Students' defending and passive bystanding behaviours when witnessing school bullying in North Western Ethiopia: Roles of personal and situational factors

Abstract Guided by Thornberg et al.'s (2012) framework on motivation to intervene, the present study examines whether personal and situational factors are associated with defending and passive bystanding behaviours in school bullying. Self‐reported survey data were collected from 612 students (aged 12–16 years) attending grades 7, 8, 9, and 10 in East Gojjam Administrative Zone, North Western Ethiopia. Hierarchical regression analysis revealed that the strongest, significant predictors of defending were self‐efficacy for defending ( β = .215, p = .000), affective empathy ( β = .173, p = .000), students' experience as victim ( β = .119, p = .002), personal sense of power ( β = .119, p = .006), followed by moral disengagement ( β = .118, p = .002), and age level ( β = −.082, p = .036). All variables jointly explained 18.6% of the total variance in defending, F (12, 599) = 11.397, p < .00; with medium effect size (f 2 = 0.23). In contrast, the strongest predictors of passive bystanding were moral disengagement ( β = .233, p = .000), perceived costs and benefits of defending ( β = −.163, p = .000), self‐efficacy ( β = −.139, p = .003), students' experience as victim ( β = .097, p = .014), followed by gender ( β = −.080, p = .042). The model explained 16.7% of the total variance in passive bystanding, F (12, 599) = 10.043, p < .001; with medium effect size (f 2 = 0.20). The findings enrich our understanding of factors associated with defending and passive bystanding behaviours. The implications for intervention are discussed. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement.