Wendy Troop-Gordon
Biographic Data
| ID | 4235944 |
|---|---|
| NAME | Wendy Troop-Gordon |
| GIVEN NAMES | Wendy |
| FAMILY NAME | Troop-Gordon |
| SIGNATURE | TROOP-GORDON W |
| AFFILIATIONS | Auburn University |
| ORCID | 0000-0003-4744-9385 |
| VERIFIED | Yes |
| TOTAL WORKS | 43 |
| TOTAL CITATIONS | 112 |
| AUTHOR COUNT | 43 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Teachers' perceptions of student defenders of bullied peers: Associations with defenders' race and gender, and the classroom racial composition
Contextual influences on the relation between peer victimization and achievement: A test of meta-analytic moderators
Should I go to my teacher for help? Predictors of seeking the teacher’s assistance when victimized by peers
Children are commonly advised to tell a teacher when peer-victimized, but many are reluctant to do so. This study examines possible predictors of assistance-seeking in the fall and changes in assistance-seeking over the school year. Data were collected from 421 fourth and fifth graders (197 boys; M age = 9.29, SD = 0.65; 87.4% White). Self-reports of overt and relational peer victimization, child-reports of the teacher’s handling of peer victimiz…
Are social media use and popularity in the peer group linked during adolescence? A meta‐analytic review
BACKGROUND: Popularity in adolescence has been the subject of considerable empirical inquiry over the last two decades. As research on this dimension of social experience evolved, fundamental shifts occurred in the modalities through which adolescents communicate. Social networking platforms, instant messaging applications, and other forms of social media emerged as organizing features of adolescent peer groups. OBJECTIVE: In the current paper, w…
Manipulation of Attention Allocation to Social Stimuli: Effects on Ambiguous Provocation Interpretation and Anger Responses
Previous research has implicated delayed visual attention to relevant social cues as characteristic of aggressive youth and adults, suggesting that aggression may, in part, result from utilizing hostile schemas rather than available social information when interpreting ambiguous events. The current study used a manipulation‐of‐attention task to test the causal role of attentional biases in children's appraisal of ambiguous provocations. Sixty‐six…
A Pilot Randomized-Controlled Trial of Sleep Scholar: A Brief, Internet-Based Insomnia Intervention for College Students
Cultivating emotional resilience in adolescent girls: Effects of a growth emotion mindset lesson
To address the widespread mental health crisis facing adolescent girls, this study examined whether a growth emotion mindset lesson can enhance emotional competence. During 2018–2022, adolescent girls (M age = 15.68 years; 66.3% White) were randomized to a growth mindset (E-MIND; N = 81) or brain education (control; N = 82) lesson, completed the Trier Social Stressor Test, and reported on various aspects of emotional competence. Compared with the…
Perceptions of teachers' responses to children's peer victimization: Agreement (and lack of agreement) among teachers and students
The contribution of chronic peer victimization in elementary school to depressive symptoms in adolescence
Throughout his career, John Schulenberg challenged us to understand adolescent development as the confluence of distal and proximal experiences along with critical transitions. Heeding this call, we examined whether chronic childhood peer victimization predicted adolescents' depressive symptoms via early-emerging depression growth trajectories, continued victimization into adolescence, and stress-amplification at the middle school transition. Sel…
The Cambridge Handbook of the Development of Coping
Despite broad interest in how children and youth cope with stress and how others can support their coping, this is the first Handbook to consolidate the many theories and large bodies of research that contribute to the study of the development of coping. The Handbook's goal is field building - it brings together theory and research from across the spectrum of psychological, developmental, and related sciences to inform our understanding of coping…
Need for approval and antisocial behavior moderate the effect of socioemotional cues on adolescent girls’ cognitive control
To examine whether need for approval (NFA) and antisocial behavior (ASB) moderate the effects of socioemotional stimuli on cognitive control, 88 girls (M age = 16.31 years; SD = 0.84; 65.9% White) completed a socioemotional Go/No-go and questionnaires. At high approach NFA, girls responded more slowly during appetitive than control (b = −8.80, p < .01) and aversive (b = −5.58, p = .01) trials. At high ASB, girls responded more slowly (b = −6.12, …
“But There’s Only So Much You Can Do…” Parent Support-Giving within the Context of Peer Victimization
Little is known regarding the processes that occur when parents support their child who is being victimized by peers. The current study utilized in-depth interviews with 11 fourth- through sixth-grade early adolescents and their mothers as to the processes that occurred when the mothers attempted to help their child cope with peer victimization. Findings indicated a support-giving process that often started after initial disclosure of the victimi…
Predicting the development of dependency on the teacher in late childhood: The role of peer victimization and peer beliefs
