Page 122 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 122
positive youth development in contexts
Kljakovic, M., & Hunt, C. (2016). A meta-analysis of predictors of bullying and
victimization in adolescence. Journal of Adolescence, 49, 134–145. https//
doi.org/10.1016/j.adolescence.2016.03.002
Košir, K. & Japelj Pavešić , B. (2019). Analiza podatkov o medvrstniškem nasil-
ju, pridobljenih v raziskavah TIMSS 2011 in TIMSS 2015. Unpublished re-
port. Pedagoški inštitut.
Košir, K., Klasinc, L, Pivec, T., Špes, T., Cankar, G., & Horvat, M. (2020).
Predictors of self-reported and peer-reported victimization and bully-
ing behavior in early adolescents. The role of school, classroom and indi-
vidual factors. European Journal of Psychology of Education, 35, 381–402.
https//doi.org/10.1007/s10212-019-00430-y
Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014).
Bullying in the digital age: A critical review and meta-analysis of cyber-
bullying research among youth. Psychological Bulletin, 140, 1073–1137.
https//doi.org/10.1037/a0035618.
Kowalski, R. M., Limber, S. P., & McCord, A. (2018). A developmental ap-
proach to cyberbullying: Prevalence and protective factors. Aggressive
and Violent Behavior, 45, 20–32. doi:10.1016/j.avb.2018.02.009.
LaFontana, K. M., & Cillessen, A. H. N. (2010). Developmental changes in
the priority of perceived status in childhood and adolescence. Social
Development, 19(1), 130–147. https//doi.org/10.1111/j.1467-9507.2008.00522.x
Laninga-Wijnen, L., Harakeh, Z., Garandeau, C., Dijkstra, J. K., Veenstra, R.,
& Vollebergh, W. A. M. (2019). Classroom popularity hierarchy predicts
prosocial and aggressive popularity norms across the school year. Child
Development, 90, 637–653. https//doi.org/10.1111/cdev.13228.
Lee, V. E., & Smith, J. (2001). Restructuring high schools for equity and excel-
lence: What works? Teacher’s College Press.
Lerner, R. M. (2017). Commentary: Studying and testing the positive youth de-
velopment model: A tale of two approaches. Child Development, 88, 1183–
1185. https//doi.org/10.1111/cdev.12875
Ma, X. (2002). Bullying in middle school: Individual and school characteristics
of victims and offenders, school effectiveness and school improvement.
An International Journal of Research, Policy and Practice, 13, 63–89. https//
doi.org/10.1076/sesi.13.1.63.3438
Marsh, H. W., Nagengast, B., Morin, A. J. S., Parada, R. H., Craven, R. G.,
& Hamilton, L. R. (2011). Construct validity of the multidimensional
structure of bullying and victimization: An application of exploratory
122
Kljakovic, M., & Hunt, C. (2016). A meta-analysis of predictors of bullying and
victimization in adolescence. Journal of Adolescence, 49, 134–145. https//
doi.org/10.1016/j.adolescence.2016.03.002
Košir, K. & Japelj Pavešić , B. (2019). Analiza podatkov o medvrstniškem nasil-
ju, pridobljenih v raziskavah TIMSS 2011 in TIMSS 2015. Unpublished re-
port. Pedagoški inštitut.
Košir, K., Klasinc, L, Pivec, T., Špes, T., Cankar, G., & Horvat, M. (2020).
Predictors of self-reported and peer-reported victimization and bully-
ing behavior in early adolescents. The role of school, classroom and indi-
vidual factors. European Journal of Psychology of Education, 35, 381–402.
https//doi.org/10.1007/s10212-019-00430-y
Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014).
Bullying in the digital age: A critical review and meta-analysis of cyber-
bullying research among youth. Psychological Bulletin, 140, 1073–1137.
https//doi.org/10.1037/a0035618.
Kowalski, R. M., Limber, S. P., & McCord, A. (2018). A developmental ap-
proach to cyberbullying: Prevalence and protective factors. Aggressive
and Violent Behavior, 45, 20–32. doi:10.1016/j.avb.2018.02.009.
LaFontana, K. M., & Cillessen, A. H. N. (2010). Developmental changes in
the priority of perceived status in childhood and adolescence. Social
Development, 19(1), 130–147. https//doi.org/10.1111/j.1467-9507.2008.00522.x
Laninga-Wijnen, L., Harakeh, Z., Garandeau, C., Dijkstra, J. K., Veenstra, R.,
& Vollebergh, W. A. M. (2019). Classroom popularity hierarchy predicts
prosocial and aggressive popularity norms across the school year. Child
Development, 90, 637–653. https//doi.org/10.1111/cdev.13228.
Lee, V. E., & Smith, J. (2001). Restructuring high schools for equity and excel-
lence: What works? Teacher’s College Press.
Lerner, R. M. (2017). Commentary: Studying and testing the positive youth de-
velopment model: A tale of two approaches. Child Development, 88, 1183–
1185. https//doi.org/10.1111/cdev.12875
Ma, X. (2002). Bullying in middle school: Individual and school characteristics
of victims and offenders, school effectiveness and school improvement.
An International Journal of Research, Policy and Practice, 13, 63–89. https//
doi.org/10.1076/sesi.13.1.63.3438
Marsh, H. W., Nagengast, B., Morin, A. J. S., Parada, R. H., Craven, R. G.,
& Hamilton, L. R. (2011). Construct validity of the multidimensional
structure of bullying and victimization: An application of exploratory
122
