Marina Camodeca
Biographic Data
| ID | 6033600 |
|---|---|
| NAME | Marina Camodeca |
| GIVEN NAMES | Marina |
| FAMILY NAME | Camodeca |
| SIGNATURE | CAMODECA M |
| AFFILIATIONS | University of Udine |
| ORCID | 0000-0002-7507-2039 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 66 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
White Italian Parents’ Ethnic‐Racial Socialization and Young Children's Prosocial Behavior Toward Outgroup Peers
White parents adopt various ethnic‐racial socialization (ERS) approaches that shape children's understanding of race and ethnicity, sometimes fostering awareness of ethnic‐racial inequalities and encouraging positive attitudes toward individuals from diverse backgrounds, and sometimes perpetuating a dominating perspective of whiteness as an invisible, natural privilege that is assumed while “othering” non‐White racial and ethnic groups. Whereas a…
Defending behavior in school bullying
Being able to defend victims of school bullying is central in any intervention; thus, it seems paramount to investigate which factors may contribute to defending behavior. The present report aims to investigate whether empathic self-efficacy is associated with helping behavior and whether interpersonal factors (i.e., social preference and student-teacher relationship) may interact with it. The sample comprised 249 middle-school students (47.80% b…
Social Anxiety and Bullying Victimization in Children and Early Adolescents
Research reveals that social anxiety may be predictive of bullying victimization, but it is not clear whether this relation stands for different groups of youth. The present study examines this association by employing a longitudinal design over 1 year and including the moderating role of developmental period (childhood vs. early adolescence) and students’ immigrant status (native vs. non-native). T1 sample included 506 children (46.44% girls, me…
The Contribution of Bullying Involvement and Alexithymia to Somatic Complaints in Preadolescents
Somatic complaints during preadolescence are connected to individual and contextual factors, and extant research highlights the relevance of alexithymia and bullying involvement. In this cross-sectional study, we explored the joint and unique influence of bullying involvement-as perpetrators, victims, or outsiders-and alexithymia on somatic complaints in a sample of 179 Italian middle-school students (aged 11-15). Findings revealed an indirect as…
The Strengths and Difficulties Questionnaire Dysregulation Profile Teacher-Report
Emotional, cognitive, and behavioral dysregulation is a risk factor for severe outcomes, calling for reliable measures to assess it, including the Strengths and Difficulties Questionnaire Dysregulation Profile (SDQ-DP) defined by 5 or 15 items. This study explored for the first time the factor structure, internal consistency, and test-retest reliability of the SDQ-DPs teacher-report in a sample of Italian children (N = 1000; age 7-12 years). The …
Longitudinal Associations Between Bullying and Emotions in Deaf and Hard of Hearing Adolescents
In hearing adolescents, emotions play important roles in the development of bullying and victimization. Yet, it is unclear whether this also applies to adolescents who are deaf or hard of hearing (DHH). The present study examines the longitudinal associations of anger, fear, guilt, and shame with bullying/victimization in DHH adolescents. Overall, 80 DHH and 227 hearing adolescents (Mage = 11.7; 103 males) completed self-reports on two occasions …
Participant roles in preschool bullying
The present work investigated whether emotion regulation and social preference were associated with participant roles in bullying as a function of the quality of the relationship with teachers. Participants were 332 children (172 boys), in the age of 42–76 months ( M = 58.74; SD = 7.84). Peer nominations were employed to assess social preference and participant roles (bullying, victimization, defending the victim, and outsider behavior). Teachers…
Bullying Perpetration and Victimization in Early Adolescence
The present study investigated the associations between bullying perpetration and victimization and physiological reactivity to social exclusion. The participants were 28 early adolescents (17 boys and 11 girls; M age = 11.55; SD = 1.34). Bullying perpetration and victimization were assessed by peer nominations. To elicit social exclusion, participants were first included and then excluded in a laboratory paradigm (Cyberball). Physiological react…
Stability and Change of Outsider Behavior in School Bullying
We analyzed developmental changes in outsider behavior, testing whether the likelihood that it turns into bullying or defending over time depends on the individual proneness to feel shame or guilt. Participants were 155 preadolescents (72 boys and 83 girls; [Formula: see text] age at T1 = 10.74 years). Bullying, defending, and outsider behaviors were assessed twice by peer nominations. Shame- and guilt-proneness were assessed at T1 by a self-repo…
Bullying in preschool
The different roles of bullying participation (bully, follower, victim, defender of the victim, and outsider) have not been investigated in preschool children. The aims of this study were to use a peer-report measure to assess these roles and to investigate their associations with social competence among pre-schoolers. We also explored whether status among peers, indicated by being socially preferred, mediates the relationship between social comp…
Aggression, social cognitions, anger and sadness in bullies and victims
Background: The present study aimed to investigate children's social information processing (SIP) and emotions in the bullying situation, taking into account reactive and proactive aggression. More specifically, we investigated the way in which children interpret social information, which goals they select, how they evaluate their responses and which emotions they express in hypothetical situations. Method: The participants comprised 242 Dutch ch…
