Tiziana Pozzoli
Biographic Data
| ID | 4460600 |
|---|---|
| NAME | Tiziana Pozzoli |
| GIVEN NAMES | Tiziana |
| FAMILY NAME | Pozzoli |
| SIGNATURE | POZZOLI T |
| AFFILIATIONS | University of Padua |
| ORCID | 0000-0001-7474-553X |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 129 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
The role of emotional competence in youth sharing during positive and negative interactions with unfamiliar peers
Sharing is a key aspect of social lives and varies across social interactions, yet the individual factors underlying children's sharing with unfamiliar peers remain poorly understood. This study examines the extent to which demographic variables, prior established relationships (as measured by sociometric status among classmates), and emotional competence (specifically emotion understanding, which includes emotional state, emotion recognition, an…
Moral disengagement and defender self-efficacy and their associations with defending, unconcerned bystanding, and guilty bystanding in school bullying
The aim of the present study was to investigate whether moral disengagement and defender self-efficacy were related to defending, unconcerned bystanding, and guilty bystanding in school bullying among pre-adolescent students. In this study, 1168 pre-adolescent students from 74 upper elementary classrooms in 31 schools in Sweden completed a series of self-report scales. Through structural equation modeling, the study found that defending was posit…
Reciprocal longitudinal associations of defender self‐efficacy with defending and passive bystanding in peer victimization
Peer victimization in schools most often occurs in the presence of bystanders. When bystanders intervene on behalf of the victims, they are often successful in stopping the victimization. Defender self‐efficacy (i.e., the belief in one's ability to successfully defend victims) has consistently been associated with greater defending and less passive bystanding in peer victimization. However, the lack of longitudinal research designs has resulted i…
Peer victimization, internalizing problems, and satisfaction with friends: A two-wave analysis of individual and class-level associations in adolescence
Peer victimization has long been recognized as a significant issue among adolescents, with potentially harmful consequences for their psychological and social well-being. However, studies adopting a longitudinal, multilevel approach to explore the complexity of peer victimization dynamics are still lacking. This study aimed to test short-term longitudinal associations between peer victimization, internalizing problems, and satisfaction with frien…
Testing the reciprocal longitudinal association between pro-aggressive bystander behavior and diffusion of responsibility in Swedish upper elementary school students
The overall objective of this study was to investigate the longitudinal association between diffusion of responsibility and pro-aggressive bystander behavior across three time points in upper elementary education. This three-wave longitudinal study included 1905 Swedish students who completed a questionnaire in at least one of the three waves: the fourth ( M age = 10.56), fifth ( M age = 11.55), and/or sixth grades ( M age = 12.58). Both traditio…
Longitudinal associations of social-cognitive and moral correlates with defending in bullying
This is My Fairy Tale: How Emotional Intelligence Interacts with a Training Intervention in Enhancing Children's Creative Potential
Creative potential is a set of multidimensional resources concerning the latent ability to produce original and adaptive work. Confluent theoretical models, in particular, stated that, in order to express creative potential in an effective way, resources should converge and interact efficiently. Within such a confluent framework, the present study explored whether the increase in specific cognitive resources defining creative potential during chi…
Longitudinal Links of Individual and Collective Morality with Adolescents’ Peer Aggression
Adolescents’ aggressive behavior has been often linked to biases in morality. However, limited knowledge is available regarding the relative strength of different moral correlates, both at the individual and class-level, in predicting different types of aggressive behavior over time. To address this gap, the present study tested the prospective associations of moral identity and moral disengagement with reactive and proactive aggression in a shor…
Socio-Cognitive Processes and Peer-Network Influences in Defending and Bystanding
Peers are critical to defending and bystanding during episodes of bullying. This study investigates the extent to which friends can shape defending and bystanding as well as social cognitions associated with these two behaviors (i.e., perceptions of self-efficacy and moral distress). The study sample consisted of n = 1354 early and middle adolescents (7th‒10th grade; 81.4% Italian; 51.3% boys) in northern Italy. Employing a longitudinal social ne…
Associations of Traditional and Peer Cyber-Victimization With Adolescents’ Internet Use: A Latent Profile Analysis
Significant overlap exists between traditional victimization and peer cyber-victimization. Yet, they can also be somewhat differentiated. Adopting person-centered approaches, studies showed that multiple classes of peer victimization are distinguishable. In particular, this study analyzed the differences in Internet use, Internet motives and behavior and ethical media use of adolescents who are victimized only (or mainly) online (i.e., “cyber-vic…
Victim prevalence in bullying and its association with teacher–student and student–student relationships and class moral disengagement: A class-level path analysis
The aim of the present study was to test whether teacher–student relationship (TSR) quality and student–student relationship (SSR) quality at class level and class moral disengagement (CMD), considered together in a single model, were related to class prevalence of victims (CPV) of bullying. A sample of 899 Swedish children was recruited from 43 elementary school classes. The participants filled out a questionnaire. Because the focus of the prese…
A meta‐analysis of the differential relations of traditional and cyber‐victimization with internalizing problems
This meta-analysis examined the associations between cyber-victimization and internalizing problems controlling for the occurrence of traditional victimization. Twenty independent samples with a total of 90,877 participants were included. Results confirmed the significant intercorrelation between traditional and cyber-victimization (r = .43). They both have medium-to-large bivariate correlations with internalizing problems. Traditional victimizat…
The Role of Individual and Collective Moral Disengagement in Peer Aggression and Bystanding: A Multilevel Analysis
Moral disengagement among children and youth: A meta‐analytic review of links to aggressive behavior
A growing body of research has demonstrated consistent links between Bandura's theory of moral disengagement and aggressive behavior in adults. The present meta-analysis was conducted to summarize the existing literature on the relation between moral disengagement and different types of aggressive behavior among school-age children and adolescents. Twenty-seven independent samples with a total of 17,776 participants (aged 8-18 years) were include…
Bullied Children and Psychosomatic Problems: A Meta-analysis
The Role of Individual Correlates and Class Norms in Defending and Passive Bystanding Behavior in Bullying: A Multilevel Analysis
This study investigates possible individual and class correlates of defending and passive bystanding behavior in bullying, in a sample of 1,825 Italian primary school (mean age = 10 years 1 month) and middle school (mean age = 13 years 2 months) students. The findings of a series of multilevel regression models show that both individual (e.g., provictim attitudes and perceived peer pressure for intervention) and class characteristics (e.g., class…
Bystanders' Reactions to Bullying: A Cross‐cultural Analysis of Personal Correlates Among Italian and Singaporean Students
This study examined the role of attitudes against bullying and perceived peer pressure for intervention in explaining defending the victim and passive bystanding behavior in bullying. Participants were 1031 school‐age children from two culturally diverse settings, namely Italy and Singapore, which are similar on several dimensions (e.g., quality of life, child welfare) but dramatically differ on other aspects, such as individualism—collectivism o…
Why Do Bystanders of Bullying Help or Not? A Multidimensional Model
The authors employed Latanè and Darley’s model about bystanders’ behavior to explain children’s active defending and passive bystanding behavior in school bullying. The three central steps of the model were operationalized by measuring provictim attitudes, personal responsibility for intervention, and coping strategies. Moreover, the role of perceived expectations from parents and peers was investigated. A total of 759 children and 995 early adol…
Individual and Class Moral Disengagement in Bullying Among Elementary School Children
A cross‐sectional study from a sample of 663 elementary school children assessed the four sets of moral disengagement mechanisms conceptualized by Bandura (i.e., cognitive restructuring, minimizing one's agentive role, disregarding/distorting the consequences, blaming/dehumanizing the victim) at both the individual and the class level. Additionally, an analysis of the relations of these mechanisms to pro‐bullying behavior was conducted. Multileve…
Main and Moderated Effects of Moral Cognition and Status on Bullying and Defending
This study analyzed the relations of two dimensions of moral cognition (i.e., acceptance of moral transgression and moral disengagement) and two forms of status in the peer group (i.e., social preference and perceived popularity) with bullying and defending among 235 primary‐school children and 305 middle‐school early adolescents. Social status was tested as a moderator of the associations between moral cognition and bullying and defending. Parti…
Active Defending and Passive Bystanding Behavior in Bullying: The Role of Personal Characteristics and Perceived Peer Pressure
Association Between Bullying and Psychosomatic Problems: A Meta-analysis
