International journal of bullying prevention : an official publication of the International Bullying Prevention Association最新文献_第7页

American Muslim Youth and Psychosocial Risk for Bullying: An Exploratory Study 美国穆斯林青年与欺凌的社会心理风险:一项探索性研究

International journal of bullying prevention : an official publication of the International Bullying Prevention Association Pub Date : 2022-10-07 DOI: 10.1007/s42380-022-00142-w

N. Ansary, Kristian M. Gardner

引用次数: 0

Novice and Veteran Teachers’ Willingness to Seek Help for Dealing with Students’ Violence Against Them 新老教师在面对学生暴力时寻求帮助的意愿

International journal of bullying prevention : an official publication of the International Bullying Prevention Association Pub Date : 2022-09-30 DOI: 10.1007/s42380-022-00143-9

Tamar Tarablus, Yaacov B. Yablon

引用次数: 1

Qualitative Methods in School Bullying and Cyberbullying Research: An Introduction to the Special Issue 学校欺凌和网络欺凌研究的定性方法:特刊导论

International journal of bullying prevention : an official publication of the International Bullying Prevention Association Pub Date : 2022-08-12 DOI: 10.1007/s42380-022-00139-5

Paul Horton, Selma Therese Lyng

引用次数: 0

‘It’s All About Context’: Building School Capacity to Implement a Whole-School Approach to Bullying “一切都取决于环境”:建设学校实施全校欺凌措施的能力

International journal of bullying prevention : an official publication of the International Bullying Prevention Association Pub Date : 2022-08-08 DOI: 10.1007/s42380-022-00138-6

N. Pearce, Helen Monks, Narelle Alderman, L. Hearn, S. Burns, Kevin C. Runions, J. Francis, D. Cross

引用次数: 4

A Longitudinal Process Model Evaluating the Effects of Cooperative Learning on Victimization, Stress, Mental Health, and Academic Engagement in Middle School. 纵向过程模型评估合作学习对初中生受害、压力、心理健康和学业参与的影响。

International journal of bullying prevention : an official publication of the International Bullying Prevention Association Pub Date : 2022-08-02 DOI: 10.1007/s42380-022-00140-y

Mark J Van Ryzin, Sabina Low, Cary J Roseth, Dorothy Espelage

{"title":"A Longitudinal Process Model Evaluating the Effects of Cooperative Learning on Victimization, Stress, Mental Health, and Academic Engagement in Middle School.","authors":"Mark J Van Ryzin, Sabina Low, Cary J Roseth, Dorothy Espelage","doi":"10.1007/s42380-022-00140-y","DOIUrl":"10.1007/s42380-022-00140-y","url":null,"abstract":"Mental health is a significant concern among young people, particularly during the COVID-19 pandemic. Notably, mental health problems can significantly reduce student performance in school, including both engagement and achievement. Both mental health problems and reduced student performance often arise due to peer victimization, which can include teasing, racial- or gender-based discrimination, and/or physical assault. Stress has been proposed as one mechanism through which victimization influences mental health, and stress can also interfere with academic performance at school, including engagement and achievement. To date, however, no research has evaluated longitudinal associations between victimization and stress, and how these longitudinal patterns may impact adolescent behavior and mental health. In this study, we used data from a 2-year cluster randomized trial of cooperative learning to evaluate an etiological process model that includes (1) longitudinal reciprocal effects between victimization and stress, and (2) the effects of both victimization and stress on student mental health and academic engagement. We hypothesized that victimization and stress would have significant reciprocal effects, and that both would predict greater mental health problems and lower academic engagement. We further hypothesized that cooperative learning would have significant effects on all constructs. We found partial support for this model, whereby stress predicted greater victimization, but victimization did not predict increased stress. While both factors were linked to student outcomes, stress was a more powerful predictor. We also found significant salutary effects of cooperative learning on all constructs. The implications of these results for student behavioral and mental health are discussed.","PeriodicalId":73427,"journal":{"name":"International journal of bullying prevention : an official publication of the International Bullying Prevention Association","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9345003/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40687547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Participant Role Behavior in Cyberbullying: an Examination of Moral Disengagement Among College Students. 网络欺凌中的参与者角色行为：大学生道德脱离的研究。

