750. https://doi.org/10.3390/ijerph192315750
  • Macaulay, P. J. R., Boulton, M. J., & Betts, L. R. (2018). Comparing early adolescents’ positive bystander responses to cyberbullying and traditional bullying: The impact of severity and gender. Journal of Technology in Behavioral Science, 4(3), 253–261. https://doi.org/10.1007/s41347-018-0082-2
  • Moxey, N., & Bussey, K. (2019). Styles of bystander intervention in cyberbullying incidents. International Journal of Bullying Prevention, 2(1), 6–15. https://doi.org/10.1007/s42380-019-00039-1
  • 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, 18(8), 1491–1507. https://doi.org/10.1177/1461444814563519
  • Olenik-Shemesh, D., Heiman, T., & Eden, S. (2015). Bystanders’ behavior in cyberbullying episodes. Journal of Interpersonal Violence, 32(1), 23–48. https://doi.org/10.1177/0886260515585531
  • Özdemir, E. Z., & Bektaş, M. (2021). Siber zorbalık üçgeni ölçeği: Geçerlilik ve güvenirlik çalışması. Sakarya Medical Journal, 11(3), 583–592. https://doi.org/10.31832/smj.823355
  • Özer, N., & Şad, S. N. (2021). Lise öğrencilerinde siber zorbalık, siber mağduriyet ve okul tükenmişliği. Millî Eğitim Dergisi, 50(229), 393–417.
  • Pabian, S., Vandebosch, H., Poels, K., Van Cleemput, K., & Bastiaensens, S. (2016). Exposure to cyberbullying as a bystander: An investigation of desensitization effects among early adolescents. Computers in Human Behavior, 62, 480–487. https://doi.org/10.1016/j.chb.2016.04.022
  • Polanco-Levicán, K., & Salvo-Garrido, S. (2021). Bystander roles in cyberbullying: A mini-review of who, how many, and why. Frontiers in Psychology, 12, 676787. https://doi.org/10.3389/fpsyg.2021.676787
  • Polat, Z. D., & Bayraktar, S. (2016). Ergenlerde siber zorbalık ve siber mağduriyet ile ilişkili değişkenlerin incelenmesi. Mediterranean Journal of Humanities, 6(1), 115–132. https://doi.org/10.13114/mjh.2016119293
  • Salı, J. B., Başak, B. E., & Akca, E. B. (2015). Cyberbullying among middle school students in Turkey. Anadolu Journal of Educational Sciences International, 5(2), 109–130. https://doi.org/10.18039/ajesi.59645
  • Semerci, A. (2017). Investigating the effects of personality traits on cyberbullying. Pegem Journal of Education and Instruction, 7(2), 211–230. https://doi.org/10.14527/pegegog.2017.008
  • Sipahi, E. (2020). Ortaokul öğrencilerinin siber zorbalık eğilimlerinin örgütsel yabancılaşma algılarına etkilerinin incelenmesi: Ankara ili örneği. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 34, 328–351. https://doi.org/10.14520/adyusbd.573415
  • Van Cleemput, K., Vandebosch, H., & Pabian, S. (2024). Personal characteristics and contextual factors that determine “helping,” “joining in,” and “doing nothing” when witnessing cyberbullying. Aggressive Behavior, 40(5), 383–396. https://doi.org/10.1002/ab.21534
  • Zhu, C., Huang, S., Evans, R., & Zhang, W. (2021). Cyberbullying among adolescents and children: A comprehensive review of the global situation, risk factors, and preventive measures. Frontiers in Public Health, 9, 634909. https://doi.org/10.3389/fpubh.2021.634909 “

