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The effects of anonymity, invisibility, asynchrony, and moral disengagement on cyberbullying perpetration among school-aged children in China

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  • Wang, Lin
  • Ngai, Steven Sek-yum

Abstract

In recent years, a growing body of literature has started to document the factors leading to cyberbullying perpetration. However, some remaining issues must be addressed. Drawing on I3 theory and social cognitive theory, the current study investigated: (a) the relationship between moral disengagement and cyberbullying perpetration, which has been explored extensively but yields inconclusive conclusions; (b) the effects of fundamental factors of the online disinhibition effect (online anonymity, invisibility, and asynchrony) on cyberbullying perpetration; and (c) the potential mediating role of moral disengagement between the fundamental factors of the online disinhibition effect and cyberbullying perpetration. A total of 1103 students (mean age 15.3 years, 52.5% girls) answered questionnaires about their cyberbullying involvement, perceived moral disengagement, online anonymity, invisibility, and asynchrony. The results suggested that moral disengagement was positive associated with cyberbullying perpetration. Anonymity was not directly associated with cyberbullying but operated through moral disengagement and then predicted cyberbullying perpetration. Asynchrony not only directly fostered cyberbullying but also operated through moral disengagement and then predicted cyberbullying. Notably, in the Chinese context, online invisibility was not directly associated with cyberbullying perpetration, nor did it operate through moral disengagement to predict cyberbullying perpetration. The findings of the current study have theoretical, practical, and policymaking implications for understanding and curtailing adolescents’ cyberbullying involvement.

Suggested Citation

  • Wang, Lin & Ngai, Steven Sek-yum, 2020. "The effects of anonymity, invisibility, asynchrony, and moral disengagement on cyberbullying perpetration among school-aged children in China," Children and Youth Services Review, Elsevier, vol. 119(C).
    • Handle: RePEc:eee:cysrev:v:119:y:2020:i:c:s0190740920320363
    DOI: 10.1016/j.childyouth.2020.105613
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    References listed on IDEAS

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    1. Paul Benjamin Lowry & Jun Zhang & Chuang Wang & Mikko Siponen, 2016. "Why Do Adults Engage in Cyberbullying on Social Media? An Integration of Online Disinhibition and Deindividuation Effects with the Social Structure and Social Learning Model," Information Systems Research, INFORMS, vol. 27(4), pages 962-986, December.
    2. Lubhana Malik Mental, 2019. "Mental Health in Adolescents," Global Journal of Intellectual & Developmental Disabilities, Juniper Publishers Inc., vol. 6(3), pages 45-46, March.
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    Cited by:

    1. Maria Lidia Mascia & Mirian Agus & Maria Assunta Zanetti & Maria Luisa Pedditzi & Dolores Rollo & Mirko Lasio & Maria Pietronilla Penna, 2021. "Moral Disengagement, Empathy, and Cybervictim’s Representation as Predictive Factors of Cyberbullying among Italian Adolescents," IJERPH, MDPI, vol. 18(3), pages 1-12, January.
    2. Lingbo Zhao & Yingru Wu & Xiayu Huang & Lin Zhang, 2022. "Network Anonymity and Cyberbullying among Chinese Adolescents: A Moderated Mediation Model," IJERPH, MDPI, vol. 19(2), pages 1-11, January.
    3. Ashraf Atta M. S. Salem & Amthal H. Al-Huwailah & Mahfouz Abdelsattar & Nadiah A. H. Al-Hamdan & Esraa Derar & Sheikhah Alazmi & Mosaad Abu Al-Diyar & Mark D. Griffiths, 2023. "Empathic Skills Training As a Means of Reducing Cyberbullying among Adolescents: An Empirical Evaluation," IJERPH, MDPI, vol. 20(3), pages 1-17, January.

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