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The Role of Intrapersonal-, Interpersonal-, Family-, and School-Level Variables in Predicting Bias-Based Cybervictimization

The Journal of early adolescence, 2022-11, Vol.42 (9), p.1175-1203

2022

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Understanding for Which Students and Classes a Socio-Ecological Aggression Prevention Program Works Best: Testing Individual Student and Class Level Moderators

Journal of youth and adolescence, 2022-02, Vol.51 (2), p.225-243

2022

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Cyberbullying and Cyber Victimization as Online Risks for Children and Adolescents

European psychologist, 2022-01, Vol.27 (2), p.141-150

2022

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Longitudinal antecedents and consequences of ethnic, cyber and offline victimization

European journal of developmental psychology, 2024-07, Vol.21 (4), p.540-559

2024

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Teachers' knowledge and intervention strategies to handle hate-postings

European journal of developmental psychology, 2021-11, Vol.18 (6), p.865-879

2021

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Adolescents' digital career aspirations: Evidence for gendered pathways in a digital future

Journal of adolescence (London, England.), 2024-04, Vol.96 (3), p.526-538

2024

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Cyber-Victimisation: The Association Between Help-Seeking Behaviours and Self-Reported Emotional Symptoms in Australia and Austria

Australian journal of guidance and counselling, 2010-12, Vol.20 (2), p.194-209

2010

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Effectiveness and sustainability of the ViSC Social Competence Program to prevent cyberbullying and cyber-victimization: Class and individual level moderators

Aggressive behavior, 2016-03, Vol.42 (2), p.181-193

2016

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Traditional Bullying and Cyberbullying: Identification of Risk Groups for Adjustment Problems

Zeitschrift für Psychologie mit Zeitschrift für angewandte Psychologie, 2009, Vol.217 (4), p.205-213

2009

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Prevention of Cyberbullying and Cyber Victimization: Evaluation of the ViSC Social Competence Program

Journal of school violence, 2015-01, Vol.14 (1), p.87-110

2015

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The implementation and evaluation of the ViSC program in Cyprus: challenges of cross-national dissemination and evaluation results

European journal of developmental psychology, 2016-11, Vol.13 (6), p.737-755

2016

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Bullying Prevention in Schools by Targeting Cognitions, Emotions, and Behavior: Evaluating the Effectiveness of the REBE-ViSC Program

Journal of counseling psychology, 2015-10, Vol.62 (4), p.732-740

2015

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Intercultural Competence Development Among University Students From a Self-Regulated Learning Perspective: Theoretical Model and Measurement

Zeitschrift für Psychologie, 2017-07, Vol.225 (1), p.85-94

2017

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Parents' and Teachers' Opinions on Bullying and Cyberbullying Prevention: The Relevance of Their Own Children's or Students' Involvement

Zeitschrift für Psychologie, 2017-07, Vol.225 (1), p.76-84

2017

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The Associations between Anti-Bullying Interventions and Bullying and Cyberbullying Rates in Albanian Schools

International Journal of Bullying Prevention, 2024-08

2024

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Benefits of the Person-Oriented Perspective for Program Evaluation: Analyzing the Differential Treatment Effects of the Vienna E-Lecturing Program

Journal of multidisciplinary evaluation, 2011-07, Vol.7 (16), p.66-83

2011

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Academic, Socio-Emotional and Demographic Characteristics of Adolescents Involved in Traditional Bullying, Cyberbullying, or Both: Looking at Variables and Persons

International journal of developmental science, 2017, Vol.11 (1-2), p.19-30

2017

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E-Learning unterstützte Förderung von selbstreguliertem Lernen an der Universität

Zeitschrift für pädagogische Psychologie (Bern, Switzerland), 2010-09, Vol.24 (3-4), p.289-4<289-303

2010

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Cyber-victimization and popularity in early adolescence: Stability and predictive associations

European journal of developmental psychology, 2012-03, Vol.9 (2), p.228-243

2012

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Cross-National Prevalence of Traditional Bullying, Traditional Victimization, Cyberbullying and Cyber-Victimization: Comparing Single-Item and Multiple-Item Approaches of Measurement

