Psychological Development and Education ›› 2019, Vol. 35 ›› Issue (1): 95-102.doi: 10.16187/j.cnki.issn1001-4918.2019.01.11
Previous Articles Next Articles
XIE Jiashu1, WEI Yumin1, ZHU Zhuorong2
CLC Number:
Björkqvist, K. (1994). Sex differences in physical, verbal, and indirect aggression:a review of recent research. Sex Roles, 30 (3), 177-188. Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66 (3), 710-722. Carlyle, K. E., & Steinman, K. J. (2007). Demographic differences in the prevalence, co-occurrence, and correlates of adolescent bullying at school. Journal of School Health, 77 (9), 623-629. Bear, G. G., Yang, C., & Mantz, L (2016). Technical manual for Delaware surveys of school climate, bullying victimization,student engagement, and positive, punitive, and social emotional learning techniques. Retrieved from University of Delaware, Center for Disabilities Studies, Positive Behavioral Supports and School Climate.Project website:http://wordpress.oet.udel.edu/pbs/technicalmanual-for-school-climate-surveys. 51-65. Genta, M. L., Menesini, E., Fonzi, A., Costabile, A., & Smith, P. K. (1996). Bullies and victims in schools in central and southern italy. European Journal of Psychology of Education, 11 (1), 97-110. Gini, G., & Pozzoli, T. (2009). Association between bullying and psychosomatic problems:a meta-analysis. Pediatrics, 123 (3), 1059-1065. Gottfredson, D. C., & Dipietro, S. M. (2011). School size, social capital, and student victimization. Sociology of Education, 84 (1), 69-89. Hawker, D. S. J., & Boulton, M. J. (2000). Twenty years' research on peer victimization and psychosocial maladjustment:A meta-analytic review of cross-sectional studies. Journal of Child Psychology & Psychiatry & Allied Disciplines, 41 (4), 441-455. Li, Q. (2007). New bottle but old wine:A research of cyberbullying in schools. Computers in Human Behavior, 23 (4), 1777-1791. Menesini, E., Modena, M., & Tani, F. (2009). Bullying and victimization in adolescence:Concurrent and stable roles and psychological health symptoms. Journal of Genetic Psychology, 170 (2), 115-133. Nylund, K., Bellmore, A., Nishina, A., & Graham, S. (2007). Subtypes, severity, and structural stability of peer victimization:What does latent class analysis say? Child Development, 78 (6), 1706-1722. Olweus, D. (1993). Bullying at school what we know and what we can do. Cambridge, MA:Blackwell. Raskauskas, J., & Stoltz, A. D. (2007). Involvement in traditional and electronic bullying among adolescents. Developmental Psychology, 43 (3), 564-575. Rivers, I., & Smith, P. K. (1994). Types of bullying behavior and their correlates. Aggressive Behavior, 20 (5),359-368. Rutter, M. (2000). Resilience reconsidered:conceptual considerations, empirical findings, and policy implications. Handbook of Early Childhood Intervention. Schwartz, D., Chang, L., & Farver, J. M. (2001). Correlates of victimization in chinese children's peer groups. Dev Psychol, 37 (4), 520-532. Smith, P. K., & Myron-Wilson, R. (1998). Parenting and school bullying. Clinical Child Psychology & Psychiatry, 3 (3), 405-417. Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008). Cyberbullying:Its nature and impact in secondary school pupils. Journal of Child Psychology & Psychiatry & Allied Disciplines, 49 (4), 376-385. Wang, J., Iannotti, R. J., Luk, J. W., & Nansel, T. R. (2010). Co-occurrence of victimization from five subtypes of bullying:physical, verbal, social exclusion, spreading rumors, and cyber. Journal of Pediatric Psychology, 35 (10), 1103-1112. 陈健芷, 刘昭阳, 刘勇. (2013). 初中生受欺负现状及其与亲子依恋和同伴关系的关系. 中国临床心理学杂志, 21 (5), 795-799. 陈世平, 乐国安. (2002). 中小学生校园欺负行为的调查研究. 心理科学, 25 (3), 355-356. 胡春光. (2017). 校园欺凌行为:意涵、成因及其防治策略. 教育研究与实验, 1, 73-79. 胡星辰, 张迎黎, 梁炜, 张红梅, 杨世昌. (2014). 病人健康问卷抑郁量表(phq-9)在青少年中应用的信效度检验. 四川精神卫生, 27 (04), 357-360. 李海垒, 张文新, 于凤杰. (2012). 青少年受欺负与抑郁的关系. 心理发展与教育, 28 (1), 77-82. 黎亚军. (2015). 青少年网络受欺凌与传统受欺凌的共发性. 中国临床心理学杂志, 23 (2), 346-349. 邱皓政. (2008). 潜在类别模型的原理与技术:Latent class modeling:principles and techniques. 教育科学出版社. 曲姗, 胜利. (2015). 广泛性焦虑量表在综合医院心理科门诊筛查广泛性焦虑障碍的诊断试验. 中国心理卫生杂志, 29 (12), 939-944. 苏斌原, 张洁婷, 喻承甫, 张卫. (2015). 大学生心理行为问题的识别:基于潜在剖面分析. 心理发展与教育, 31 (3), 350-359. 王丽霞, 汤永隆. (2016). 青少年心理弹性的特点及干预策略研究. 中小学心理健康教育, 4, 4-7. 吴方文, 宋映泉, 黄晓婷. (2016). 校园欺凌:让农村寄宿生更"受伤"——基于17841名农村寄宿制学校学生的实证研究. 中小学管理, 8, 8-11. 吴要武, 侯海波. (2017). 校园欺凌的影响与对策——来自农村寄宿制小学的证据. 劳动经济研究, 6, 36-55. 谢家树, 吕永晓, Bear, G.G., Yang, C., Seth J.Marshall, & Rong Gong. (2015). 特拉华欺负受害量表(学生卷)中文版信、效度研究. 中国临床心理学杂志, 23 (4), 594-596. 谢家树,魏宇民, Bear, G,G. (2018).特拉华欺凌受害量表(学生卷)中文版再修订及初步应用.中国临床心理学杂志, 26(2),259-263. 谢家树, 谢璐, Chunyan Yang, C., Bear, G.G, 凌宇. (2016). 中美青少年校园欺负受害问题的比较研究. 中国临床心理学杂志, 24(4), 706-709. 姚建龙. (2017). 防治学生欺凌的中国路径:对近期治理校园欺凌政策之评析. 中国青年社会科学, 1, 19-25. 张华, 丁新胜, 王庆云, 韩成秀. (2016). 农村留守初中生心理弹性的特点. 中国健康心理学杂志, 24(6), 928-932. 张洁婷, 焦璨, 张敏强. (2010). 潜在类别分析技术在心理学研究中的应用. 心理科学进展, 18(12), 1991-1998. 张文新,谷传华, 王美萍, 王益文, Kevin Jones. (2000). 中小学生欺凌问题中的性别差异的研究.心理科学, 23 (4), 52-56+127-128. 张文新. (2002). 中小学生欺负/受欺负的普遍性与基本特点. 心理学报, 34 (4), 57-64. 张兴慧, 李放, 项紫霓, 王耘. (2014). 儿童青少年校园受欺凌潜在类别及与焦虑的关系. 中国临床心理学杂志, 22 (4), 631-634. 张野, 张珊珊, 刘琳, 吕晓敏. (2015). 中学生传统与网络欺凌结构特征的比较研究. 现代中小学教育, 31(8), 58-62. 赵一菊,王声湧.(2018).预防为主遏制校园欺凌和暴力事件.中国学校卫生.https://doi.org/10.16835/j.cnki.1000-9817.2018.09.001 祝玉红, 陈群, 周华珍. (2014). 国外网络欺凌研究的回顾与最新进展. 中国青年研究, 11, 80-85. |
|