CONTEXT. In the last few years, there has been an increasing amount of research showing the concurrent and long-term consequences of bullying and being bullied by peers. OBJECTIVE. We performed a meta-analysis to quantify the association between involvement in bullying and psychosomatic complaints in the school-aged population. METHODS. We searched online databases (Embase, Medline, PsychInfo, Scopus) up to March 2008, bibliographies of existing …
The Role of Masculinity in Children’s Bullying
Why Do Bystanders of Bullying Help or Not? A Multidimensional Model
The authors employed Latanè and Darley’s model about bystanders’ behavior to explain children’s active defending and passive bystanding behavior in school bullying. The three central steps of the model were operationalized by measuring provictim attitudes, personal responsibility for intervention, and coping strategies. Moreover, the role of perceived expectations from parents and peers was investigated. A total of 759 children and 995 early adol…
The Role of Masculinity in Children’s Bullying
Individual and Class Moral Disengagement in Bullying Among Elementary School Children
A cross‐sectional study from a sample of 663 elementary school children assessed the four sets of moral disengagement mechanisms conceptualized by Bandura (i.e., cognitive restructuring, minimizing one's agentive role, disregarding/distorting the consequences, blaming/dehumanizing the victim) at both the individual and the class level. Additionally, an analysis of the relations of these mechanisms to pro‐bullying behavior was conducted. Multileve…
Main and Moderated Effects of Moral Cognition and Status on Bullying and Defending
This study analyzed the relations of two dimensions of moral cognition (i.e., acceptance of moral transgression and moral disengagement) and two forms of status in the peer group (i.e., social preference and perceived popularity) with bullying and defending among 235 primary‐school children and 305 middle‐school early adolescents. Social status was tested as a moderator of the associations between moral cognition and bullying and defending. Parti…
A meta‐analysis of the differential relations of traditional and cyber‐victimization with internalizing problems
This meta-analysis examined the associations between cyber-victimization and internalizing problems controlling for the occurrence of traditional victimization. Twenty independent samples with a total of 90,877 participants were included. Results confirmed the significant intercorrelation between traditional and cyber-victimization (r = .43). They both have medium-to-large bivariate correlations with internalizing problems. Traditional victimizat…
Victim prevalence in bullying and its association with teacher–student and student–student relationships and class moral disengagement: A class-level path analysis
The aim of the present study was to test whether teacher–student relationship (TSR) quality and student–student relationship (SSR) quality at class level and class moral disengagement (CMD), considered together in a single model, were related to class prevalence of victims (CPV) of bullying. A sample of 899 Swedish children was recruited from 43 elementary school classes. The participants filled out a questionnaire. Because the focus of the prese…
Bystanders' Reactions to Bullying: A Cross‐cultural Analysis of Personal Correlates Among Italian and Singaporean Students
This study examined the role of attitudes against bullying and perceived peer pressure for intervention in explaining defending the victim and passive bystanding behavior in bullying. Participants were 1031 school‐age children from two culturally diverse settings, namely Italy and Singapore, which are similar on several dimensions (e.g., quality of life, child welfare) but dramatically differ on other aspects, such as individualism—collectivism o…
Longitudinal Links of Individual and Collective Morality with Adolescents’ Peer Aggression
Adolescents’ aggressive behavior has been often linked to biases in morality. However, limited knowledge is available regarding the relative strength of different moral correlates, both at the individual and class-level, in predicting different types of aggressive behavior over time. To address this gap, the present study tested the prospective associations of moral identity and moral disengagement with reactive and proactive aggression in a shor…
Socio-Cognitive Processes and Peer-Network Influences in Defending and Bystanding
Peers are critical to defending and bystanding during episodes of bullying. This study investigates the extent to which friends can shape defending and bystanding as well as social cognitions associated with these two behaviors (i.e., perceptions of self-efficacy and moral distress). The study sample consisted of n = 1354 early and middle adolescents (7th‒10th grade; 81.4% Italian; 51.3% boys) in northern Italy. Employing a longitudinal social ne…
The Role of Masculinity in Children’s Bullying
Association Between Bullying and Psychosomatic Problems: A Meta-analysis
CONTEXT. In the last few years, there has been an increasing amount of research showing the concurrent and long-term consequences of bullying and being bullied by peers. OBJECTIVE. We performed a meta-analysis to quantify the association between involvement in bullying and psychosomatic complaints in the school-aged population. METHODS. We searched online databases (Embase, Medline, PsychInfo, Scopus) up to March 2008, bibliographies of existing …
