연구동향 분석

중학생의 공감, 사회적 자기효능감, 지각된 규준과 또래괴롭힘 방어행동과의 관계

이승연(Seung Yeon Lee) 2014년

논문상세정보
인용/피인용
' 중학생의 공감, 사회적 자기효능감, 지각된 규준과 또래괴롭힘 방어행동과의 관계' 의 주제별 논문영향력
논문영향력 선정 방법
논문영향력 요약
주제
  • 심리학
  • bullying
  • defendingbehavior
  • empathy
  • parental expectation
  • perceivednorms
  • social self-efficacy
  • 또래 괴롭힘
  • 방어행동
  • 암묵적이해
  • 이차순위마음이론
  • 지각된부모기대
  • 지각된집단규준
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
1,119 5

0.0%

' 중학생의 공감, 사회적 자기효능감, 지각된 규준과 또래괴롭힘 방어행동과의 관계' 의 참고문헌

  • 초등학교 고학년을 위한 공감 중심 집단 따돌림 예방 프로그램 개발
    윤보나 아동교육 18 (4) : 171 ~ 183 [2009]
  • 청소년의 마음읽기 능력과 또래괴롭힘의 관계: 도덕적 이탈‧도덕적 정서의 매개효과를 중심으로
    송경희 한국심리학회지: 발달 23 (3) : 105 ~ 124 [2010]
  • 방관자의 집단 특성에 따른 또래괴롭힘 참여 역할행동
    서미정 아동학회지 29 (5) : 79 ~ 96 [2008]
  • 문화성향?공감과 동조가 집단 따돌림 현상에 미치는 영향
    이희경 교육심리연구 17 (4) : 147 ~ 166 [2003]
  • 또래괴롭힘 참여역할에 따른인지적·정서적 공감의 차이
    김혜리 한국심리학회지: 발달 26 (4) : 1 ~ 20 [2013]
  • 내 아이가 학교폭력 당했다면 어떻게 대처해야 할까?
  • 남녀 중학생의 부/모 애착과 또래괴롭힘 방어, 방관행동의 관계: 정서조절과 사회적 자기효능감의 매개효과
    이승연 한국심리학회지:학교 9 (2) : 393 ~ 415 [2012]
  • 남녀 중학생의 또래괴롭힘 방어행동과 공감, 자기효능감, 학급규준에 대한 믿음의 관계
    김은아 한국심리학회지: 발달 24 (1) : 59 ~ 77 [2011]
  • 괴롭힘을 목격한 주변인의 행동에 영향을 미치는 심리적 요인 : 공감과 공격성을 중심으로
    오인수 초등교육연구 23 (1) : 45 ~ 63 [2010]
  • What does it take to stand up for the victim of bullying?
    Pöyhönen, V. Merrill-Palmer Quarterly 56 (2) : 143 ~ 163 [2010]
  • Vulnerable children in varying classroom contexts : Bystanders’behaviors moderate the effects of risk factors on victimization
    Kärnä, A. Merrill-Palmer Quarterly 56 (3) : 261 ~ 282 [2010]
  • Unique and interactive effects of empathy and social status on involvement in bullying
    Caravita, S. C. S. Social Development 18 (1) : 140 ~ 163 [2009]
  • Understanding peer influence in children and adolescents
    Juvonen, J. Guilford Press : 225 ~ 244 [2008]
  • The structure of adolescent peer networks
    Urberg, K. Developmental Psychology 31 : 540 ~ 547 [1995]
  • The role of bystanders in students’perception of bullying and sense of safety
    Gini, G. Journal of School Psychology 46 : 617 ~ 638 [2008]
  • The reliability of a two-item scale: Pearson, Cronbach. or Spearman-Brown?
    Eisinga, R. International Journal of Public Health 58 : 637 ~ 642 [2013]
  • The relationship of academic and social cognition to behaviour in bullying situations among Greek primary school children
    Andreou, E. Educational Psychology 24 (1) : 27 ~ 41 [2004]
  • Social context of bullying: Do misinterpretations of group norms influence children’s responses to witnessed episodes?
    Sandstrom, M. Social Influence 8 : 196 ~ 215 [2013]
  • Self-efficacy beliefs as determinants of prosocial behavior conducive to life satisfaction across ages
    Caprara, G. V. Journal of Social and Clinical Psychology 24 (2) : 191 ~ 217 [2005]
  • Reducing playground bullying and supporting beliefs : An experimental trial of the steps to respect program
    Frey, K. S. Developmental Psychology 41 (3) : 470 ~ 491 [2005]
  • Probing the adaptive significance of children’s behavior and relationships in the school context: A child by environment perspective
    Ladd, G. W. Advances in child development and behavior 31 : 43 ~ 104 [2003]
  • Personal values as mediator between parent and peer expectation about adolescent behavior
    Padilla-Walker, L. M. Journal of Family Psychology 21 : 538 ~ 641 [2007]
  • Peer Groups, Social Identity, and Children's Bullying Behavior
    Duffy, A. L. Social Development 18 : 121 ~ 139 [2009]
  • Parental influences on students’ aggressive behaviors and weapon carrying
    Orpinas, P. Health Education & Behavior 26 : 774 ~ 787 [1999]
  • Observations of bullying and victimization in school yards
    Craig, W. M. Canadian Journal of School Psychology 13 : 41 ~ 59 [1997]
  • Multiple Regression: Testing and Interpreting Interactions
    Aiken, L. S. Sage [1991]
