Takuya Yanagida
Biographic Data
| ID | 197800 |
|---|---|
| NAME | Takuya Yanagida |
| GIVEN NAMES | Takuya |
| FAMILY NAME | Yanagida |
| SIGNATURE | YANAGIDA T |
| AFFILIATIONS | University of Vienna |
| ORCID | 0000-0001-9052-4841 |
| VERIFIED | Yes |
| TOTAL WORKS | 36 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 36 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Well-being and stress in health sciences undergraduates’ workplace learning
Well-being and stress are crucial topics for health sciences students when they begin learning in the workplace. This study examined well-being and stress development over a semester to explore longitudinal change clusters of well-being and stress and whether students in different clusters differ in terms of their levels of cognitive and metacognitive learning. The sample included 188 veterinary undergraduates rotating between 15 workplaces on a …
Test boredom while working on difficult versus easy tasks
The focus of this work was on test boredom experienced while working on difficult versus easy tasks.In Study 1 (N 5 208 eighth graders), we investigated the structural validity of test boredom while working on difficult tasks (i.e., overchallenge boredom) versus easy tasks (i.e., underchallenge boredom).Supporting our hypotheses, the Test Boredom Scale-State demonstrated scalar invariance across both situations, with weakto-moderate correlations …
Inconsistencies of prevalence rates of (cyber)bullying and (cyber)victimization in large-scale cross-national datasets
Previous research comparing different large-scale cross-national surveys has shown substantial discrepancies in (cyber)bullying and (cyber)victimization rates within countries. This study hypothesized that systematic differences in bullying definitions might explain these discrepancies. Prevalence rates of bullying, victimization, cyberbullying and cybervictimization of two large-scale surveys, EU Kids Online (EUKO) and Health Behaviour in School…
What's on your mind? The role of bystander behaviors in victims' cognitions about the cause of the bullying and its solution
It is commonly assumed that victims' maladaptive cognitions concerning the cause of their victimization (self-blame) or its potential solution (e.g., helplessness) contribute to psychological problems. Nevertheless, there is limited empirical research on the conditions that lead to the emergence of such cognitions. The present study investigates whether bystanders' behaviors during bullying incidents (bystanders joining the bullying or defending …
Does defending help? The role of peer defending in reducing victimization and enhancing victims’ psychological adjustment
Although many antibullying programs encourage students to defend victimized peers, there is little empirical evidence that being defended actually helps victims of bullying by diminishing victimization and improving their psychological adjustment (i.e., self-esteem, depressive symptoms, and loneliness) over time. Therefore, the current longitudinal study examines whether defended victims experience a stronger within-person decrease in victimizati…
Rage, revenge, reward, and recreation
The quadripartite violence typology categorizes aggression into rage, revenge, reward, and recreational aggression. Furthermore, the general aggression model highlights the interaction between personal and contextual factors in shaping aggressive behavior. Whereas the four types of aggression are considered as personal factors, a contextual distinction can be made between offline and online contexts. To date, only the Cyber-Aggression Typology Qu…
Beyond the blues
INTRODUCTION: Theoretical approaches suggest that adaptability and well-being could serve as protective factors in influencing mental health. However, it remains empirically unclear how students' prior adaptability and well-being predict depression (and vice versa) in the long term. Hence, using a longitudinal design, the present study explores the reciprocal relations among university students' adaptability, well-being, as well as depression bef…
A healthy context, a just context? The role of classroom-level victimization in the adverse effects of bullying victimization on students' belief in a just world
The phenomenon that victims of bullying experience greater psychological problems in environments with lower levels of victimization is known as the healthy context paradox. The current study investigated the healthy context paradox with respect to students' belief in a just world. Specifically, we examined prospective effects of bullying victimization on personal and general belief in a just world, while taking the classroom level of victimizati…
Changes in Adolescents’ Covid-19-Health-Related Stress, Parent-Adolescent Relationships, and Mental Health During the Covid-19 Pandemic
Previous studies investigated short-term effects of COVID-19 on families. However, much is unknown about how families with adolescents fared throughout the pandemic, as well as factors that might explain interindividual differences in adjustment. The current study used latent change score models to investigate associations between changes in adolescents’ mental health, parent-adolescent relationship quality, and COVID-19-health-related stress fro…
