The Social Cognitions of Victims of Bullying: A Systematic Review

Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms and profiles. University of Vermont, Research Center for Children, Youth, and Families.

Google Scholar 

Aldridge, J. M., & Ala’i, K. (2013). Assessing students’ views of school climate: Developing and validating the What’s Happening In This School? (WHITS) questionnaire. Improving Schools, 16(1), 47–66.

Google Scholar 

•Aldridge, J. M., McChesney, K., & Afari, E. (2020). Associations between school climate and student life satisfaction: Resilience and bullying as mediating factors. Learning Environments Research, 23(1), 129–150. https://doi.org/10.1007/s10984-019-09296-9

Allen, J. R., & Kinsey, K. (2013). Teaching Theory of Mind. Early Education and Development, 24(6), 865–876. https://doi.org/10.1080/10409289.2013.745182

Article  Google Scholar 

Alsaker, F. D., & Valkanover, S. (2001). Early diagnosis and prevention of victimization in kindergarten. In J. Juvonen & S. Graham (Eds.), Peer harassment in school (pp. 175–195). Guilford.

Google Scholar 

Anderson, J. R. (2015). Cognitive psychology and its implications (8th ed.). Worth Publishers.

Apps, M. A. J., Rushworth, M. F. S., & Chang, S. W. C. (2016). The anterior cingulate gyrus and social cognition: Tracking the motivation of others. Neuron, 90(4), 692–707. https://doi.org/10.1016/j.neuron.2016.04.018

Article  PubMed  PubMed Central  Google Scholar 

•Arató, N., Zsidó, A. N., Lénárd, K., & Lábadi, B. (2020). Cybervictimization and cyberbullying: The role of socio-emotional skills. Frontiers in Psychiatry, 11, 248. https://doi.org/10.3389/fpsyt.2020.00248

Armstrong, J. M., Goldstein, L. H., & The MacArthur Working Group on Outcome Assessment. (2003). Manual for the MacArthur Health and Behavior Questionnaire (HBQ 1.0). PA: MacArthur Foundation Research Network on Psychopathology and Development, University of Pittsburgh.

Arora, C. M. J., & Thompson, D. A. (1987). Defining bullying for a secondary school. Educational and Child Psychology, 4(3–4), 110–120.

Google Scholar 

Arseneault, L. (2018). Annual research review: The persistent and pervasive impact of being bullied in childhood and adolescence: Implications for policy and practice. Journal of Child Psychology and Psychiatry and Allied Disciplines, 59(4), 405–421. https://doi.org/10.1111/jcpp.12841

Article  Google Scholar 

Astington, J. W. (2001). The future of theory-of-mind research: Understanding motivational states, the role of language, and real- world consequences. Commentary on “Meta-analysis of theory- of-mind development: The truth about false belief.” Child Development, 72, 685–687.

PubMed  Google Scholar 

•Audley, S., Hsueh, Y., & Zhang, H. (2020). I’m respectful. Why don’t they like me? Evaluator and gender effects of showing respect and children’s social competence. Social Development, 29(1), 249–272. https://doi.org/10.1111/sode.12389

•Baird, A. A., Silver, S. H., & Veague, H. B. (2010). Cognitive control reduces sensitivity to relational aggression among adolescent girls. Social Neuroscience, 5(5–6), 519–532. https://doi.org/10.1080/17470911003747386

•Balan, R., Dobrean, A., & Balazsi, R. (2018). Indirect effects of parental and peer attachment on bullying and victimization among adolescents: The role of negative automatic thoughts. Aggressive Behavior, 44(6), 561–570. https://doi.org/10.1002/ab.21775

Banerjee, R., Watling, D., & Caputi, M. (2011). Peer relations and the understanding of faux pas: Longitudinal evidence for bidirectional associations. Child Development, 82(6), 1887–1905.

PubMed  Google Scholar 

Bar-Haim, Y., Lamy, D., Pergamin-Hight, L., Bakermans-Kranenburg, M. J., & van IJzendoorn, M. H. (2007). Threat-related attentional bias in anxious and nonanxious individuals: A meta-analytic study. Psychological Bulletin, 133(1), 1–24. https://doi.org/10.1037/0033-2909.133.1.1

Article  PubMed  Google Scholar 

Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a ‘theory of mind’? Cognition, 21, 37–46.