  • Moderators of the association between relational aggression and perceived popularity
    Puckett, M. B. Aggressive Behavior 34 : 563 ~ 576 [2008]
  • Middle school students’ preference for anti-bullying interventions
    Crothers, L. M. School Psychology International 27 (4) : 475 ~ 487 [2006]
  • Is low empathy related to bullying after controlling for individual and social background variables?
    Joliffe, D. Journal of Adolescence 34 : 59 ~ 71 [2011]
  • Factors associated with retaliatory attitudes among African American adolescents who have been assaulted
    Copeland-Linder, N. Journal of Pediatric Psychology 32 : 760 ~ 770 [2007]
  • Expressed readiness of Australian schoolchildren to act as bystanders in support of children who are bing bullied
    Rigby, K. Educational Psychology 26 (3) : 425 ~ 440 [2006]
  • Examining the relationship between low empathy and bullying
    Jolliffe, D. Aggressive Behavior 32 : 540 ~ 550 [2006]
  • Examination of peer group contextual effects on aggression during early adolescence
    Espelage, D. L. Child Development 74 : 205 ~ 220 [2003]
  • Empathy, emotion regulation, and perspective taking as predictors of children’s participation in bullying. (Doctoral Dissertation, University of Washington)
    Maeda, R. Dissertation Abstracts International Section A: Humanities and Social Sciences 64 : 3957 ~ [2004]
  • Empathetic responsiveness, group norms, and prosocial affiliations in bullying roles
    Nickerson, A. B. School Psychology Quarterly 29 (1) : 99 ~ 109 [2014]
  • Effectiveness of school-based programs to reduce bullying : A systematic and metaanalytic review
    Ttofi, M. M. Journal of Experimental Criminology 7 : 27 ~ 56 [2011]
  • Does empathy predict adolescents' bullying and defending behavior?
    Gini, G. Aggressive Behavior 33 : 467 ~ 476 [2007]
  • Do perceptions of discrepancy between self and group norms contribute to peer harassment at school?
    Sandstrom, M. J. Basic and Applied Social Psychology 32 : 217 ~ 225 [2010]
  • Do actions speak louder than words? Classroom attitudes and behavior in relation to bullying in early adolescence
    Scholte, R. Journal of Clinical Child &Adolescent Psychology 39 (6) : 789 ~ 799 [2010]
  • Determinants of adolescents’ active defending andpassive bystanding behavior in bullying
    Gini, G. Journal of Adolescence 31 : 93 ~ 105 [2008]
  • Connections between attitudes, group norms, and behaviour in bullying situations
    Salmivalli, C. International Journal of Behavioral Development 28 (3) : 246 ~ 258 [2004]
  • Bullying as a group process : Participant roles and their relations to social status within the group
    Salmivalli, C. Aggressive Behavior 22 : 1 ~ 15 [1996]
  • Breaking the cycle of violence:Interventions for bullying and victimization
    Hazler Accelerated Development [1996]
  • Attachment and empathy as predictors of roles as defenders or outsiders in bullying interactions
    Nickerson, A. B. Journal of School Psychology 46 : 687 ~ 703 [2008]
  • An interpersonal circumplex model of children's social goals : Links with peer reported behavior and sociometric status
    Ojanen, T. Developmental Psychology 41 : 699 ~ 710 [2005]
  • Adolescent prosocial behavior : the role of self-processes and contextual cues
    Wentzel, K. R. Child Development 78 (3) : 895 ~ 910 [2007]
  • Active defending and passive bystanding behavior in bullying : The role of personal characteristics and perceived peer pressure
    Pozzoli, T. Journal of Abnormal Child Psychology 38 : 815 ~ 827 [2010]
  • A meta-analysis of school-based bullying prevention programs’ effects on bystander intervention behavior
    Polanin, J. R. School Psychology Review 41 (1) : 47 ~ 65 [2012]
  • A Large-scale evaluation of the KiVa antibullying program : Grades 4-6
    Kärnä, A. Child Development 82 (1) : 311 ~ 330 [2011]
  • 2012년도 전국 학교폭력 실태조사