Claire F Garandeau
Biographic Data
| ID | 5757798 |
|---|---|
| NAME | Claire F Garandeau |
| GIVEN NAMES | Claire F |
| FAMILY NAME | Garandeau |
| SIGNATURE | GARANDEAU C F |
| AFFILIATIONS | University of Turku |
| ORCID | 0000-0002-0395-020X |
| VERIFIED | Yes |
| TOTAL WORKS | 31 |
| TOTAL CITATIONS | 134 |
| AUTHOR COUNT | 31 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Effects of experiential avoidance and family emotional support on the parental psychological flexibility of mothers of preschoolers
Background This study examined the main and interactive effects of experiential avoidance and emotional support from families of origin and in‐laws on the parental psychological flexibility (PPF) of mothers of preschoolers. PPF is a key component of parenting quality and is closely linked to child development. Although experiential avoidance has been identified as a psychological factor, few studies have examined the role of family emotional supp…
What's on your mind? The role of bystander behaviors in victims' cognitions about the cause of the bullying and its solution
It is commonly assumed that victims' maladaptive cognitions concerning the cause of their victimization (self-blame) or its potential solution (e.g., helplessness) contribute to psychological problems. Nevertheless, there is limited empirical research on the conditions that lead to the emergence of such cognitions. The present study investigates whether bystanders' behaviors during bullying incidents (bystanders joining the bullying or defending …
Trajectories of Bystander Behaviors in Bullying during Secondary Education: The Role of Moral Disengagement and Conformity To Peer Pressure
Bystanders shape bullying dynamics, yet little is known about how their behaviors change over time and related socio-moral factors. This study adopted a person-centered longitudinal approach to examine joint trajectories of bystander behaviors and their co-evolution with moral disengagement and conformity to peer pressure. A sample of 994 Spanish adolescents (48% girls; Mage T1 = 12.5, SD = 0.6) was surveyed across three waves. Parallel-process L…
Does defending help? The role of peer defending in reducing victimization and enhancing victims’ psychological adjustment
Although many antibullying programs encourage students to defend victimized peers, there is little empirical evidence that being defended actually helps victims of bullying by diminishing victimization and improving their psychological adjustment (i.e., self-esteem, depressive symptoms, and loneliness) over time. Therefore, the current longitudinal study examines whether defended victims experience a stronger within-person decrease in victimizati…
Admitting to bullying others or denying it: Differences in children’s psychosocial adjustment and implications for intervention
This study examined whether, for bullying perpetrators, admitting to their behavior was associated with specific psychosocial characteristics, and whether it predicted decreases in bullying behavior and a higher responsiveness to a successful anti-bullying program after 9 months of implementation. It also investigated whether participation in an anti-bullying program deterred admitting to the behavior. At pretest, our sample included 5,908 childr…
Does the classroom context moderate the effects of internalizing problems and peer status on peer victimization? Testing a vulnerability-by-context model
This two-wave study investigated whether the concurrent and prospective effects of internalizing symptoms and peer status (being liked/disliked) on peer-reported and self-reported victimization were moderated by the classroom prevalence of internalizing symptoms and peer status, respectively, and by classroom size. Multilevel regression analyses were conducted with data collected from 2,641 Finnish secondary school students ( M age = 13.71; 48.8%…
Introduction to the special section on predictors and outcomes of peer victimization
The eight longitudinal studies published in this special section rely on data from five countries and on rigorous methodologies (such as genetically sensitive, multilevel, or experimental designs) to shed light on predictors and outcomes of peer victimization at school. This introduction highlights the main questions addressed by the current set of studies. First, we present studies which sought to identify the factors that a) put children and yo…
Do fear of victimization and importance of being popular predict victim-defending and bully-following behaviors
This study investigates whether fear of victimization and finding popularity important are concurrently and prospectively associated with engaging in bystander behaviors (i.e., bully-following, confronting defending, comforting defending) in school bullying situations. Participants included 2,709 Finnish adolescents in Grades 7–9 ( M age = 13.79, SD = .95; 51.5% boys). Contrary to expectations, fear of victimization did not predict a lower likeli…
A healthy context, a just context? The role of classroom-level victimization in the adverse effects of bullying victimization on students' belief in a just world
The phenomenon that victims of bullying experience greater psychological problems in environments with lower levels of victimization is known as the healthy context paradox. The current study investigated the healthy context paradox with respect to students' belief in a just world. Specifically, we examined prospective effects of bullying victimization on personal and general belief in a just world, while taking the classroom level of victimizati…
A Cross-National Study on Prosocial Behaviors in Emerging Adulthood During the Covid-19 Pandemic
Emerging adulthood is marked by changes and exploration of life directions and is significantly impacted by crises like the COVID-19 pandemic. This cross-national study examined the psychological, relational, and contextual factors associated with prosocial behaviors— adherence to COVID-19 measures and helping strangers—among emerging adults (ages 18–25) from 14 countries during the pandemic. We assessed empathy, social identification with those …
Do Adolescents Adopt the Prosocial Behaviors of the Classmates They Like? A Social Network Analysis on Prosocial Contagion
While the influence of high-status peers on maladaptive behaviors is well-documented, socialization processes of prosocial behavior through high-status peers remain understudied. This study examined whether adolescents’ prosocial behavior was influenced by the prosocial behavior of the peers they liked and whether this effect was stronger when the peers they liked were also well-liked by their classmates. Three waves of data, six months apart, we…
Defending Behavior and Victimization: Between- and Within-Person Associations
Anti-bullying interventions often encourage peer bystanders to defend their victimized peers. However, concerns have been raised that defending could put youth at risk for being victimized themselves. Despite these concerns, there is limited research on the longitudinal links between defending and victimization. Addressing limitations of previous research, the current study examined bidirectional associations between three types of peer-reported …
Standard Deviation vs. Gini Coefficient: Effects of Different Indicators of Classroom Status Hierarchy on Bullying Behavior
Classroom status hierarchy (the degree to which popularity is unequally distributed in a classroom) has often been examined as a predictor of bullying. Although most research has relied on an operationalization of status hierarchy as the classroom standard deviation (SD) of popularity, other fields (e.g., sociology, economics) have typically measured resource inequality using the Gini coefficient. This multilevel study examines the concurrent and…
The longitudinal role of classroom defending norms in victims’ psychological adjustment, causal attributions, and social comparisons
Frequent exposure to victimization by peers is related to greater psychological problems. It is often assumed that peer victimization is associated with fewer psychological problems in classrooms where defending victims of bullying is common (i.e., a norm). The few studies testing this claim have been cross-sectional and have produced mixed findings. The current preregistered study examined whether the prospective link between victimization and p…
Effects of the KiVa anti-bullying program on defending behavior: Investigating individual-level mechanisms of change
Given that defending victimized peers might help discourage bullying behavior and prevent its harmful consequences, various anti-bullying programs have attempted to increase defending behavior among participating children. However, the cognitions that underlie the effectiveness of interventions in increasing defending remain unknown. Data for this randomized controlled trial (RCT) of the KiVa anti-bullying program were collected in Finnish primar…
The dynamic associations between social dominance goals and bullying from middle to late childhood: The moderating role of classroom bystander behaviors
Does being defended relate to decreases in victimization and improved psychosocial adjustment among victims
School bullying is a clear violation of children's rights to a safe education and is a major concern among school professionals and parents. Many antibullying interventions focus on enhancing peer defending of victims to combat bullying and to promote victims' psychosocial functioning. However, longitudinal studies on the effects of being defended on (a) diminishing victimization and (b) enhancing victims' psychosocial adjustment are lacking, and…
Does defending victimized peers put youth at risk of being victimized
Defending peers who have been bullied is often thought to put defenders at risk of becoming victimized themselves. The study investigated the concurrent and prospective associations between defending and (peer- and self-reported) victimization, and examined popularity and classroom norms as potential moderators. Participants included 4085 Finnish youth (43.9% boys; M age = 14.56, SD = .75; 97% born in Finland). Concurrently, defending was positiv…
Peer victimization and empathy for victims of bullying: A test of bidirectional associations in childhood and adolescence
Anti-bullying interventions often assume that knowing how it feels to be bullied increases empathy for victims. However, longitudinal research on actual experiences of bullying and empathy is lacking. This study investigated whether within-person changes in victimization predicted changes in empathy over 1 year using random-intercept cross-lagged panel models. Self- and peer-reported victimization, and cognitive and affective empathy for victims …
Does defending affect adolescents' peer status, or vice versa? Testing the moderating effects of empathy, gender, and anti‐bullying norms
This study examined bidirectional associations between students' bully-directed defending behavior and their peer status (being liked or popular) and tested for the moderating role of empathy, gender, and classroom anti-bullying norms. Three waves of data were collected at 4-5-month time intervals among 3680 Finnish adolescents (M age = 13.94, 53.0% girls). Cross-lagged panel analyses showed that defending positively predicted popularity and, to …
Intention to Stop Bullying following a Condemning, Empathy-Raising, or Combined Message from a Teacher – Do Students’ Empathy and Callous-Unemotional Traits Matter
Knowing which intervention strategies work best and for which student is essential for teachers when they intervene in cases of bullying. The effects of teachers’ (1) condemning, (2) empathy-raising, and (3) combined (including elements of both) messages on students’ intention to stop bullying were tested in a between-subject experimental design. A total of 277 seventh grade students ( M age = 12.93, SD = 0.49; 47% female) were asked to imagine t…
Bidirectional Associations of Prosocial Behavior with Peer Acceptance and Rejection in Adolescence
As most studies on the link between peer status and prosocial behavior are cross-sectional, conducted with children, and operationalize status as the difference between acceptance and rejection, it remains unclear whether peer acceptance and rejection are consequences or prerequisites of prosocial behavior in adolescence. To fill this gap, this study examines the bidirectional associations of prosocial behavior with peer acceptance and peer rejec…
Is aggression associated with biased perceptions of one’s acceptance and rejection in adolescence
In adolescence, being rejected by one's peers is positively associated with aggression. However, whether self-perceptions of being rejected or accepted by peers, and biases in these perceptions, are linked to aggression remains unclear, as the literature points to 2 perspectives: Youth are more likely to be aggressive when they (a) know or believe that they are rejected or (b) overestimate their acceptance. By addressing some of the limitations o…
Bullying Prevention in Adolescence: Solutions and New Challenges from the Past Decade
Bullying among youth at school continues to be a global challenge. Being exposed to bullying may be especially hurtful in adolescence, a vulnerable period during which both peer group belonging and status become key concerns. In the current review, we first summarize the effectiveness of the solutions that were offered a decade ago in the form of anti‐bullying programs. We proceed by highlighting some intriguing challenges concomitant to, or emer…
Classroom Status Hierarchy Moderates the Association between Social Dominance Goals and Bullying Behavior in Middle Childhood and Early Adolescence
The social status of aggressive students across contexts: The role of classroom status hierarchy, academic achievement, and grade
This study tested the effects of 5 classroom contextual features on the social status (perceived popularity and social preference) that peers accord to aggressive students in late elementary school, including classroom peer status hierarchy (whether within-classroom differences in popularity are large or small), classroom academic level, and grade level as the main predictors of interest as well as classroom aggression and ethnic composition as c…
Effects of Classroom Embeddedness and Density on the Social Status of Aggressive and Victimized Children
This study investigated the independent and interacting effects of classroom-level embeddedness (i.e., hierarchical vs. egalitarian) and classroom density on the perceived popularity and social preference of aggressive and victimized 3rd-4th grade students ( N = 881). A cohesive blocking procedure was used to compute embeddedness. Multilevel analyses indicated that aggressive children achieved much higher perceived popularity in hierarchical clas…