Year 2025, Volume: 49 Issue: 3, 287 - 296, 28.11.2025

Banu İlayda Yarpuz , Mehmet Zafer Danış

Abstract

Project Number

1919B012327605

References

  • Akdeniz, B., & Doğan, A. (2024). Cyberbullying: Definition, prevalence, effects, risk and protective factors. Psikiyatride Güncel Yaklaşımlar, 16(3), 425–438. https://doi.org/10.18863/pgy.1325195
  • Alcántar-Nieblas, C., Valdés-Cuervo, A. A., Parra-Pérez, L. G., Álvarez-Montero, F. J., & García-Vázquez, F. I. (2024). Psychometric properties of the Styles of Bystander Defender Intervention Scale in cyberbullying: Its relationships with moral identity and cyberbullying. Revista Colombiana de Psicología, 33(1), 29–46. https://doi.org/10.15446/rcp.v33n1.105145
  • Awad, M. N., & Connors, E. H. (2023). Active bystandership by youth in the digital era: Microintervention strategies for responding to social media-based microaggressions and cyberbullying. Psychological Services, 20(3), 423–434. https://doi.org/10.1037/ser0000749
  • 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, Article 799. https://doi.org/10.3389/fpsyg.2018.00799
  • Bastiaensens, S., Pabian, S., Vandebosch, H., Poels, K., Van Cleemput, K., DeSmet, A., & De Bourdeaudhuij, I. (2015). From normative influence to social pressure: How relevant others affect whether bystanders join in cyberbullying. Social Development, 25(1), 193–211. https://doi.org/10.1111/sode.12134
  • Brody, N., & Vangelisti, A. L. (2015). Bystander intervention in cyberbullying. Communication Monographs, 83(1), 94–119. https://doi.org/10.1080/03637751.2015.1044256
  • Cengiz, C., Aydoğan, M., & Erduran, M. M. (2022). Investigation of bullying and cyberbullying behaviors of different branches in terms of some variables. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 20(2), 168–181. https://doi.org/10.33689/spormetre.1165347
  • DeSmet, A., Bastiaensens, S., Van Cleemput, K., Poels, K., Vandebosch, H., Cardon, G., & De Bourdeaudhuij, I. (2015). 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, 57, 398–415. https://doi.org/10.1016/j.chb.2015.12.051
  • DeSmet, A., Bastiaensens, S., Van Cleemput, K., Poels, K., Vandebosch, H., Deboutte, G., Herrewijn, L., Malliet, S., Pabian, S., Van Broeckhoven, F., De Troyer, O., Deglorie, G., Van Hoecke, S., Samyn, K., & De Bourdeaudhuij, I. (2017). The efficacy of the Friendly Attac serious digital game to promote prosocial bystander behavior in cyberbullying among young adolescents: A cluster-randomized controlled trial. Computers in Human Behavior, 78, 336–347. https://doi.org/10.1016/j.chb.2017.10.011
  • DeSmet, A., De Bourdeaudhuij, I., Walrave, M., & Vandebosch, H. (2019). Associations between bystander reactions to cyberbullying and victims’ emotional experiences and mental health. Cyberpsychology, Behavior, and Social Networking, 22(10), 648–656. https://doi.org/10.1089/cyber.2019.0031
  • Dönmez, O., & Akbulut, Y. (2016). Siber zorbalık çalışmalarında sosyal beğenirlik etmeni. Eğitim Teknolojisi Kuram ve Uygulama, 6(2), 1–17. https://doi.org/10.17943/etku.19033
  • Efe, Y. S., Erdem, E., & Vural, B. (2021). Cyberbullying and internet addiction in high school students. Bağımlılık Dergisi, 22(4), 465–473. https://doi.org/10.51982/bagimli.936930
  • Erdoğan, E. (2021). Digital literacy and cyberbullying: A correlational survey of secondary school students. International Journal of Field Education, 7(2), 61–76.
  • Erreygers, S., Pabian, S., Vandebosch, H., & Baillien, E. (2016). Helping behavior among adolescent bystanders of cyberbullying: The role of impulsivity. Learning and Individual Differences, 48, 61–67. https://doi.org/10.1016/j.lindif.2016.03.003
  • Fabris, M., Longobardi, C., Morese, R., & Marengo, D. (2022). Exploring multivariate profiles of psychological distress and empathy in early adolescent victims, bullies, and bystanders involved in cyberbullying episodes. International Journal of Environmental Research and Public Health, 19(16), 9871. https://doi.org/10.3390/ijerph19169871
  • González-Calatayud, V., & Espinosa, M. P. P. (2021). Role-based cyberbullying situations: Cybervictims, cyberaggressors and cyberbystanders. International Journal of Environmental Research and Public Health, 18(16), 8669. https://doi.org/10.3390/ijerph18168669
  • Gökbulut, B., & Akbaş, C. (2023). Ortaokul öğrencilerinin siber zorbalık düzeylerinin incelenmesi. e-International Journal of Educational Research, 14(5), 109–127. https://doi.org/10.19160/e-ijer.1336942
  • Gürkan, H., Atabay, E., & Gezgin, D. M. (2022). Lise öğrencileri arasında dijital şiddet: Siber zorbalık, akıllı telefon bağımlılığı ve medya okuryazarlık arasındaki ilişki. Trakya Eğitim Dergisi, 12(3), 1799–1820. https://doi.org/10.24315/tred.1115385
  • Hu, Y., Zhang, T., Shi, H., & Fan, C. (2023). 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, 14, 1196571. https://doi.org/10.3389/fpsyg.2023.1196571
  • Karanfiloğlu, M., & Sağlam, M. (2023). Medya okuryazarlığı, doğruluk kontrolü ve siber zorbalık: Bilgi doğrulama yöntemleri. Gümüşhane Üniversitesi İletişim Fakültesi Elektronik Dergisi, 11(1), 305–337. https://doi.org/10.19145/e-gifder.1189656
  • Kaygısız, E. G. (2020). Şiddetin e-hali: Siber zorbalık. TİHEK Akademik Dergi, 4(5), 161–174.
  • Keleş, A., & Tagay, Ö. (2025). Ergenlerin siber zorbalık düzeylerinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 73, 734–757. https://doi.org/10.21764/maeuefd.1543367
  • Lloret-Irles, D., Cabrera-Perona, V., Tirado-González, S., & Segura-Heras, J. V. (2022). Cyberbullying: Common predictors to cyber-victimisation and bystanding. International Journal of Environmental Research and Public Health, 19(23), 15750. https://doi.org/10.3390/ijerph192315750
  • Macaulay, P. J. R., Boulton, M. J., & Betts, L. R. (2018). Comparing early adolescents’ positive bystander responses to cyberbullying and traditional bullying: The impact of severity and gender. Journal of Technology in Behavioral Science, 4(3), 253–261. https://doi.org/10.1007/s41347-018-0082-2
  • Moxey, N., & Bussey, K. (2019). Styles of bystander intervention in cyberbullying incidents. International Journal of Bullying Prevention, 2(1), 6–15. https://doi.org/10.1007/s42380-019-00039-1
  • 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, 18(8), 1491–1507. https://doi.org/10.1177/1461444814563519
  • Olenik-Shemesh, D., Heiman, T., & Eden, S. (2015). Bystanders’ behavior in cyberbullying episodes. Journal of Interpersonal Violence, 32(1), 23–48. https://doi.org/10.1177/0886260515585531
  • Özdemir, E. Z., & Bektaş, M. (2021). Siber zorbalık üçgeni ölçeği: Geçerlilik ve güvenirlik çalışması. Sakarya Medical Journal, 11(3), 583–592. https://doi.org/10.31832/smj.823355
  • Özer, N., & Şad, S. N. (2021). Lise öğrencilerinde siber zorbalık, siber mağduriyet ve okul tükenmişliği. Millî Eğitim Dergisi, 50(229), 393–417.
  • Pabian, S., Vandebosch, H., Poels, K., Van Cleemput, K., & Bastiaensens, S. (2016). Exposure to cyberbullying as a bystander: An investigation of desensitization effects among early adolescents. Computers in Human Behavior, 62, 480–487. https://doi.org/10.1016/j.chb.2016.04.022
  • Polanco-Levicán, K., & Salvo-Garrido, S. (2021). Bystander roles in cyberbullying: A mini-review of who, how many, and why. Frontiers in Psychology, 12, 676787. https://doi.org/10.3389/fpsyg.2021.676787
  • Polat, Z. D., & Bayraktar, S. (2016). Ergenlerde siber zorbalık ve siber mağduriyet ile ilişkili değişkenlerin incelenmesi. Mediterranean Journal of Humanities, 6(1), 115–132. https://doi.org/10.13114/mjh.2016119293
  • Salı, J. B., Başak, B. E., & Akca, E. B. (2015). Cyberbullying among middle school students in Turkey. Anadolu Journal of Educational Sciences International, 5(2), 109–130. https://doi.org/10.18039/ajesi.59645
  • Semerci, A. (2017). Investigating the effects of personality traits on cyberbullying. Pegem Journal of Education and Instruction, 7(2), 211–230. https://doi.org/10.14527/pegegog.2017.008
  • Sipahi, E. (2020). Ortaokul öğrencilerinin siber zorbalık eğilimlerinin örgütsel yabancılaşma algılarına etkilerinin incelenmesi: Ankara ili örneği. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 34, 328–351. https://doi.org/10.14520/adyusbd.573415
  • Van Cleemput, K., Vandebosch, H., & Pabian, S. (2024). Personal characteristics and contextual factors that determine “helping,” “joining in,” and “doing nothing” when witnessing cyberbullying. Aggressive Behavior, 40(5), 383–396. https://doi.org/10.1002/ab.21534
  • Zhu, C., Huang, S., Evans, R., & Zhang, W. (2021). Cyberbullying among adolescents and children: A comprehensive review of the global situation, risk factors, and preventive measures. Frontiers in Public Health, 9, 634909. https://doi.org/10.3389/fpubh.2021.634909 “