Evidence indicates that being overly dependent on the teacher places children's academic and socioemotional development at risk. However, little is known about what predicts dependency on the teacher or how the quality of interactions occurring within the classroom peer system may impact how children relate to their teacher the following school year. The current study tested the proposition that peer victimization may result in negative perceptio…
Within-person reciprocal associations between peer victimization and need for approval
Prior research links need for approval (NFA; the extent to which self-worth is contingent on peer approval or disapproval) to critical developmental outcomes, but little is known about how NFA develops over time or within social contexts. To address this gap, the present study used a sophisticated analytic approach (autoregressive latent trajectory modeling with standardized residuals) to examine dynamic associations between one salient social ex…
Does social withdrawal inhibit defending bullied peers and do perceived injunctive norms mitigate those effects
Although a number of social-cognitive and contextual correlates of defending against bullying have been identified, research on the personality traits associated with defending have yielded weak and inconsistent results. The current study provided a novel examination as to whether a tendency toward social withdrawal is associated with less frequent defending and whether perceived injunctive norms for defending and aggression minimize the impact o…
Replication studies of critical findings from the peer literature: An introduction
Despite its importance, replication has remained in the background of social development research. The aim of this special section was to elucidate and elevate the role of replication in peer relations research, examining its challenges and its utility for moving the field forward. To accomplish this aim, five sets of researchers undertook identifying an important finding from a widely cited article in the peer literature and tried to replicate i…
From social withdrawal to depression: A quasireplication and extension of Boivin, Hymel, and Bukowski (1995)
Tenets of the Boivin et al. (1995) social process model were reexamined with two longitudinal samples using both the original and contemporary analytic strategies. Study goals included reconstructing (e.g., quasireplicating) Boivin et al.'s (1995) original findings and evaluating hypothesized relations across both comparable and longer developmental epochs. Samples included 491 children (245 girls, Mage = 10.0; 80.1% White;19.1% low-, 43.1% middl…
Peer victimization and well-being as a function of same-ethnicity classmates and classroom social norms: Revisiting person × environment mismatch theory
Person × Environment mismatch theory has been applied to understanding how the classroom social ecology moderates associations between peer victimization and socioemotional well-being. In 2004, Bellmore et al. applied this theory to the ethnic composition and social climate of the classroom. The current study tested whether their findings replicate with a slightly younger, rural sample from the Southeastern United States, whether associations hel…
The role of popularity and digital self-monitoring in adolescents' cyberbehaviors and cybervictimization
Bystanders in bullying: Introduction to the special issue
The Lonely Collegiate: An Examination of the Reasons for Loneliness Among Emerging Adults in College in the Western United States and West-Central Poland
Loneliness among emerging adults in college has been primarily attributed to real and perceived socioemotional deficits. We posit that the cognitive underpinnings of loneliness are more complex. Participants were 520 students at a small liberal arts college in the Western United States ( M age = 19.97; 69.7% women; 54.6% White) and 551 students at a large university in west-central Poland ( M age = 21.72; 74.5% women; 100% White). In both samples…
Emotion mindsets and depressive symptoms in adolescence: The role of emotion regulation competence
Recent theories posit that emotion mindsets (i.e., the extent to which individuals believe emotions are malleable or fixed) play a crucial role in experiences of emotion and influence emotion regulation (ER) processes. Drawing from mindset theory, this study examined the hypothesis that fixed emotion mindsets (FEMs) would predict depressive symptoms via compromised ER competence in adolescence, a period when many first episodes of depression occu…
Youth’s Expectations for Their Teacher’s Handling of Peer Victimization and Their Socioemotional Development
Evidence suggests that children’s expectations for how their teacher responds to students’ aggression moderate concurrent links between peer victimization and adjustment. This study extends this work by examining these associations longitudinally. Youth ( N = 366; 196 girls; [Formula: see text]) reported on their teacher’s use of five responses to peer victimization, two reflecting active intervention and three reflecting passive responses. Physi…
Social-Contextual Predictors of Early Adolescents’ Responses to Peer Victimization: Introduction to the Special Issue