Inequality Matters: Classroom Status Hierarchy and Adolescents’ Bullying
Bidirectional Associations of Prosocial Behavior with Peer Acceptance and Rejection in Adolescence
As most studies on the link between peer status and prosocial behavior are cross-sectional, conducted with children, and operationalize status as the difference between acceptance and rejection, it remains unclear whether peer acceptance and rejection are consequences or prerequisites of prosocial behavior in adolescence. To fill this gap, this study examines the bidirectional associations of prosocial behavior with peer acceptance and peer rejec…
Classroom Status Hierarchy Moderates the Association between Social Dominance Goals and Bullying Behavior in Middle Childhood and Early Adolescence
Does defending affect adolescents' peer status, or vice versa? Testing the moderating effects of empathy, gender, and anti‐bullying norms
This study examined bidirectional associations between students' bully-directed defending behavior and their peer status (being liked or popular) and tested for the moderating role of empathy, gender, and classroom anti-bullying norms. Three waves of data were collected at 4-5-month time intervals among 3680 Finnish adolescents (M age = 13.94, 53.0% girls). Cross-lagged panel analyses showed that defending positively predicted popularity and, to …
Why does decreased likeability not deter adolescent bullying perpetrators
This study examines why the lower likeability of bullying perpetrators does not deter them from engaging in bullying behavior, by testing three hypotheses: (a) bullying perpetrators are unaware that they are disliked, (b) they value popularity more than they value likeability, (c) they think that they have nothing to lose in terms of likeability, as they believe that their targets and other classmates would dislike them anyway, regardless of thei…
The Longitudinal Role of Self-Concept Clarity and Best Friend Delinquency in Adolescent Delinquent Behavior
Adolescence tends to be characterized by a temporary peak in delinquent behavior, and friends in particular play a key role in the initiation and the development of delinquency. However, adolescents differ in their susceptibility to friends' influence on delinquency. Especially adolescents who are less certain about who they are might show more delinquent behavior, and might be more susceptible to their friends' behaviors, as friends are also cru…
Do Adolescents Adopt the Prosocial Behaviors of the Classmates They Like? A Social Network Analysis on Prosocial Contagion
While the influence of high-status peers on maladaptive behaviors is well-documented, socialization processes of prosocial behavior through high-status peers remain understudied. This study examined whether adolescents’ prosocial behavior was influenced by the prosocial behavior of the peers they liked and whether this effect was stronger when the peers they liked were also well-liked by their classmates. Three waves of data, six months apart, we…
The longitudinal role of classroom defending norms in victims’ psychological adjustment, causal attributions, and social comparisons
Frequent exposure to victimization by peers is related to greater psychological problems. It is often assumed that peer victimization is associated with fewer psychological problems in classrooms where defending victims of bullying is common (i.e., a norm). The few studies testing this claim have been cross-sectional and have produced mixed findings. The current preregistered study examined whether the prospective link between victimization and p…
Intention to Stop Bullying following a Condemning, Empathy-Raising, or Combined Message from a Teacher – Do Students’ Empathy and Callous-Unemotional Traits Matter
Knowing which intervention strategies work best and for which student is essential for teachers when they intervene in cases of bullying. The effects of teachers’ (1) condemning, (2) empathy-raising, and (3) combined (including elements of both) messages on students’ intention to stop bullying were tested in a between-subject experimental design. A total of 277 seventh grade students ( M age = 12.93, SD = 0.49; 47% female) were asked to imagine t…
Trajectories of Bystander Behaviors in Bullying during Secondary Education: The Role of Moral Disengagement and Conformity To Peer Pressure
Bystanders shape bullying dynamics, yet little is known about how their behaviors change over time and related socio-moral factors. This study adopted a person-centered longitudinal approach to examine joint trajectories of bystander behaviors and their co-evolution with moral disengagement and conformity to peer pressure. A sample of 994 Spanish adolescents (48% girls; Mage T1 = 12.5, SD = 0.6) was surveyed across three waves. Parallel-process L…