Year 2025, Volume: 49 Issue: 3, 287 - 296, 28.11.2025

Banu İlayda Yarpuz , Mehmet Zafer Danış

Abstract

Project Number

1919B012327605

References

  • Akdeniz, B., & Doğan, A. (2024). Cyberbullying: Definition, prevalence, effects, risk and protective factors. Psikiyatride Güncel Yaklaşımlar, 16(3), 425–438. https://doi.org/10.18863/pgy.1325195
  • Alcántar-Nieblas, C., Valdés-Cuervo, A. A., Parra-Pérez, L. G., Álvarez-Montero, F. J., & García-Vázquez, F. I. (2024). Psychometric properties of the Styles of Bystander Defender Intervention Scale in cyberbullying: Its relationships with moral identity and cyberbullying. Revista Colombiana de Psicología, 33(1), 29–46. https://doi.org/10.15446/rcp.v33n1.105145
  • Awad, M. N., & Connors, E. H. (2023). Active bystandership by youth in the digital era: Microintervention strategies for responding to social media-based microaggressions and cyberbullying. Psychological Services, 20(3), 423–434. https://doi.org/10.1037/ser0000749
  • 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, Article 799. https://doi.org/10.3389/fpsyg.2018.00799
  • Bastiaensens, S., Pabian, S., Vandebosch, H., Poels, K., Van Cleemput, K., DeSmet, A., & De Bourdeaudhuij, I. (2015). From normative influence to social pressure: How relevant others affect whether bystanders join in cyberbullying. Social Development, 25(1), 193–211. https://doi.org/10.1111/sode.12134
  • Brody, N., & Vangelisti, A. L. (2015). Bystander intervention in cyberbullying. Communication Monographs, 83(1), 94–119. https://doi.org/10.1080/03637751.2015.1044256
  • Cengiz, C., Aydoğan, M., & Erduran, M. M. (2022). Investigation of bullying and cyberbullying behaviors of different branches in terms of some variables. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 20(2), 168–181. https://doi.org/10.33689/spormetre.1165347
  • DeSmet, A., Bastiaensens, S., Van Cleemput, K., Poels, K., Vandebosch, H., Cardon, G., & De Bourdeaudhuij, I. (2015). 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, 57, 398–415. https://doi.org/10.1016/j.chb.2015.12.051
  • DeSmet, A., Bastiaensens, S., Van Cleemput, K., Poels, K., Vandebosch, H., Deboutte, G., Herrewijn, L., Malliet, S., Pabian, S., Van Broeckhoven, F., De Troyer, O., Deglorie, G., Van Hoecke, S., Samyn, K., & De Bourdeaudhuij, I. (2017). The efficacy of the Friendly Attac serious digital game to promote prosocial bystander behavior in cyberbullying among young adolescents: A cluster-randomized controlled trial. Computers in Human Behavior, 78, 336–347. https://doi.org/10.1016/j.chb.2017.10.011
  • DeSmet, A., De Bourdeaudhuij, I., Walrave, M., & Vandebosch, H. (2019). Associations between bystander reactions to cyberbullying and victims’ emotional experiences and mental health. Cyberpsychology, Behavior, and Social Networking, 22(10), 648–656. https://doi.org/10.1089/cyber.2019.0031
  • Dönmez, O., & Akbulut, Y. (2016). Siber zorbalık çalışmalarında sosyal beğenirlik etmeni. Eğitim Teknolojisi Kuram ve Uygulama, 6(2), 1–17. https://doi.org/10.17943/etku.19033
  • Efe, Y. S., Erdem, E., & Vural, B. (2021). Cyberbullying and internet addiction in high school students. Bağımlılık Dergisi, 22(4), 465–473. https://doi.org/10.51982/bagimli.936930
  • Erdoğan, E. (2021). Digital literacy and cyberbullying: A correlational survey of secondary school students. International Journal of Field Education, 7(2), 61–76.
  • Erreygers, S., Pabian, S., Vandebosch, H., & Baillien, E. (2016). Helping behavior among adolescent bystanders of cyberbullying: The role of impulsivity. Learning and Individual Differences, 48, 61–67. https://doi.org/10.1016/j.lindif.2016.03.003
  • Fabris, M., Longobardi, C., Morese, R., & Marengo, D. (2022). Exploring multivariate profiles of psychological distress and empathy in early adolescent victims, bullies, and bystanders involved in cyberbullying episodes. International Journal of Environmental Research and Public Health, 19(16), 9871. https://doi.org/10.3390/ijerph19169871
  • González-Calatayud, V., & Espinosa, M. P. P. (2021). Role-based cyberbullying situations: Cybervictims, cyberaggressors and cyberbystanders. International Journal of Environmental Research and Public Health, 18(16), 8669. https://doi.org/10.3390/ijerph18168669
  • Gökbulut, B., & Akbaş, C. (2023). Ortaokul öğrencilerinin siber zorbalık düzeylerinin incelenmesi. e-International Journal of Educational Research, 14(5), 109–127. https://doi.org/10.19160/e-ijer.1336942
  • Gürkan, H., Atabay, E., & Gezgin, D. M. (2022). Lise öğrencileri arasında dijital şiddet: Siber zorbalık, akıllı telefon bağımlılığı ve medya okuryazarlık arasındaki ilişki. Trakya Eğitim Dergisi, 12(3), 1799–1820. https://doi.org/10.24315/tred.1115385
  • Hu, Y., Zhang, T., Shi, H., & Fan, C. (2023). 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, 14, 1196571. https://doi.org/10.3389/fpsyg.2023.1196571
  • Karanfiloğlu, M., & Sağlam, M. (2023). Medya okuryazarlığı, doğruluk kontrolü ve siber zorbalık: Bilgi doğrulama yöntemleri. Gümüşhane Üniversitesi İletişim Fakültesi Elektronik Dergisi, 11(1), 305–337. https://doi.org/10.19145/e-gifder.1189656
  • Kaygısız, E. G. (2020). Şiddetin e-hali: Siber zorbalık. TİHEK Akademik Dergi, 4(5), 161–174.