International journal of bullying prevention : an official publication of the International Bullying Prevention Association Pub Date : 2022-08-01 DOI: 10.1007/s42380-022-00137-7

Ruth Jeong, Megan Gilbertson, Logan N Riffle, Michelle K Demaray

引用次数: 0

Scoping Bullying and Cyberbullying Victimisation Among a Sample of Gifted Adolescents in Ireland 范围欺凌和网络欺凌受害的样本中有天赋的青少年在爱尔兰

International journal of bullying prevention : an official publication of the International Bullying Prevention Association Pub Date : 2022-07-26 DOI: 10.1007/s42380-022-00134-w

D. Laffan, Robert Slonje, Catriona Ledwith, Colm O'Reilly, Mairéad Foody

引用次数: 1

The Importance of Being Attentive to Social Processes in School Bullying Research: Adopting a Constructivist Grounded Theory Approach 关注校园欺凌研究中社会过程的重要性:基于建构主义的理论方法

International journal of bullying prevention : an official publication of the International Bullying Prevention Association Pub Date : 2022-07-19 DOI: 10.1007/s42380-022-00132-y

Camilla Forsberg

引用次数: 6

The Role of Sociocultural Context in Cyberbullying in Israeli Society: Comparing Arab and Jewish Parents' Perceived Knowledge of Their Adolescent Children's Involvement in Cyberbullying. 社会文化背景在以色列社会网络欺凌中的作用：比较阿拉伯家长和犹太家长对其青少年子女参与网络欺凌的认知。

International journal of bullying prevention : an official publication of the International Bullying Prevention Association Pub Date : 2022-07-14 DOI: 10.1007/s42380-022-00136-8

Noam Lapidot-Lefler

{"title":"The Role of Sociocultural Context in Cyberbullying in Israeli Society: Comparing Arab and Jewish Parents' Perceived Knowledge of Their Adolescent Children's Involvement in Cyberbullying.","authors":"Noam Lapidot-Lefler","doi":"10.1007/s42380-022-00136-8","DOIUrl":"10.1007/s42380-022-00136-8","url":null,"abstract":"This paper examines the relationship between parental monitoring and control, parents' perceived knowledge of their adolescent's online activities, and parents' perceived knowledge of their adolescent's involvement in cyberbullying, among Israeli Jewish and Arab parents of adolescents. The 407 participants consisted of two groups: Jewish (n = 194) and Arab (n = 213) parents of adolescents in Israel, who were recruited via online social networks and completed an online survey. The self-report questionnaire included the Stattin and Kerr Parental Control and Parental Monitoring Questionnaire (Stattin & Kerr in Developmental Psychology 36:366, 2000), as well as parental knowledge of child online activities and witnessing and experiencing cyberbullying. Parental monitoring and control were perceived as higher by Jewish than Arab parents, while no group differences were found for perceived child disclosure or parental knowledge of adolescent online activity. Parental knowledge of the adolescent witnessing cyberbullying was higher among Arab than Jewish parents, while the opposite was found for parental knowledge of the adolescent experiencing cyberbullying. Parental knowledge of the adolescent both witnessing and experiencing cyberbullying was related to group affiliation, lower parental education, and higher parental perceived knowledge of the adolescent's online activities. Parents' perceived knowledge of the adolescent witnessing cyberbullying was further related to higher perceived adolescent disclosure. The study increases our understanding of perceived parental involvement and its relationship with parents' perceived knowledge of the adolescent's involvement in cyberbullying in a diverse and multicultural society.","PeriodicalId":73427,"journal":{"name":"International journal of bullying prevention : an official publication of the International Bullying Prevention Association","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9281185/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40522091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Anger and Empathy: Exploring the Underlying Emotional Processes of Peer Defending Behaviors Using Virtual Reality 愤怒与共情:利用虚拟现实探索同伴防卫行为的潜在情绪过程

International journal of bullying prevention : an official publication of the International Bullying Prevention Association Pub Date : 2022-07-06 DOI: 10.1007/s42380-022-00128-8

Laura J. Lambe, W. Craig

引用次数: 1