Allison, K.R, & Bussey, K. (2016). Cyber-bystanding in context: A review of the literature on witnesses’ responses to cyberbullying.
Children and Youth Services Review, 65:183-94 doi:10.1016/j.childyouth.2016.03.026.
Almeida, A., Correia, I., & Marinho, S. (2009). Moral disengagement, normative beliefs of peer group, and attitudes regarding roles in bullying.
Journal of School Violence, 9(1), 23-36 doi:10.1080/15388220903185639.
Almeida, A., Correia, I., Marinho, S., Garcia, D. (2012). Virtual but not less real: A study of cyberbullying and its relations to moral disengagement and empathy. In Q. Li, D. Cross, & P. K. Smith (Eds.), Cyberbullying in the global playground. (pp. 223-244). Maiden, MA: Wiley Blackwell.
Ang, R. P., & Goh, D. H. (2010). Cyberbullying among adolescents: The role of affective and cognitive empathy, and gender.
Child Psychiatry & Human Development, 41:387-397 doi:10.1007/s10578-010-0176-3.
Asparouhov, T., & Muthén, B. (2014). Auxiliary variables in mixture modeling: Three-step approaches using Mplus.
Structural Equation Modeling: A Multidisciplinary Journal, 21(3), 329-341 doi:10.1080/10705511.2014.915181.
Baldry, A. C., Farrington, D. P., & Sorrentino, A. (2015). “Am I at risk of cyberbullying?” A narrative review and conceptual framework for research on risk of cyberbullying and cybervictimization: The risk and needs assessment approach.
Aggression and Violent Behavior, 23:36-51 doi:10.1016/j.avb.2015.05.014.
Baron-Cohen, S. (2011). Zero degrees of empathy: A new theory of human cruelty. London: Allen Lane.
Bandura, A. (2002). Selective moral disengagement in the exercise of moral agency.
Journal of Moral Education, 31(2), 101-119 doi:10.1080/0305724022014322.
Barlińska, J., Szuster, A., & Winiewski, M. (2013). Cyberbullying among adolescent bystanders: Role of the communication medium, form of violence, and empathy.
Journal of Community & Applied Social Psychology, 23(1), 37-51 doi:10.1002/casp.2137.
Barlińska, J., Szuster, A., & Winiewski, M. (2015). The role of short- and long-term cognitive empathy activation in preventing cyberbystander reinforcing cyberbullying behavior.
Cyberpsychology, Behavior, and Social Networking, 18(4), 241-244 doi:10.1089/cyber.2014.0412.
Barlińska, J., Szuster, A., & Winiewski, M. (2018). Cyberbullying among adolescent bystanders: Role of affective versus cognitive empathy in increasing prosocial cyberbystander behavior.
Frontiers in Psychology, 9:799 doi:10.3389/fpsyg.2018.00799.
Bastiaensens, S., Vandebosch, H., Poels, K., Cleemput, K. V., DeSmet, A., & Bourdeaudhuij, I. D. (2014). Cyberbullying on social network sites. An experimental study into bystanders’ behavioural intentions to help the victim or reinforce the bully.
Computers in Human Behavior, 31:259-271 doi:10.1016/j.chb.2013.10.036.
Byrnes, J. P., Miller, D. C., & Schafer, W. D. (1999). Gender differences in risk taking: A meta-analysis.
Psychologycial Bulletin, 125(3), 367-383 doi:10.1037/0033-2909.125.3.367.
Caravita, S. C. S., Gini, G., & Pozzoli, T. (2012). Main and moderated effects of moral cognition and status on bullyiing and defending.
Aggressive Behavior, 38(6), 456-468 doi:10.1002/ab.21447.
Conway, L., Gomez-Garibello, C., Talwar, V., & Shariff, S. (2016). Face-to-face and online: An investigation of children’s and adolescents’ bullying behavior through the lens of moral emotions and judgments.
Journal of School Violence, 15(4), 503-522 doi:10.1080/15388220.2015.1112805.
Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation.
School Psychology Quarterly, 25(2), 65-83.
Craig, W., Pepler, D., & Blais, J. (2007). Responding to bullying: What works.
School Psychology International, 28(4), 465-477 doi:10.1177/0143034307084136.
Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach.
Journal of Personality and Social Psycholog y, 44(1), 113-126 doi:10.1037/0022-3514.44.1.113.
Decety, J., & Jackson, P. L. (2004). The functional architecture of human empathy.
Behavioral and Cognitive Neuroscience Reviews, 3(2), 71-100 doi:10.1177/1534582304267187.
