Examining teachers' intentions to intervene: Formative research for school-based cyberbullying interventions in India

Arti A. Sardessai-Nadkarni, Bryan Mclaughlin, Melanie A. Sarge

Research output: Contribution to journalArticlepeer-review

Abstract

Despite the growing prevalence of cyberbullying in India, there is a lack of empirical research available to guide school-based interventions. Employing a survey of 402 teachers in Indian schools, the present study utilized the theory of planned behavior (TPB) as a framework to examine the factors influential in encouraging teachers to intervene in school cyberbullying situations. The results reveal that attitude, subjective norms, and perceived behavioral control collectively explain 40.9% of the variance in intentions. Perceived responsibility accounts for additional variance explained. Conclusions inform the design of school-based interventions that aim to motivate teachers and provide them the resources necessary to mitigate the impact of cyberbullying in Indian schools.

Original languageEnglish
Pages (from-to)2328-2344
Number of pages17
JournalPsychology in the Schools
Volume58
Issue number12
DOIs
StatePublished - Dec 2021

Keywords

  • India
  • cyberbullying
  • interventions
  • theory of planned behavior

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