The role of gender, parent attitude, peer pressure and cognitive flexibility in predicting bystander intervention to bullying among secondary school students

The purpose of this study is to examine whether gender, cognitive flexibility, peer pressure and parenting styles predict the intervention behavior of adolescents who are bystanders to bullying. The dependent variables of the study were gender, cognitive flexibility, peer pressure and parenting styles, and the dependent variable of the study was determined as bystander intervention to bullying. The study group of the research consisted of 502 students (257 girls and 245 boys) in the 6th, 7th and 8th grades studying at the secondary school level. Personal Information Form, Cognitive Flexibility Scale, Peer Pressure Scale, Parenting Styles Scale and Bystander Intervention to Bullying Scale were used to collect the data. The research data were analyzed with the SPSS 29 program. As a result of the Multiple Standard Linear Regression Analysis, it was concluded that gender, cognitive flexibility and parenting styles significantly predicted students' bystander intervention to bullying, while peer pressure was not related to students' bystander intervention to bullying. It was seen that the model formed by the participants' cognitive flexibility, acceptance/ responsiveness, psychological autonomy and control sub-dimensions of parenting styles, and gender explained .07 of the variance in bullying bystander intervention scores. The results of the study show the relationship between cognitive flexibility, peer pressure, parental attitude, gender and bystander intervention to bullying. Keywords: Bullying, Bystander İntervention, Cognitive Flexibility, Peer Pressure, Parental Styles, Gender