How youth cope with peer victimization affects their psychosocial adjustment. Although coping processes can be facilitated or hindered by the relational context, social-contextual correlates of coping largely have been overlooked in the peer victimization literature. This special issue addresses this gap by bringing together a series of empirical papers that examine the roles of teachers, peers, and parents in youths’ responses to peer victimizat…
Direct and Compensatory Parental Responses to Peer Victimization
Scientific evidence for effective parental responses to peer victimization (PRPV) is sorely lacking. In this conceptual article, we first consider direct parental efforts to reduce peer victimization (i.e., direct PRPV) through explicitly coaching children about how to cope with peer victimization or intervening in the situation. We encourage researchers to examine whether and how direct PRPV may be successful, acknowledge possible limitations, a…
Peer Processes and Gender Role Development: Changes in Gender Atypicality Related to Negative Peer Treatment and Children’s Friendships
Perceived Popularity During Early Adolescence: Links to Declining School Adjustment Among Aggressive Youth
Although positive peer relationships have been shown to promote healthy school involvement and academic achievement, subpopulations of perceived popular (i.e., socially prominent, high status), but aggressive, youth have been identified who exhibit poor school functioning. The objective of this study was to examine whether attainment of perceived popularity may be a contributing factor in the school difficulties of these aggressive youth. Data we…
Teacher–Child Relationship Quality and Children's Peer Victimization and Aggressive Behavior in Late Childhood
This investigation examines the extent to which characteristics of the teacher–child relationship (closeness, dependency, and conflict) are predictive of changes in children's peer victimization and aggressive behavior over the course of a school year. Relational and physical forms of victimization and aggression were studied, and changes in peer acceptance and number of friendships were tested as possible mediators. Longitudinal data from 410 fo…
Cultural mismatch and the education of Aboriginal youths: The interplay of cultural identities and teacher ratings
In response to the enduring "deficit" approach to the educational attainment of Aboriginal students in North America, we hypothesized that academic underperformance is related to a cultural mismatch between Aboriginal students' cultural background, which emphasizes connectedness and interdependence, and the mainstream White model of education, which focuses on independence and assertiveness. The participants included virtually all the secondary s…
Relational victimization predicts children’s social-cognitive and self-regulatory responses in a challenging peer context
In this study, the authors examined whether exposure to relational victimization was associated with children's thoughts, emotions, and behavior in an unfamiliar, challenging peer context. Children (110 girls, 96 boys; mean age = 10.13 years, SD = 1.16) reported on their exposure to relational victimization by peers. Following a challenging interaction with an unfamiliar peer, children reported on their beliefs about their interaction partners an…
Early social behaviors and the trajectory of peer victimization across the school years
Research has established that long-term exposure to peer victimization is associated with higher levels of emotional and behavioral maladjustment. Yet, relatively little is known regarding predictors of stable versus declining victimization across extended periods of time. To fill this knowledge gap, the present study used latent growth curve modeling to examine the separate and unique contributions of 3 early social behaviors in 2nd grade (aggre…
Tracking the evil eye: Trait anger and selective attention within ambiguously hostile scenes
Popularity among same-sex and cross-sex peers: A process-oriented examination of links to aggressive behaviors and depressive affect
Popularity has been linked to heightened aggression and fewer depressive symptoms. The current study extends this literature by examining the unique contributions of same-sex and cross-sex popularity to children's development, as well as potential mediating processes. Third- and 4th-graders (212 boys, 250 girls) provided data at 3 time points over 2 school years. Data included peer-reported popularity, social exclusion, friendships, peer victimiz…
How does cognitive control reduce anger and aggression? The role of conflict monitoring and forgiveness processes
It is well-established that superior cognitive control abilities are associated with lower levels of anger and aggression. However, the precise emotion regulation operations underlying this relationship have been underspecified and underexplored in previous research. Drawing on neuropsychological models of cognitive control, the authors propose that limited capacity resources can be recruited within a hostile situation to promote a process of for…
Children’s peer beliefs, friendlessness, and friendship quality: Reciprocal influences and contributions to internalizing symptoms
Children's peer beliefs have been shown to mediate the link between stress experienced within the peer group and later internalizing symptoms. This study extends this research by examining bidirectional associations between children's peer beliefs, friendlessness, and perceived friendship quality (i.e., receiving provision, negative treatment) and identifying indirect pathways to internalizing symptoms. Participants (N = 366; Mage = 9.34 years, S…