Does defending help? The role of peer defending in reducing victimization and enhancing victims’ psychological adjustment
Although many antibullying programs encourage students to defend victimized peers, there is little empirical evidence that being defended actually helps victims of bullying by diminishing victimization and improving their psychological adjustment (i.e., self-esteem, depressive symptoms, and loneliness) over time. Therefore, the current longitudinal study examines whether defended victims experience a stronger within-person decrease in victimizati…
Is aggression associated with biased perceptions of one’s acceptance and rejection in adolescence
In adolescence, being rejected by one's peers is positively associated with aggression. However, whether self-perceptions of being rejected or accepted by peers, and biases in these perceptions, are linked to aggression remains unclear, as the literature points to 2 perspectives: Youth are more likely to be aggressive when they (a) know or believe that they are rejected or (b) overestimate their acceptance. By addressing some of the limitations o…
Defending Behavior and Victimization: Between- and Within-Person Associations
Anti-bullying interventions often encourage peer bystanders to defend their victimized peers. However, concerns have been raised that defending could put youth at risk for being victimized themselves. Despite these concerns, there is limited research on the longitudinal links between defending and victimization. Addressing limitations of previous research, the current study examined bidirectional associations between three types of peer-reported …
Effects of Classroom Embeddedness and Density on the Social Status of Aggressive and Victimized Children
This study investigated the independent and interacting effects of classroom-level embeddedness (i.e., hierarchical vs. egalitarian) and classroom density on the perceived popularity and social preference of aggressive and victimized 3rd-4th grade students ( N = 881). A cohesive blocking procedure was used to compute embeddedness. Multilevel analyses indicated that aggressive children achieved much higher perceived popularity in hierarchical clas…
The social status of aggressive students across contexts: The role of classroom status hierarchy, academic achievement, and grade
This study tested the effects of 5 classroom contextual features on the social status (perceived popularity and social preference) that peers accord to aggressive students in late elementary school, including classroom peer status hierarchy (whether within-classroom differences in popularity are large or small), classroom academic level, and grade level as the main predictors of interest as well as classroom aggression and ethnic composition as c…
Inequality Matters: Classroom Status Hierarchy and Adolescents’ Bullying
Classroom‐ and School‐Level Contributions to Bullying and Victimization: A Review
School bullying is increasingly viewed by researchers as a group phenomenon that extends beyond the perpetrator–victim dyad and is embedded in the wider social context. This paper reviews the literature on classroom and school factors contributing to bullying and victimization among children and adolescents. Considerable variability in the prevalence of these problems exists between classrooms and schools, which are highly relevant contexts for s…
Why does decreased likeability not deter adolescent bullying perpetrators
This study examines why the lower likeability of bullying perpetrators does not deter them from engaging in bullying behavior, by testing three hypotheses: (a) bullying perpetrators are unaware that they are disliked, (b) they value popularity more than they value likeability, (c) they think that they have nothing to lose in terms of likeability, as they believe that their targets and other classmates would dislike them anyway, regardless of thei…
The Longitudinal Role of Self-Concept Clarity and Best Friend Delinquency in Adolescent Delinquent Behavior
Adolescence tends to be characterized by a temporary peak in delinquent behavior, and friends in particular play a key role in the initiation and the development of delinquency. However, adolescents differ in their susceptibility to friends' influence on delinquency. Especially adolescents who are less certain about who they are might show more delinquent behavior, and might be more susceptible to their friends' behaviors, as friends are also cru…
Classroom Status Hierarchy Moderates the Association between Social Dominance Goals and Bullying Behavior in Middle Childhood and Early Adolescence
Bullying Prevention in Adolescence: Solutions and New Challenges from the Past Decade
Bullying among youth at school continues to be a global challenge. Being exposed to bullying may be especially hurtful in adolescence, a vulnerable period during which both peer group belonging and status become key concerns. In the current review, we first summarize the effectiveness of the solutions that were offered a decade ago in the form of anti‐bullying programs. We proceed by highlighting some intriguing challenges concomitant to, or emer…
