When Is It Helpful to Get Involved? Adolescents' Perceptions of Constructive and Aggressive Bystander Support from Friends, Acquaintances, and Public Figures in Cyberbullying.

Karissa Leduc, Megha Pooja Nagar, Oksana Caivano, Victoria Talwar

Abstract read

In one paragraph

Article in International journal of environmental research and public health, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Karissa LeducDepartment of Educational and Counselling Psychology, McGill University, Education Building, 3700 Mc Tavish St, Montreal, QC H3A 1Y2, Canada.

Megha Pooja NagarDepartment of Educational and Counselling Psychology, McGill University, Education Building, 3700 Mc Tavish St, Montreal, QC H3A 1Y2, Canada.

Oksana CaivanoDepartment of Educational and Counselling Psychology, McGill University, Education Building, 3700 Mc Tavish St, Montreal, QC H3A 1Y2, Canada.

Victoria TalwarDepartment of Educational and Counselling Psychology, McGill University, Education Building, 3700 Mc Tavish St, Montreal, QC H3A 1Y2, Canada.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The present study examines adolescents' perceptions of both constructive and aggressive forms of bystander support and how these perceptions differ according to whether an acquaintance of the target, a friend of the target or a public figure is providing it. Ninety-nine adolescents between 13 and 17 years old (

Indexed as

CyberbullyingFriendsAdolescentAdolescent BehaviorAggressionFemaleHumansMalePerceptionSocial Supportadolescentsbystanderscyberbullyingrelationshipssupport

Identifiers

PMID39338025

DOI10.3390/ijerph21091142

PMCPMC11431366

What OpenQuestion holds

Textmetadata

LicenceCC BY

Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.