Google Scholar 

Baron-Cohen, S., & Wheelwright, S. (2004). The empathy quotient: An investigation of adults with Asperger syndrome or high functioning autism, and normal sex differences. Journal of Autism and Developmental Disorders, 34(2), 163–175.

PubMed  Google Scholar 

Baron-Cohen, S., Wheelwright, S., Spong, A., Scahill, V., & Lawson, J. (2001). Are intuitive physics and intuitive psychology independent? A test with children with Asperger syndrome. Journal of Developmental and Learning Disorders, 5, 47–78.

Google Scholar 

•Baroncelli, A., & Ciucci, E. (2014). Unique effects of different components of trait emotional intelligence in traditional bullying and cyberbullying. Journal of Adolescence, 37(6), 807–815. https://doi.org/10.1016/j.adolescence.2014.05.009

Barriga, A. Q., & Gibbs, J. C. (1996). Measuring cognitive distortion in antisocial youth: Development and preliminary validation of the ‘“How I Think”’ questionnaire. Aggressive Behavior, 22, 333–343.

Google Scholar 

•Barzeva, S. A., Richards, J. S., Meeus, W. H. J., & Oldehinkel, A. J. (2020). The social withdrawal and social anxiety feedback loop and the role of peer victimization and acceptance in the pathways. Development and Psychopathology, 32(4), 1402–1417. https://doi.org/10.1017/S0954579419001354

•Bayar, Y., & Uçanok, Z. (2012). School social climate and generalized peer perception in traditional and cyberbullying status. Educational Sciences: Theory & Practice, 12(4), 2352–2358.

Bear, G. G., Gaskins, C., Blank, J., & Chen, F. F. (2011). Delaware School Climate Survey—Student: Its factor structure, concurrent validity, and reliability. Journal of School Psychology, 49, 157–174. https://doi.org/10.1016/j.jsp.2011.01.001

Article  PubMed  Google Scholar 

Bear, G. G., Yang, C., Harris, A., Mantz, L., Boyer, D., & Hearn, S. (2019). Technical Manual for the Delaware School Survey: Scales of school climate; bullying victimization; student engagement; positive, punitive, and social emotional learning techniques; and social and emotional competencies. University of Delaware and Delaware Department of Education.

Google Scholar 

Belacchi, C. (2008). I ruoli dei partecipanti nel bullismo: Una nuova proposta. Giornale Italiano Di Psicologia, 4, 885–911.

Google Scholar 

•Belacchi, C., & Farina, E. (2010). Prosocial/hostile roles and emotion comprehension in preschoolers. Aggressive Behavior, 36(6), 371–389. https://doi.org/10.1002/ab.20361

Belacchi, C., Mei, V., Pierucci, V., Altoe, G. (2009, September). Ruoli dei partecipanti nel bullismo in eta` adolescenziale: Validazione di un nuovo modello. Proceedings of XXV Congresso Nazionale AIP Sezione Psicologia sperimentale, Chieti, Italy.

•Berg, J. K., & Aber, L. J. (2015). A multilevel view of predictors of children’s perceptions of school interpersonal climate. Journal of Educational Psychology, 107(4), 1150–1170. https://doi.org/10.1037/edu0000027

Bernstein, M. J. (2003). Research in social psychology: Consequences of short- and long-term social exclusion. In P. Riva & J. Eck (Eds.), Social exclusion: Psychological approaches to understanding and reducing its impact (pp. 51–72). Springer International Publishing. https://doi.org/10.1007/978-3-319-33033-4

Bernstein, M. J., Young, S. G., & Hugenberg, K. (2007). The cross-category effect. Psychological Science, 18, 706–712. https://doi.org/10.1111/j.1467-9280.2007.01964.x

Article  PubMed  Google Scholar 

Betts, L. R., Houston, J. E., & Steer, O. L. (2015). Development of the Multidimensional Peer Victimisation Scale-Revised (MPVR-R) and the Multidimensional Peer Bullying Scale (MPVS-RB). The Journal of Genetic Psychology: Research and Theory on Human Development, 176, 93–109. https://doi.org/10.1080/00221325.2015.1007915

Article  Google Scholar 

•Betts, L. R., Houston, J. E., Steer, O. L., & Gardner, S. E. (2017). Adolescents’ experiences of victimization: The role of attribution style and generalized trust. Journal of School Violence, 16(1), 25–48. https://doi.org/10.1080/15388220.2015.1100117

Boor-Klip, H. J., Segers, E., Hendrickx, M. M. H. G., & Cillessen, A. H. N. (2016). Development and psychometric properties of the classroom peer context questionnaire. Social Development, 25, 370–389.