DeSmet, A., Bastiaensens, S., van Cleemput, K., Poels, K., Vandebosch, H., De Bourdeaudhuij, I. (2012). Mobilizing bystanders of cyberbullying: An exploratory study into behavioural determinants of defending the victim. In B. K. Wiederhold, & G. Riva (Eds.), Annual review of cybertherapy and telemedicine 2012: Advanced technologies in the behavioral, social and neurosciences (Vol. 181, pp. 58-63). Presented at the 17th Annual CyberPsychology and CyberTherapy Conference. Amsterdam, The Netherlands: IOS Press.
Dillon, K. P., & Bushman, B. J. (2015). Unresponsive or unnoticed?: Cyberbystander intervention in an experimental cyberbullying context.
Computers in Human Behavior, 45:144-150 doi:10.1016/j.chb.2014.12.009.
Festl, R., Scharkow, M., & Quandt, T. (2015). The individual or the group: A multilevel analysis of cyberbullying in school classes.
Human Communication Research, 41(4), 535-556 doi:10.1111/hcre.12056.
Flavell, J. H., Miller, P. H. (1998). Social cognition. In W. Damon (Ed.), Handbook of child psychology: Vol. 2. Cognition, perception, and language. (pp. 851-898). New York: John Wiley & Sons.
Gualdo, A. M. G., Hunter, S. C., Durkin, K., Arnaiz, P., & Maquilón, J. J. (2015). The emotional impact of cyberbullying: Differences in perceptions and experiences as a function of role.
Computers & Education, 82:228-235 doi:10.1016/j.compedu.2014.11.013.
Gini, G. (2006). Social cognition and moral cognition in bullying: What’s wrong.
Aggressive Behavior, 32(6), 528-539 doi:10.1002/ab.20153.
Gini, G., Pozzoli, T., & Bussey, K. (2015). The role of individual and collective moral disengagement in peer aggression and bystanding: A multilevel analysis.
Journal of Abnormal Child Psychology, 43:441-452 doi:10.1007/s10802-014-9920-7.
Gini, G., Pozzoli, T., & Hauser, M. (2011). Bullies have enhanced moral competence to judge relative to victims, but lack moral compassion.
Personality and Individual Differences, 50(5), 603-608 doi:10.1016/j.paid.2010.12.002.
Gini, G., Pozzoli, T., & Hymel, S. (2014). Moral disengagement among children and youth: A meta-analysis review of links to aggressive behavior.
Aggressive Behavior, 40(1), 56-68 doi:10.1002/ab.21502.
Goossens, F. A., Olthof, T., & Dekker, P. H. (2006). New participant role scales: Comparison between various criteria for assigning roles and indications for their validity.
Aggressive Behavior, 32(4), 343-357 doi:10.1002/ab.20133.
Hoffman, M. L. (2000). Empathy and moral development. Implication for caring and justice. New York: Cambridge University Press.
Hong, Y.-J., & Lee, K. (2022). Adolescent bystanders’ moral emotions in cyberbullying.
School Psychology International, 43(3), 271-295 doi:10.1177/01430343221088186.
Huang, Y., & Chou, C. (2010). An analysis of multiple factors of cyberbullying among junior high school students in Taiwan.
Computers in Human Behavior, 26(6), 1581-1590 doi:10.1016/j.chb.2010.06.005.
Hymel, S., & Perren, S. (2015). Introduction to the special issue: Moral disengagement and aggression in children and youth.
Merrill-Palmer Quarterly, 61(1), 1-9 doi:10.13110/merrpalmquar1982.61.1.0001.
Kowalski, R. M., Limber, S. P., Agatston, P. W. (2008). Cyberbullying: The new moral frontier. Oxford, UK: Blackwell.
Kozubal, M., Szuster, A., & Balińska, J. (2019). Cyberbystanders, affective empathy and social norms.
Studia Psyhologica, 61(2), 120-131 doi:10.21090/sp.2019.02.777.
Kristensen, S. M., & Smith, P. K. (2003). The use of coping strategies by Danish children classed as bullies, victims, bully/victims, and not involved, in response to different (hypothetical) types of bullying.
Scandinavian Journal of Psychology, 44(5), 479-488 doi:10.1046/j.1467-9450.2003.00369.x.
Lanza, S. T., Tan, X., & Bray, B. C. (2013). Latent class analysis with distal outcomes: A flexible model-based approach.
Structural Equation Modeling: A Multidisciplinary Journal, 20(1), 1-26 doi:10.1080/10705511.2013.742377.
Lapidot-Lefler, N., & Barak, A. (2012). Effects of anonymity, invisibility, and lack of eye-contact on toxic online disinhibition.
Computers in Human Behavior, 28(2), 434-443 doi:10.1016/j.chb.2011.10.014.
