Browsing by Author "Milkias Kebede"

Now showing 1 - 1 of 1
  • No Thumbnail Available
    Item
    The Bystander Effect among High School Students: The Role of Social Norms, Empathy, and Religiosity in Predicting Intervention Behavior
    (Addis Ababa University, 2026-06-01) Milkias Kebede; Mitiku Hambisa
    Bystander intervention to School bullying is still a poorly researched phenomenon in the Ethiopian setting where norms, religious obligation and peer influences are evident in the way students respond to victimization. The present study explores predictors of bystander intervention behavior among high school students in Addis Ababa, Ethiopia. In particular, it investigates the roles of social norm, empathy, and religiosity in bystander intervention. A convergent parallel mixed-methods design was employed (QUANTITATIVE + qualitative), combining a scenario-based quasi-experimental survey administered to 381 students with semi-structured interviews conducted with 16 participants. Quantitative data was collected with Scenario Based Bystander Intervention Scale (SBBIS), Social Norm Manipulation Vignettes, Perceived School Social Norms Scale, Interpersonal Reactivity Index (IRI), and Centrality of Religiosity Scale (CRS-5) and analyzed via descriptive statistics, correlation, ANOVA hierarchical multiple regression analysis. Qualitative data was analyzed thematically according to Braun and Clarke (2006).Bivariate correlations and regression analysis indicated that empathy (β =.38, p<.001) and social norms (β =.29, p<.001) exerted significant positive influences on intervention, while religiosity had no significant influence on intervention. The private school students showed higher intentions to intervene than government school students did, which can be explained qualitatively by differences in school culture and teacher support. Six themes emerged from thematic analysis of interview data: moral obligation related to group norms as determined by culture and religion; fear of retaliation and lack of support as the strongest barriers; trusting teacher advice as the greatest enabler; and differences between female 'and male prevention strategies. This study generalized bystander intervention to a secondary school setting in Ethiopia, and offers ideas for school-based interventions that promote empathy and positive peer norms to encourage bystander intervention.