Theory-Based Formative Research on an Anti-Cyberbullying Victimization Intervention Message

Abstract

Cyberbullying is a common byproduct of the digital revolution with serious consequences to victims. Unfortunately, there is a dearth of empirically based methods to confront it. This study used social cognitive theory to design and test an intervention message aimed at persuading college students to abstain from retaliation, seek social support, save evidence, and notify authorities—important victim responses identified and recommended in previous research. Using a posttest-only control group design, this study tested the effectiveness of an intervention message in changing college students’ perceived susceptibility to and perceived severity of cyberbullying as well as their self-efficacy, response efficacy, attitudes, and behavioral intentions toward each recommended response in future episodes of cyberbullying. Results indicated that the intervention message caused participants in the experimental condition to report significantly higher susceptibility, but not perceived severity, to cyberbullying than those in the control condition. The intervention message also caused expected changes in all outcomes except self-efficacy for not retaliating and in all outcomes for seeking social support, saving evidence, and notifying an authority. Implications for message design and future research supporting evidence-based anti-cyberbullying health communication campaigns are discussed.

Notes

¹ In addition, in an earlier version of this article, cyberbullying perpetration and victimization were included as predictors in 2 × 2 × 2 MANCOVAs rather than covariates. Results showed that no interaction effects were significant; significant main effects indicated that those who reported cyberbullying perpetration displayed less self-efficacy, less favorable attitudes, and less intention to enact all of the recommended strategies (with the exception of attitudes toward not retaliating). Readers interested in these findings for message targeting implications may contact the first author.