ArticleThe British journal of educational psychology2025
What roles matter? An explorative study on bullying and cyberbullying by using the eye-tracker.
Article in The British journal of educational psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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8 citing papers in PubMed, 10 citations in OpenAlex.
- Visual attention and role recognition in bullying vignettes in preadolescents and adults.The British journal of educational psychology · 2026Article
- How Italian Middle School Adolescents Conceptualize and Navigate Cyberbullying: A Qualitative Analysis of Definitions, Behaviors, Roles, and Coping Strategies.Behavioral sciences (Basel, Switzerland) · 2026Article
- Beyond the Surface: A Consensual Qualitative Research into the Multifaceted Nature of Bullying.Behavioral sciences (Basel, Switzerland) · 2025Article
- Why does the brain matter for education?The British journal of educational psychology · 2025Article
- What roles matter? An explorative study on bullying and cyberbullying by using the eye-tracker.The British journal of educational psychology · 2025Article
- Article
- The Influence of Victim Self-Disclosure on Bystander Intervention in Cyberbullying.Behavioral sciences (Basel, Switzerland) · 2023Article
- Effects of victimization and perpetration in observing bullying scenes: an eye-tracker study{es}: Efectos de la victimización y la perpetración en la observación de escenas de acoso: un estudio con eye-tracker.International journal of clinical and health psychology : IJCHPArticle
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Authors and funding
4 authors at 2 institutions in 2 countries.
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No grant is acknowledged in the PubMed record.
Abstract
backgroundBullying and cyberbullying are serious public health concerns that involve more roles beyond the bully and the victim (pro-bullies, defenders, bystanders). However, students often perceive the phenomena as dyadic.
aimThe purpose was to examine students' perceptions of different roles when observing bullying and cyberbullying scenes combining implicit (attention by using the eye-tracker) and explicit (verbal reports) measures. SAMPLE: We included 50 Italian students (aged 10-11).
methodsStudents watched 12 drawings of different types of bullying and cyberbullying while their gaze was tracked, and subsequently described each drawing verbally. We ran repeated measure ANOVAs to compare attentional indexes (fixation count, visit count and total fixation duration) in observing roles and Cochran's Q test to evaluate differences in the verbal identification of roles.
resultsOverall, the victim and bully were the most observed and identified roles in every type of bullying and cyberbullying scenario. Concerning the other roles, a discrepancy was observed between the implicit and explicit measures since although it was greatly identified, the pro-bully received less attention, and while the bystander received great attention, it was mentioned less. Finally, the defender was more observed and identified in physical bullying and cyberbullying.
conclusionsOur study points out for the first time the dyadic perception of the phenomena among adolescents using implicit and explicit measures and sheds light on differences among the roles in different forms of bullying. Further research including the eye-tracker would be worthwhile given the possibility of exploring the phenomena from different perspectives.
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