Bystander Protective Behavioral Intention Against Cyberbullying Among Grade 7–8 Students: Reversal of the Bystander Effect

Bystander protective behavior plays a key role in reducing cyberbullying among middle school students. However, the bystander effect substantially reduces the likelihood of active intervention. Previous research has not adequately explored how the number of bystanders may play a positive, protective role by reversing the bystander effect in cyberbullying; that is, more bystanders may be associated with stronger protective behavioral intentions. To this end, the present research focused on the “reversal of the bystander effect” among middle school students (grades 7–8) from Tianjin, China. Study 1 (survey, N = 236) revealed that the perceived number of bystanders positively predicted protective behavioral intentions, with no significant differences across the five cyberbullying scenarios. Study 2 (experiment, N = 163) further revealed that bystander number manipulation increased protective behavioral intentions by increasing the perceived severity of cyberbullying, particularly under low impression management motivation. This research provides theoretical support for promoting bystanders’ protective behavioral intentions against cyberbullying among middle school students (grades 7–8).