  • Keleş, A., & Tagay, Ö. (2025). Ergenlerin siber zorbalık düzeylerinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 73, 734–757. https://doi.org/10.21764/maeuefd.1543367
  • Lloret-Irles, D., Cabrera-Perona, V., Tirado-González, S., & Segura-Heras, J. V. (2022). Cyberbullying: Common predictors to cyber-victimisation and bystanding. International Journal of Environmental Research and Public Health, 19(23), 15750. https://doi.org/10.3390/ijerph192315750
  • Macaulay, P. J. R., Boulton, M. J., & Betts, L. R. (2018). Comparing early adolescents’ positive bystander responses to cyberbullying and traditional bullying: The impact of severity and gender. Journal of Technology in Behavioral Science, 4(3), 253–261. https://doi.org/10.1007/s41347-018-0082-2
  • Moxey, N., & Bussey, K. (2019). Styles of bystander intervention in cyberbullying incidents. International Journal of Bullying Prevention, 2(1), 6–15. https://doi.org/10.1007/s42380-019-00039-1
  • 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, 18(8), 1491–1507. https://doi.org/10.1177/1461444814563519
  • Olenik-Shemesh, D., Heiman, T., & Eden, S. (2015). Bystanders’ behavior in cyberbullying episodes. Journal of Interpersonal Violence, 32(1), 23–48. https://doi.org/10.1177/0886260515585531
  • Özdemir, E. Z., & Bektaş, M. (2021). Siber zorbalık üçgeni ölçeği: Geçerlilik ve güvenirlik çalışması. Sakarya Medical Journal, 11(3), 583–592. https://doi.org/10.31832/smj.823355
  • Özer, N., & Şad, S. N. (2021). Lise öğrencilerinde siber zorbalık, siber mağduriyet ve okul tükenmişliği. Millî Eğitim Dergisi, 50(229), 393–417.
  • Pabian, S., Vandebosch, H., Poels, K., Van Cleemput, K., & Bastiaensens, S. (2016). Exposure to cyberbullying as a bystander: An investigation of desensitization effects among early adolescents. Computers in Human Behavior, 62, 480–487. https://doi.org/10.1016/j.chb.2016.04.022
  • Polanco-Levicán, K., & Salvo-Garrido, S. (2021). Bystander roles in cyberbullying: A mini-review of who, how many, and why. Frontiers in Psychology, 12, 676787. https://doi.org/10.3389/fpsyg.2021.676787
  • Polat, Z. D., & Bayraktar, S. (2016). Ergenlerde siber zorbalık ve siber mağduriyet ile ilişkili değişkenlerin incelenmesi. Mediterranean Journal of Humanities, 6(1), 115–132. https://doi.org/10.13114/mjh.2016119293
  • Salı, J. B., Başak, B. E., & Akca, E. B. (2015). Cyberbullying among middle school students in Turkey. Anadolu Journal of Educational Sciences International, 5(2), 109–130. https://doi.org/10.18039/ajesi.59645
  • Semerci, A. (2017). Investigating the effects of personality traits on cyberbullying. Pegem Journal of Education and Instruction, 7(2), 211–230. https://doi.org/10.14527/pegegog.2017.008
  • Sipahi, E. (2020). Ortaokul öğrencilerinin siber zorbalık eğilimlerinin örgütsel yabancılaşma algılarına etkilerinin incelenmesi: Ankara ili örneği. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 34, 328–351. https://doi.org/10.14520/adyusbd.573415
  • Van Cleemput, K., Vandebosch, H., & Pabian, S. (2024). Personal characteristics and contextual factors that determine “helping,” “joining in,” and “doing nothing” when witnessing cyberbullying. Aggressive Behavior, 40(5), 383–396. https://doi.org/10.1002/ab.21534
  • Zhu, C., Huang, S., Evans, R., & Zhang, W. (2021). Cyberbullying among adolescents and children: A comprehensive review of the global situation, risk factors, and preventive measures. Frontiers in Public Health, 9, 634909. https://doi.org/10.3389/fpubh.2021.634909 “

The Role of the Bystander in the Cyberbullying Triangle: A Study on University Students

Year 2025, Volume: 49 Issue: 3, 287 - 296, 28.11.2025

Banu İlayda Yarpuz , Mehmet Zafer Danış

Abstract

This study examines cyberbullying—one of the most prevalent psycho-social issues of the digital age—beyond the traditional bully–victim dichotomy, within the framework of the “cyberbullying triangle” (bully, victim, bystander) model. The primary aim is to shed light on the multidimensional and active role of the cyber bystander, who is often positioned in the literature as a passive observer. The research was designed using a correlational survey model, and the sample consisted of 377 undergraduate students (%52 male, %48 female) enrolled at Sakarya University. Data were collected through a demographic information form and the “Cyberbullying Triangle Scale” developed by Özdemir and Bektaş (2021). Parametric statistical tests, including Independent Samples t-Test and One-Way Analysis of Variance (ANOVA), were employed for data analysis. Findings indicate that male students’ tendency to engage in cyberbullying is statistically significantly higher than that of female students (p <0.05). The most noteworthy result of the study is that students who witnessed cyberbullying incidents (cyber bystanders) scored significantly higher on both cyberbullying perpetration and cyber victimization compared to those who did not witness such incidents (p <0.05). This result demonstrates that cyber bystanders are not neutral observers but hold a key role within the bullying cycle, with the potential to act as both perpetrators and victims. In this context, it is concluded that preventive and intervention programs should not only focus on bullies and victims but also prioritize raising awareness, empowering bystanders, and encouraging prosocial intervention behaviors.