Active Defending and Passive Bystanding Behavior in Bullying: The Role of Personal Characteristics and Perceived Peer Pressure
The Role of Individual Correlates and Class Norms in Defending and Passive Bystanding Behavior in Bullying: A Multilevel Analysis
This study investigates possible individual and class correlates of defending and passive bystanding behavior in bullying, in a sample of 1,825 Italian primary school (mean age = 10 years 1 month) and middle school (mean age = 13 years 2 months) students. The findings of a series of multilevel regression models show that both individual (e.g., provictim attitudes and perceived peer pressure for intervention) and class characteristics (e.g., class…
Bystanders' Reactions to Bullying: A Cross‐cultural Analysis of Personal Correlates Among Italian and Singaporean Students
This study examined the role of attitudes against bullying and perceived peer pressure for intervention in explaining defending the victim and passive bystanding behavior in bullying. Participants were 1031 school‐age children from two culturally diverse settings, namely Italy and Singapore, which are similar on several dimensions (e.g., quality of life, child welfare) but dramatically differ on other aspects, such as individualism—collectivism o…
Why Do Bystanders of Bullying Help or Not? A Multidimensional Model
The authors employed Latanè and Darley’s model about bystanders’ behavior to explain children’s active defending and passive bystanding behavior in school bullying. The three central steps of the model were operationalized by measuring provictim attitudes, personal responsibility for intervention, and coping strategies. Moreover, the role of perceived expectations from parents and peers was investigated. A total of 759 children and 995 early adol…
Individual and Class Moral Disengagement in Bullying Among Elementary School Children
A cross‐sectional study from a sample of 663 elementary school children assessed the four sets of moral disengagement mechanisms conceptualized by Bandura (i.e., cognitive restructuring, minimizing one's agentive role, disregarding/distorting the consequences, blaming/dehumanizing the victim) at both the individual and the class level. Additionally, an analysis of the relations of these mechanisms to pro‐bullying behavior was conducted. Multileve…
Main and Moderated Effects of Moral Cognition and Status on Bullying and Defending
This study analyzed the relations of two dimensions of moral cognition (i.e., acceptance of moral transgression and moral disengagement) and two forms of status in the peer group (i.e., social preference and perceived popularity) with bullying and defending among 235 primary‐school children and 305 middle‐school early adolescents. Social status was tested as a moderator of the associations between moral cognition and bullying and defending. Parti…
Bullied Children and Psychosomatic Problems: A Meta-analysis
Moral disengagement among children and youth: A meta‐analytic review of links to aggressive behavior
A growing body of research has demonstrated consistent links between Bandura's theory of moral disengagement and aggressive behavior in adults. The present meta-analysis was conducted to summarize the existing literature on the relation between moral disengagement and different types of aggressive behavior among school-age children and adolescents. Twenty-seven independent samples with a total of 17,776 participants (aged 8-18 years) were include…
The Role of Individual and Collective Moral Disengagement in Peer Aggression and Bystanding: A Multilevel Analysis
Victim prevalence in bullying and its association with teacher–student and student–student relationships and class moral disengagement: A class-level path analysis
The aim of the present study was to test whether teacher–student relationship (TSR) quality and student–student relationship (SSR) quality at class level and class moral disengagement (CMD), considered together in a single model, were related to class prevalence of victims (CPV) of bullying. A sample of 899 Swedish children was recruited from 43 elementary school classes. The participants filled out a questionnaire. Because the focus of the prese…
A meta‐analysis of the differential relations of traditional and cyber‐victimization with internalizing problems
This meta-analysis examined the associations between cyber-victimization and internalizing problems controlling for the occurrence of traditional victimization. Twenty independent samples with a total of 90,877 participants were included. Results confirmed the significant intercorrelation between traditional and cyber-victimization (r = .43). They both have medium-to-large bivariate correlations with internalizing problems. Traditional victimizat…
Associations of Traditional and Peer Cyber-Victimization With Adolescents’ Internet Use: A Latent Profile Analysis
Significant overlap exists between traditional victimization and peer cyber-victimization. Yet, they can also be somewhat differentiated. Adopting person-centered approaches, studies showed that multiple classes of peer victimization are distinguishable. In particular, this study analyzed the differences in Internet use, Internet motives and behavior and ethical media use of adolescents who are victimized only (or mainly) online (i.e., “cyber-vic…
