Various aspects of bystander behavior in bullying situations among Japanese elementary and junior high school students

Abstract

This study investigated whether there are differences in bystander behavior when bullying is witnessed. We evaluated the number and types of bystander behaviors by means of the OBVQ, and then examined the psychological characteristics of the different bystander behaviors. 269 Japanese elementary school students and 503 junior high school students completed questionnaires assessing empathic concern, peer conformity, moral disengagement, authenticity and satisfaction in classes, global self-worth, and how they would respond if they observed a peer being bullied. The results of a multinomial logistic regression analysis and ANOVA demonstrated that there would be some types of bystander behavior with common characteristics such as empathic concern and developmental differences. Moreover, the results also showed that two types of behaviors, of which one indicated the most negative psychological state, might be caused by peer conformity. Other behaviors might be caused by moral disengagement and contain some subordinate modes owing to regulatory effects of peer conformity, such as pretending to be unaware of bullying. The practical implications of bystander behavior are discussed.