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 language | English |
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Pages (from-to) | 2328-2344 |
Number of pages | 17 |
Journal | Psychology in the Schools |
Volume | 58 |
Issue number | 12 |
DOIs | |
State | Published - Dec 2021 |
Keywords
- India
- cyberbullying
- interventions
- theory of planned behavior