Intention to Stop Bullying following a Condemning, Empathy-Raising, or Combined Message from a Teacher – Do Students’ Empathy and Callous-Unemotional Traits Matter
Knowing which intervention strategies work best and for which student is essential for teachers when they intervene in cases of bullying. The effects of teachers’ (1) condemning, (2) empathy-raising, and (3) combined (including elements of both) messages on students’ intention to stop bullying were tested in a between-subject experimental design. A total of 277 seventh grade students ( M age = 12.93, SD = 0.49; 47% female) were asked to imagine t…
Bidirectional Associations of Prosocial Behavior with Peer Acceptance and Rejection in Adolescence
As most studies on the link between peer status and prosocial behavior are cross-sectional, conducted with children, and operationalize status as the difference between acceptance and rejection, it remains unclear whether peer acceptance and rejection are consequences or prerequisites of prosocial behavior in adolescence. To fill this gap, this study examines the bidirectional associations of prosocial behavior with peer acceptance and peer rejec…
Is aggression associated with biased perceptions of one’s acceptance and rejection in adolescence
In adolescence, being rejected by one's peers is positively associated with aggression. However, whether self-perceptions of being rejected or accepted by peers, and biases in these perceptions, are linked to aggression remains unclear, as the literature points to 2 perspectives: Youth are more likely to be aggressive when they (a) know or believe that they are rejected or (b) overestimate their acceptance. By addressing some of the limitations o…
Effects of the KiVa anti-bullying program on defending behavior: Investigating individual-level mechanisms of change
Given that defending victimized peers might help discourage bullying behavior and prevent its harmful consequences, various anti-bullying programs have attempted to increase defending behavior among participating children. However, the cognitions that underlie the effectiveness of interventions in increasing defending remain unknown. Data for this randomized controlled trial (RCT) of the KiVa anti-bullying program were collected in Finnish primar…
The dynamic associations between social dominance goals and bullying from middle to late childhood: The moderating role of classroom bystander behaviors
Does being defended relate to decreases in victimization and improved psychosocial adjustment among victims
School bullying is a clear violation of children's rights to a safe education and is a major concern among school professionals and parents. Many antibullying interventions focus on enhancing peer defending of victims to combat bullying and to promote victims' psychosocial functioning. However, longitudinal studies on the effects of being defended on (a) diminishing victimization and (b) enhancing victims' psychosocial adjustment are lacking, and…
Does defending victimized peers put youth at risk of being victimized
Defending peers who have been bullied is often thought to put defenders at risk of becoming victimized themselves. The study investigated the concurrent and prospective associations between defending and (peer- and self-reported) victimization, and examined popularity and classroom norms as potential moderators. Participants included 4085 Finnish youth (43.9% boys; M age = 14.56, SD = .75; 97% born in Finland). Concurrently, defending was positiv…
Peer victimization and empathy for victims of bullying: A test of bidirectional associations in childhood and adolescence
Anti-bullying interventions often assume that knowing how it feels to be bullied increases empathy for victims. However, longitudinal research on actual experiences of bullying and empathy is lacking. This study investigated whether within-person changes in victimization predicted changes in empathy over 1 year using random-intercept cross-lagged panel models. Self- and peer-reported victimization, and cognitive and affective empathy for victims …
Does defending affect adolescents' peer status, or vice versa? Testing the moderating effects of empathy, gender, and anti‐bullying norms
This study examined bidirectional associations between students' bully-directed defending behavior and their peer status (being liked or popular) and tested for the moderating role of empathy, gender, and classroom anti-bullying norms. Three waves of data were collected at 4-5-month time intervals among 3680 Finnish adolescents (M age = 13.94, 53.0% girls). Cross-lagged panel analyses showed that defending positively predicted popularity and, to …