Youth’s Expectations for Their Teacher’s Handling of Peer Victimization and Their Socioemotional Development
Evidence suggests that children’s expectations for how their teacher responds to students’ aggression moderate concurrent links between peer victimization and adjustment. This study extends this work by examining these associations longitudinally. Youth ( N = 366; 196 girls; [Formula: see text]) reported on their teacher’s use of five responses to peer victimization, two reflecting active intervention and three reflecting passive responses. Physi…
Attentional Biases to Bullies and Bystanders and Youth’s Coping With Peer Victimization
Effectively coping with peer victimization may be facilitated by deploying attention away from threat (i.e., bullies, reinforcers) and toward available support (e.g., defenders). To test this premise, 72 early adolescents (38 girls; M age = 11.67, SD = 8.14 months) watched video clips of youth actors portraying a bully aggressing against a victim in front of a reinforcer and a defender. Coping was assessed using self-reports, and peer victimizati…
Examining the mediating role of alexithymia in the association between childhood neglect and disordered eating behaviors in men and women
The contribution of chronic peer victimization in elementary school to depressive symptoms in adolescence
Throughout his career, John Schulenberg challenged us to understand adolescent development as the confluence of distal and proximal experiences along with critical transitions. Heeding this call, we examined whether chronic childhood peer victimization predicted adolescents' depressive symptoms via early-emerging depression growth trajectories, continued victimization into adolescence, and stress-amplification at the middle school transition. Sel…
Within-person reciprocal associations between peer victimization and need for approval
Prior research links need for approval (NFA; the extent to which self-worth is contingent on peer approval or disapproval) to critical developmental outcomes, but little is known about how NFA develops over time or within social contexts. To address this gap, the present study used a sophisticated analytic approach (autoregressive latent trajectory modeling with standardized residuals) to examine dynamic associations between one salient social ex…
Direct and Compensatory Parental Responses to Peer Victimization
Scientific evidence for effective parental responses to peer victimization (PRPV) is sorely lacking. In this conceptual article, we first consider direct parental efforts to reduce peer victimization (i.e., direct PRPV) through explicitly coaching children about how to cope with peer victimization or intervening in the situation. We encourage researchers to examine whether and how direct PRPV may be successful, acknowledge possible limitations, a…
Cultivating emotional resilience in adolescent girls: Effects of a growth emotion mindset lesson
To address the widespread mental health crisis facing adolescent girls, this study examined whether a growth emotion mindset lesson can enhance emotional competence. During 2018–2022, adolescent girls (M age = 15.68 years; 66.3% White) were randomized to a growth mindset (E-MIND; N = 81) or brain education (control; N = 82) lesson, completed the Trier Social Stressor Test, and reported on various aspects of emotional competence. Compared with the…
Replication studies of critical findings from the peer literature: An introduction
Despite its importance, replication has remained in the background of social development research. The aim of this special section was to elucidate and elevate the role of replication in peer relations research, examining its challenges and its utility for moving the field forward. To accomplish this aim, five sets of researchers undertook identifying an important finding from a widely cited article in the peer literature and tried to replicate i…
Is preventing peer victimization sufficient? The role of prosocial peer group treatment in children's socioemotional development
Despite extensive research on the harmful effects of peer victimization, little is known about whether prosocial treatment from peers contributes to healthy socioemotional development. To address this issue, 366 third and fourth graders (170 boys; M age = 9.34) were followed over three time points. Children completed measures of prosocial peer treatment, peer victimization, depressive affect, and friendship quality. Teacher‐reports of depressive …
Emerging adults’ self-identified peer crowd affiliations and college adjustment
The Role of Chronic Peer Difficulties in the Development of Children's Psychological Adjustment Problems
A longitudinal investigation was conducted to explicate how the confluence of early behavioral dispositions, relational histories, and cognitive representations of the self and others contributes to internalizing problems, externalizing problems, and loneliness. One-hundred and ninety three girls, and 206 boys were assessed annually from age 5 (kindergarten) to age 10 (Grade 4). Early aggressive behavior was related to Grade 4 maladjustment direc…
Trajectories of Peer Victimization and Perceptions of the Self and Schoolmates: Precursors to Internalizing and Externalizing Problems
