Lyndsay N Jenkins
Biographic Data
| ID | 3602799 |
|---|---|
| NAME | Lyndsay N Jenkins |
| GIVEN NAMES | Lyndsay N |
| FAMILY NAME | Jenkins |
| SIGNATURE | JENKINS L N |
| AFFILIATIONS | Florida State University |
| ORCID | 0000-0002-4578-0296 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 51 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Comparing Buffer Versus Transmission Models of Bullying Victimization, Math Confidence, and Math Achievement: A Multilevel Approach
Experiences of bullying victimization (BV) are associated with poorer academic performance and academic self‐efficacy and self‐concept, with self‐beliefs often mediating the relation between BV and academic performance. This transmission model implies that BV can weaken the social cognitive and affective self‐perceptions related to academic performance (confidence), thereby reducing actual academic performance. A plausible alternative but under‐i…
Forms of Trauma and Youth Social-Emotional Problems: Examining Indirect Effects of Perceived Social Support
Childhood Victimizing ACEs, Peer Victimization, Cyber Victimization: Gender Differences and Associations with Young Adult Psychological Distress
Individual and contextual‐level predictors of progression in the bystander intervention model
The situational model of bystander behavior is a validated 5‐step process for understanding intervention in bullying and sexual harassment, yet the individual‐level and contextual‐level factors that facilitate the progression from one step to the next are not well understood. The purpose of the current study was to examine whether individual characteristics (social‐emotional skills, affective empathy, cognitive empathy, and personal attitudes tow…
Social Cognitive Predictors of Bystander Intervention in Racial Microaggressions Among College Students
Integrating microintervention strategies and the bystander intervention model, we examined social cognitive predictors (i.e., moral disengagement, empathy, and self-efficacy) of the five steps of the bystander intervention model (i.e., Notice, Interpret, Accept, Know, and Act) to address racial microaggressions in a sample of 452 racially diverse college students. Data were collected using an online survey. Path analyses showed that moral disenga…
Bullying Victimization and Adverse Childhood Experiences: Retrospective Reports of Relative Impact on Emotional Distress
Teacher victimization and teachers' subjective well‐being: Does school climate matter
Guided by the job demands‐resources model, we examined the multilevel associations between victimization experience with student violence directed against teachers, school climate, and teachers' subjective well‐being (i.e., school connectedness and teaching efficacy) among 1711 teachers (7th–12th grade) from 58 middle and high schools in China. Hierarchical linear modeling analyses revealed that teachers who reported more frequent teacher victimi…
Academic enablers as dynamic moderators: Exploring academic enablers and achievement across elementary school
Resiliency in Young Adulthood and Associations among Retrospective Peer Victimization and Internalizing Problems
Childhood Trauma and College Sexual Harassment: Coping and Resilience as Moderators
Dimensions of empathy and bystander intervention in bullying in elementary school
Bystanders in bullying: Introduction to the special issue
Childhood Trauma History and Negative Social Experiences in College
Teacher victimization by students in China: A multilevel analysis
The goal of this study is to examine individual-level and school-level predictors of teacher victimization (TV) by students in China based upon the multilevel social-ecological framework. A sample of 1711 teachers (7-12th grade) from 58 schools from eight provinces in mainland China completed measures of teacher victimization (i.e., physical TV, verbal TV, social TV, cyber TV, sexual harassment, and personal property offenses) by students, school…
Peer victimization and social‐emotional outcomes: The role of teacher and peer support
The relation between peer victimization, risk of social, emotional, and behavioral difficulties, and school-based sources of social support for students in elementary and middle school were examined. Participants included 656 students in third to eighth grade from one school district. Results indicated that peer support mediated the relation between peer victimization and risk of social, emotional, and behavioral difficulties, but teacher support…
Bystander Intervention in Bullying: Role of Social Skills and Gender
The Bystander Intervention Model proposed by social psychologists Latané and Darley has been used to examine the actions of peer bystanders in bullying. The five-stage model consists of notice the event, interpret event as an emergency, accept responsibility for intervening, know how to intervene, and implement intervention decisions. The current study examined associations among gender, social skills, and the bystander intervention model among 2…
Bullying participant roles and gender as predictors of bystander intervention
Although the importance of peer bystanders in bullying has been recognized, there are few studies that examine the phenomenon in relation to Latané and Darley's (1970) classic Bystander Intervention Model, which states that there are five stages of bystander intervention: (i) notice the event; (ii) interpret the event as an emergency that requires assistance; (iii) accept responsibility for intervening; (iv) know how to intervene or provide help;…
