Zobrazeno 1 - 10
of 71
pro vyhledávání: '"Claire F Garandeau"'
Autor:
Elisabeth L De Moor, Ting-Yu Cheng, Jenna E Spitzer, Christian Berger, Alexia Carrizales, Claire F Garandeau, Maria Gerbino, Skyler T Hawk, Goda Kaniušonytė, Asiye Kumru, Elisabeth Malonda, Anna Rovella, Yuh-Ling Shen, Laura K Taylor, Maarten van Zalk, Susan Branje, Gustavo Carlo, Laura Padilla Walker, Jolien Van der Graaff
Publikováno v:
PLoS ONE, Vol 17, Iss 12, p e0279366 (2022)
The COVID-19 crisis has had a major impact on youth. This study examined factors associated with youth's attitudes towards their government's response to the pandemic and their blaming of individuals from certain risk groups, ethnic backgrounds, and
Externí odkaz:
https://doaj.org/article/4212bb9e463547929283579ea0336e96
Publikováno v:
Journal of Educational Psychology. 115:349-362
Autor:
Claire F. Garandeau, Takuya Yanagida, Marjolijn M. Vermande, Dagmar Strohmeier, Christina Salmivalli
Publikováno v:
Frontiers in Psychology, Vol 10 (2019)
Classroom size - i.e., the number of students in the class - is a feature of the classroom environment often found to be negatively related to bullying or victimization. This study examines three possible explanations for this negative association: (
Externí odkaz:
https://doaj.org/article/64162770ebdd4605bdfb9a7a1a8f73f5
Publikováno v:
International Journal of Bullying Prevention.
We examined how often teachers’ targeted interventions fail in stopping bullying and to what extent this varies between schools vs. between students involved. In addition, we investigated which student-level factors were associated with interventio
Publikováno v:
Journal of Research on Adolescence
Contains fulltext : 292056.pdf (Publisher’s version ) (Open Access) This study examined bidirectional associations between students' bully-directed defending behavior and their peer status (being liked or popular) and tested for the moderating role
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::40a5efe9dfb2e39bf4d6159e250695c0
http://hdl.handle.net/2066/292056
http://hdl.handle.net/2066/292056
Publikováno v:
Child Development
Child Development, 94, 4, pp. 905-921
Child Development, 94, 4, pp. 905-921
Contains fulltext : 289991.pdf (Publisher’s version ) (Open Access) Anti-bullying interventions often assume that knowing how it feels to be bullied increases empathy for victims. However, longitudinal research on actual experiences of bullying and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::369ed71c20d2251712801d57cb78097e
https://hdl.handle.net/https://repository.ubn.ru.nl/handle/2066/289991
https://hdl.handle.net/https://repository.ubn.ru.nl/handle/2066/289991
Autor:
Daniela V. Chávez, Christina Salmivalli, Claire F. Garandeau, Christian Berger, Bernadette P. Luengo Kanacri
Publikováno v:
Journal of youth and adolescence. 51(12)
As most studies on the link between peer status and prosocial behavior are cross-sectional, conducted with children, and operationalize status as the difference between acceptance and rejection, it remains unclear whether peer acceptance and rejectio
Autor:
J. Loes Pouwels, Claire F. Garandeau
Publikováno v:
The Wiley Blackwell Handbook of Bullying
This chapter provides an overview of the peer and classroom factors that play a role in bullying behavior. It describes the social status and peer characteristics associated with each behavior or role in bullying situations. The chapter explains how
Publikováno v:
Prevention Science
We examined the extent to which school personnel implementing the KiVa® antibullying program in Finland during 2009–2015 systematically employed the program-recommended approaches (confronting or non-confronting), used one or the other depending o
Publikováno v:
Journal of Youth and Adolescence. 49:2285-2297
Social dominance goals represent desires to be powerful and prominent among peers. Previous studies have documented that endorsing social dominance goals is positively associated with bullying behavior. However, little is known about how classroom co