Students’ judgments on different cyberbullying incidents: the relationship between moral philosophy and intention to engage

This article draws on moral theory to explore how 415 adolescents made decisions when confronted with cyberbullying events and further examines whether adolescents with different individual factors (i.e., gender and educational level) have differences in moral philosophy and cyberbullying intention....

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Bibliographic Details
Published in:European journal of psychology of education 2023-09, Vol.38 (3), p.989-1009
Main Authors: Luo, Yi Fang, Zhang, Sining, Yang, Shu Ching, Huang, Chiao Ling
Format: Article
Language:English
Subjects:
Academic misconduct
Adolescents
Behavior
Bullying
Computer Mediated Communication
Culture
Cyberbullying
Decision making
Education
Educational Policy
Educational Psychology
Educational Research
Ethical Instruction
Gender
Gender Differences
Individual Differences
Intention
Moral Values
Pedagogic Psychology
Philosophy
Social networks
Social norms
Student Attitudes
Students
Teenagers
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Summary:This article draws on moral theory to explore how 415 adolescents made decisions when confronted with cyberbullying events and further examines whether adolescents with different individual factors (i.e., gender and educational level) have differences in moral philosophy and cyberbullying intention. A scenario-type questionnaire including three cyberbullying events (harassment, denigration and exclusion) was employed to investigate how students apply five moral philosophies in different cyberbullying cases and their engagement intentions in these activities. The results indicated that adolescents adopted a mixed moral philosophy to evaluate cyberbullying events. Females were more inclined to adopt stricter moral equity and relativism to evaluate cyberbullying incidents, while males possessed stronger cyberbullying intention in all scenarios. Junior high school participants tended to believe that all types of cyberbullying are less beneficial to them than university participants. In addition, five moral philosophies can conjointly forecast intentions in three scenarios, accounting for 42 to 57% of the variance. Among them, moral equity is a common predictor. Based on the results, recommendations are provided to reduce the possibility of cyberbullying occurrence by strengthening the content of moral education.
ISSN:0256-2928
1878-5174
DOI:10.1007/s10212-022-00636-7