Evidence indicates that peer victimization is predictive of later maladjustment, but the mechanisms by which harassment impairs development have yet to be identified. The objectives of this study were (a) to discern normative trends in peer victimization experiences and self- and peer perceptions during preadolescence and (b) to investigate associations between individual differences in these trajectories and changes in psychosocial adjustment. A…
Tracking the evil eye: Trait anger and selective attention within ambiguously hostile scenes
Relational victimization predicts children’s social-cognitive and self-regulatory responses in a challenging peer context
In this study, the authors examined whether exposure to relational victimization was associated with children's thoughts, emotions, and behavior in an unfamiliar, challenging peer context. Children (110 girls, 96 boys; mean age = 10.13 years, SD = 1.16) reported on their exposure to relational victimization by peers. Following a challenging interaction with an unfamiliar peer, children reported on their beliefs about their interaction partners an…
Peer Processes and Gender Role Development: Changes in Gender Atypicality Related to Negative Peer Treatment and Children’s Friendships
Perceived Popularity During Early Adolescence: Links to Declining School Adjustment Among Aggressive Youth
Although positive peer relationships have been shown to promote healthy school involvement and academic achievement, subpopulations of perceived popular (i.e., socially prominent, high status), but aggressive, youth have been identified who exhibit poor school functioning. The objective of this study was to examine whether attainment of perceived popularity may be a contributing factor in the school difficulties of these aggressive youth. Data we…
How does cognitive control reduce anger and aggression? The role of conflict monitoring and forgiveness processes
It is well-established that superior cognitive control abilities are associated with lower levels of anger and aggression. However, the precise emotion regulation operations underlying this relationship have been underspecified and underexplored in previous research. Drawing on neuropsychological models of cognitive control, the authors propose that limited capacity resources can be recruited within a hostile situation to promote a process of for…
Teacher–Child Relationship Quality and Children's Peer Victimization and Aggressive Behavior in Late Childhood
This investigation examines the extent to which characteristics of the teacher–child relationship (closeness, dependency, and conflict) are predictive of changes in children's peer victimization and aggressive behavior over the course of a school year. Relational and physical forms of victimization and aggression were studied, and changes in peer acceptance and number of friendships were tested as possible mediators. Longitudinal data from 410 fo…
The regulatory benefits of high levels of affect perception accuracy: A process analysis of reactions to stressors in daily life
Individuals attuned to affective signals from the environment may possess an advantage in the emotion-regulation realm. In two studies (total n = 151), individual differences in affective perception accuracy were assessed in an objective, performance-based manner. Subsequently, the same individuals completed daily diary protocols in which daily stressor levels were reported as well as problematic states shown to be stress-reactive in previous stu…
Cultural mismatch and the education of Aboriginal youths: The interplay of cultural identities and teacher ratings
In response to the enduring "deficit" approach to the educational attainment of Aboriginal students in North America, we hypothesized that academic underperformance is related to a cultural mismatch between Aboriginal students' cultural background, which emphasizes connectedness and interdependence, and the mainstream White model of education, which focuses on independence and assertiveness. The participants included virtually all the secondary s…
Popularity among same-sex and cross-sex peers: A process-oriented examination of links to aggressive behaviors and depressive affect
Popularity has been linked to heightened aggression and fewer depressive symptoms. The current study extends this literature by examining the unique contributions of same-sex and cross-sex popularity to children's development, as well as potential mediating processes. Third- and 4th-graders (212 boys, 250 girls) provided data at 3 time points over 2 school years. Data included peer-reported popularity, social exclusion, friendships, peer victimiz…
Examining the mediating role of alexithymia in the association between childhood neglect and disordered eating behaviors in men and women
Peer victimization in adolescence: The nature, progression, and consequences of being bullied within a developmental context ☆
Since Dan Olweus's seminal work on bullying in the 1970's (Olweus, 1978), there has been a concerted effort by investigators to identify the confluence of factors that contribute to peer victimization and its role in psychosocial development. Although the cause and consequences of peer victimization may include underlying, age‐invariant processes, the manifestation of these factors is, in part, driven by the developmental stage being studied. Thu…
Emerging adults’ self-identified peer crowd affiliations and college adjustment
Early social behaviors and the trajectory of peer victimization across the school years
