Bullying, Self-Control, and Adhd

By James D. Unnever, D. Cornell. 2003

350 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/685729983bae021bcaf5718866b7edce02f3d7f3

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Citations in the corpus

Low Self-Control and Imprudent Behavior Revisited (2011, background): “…been aimed at predicting socially inappropriate outcomes, such as academic dishonesty (Bichler and Tibbetts 2003; Cochran et al. 1998), excessive alcohol consumption (Gibson et al. 2004; Higgins and Tewksbury 2007), eating disorders (Harrison et al. 2008), and bullying (Unnever and Cornell 2003).”
Digital Piracy: Assessing the Contributions of an Integrated Self‐Control Theory and Social Learning Theory Using Structural Equation Modeling (2006, unknown): “…Tittle, Bursik, & Arneklev, 1993; Higgins & Makin, 2004a; Keane, Maxim, & Teevan, 1993; Li, 2004; Piquero, Gibson, & Tibbetts, 2002; Piquero & Tibbetts, 1996; Pratt & Cullen, 2000; Tibbetts, 1997; Tibbetts & Herz, 1996; Tibbetts & Myers, 1999; Unnever & Cornell, 2003; Winfree & Bernat, 1998).”
Young people with specific language impairment: A review of social and emotional functioning in adolescence (2010, background): “We would like to draw attention to the fact that sometimes young people who are bullied are also bullies themselves, and individuals with special needs are no exception (Whitney et al., 1992; Unnever and Cornell, 2003).”
Consequences of Being Bullied (2009, unknown): “…2000; Baldry & Farrington, 1999, 2005; Bond, Carlin, Thomas, Rubin, & Patton, 2001; Borg, 1999; Boulton et al., 2002; Cassidy & Taylor, 2005; Kokkinos & Panayiotu, 2007; Mouttapa, Valente, gallaher, Rohrbach, & Unger, 2004; Seals & Young, 2003; Ttofi & Farrington, 2008; Unnever & Cornell, 2003).”
Cyberbullying involvement among students with ADHD: relation to loneliness, self-efficacy and social support (2015, background): “In a study that involved 1315 middle-school students, low self-control and ADHD were identified as potential risk factors for face to face bullying and victimisation (Unnever and Cornell 2003).”
Walking the Talk in Bullying Prevention: Teacher Implementation Variables Related to Initial Impact of the Steps to Respect Program (2007, background): “Such students may be particularly sensitive to a shift in the school culture of bullying ( Unnever & Cornell, 2003 ), exemplified by educators’ efforts to take bullying reports seriously and coach those involved.”
Associations Among Middle School Students’ Bullying Roles and Social Skills (2016, background): “Unnever and Cornell (2003) found low self-control to predict bullying even after controlling for gender, race, height, weight, and strength of participants.”
Middle School Victims of Bullying: Who Reports Being Bullied? (2004, methodology): “To measure victimization, we adapted the survey instrument designed by Olweus that has been used in several other studies and in a number of different cultural contexts [Olweus, 2001; Pepler, Craig, Ziegler, and Charach, 1993; Smith, 1999; Smith, Cowie, Olafsson, and Liefooghe, 2002; Unnever and Cor”
Cyberbullying in context: Direct and indirect effects by low self-control across 25 European countries (2011, background): “Only a handful of studies has linked low self-control to bullying (eg, Unnever & Cornell, 2003 ) and victimization (Haynie, Nansel, Eitel, Crump, Saylor, et al, 2001), despite the fact that low self-control has been identified as the single most important predictor of deviance and crime in countles”
General Strain Theory and School Bullying (2012, background): “Another GST conditioning factor that has been linked to bullying behaviors is low self-control (Unnever & Cornell 2003).”
What Can Be Done About School Bullying? (2010, background): “Other research has indicated that students with disabilities display more bullying and/or aggressive behaviors (physical, ver bal) than students without disabilities (Kaukiainen et al., 2002; O'Moore & Hillery, 1989; Unnever & Cornell, 2003; Whitney, Smith, & Thompson, 1994).”
Correlates and Consequences of Peer Victimization: Gender Differences in Direct and Indirect Forms of Bullying (2010, unknown): “…measuring both indirect and direct forms to better identify victims of bullying (Andreou, 2000; Baldry & Farrington, 1999; Borg, 1999; Boulton, Trueman, & Flemington, 2002; Esbensen & Carson, 2009; Mouttapa, Valente, Gallaher, Rohrbach, & Unger, 2004; Seals & Young, 2003; Unnever & Cornell, 2003).”