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Burger, C., Strohmeier, D., & Kollerová, L. (2022). Teachers Can Make a Difference in Bullying: Effects of Teacher Interventions on Students' Adoption of Bully, Victim, Bully-Victim or Defender Roles across Time. Journal of youth and adolescence, 51(12), 2312-2327. https://doi.org/10.1007/s10964-022-01674-6

Camacho, A., Runions, K., Ortega-Ruiz, R., & Romera, E. M. (2023). Bullying and Cyberbullying Perpetration and Victimization: Prospective Within-Person Associations. Journal of youth and adolescence, 52(2), 406-418. https://doi.org/10.1007/s10964-022-01704-3

Man, X., Liu, J., & Xue, Z. (2022). Does Bullying Attitude Matter in School Bullying among Adolescent Students: Evidence from 34 OECD Countries. Children (Basel, Switzerland), 9(7), 975. https://doi.org/10.3390/children9070975

Murphy, D., Leonard, S. J., Taylor, L. K., & Santos, F. H. (2022). Educational achievement and bullying: The mediating role of psychological difficulties. The British journal of educational psychology, 92(4), 1487-1501. https://doi.org/10.1111/bjep.12511

Palermiti, A. L., Bartolo, M. G., Musso, P., Servidio, R., & Costabile, A. (2022). Self-Esteem and Adolescent Bullying/Cyberbullying and Victimization/Cybervictimization Behaviours: A Person-Oriented Approach. Europe's journal of psychology, 18(3), 249-261. https://doi.org/10.5964/ejop.5379

Zhao, Z., Wang, X., Ismail, S. M., Hasan, M. K., & Hashemifardnia, A. (2022). Social media and academic success: Impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among EFL learners. Frontiers in psychology, 13, 996577. https://doi.org/10.3389/fpsyg.2022.996577


Peer-Reviewed Journal Article References:
Barker, E. T., Howard, A. L., Galambos, N. L., & Wrosch, C. (2016). Tracking affect and academic success across university: Happy students benefit from bouts of negative mood. Developmental Psychology, 52(12), 2022–2030.

Bracegirdle, C., Reimer, N. K., van Zalk, M., Hewstone, M., & Wölfer, R. (2021). Disentangling contact and socialization effects on outgroup attitudes in diverse friendship networks. Journal of Personality and Social Psychology.

Bradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70(4), 322–332.

Brock, C. H., Oikonomidoy, E. M., Wulfing, K., Pennington, J. L., & Obenchain, K. M. (2014). “Mean girls” go to college: Exploring female–female relational bullying in an undergraduate literacy methods course. Peace and Conflict: Journal of Peace Psychology, 20(4), 516–535. 

“Can a school-wide bullying prevention program improve the plight of victims? Evidence for risk × intervention effects”: Correction to Juvonen et al. (2016) (2016). Journal of Consulting and Clinical Psychology, 84(6), 483.

Crowley, B. Z., & Cornell, D. (2020). Associations of bullying and sexual harassment with student well-being indicators. Psychology of Violence, 10(6), 615–625.

Crowley, B. Z., Datta, P., Stohlman, S., Cornell, D., & Konold, T. (2019). Authoritative school climate and sexual harassment: A cross-sectional multilevel analysis of student self-reports. School Psychology, 34(5), 469–478.

Duggins, S. D., Kuperminc, G. P., Henrich, C. C., Smalls-Glover, C., & Perilla, J. L. (2016). Aggression among adolescent victims of school bullying: Protective roles of family and school connectedness. Psychology of Violence, 6(2), 205–212.

Espelage, D. L. (2016). Leveraging school-based research to inform bullying prevention and policy. American Psychologist, 71(8), 768–775.

Fu, R., Waasdorp, T. E., Paskewich, B., & Leff, S. S. (2021). Bullying perpetration among youth: The contributions of child disclosure and parent–teacher connection. Journal of Family Psychology, 35(3), 410–416

Hong, J. S., Peguero, A. A., & Espelage, D. L. (2018). Experiences in bullying and/or peer victimization of vulnerable, marginalized, and oppressed children and adolescents: An introduction to the special issue. American Journal of Orthopsychiatry, 88(4), 399–401.

