The relationship between interpersonal behaviour types and strategies employed by participants in cyberbullying: victims and bystanders
https://doi.org/10.17853/1994-5639-2025-1-130-167
Abstract
Introduction. In the examination of cyberbullying, it is essential to explore the strategies employed by its participants. Identifying the psychological characteristics associated with such behaviours is crucial for formulating recommendations for psychologists and educators engaged in the study of cyberbullying. Aim. The present study aimed to investigate the relationship between the selected role strategies in cyberbullying and the corresponding types of interpersonal behaviour. Methodology and research methods. The methodology was based on activity theory, L. S. Vygotsky’s cultural-historical concept, A. V. Petrovsky’s theory regarding the mediation of interpersonal relations through activity, and L. N. Sobchik’s theory of leading trends. These theoretical foundations suggest that external conditions mediate the internal properties and states of an individual’s personality. A questionnaire was developed to examine the role-playing strategies associated with cyberbullying, as well as the motivations and counteractions related to this phenomenon. The survey was administered to a sample of 251 students from grades 5 to 11 within basic general education institutions. A questionnaire designed for the assessment of interpersonal relationships, originally developed by T. Leary and subsequently adapted by L. N. Sobchik, was administered to the same sample. Results. The relationship between the selected role strategy in cyberbullying and the corresponding type of interpersonal behaviour is elucidated in this study. Scientific novelty. This research establishes, for the first time, a connection between the types of interpersonal behaviour and role strategies within the context of cyberbullying, particularly with regard to individuals assuming the roles of victims and bystanders who intervene to protect the victim. Practical significance. The findings of this study may serve as a foundation for the formulation of methodological recommendations aimed at preventing cyberbullying.
About the Authors
V. L. Nazarov
Ural Federal University named after the First President of Russia B. N. Yeltsin; Institute for Education Development of the Sverdlovsk Region
Russian Federation
Russian Federation
Vladimir L. Nazarov – Dr. Sci. (Education), Associate Professor, Professor, Department of Organisation of Work with Youth, Ural Federal University named after the First President of Russia B. N. Yeltsin; Professor, Department of Project Management in Education, Institute for Education Development of the Sverdlovsk Region
Ekaterinburg
N. V. Averbukh
Russian State Vocational Pedagogical University; Ural Federal University named after the First President of Russia B. N. Yeltsin
Russian Federation
Russian Federation
Natalya V. Averbukh – Senior Lecturer, Department of Professional Pedagogy and Psychology, Institute of Psychological and Pedagogical Education, Russian State Vocational Pedagogical University; Senior Lecturer, Engineering School of Information Technologies, Telecommunications and Control Systems, Ural Federal University named after the First President of Russia B. N. Yeltsin
Ekaterinburg
A. V. Buinacheva
Ural Federal University named after the First President of Russia B. N. Yeltsin
Russian Federation
Russian Federation
Anna V. Buinacheva – Head of the Laboratory, Department of Philology, Specialised Educational and Scientific Centre
Ekaterinburg
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For citations:
Nazarov V.L., Averbukh N.V., Buinacheva A.V. The relationship between interpersonal behaviour types and strategies employed by participants in cyberbullying: victims and bystanders. The Education and science journal. (In Russ.) https://doi.org/10.17853/1994-5639-2025-1-130-167
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