Serena Ferrigno
Biographic Data
| ID | 9526386 |
|---|---|
| NAME | Serena Ferrigno |
| GIVEN NAMES | Serena |
| FAMILY NAME | Ferrigno |
| SIGNATURE | FERRIGNO S |
| AFFILIATIONS | Department of Psychology University of Turin (Italy) Turin Italy |
| ORCID | 0000-0002-2260-5989 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
The links between students’ relationships with teachers, likeability among peers, and bullying victimization: The intervening role of teacher responsiveness
Highly responsive teachers tend to foster behaviors that are low in conflict and high in prosociality, among their students, leading to a positive classroom climate and to a decrease in bullying victimization. However, little is known about the interaction between teacher responsiveness and both student–teacher, and student–student relationship characteristics, in influencing students’ bullying victimization at school. Here, we examined student–t…
Cyberbullying and cybervictimization among preadolescents: Does time perspective matter
Time perspective has been recognized as an important psychological dimension with a pervasive and powerful influence on human behavior. To the authors’ knowledge, no studies have focused on the relationship between time perspective and cyberbullying behavior. The first aim of this research is to fill this gap by investigating the relationship between different time perspectives and both cyberbullying and cybervictimization among 6th to 8th grade …
No prominent works on this page.
Cyberbullying and cybervictimization among preadolescents: Does time perspective matter
Time perspective has been recognized as an important psychological dimension with a pervasive and powerful influence on human behavior. To the authors’ knowledge, no studies have focused on the relationship between time perspective and cyberbullying behavior. The first aim of this research is to fill this gap by investigating the relationship between different time perspectives and both cyberbullying and cybervictimization among 6th to 8th grade …
The links between students’ relationships with teachers, likeability among peers, and bullying victimization: The intervening role of teacher responsiveness
Highly responsive teachers tend to foster behaviors that are low in conflict and high in prosociality, among their students, leading to a positive classroom climate and to a decrease in bullying victimization. However, little is known about the interaction between teacher responsiveness and both student–teacher, and student–student relationship characteristics, in influencing students’ bullying victimization at school. Here, we examined student–t…
Developmental psychology (2 works) · Psychology (2 works) · Social Psychology (2 works) · Youth Development and Social Support (2 works) · Aggression (1 works) · Bullying, Victimization, and Aggression (1 works) · Clinical Psychology (1 works) · Computer-assisted web interviewing (1 works) · Early Childhood Education and Development (1 works) · Education, Sociology, Communication Studies (1 works)