Adolescents' digital career aspirations
INTRODUCTION: Computers and technology are still perceived as a male domain. As a result of this "digital gender gap" boys aspire careers in the information and communication technology (ICT) branches much more than girls. Guided by the situated expectancy-value theory of motivated behavioral choices, the present study aims to shed light on the predictors of digital career aspirations. METHODS: = 0.88) attending 61 Grade 7 and 8 classes located i…
Heterogeneity of adolescent bullying perpetrators
We identified different types of adolescent bullying perpetrators and nonbullies based on peer-reported bullying, victimization, and peer status (popularity, likeability, and rejection) and examined differences between bully subtypes in typical forms of bullying perpetrated. Moreover, we studied how bully subtypes differed from nonbullies with varying levels of victimization and peer status in academic and psychosocial adjustment. The study utili…
Test boredom
The emotion of boredom has sparked considerable interest in research on teaching and learning, but boredom during tests and exams has not yet been examined.Based on the control-value theory of achievement emotions, we hypothesized that students may experience significant levels of boredom during testing ("test boredom"; H1), and that test boredom may be significantly related to theoretically hypothesized antecedents (control and value appraisals;…
Self-regulated and externally regulated learning in adolescence
Both self-regulation and external regulation are key to understanding adolescents' learning and positive development at school. However, evidence on the joint development of self-regulated learning and externally regulated learning during adolescence is lacking. In addition, the current knowledge on interrelations between the development of adolescents' self-regulated learning, externally regulated learning, behaviors of teachers and parents in t…
Why did you do that? Differential types of aggression in offline and in cyberbullying
Traditional conceptualizations of aggression distinguish between reactive (e.g., rage) and proactive (e.g., reward) functions of aggression. However, critiques of this dichotomy have pointed out these models conflate motivational valence and self-control. Addressing this weakness, recent conceptualizations consider four types of aggression: rage, revenge, reward, and recreation aggression. The goal of the present study was to investigate contextu…
Bystanders of ethnic victimization
The study examined how adolescents' individual characteristics and class context are related to bystander behaviors in cases of ethnic victimization. The sample included 1065 adolescents in Sweden (Mage = 13.12, SD = 0.42; 55%males). Female adolescents, adolescents of immigrant background, and adolescents with positive attitudes toward immigrants had greater intentions to defend and comfort victimized peers. Positive inter-ethnic contact norms in…
The Association between Appetitive Aggression and Social Media Addiction Mediated by Cyberbullying
Appetitive aggression, i.e., the motivation to obtain rewards through aggressive behaviors, has been suggested as a key driver of cyberbullying. Due to the contextual properties of cyberspace (e.g., anonymity), it is assumed that the negative effects of cyberbullying are masked, leading to a preponderance of its positive outcomes (e.g., thrill). Since cyberbullying occurs predominantly in social media, reward-learning effects may lead to problema…
Coping with Public and Private Face-to-Face and Cyber Victimization among Adolescents in Six Countries
This study investigated the role of medium (face-to-face, cyber) and publicity (public, private) in adolescents' perceptions of severity and coping strategies (i.e., avoidant, ignoring, helplessness, social support seeking, retaliation) for victimization, while accounting for gender and cultural values. There were 3432 adolescents (ages 11-15, 49% girls) in this study; they were from China, Cyprus, the Czech Republic, India, Japan, and the United…
Understanding for Which Students and Classes a Socio-Ecological Aggression Prevention Program Works Best
School-based aggression prevention programs may not be equally effective for all students and classes, depending on student and class characteristics. This study investigated moderators of a cluster randomized controlled socio-ecological aggression prevention program’s effectiveness (change from pretest to posttest, sample: 2,042 preadolescents, mean age = 11.7 years, SD = 0.09, 47.6% girls) and sustainability (change from posttest to follow-up t…
Revisiting the intricate interplay between aggression and preadolescents’ school functioning
