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Examining Cyberbullying Bystander Behavior Using a Multiple Goals Perspective

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Examining Cyberbullying Bystander Behavior Using a Multiple Goals Perspective University of Kentucky UKnowledge Theses and Dissertations--Communication Communication 2014 Examining Cyberbullying Bystander Behavior Using a Multiple Goals Perspective Sarah E. Jones University of Kentucky, [email protected] Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Jones, Sarah E., "Examining Cyberbullying Bystander Behavior Using a Multiple Goals Perspective" (2014). Theses and Dissertations--Communication. 22. https://uknowledge.uky.edu/comm_etds/22 This Master's Thesis is brought to you for free and open access by the Communication at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--Communication by an authorized administrator of UKnowledge. For more information, please contact [email protected]. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known. I agree that the document mentioned above may be made available immediately for worldwide access unless an embargo applies. I retain all other ownership rights to the copyright of my work. I also retain the right to use in future works (such as articles or books) all or part of my work. I understand that I am free to register the copyright to my work. REVIEW, APPROVAL AND ACCEPTANCE The document mentioned above has been reviewed and accepted by the student’s advisor, on behalf of the advisory committee, and by the Director of Graduate Studies (DGS), on behalf of the program; we verify that this is the final, approved version of the student’s thesis including all changes required by the advisory committee. The undersigned agree to abide by the statements above. Sarah E. Jones, Student Dr. Matthew W. Savage, Major Professor Dr. Timothy Sellnow, Director of Graduate Studies EXAMINING CYBERBULLYING BYSTANDER BEHAVIOR USING A A MULTIPLE GOALS PERSPECTIVE _________________________________________ THESIS __________________________________________ A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in the College of Communication and Information at the University of Kentucky By Sarah E. Jones Lexington, Kentucky Director: Dr. Matthew W. Savage, Assistant Professor of Communication Lexington, Kentucky 2014 Copyright © Sarah E. Jones 2014 ABSTRACT OF THESIS EXAMINING CYBERBULLYING BYSTANDER BEHAVIOR USING A MULTIPLE GOALS PERSPECTIVE Cyberbullying, defined as any behavior performed through electronic or digital media by individuals or groups that repeatedly communicates hostile or aggressive messages intended to inflict harm or discomfort on others, is a widespread problem. Bystanders play an integral role in the initiation, maintenance, and prolonged presence of such aggressive behaviors, but have thus far been overlooked in cyberbullying literature. Cyberbullying bystanders are defined in this study as those who witness cyberbullying, either within or outside their personal social network(s) and whose available responses range from inaction to intervention. Operating from a social-ecological perspective and guided by multiple goals theories, this study used focus group methodology and found that cyberbullying bystanders have an impact on perpetration and victimization by way of multiple, distinct goals, which impact their choice of behavioral response. Bystanders’ goals and behaviors served to inform the creation of a cyberbullying bystander typology inclusive of five types: the oblivious/distant bystander, the entertained bystander, the conspiring bystander, the unintentional instigating bystander, and the active/empowered bystander. By allowing a thorough, nuanced understanding of bystanders’ role in cyberbullying, the study has significant implications for communication theory and practical application in the development of prevention and intervention efforts. KEYWORDS: Cyberbullying, Traditional Bullying, Bystanders, Multiple Goals, Social-Ecological Model __________Sarah E. Jones__________ ___________May 6, 2014 _________ EXAMINING CYBERBULLYING BYSTANDER BEHAVIOR USING A MULTIPLE GOALS PERSPECTIVE By Sarah E. Jones _Dr. Matthew Savage_______________ Director of Thesis _Dr. Timothy Sellnow_______________ Director of Graduate Studies ___________May 6, 2014 _ _________ ACKNOWLEDGEMENTS The following thesis, while a work of original research, was only fully realized with the direction, insights, and expertise of several individuals. The Chair of my Thesis Committee, Dr. Matthew Savage, was an exemplar mentor. His expertise in the content area helped me synthesize the wealth of scholarship and his time spent painstakingly line-editing countless rough drafts of the manuscript slowly but surely helped me learn improvements to my methods of writing. Dr. Savage also provided timely instruction and evaluation, and acted as a source of encouragement throughout every stage of the research process, allowing me to complete the thesis on schedule. I also wish to thank the other members of my Thesis Committee: Drs. Allison Scott and Derek Lane. Each continually provided guidance on how to obtain the best data possible, insights on how to best present the research that substantially improved the final product, and challenged my development as a scholar. I would be remiss if I did not also thank Dr. Elaine Wittenberg-Lyles of City of Hope Medical Center who introduced me to qualitative research (and to Dr. Savage) and first provided me the opportunity to research this topic during her time at the University of Kentucky. In the dedication page of her book, Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact, Dr. Sarah Tracy of Arizona State University writes, “…anything worth doing is worth doing badly in the beginning.” The quote has stayed with me because it is a testament to the gradual learning process and evolution of the thesis, and serves as a reminder of the emergent process of qualitative research. I am forever indebted to those that made that process possible. iii TABLE OF CONTENTS Acknowledgements ............................................................................................ iii List of Tables ............................................................................................ vi List of Figures ........................................................................................... vii Chapter One: Introduction and Rationale ................................................................1 Chapter Two: A Survey of Bullying Literature Traditional Bullying .....................................................................................6 Seminal works and definition ..........................................................6 Bullies ..............................................................................................6 Victims .............................................................................................7 Bystanders ........................................................................................7 A social-ecological perspective ...........................................8 Bystander characteristics .....................................................9 Cyberbullying ............................................................................................11 Similarities, differences, and definitions .......................................11 Perpetration characteristics ............................................................12 Prevalence and connectivity ..........................................................12 Cyberbullying bystanders ..............................................................14 A conceptual definition ......................................................14 A social-ecological perspective .........................................16 Bystander frequencies ........................................................18 Power ............................................................................................19 Consequences and effects ..............................................................22 Chapter Three: Multiple Goals Theoretical Framework Overview and Contribution ........................................................................25 Assumptions ............................................................................................26 Research Traditions ...................................................................................28 Application to Cyberbullying ....................................................................30 Chapter Four: Bystander Typologies Bystander Typologies ................................................................................32 Research Questions ....................................................................................36 Chapter Five: Methodology Participants ............................................................................................37
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