Social Capital and Bystander Behavior in Bullying: Internalizing Problems as a Barrier to Prosocial Intervention
Multidimensional Perfectionism and Internalizing Problems: Do Teacher and Classmate Support Matter
Adolescent stressors coupled with environmental demands, such as pressures to achieve, might lead to negative outcomes for some students. Students who worry about their ability to meet high standards might be more at risk of internalizing problems. The current study investigated the relations among perfectionism, social support, and internalizing problems of middle school students ( N = 169). Research has established perfectionism as having malad…
Effects of Perceived Support from Mothers, Fathers, and Teachers on Depressive Symptoms During the Transition to Middle School
Bystander Intervention in Bullying: Role of Social Skills and Gender
The Bystander Intervention Model proposed by social psychologists Latané and Darley has been used to examine the actions of peer bystanders in bullying. The five-stage model consists of notice the event, interpret event as an emergency, accept responsibility for intervening, know how to intervene, and implement intervention decisions. The current study examined associations among gender, social skills, and the bystander intervention model among 2…
Bullying participant roles and gender as predictors of bystander intervention
Although the importance of peer bystanders in bullying has been recognized, there are few studies that examine the phenomenon in relation to Latané and Darley's (1970) classic Bystander Intervention Model, which states that there are five stages of bystander intervention: (i) notice the event; (ii) interpret the event as an emergency that requires assistance; (iii) accept responsibility for intervening; (iv) know how to intervene or provide help;…
Social Capital and Bystander Behavior in Bullying: Internalizing Problems as a Barrier to Prosocial Intervention
Peer victimization and social‐emotional outcomes: The role of teacher and peer support
The relation between peer victimization, risk of social, emotional, and behavioral difficulties, and school-based sources of social support for students in elementary and middle school were examined. Participants included 656 students in third to eighth grade from one school district. Results indicated that peer support mediated the relation between peer victimization and risk of social, emotional, and behavioral difficulties, but teacher support…
Multidimensional Perfectionism and Internalizing Problems: Do Teacher and Classmate Support Matter
Adolescent stressors coupled with environmental demands, such as pressures to achieve, might lead to negative outcomes for some students. Students who worry about their ability to meet high standards might be more at risk of internalizing problems. The current study investigated the relations among perfectionism, social support, and internalizing problems of middle school students ( N = 169). Research has established perfectionism as having malad…
Social Cognitive Predictors of Bystander Intervention in Racial Microaggressions Among College Students
Integrating microintervention strategies and the bystander intervention model, we examined social cognitive predictors (i.e., moral disengagement, empathy, and self-efficacy) of the five steps of the bystander intervention model (i.e., Notice, Interpret, Accept, Know, and Act) to address racial microaggressions in a sample of 452 racially diverse college students. Data were collected using an online survey. Path analyses showed that moral disenga…
Effects of Perceived Support from Mothers, Fathers, and Teachers on Depressive Symptoms During the Transition to Middle School
Teacher victimization by students in China: A multilevel analysis
The goal of this study is to examine individual-level and school-level predictors of teacher victimization (TV) by students in China based upon the multilevel social-ecological framework. A sample of 1711 teachers (7-12th grade) from 58 schools from eight provinces in mainland China completed measures of teacher victimization (i.e., physical TV, verbal TV, social TV, cyber TV, sexual harassment, and personal property offenses) by students, school…
Effects of Perceived Support from Mothers, Fathers, and Teachers on Depressive Symptoms During the Transition to Middle School
Multidimensional Perfectionism and Internalizing Problems: Do Teacher and Classmate Support Matter
Adolescent stressors coupled with environmental demands, such as pressures to achieve, might lead to negative outcomes for some students. Students who worry about their ability to meet high standards might be more at risk of internalizing problems. The current study investigated the relations among perfectionism, social support, and internalizing problems of middle school students ( N = 169). Research has established perfectionism as having malad…
Bystander Intervention in Bullying: Role of Social Skills and Gender
