%0 Journal Article
%T The roles of teacher and parental support on adolescent cyber-bystander behaviors: a path analysis.
%A Chen Q
%A Wu Q
%J Front Psychol
%V 15
%N 0
%D 2024
%M 38840750
%F 4.232
%R 10.3389/fpsyg.2024.1374071
%X <B>UNASSIGNED: </B>The role of bystanders in cyberbullying situations is critical, with the potential to significantly influence outcomes. Bystanders who demonstrate positive behaviors-such as reporting incidents or supporting victims-can help to mitigate the damaging effects of cyberbullying. Based on the Social Cognitive Theory, this study seeks to address the psychosocial mechanisms that underlie positive cyber-bystander behaviors.<BR><B>UNASSIGNED: </B>A total of 1,716 students in Grades 8-12 from three secondary schools in China participated in this study. Path analysis was utilized to delineate the relationships between internet self-efficacy, empathy, teacher and parental support, and cyber-bystander behaviors.<BR><B>UNASSIGNED: </B>Adolescents who received greater support from teachers were more likely to demonstrate increased internet self-efficacy and empathy. In contrast, higher levels of parental warmth were associated with lower levels of internet self-efficacy. Teacher support and parental warmth exerted an indirect effect on positive bystander behaviors through empathy.<BR><B>UNASSIGNED: </B>The importance of parental warmth paired with Internet self-efficacy in preventing online interpersonal violence and motivate active bystander behaviors is considerable. We recommend adopting a nuanced approach that differentiates between empathy and internet self-efficacy in cyber-bystander research.