Google Scholar 

Bosworth, K., Espelage, D. L., & Simon, T. R. (1999). Factors associated with bullying behavior in middle school students. Journal of Early Adolescence, 19, 341–362.

Google Scholar 

Bryant, K. B. (1982). An index of empathy for children and adolescents. Child Development, 53, 413–425. https://doi.org/10.2307/1128984

Article  Google Scholar 

Buckner, J. D., DeWall, C. N., Schmidt, N. B., & Maner, J. K. (2010). A tale of two threats: Social anxiety and attention to social threat as a function of social exclusion and non-exclusion threats. Cognitive Therapy and Research, 34(5), 449–455. https://doi.org/10.1007/s10608-009-9254-x

Article  PubMed  PubMed Central  Google Scholar 

Buelga, S., Cava, M. J., & Musitu, G. (2012). Validation of the adolescent victimization through mobile phone and internet scale [Validación de la Escala de Victimización entre Adolescentes a través del Teléfono Móvil y de Internet]. Revista Panamericana De Salud Publica, 32, 36–42. https://doi.org/10.1590/S1020-49892012000700006

Article  PubMed  Google Scholar 

•Calleja, R. L., & Rapee, R. M. (2020). Social threat sensitivity and its relationships with peer victimisation and internalising symptoms among adolescent girls. Behaviour Research and Therapy, 133, 103710. https://doi.org/10.1016/j.brat.2020.103710

•Calvete, E., Fernández-González, L., González-Cabrera, J. M., & Gámez-Guadix, M. (2018). Continued bullying victimization in adolescents: Maladaptive schemas as a mediational mechanism. Journal of Youth and Adolescence, 47(3), 650–660. https://doi.org/10.1007/s10964-017-0677-5

•Camodeca, M., & Goossens, F. A. (2005). Aggression, social cognitions, anger and sadness in bullies and victims. Journal of Child Psychology and Psychiatry and Allied Disciplines, 46(2), 186–197. https://doi.org/10.1111/j.1469-7610.2004.00347.x

•Camodeca, M., Goossens, F. A., Schuengel, C., & Terwogt, M. M. (2003). Links between social information processing in middle childhood and involvement in bullying. Aggressive Behavior, 29(2), 116–127. https://doi.org/10.1002/ab.10043

Caravita, S., & Bartolomeo, A. (2001, August). Bullying and the use of violent videogames. Paper presented at the Tenth European Conference on Developmental Psychology, Uppsala, Sweden.

•Caravita, S. C. S., Di Blasio, P., & Salmivalli, C. (2010). Early adolescents’ participation in bullying: Is ToM involved? Journal of Early Adolescence, 30(1), 138–170. https://doi.org/10.1177/0272431609342983

•Caravita, S. C. S., Strohmeier, D., Salmivalli, C., & Di Blasio, P. (2019). Bullying immigrant versus non-immigrant peers: Moral disengagement and participant roles. Journal of School Psychology, 75, 119–133. https://doi.org/10.1016/j.jsp.2019.07.005

Carver, C. S., & White, T. L. (1994). Behavioral inhibition, behavioral activation, and affective responses to impending reward and punishment. Journal of Personality and Social Psychology, 67, 319–333.

Google Scholar 

•Chan, H. C. O., & Wong, D. S. W. (2015). The overlap between school bullying perpetration and victimization: Assessing the psychological, familial, and school factors of Chinese adolescents in Hong Kong. Journal of Child and Family Studies, 24(11), 3224–3234. https://doi.org/10.1007/s10826-015-0125-7

•Chen, F. R., Fung, A. L. C., & Raine, A. (2021). The cognitive, affective, and somatic empathy scales (CASES): Cross-cultural replication and specificity to different forms of aggression and victimization. Journal of Personality Assessment, 103(1), 80–91. https://doi.org/10.1080/00223891.2019.1677246

Chen, X., Rubin, K. H., & Sun, Y. (1992). Social reputation and peer relationships in Chinese and Canadian children: A cross-cultural study. Child Development, 63, 1336–1343.