Law, D. M., Shapka, J. D., Domene, J. F., & Gagné, M. H. (2012). Are cyberbullies really bullies? An investigation of reactive and proactive online aggression.
Computers in Human Behavior, 28(2), 664-672 doi:10.1016/j.chb.2011.11.013.
Lazuras, L., Barkoukis, V., & Tsorbatzoudis, H. (2017). Face-to-face bullying and cyberbullying in adolescents: Trans-contextual effects and role overlap.
Technology in Society, 48:97-101 doi:10.1016/j.techsoc.2016.12.001.
Li, Q. (2007). New bottle but old wine: A research of cyberbullying in schools.
Computers in Human Behavior, 23(4), 1777-1791 doi:10.1016/j.chb.2005.10.005.
Li, C. K. W., Holt, T. J., Bossler, A. M., & May, D. C. (2016). Examining the mediating effects of social learning on the low self-control: Cyberbullying relationship in a youth sample.
Deviant Behavior, 37(2), 126-138 doi:10.1080/01639625.2014.1004023.
Ma, T-L., Meter, D. J., Chen, W.-T., & Lee, Y. (2019). Defending behavior of peer victimization in school and cyber context during childhood and adolescence: A meta-analytic review of individual and peer-relational characteristics.
Psychological Bulletin, 145(9), 891-928 doi:10.1037/bul0000205.
Macháčková, H., Dedkova, L., Sevcikova, A., & Cerna, A. (2013). Bystanders’ support of cyberbullied schoolmates.
Journal of Community & Applied Social Psychology, 23(1), 25-36 doi:10.1002/casp.2135.
Maguire, L. K., Niens, U., McCann, M., & Connolly, P. (2016). Emotional development among early school-age children: Gender differences in the role of problem behaviours.
Educational Psychology, 36(8), 1408-1428 doi:10.1080/01443410.2015.1034090.
Mplus (Version 8.4). [Computer software]. Los Angeles, CA: Muthén & Muthén.
Muthén, L. K., Muthén, B. O. (2017). Mplus User’s Guide. 8th Edition. Los Angeles, CA: Muthén & Muthén.
Obermann, M.-L. (2011). Moral disengagement among bystanders to school bullying.
Journal of School Violence, 10(3), 239-257 doi:10.1080/15388220.2011.578276.
Olenik-Shemesh, D., Heiman, T., & Eden, S. (2017). Bystanders’ behavior in cyberbullying episodes: Active and passive patterns in the context of personal-socio-emotional factors.
Journal of Interpersonal Violence, 32(1), 23-48 doi:10.1177/0886260515585531.
Parkhurst, J. T., & Hopmeyer, A. (1998). Sociometric popularity and peer-perceived popularity: Two distinct dimensions of peer status.
The Journal of Early Adolescence, 18(2), 125-144 doi:10.1177/0272431698018002001.
Perren, S., & Gutzwiller-Helfenfinger, E. (2012). Cyberbullying and traditional bullying in adolescence: Differential roles of moral disengagement, moral emotions, and moral values.
European Journal of Developmental Psychology, 9(2), 195-209 doi:10.1080/17405629.2011.643168.
Pfetsch, J. S. (2017). Empathic skills and cyberbullying: Relationship of different measures of empathy to cyberbullying in comparison to offline bullying among young adults.
The Journal of Genetic Psychology, 178(1), 58-72 doi:10.1080/00221325.2016.1256155.
Pornari, C. D., & Wood, J. (2010). Peer and cyber aggression in secondary school students: The role of moral disengagement, hostile attribution bias, and outcome expectancies.
Aggressive Behavior, 36(2), 81-94 doi:10.1002/ab.20336.
Pöyhönen, V., Junoven, J., & Salmivalli, C. (2012). Standing up for the victim, siding with the bully or standing by? Bystander responses in bullying situations.
Social Development, 21(4), 722-741 doi:10.1111/j.1467-9507.2012.00662.x.
Quirk, R., & Campbell, M. (2015). On standby? A comparison of online and offline witnesses to bullying and their bystander behaviour.
Educational Psychology, 35(4), 430-448 doi:10.1080/01443410.2014.893556.
Renati, R., Berrone, C., & Zanetti, M. A. (2012). Morally disengaged and unempathic: Do cyberbullies fit these definitions? An exploratory study.
Cyberspcyhology, Behavior, and Social Networking, 15(8), 39-398 doi:10.1089/cyber.2012.0046.
Runions, K. C., & Bak, M. (2015). Online moral disengagement, cyberbullying and cyber-aggression.
Cyberpsychology, Behavior, and Social Networking, 18(7), 400-405 doi:10.1089/cyber.2014.0670.
