Page 86 - Šolsko polje, XXX, 2019, št. 3-4: Nasilje, šola, družba II, ur. Mitja Sardoč in Barbara Japelj Pavešić
P. 86
šolsko polje, letnik xxx, številka 3–4
Kokkinos, C. M., in Kipritsi, E. (2012) The relationship between bullying,
victimization, trait emotional intelligence, self-efficacy and empathy
among preadolescents, Social Psychology of Education 15(1), str. 41–58.
doi:10.1007/s11218-011-9168-9
Košir, K., Pivec, T., Klasinc, L., Špes, T., in Horvat, M. (2018) Psihosocialne
značilnosti učencev kot napovedniki različnih oblik medvrstniške
viktimizacije in nasilnega vedenja, Psihološka Obzorja/Horizons of
Psychology 186, str. 171–186. doi:10.20419/2018.27.494
Kozina, A., Vidmar, M., Saelzer, C., Rasmunson, M., Marušić, I., Jensen, H.,
Lund Nielsen, B., Vieluf, S., Ojsteršek, A., in Jurko, S. (2017) Hand in
Hand: Social and Emotional Skills for Tolerant and Non-discriminative
Societies (A Whole School Approach), Erasmus K3 project. Pridobljeno s
http://handinhand.si
LaFontana, K. M., in Cillessen, A. H. N. (2010) Developmental changes in
the priority of perceived status in childhood and adolescence, Social
Development 19(1), str. 130–147. doi:10.1111/j.1467-9507.2008.00522.x
Lenzi, M., Furlong, M. J., Dowdy, E., Sharkey, J., Gini, G., in Altoè, G.
(2015) The quantity and variety across domains of psychological and
social assets associated with school victimization, Psychology of Violence
5(4), str. 411–421. doi:10.1037/a0039696
Lucas-Molina, B., Williamson, A. A., Pulido, R., in Perez-Albeniz, A. (2015)
Effects of Teacher-Student Relationships on Peer Harrassment: A
Multilevel Study, Psychology in Schools 52(3), str. 298–314. doi:10.1002/
pits.21822
Malecki, C. K., Demaray, M. K., Coyle, S., Geosling, R., Rueger, S. Y., in
Becker, L. D. (2015) Frequency, power differential, and intentionality
and the relationship to anxiety, depression, and self-esteem for victims
of bullying, Child & Youth Care Forum 44(1), str. 115–131. doi: 10.1007/
s10566-014-9273-y
Marengo, D., Jungert, T., Iotti, N. O., Settanni, M., Thornberg, R., in
Longobardi, C. (2018) Conflictual student–teacher relationship, emo-
tional and behavioral problems, prosocial behavior, and their associati-
ons with bullies, victims, and bullies/victims, Educational Psychology
38(9), str. 1201–1217. doi:10.1080/01443410.2018.1481199
Marsh, H. W. (1992) Self Description Questionnaire (SDQ ) II: A theoretical
and empirical basis for the measurement of multiple dimensions of ado-
lescent self-concept: An interim test manual and a research monograph.
Novi Južni Wales, Avstralija: University of Western Sydney, Faculty of
Education.
84
Kokkinos, C. M., in Kipritsi, E. (2012) The relationship between bullying,
victimization, trait emotional intelligence, self-efficacy and empathy
among preadolescents, Social Psychology of Education 15(1), str. 41–58.
doi:10.1007/s11218-011-9168-9
Košir, K., Pivec, T., Klasinc, L., Špes, T., in Horvat, M. (2018) Psihosocialne
značilnosti učencev kot napovedniki različnih oblik medvrstniške
viktimizacije in nasilnega vedenja, Psihološka Obzorja/Horizons of
Psychology 186, str. 171–186. doi:10.20419/2018.27.494
Kozina, A., Vidmar, M., Saelzer, C., Rasmunson, M., Marušić, I., Jensen, H.,
Lund Nielsen, B., Vieluf, S., Ojsteršek, A., in Jurko, S. (2017) Hand in
Hand: Social and Emotional Skills for Tolerant and Non-discriminative
Societies (A Whole School Approach), Erasmus K3 project. Pridobljeno s
http://handinhand.si
LaFontana, K. M., in Cillessen, A. H. N. (2010) Developmental changes in
the priority of perceived status in childhood and adolescence, Social
Development 19(1), str. 130–147. doi:10.1111/j.1467-9507.2008.00522.x
Lenzi, M., Furlong, M. J., Dowdy, E., Sharkey, J., Gini, G., in Altoè, G.
(2015) The quantity and variety across domains of psychological and
social assets associated with school victimization, Psychology of Violence
5(4), str. 411–421. doi:10.1037/a0039696
Lucas-Molina, B., Williamson, A. A., Pulido, R., in Perez-Albeniz, A. (2015)
Effects of Teacher-Student Relationships on Peer Harrassment: A
Multilevel Study, Psychology in Schools 52(3), str. 298–314. doi:10.1002/
pits.21822
Malecki, C. K., Demaray, M. K., Coyle, S., Geosling, R., Rueger, S. Y., in
Becker, L. D. (2015) Frequency, power differential, and intentionality
and the relationship to anxiety, depression, and self-esteem for victims
of bullying, Child & Youth Care Forum 44(1), str. 115–131. doi: 10.1007/
s10566-014-9273-y
Marengo, D., Jungert, T., Iotti, N. O., Settanni, M., Thornberg, R., in
Longobardi, C. (2018) Conflictual student–teacher relationship, emo-
tional and behavioral problems, prosocial behavior, and their associati-
ons with bullies, victims, and bullies/victims, Educational Psychology
38(9), str. 1201–1217. doi:10.1080/01443410.2018.1481199
Marsh, H. W. (1992) Self Description Questionnaire (SDQ ) II: A theoretical
and empirical basis for the measurement of multiple dimensions of ado-
lescent self-concept: An interim test manual and a research monograph.
Novi Južni Wales, Avstralija: University of Western Sydney, Faculty of
Education.
84
