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.
    LanguageEnglish
    Title of host publicationUnknown Host Publication
    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 → …

    Fingerprint

    Bystander Effect
    Bullying
    Students
    Ireland
    Sex Characteristics
    Self Report
    Surveys and Questionnaires

    Keywords

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

    Cite this

    Doyle, M., McLaughlin, C., Prentice, G., & Harris-Byrne, S. (Accepted/In press). Bystander effect and bullying: An application of the Theory of Planned Behaviour. In Unknown Host Publication
    Doyle, Maeve ; McLaughlin, Christopher ; Prentice, Garry ; Harris-Byrne, Sharon. / Bystander effect and bullying: An application of the Theory of Planned Behaviour. Unknown Host Publication. 2014.
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    keywords = "Bullying, Intentions to inform, Teachers, Theory of Planned Behaviour, Secondary School",
    author = "Maeve Doyle and Christopher McLaughlin and Garry Prentice and Sharon Harris-Byrne",
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    Doyle, M, McLaughlin, C, Prentice, G & Harris-Byrne, S 2014, Bystander effect and bullying: An application of the Theory of Planned Behaviour. in Unknown Host Publication. 2014 Northern Ireland Branch Annual Conference - Psychology for a Changing World, 3/04/14.

    Bystander effect and bullying: An application of the Theory of Planned Behaviour. / Doyle, Maeve; McLaughlin, Christopher; Prentice, Garry; Harris-Byrne, Sharon.

    Unknown Host Publication. 2014.

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

    TY - GEN

    T1 - Bystander effect and bullying: An application of the Theory of Planned Behaviour

    AU - Doyle, Maeve

    AU - McLaughlin, Christopher

    AU - Prentice, Garry

    AU - Harris-Byrne, Sharon

    PY - 2014/4/3

    Y1 - 2014/4/3

    N2 - 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.

    AB - 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.

    KW - Bullying

    KW - Intentions to inform

    KW - Teachers

    KW - Theory of Planned Behaviour

    KW - Secondary School

    M3 - Conference contribution

    BT - Unknown Host Publication

    ER -

    Doyle M, McLaughlin C, Prentice G, Harris-Byrne S. Bystander effect and bullying: An application of the Theory of Planned Behaviour. In Unknown Host Publication. 2014