Keywords

cyberbullying cyber bystander cyberbullying triangle empathy digital citizenship

Project Number

1919B012327605

References

  • Akdeniz, B., & Doğan, A. (2024). Cyberbullying: Definition, prevalence, effects, risk and protective factors. Psikiyatride Güncel Yaklaşımlar, 16(3), 425–438. https://doi.org/10.18863/pgy.1325195
  • Alcántar-Nieblas, C., Valdés-Cuervo, A. A., Parra-Pérez, L. G., Álvarez-Montero, F. J., & García-Vázquez, F. I. (2024). Psychometric properties of the Styles of Bystander Defender Intervention Scale in cyberbullying: Its relationships with moral identity and cyberbullying. Revista Colombiana de Psicología, 33(1), 29–46. https://doi.org/10.15446/rcp.v33n1.105145
  • Awad, M. N., & Connors, E. H. (2023). Active bystandership by youth in the digital era: Microintervention strategies for responding to social media-based microaggressions and cyberbullying. Psychological Services, 20(3), 423–434. https://doi.org/10.1037/ser0000749
  • 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, Article 799. https://doi.org/10.3389/fpsyg.2018.00799
  • Bastiaensens, S., Pabian, S., Vandebosch, H., Poels, K., Van Cleemput, K., DeSmet, A., & De Bourdeaudhuij, I. (2015). From normative influence to social pressure: How relevant others affect whether bystanders join in cyberbullying. Social Development, 25(1), 193–211. https://doi.org/10.1111/sode.12134
  • Brody, N., & Vangelisti, A. L. (2015). Bystander intervention in cyberbullying. Communication Monographs, 83(1), 94–119. https://doi.org/10.1080/03637751.2015.1044256
  • Cengiz, C., Aydoğan, M., & Erduran, M. M. (2022). Investigation of bullying and cyberbullying behaviors of different branches in terms of some variables. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 20(2), 168–181. https://doi.org/10.33689/spormetre.1165347
  • DeSmet, A., Bastiaensens, S., Van Cleemput, K., Poels, K., Vandebosch, H., Cardon, G., & De Bourdeaudhuij, I. (2015). 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, 57, 398–415. https://doi.org/10.1016/j.chb.2015.12.051
  • DeSmet, A., Bastiaensens, S., Van Cleemput, K., Poels, K., Vandebosch, H., Deboutte, G., Herrewijn, L., Malliet, S., Pabian, S., Van Broeckhoven, F., De Troyer, O., Deglorie, G., Van Hoecke, S., Samyn, K., & De Bourdeaudhuij, I. (2017). The efficacy of the Friendly Attac serious digital game to promote prosocial bystander behavior in cyberbullying among young adolescents: A cluster-randomized controlled trial. Computers in Human Behavior, 78, 336–347. https://doi.org/10.1016/j.chb.2017.10.011
  • DeSmet, A., De Bourdeaudhuij, I., Walrave, M., & Vandebosch, H. (2019). Associations between bystander reactions to cyberbullying and victims’ emotional experiences and mental health. Cyberpsychology, Behavior, and Social Networking, 22(10), 648–656. https://doi.org/10.1089/cyber.2019.0031
  • Dönmez, O., & Akbulut, Y. (2016). Siber zorbalık çalışmalarında sosyal beğenirlik etmeni. Eğitim Teknolojisi Kuram ve Uygulama, 6(2), 1–17. https://doi.org/10.17943/etku.19033
  • Efe, Y. S., Erdem, E., & Vural, B. (2021). Cyberbullying and internet addiction in high school students. Bağımlılık Dergisi, 22(4), 465–473. https://doi.org/10.51982/bagimli.936930
  • Erdoğan, E. (2021). Digital literacy and cyberbullying: A correlational survey of secondary school students. International Journal of Field Education, 7(2), 61–76.
  • Erreygers, S., Pabian, S., Vandebosch, H., & Baillien, E. (2016). Helping behavior among adolescent bystanders of cyberbullying: The role of impulsivity. Learning and Individual Differences, 48, 61–67. https://doi.org/10.1016/j.lindif.2016.03.003
  • Fabris, M., Longobardi, C., Morese, R., & Marengo, D. (2022). Exploring multivariate profiles of psychological distress and empathy in early adolescent victims, bullies, and bystanders involved in cyberbullying episodes. International Journal of Environmental Research and Public Health, 19(16), 9871. https://doi.org/10.3390/ijerph19169871
  • González-Calatayud, V., & Espinosa, M. P. P. (2021). Role-based cyberbullying situations: Cybervictims, cyberaggressors and cyberbystanders. International Journal of Environmental Research and Public Health, 18(16), 8669. https://doi.org/10.3390/ijerph18168669
  • Gökbulut, B., & Akbaş, C. (2023). Ortaokul öğrencilerinin siber zorbalık düzeylerinin incelenmesi. e-International Journal of Educational Research, 14(5), 109–127. https://doi.org/10.19160/e-ijer.1336942
  • Gürkan, H., Atabay, E., & Gezgin, D. M. (2022). Lise öğrencileri arasında dijital şiddet: Siber zorbalık, akıllı telefon bağımlılığı ve medya okuryazarlık arasındaki ilişki. Trakya Eğitim Dergisi, 12(3), 1799–1820. https://doi.org/10.24315/tred.1115385
  • Hu, Y., Zhang, T., Shi, H., & Fan, C. (2023). 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, 14, 1196571. https://doi.org/10.3389/fpsyg.2023.1196571
  • Karanfiloğlu, M., & Sağlam, M. (2023). Medya okuryazarlığı, doğruluk kontrolü ve siber zorbalık: Bilgi doğrulama yöntemleri. Gümüşhane Üniversitesi İletişim Fakültesi Elektronik Dergisi, 11(1), 305–337. https://doi.org/10.19145/e-gifder.1189656
  • Kaygısız, E. G. (2020). Şiddetin e-hali: Siber zorbalık. TİHEK Akademik Dergi, 4(5), 161–174.
  • Keleş, A., & Tagay, Ö. (2025). Ergenlerin siber zorbalık düzeylerinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 73, 734–757. https://doi.org/10.21764/maeuefd.1543367
  • Lloret-Irles, D., Cabrera-Perona, V., Tirado-González, S., & Segura-Heras, J. V. (2022). Cyberbullying: Common predictors to cyber-victimisation and bystanding. International Journal of Environmental Research and Public Health, 19(23), 15750. https://doi.org/10.3390/ijerph192315750
  • Macaulay, P. J. R., Boulton, M. J., & Betts, L. R. (2018). Comparing early adolescents’ positive bystander responses to cyberbullying and traditional bullying: The impact of severity and gender. Journal of Technology in Behavioral Science, 4(3), 253–261. https://doi.org/10.1007/s41347-018-0082-2
  • Moxey, N., & Bussey, K. (2019). Styles of bystander intervention in cyberbullying incidents. International Journal of Bullying Prevention, 2(1), 6–15. https://doi.org/10.1007/s42380-019-00039-1
  • 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, 18(8), 1491–1507. https://doi.org/10.1177/1461444814563519
  • Olenik-Shemesh, D., Heiman, T., & Eden, S. (2015). Bystanders’ behavior in cyberbullying episodes. Journal of Interpersonal Violence, 32(1), 23–48. https://doi.org/10.1177/0886260515585531
  • Özdemir, E. Z., & Bektaş, M. (2021). Siber zorbalık üçgeni ölçeği: Geçerlilik ve güvenirlik çalışması. Sakarya Medical Journal, 11(3), 583–592. https://doi.org/10.31832/smj.823355
  • Özer, N., & Şad, S. N. (2021). Lise öğrencilerinde siber zorbalık, siber mağduriyet ve okul tükenmişliği. Millî Eğitim Dergisi, 50(229), 393–417.
  • Pabian, S., Vandebosch, H., Poels, K., Van Cleemput, K., & Bastiaensens, S. (2016). Exposure to cyberbullying as a bystander: An investigation of desensitization effects among early adolescents. Computers in Human Behavior, 62, 480–487. https://doi.org/10.1016/j.chb.2016.04.022
  • Polanco-Levicán, K., & Salvo-Garrido, S. (2021). Bystander roles in cyberbullying: A mini-review of who, how many, and why. Frontiers in Psychology, 12, 676787. https://doi.org/10.3389/fpsyg.2021.676787
  • Polat, Z. D., & Bayraktar, S. (2016). Ergenlerde siber zorbalık ve siber mağduriyet ile ilişkili değişkenlerin incelenmesi. Mediterranean Journal of Humanities, 6(1), 115–132. https://doi.org/10.13114/mjh.2016119293
  • Salı, J. B., Başak, B. E., & Akca, E. B. (2015). Cyberbullying among middle school students in Turkey. Anadolu Journal of Educational Sciences International, 5(2), 109–130. https://doi.org/10.18039/ajesi.59645
  • Semerci, A. (2017). Investigating the effects of personality traits on cyberbullying. Pegem Journal of Education and Instruction, 7(2), 211–230. https://doi.org/10.14527/pegegog.2017.008
  • Sipahi, E. (2020). Ortaokul öğrencilerinin siber zorbalık eğilimlerinin örgütsel yabancılaşma algılarına etkilerinin incelenmesi: Ankara ili örneği. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 34, 328–351. https://doi.org/10.14520/adyusbd.573415
  • Van Cleemput, K., Vandebosch, H., & Pabian, S. (2024). Personal characteristics and contextual factors that determine “helping,” “joining in,” and “doing nothing” when witnessing cyberbullying. Aggressive Behavior, 40(5), 383–396. https://doi.org/10.1002/ab.21534
  • Zhu, C., Huang, S., Evans, R., & Zhang, W. (2021). Cyberbullying among adolescents and children: A comprehensive review of the global situation, risk factors, and preventive measures. Frontiers in Public Health, 9, 634909. https://doi.org/10.3389/fpubh.2021.634909 “

