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Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
The relation between peer victimization, risk of social, emotional, and behavioral difficulties, and school-based sources of social support for students in elementary and middle school were examined. Participants included 656 students in...
Theory and research suggests that individuals with greater social capital (i.e., resources and benefits gained from relationships, experiences, and social interactions) may be more likely to be active, prosocial bystanders in bullying...
The Bullying Participant Behavior Questionnaire is a 50 item self-report survey designed to measure engagement in five bullying roles: bully, victim, assistant to the bully, defender of the victim, and outsider. The goal of the current...
The use of teacher praise in the classroom has been the subject of empirical research since the 1970s, but despite more than four decades of research on the use of teacher praise, large gaps continue to exist in the literature....
This study examined the generalizability and dependability of observational estimates of middle and high school teachers’ use of praise and reprimands. Frequency of behavior-specific praise, general praise, and total reprimands were...
The Multidimensional Teacher Victimization Scale (MTVS) was developed to provide schools with a comprehensive and psychometrically sound self-report scale to assess teachers’ perceptions of teacher-targeted aggressive and violent...
Bullying is a process of direct (i.e., youth who bully and are victimized) and indirect (i.e., bystanders) social exchanges. Though researchers often examine social and emotional correlates of bullying role behaviors, it is important to...
Some evidence suggests that teachers may have a negative bias against and be less accurate in academic judgments of students with behavioral characteristics of attention-deficit/hyperactivity disorder (ADHD). Thus, examining the accuracy...
Research on bystander intervention in bullying has indicated that prosocial helping behavior is not consistent across gender, with girls engaging in more bystander intervention; however, a search of the literature does not reveal any...
Adolescent stressors coupled with environmental demands, such as pressures to achieve, might lead to negative outcomes for some students. Students who worry about their ability to meet high standards might be more at risk of...
This study investigated the extent to which adolescents’ personal normative attitudes (also referred to as personal norms) and perceived peer norms regarding bullying, sexual harassment, and bystander intervention predicted each step of...
Teacher-directed violence, or violence found in a school setting that involves teacher victimization (Espelage et al. in The American Psychologist, 68(2), 75–87, 2011), is a relatively new area of study in education. Teacher-directed...
The goal of the current study was to investigate the role of academic enablers on the association between symptoms of inattention and hyperactivity/impulsivity and academic achievement. There were 395 3rd through 5th grade students (48%...
The purpose of the current study was to understand the association between bullying experiences (i.e., bullying, victimization, and defending) and social, emotional, and cognitive factors. The social factor was social skills (i.e., ...
Peer victimization is a concern because victimized youth are more likely to have social, emotional, and academic difficulties. The current study examined the link between peer victimization and academic achievement by exploring the...
The social-ecological diathesis-stress model and related empirical work suggests that individuals who experienced peer victimization in childhood are at risk of revictimization and internalizing problems in young adulthood. The current...
The purpose of the current study was to examine the association between personal characteristics and the steps of the bystander intervention model (i.e., notice, interpret as emergency, accept responsibility, know how to intervene, and...
The current study investigated associations among cognitive empathy, affective empathy, internalizing problems, and the five steps of the bystander intervention model (notice bullying events, interpret as an event requiring intervention, ...
Bullying, both traditional and cyber, has been associated with several negative outcomes for students, but when bystanders (such as peers or adults) intervene, bullying will often decrease or stop. Teachers are especially important adult...
Teacher-directed violence (TDV), or violence in schools directed toward teachers, is a growing concern in contemporary schools (Bounds & Jenkins, Contemporary School Psychology, 20, 1–9, 2016; Espelage et al. 2011). Existing research...
Childhood trauma has been identified as a risk factor for future revictimization, especially in young adulthood. There is an established link between childhood victimization and later sexual assault, but it is unclear if childhood trauma...
Childhood trauma has been identified as a risk factor for future revictimization, especially in young adulthood. There is an established link between childhood victimization and later sexual assault, but it is unclear if childhood trauma...
Cyber victimization is a contemporary problem facing youth and adolescents (Diamanduros, Downs, & Jenkins, 2008; Kowalski & Limber, 2007). It is imperative for researchers and school personnel to understand the associations between cyber...
This study examined the associations between bullying victimization and mental health and academic performance outcomes. This study also examined the indirect efect of academic performance on the association between bullying...
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