The impact of cognitive and affective variables on teachers’ willingness to intervene in school bullying
Bibliographic Data
| ID | 11338643 |
|---|---|
| Authors | Li-Ming Chen (0000-0001-9923-5333, National Sun Yat-sen University, corresponding author), Cheng-Fang Yen (0000-0003-1156-4939, Kaohsiung Medical University) |
| Year | 2026 |
| Volume | 184 |
| Pages | 108887 |
| Publication date | 2026-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children and Youth Services Review (JOURNAL) |
| Journal identifiers | ISSN: 0190-7409 • E-ISSN: 1873-7765 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.childyouth.2026.108887 |
| OpenAlex | W7135017576 |
| Language | EN |
| References cited | 26 |
Cognition · Injury prevention · Occupational safety and health · Poison control · Bullying, Victimization, and Aggression · Creative Drama in Education · Human Factors and Ergonomics · Workplace Violence and Bullying
Preservice teachers' responses to bullying scenarios
Teacher empathy and students with problem behaviors
Experiences of adolescent witnesses to peer victimization
Teacher Efficacy in Classroom Management and Discipline
Outcomes of bullying and intervention strategies for migrant and refugee children in low- and middle-income countries
The impact of victims' responses on teacher reactions to bullying
Being a good or a just teacher
Development and validation of the willingness to intervene in bullying scale
A Comparison of Preservice Teachers’ Responses to Cyber Versus Traditional Bullying Scenarios
The effects of bullying on victims in high schools in Maseru District, Lesotho
| Citation velocity | historical |
|---|---|
| Highly cited | No |