SİBER ZORBALIK ÜÇGENİNDE SEYİRCİNİN ROLÜ: ÜNİVERSİTE ÖĞRENCİLERİ ÜZERİNE BİR ARAŞTIRMA

Year 2025, Volume: 49 Issue: 3, 287 - 296, 28.11.2025

Banu İlayda Yarpuz , Mehmet Zafer Danış

Abstract

Bu araştırma, dijital çağın en yaygın psiko-sosyal sorunlarından biri olan siber zorbalığı, geleneksel zorba-mağdur diyalektiğinin ötesinde, “siber zorbalık üçgeni” (zorba, mağdur, seyirci) modeli çerçevesinde incelemektedir. Çalışmanın temel amacı, literatürde sıklıkla pasif bir gözlemci olarak konumlandırılan siber seyircinin, bu dinamikteki çok boyutlu ve aktif rolünü aydınlatmaktır. İlişkisel tarama desenine göre yapılandırılan araştırmanın örneklemini, Sakarya Üniversitesi’nde öğrenim gören 377 (%52 erkek, %48 kadın) üniversite öğrencisi oluşturmaktadır. Veriler, demografik bilgi formu ve Özdemir ve Bektaş (2021) tarafından geliştirilen “Siber Zorbalık Üçgeni Ölçeği” aracılığıyla toplanmıştır. Verilerin analizinde Bağımsız Örneklemler t-Testi ve Tek Yönlü Varyans Analizi (ANOVA) gibi parametrik testlerden yararlanılmıştır. Araştırma bulguları, erkek öğrencilerin siber zorbalık yapma eğilimlerinin kadın öğrencilere kıyasla istatistiksel olarak anlamlı düzeyde daha yüksek olduğunu göstermektedir (p <0,05). Çalışmanın en dikkat çekici bulgusu, siber zorbalık olaylarına tanıklık eden (siber seyirci) öğrencilerin, tanıklık etmeyenlere göre hem siber zorbalık yapma hem de siber mağduriyet yaşama puanlarının anlamlı derecede daha yüksek olduğunun tespit edilmesidir (p <0,05). Bu sonuç, siber seyircinin tarafsız bir gözlemci konumunda olmadığını, bilakis zorbalık döngüsünün içinde aktif olarak yer alan hem fail hem de mağdur olma potansiyeli taşıyan kilit bir role sahip olduğunu göstermektedir. Bu bağlamda, önleyici ve müdahaleye yönelik programların yalnızca zorba ve mağdurlara değil, özellikle seyircilerin bilinçlendirilmesi, güçlendirilmesi ve prososyal müdahaleye teşvik edilmesine odaklanması gerektiği sonucuna varılmıştır.