International journal of developmental science, 2016, Vol.10 (1-2), p.21-32

2016

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Social relationships in multicultural schools: Bullying and victimization

European journal of developmental psychology, 2008-03, Vol.5 (2), p.262-285

2008

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Evidence Based Bullying Prevention in Turkey: Implementation of the ViSC Social Competence Program

International journal of developmental science, 2017, Vol.11 (3-4), p.93-108

2017

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Nutzung gewalthaltiger Bildschirmspiele als längsschnittlicher Risikofaktor für Cyberbullying in der frühen Adoleszenz

Diskurs Kindheits- und Jugendforschung, 2014-03, Vol.9 (1), p.39-59

2014

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Violent Video Game Playing as a Longitudinal Risk Factor for Cyberbullying in Early Adolescence

Diskurs Kindheits- und Jugendforschung, 2014-01, Vol.9 (1), p.39-59

2014

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Methodenlehre: Alptraum oder Herausforderung für Psychologiestudierende? Eine Typologie auf Basis des sozialkognitiven Motivationsmodells von Dweck

Psychologie in Erziehung und Unterricht, 2010, Vol.57 (3), p.209-222

2010

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The Role of Intrapersonal-, Interpersonal-, Family-, and School-Level Variables in Predicting Bias-Based Cybervictimization

Understanding for Which Students and Classes a Socio-Ecological Aggression Prevention Program Works Best: Testing Individual Student and Class Level Moderators

Cyberbullying and Cyber Victimization as Online Risks for Children and Adolescents

Longitudinal antecedents and consequences of ethnic, cyber and offline victimization

Teachers' knowledge and intervention strategies to handle hate-postings

Adolescents' digital career aspirations: Evidence for gendered pathways in a digital future

Cyber-Victimisation: The Association Between Help-Seeking Behaviours and Self-Reported Emotional Symptoms in Australia and Austria

Effectiveness and sustainability of the ViSC Social Competence Program to prevent cyberbullying and cyber-victimization: Class and individual level moderators

Traditional Bullying and Cyberbullying: Identification of Risk Groups for Adjustment Problems

Prevention of Cyberbullying and Cyber Victimization: Evaluation of the ViSC Social Competence Program

The implementation and evaluation of the ViSC program in Cyprus: challenges of cross-national dissemination and evaluation results

Bullying Prevention in Schools by Targeting Cognitions, Emotions, and Behavior: Evaluating the Effectiveness of the REBE-ViSC Program

Intercultural Competence Development Among University Students From a Self-Regulated Learning Perspective: Theoretical Model and Measurement

Parents' and Teachers' Opinions on Bullying and Cyberbullying Prevention: The Relevance of Their Own Children's or Students' Involvement

The Associations between Anti-Bullying Interventions and Bullying and Cyberbullying Rates in Albanian Schools

Benefits of the Person-Oriented Perspective for Program Evaluation: Analyzing the Differential Treatment Effects of the Vienna E-Lecturing Program

Academic, Socio-Emotional and Demographic Characteristics of Adolescents Involved in Traditional Bullying, Cyberbullying, or Both: Looking at Variables and Persons

E-Learning unterstützte Förderung von selbstreguliertem Lernen an der Universität

Cyber-victimization and popularity in early adolescence: Stability and predictive associations

Cross-National Prevalence of Traditional Bullying, Traditional Victimization, Cyberbullying and Cyber-Victimization: Comparing Single-Item and Multiple-Item Approaches of Measurement

Social relationships in multicultural schools: Bullying and victimization

Evidence Based Bullying Prevention in Turkey: Implementation of the ViSC Social Competence Program

Nutzung gewalthaltiger Bildschirmspiele als längsschnittlicher Risikofaktor für Cyberbullying in der frühen Adoleszenz

Violent Video Game Playing as a Longitudinal Risk Factor for Cyberbullying in Early Adolescence

Methodenlehre: Alptraum oder Herausforderung für Psychologiestudierende? Eine Typologie auf Basis des sozialkognitiven Motivationsmodells von Dweck

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