Relationship between affinity for diversity and types of intervention in university students cyberbystanders
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Abstract
Cyberbullying is a public health problem with harmful effects on the mental and physical health of victims. The literature shows that bystanders play an essential role in cyberbullying, as they can either encourage or deter such behavior. The study aimed to analyze the relationship of diversity affinity with types of cyberbullying bystander intervention. Three hundred and ninety-eight university students (58% female) aged 18-30 years (Mage = 20.36, SD = 2.31) from northwestern Mexico participated. Self-report scales were used to measure affinity for diversity and bystanders' reinforcing and defensive behaviors in cyberbullying. Results suggest that affinity for diversity is positively associated with victim-defending behaviors and negatively associated with cyberbullying bystander aggression-reinforcing behaviors. We also found a greater affinity for diversity and defensive behaviors for female students than for male students. In male students aggression reinforcing behaviors were significantly higher. It was concluded that it is necessary to design programs that promote the appreciation of social, cultural, and economic differences in the university context for prosocial behaviors in cyberbullying bystanders.
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