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Christina Salmivalli
University of Turku
155Publications
48H-index
9,940Citations
Publications 155
Newest
#1Claire F. Garandeau (UTU: University of Turku)H-Index: 10
#2Takuya Yanagida (University of Vienna)H-Index: 9
Last.Christina Salmivalli (UTU: University of Turku)H-Index: 48
view all 5 authors...
Classroom size - i.e., the number of students in the class - is a feature of the classroom environment often found to be negatively related to bullying or victimization. This study examines three possible explanations for this negative association: a) it is due to measurement effects and therefore only found for peer-reports (Hypothesis 1), b) bullying perpetrators are more popular and have more friends in smaller classrooms (Hypothesis 2), c) targets of bullying are more popular and have more f...
#1Oskari Lahtinen (UTU: University of Turku)
#2Elina Järvinen (UTU: University of Turku)
Last.Christina Salmivalli (UTU: University of Turku)H-Index: 48
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ABSTRACTAdolescents face many social and academic difficulties which, if not managed properly, can lead to depression. Self-compassion, a kind and caring orientation towards oneself, has emerged as...
#1Kevin C. Runions (Boston Children's Hospital)
#2Thérèse Shaw (Boston Children's Hospital)
Last.Donna Cross (Boston Children's Hospital)H-Index: 26
view all 6 authors...
The vast majority of adolescents recognize that bullying is morally wrong, yet bullying remains a problem in secondary schools, indicating young people may disengage from their moral values to engage in bullying. But it is unclear whether the same mechanisms enabling moral disengagement are active for bully/victims (who both bully and are bullied) as for pure bullies (who are not targets of bullying). This study tested the hypotheses that mechanisms of moral disengagement, including blaming the ...
#1Therese Shaw (UWA: University of Western Australia)H-Index: 18
#2Marilyn A. Campbell (QUT: Queensland University of Technology)H-Index: 18
Last.Donna Cross (UWA: University of Western Australia)H-Index: 26
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Objectives Bullied students are at increased risk of internalizing problems. Many school bullying-prevention programs encourage targets of bullying to seek help from an adult at school. However, few students report victimization to school staff, and reports do not always result in positive outcomes for the victimized student. This study aimed to understand factors associated with students telling an adult at school about experienced victimization, and victimization and internalizing problems a y...
#1Gijs HuitsingH-Index: 9
#2Gerine M. A. Lodder (UG: University of Groningen)H-Index: 8
Last.René VeenstraH-Index: 41
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This study investigated the “healthy context paradox”: the potentially adverse effects of school anti-bullying norms on victims’ psychological (depression, social anxiety, and self-esteem) and school adjustment. Based on the person-group (dis)similarity model, social comparison theory, similarity attraction in friendship formation, and attributional theory, it was hypothesized that the emotional plight of victims is intensified in intervention schools with a visible, school-wide anti-bullying pr...
#1Sanna Herkama (UTU: University of Turku)H-Index: 1
#2Tiina Turunen (UTU: University of Turku)H-Index: 2
Last.Christina Salmivalli (UTU: University of Turku)H-Index: 48
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Being bullied by peers at school is associated with numerous intrapersonal, interpersonal, and health problems. Depression is one of the strongest correlates of victimization and, although it may precede victimization, there is convincing evidence of victimization leading to later depression. Victimization has also been found to be related to sleeping problems, both concurrently and longitudinally. Using structural equation modeling, we tested the hypothesis that the effect of victimization on d...
#1Miia SainioH-Index: 8
#2Sanna HerkamaH-Index: 1
Last.Christina SalmivalliH-Index: 48
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#1Simona Carla Silvia Caravita (UCSC: Catholic University of the Sacred Heart)H-Index: 11
#2Dagmar StrohmeierH-Index: 20
Last.Paola Di Blasio (UCSC: Catholic University of the Sacred Heart)H-Index: 14
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Abstract This study examined (1) whether self-justifying bullying (i.e., moral disengagement) differs in hypothetical bullying situations of a newcomer peer depending on his or her immigrant status; and (2) whether the respondent's immigration status, age, gender, real life bullying participant role (as bully, assistant, reinforcer, defender, victim or outsider) and moral disengagement proneness moderate the differences in moral disengagement between non-immigrant vs. immigrant victims. Altogeth...
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