Links between social information processing in middle childhood and involvement in bullying
The aim of this study was to investigate the way in which bullies, victims, bully/victims, and those not involved process social information. A peer nomination measure of bullying and victimization was administered twice over an interval of one year. The sample consisted of 236 (126 girls and 110 boys) children at the beginning of the study (T1) and 242 children one year later (T2) (mean age: 8 years). To test how children responded when provoked…
Bullying and Victimization Among School‐age Children
The main aim of the study relates to the links between bullying and victimization on the one hand and reactive and proactive aggression on the other. In addition, we also investigated stability and incidence of bullying and victimization. At age 7, 236 children were rated on bullying and victimization using peer reports. At age 8, 242 children were rated again. Two hundred and fifteen children (114 girls and 101 boys) were present at both time po…
Bullying and Victimization Among School‐age Children
The main aim of the study relates to the links between bullying and victimization on the one hand and reactive and proactive aggression on the other. In addition, we also investigated stability and incidence of bullying and victimization. At age 7, 236 children were rated on bullying and victimization using peer reports. At age 8, 242 children were rated again. Two hundred and fifteen children (114 girls and 101 boys) were present at both time po…
Links between social information processing in middle childhood and involvement in bullying
The aim of this study was to investigate the way in which bullies, victims, bully/victims, and those not involved process social information. A peer nomination measure of bullying and victimization was administered twice over an interval of one year. The sample consisted of 236 (126 girls and 110 boys) children at the beginning of the study (T1) and 242 children one year later (T2) (mean age: 8 years). To test how children responded when provoked…
Bullying in preschool
The different roles of bullying participation (bully, follower, victim, defender of the victim, and outsider) have not been investigated in preschool children. The aims of this study were to use a peer-report measure to assess these roles and to investigate their associations with social competence among pre-schoolers. We also explored whether status among peers, indicated by being socially preferred, mediates the relationship between social comp…
Participant roles in preschool bullying
The present work investigated whether emotion regulation and social preference were associated with participant roles in bullying as a function of the quality of the relationship with teachers. Participants were 332 children (172 boys), in the age of 42–76 months ( M = 58.74; SD = 7.84). Peer nominations were employed to assess social preference and participant roles (bullying, victimization, defending the victim, and outsider behavior). Teachers…
Stability and Change of Outsider Behavior in School Bullying
We analyzed developmental changes in outsider behavior, testing whether the likelihood that it turns into bullying or defending over time depends on the individual proneness to feel shame or guilt. Participants were 155 preadolescents (72 boys and 83 girls; [Formula: see text] age at T1 = 10.74 years). Bullying, defending, and outsider behaviors were assessed twice by peer nominations. Shame- and guilt-proneness were assessed at T1 by a self-repo…
Defending behavior in school bullying
Being able to defend victims of school bullying is central in any intervention; thus, it seems paramount to investigate which factors may contribute to defending behavior. The present report aims to investigate whether empathic self-efficacy is associated with helping behavior and whether interpersonal factors (i.e., social preference and student-teacher relationship) may interact with it. The sample comprised 249 middle-school students (47.80% b…
Social Anxiety and Bullying Victimization in Children and Early Adolescents
Research reveals that social anxiety may be predictive of bullying victimization, but it is not clear whether this relation stands for different groups of youth. The present study examines this association by employing a longitudinal design over 1 year and including the moderating role of developmental period (childhood vs. early adolescence) and students’ immigrant status (native vs. non-native). T1 sample included 506 children (46.44% girls, me…
Bullying and Victimization Among School‐age Children
The main aim of the study relates to the links between bullying and victimization on the one hand and reactive and proactive aggression on the other. In addition, we also investigated stability and incidence of bullying and victimization. At age 7, 236 children were rated on bullying and victimization using peer reports. At age 8, 242 children were rated again. Two hundred and fifteen children (114 girls and 101 boys) were present at both time po…
Links between social information processing in middle childhood and involvement in bullying
The aim of this study was to investigate the way in which bullies, victims, bully/victims, and those not involved process social information. A peer nomination measure of bullying and victimization was administered twice over an interval of one year. The sample consisted of 236 (126 girls and 110 boys) children at the beginning of the study (T1) and 242 children one year later (T2) (mean age: 8 years). To test how children responded when provoked…
Aggression, social cognitions, anger and sadness in bullies and victims