Research has established that long-term exposure to peer victimization is associated with higher levels of emotional and behavioral maladjustment. Yet, relatively little is known regarding predictors of stable versus declining victimization across extended periods of time. To fill this knowledge gap, the present study used latent growth curve modeling to examine the separate and unique contributions of 3 early social behaviors in 2nd grade (aggre…
Is preventing peer victimization sufficient? The role of prosocial peer group treatment in children's socioemotional development
Despite extensive research on the harmful effects of peer victimization, little is known about whether prosocial treatment from peers contributes to healthy socioemotional development. To address this issue, 366 third and fourth graders (170 boys; M age = 9.34) were followed over three time points. Children completed measures of prosocial peer treatment, peer victimization, depressive affect, and friendship quality. Teacher‐reports of depressive …
Children’s peer beliefs, friendlessness, and friendship quality: Reciprocal influences and contributions to internalizing symptoms
Children's peer beliefs have been shown to mediate the link between stress experienced within the peer group and later internalizing symptoms. This study extends this research by examining bidirectional associations between children's peer beliefs, friendlessness, and perceived friendship quality (i.e., receiving provision, negative treatment) and identifying indirect pathways to internalizing symptoms. Participants (N = 366; Mage = 9.34 years, S…
The role of popularity and digital self-monitoring in adolescents' cyberbehaviors and cybervictimization
Bystanders in bullying: Introduction to the special issue
The Lonely Collegiate: An Examination of the Reasons for Loneliness Among Emerging Adults in College in the Western United States and West-Central Poland
Loneliness among emerging adults in college has been primarily attributed to real and perceived socioemotional deficits. We posit that the cognitive underpinnings of loneliness are more complex. Participants were 520 students at a small liberal arts college in the Western United States ( M age = 19.97; 69.7% women; 54.6% White) and 551 students at a large university in west-central Poland ( M age = 21.72; 74.5% women; 100% White). In both samples…
Emotion mindsets and depressive symptoms in adolescence: The role of emotion regulation competence
Recent theories posit that emotion mindsets (i.e., the extent to which individuals believe emotions are malleable or fixed) play a crucial role in experiences of emotion and influence emotion regulation (ER) processes. Drawing from mindset theory, this study examined the hypothesis that fixed emotion mindsets (FEMs) would predict depressive symptoms via compromised ER competence in adolescence, a period when many first episodes of depression occu…
Youth’s Expectations for Their Teacher’s Handling of Peer Victimization and Their Socioemotional Development
Evidence suggests that children’s expectations for how their teacher responds to students’ aggression moderate concurrent links between peer victimization and adjustment. This study extends this work by examining these associations longitudinally. Youth ( N = 366; 196 girls; [Formula: see text]) reported on their teacher’s use of five responses to peer victimization, two reflecting active intervention and three reflecting passive responses. Physi…
Social-Contextual Predictors of Early Adolescents’ Responses to Peer Victimization: Introduction to the Special Issue
How youth cope with peer victimization affects their psychosocial adjustment. Although coping processes can be facilitated or hindered by the relational context, social-contextual correlates of coping largely have been overlooked in the peer victimization literature. This special issue addresses this gap by bringing together a series of empirical papers that examine the roles of teachers, peers, and parents in youths’ responses to peer victimizat…
Direct and Compensatory Parental Responses to Peer Victimization
Scientific evidence for effective parental responses to peer victimization (PRPV) is sorely lacking. In this conceptual article, we first consider direct parental efforts to reduce peer victimization (i.e., direct PRPV) through explicitly coaching children about how to cope with peer victimization or intervening in the situation. We encourage researchers to examine whether and how direct PRPV may be successful, acknowledge possible limitations, a…
Attentional Biases to Bullies and Bystanders and Youth’s Coping With Peer Victimization
Effectively coping with peer victimization may be facilitated by deploying attention away from threat (i.e., bullies, reinforcers) and toward available support (e.g., defenders). To test this premise, 72 early adolescents (38 girls; M age = 11.67, SD = 8.14 months) watched video clips of youth actors portraying a bully aggressing against a victim in front of a reinforcer and a defender. Coping was assessed using self-reports, and peer victimizati…
Psychology (40 works) · Developmental psychology (37 works) · Social Psychology (30 works) · Bullying, Victimization, and Aggression (28 works) · Child and Adolescent Psychosocial and Emotional Development (23 works) · Social Psychology (21 works) · Poison control (20 works) · Clinical Psychology (18 works) · Peer group (18 works) · Peer victimization (18 works)