Moral Disengagement: an Exploratory Study of Predictive Factors for Digital Aggression and Cyberbullying

A cross-sectional quantitative causal research design was employed to explore the relationship between adolescent digital aggression, cyberbully behavior and moral disengagement. A survey was created and electronically administered to 1077 high school students in Grades 9-12 in a selected school district in Texas. High school students were chosen because research has shown a decrease in traditional bullying and an increase of digital aggression and cyberbullying at this developmental level. A principal component analysis (PCA) of the survey was conducted to determine latent constructs. The results of the PCA revealed 6 latent variables, which included moral disengagement, school climate and culture, social relationships, spirituality, family systems, and mood (anger). Moral disengagement was the dependent variable in the current study, while the remaining latent constructs were treated as independent variables. In addition to the latent constructs, student demographics and self-identification as a cyberbully or cybervictim were included as independent variables in the one-way analysis of variance (ANOVA) and multiple regression models. An ANOVA of the survey items where the participants self-identified as a cyberobserver, a cybervictim or a cyberbully was initially conducted. Participants who identified as a cyberobserver explained less than 1.0% of the variance in moral disengagement. Additionally, participants who identified as a cybervictim also explained less than 1.0% of the variance in moral disengagement. However, participants identified as a cyberbully accounted for 7.28% of the variance in moral disengagement. Results of the multiple regression analyses indicated that gender, age, school climate and culture, social relationships, academic success, ethnicity, family systems, spirituality, and mood (anger) significantly impacted a student’s willingness to morally disengage and participate in digital aggression. Among these variables, the variance explained in moral disengagement ranged from 0.8% (Social Relationships) to 16.8% (Mood-Anger). The variables of socio-economic status and grade in school were not statistically significant predictors of moral disengagement. The results of this study are relevant for school administrators, counselors and teachers as digital aggression and cyberbully behaviors appear to be growing as ‘smart phone’ and other ‘always on’ technology trend to younger populations nationwide. The results of this study further underscore the importance of creating a school climate and culture that promotes a safe and secure learning environment for all students. This may be accomplished by incorporating adolescent aggression and bully prevention programs in school curriculums to address both traditional and digital aggressive behaviors. Recommendations are presented and future research is discussed