This work refined the complex associations between aggression (aggressive behavior and victimization) and school functioning in terms of school liking, interest, achievement, and social class climate. First, using longitudinal multilevel structural equation modeling, it was shown that aggressive behavior and victimization preceded lower school liking, achievement, and social class climate at the individual student level over 1 year (Sample 1: 665…
Within-Person Variation of Affective Well-Being during and after Exercise
Affective well-being is positively linked to regular exercise. Therefore, it is important to identify the factors that influence intra-individual variability of affective well-being. This study investigated (1) whether affective responses vary within an individual and (2) how affective responses are associated with a motive-incentive fit and a skill-task fit. A total of 107 adults (66% females, M age = 41.79 years old, 58% doing no exercise) took…
The Role of Intrapersonal-, Interpersonal-, Family-, and School-Level Variables in Predicting Bias-Based Cybervictimization
This study investigated whether social position (e.g., gender, migration, family status), intrapersonal-level (e.g., online risk behaviors, motives of Internet use), interpersonal-level (e.g., victimization and bullying), family-level (e.g., parental mediation), and class-level (e.g., teachers’ mediation, ethnic diversity) variables predict bias-based cybervictimization. Self-report questionnaires were completed by 1,018 Austrian adolescents (52.…
A Routine Activity Approach to Understand Cybergrooming Victimization Among Adolescents from Six Countries
Little attention has been given academically to empirically tested theoretical frameworks that aim at measuring the risk of adolescents falling victim to cybergrooming. To this end, we have applied the routine activity theory (RAT) to investigate whether exposure to motivated offenders (PC/laptop ownership and Internet access in one's own bedroom), capable guardianship (parental mediation strategies of Internet use), and target suitability (adole…
Effectiveness of the ViSC Social Competence Program in Turkish Elementary Schools
This study examined whether participating in the ViSC social competence program is able to reduce different types of reported problem behaviors including bullying perpetration and victimization as well as promoting various social competencies in elementary school children. Two wave longitudinal self-report and teacher report data was available from 822 students (546 intervention group, 276 control group, 50% girls, M age = 9.30) from five interve…
A tool for investigating the differential functions of aggressive behavior in the face‐to‐face and cyber context
Aggressive behavior in the face‐to‐face and cyber contexts is driven by underlying aggression (i.e., functions of aggressive behavior). Common theories of aggression distinguish between reactive (e.g., rage) and proactive (e.g., seeking to achieve power and affiliation) aggression. However, according to the quadripartite violence typology, this distinction conflates aspects of motivational valence with self‐regulatory processes. The Cyber‐Aggress…
The role of within‐class consensus on mastery goal structures in predicting socio‐emotional outcomes
BACKGROUND: Within-class consensus on mastery goal structures describes the extent to which students agree in their perceptions of mastery goal structures. Research on (work) teams suggests that higher levels of consensus within a group indicate a well-functioning social environment and are thus positively related to beneficial socio-emotional outcomes. However, the potential of within-class consensus to predict socio-emotional outcomes has not y…
They Think that I Should Defend”
Effectiveness and sustainability of the ViSC Social Competence Program to prevent cyberbullying and cyber‐victimization
We investigated whether the general anti-bullying program ViSC sustainably prevents cyberbullying and cyber-victimization. A longitudinal randomized control group design was used to examine (i) program effectiveness immediately after a 1 year implementation phase and (ii) sustainable program effects 6 months later taking several moderators on the class level (class climate and ethnic diversity) and on the individual level (gender, age, internet u…
Revisiting the intricate interplay between aggression and preadolescents’ school functioning
This work refined the complex associations between aggression (aggressive behavior and victimization) and school functioning in terms of school liking, interest, achievement, and social class climate. First, using longitudinal multilevel structural equation modeling, it was shown that aggressive behavior and victimization preceded lower school liking, achievement, and social class climate at the individual student level over 1 year (Sample 1: 665…
Moral Emotions and Moral Disengagement
The complex temporal associations among moral disengagement, moral emotions, and aggressive behavior were investigated within a short-term four-wave longitudinal study in a sample of early adolescents (at T1: N = 245; M age = 12.16 years; SD = 0.85). Moral disengagement and aggressive behavior were investigated by validated self-report scales. Shame and guilt were assessed in response to six-story vignettes. A series of four-wave longitudinal med…