Standard Deviation vs. Gini Coefficient: Effects of Different Indicators of Classroom Status Hierarchy on Bullying Behavior
Classroom status hierarchy (the degree to which popularity is unequally distributed in a classroom) has often been examined as a predictor of bullying. Although most research has relied on an operationalization of status hierarchy as the classroom standard deviation (SD) of popularity, other fields (e.g., sociology, economics) have typically measured resource inequality using the Gini coefficient. This multilevel study examines the concurrent and…
The longitudinal role of classroom defending norms in victims’ psychological adjustment, causal attributions, and social comparisons
Frequent exposure to victimization by peers is related to greater psychological problems. It is often assumed that peer victimization is associated with fewer psychological problems in classrooms where defending victims of bullying is common (i.e., a norm). The few studies testing this claim have been cross-sectional and have produced mixed findings. The current preregistered study examined whether the prospective link between victimization and p…
Admitting to bullying others or denying it: Differences in children’s psychosocial adjustment and implications for intervention
This study examined whether, for bullying perpetrators, admitting to their behavior was associated with specific psychosocial characteristics, and whether it predicted decreases in bullying behavior and a higher responsiveness to a successful anti-bullying program after 9 months of implementation. It also investigated whether participation in an anti-bullying program deterred admitting to the behavior. At pretest, our sample included 5,908 childr…
Does the classroom context moderate the effects of internalizing problems and peer status on peer victimization? Testing a vulnerability-by-context model
This two-wave study investigated whether the concurrent and prospective effects of internalizing symptoms and peer status (being liked/disliked) on peer-reported and self-reported victimization were moderated by the classroom prevalence of internalizing symptoms and peer status, respectively, and by classroom size. Multilevel regression analyses were conducted with data collected from 2,641 Finnish secondary school students ( M age = 13.71; 48.8%…
Introduction to the special section on predictors and outcomes of peer victimization
The eight longitudinal studies published in this special section rely on data from five countries and on rigorous methodologies (such as genetically sensitive, multilevel, or experimental designs) to shed light on predictors and outcomes of peer victimization at school. This introduction highlights the main questions addressed by the current set of studies. First, we present studies which sought to identify the factors that a) put children and yo…
Do fear of victimization and importance of being popular predict victim-defending and bully-following behaviors
This study investigates whether fear of victimization and finding popularity important are concurrently and prospectively associated with engaging in bystander behaviors (i.e., bully-following, confronting defending, comforting defending) in school bullying situations. Participants included 2,709 Finnish adolescents in Grades 7–9 ( M age = 13.79, SD = .95; 51.5% boys). Contrary to expectations, fear of victimization did not predict a lower likeli…
A healthy context, a just context? The role of classroom-level victimization in the adverse effects of bullying victimization on students' belief in a just world
The phenomenon that victims of bullying experience greater psychological problems in environments with lower levels of victimization is known as the healthy context paradox. The current study investigated the healthy context paradox with respect to students' belief in a just world. Specifically, we examined prospective effects of bullying victimization on personal and general belief in a just world, while taking the classroom level of victimizati…
A Cross-National Study on Prosocial Behaviors in Emerging Adulthood During the Covid-19 Pandemic
Emerging adulthood is marked by changes and exploration of life directions and is significantly impacted by crises like the COVID-19 pandemic. This cross-national study examined the psychological, relational, and contextual factors associated with prosocial behaviors— adherence to COVID-19 measures and helping strangers—among emerging adults (ages 18–25) from 14 countries during the pandemic. We assessed empathy, social identification with those …
Bullying, Victimization, and Aggression (27 works) · Psychology (26 works) · Developmental psychology (25 works) · Social Psychology (25 works) · Poison control (19 works) · Human Factors and Ergonomics (16 works) · Social Psychology (15 works) · Child and Adolescent Psychosocial and Emotional Development (12 works) · Peer group (12 works) · Youth Development and Social Support (12 works)