Interventions on Bullying and Cyberbullying Bystanders From Primary School to College: A Meta-Analytic Investigation (Poster 10)

• In Event: AERA Poster Session Thursday 5:25 p.m.
  In Poster Session: Recent Systematic Reviews and Meta-Analyses on Educational Issues and Methods

Abstract

The role of bystanders in bullying and cyberbullying prevention is crucial. This meta-analysis examines the effectiveness of interventions to enhance bystander behaviors in online and offline contexts for students. A comprehensive search across databases including PsycINFO, Medline, Sociological Abstracts, Social Service Abstracts, ERIC, and Scopus published before 31 March 2024. The synthesis of 49 studies reported an overall random effect size (Cohen’s d) of 0.25. Effective interventions enhanced knowledge, self-efficacy, and coping skills, and were characterized by smaller sample sizes (<100 participants), shorter durations (< 1 month), targeting college students, and utilizing offline and digital techniques. These findings emphasize the promising effects and tailored characteristics of bystander intervention programs, identifying avenues for future research.

Authors

• Qiqi Chen, Hong Kong Polytechnic University

• Manchau Lam, Hong Kong Polytechnic University

• Qianru Wu, Hong Kong Polytechnic University

• Ko Ling Chan, Hong Kong Polytechnic University