Does defending help? The role of peer defending in reducing victimization and enhancing victims’ psychological adjustment
Although many antibullying programs encourage students to defend victimized peers, there is little empirical evidence that being defended actually helps victims of bullying by diminishing victimization and improving their psychological adjustment (i.e., self-esteem, depressive symptoms, and loneliness) over time. Therefore, the current longitudinal study examines whether defended victims experience a stronger within-person decrease in victimizati…
Self-regulated and externally regulated learning in adolescence
Both self-regulation and external regulation are key to understanding adolescents' learning and positive development at school. However, evidence on the joint development of self-regulated learning and externally regulated learning during adolescence is lacking. In addition, the current knowledge on interrelations between the development of adolescents' self-regulated learning, externally regulated learning, behaviors of teachers and parents in t…
Heterogeneity of adolescent bullying perpetrators
We identified different types of adolescent bullying perpetrators and nonbullies based on peer-reported bullying, victimization, and peer status (popularity, likeability, and rejection) and examined differences between bully subtypes in typical forms of bullying perpetrated. Moreover, we studied how bully subtypes differed from nonbullies with varying levels of victimization and peer status in academic and psychosocial adjustment. The study utili…
The Role of Intrapersonal-, Interpersonal-, Family-, and School-Level Variables in Predicting Bias-Based Cybervictimization
This study investigated whether social position (e.g., gender, migration, family status), intrapersonal-level (e.g., online risk behaviors, motives of Internet use), interpersonal-level (e.g., victimization and bullying), family-level (e.g., parental mediation), and class-level (e.g., teachers’ mediation, ethnic diversity) variables predict bias-based cybervictimization. Self-report questionnaires were completed by 1,018 Austrian adolescents (52.…
Differences in Severity and Emotions for Public and Private Face-to-Face and Cyber Victimization Across Six Countries
The purpose of this study was to examine the role of medium (face-to-face, cyber) and publicity (public, private) in perceptions of severity and emotional responses to victimization among adolescents from China, Cyprus, the Czech Republic, India, Japan, and the United States, while controlling for gender, individualism, and collectivism. There were 3,432 adolescents (age range = 11-15 years, 49% girls) included in this study. They read four hypot…
Cross-National Prevalence of Traditional Bullying, Traditional Victimization, Cyberbullying and Cyber-Victimization
Many large-scale cross-national studies rely on a single-item measurement when comparing prevalence rates of traditional bullying, traditional victimization, cyberbullying, and cyber-victimization between countries. However, the reliability and validity of single-item measurement approaches are highly problematic and might be biased. Data from three countries were used as an example case to compare the single- and multiple-item approaches from a …
Differences in Coping Strategies for Public and Private Face-to-Face and Cyber Victimization among Adolescents in Six Countries
The aim of this study was to examine the role of publicity (private versus public) and medium (face-to-face versus cyber) in adolescents’ coping strategies for hypothetical victimization, while also considering culture. Participants were adolescents from China, Cyprus, the Czech Republic, India, Japan, and the United States. The study also controlled for adolescents’ gender, individualism, and collectivism. Adolescents completed questionnaires on…
Effectiveness evaluation of a health promotion programme in primary schools
German register of clinical studies: DRKS00000622 . Retrospectively registered: 03.12.2010. Approved by the Ethics Committee of Lower Austria (GS4-EK-4/107-2010)
Effectiveness and sustainability of the ViSC Social Competence Program to prevent cyberbullying and cyber‐victimization
We investigated whether the general anti-bullying program ViSC sustainably prevents cyberbullying and cyber-victimization. A longitudinal randomized control group design was used to examine (i) program effectiveness immediately after a 1 year implementation phase and (ii) sustainable program effects 6 months later taking several moderators on the class level (class climate and ethnic diversity) and on the individual level (gender, age, internet u…
Evidence Based Bullying Prevention in Turkey
The ViSC program is the first evidence based anti-bullying program implemented in Turkey. A quasi-experimental longitudinal control group design comprising six schools and 26 classes was realized to examine the program effectiveness regarding different forms of perpetration and victimization. The effectiveness of two dosages of interventions – school and class level vs. school level – was investigated. In total, 642 grade 5 students (227 in schoo…