The Bystander Intervention Model proposed by social psychologists Latané and Darley has been used to examine the actions of peer bystanders in bullying. The five-stage model consists of notice the event, interpret event as an emergency, accept responsibility for intervening, know how to intervene, and implement intervention decisions. The current study examined associations among gender, social skills, and the bystander intervention model among 2…
Bullying participant roles and gender as predictors of bystander intervention
Although the importance of peer bystanders in bullying has been recognized, there are few studies that examine the phenomenon in relation to Latané and Darley's (1970) classic Bystander Intervention Model, which states that there are five stages of bystander intervention: (i) notice the event; (ii) interpret the event as an emergency that requires assistance; (iii) accept responsibility for intervening; (iv) know how to intervene or provide help;…
Social Capital and Bystander Behavior in Bullying: Internalizing Problems as a Barrier to Prosocial Intervention
Peer victimization and social‐emotional outcomes: The role of teacher and peer support
The relation between peer victimization, risk of social, emotional, and behavioral difficulties, and school-based sources of social support for students in elementary and middle school were examined. Participants included 656 students in third to eighth grade from one school district. Results indicated that peer support mediated the relation between peer victimization and risk of social, emotional, and behavioral difficulties, but teacher support…
Teacher victimization by students in China: A multilevel analysis
The goal of this study is to examine individual-level and school-level predictors of teacher victimization (TV) by students in China based upon the multilevel social-ecological framework. A sample of 1711 teachers (7-12th grade) from 58 schools from eight provinces in mainland China completed measures of teacher victimization (i.e., physical TV, verbal TV, social TV, cyber TV, sexual harassment, and personal property offenses) by students, school…
Dimensions of empathy and bystander intervention in bullying in elementary school
Bystanders in bullying: Introduction to the special issue
Childhood Trauma History and Negative Social Experiences in College
Academic enablers as dynamic moderators: Exploring academic enablers and achievement across elementary school
Resiliency in Young Adulthood and Associations among Retrospective Peer Victimization and Internalizing Problems
Childhood Trauma and College Sexual Harassment: Coping and Resilience as Moderators
Teacher victimization and teachers' subjective well‐being: Does school climate matter
Guided by the job demands‐resources model, we examined the multilevel associations between victimization experience with student violence directed against teachers, school climate, and teachers' subjective well‐being (i.e., school connectedness and teaching efficacy) among 1711 teachers (7th–12th grade) from 58 middle and high schools in China. Hierarchical linear modeling analyses revealed that teachers who reported more frequent teacher victimi…
Bullying Victimization and Adverse Childhood Experiences: Retrospective Reports of Relative Impact on Emotional Distress
Childhood Victimizing ACEs, Peer Victimization, Cyber Victimization: Gender Differences and Associations with Young Adult Psychological Distress
Individual and contextual‐level predictors of progression in the bystander intervention model
The situational model of bystander behavior is a validated 5‐step process for understanding intervention in bullying and sexual harassment, yet the individual‐level and contextual‐level factors that facilitate the progression from one step to the next are not well understood. The purpose of the current study was to examine whether individual characteristics (social‐emotional skills, affective empathy, cognitive empathy, and personal attitudes tow…
Social Cognitive Predictors of Bystander Intervention in Racial Microaggressions Among College Students
Integrating microintervention strategies and the bystander intervention model, we examined social cognitive predictors (i.e., moral disengagement, empathy, and self-efficacy) of the five steps of the bystander intervention model (i.e., Notice, Interpret, Accept, Know, and Act) to address racial microaggressions in a sample of 452 racially diverse college students. Data were collected using an online survey. Path analyses showed that moral disenga…
Comparing Buffer Versus Transmission Models of Bullying Victimization, Math Confidence, and Math Achievement: A Multilevel Approach
Experiences of bullying victimization (BV) are associated with poorer academic performance and academic self‐efficacy and self‐concept, with self‐beliefs often mediating the relation between BV and academic performance. This transmission model implies that BV can weaken the social cognitive and affective self‐perceptions related to academic performance (confidence), thereby reducing actual academic performance. A plausible alternative but under‐i…
Forms of Trauma and Youth Social-Emotional Problems: Examining Indirect Effects of Perceived Social Support
Psychology (17 works) · Developmental psychology (14 works) · Social Psychology (13 works) · Bullying, Victimization, and Aggression (12 works) · Clinical Psychology (12 works) · Social Psychology (12 works) · Clinical Psychology (11 works) · Medicine (11 works) · Psychiatry (11 works) · Poison control (10 works)