Keywords

siber zorbalık siber seyirci siber zorbalık üçgeni empati dijital vatandaşlık

Ethical Statement

Araştırma, Sakarya Üniversitesi Sosyal ve Beşerî Bilimler Etik Kurulu’nun 17/04/2024 tarihli, 68 sayılı toplantısının, “34” nolu kararıyla yürütülmüştür.

Project Number

1919B012327605

References

  • Akdeniz, B., & Doğan, A. (2024). Cyberbullying: Definition, prevalence, effects, risk and protective factors. Psikiyatride Güncel Yaklaşımlar, 16(3), 425–438. https://doi.org/10.18863/pgy.1325195
  • Alcántar-Nieblas, C., Valdés-Cuervo, A. A., Parra-Pérez, L. G., Álvarez-Montero, F. J., & García-Vázquez, F. I. (2024). Psychometric properties of the Styles of Bystander Defender Intervention Scale in cyberbullying: Its relationships with moral identity and cyberbullying. Revista Colombiana de Psicología, 33(1), 29–46. https://doi.org/10.15446/rcp.v33n1.105145
  • Awad, M. N., & Connors, E. H. (2023). Active bystandership by youth in the digital era: Microintervention strategies for responding to social media-based microaggressions and cyberbullying. Psychological Services, 20(3), 423–434. https://doi.org/10.1037/ser0000749
  • 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, Article 799. https://doi.org/10.3389/fpsyg.2018.00799
  • Bastiaensens, S., Pabian, S., Vandebosch, H., Poels, K., Van Cleemput, K., DeSmet, A., & De Bourdeaudhuij, I. (2015). From normative influence to social pressure: How relevant others affect whether bystanders join in cyberbullying. Social Development, 25(1), 193–211. https://doi.org/10.1111/sode.12134
  • Brody, N., & Vangelisti, A. L. (2015). Bystander intervention in cyberbullying. Communication Monographs, 83(1), 94–119. https://doi.org/10.1080/03637751.2015.1044256
  • Cengiz, C., Aydoğan, M., & Erduran, M. M. (2022). Investigation of bullying and cyberbullying behaviors of different branches in terms of some variables. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 20(2), 168–181. https://doi.org/10.33689/spormetre.1165347
  • DeSmet, A., Bastiaensens, S., Van Cleemput, K., Poels, K., Vandebosch, H., Cardon, G., & De Bourdeaudhuij, I. (2015). 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, 57, 398–415. https://doi.org/10.1016/j.chb.2015.12.051
  • DeSmet, A., Bastiaensens, S., Van Cleemput, K., Poels, K., Vandebosch, H., Deboutte, G., Herrewijn, L., Malliet, S., Pabian, S., Van Broeckhoven, F., De Troyer, O., Deglorie, G., Van Hoecke, S., Samyn, K., & De Bourdeaudhuij, I. (2017). The efficacy of the Friendly Attac serious digital game to promote prosocial bystander behavior in cyberbullying among young adolescents: A cluster-randomized controlled trial. Computers in Human Behavior, 78, 336–347. https://doi.org/10.1016/j.chb.2017.10.011
  • DeSmet, A., De Bourdeaudhuij, I., Walrave, M., & Vandebosch, H. (2019). Associations between bystander reactions to cyberbullying and victims’ emotional experiences and mental health. Cyberpsychology, Behavior, and Social Networking, 22(10), 648–656. https://doi.org/10.1089/cyber.2019.0031
  • Dönmez, O., & Akbulut, Y. (2016). Siber zorbalık çalışmalarında sosyal beğenirlik etmeni. Eğitim Teknolojisi Kuram ve Uygulama, 6(2), 1–17. https://doi.org/10.17943/etku.19033
  • Efe, Y. S., Erdem, E., & Vural, B. (2021). Cyberbullying and internet addiction in high school students. Bağımlılık Dergisi, 22(4), 465–473. https://doi.org/10.51982/bagimli.936930
  • Erdoğan, E. (2021). Digital literacy and cyberbullying: A correlational survey of secondary school students. International Journal of Field Education, 7(2), 61–76.
  • Erreygers, S., Pabian, S., Vandebosch, H., & Baillien, E. (2016). Helping behavior among adolescent bystanders of cyberbullying: The role of impulsivity. Learning and Individual Differences, 48, 61–67. https://doi.org/10.1016/j.lindif.2016.03.003
  • Fabris, M., Longobardi, C., Morese, R., & Marengo, D. (2022). Exploring multivariate profiles of psychological distress and empathy in early adolescent victims, bullies, and bystanders involved in cyberbullying episodes. International Journal of Environmental Research and Public Health, 19(16), 9871. https://doi.org/10.3390/ijerph19169871
  • González-Calatayud, V., & Espinosa, M. P. P. (2021). Role-based cyberbullying situations: Cybervictims, cyberaggressors and cyberbystanders. International Journal of Environmental Research and Public Health, 18(16), 8669. https://doi.org/10.3390/ijerph18168669
  • Gökbulut, B., & Akbaş, C. (2023). Ortaokul öğrencilerinin siber zorbalık düzeylerinin incelenmesi. e-International Journal of Educational Research, 14(5), 109–127. https://doi.org/10.19160/e-ijer.1336942
  • Gürkan, H., Atabay, E., & Gezgin, D. M. (2022). Lise öğrencileri arasında dijital şiddet: Siber zorbalık, akıllı telefon bağımlılığı ve medya okuryazarlık arasındaki ilişki. Trakya Eğitim Dergisi, 12(3), 1799–1820. https://doi.org/10.24315/tred.1115385