Hüttges, A., & Fay, D. (2015). Gender influences on career development: A brief review [Editorial]. Journal of Personnel Psychology, 14(3), 113–120.

Marinović, V., & Träuble, B. (2018). Vicarious social exclusion and memory in young children. Developmental Psychology, 54(11), 2067–2076.

Newman, D. S., Barrett, C. A., & Hazel, C. E. (2015). School consultation practices in the early career: Does training matter? Consulting Psychology Journal: Practice and Research, 67(4), 326–347.

O'Brennan, L. M., Waasdorp, T. E., & Bradshaw, C. P. (2014). Strengthening bullying prevention through school staff connectedness. Journal of Educational Psychology, 106(3), 870–880.

Rucinski, C. L., Brown, J. L., & Downer, J. T. (2018). Teacher–child relationships, classroom climate, and children’s social-emotional and academic development. Journal of Educational Psychology, 110(7), 992–1004.

Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52–66.

Upadyaya, K., & Salmela-Aro, K. (2013). Development of school engagement in association with academic success and well-being in varying social contexts: A review of empirical research. European Psychologist, 18(2), 136–147.

Van Ryzin, M. J., & Roseth, C. J. (2018). Cooperative learning in middle school: A means to improve peer relations and reduce victimization, bullying, and related outcomes. Journal of Educational Psychology, 110(8), 1192–1201.

Weinstein, M., Jensen, M. R., & Tynes, B. M. (2021). Victimized in many ways: Online and offline bullying/harassment and perceived racial discrimination in diverse racial–ethnic minority adolescents. Cultural Diversity and Ethnic Minority Psychology, 27(3), 397–407.

Yang, C., Sharkey, J. D., Reed, L. A., Chen, C., & Dowdy, E. (2018). Bullying victimization and student engagement in elementary, middle, and high schools: Moderating role of school climate. School Psychology Quarterly, 33(1), 54–64.

Additional References:

Eric Institue of Education Sciences  

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-Rayle, Andrea Dixon; Holly J. Hartwig Moorhead; Judy Green; Caryn A. Griffi; and Barbara Ozimek. Adolescent Girl-to-Girl Bullying: Wellness-Based Interventions for School Counselors. Eric Institue of Education Sciences, p1-36.


- Burger, C., Strohmeier, D., & Kollerová, L. (2022). Teachers Can Make a Difference in Bullying: Effects of Teacher Interventions on Students' Adoption of Bully, Victim, Bully-Victim or Defender Roles across Time. Journal of youth and adolescence, 51(12), 2312–2327.

- Camacho, A., Runions, K., Ortega-Ruiz, R., & Romera, E. M. (2023). Bullying and Cyberbullying Perpetration and Victimization: Prospective Within-Person Associations. Journal of youth and adolescence, 52(2), 406–418.

- Man, X., Liu, J., & Xue, Z. (2022). Does Bullying Attitude Matter in School Bullying among Adolescent Students: Evidence from 34 OECD Countries. Children (Basel, Switzerland), 9(7), 975.

- Murphy, D., Leonard, S. J., Taylor, L. K., & Santos, F. H. (2022). Educational achievement and bullying: The mediating role of psychological difficulties. The British journal of educational psychology, 92(4), 1487–1501.

- Palermiti, A. L., Bartolo, M. G., Musso, P., Servidio, R., & Costabile, A. (2022). Self-Esteem and Adolescent Bullying/Cyberbullying and Victimization/Cybervictimization Behaviours: A Person-Oriented Approach. Europe's journal of psychology, 18(3), 249–261.

- Zhao, Z., Wang, X., Ismail, S. M., Hasan, M. K., & Hashemifardnia, A. (2022). Social media and academic success: Impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among EFL learners. Frontiers in psychology, 13, 996577.