Rushton, J. P., Fulker, D. W., Neale, M. C., Nias, D. K. B., & Eysenck, H. J. (1986). Altruism and aggression: The heritability of individual differences.
Journal of Personality and Social Psychology, 50(6), 1192-1198 doi:10.1037/0022-3514.50.6.1192.
Schenk, A. M., & Fremouw, W. J. (2012). Prevalence, psychological impact and coping of cyberbully victims among college students.
Journal of School Violence, 11(1), 21-37 doi:10.1080/15388220.2011.630310.
Schultze-Krumbholz, A., & Scheithauer, H. (2013). Is cyberbullying related to lack of empathy and social-emotional problems.
International Journal of Developmental Science, 7(3), 161-166 doi:10.3233/DEV-130124.
Schultze-Krumbholz, A., Schultze, M., Zagorscak, P., Wölfer, R., & Scheithauer, H. (2016). Feeling cybervictims’ pain: The effect of empathy training on cyberbullying.
Aggressive Behavior, 42(2), 147-156 doi:10.1002/ab.21613.
Shelley, D., & Craig, W. M. (2010). Attributions and coping styles in reducing victimization.
Canadian Journal of School Psychology, 25(1), 84-100 doi:10.1177/0829573509357067.
Sigmoid, S. T., Stanton, A. L., & Snyder, C. R. (1995). Gender differences in coping: A further test of socialization and role constraint theories.
Sex Roles, 33:565-587 doi:10.1007/BF01547718.
Slonje, R., Smith, P. K., & Frisén, A. (2012). Processes of cyberbullying, and feelings of remorse by bullies: A pilot study.
European Journal of Developmental Psychology, 9(2), 244-259 doi:10.1080/17405629.2011.643670.
Sticca, F., Ruggieri, S., Alsaker, F., & Perren, S. (2013). Longitudinal risk factors for cyberbullying in adolescence.
Journal of Community & Applied Social Psychology, 23(1), 52-67 doi:10.1002/casp.2136.
Suler, J. (2004). The online disinhibition effect.
CyberPsychology & Behavior, 7(3), 321-326 doi:10.1089/1094931041291295.
Thornberg, R., & Jungert, T. (2014). School bullying and the mechanisms of moral disengagement.
Aggressive Behavior, 40(2), 99-108 doi:10.1002/ab.21509.
Thornberg, R., Wänström, L., Hong, J. S., & Espelage, D. L. (2017). Classroom relationship qualities and social-cognitive correlates of defending and passive bystanding in school bullying in Sweden: A multilevel analysis.
Journal of School Psychology, 63:49-62 doi:10.1016/j.jsp.2017.03.002.
van Cleemput, K., Vandebosch, H., & Pabian, S. (2014). Personal characteristics and contextual factors that determine “helping,” “joining in,” and “doing nothing” when witnessing cyberbullying.
Aggressive Behavior, 40(5), 383-396 doi:10.1002/ab.21534.
Vermunt, J. K. (2010). Latent class modeling with covariates: Two improved three-step approaches.
Political Analysis, 18(4), 450-469 doi:10.1093/pan/mpq025.
Waasdorp, T. E., & Bradshaw, C. P. (2011). Examining student responses to frequent bullying: A latent class approach.
Journal of Educational Psychology, 103(2), 336-352 doi:10.1037/a0022747.
Ministry of Education. (2019). 2019nyeon 1cha haggyopoglyeog siltaejosa gyeolgwa balpyo [2019년 1차 학교폭력 실태조사 결과 발표]. Retrieved from MOE web site:
https://www.moe.go.kr.
Ministry of Education. (2022). 2022nyeon 1cha haggyopoglyeog siltaejosa gyeolgwa balpyo [2022년 1차 학교폭력 실태조사 결과 발표]. Retrieved from MOE web site:
https://www.moe.go.kr.
Park, S. (1994). Gonggam, gonggamjeog ihae [공감, 공감적 이해]. Seoul: Wonmisa.
Seo, M. (2013). The influences of moral disengagement and moral emotions on bullying assistant behavior.
Korean Journal of Child Studies, 34(6), 123-138 doi:10.5723/KJCS.2013.34.6.123.
Seo, M. (2015). Stability and changes of participant roles in bullying and associated environmental characteristics: With a focus on peer bystanders. Korean Journal of Child Studies, 36(4), 17-32 doi:10.5723/KJCS.2015.36.4.17.
Song, J. (2016).
Experiential, psychological, and situational factors have an influence on bystander’s behavioral reaction to school bullying. (Doctoral dissertation). Retrieved from
http://www.riss.kr/link?id=T13975926.