Page 123 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
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venting bullying: peer culture as the crucial developmental context in adolescence
structural equation modelling. Journal of Educational Psychology, 103,
701–732. https//doi.org/10.1037/a0024122
Menesini, E. & Salmivalli, C. (2017). Bullying in schools: The state of knowl-
edge and effective interventions. Psychology, Health & Medicine, 22, 240–
253. https//doi.org/10.1080/13548506.2017.1279740
Meter, D. J., & Bauman, S. (2018). Moral disengagement about cyberbullying
and parental monitoring: Effects on traditional bullying and victimiza-
tion via cyberbullying involvement. The Journal of Early Adolescence,
38(3), 303–326. https//doi.org/10.1177/0272431616670752
Miller, D. T., & Prentice, D. A. (1994). Collective errors and errors about the
collective. Personality and Social Psychology Bulletin, 20, 541–550. https//
doi.org/0146167294205011
Nishina A., Juvonen, J. (2005). Daily reports of witnessing and experienc-
ing peer harassment in middle school. Child Development, 76, 435–450.
https//doi.org/10.1111/j.1467-8624.2005.00855.x
Nocentini, A., Calmaestra, J., Schultze-Krumbholz, A., Scheithauer, H.,
Ortega R. in Menesini, E. (2010). Cyberbullying: Labels, behaviours and
definition in three European countries. Australian Journal of Guidance &
Counselling, 20(2), 129–142. https//doi.org/10.1375/ajgc.20.2.129
Olthof, T., Goossens, F. A., Vermande, M. M., Aleva, E. A., & van der
Meulen, M. (2011). Bullying as strategic behavior: Relations with de-
sired and acquired dominance in the peer group. Journal of School
Psychology, 49(3), 339–359. https//doi.org/10.1016/j.jsp.2011.03.003
Overton, W. F. (2015). Process and relational developmental systems. In W. F.
Overton & P. C. Molenaar (Eds.), Handbook of child psychology and de-
velopmental science: Theory and method (7th Ed., Vol. 1, pp. 9–62). Wiley.
https//doi.org/10.1002/9781118963418.childpsy102
Pan, B., Zhang, L., Ji, L., Garandeau, C. F., Salmivalli, C., & Zhang, W. (2020).
Classroom status hierarchy moderates the association between social
dominance goals and bullying behavior in middle childhood and early
adolescence. Journal of Youth and Adolescence, 49, 2285–2297. https//doi.
org/10.1007/s10964-020-01285-z
Peras, I. (2019). Značilnosti učencev kot dejavniki spletnega medvrstniškega
nasilja in viktimizacije. Magistrsko delo. [Students’ characteroistics as
factors of cyberbullying and cybervictimization. Master thesis.]. Oddelek
za psihologijo Filozofske fakultete Univerze v Mariboru.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, re-
search, and applications (2nd ed.). Merrill Prentice Hall.
123
structural equation modelling. Journal of Educational Psychology, 103,
701–732. https//doi.org/10.1037/a0024122
Menesini, E. & Salmivalli, C. (2017). Bullying in schools: The state of knowl-
edge and effective interventions. Psychology, Health & Medicine, 22, 240–
253. https//doi.org/10.1080/13548506.2017.1279740
Meter, D. J., & Bauman, S. (2018). Moral disengagement about cyberbullying
and parental monitoring: Effects on traditional bullying and victimiza-
tion via cyberbullying involvement. The Journal of Early Adolescence,
38(3), 303–326. https//doi.org/10.1177/0272431616670752
Miller, D. T., & Prentice, D. A. (1994). Collective errors and errors about the
collective. Personality and Social Psychology Bulletin, 20, 541–550. https//
doi.org/0146167294205011
Nishina A., Juvonen, J. (2005). Daily reports of witnessing and experienc-
ing peer harassment in middle school. Child Development, 76, 435–450.
https//doi.org/10.1111/j.1467-8624.2005.00855.x
Nocentini, A., Calmaestra, J., Schultze-Krumbholz, A., Scheithauer, H.,
Ortega R. in Menesini, E. (2010). Cyberbullying: Labels, behaviours and
definition in three European countries. Australian Journal of Guidance &
Counselling, 20(2), 129–142. https//doi.org/10.1375/ajgc.20.2.129
Olthof, T., Goossens, F. A., Vermande, M. M., Aleva, E. A., & van der
Meulen, M. (2011). Bullying as strategic behavior: Relations with de-
sired and acquired dominance in the peer group. Journal of School
Psychology, 49(3), 339–359. https//doi.org/10.1016/j.jsp.2011.03.003
Overton, W. F. (2015). Process and relational developmental systems. In W. F.
Overton & P. C. Molenaar (Eds.), Handbook of child psychology and de-
velopmental science: Theory and method (7th Ed., Vol. 1, pp. 9–62). Wiley.
https//doi.org/10.1002/9781118963418.childpsy102
Pan, B., Zhang, L., Ji, L., Garandeau, C. F., Salmivalli, C., & Zhang, W. (2020).
Classroom status hierarchy moderates the association between social
dominance goals and bullying behavior in middle childhood and early
adolescence. Journal of Youth and Adolescence, 49, 2285–2297. https//doi.
org/10.1007/s10964-020-01285-z
Peras, I. (2019). Značilnosti učencev kot dejavniki spletnega medvrstniškega
nasilja in viktimizacije. Magistrsko delo. [Students’ characteroistics as
factors of cyberbullying and cybervictimization. Master thesis.]. Oddelek
za psihologijo Filozofske fakultete Univerze v Mariboru.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, re-
search, and applications (2nd ed.). Merrill Prentice Hall.
123
