Development of the multidimensional peer-victimization scale

By Helen Mynard, S. Joseph. 2000

599 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/569eb3dad26eda1d610ad72a43c81ef99a425c02

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Jaana Juvonen
2. A. Vlachou
3. Shelley Hymel
4. René Veenstra
5. Christina Salmivalli
6. Mona E. Solberg
7. E. Andreou
8. Eleni Didaskalou

In Education

1. Christina Salmivalli
2. K. Varjas
3. Patricia McDougall
4. Jaana Juvonen
5. A. Vlachou
6. Christopher C Henrich
7. Shelley Hymel
8. René Veenstra

In Social Psychology

1. Christina Salmivalli
2. Christopher C Henrich
3. Shelley Hymel
4. Jaana Juvonen
5. D. Olweus
6. T. Vaillancourt
7. René Veenstra
8. K. Varjas

Citations in the corpus

• The Roles of Self-Efficacy, Peer Interactions and Attitudes in Bully-Victim Incidents (2005, methodology): “The ‘Multidimensional Peer-Victimization Scale’ (Mynard and Joseph, 2000) was used to assess specific types School Psychology International (2005), Vol. 26(5) of victimization in school.”
• The Healthy Context Paradox: Victims’ Adjustment During an Anti-Bullying Intervention (2018, background): “Bullying occurs in direct (physical, verbal, or material) and indirect (gossiping, rumor spreading, excluding others, or cyberbullying) forms (Mynard and Joseph 2000; Salmivalli et al. 2011).”
• Prevalence estimation of school bullying with the Olweus Bully Victim Questionnaire (2003, methodology): “Studies that have used other self-report questionnaires include Alasker and Brunner, 1999; Arora, 1994; Arora and Thompson, 1987; Austin and Joseph, 1996; Berthold and Hoover, 2000; Brunner, 1999; Mynard and Joseph, 2000; Rigby, 1996, 1997.”
• Bullying: Are researchers and children/youth talking about the same thing? (2008, background): “…1980; Merriam, 1998; Miles & Hubermann, 1994), the coding of children’s bullying conceptions was conceptually driven, and developed a priori on the basis of previous research and theory in the area of bullying (Mynard & Joseph, 2000; Olweus, 1993; Rivers & Smith, 1994; Whitney & Smith, 1993).”
• Construct Validity of the Multidimensional Structure of Bullying and Victimization: An Application of Exploratory Structural Equation Modeling. (2011, unknown): “…direct/ indirect bullying may be further differentiated into, at least, physical, verbal, and antisocial/relational behaviors (e.g., Björkqvist et al. 1992; Crick et al., 2001; Finkelhor, Ormrod, & Turner, 2007; Mynard & Joseph, 2000; Rigby & Slee, 1999; Salmivalli, Kaukiainen, & Lagerspetz, 2000).”
• Urban Middle School Students' Perceptions of Bullying, Cyberbullying, and School Safety (2009, background): “Boys also tend to be more physically aggressive and the victims of physical aggression more often than girls ( Ma, 2002 ; Mynard & Joseph, 2000 ; Olweus, 1993 ; Sears & Young, 2003 ).”
• Student violence against teachers: Teachers' well-being and the belief in a just world. (2007, unknown): “behavior (Karatzias, Power, & Swanson, 2002; Mynard & Joseph, 2000 ).”