The Relationship Between Social Closeness, Moral Disengagement, and Bystander Behavior in Cyberbullying

Background: Cyberbullying behaviors on social media involve a wide range of potential bystanders, whose social roles and decision-making processes significantly influence bullying dynamics. Despite widespread social media use, the factors and mechanisms influencing college students’ bystander behaviors in cyberbullying remain poorly understood. This study investigated the relationships among college students’ experiences with bullying, moral disengagement, social closeness, and bystander behavior. Methods: The study analyzed data from 549 valid participants. Measures included experiences of cyberbullying perpetration, moral-disengagement tendencies, social relationship closeness (SRC), and bystander behavior responses. The study was based on the Bystander Intervention Model (BIM) and social ecological theories, using a structural equation model to analyze the relationships among variables. Results: The findings indicated that moral disengagement significantly mediated the relationship between experiences of cyberbullying perpetration and negative bystander behaviors (e.g., reinforcing or assisting the bully). Additionally, stronger social connections attenuated the association between cyberbullying experiences and these negative behavioral responses. Conclusions: The results were interpreted through the perspectives of the BIM and social ecological theories, emphasizing the crucial role of moral reasoning and interpersonal relationships in shaping bystander behavior. The study highlights the importance of educational interventions designed to reduce moral disengagement and reinforce social bonds to mitigate the negative impacts of cyberbullying.