  • Hu, Y., Zhang, T., Shi, H., & Fan, C. (2023). 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, 14, 1196571. https://doi.org/10.3389/fpsyg.2023.1196571
  • Karanfiloğlu, M., & Sağlam, M. (2023). Medya okuryazarlığı, doğruluk kontrolü ve siber zorbalık: Bilgi doğrulama yöntemleri. Gümüşhane Üniversitesi İletişim Fakültesi Elektronik Dergisi, 11(1), 305–337. https://doi.org/10.19145/e-gifder.1189656
  • Kaygısız, E. G. (2020). Şiddetin e-hali: Siber zorbalık. TİHEK Akademik Dergi, 4(5), 161–174.
  • Keleş, A., & Tagay, Ö. (2025). Ergenlerin siber zorbalık düzeylerinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 73, 734–757. https://doi.org/10.21764/maeuefd.1543367
  • Lloret-Irles, D., Cabrera-Perona, V., Tirado-González, S., & Segura-Heras, J. V. (2022). Cyberbullying: Common predictors to cyber-victimisation and bystanding. International Journal of Environmental Research and Public Health, 19(23), 15750. https://doi.org/10.3390/ijerph192315750
  • Macaulay, P. J. R., Boulton, M. J., & Betts, L. R. (2018). Comparing early adolescents’ positive bystander responses to cyberbullying and traditional bullying: The impact of severity and gender. Journal of Technology in Behavioral Science, 4(3), 253–261. https://doi.org/10.1007/s41347-018-0082-2
  • Moxey, N., & Bussey, K. (2019). Styles of bystander intervention in cyberbullying incidents. International Journal of Bullying Prevention, 2(1), 6–15. https://doi.org/10.1007/s42380-019-00039-1
  • 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, 18(8), 1491–1507. https://doi.org/10.1177/1461444814563519
  • Olenik-Shemesh, D., Heiman, T., & Eden, S. (2015). Bystanders’ behavior in cyberbullying episodes. Journal of Interpersonal Violence, 32(1), 23–48. https://doi.org/10.1177/0886260515585531
  • Özdemir, E. Z., & Bektaş, M. (2021). Siber zorbalık üçgeni ölçeği: Geçerlilik ve güvenirlik çalışması. Sakarya Medical Journal, 11(3), 583–592. https://doi.org/10.31832/smj.823355
  • Özer, N., & Şad, S. N. (2021). Lise öğrencilerinde siber zorbalık, siber mağduriyet ve okul tükenmişliği. Millî Eğitim Dergisi, 50(229), 393–417.
  • Pabian, S., Vandebosch, H., Poels, K., Van Cleemput, K., & Bastiaensens, S. (2016). Exposure to cyberbullying as a bystander: An investigation of desensitization effects among early adolescents. Computers in Human Behavior, 62, 480–487. https://doi.org/10.1016/j.chb.2016.04.022
  • Polanco-Levicán, K., & Salvo-Garrido, S. (2021). Bystander roles in cyberbullying: A mini-review of who, how many, and why. Frontiers in Psychology, 12, 676787. https://doi.org/10.3389/fpsyg.2021.676787
  • Polat, Z. D., & Bayraktar, S. (2016). Ergenlerde siber zorbalık ve siber mağduriyet ile ilişkili değişkenlerin incelenmesi. Mediterranean Journal of Humanities, 6(1), 115–132. https://doi.org/10.13114/mjh.2016119293
  • Salı, J. B., Başak, B. E., & Akca, E. B. (2015). Cyberbullying among middle school students in Turkey. Anadolu Journal of Educational Sciences International, 5(2), 109–130. https://doi.org/10.18039/ajesi.59645
  • Semerci, A. (2017). Investigating the effects of personality traits on cyberbullying. Pegem Journal of Education and Instruction, 7(2), 211–230. https://doi.org/10.14527/pegegog.2017.008
  • Sipahi, E. (2020). Ortaokul öğrencilerinin siber zorbalık eğilimlerinin örgütsel yabancılaşma algılarına etkilerinin incelenmesi: Ankara ili örneği. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 34, 328–351. https://doi.org/10.14520/adyusbd.573415
  • Van Cleemput, K., Vandebosch, H., & Pabian, S. (2024). Personal characteristics and contextual factors that determine “helping,” “joining in,” and “doing nothing” when witnessing cyberbullying. Aggressive Behavior, 40(5), 383–396. https://doi.org/10.1002/ab.21534
  • Zhu, C., Huang, S., Evans, R., & Zhang, W. (2021). Cyberbullying among adolescents and children: A comprehensive review of the global situation, risk factors, and preventive measures. Frontiers in Public Health, 9, 634909. https://doi.org/10.3389/fpubh.2021.634909 “
There are 37 citations in total.

Details

Primary Language Turkish
Subjects Counselling, Wellbeing and Community Services, Social Work (Other)
Journal Section Research Article
Authors

Banu İlayda Yarpuz 0009-0003-4843-0659

Mehmet Zafer Danış 0000-0001-6214-2643

Project Number 1919B012327605
Publication Date November 28, 2025
Submission Date August 12, 2025
Acceptance Date October 10, 2025
Published in Issue Year 2025 Volume: 49 Issue: 3

Cite

APA Yarpuz, B. İ., & Danış, M. Z. (2025). SİBER ZORBALIK ÜÇGENİNDE SEYİRCİNİN ROLÜ: ÜNİVERSİTE ÖĞRENCİLERİ ÜZERİNE BİR ARAŞTIRMA. Cumhuriyet Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, 49(3), 287-296.
 Download Cover Image

.