Depression in Groups of Bullies and Victims
The goals of this study were (1) to identify groups of bullies and victims, (2) to investigate level differences in depression, peer relationships, and academic variables, and (3) to examine how peer relationships and academic variables were associated with depression in these groups. The sample comprised 1,451 students (48.6% girls) aged 10–15 years ( M = 12.31). Applying Latent Profile Analysis five groups were identified: non-involved adolesce…
Effects of muscle dysmorphia, social comparisons and body schema priming on desire for social interaction
This study showed that men with a risk for muscle dysmorphia appeared to be at higher risk for social withdrawal and that this is associated with social comparison tendencies. Future investigations on clinical populations are needed, for this population is highly prone to social isolation and negative outcomes related to it
Differences in Severity and Emotions for Public and Private Face-to-Face and Cyber Victimization Across Six Countries
The purpose of this study was to examine the role of medium (face-to-face, cyber) and publicity (public, private) in perceptions of severity and emotional responses to victimization among adolescents from China, Cyprus, the Czech Republic, India, Japan, and the United States, while controlling for gender, individualism, and collectivism. There were 3,432 adolescents (age range = 11-15 years, 49% girls) included in this study. They read four hypot…
Face-to-face and Cyber Victimization among Adolescents in Six Countries
Moral Emotions and Moral Disengagement
The complex temporal associations among moral disengagement, moral emotions, and aggressive behavior were investigated within a short-term four-wave longitudinal study in a sample of early adolescents (at T1: N = 245; M age = 12.16 years; SD = 0.85). Moral disengagement and aggressive behavior were investigated by validated self-report scales. Shame and guilt were assessed in response to six-story vignettes. A series of four-wave longitudinal med…
They Think that I Should Defend”
The role of within‐class consensus on mastery goal structures in predicting socio‐emotional outcomes
BACKGROUND: Within-class consensus on mastery goal structures describes the extent to which students agree in their perceptions of mastery goal structures. Research on (work) teams suggests that higher levels of consensus within a group indicate a well-functioning social environment and are thus positively related to beneficial socio-emotional outcomes. However, the potential of within-class consensus to predict socio-emotional outcomes has not y…
A Routine Activity Approach to Understand Cybergrooming Victimization Among Adolescents from Six Countries
Little attention has been given academically to empirically tested theoretical frameworks that aim at measuring the risk of adolescents falling victim to cybergrooming. To this end, we have applied the routine activity theory (RAT) to investigate whether exposure to motivated offenders (PC/laptop ownership and Internet access in one's own bedroom), capable guardianship (parental mediation strategies of Internet use), and target suitability (adole…
Effectiveness of the ViSC Social Competence Program in Turkish Elementary Schools
This study examined whether participating in the ViSC social competence program is able to reduce different types of reported problem behaviors including bullying perpetration and victimization as well as promoting various social competencies in elementary school children. Two wave longitudinal self-report and teacher report data was available from 822 students (546 intervention group, 276 control group, 50% girls, M age = 9.30) from five interve…
A tool for investigating the differential functions of aggressive behavior in the face‐to‐face and cyber context
Aggressive behavior in the face‐to‐face and cyber contexts is driven by underlying aggression (i.e., functions of aggressive behavior). Common theories of aggression distinguish between reactive (e.g., rage) and proactive (e.g., seeking to achieve power and affiliation) aggression. However, according to the quadripartite violence typology, this distinction conflates aspects of motivational valence with self‐regulatory processes. The Cyber‐Aggress…
Within-Person Variation of Affective Well-Being during and after Exercise
Affective well-being is positively linked to regular exercise. Therefore, it is important to identify the factors that influence intra-individual variability of affective well-being. This study investigated (1) whether affective responses vary within an individual and (2) how affective responses are associated with a motive-incentive fit and a skill-task fit. A total of 107 adults (66% females, M age = 41.79 years old, 58% doing no exercise) took…
The Role of Intrapersonal-, Interpersonal-, Family-, and School-Level Variables in Predicting Bias-Based Cybervictimization
