ArticleJournal of youth and adolescence2026
Trajectories of Bystander Behaviors in Bullying during Secondary Education: the Role of Moral Disengagement and Conformity To Peer Pressure.
Article in Journal of youth and adolescence, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Joint Developmental Trajectories of Irritability and Executive Function: Associations with Time-varying Psychopathological Problems among Chinese Adolescents.Research on child and adolescent psychopathology · 2026Article
- Joint Developmental Trajectories of Bullying Victimization/Perpetration and Bystanders' Defending Behavior in Adolescence: A Latent Growth Mixture Model.Journal of youth and adolescence · 2026Article
- Bullying Profiles and Co-Rumination: A Latent Transition Analysis in Adolescents.Aggressive behavior · 2026Article
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Authors and funding
6 authors.
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Abstract
Bystanders shape bullying dynamics, yet little is known about how their behaviors change over time and related socio-moral factors. This study adopted a person-centered longitudinal approach to examine joint trajectories of bystander behaviors and their co-evolution with moral disengagement and conformity to peer pressure. A sample of 994 Spanish adolescents (48% girls; Mage T1 = 12.5, SD = 0.6) was surveyed across three waves. Parallel-process Latent Class Growth Analysis identified three trajectories: Sustained Defending (defending declined slightly at the end of secondary education), Increase Pro-bullying (pro-bullying gradually increased), and Decrease Pro-bullying (pro-bullying decreased from the first wave). These behavioral shifts were linked to specific socio-moral mechanisms: in the Increase Pro-bullying profile, persistently high moral disengagement and rising conformity co-occurred with the transition from passivity to pro-bullying, while in the Decrease Pro-bullying profile, reductions in both processes co-occurred with the shift toward defending. Findings provide evidence of the variability in behaviors adopted by bystanders across adolescence, with a significant change in pro-bullying patterns from 8th to 9th Grade. The identification of bystanders’ trajectories and the coevolution of sociomoral processes support the reconceptualization of bystanding as a dynamic developmental phenomenon shaped by intrapersonal and interpersonal forces and highlighting targets for long-term intervention.
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