Background: The present study aimed to investigate children's social information processing (SIP) and emotions in the bullying situation, taking into account reactive and proactive aggression. More specifically, we investigated the way in which children interpret social information, which goals they select, how they evaluate their responses and which emotions they express in hypothetical situations. Method: The participants comprised 242 Dutch ch…
Bullying in preschool
The different roles of bullying participation (bully, follower, victim, defender of the victim, and outsider) have not been investigated in preschool children. The aims of this study were to use a peer-report measure to assess these roles and to investigate their associations with social competence among pre-schoolers. We also explored whether status among peers, indicated by being socially preferred, mediates the relationship between social comp…
Stability and Change of Outsider Behavior in School Bullying
We analyzed developmental changes in outsider behavior, testing whether the likelihood that it turns into bullying or defending over time depends on the individual proneness to feel shame or guilt. Participants were 155 preadolescents (72 boys and 83 girls; [Formula: see text] age at T1 = 10.74 years). Bullying, defending, and outsider behaviors were assessed twice by peer nominations. Shame- and guilt-proneness were assessed at T1 by a self-repo…
Bullying Perpetration and Victimization in Early Adolescence
The present study investigated the associations between bullying perpetration and victimization and physiological reactivity to social exclusion. The participants were 28 early adolescents (17 boys and 11 girls; M age = 11.55; SD = 1.34). Bullying perpetration and victimization were assessed by peer nominations. To elicit social exclusion, participants were first included and then excluded in a laboratory paradigm (Cyberball). Physiological react…
Longitudinal Associations Between Bullying and Emotions in Deaf and Hard of Hearing Adolescents
In hearing adolescents, emotions play important roles in the development of bullying and victimization. Yet, it is unclear whether this also applies to adolescents who are deaf or hard of hearing (DHH). The present study examines the longitudinal associations of anger, fear, guilt, and shame with bullying/victimization in DHH adolescents. Overall, 80 DHH and 227 hearing adolescents (Mage = 11.7; 103 males) completed self-reports on two occasions …
Participant roles in preschool bullying
The present work investigated whether emotion regulation and social preference were associated with participant roles in bullying as a function of the quality of the relationship with teachers. Participants were 332 children (172 boys), in the age of 42–76 months ( M = 58.74; SD = 7.84). Peer nominations were employed to assess social preference and participant roles (bullying, victimization, defending the victim, and outsider behavior). Teachers…
The Strengths and Difficulties Questionnaire Dysregulation Profile Teacher-Report
Emotional, cognitive, and behavioral dysregulation is a risk factor for severe outcomes, calling for reliable measures to assess it, including the Strengths and Difficulties Questionnaire Dysregulation Profile (SDQ-DP) defined by 5 or 15 items. This study explored for the first time the factor structure, internal consistency, and test-retest reliability of the SDQ-DPs teacher-report in a sample of Italian children (N = 1000; age 7-12 years). The …
The Contribution of Bullying Involvement and Alexithymia to Somatic Complaints in Preadolescents
Somatic complaints during preadolescence are connected to individual and contextual factors, and extant research highlights the relevance of alexithymia and bullying involvement. In this cross-sectional study, we explored the joint and unique influence of bullying involvement-as perpetrators, victims, or outsiders-and alexithymia on somatic complaints in a sample of 179 Italian middle-school students (aged 11-15). Findings revealed an indirect as…
Defending behavior in school bullying
Being able to defend victims of school bullying is central in any intervention; thus, it seems paramount to investigate which factors may contribute to defending behavior. The present report aims to investigate whether empathic self-efficacy is associated with helping behavior and whether interpersonal factors (i.e., social preference and student-teacher relationship) may interact with it. The sample comprised 249 middle-school students (47.80% b…
Social Anxiety and Bullying Victimization in Children and Early Adolescents
Research reveals that social anxiety may be predictive of bullying victimization, but it is not clear whether this relation stands for different groups of youth. The present study examines this association by employing a longitudinal design over 1 year and including the moderating role of developmental period (childhood vs. early adolescence) and students’ immigrant status (native vs. non-native). T1 sample included 506 children (46.44% girls, me…
White Italian Parents’ Ethnic‐Racial Socialization and Young Children's Prosocial Behavior Toward Outgroup Peers
White parents adopt various ethnic‐racial socialization (ERS) approaches that shape children's understanding of race and ethnicity, sometimes fostering awareness of ethnic‐racial inequalities and encouraging positive attitudes toward individuals from diverse backgrounds, and sometimes perpetuating a dominating perspective of whiteness as an invisible, natural privilege that is assumed while “othering” non‐White racial and ethnic groups. Whereas a…
Developmental psychology (12 works) · Psychology (12 works) · Bullying, Victimization, and Aggression (11 works) · Child and Adolescent Psychosocial and Emotional Development (10 works) · Clinical Psychology (9 works) · Aggression (8 works) · Clinical Psychology (7 works) · Poison control (7 works) · Social Psychology (7 works) · Injury prevention (6 works)