Predictors of Bullying and Victimization in Childhood and Adolescence: A Meta-analytic Investigation

By Clayton R. Cook, K. Williams, N. Guerra, Tia E. Kim, S. Sadek. 2010

1,750 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6296094175e39f3a087fa28df2d008bde5dfecc1

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In Clinical Psychology

In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

The Role of Social-Emotional Learning In Bullying Prevention Efforts (2013, background): “Being disliked, socially marginalized, or rejected by peers significantly increases a student’s risk of being bullied (Cook et al., 2010; Putallaz et al., 2007).”
Bullying Victimization and Perpetration among U.S. Children and Adolescents: 2016 National Survey of Children’s Health (2018, background): “In a metaanalysis, rates of bullying others decreased between childhood (3–11 years) and adolescence (12–18 years), while the likelihood of being bullied and also bullying others (frequently referred to as bully-victims in the research literature) peaked in early adolescence (12–14 years), although ”
Bullying and Suicidal Ideation and Behaviors: A Meta-Analysis (2015, positive): “13 As the field moves toward advocating for consistency in measurement, it will be important to evaluate more thoroughly whether assessment methods capture different sets of youth involved in bullying, given that these subgroups in turn might demonstrate different mental health profiles.”
A meta-analysis of factors predicting cyberbullying perpetration and victimization: From the social cognitive and media effects approach (2017, methodology): “Based on the recommendations of many scholars (e.g. Cook et al., 2010; Rosenthal, 1991), we conducted moderator analyses for factors with heterogeneous effect sizes across studies because a significant Q statistic indicates significant heterogeneity of effect sizes across different studies.”
Conflictual student–teacher relationship, emotional and behavioral problems, prosocial behavior, and their associations with bullies, victims, and bullies/victims (2018, background): “In particular, findings indicate that bullies tend to display more frequent conduct and prosocial problems (Cook et al., 2010; Wolke et al., 2000), and increased hyperactivity symptoms (Gini, 2008) than their uninvolved peers, and lower peer problems (Juvonen, Gramham, & Schuster, 2003; Thunfors &…”
Psychological, physical, and academic correlates of cyberbullying and traditional bullying. (2013, background): “Children who bully and those who are “bully/victims” are, for example, more likely than noninvolved peers to experience psychosomatic problems [18] and academic difficulties [25].”
Consistency of gender differences in bullying in cross-cultural surveys (2019, neutral): “Cook et al. (2010) found a correlation of boy gender with bully/victim rates of r=0.10.”