Google Scholar 

•Choi, B., & Park, S. (2018). Who becomes a bullying perpetrator after the experience of bullying victimization? The moderating role of self-esteem. Journal of Youth and Adolescence, 47(11), 2414–2423. https://doi.org/10.1007/s10964-018-0913-7

•Ciucci, E., Baroncelli, A., & Nowicki, S. (2014). Emotion perception accuracy and bias in face-to-face versus cyberbullying. Journal of Genetic Psychology, 175(5), 382–400. https://doi.org/10.1080/00221325.2014.934653

Coplan, R. J., & Rubin, K. H. (1998). Exploring and assessing nonsocial play in the preschool: The development and validation of the Preschool Play Behavior Scale. Social Development, 7, 71–91.

Google Scholar 

Crick, N. R. (1995). Relational aggression: The role of intent attribution, feelings of distress, and provocation type. Development and Psychopathology, 7, 313–322. https://doi.org/10.1017/S0954579400006520

Article  Google Scholar 

Crick, N. R., & Bigbee, M. A. (1998). Relational and overt forms of peer victimization: A multi informant approach. Journal of Consulting and Clinical Psychology, 66, 337–347. https://doi.org/10.1037/0022-006X.66.2.337

Article  PubMed  Google Scholar 

Crick, N. R., Casas, J. F., & Ku, H. Y. (1999). Relational and physical forms of peer victimization in preschool. Developmental Psychology, 35, 376–385.

PubMed  Google Scholar 

Crick, N. R., & Dodge, K. A. (1994). Review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115(1), 74–101. https://doi.org/10.1037/0033-2909.115.1.74

Article  Google Scholar 

Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66(3), 710–722. https://doi.org/10.1016/0169-555X(92)90033-K

Article  PubMed  Google Scholar 

Crick, N. R., & Grotpeter, J. K. (1996). Children’s treatment by peers: Victims of relational and overt aggression. Development and Psychopathology, 8, 367–380.

Google Scholar 

Crick, N. R., Grotpeter, J. K., & Bigbee, M. A. (2002). Relationally and physically aggressive children’s intent attributions and feelings of distress for relational and instrumental peer provocations. Child Development, 73, 1134–1142.

PubMed  Google Scholar 

Cullerton-Sen, C., & Crick, N. R. (2005). Understanding the effects of physical and relational victimization: The utility of multiple perspectives in predicting social emotional adjustment. School Psychology Review, 34, 147–160.

Google Scholar 

Currie, C., Nic Gabhainn, S., & Godeau, E. (2009). The health behaviour in school-aged children: WHO collaborative cross-national (HBSC) study: Origins, concept, history and development 1982–2008. International Journal of Public Health, 54, 131–139.

PubMed  Google Scholar 

Davies, K. A., Lane, A. M., Devonport, T. J., & Scott, J. A. (2010). Validity and reliability of a brief emotional intelligence scale (BEIS-10). Journal of Individual Differences, 31, 198–208.

Google Scholar 

Davis, M. H. (1980). A multidimensional approach to individual differences in empathy. Catalog of Selected Documents in Psychology, 10, 1–19. https://doi.org/10.1037/0022-3514.44.1.113

Article  Google Scholar 

Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. Journal of Personality and Social Psychology, 44, 113–126. https://doi.org/10.1037/0022-3514.44.1.113

Article  Google Scholar 

De Los Reyes, A., & Prinstein, M. J. (2004). Applying depression-distortion hypotheses to the assessment of peer victimization in adolescents. Journal of Clinical Child and Adolescent Psychology, 33(2), 325–335. https://doi.org/10.1207/s15374424jccp3302_14

Article  PubMed  Google Scholar 

Decety, J., Norman, G. J., Berntson, G. G., & Cacioppo, J. T. (2012). A neurobehavioral evolutionary perspective on the mechanisms underlying empathy. Progress in Neurobiology, 98(1), 38–48. https://doi.org/10.1016/j.pneurobio.2012.05.001

Article  PubMed  Google Scholar 

Del Rey, R., Casas, J. A., Ortega-Ruiz, R., Schultze-Krumbholz, A., Scheithauer, H., Smith, P. K., & Plichta, P. (2015). Structural validation and cross-cultural robustness of the European cyberbullying intervention project questionnaire. Computers in Human Behavior, 50, 141–147. https://doi.org/10.1016/j.chb.2015.03.065

Article  Google Scholar 

Denham, S. A. (1986). Social cognition, social behavior, and emotion in preschoolers: Contextual validation. Child Development, 57, 194–201.

Google Scholar 

•DePaolis, K. J., & Williford, A. (2019). Pathways from cyberbullying victimization to negative health outcomes among elementary school

留言 (0)

沒有登入
gif