James M E Boyle
Biographic Data
| ID | 2745653 |
|---|---|
| NAME | James M E Boyle |
| GIVEN NAMES | James M E |
| FAMILY NAME | Boyle |
| SIGNATURE | BOYLE J M E |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 53 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2007 |
| H-INDEX | 3 |
Perceptions and correlates of peer-victimization and bullying
Background. The experiences of peer-victimization and bullying are often treated empirically as though they are conceptually indistinct. Both involve repeated aggression, but definitions of bullying additionally emphasize the importance of aggressor intent and imbalance of power between the aggressor and the victim (Olweus, 1978; Whitney & Smith, 1993).Aims. The present study aimed to examine the extent to which peer-victimization and bullying ar…
Long-Term Stability and Reliability of Scores on the Peer-Relations Subscale of the Self-Esteem Questionnaire
The stability of scores on the Peer-Relations subscale of the Self-Esteem Questionnaire (SEQ) was examined over 11 to 13 months, longer than in previous research. Participants were 839 mainstream Scottish pupils aged 8 to 14 years old (48% male), allowing for the psychometric qualities of the scale to be assessed in a younger sample than previously examined. The subscale scores displayed good internal reliability and moderate testretest stability…
Appraisal and coping strategy use in victims of school bullying
Background: Transactional models of coping (Lazarus & Folkman, 1984) can contribute to our understanding of why some children cope effectively with bullying while others suffer negative outcomes. However, previous research has relied on coping measures that are not comparable with adult measures, restricting investigation of developmental trends. Additionally, previous research has not included appraisals when measuring coping using an establishe…
Help seeking amongst child and adolescent victims of peer-aggression and bullying: The influence of school-stage, gender, victimisation, appraisal, and emotion
Background: An important element of many anti-bullying programmes is encouraging victims to tell someone about their predicament. Research has already reported prevalence of telling, who/when children tell and efficacy of telling. However, seeking help can be viewed as a coping behaviour, and coping processes such as appraisal and emotion may be important predictors of whether pupils ask for help.Aims: To examine the effects that background varia…
Help seeking amongst child and adolescent victims of peer-aggression and bullying: The influence of school-stage, gender, victimisation, appraisal, and emotion
Background: An important element of many anti-bullying programmes is encouraging victims to tell someone about their predicament. Research has already reported prevalence of telling, who/when children tell and efficacy of telling. However, seeking help can be viewed as a coping behaviour, and coping processes such as appraisal and emotion may be important predictors of whether pupils ask for help.Aims: To examine the effects that background varia…
Perceptions and correlates of peer-victimization and bullying
Background. The experiences of peer-victimization and bullying are often treated empirically as though they are conceptually indistinct. Both involve repeated aggression, but definitions of bullying additionally emphasize the importance of aggressor intent and imbalance of power between the aggressor and the victim (Olweus, 1978; Whitney & Smith, 1993).Aims. The present study aimed to examine the extent to which peer-victimization and bullying ar…
Appraisal and coping strategy use in victims of school bullying
Background: Transactional models of coping (Lazarus & Folkman, 1984) can contribute to our understanding of why some children cope effectively with bullying while others suffer negative outcomes. However, previous research has relied on coping measures that are not comparable with adult measures, restricting investigation of developmental trends. Additionally, previous research has not included appraisals when measuring coping using an establishe…
Appraisal and coping strategy use in victims of school bullying
Background: Transactional models of coping (Lazarus & Folkman, 1984) can contribute to our understanding of why some children cope effectively with bullying while others suffer negative outcomes. However, previous research has relied on coping measures that are not comparable with adult measures, restricting investigation of developmental trends. Additionally, previous research has not included appraisals when measuring coping using an establishe…
Help seeking amongst child and adolescent victims of peer-aggression and bullying: The influence of school-stage, gender, victimisation, appraisal, and emotion
Background: An important element of many anti-bullying programmes is encouraging victims to tell someone about their predicament. Research has already reported prevalence of telling, who/when children tell and efficacy of telling. However, seeking help can be viewed as a coping behaviour, and coping processes such as appraisal and emotion may be important predictors of whether pupils ask for help.Aims: To examine the effects that background varia…
Long-Term Stability and Reliability of Scores on the Peer-Relations Subscale of the Self-Esteem Questionnaire
The stability of scores on the Peer-Relations subscale of the Self-Esteem Questionnaire (SEQ) was examined over 11 to 13 months, longer than in previous research. Participants were 839 mainstream Scottish pupils aged 8 to 14 years old (48% male), allowing for the psychometric qualities of the scale to be assessed in a younger sample than previously examined. The subscale scores displayed good internal reliability and moderate testretest stability…
Perceptions and correlates of peer-victimization and bullying
Background. The experiences of peer-victimization and bullying are often treated empirically as though they are conceptually indistinct. Both involve repeated aggression, but definitions of bullying additionally emphasize the importance of aggressor intent and imbalance of power between the aggressor and the victim (Olweus, 1978; Whitney & Smith, 1993).Aims. The present study aimed to examine the extent to which peer-victimization and bullying ar…
Bullying, Victimization, and Aggression (4 works) · Clinical Psychology (4 works) · Developmental psychology (4 works) · Psychology (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Coping (psychology) (3 works) · Early Childhood Education and Development (3 works) · Aggression (2 works) · Poison control (2 works) · Social Psychology (2 works)