Longitudinal associations of social-cognitive and moral correlates with defending in bullying
This is My Fairy Tale: How Emotional Intelligence Interacts with a Training Intervention in Enhancing Children's Creative Potential
Creative potential is a set of multidimensional resources concerning the latent ability to produce original and adaptive work. Confluent theoretical models, in particular, stated that, in order to express creative potential in an effective way, resources should converge and interact efficiently. Within such a confluent framework, the present study explored whether the increase in specific cognitive resources defining creative potential during chi…
Longitudinal Links of Individual and Collective Morality with Adolescents’ Peer Aggression
Adolescents’ aggressive behavior has been often linked to biases in morality. However, limited knowledge is available regarding the relative strength of different moral correlates, both at the individual and class-level, in predicting different types of aggressive behavior over time. To address this gap, the present study tested the prospective associations of moral identity and moral disengagement with reactive and proactive aggression in a shor…
Socio-Cognitive Processes and Peer-Network Influences in Defending and Bystanding
Peers are critical to defending and bystanding during episodes of bullying. This study investigates the extent to which friends can shape defending and bystanding as well as social cognitions associated with these two behaviors (i.e., perceptions of self-efficacy and moral distress). The study sample consisted of n = 1354 early and middle adolescents (7th‒10th grade; 81.4% Italian; 51.3% boys) in northern Italy. Employing a longitudinal social ne…
Testing the reciprocal longitudinal association between pro-aggressive bystander behavior and diffusion of responsibility in Swedish upper elementary school students
The overall objective of this study was to investigate the longitudinal association between diffusion of responsibility and pro-aggressive bystander behavior across three time points in upper elementary education. This three-wave longitudinal study included 1905 Swedish students who completed a questionnaire in at least one of the three waves: the fourth ( M age = 10.56), fifth ( M age = 11.55), and/or sixth grades ( M age = 12.58). Both traditio…
Reciprocal longitudinal associations of defender self‐efficacy with defending and passive bystanding in peer victimization
Peer victimization in schools most often occurs in the presence of bystanders. When bystanders intervene on behalf of the victims, they are often successful in stopping the victimization. Defender self‐efficacy (i.e., the belief in one's ability to successfully defend victims) has consistently been associated with greater defending and less passive bystanding in peer victimization. However, the lack of longitudinal research designs has resulted i…
Peer victimization, internalizing problems, and satisfaction with friends: A two-wave analysis of individual and class-level associations in adolescence
Peer victimization has long been recognized as a significant issue among adolescents, with potentially harmful consequences for their psychological and social well-being. However, studies adopting a longitudinal, multilevel approach to explore the complexity of peer victimization dynamics are still lacking. This study aimed to test short-term longitudinal associations between peer victimization, internalizing problems, and satisfaction with frien…
Moral disengagement and defender self-efficacy and their associations with defending, unconcerned bystanding, and guilty bystanding in school bullying
The aim of the present study was to investigate whether moral disengagement and defender self-efficacy were related to defending, unconcerned bystanding, and guilty bystanding in school bullying among pre-adolescent students. In this study, 1168 pre-adolescent students from 74 upper elementary classrooms in 31 schools in Sweden completed a series of self-report scales. Through structural equation modeling, the study found that defending was posit…
The role of emotional competence in youth sharing during positive and negative interactions with unfamiliar peers
Sharing is a key aspect of social lives and varies across social interactions, yet the individual factors underlying children's sharing with unfamiliar peers remain poorly understood. This study examines the extent to which demographic variables, prior established relationships (as measured by sociometric status among classmates), and emotional competence (specifically emotion understanding, which includes emotional state, emotion recognition, an…
Bullying, Victimization, and Aggression (20 works) · Psychology (19 works) · Social Psychology (19 works) · Developmental psychology (18 works) · Child and Adolescent Psychosocial and Emotional Development (11 works) · Poison control (11 works) · Peer group (9 works) · Social Psychology (9 works) · Youth Development and Social Support (9 works) · Clinical Psychology (8 works)