This study investigated whether social position (e.g., gender, migration, family status), intrapersonal-level (e.g., online risk behaviors, motives of Internet use), interpersonal-level (e.g., victimization and bullying), family-level (e.g., parental mediation), and class-level (e.g., teachers’ mediation, ethnic diversity) variables predict bias-based cybervictimization. Self-report questionnaires were completed by 1,018 Austrian adolescents (52.…
Why did you do that? Differential types of aggression in offline and in cyberbullying
Traditional conceptualizations of aggression distinguish between reactive (e.g., rage) and proactive (e.g., reward) functions of aggression. However, critiques of this dichotomy have pointed out these models conflate motivational valence and self-control. Addressing this weakness, recent conceptualizations consider four types of aggression: rage, revenge, reward, and recreation aggression. The goal of the present study was to investigate contextu…
Bystanders of ethnic victimization
The study examined how adolescents' individual characteristics and class context are related to bystander behaviors in cases of ethnic victimization. The sample included 1065 adolescents in Sweden (Mage = 13.12, SD = 0.42; 55%males). Female adolescents, adolescents of immigrant background, and adolescents with positive attitudes toward immigrants had greater intentions to defend and comfort victimized peers. Positive inter-ethnic contact norms in…
The Association between Appetitive Aggression and Social Media Addiction Mediated by Cyberbullying
Appetitive aggression, i.e., the motivation to obtain rewards through aggressive behaviors, has been suggested as a key driver of cyberbullying. Due to the contextual properties of cyberspace (e.g., anonymity), it is assumed that the negative effects of cyberbullying are masked, leading to a preponderance of its positive outcomes (e.g., thrill). Since cyberbullying occurs predominantly in social media, reward-learning effects may lead to problema…
Coping with Public and Private Face-to-Face and Cyber Victimization among Adolescents in Six Countries
This study investigated the role of medium (face-to-face, cyber) and publicity (public, private) in adolescents' perceptions of severity and coping strategies (i.e., avoidant, ignoring, helplessness, social support seeking, retaliation) for victimization, while accounting for gender and cultural values. There were 3432 adolescents (ages 11-15, 49% girls) in this study; they were from China, Cyprus, the Czech Republic, India, Japan, and the United…
Understanding for Which Students and Classes a Socio-Ecological Aggression Prevention Program Works Best
School-based aggression prevention programs may not be equally effective for all students and classes, depending on student and class characteristics. This study investigated moderators of a cluster randomized controlled socio-ecological aggression prevention program’s effectiveness (change from pretest to posttest, sample: 2,042 preadolescents, mean age = 11.7 years, SD = 0.09, 47.6% girls) and sustainability (change from posttest to follow-up t…
Revisiting the intricate interplay between aggression and preadolescents’ school functioning
This work refined the complex associations between aggression (aggressive behavior and victimization) and school functioning in terms of school liking, interest, achievement, and social class climate. First, using longitudinal multilevel structural equation modeling, it was shown that aggressive behavior and victimization preceded lower school liking, achievement, and social class climate at the individual student level over 1 year (Sample 1: 665…
Test boredom
The emotion of boredom has sparked considerable interest in research on teaching and learning, but boredom during tests and exams has not yet been examined.Based on the control-value theory of achievement emotions, we hypothesized that students may experience significant levels of boredom during testing ("test boredom"; H1), and that test boredom may be significantly related to theoretically hypothesized antecedents (control and value appraisals;…
Self-regulated and externally regulated learning in adolescence
Both self-regulation and external regulation are key to understanding adolescents' learning and positive development at school. However, evidence on the joint development of self-regulated learning and externally regulated learning during adolescence is lacking. In addition, the current knowledge on interrelations between the development of adolescents' self-regulated learning, externally regulated learning, behaviors of teachers and parents in t…
Psychology (30 works) · Developmental psychology (26 works) · Bullying, Victimization, and Aggression (24 works) · Social Psychology (24 works) · Social Psychology (17 works) · Clinical Psychology (12 works) · Child Development and Digital Technology (11 works) · Clinical Psychology (10 works) · Medicine (10 works) · Child and Adolescent Psychosocial and Emotional Development (9 works)