Bystander effect and bullying: An application of the Theory of Planned Behaviour

Maeve Doyle, Christopher McLaughlin, Garry Prentice, Sharon Harris-Byrne

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    Abstract

    Objective: To apply the Theory of Planned Behaviour (TPB) in order to provide an integrated understanding of the decision process for the secondary student bystander to inform teachers to bullying event. Aims: To investigate the roles of attitude and subjective norm (SN), and perceived behavioural control (PBC) as outlined in the TPB in predicting decisions to inform a teacher of a bullying event. Method: A sample of male and female secondary students (N = 540) aged 16-18, completed a self report questionnaire from several rural secondary schools in the Republic of Ireland. Participants completed a short TPB based survey based on a given scenario. Results: Attitude, PBC and SN significantly predicted intentions to inform the teacher. Sex differences were also observed between variables. Conclusions: Overall, the model gave a comprehensive view and explanation of the bystander decision process to inform.
    Original languageEnglish
    Title of host publicationUnknown Host Publication
    PublisherBritish Psychological Society
    Number of pages1
    Publication statusAccepted/In press - 3 Apr 2014
    Event2014 Northern Ireland Branch Annual Conference - Psychology for a Changing World - La Mon Hotel & Country Club, Castlereagh, Belfast
    Duration: 3 Apr 2014 → …

    Conference

    Conference2014 Northern Ireland Branch Annual Conference - Psychology for a Changing World
    Period3/04/14 → …

    Keywords

    • Bullying
    • Intentions to inform
    • Teachers
    • Theory of Planned Behaviour
    • Secondary School

    Fingerprint Dive into the research topics of 'Bystander effect and bullying: An application of the Theory of Planned Behaviour'. Together they form a unique fingerprint.

  • Cite this