Laura Menabò
Biographic Data
| ID | 312099 |
|---|---|
| NAME | Laura Menabò |
| GIVEN NAMES | Laura |
| FAMILY NAME | Menabò |
| SIGNATURE | MENABÒ L |
| AFFILIATIONS | University of Bologna |
| ORCID | 0000-0003-0741-1163 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Visual attention and role recognition in bullying vignettes in preadolescents and adults
BACKGROUND: Bullying research has traditionally relied on self-reported measures such as questionnaires and interviews. Previous studies have shown developmental differences in attention mechanisms, with adults relying more on top-down processing and younger individuals on bottom-up attention. However, it remains unclear whether these differences extend to bullying scene observation and how they influence the perception of different bullying role…
What roles matter? An explorative study on bullying and cyberbullying by using the eye-tracker
BackgroundBullying and cyberbullying are serious public health concerns that involve more roles beyond the bully and the victim (pro-bullies, defenders, bystanders). However, students often perceive the phenomena as dyadic.AimThe purpose was to examine students' perceptions of different roles when observing bullying and cyberbullying scenes combining implicit (attention by using the eye-tracker) and explicit (verbal reports) measures.SampleWe inc…
Victimization and cybervictimization
INTRODUCTION: Victimization and cybervictimization can negatively affect the subjective experience of well-being. This effect can be mediated by school factors, even if a deep understanding of these factors still needs to be determined. The present study examined how peer network, teacher support, and school connectedness mediated the relationship between victimization, cybervictimization, and well-being. We developed two mediation models, consid…
Why are Some Victims Also Bullies? The Role of Peer Relationship Management and Anger Regulation in Traditional Bullying
There is ample evidence of bullying victimization-perpetration association. However, little is known about the role of socioemotional variables in reinforcing or mitigating it. There is a need to delve deeper into what victims feel and do that leads them to bully. This study aimed to analyze the moderating role of peer relationship management and anger regulation in the victimization-perpetration association, controlling gender and age. This cros…
Teachers’ Self-Efficacy during the Covid-19 Pandemic in Greece
The COVID-19 pandemic has led to a sudden and radical transition from face-to-face to online teaching across the globe. This shift has required teachers to quickly adapt their educational practices, which has had an impact on their perceived self-efficacy. The limited literature on the impact of COVID-19 on teachers’ self-efficacy (TSE) has focused mostly on online teaching. The purpose of this study was to investigate TSE in both face-to-face an…
Stay Safe and Strong
The present study aimed at giving voice to students from disadvantaged socio-economic backgrounds using a co-participatory approach. Participants were 59 adolescents (52.5% males) aged between 14 and 16 from five European countries who created ten comics to illustrate cyberbullying for a broader audience of peers. We analyzed texts and images according to four primary themes: cyberbullying episodes (types, platforms, co-occurrence with bullying),…
Promoting the integration of technology in teaching
Background: The rapid spread of COVID‐19 forced many countries to adopt severe containment measures, transferring all didactic activities into virtual environments. However, the integration of technology in teaching may present difficulties, especially in some countries, such as Italy. Objectives: The present study analyzed how the two main factors of the Technology Acceptance Model (TAM), namely perceived usefulness and perceived ease of use, co…
RPC Teacher-Based Program for Improving Coping Strategies to Deal with Cyberbullying
RPC is a short, teacher-based program that can increase the awareness of cyberbullying among students and improves their effective coping strategies to address cyberbullying. Further research on the efficacy of short teacher-based programs would be worthwhile, given the limited financial and time resources of the schools, emphasizing the active and crucial role of teachers in tackling cyberbullying
What roles matter? An explorative study on bullying and cyberbullying by using the eye-tracker
BackgroundBullying and cyberbullying are serious public health concerns that involve more roles beyond the bully and the victim (pro-bullies, defenders, bystanders). However, students often perceive the phenomena as dyadic.AimThe purpose was to examine students' perceptions of different roles when observing bullying and cyberbullying scenes combining implicit (attention by using the eye-tracker) and explicit (verbal reports) measures.SampleWe inc…
RPC Teacher-Based Program for Improving Coping Strategies to Deal with Cyberbullying
RPC is a short, teacher-based program that can increase the awareness of cyberbullying among students and improves their effective coping strategies to address cyberbullying. Further research on the efficacy of short teacher-based programs would be worthwhile, given the limited financial and time resources of the schools, emphasizing the active and crucial role of teachers in tackling cyberbullying
Promoting the integration of technology in teaching
Background: The rapid spread of COVID‐19 forced many countries to adopt severe containment measures, transferring all didactic activities into virtual environments. However, the integration of technology in teaching may present difficulties, especially in some countries, such as Italy. Objectives: The present study analyzed how the two main factors of the Technology Acceptance Model (TAM), namely perceived usefulness and perceived ease of use, co…
Teachers’ Self-Efficacy during the Covid-19 Pandemic in Greece
The COVID-19 pandemic has led to a sudden and radical transition from face-to-face to online teaching across the globe. This shift has required teachers to quickly adapt their educational practices, which has had an impact on their perceived self-efficacy. The limited literature on the impact of COVID-19 on teachers’ self-efficacy (TSE) has focused mostly on online teaching. The purpose of this study was to investigate TSE in both face-to-face an…
Stay Safe and Strong
The present study aimed at giving voice to students from disadvantaged socio-economic backgrounds using a co-participatory approach. Participants were 59 adolescents (52.5% males) aged between 14 and 16 from five European countries who created ten comics to illustrate cyberbullying for a broader audience of peers. We analyzed texts and images according to four primary themes: cyberbullying episodes (types, platforms, co-occurrence with bullying),…
Why are Some Victims Also Bullies? The Role of Peer Relationship Management and Anger Regulation in Traditional Bullying
There is ample evidence of bullying victimization-perpetration association. However, little is known about the role of socioemotional variables in reinforcing or mitigating it. There is a need to delve deeper into what victims feel and do that leads them to bully. This study aimed to analyze the moderating role of peer relationship management and anger regulation in the victimization-perpetration association, controlling gender and age. This cros…
Victimization and cybervictimization
INTRODUCTION: Victimization and cybervictimization can negatively affect the subjective experience of well-being. This effect can be mediated by school factors, even if a deep understanding of these factors still needs to be determined. The present study examined how peer network, teacher support, and school connectedness mediated the relationship between victimization, cybervictimization, and well-being. We developed two mediation models, consid…
Visual attention and role recognition in bullying vignettes in preadolescents and adults
BACKGROUND: Bullying research has traditionally relied on self-reported measures such as questionnaires and interviews. Previous studies have shown developmental differences in attention mechanisms, with adults relying more on top-down processing and younger individuals on bottom-up attention. However, it remains unclear whether these differences extend to bullying scene observation and how they influence the perception of different bullying role…
What roles matter? An explorative study on bullying and cyberbullying by using the eye-tracker
BackgroundBullying and cyberbullying are serious public health concerns that involve more roles beyond the bully and the victim (pro-bullies, defenders, bystanders). However, students often perceive the phenomena as dyadic.AimThe purpose was to examine students' perceptions of different roles when observing bullying and cyberbullying scenes combining implicit (attention by using the eye-tracker) and explicit (verbal reports) measures.SampleWe inc…
Psychology (7 works) · Bullying, Victimization, and Aggression (6 works) · Social Psychology (6 works) · Human Factors and Ergonomics (5 works) · Medicine (5 works) · Poison control (5 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Computer Science (3 works) · Developmental psychology (3 works) · Impact of Technology on Adolescents (3 works)