{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,19]],"date-time":"2026-02-19T14:59:37Z","timestamp":1771513177638,"version":"3.50.1"},"reference-count":28,"publisher":"MDPI AG","issue":"9","license":[{"start":{"date-parts":[[2024,8,28]],"date-time":"2024-08-28T00:00:00Z","timestamp":1724803200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["IJERPH"],"abstract":"<jats:p>The present study examines adolescents\u2019 perceptions of both constructive and aggressive forms of bystander support and how these perceptions differ according to whether an acquaintance of the target, a friend of the target or a public figure is providing it. Ninety-nine adolescents between 13 and 17 years old (Mage = 14.42; SD = 1.35) participated in this study. Adolescents viewed a total of nine videos, each depicting a public cyberbullying situation on Instagram and a form of constructive or aggressive bystander support from an acquaintance, a friend, or a public figure in relation to the target of cyberbullying. After each video, adolescents were asked how helpful or hurtful the bystander\u2019s form of support was on a Likert-type scale. A significant relationship was found between the bystander\u2019s relationship to the target, the form of support and the helpfulness of bystander support. Overall, support from friends was perceived as helpful regardless of whether it was constructive or aggressive. Moreover, it was seen as harmful for acquaintances to engage in aggressive behaviours in support of targets of cyberbullying, but generally helpful for public figures to engage in those same behaviours.<\/jats:p>","DOI":"10.3390\/ijerph21091142","type":"journal-article","created":{"date-parts":[[2024,8,28]],"date-time":"2024-08-28T11:54:10Z","timestamp":1724846050000},"page":"1142","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":3,"title":["When Is It Helpful to Get Involved? Adolescents\u2019 Perceptions of Constructive and Aggressive Bystander Support from Friends, Acquaintances, and Public Figures in Cyberbullying"],"prefix":"10.3390","volume":"21","author":[{"given":"Karissa","family":"Leduc","sequence":"first","affiliation":[{"name":"Department of Educational and Counselling Psychology, McGill University, Education Building, 3700 Mc Tavish St, Montreal, QC H3A 1Y2, Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Megha Pooja","family":"Nagar","sequence":"additional","affiliation":[{"name":"Department of Educational and Counselling Psychology, McGill University, Education Building, 3700 Mc Tavish St, Montreal, QC H3A 1Y2, Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Oksana","family":"Caivano","sequence":"additional","affiliation":[{"name":"Department of Educational and Counselling Psychology, McGill University, Education Building, 3700 Mc Tavish St, Montreal, QC H3A 1Y2, Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Victoria","family":"Talwar","sequence":"additional","affiliation":[{"name":"Department of Educational and Counselling Psychology, McGill University, Education Building, 3700 Mc Tavish St, Montreal, QC H3A 1Y2, Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1968","published-online":{"date-parts":[[2024,8,28]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"20","DOI":"10.1016\/j.avb.2018.02.009","article-title":"A developmental approach to cyberbullying: Prevalence and protective factors","volume":"45","author":"Kowalski","year":"2019","journal-title":"Aggress. 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