143 research outputs found
sj-docx-1-jbd-10.1177_01650254221108163 – Supplemental material for Fostering children’s social pretend play competence and social skills through play tutoring: What is the mechanism of change?
No full textSupplemental material, sj-docx-1-jbd-10.1177_01650254221108163 for Fostering children’s social pretend play competence and social skills through play tutoring: What is the mechanism of change? by Isabelle Kalkusch, Ann-Kathrin Jaggy, Carine Burkhardt Bossi, Barbara Weiss, Fabio Sticca and Sonja Perren in International Journal of Behavioral Development</p
Procedia - Social and Behavioral Sciences. Applications of social network analysis - ASNA 2011
No full textAlways On. Cyberbullying in modern society
No full textCybermobbing ist ein brisantes Thema, das seit über einem Jahrzehnt weltweit für Aufsehen sorgt. Es handelt sich um eine elektronische Mobbingvariante, die vom Versenden einer beleidigenden SMS bis hin zum Veröffentlichen von peinlichen Videos auf YouTube oder Facebook geht. Cybermobbing kann als ungünstiges Nebenprodukt des gesellschaftlichen Wandels hin zur digitalen Kommunikation gesehen werden. Cybermobbing ist deswegen nicht nur ein individuelles, sondern auch ein gesellschaftliches Problem, das in diesem größeren Rahmen betrachtet werden muss. Sowohl das Individuum als auch die Familie, die Gleichaltrigen, die Schule und der gesellschaftliche Kontext sind wichtige Akteure einerseits bei Entstehung und Aufrechterhaltung von Cybermobbing, andererseits bei dessen Prävention und Intervention.Online bullying is a pressing topic that has been causing alarm worldwide for over a decade. It is an electronic form of bullying ranging from insulting private text messages to the publication of embarrassing videos on YouTube or Facebook. Cyberbullying can legitimately be regarded as an unedifying by-product of the social trend toward digital communication. Accordingly, cyberbullying is not only an individual problem but also a social phenomenon that needs to be looked at in a broader context. The individuals concerned, their families, peers, schools and the societal context are all important agents not only in the origination and maintenance of cyberbullying but also in its prevention and intervention
Longitudinal risk factors for cyberbullying in adolescence
No full textCyberbullying has emerged as a new form of antisocial behaviour in the context of online communication over the last decade. The present study investigates potential longitudinal risk factors for cyberbullying. A total of 835 Swiss seventh graders participated in a short-term longitudinal study (two assessments 6 months apart). Students reported on the frequency of cyberbullying, traditional bullying, rule-breaking behaviour, cybervictimisation, traditional victimisation, and frequency of online communication (interpersonal characteristics). In addition, we assessed moral disengagement, empathic concern, and global self-esteem (intrapersonal characteristics). Results showed that traditional bullying, rule-breaking behaviour, and frequency of online communication are longitudinal risk factors for involvement in cyberbullying as a bully. Thus, cyberbullying is strongly linked to real-world antisocial behaviours. Frequent online communication may be seen as an exposure factor that increases the likelihood of engaging in cyberbullying. In contrast, experiences of victimisation and intrapersonal characteristics were not found to increase the longitudinal risk for cyberbullying over and above antisocial behaviour and frequency of online communication. Implications of the findings for the prevention of cyberbullying are discussed
Contextual and Parental Motivation Patterns in Children’s Screen Use in Children aged 0 to 5 Years in Switzerland (SWIPE)
No full textSociety and early childhood professionals have raised concerns about potential negative effects of child screen use. However, research yields mixed findings on the associations between time spent using digital media and child wellbeing, which might be due to most research focusing on duration of time spent on digital devices without considering other important factors such as parental motivation for child screen use or context of use (Barr et al., 2020; Sticca et al., 2025).
Therefore, the aim of this study is to explore different patterns of child screen use based on contextual factors and parental motivation for screen use. Furthermore, we plan to examine demographic and socioeconomic antecedents and child emotional and behavioral outcomes of these contextual and parental motivation screen use patterns
Selection and influence effects in defending a victim of bullying: The moderating effects of school context
No full textIn this paper we examined whether defenders of victims of school bullying befriended similar peers, and whether the similarity is due to selection or influence processes or both. We examined whether these processes result in different degrees of similarity between peers depending on teachers’ self-efficacy and the school climate. We analyzed longitudinal data of 478 Swiss school students employing actor-based stochastic models. Our analyses showed that similarity in defending behavior among friends was due to selection rather than influence. The extent to which adolescents selected peers showing similar defending behavior was related to contextual factors. In fact, lower self-efficacy of teachers and positive school climate were associated with increased selection effects in terms of defending behavior
[FGME 2015] "Short- and Long-Term Effects of Over-Reporting of Grades on Academic Self-Concept and Achievement"
No full text[FGME 2015
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