Bystanders, like victims and perpetrators, may experience anxiety, stress, and fear when they witness bullying. Over time, these students may develop feelings of guilt for not intervening, avoid attending school, or rationalize bullying by believing that the victim deserved it. Moreover, students who assume bystander roles may later become perpetrators or victims. This study aimed to adapt the Bystander Behavior Scale (BBS) (Thornberg, Wänström, & Jungert, 2018) to Turkish culture. This quantitative psychometric study collected data from 415 students (201 female and 214 male) aged 10–12 years. The scale consists of three subscales: pro-victimizing behavior (reinforcing or assisting bullying), passive bystanding behavior, and defender behavior. After translation and cultural adaptation, the psychometric properties of the scale were examined. Confirmatory factor analysis (CFA) indicated that all items had standardized factor loadings above the acceptable threshold, demonstrating a well-fitting factor structure. Convergent validity was supported by satisfactory Average Variance Extracted (AVE) values and composite reliability scores across all subscales. The internal consistency coefficients further confirmed the reliability of the Turkish version. These findings suggest that the adapted scale is a valid and reliable instrument for assessing bystander roles among elementary school students in Türkiye. Given its strong psychometric characteristics, the BBS can be used in future research to explore how different bystander roles relate to constructs such as empathy, bullying sensitivity, and moral disengagement. Furthermore, it may guide intervention programs aimed at reducing bullying by enhancing the understanding of students’ responses to peer victimization.
Mukba et al. (2026) studied this question.