Do i really need to help?! Perceived severity of cyberbullying, victim blaming, and bystanders’ willingness to help the victim
Open accessAbstract
Whether bystanders in cyberbullying help a victim or remain passive is based on multilayered cognitive processes. In particular, perceiving and interpreting an incident as an emergency situation, realizing one’s own responsibility to intervene, and forming the intention to help are crucial preconditions for bystander interventions. The characteristics of information and communication technologies (ICTs) change and hamper these cognitive processes. Information and cues that guide individuals’ reactions to offline victimization are missing in many online environments (e.g., seeing a victim’s suffering). By applying a scenario-based experiment (n = 240; 62% female; Mage = 21.3), we investigate how cyberbullying incidents with differing degrees of severity (insults only vs. insults and threats) affect bystanders’ perception of the incident, their tendency to blame the victim, and finally their reactions to cyber victimization (i.e., willingness to help). Our results showed that participants evaluated an incident that included threats and insults (as compared to insults only) as more severe; this in turn was related to a higher willingness to help the victim. In contrast, a seemingly less severe incident (containing insults only) fostered participants’ tendency to ascribe (at least partial) blame for the incident to the victim. This victim blaming correlated with a lower tendency to support the victim. In conclusion, victims of seemingly less serious incidents in particular are at risk of experiencing prolonged suffering because bystanders fail to identify the emergency character of the situation and refuse to help.
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Bystanders are less likely to intervene or provide support when blame was attributed towards the victim.
“Such attitudes can have considerable implications, as bystanders are less likely to intervene or provide support when blame was attributed towards the victim (121).”
From A thematic analysis of adolescents’ perceptions of cyberbullying and cyberaggression: definitional distinctions and educational gaps (2026) · cites this paper as [121]
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- Authors
- Koehler, C., & Weber, M.
- Affiliations
- Johannes Gutenberg University Mainz (DE)
- ORCID
- Weber, Mathias
- Venue
- Cyberpsychology Journal of Psychosocial Research on Cyberspace
- Publisher
- Masaryk University Press
- Published
- 2018-12-29
- Volume
- 12
- Issue
- 4
- ISSN
- 1802-7962 (ISSN-L)
- OpenAlex
- W2907567686
- Cited by
- 49
- References
- 49
- Citations by year
- 2026: 7 · 2025: 3 · 2024: 10 · 2023: 6 · 2022: 9 · 2021: 5 · 2020: 8 · 2018: 1
- FWCI
- 4.75
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc-nd
- Locations
- Cyberpsychology Journal of Psychosocial Research on Cyberspace (publishedVersion, cc-by-nc-nd)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Physical Sciences › Computer Science › Artificial Intelligence › Hate Speech and Cyberbullying Detection
- Social Sciences › Sociology and Political Science › Workplace Violence and Bullying
- Keywords
- cyberbullying, bystander intervention, perceived severity, victim blaming, willingness to help, cyber victimization, bystander responsibility
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