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Conceptualisation of students’ school-related wellbeing: students’ and teachers’ perspectives.

Conceptualisation of students’ school-related wellbeing: students’ and teachers’ perspectives.

by admin | Mar 14, 2023 | News

Holzer, J., Bürger, S., Samek-Krenkel, S., Spiel, C., & Schober, B. (2021). Conceptualisation of students’ school-related wellbeing: students’ and teachers’ perspectives. Educational Research, 1–23. doi:10.1080/00131881.2021.1987152 Read...
Lessons learned from the national implementation and international dissemination of the ViSC social competence programme

Lessons learned from the national implementation and international dissemination of the ViSC social competence programme

by admin | Mar 14, 2023 | News

Strohmeier, D., & Spiel, C. (2019). Lessons learned from the national implementation and international dissemination of the ViSC social competence programme. In Peter K Smith (Ed.), Making an impact on school bullying. Interventions and recommendations (pp....
Through the magnifying glass: Empathy’s differential role in preventing and promoting traditional and cyberbullying.

Through the magnifying glass: Empathy’s differential role in preventing and promoting traditional and cyberbullying.

by admin | Mar 14, 2023 | News

Graf, D., Yanagida, T. & Spiel, C. (2019). Through the magnifying glass: Empathy’s differential role in preventing and promoting traditional and cyberbullying. Computers in Human Behavior, 96, 186-195. doi:10.1016/j.chb.2019.02.007 Read article
Sensation Seeking’s Differential Role in Face-to-Face and Cyberbullying: Taking Perceived Contextual Properties Into Account

Sensation Seeking’s Differential Role in Face-to-Face and Cyberbullying: Taking Perceived Contextual Properties Into Account

by admin | Mar 14, 2023 | News

Graf, D., Yanagida, T. & Spiel, C. (2019). Sensation Seeking’s Differential Role in Face-to-Face and Cyberbullying: Taking Perceived Contextual Properties Into Account. Frontiers in Psychology, 10:1572. doi:10.3389/fpsyg.2019.01572 Read article
Gendered Pathways to Bullying Perpetration via Social Achievement Goals – Mediating Effects of Sense of Belonging and Non-inclusive Group Norms. Journal of School Violence

Gendered Pathways to Bullying Perpetration via Social Achievement Goals – Mediating Effects of Sense of Belonging and Non-inclusive Group Norms. Journal of School Violence

by admin | Mar 14, 2023 | News

Bardach, L., Graf, D., Yanagida, T., Kollmayer, M., Spiel, C. & Lüftenegger, M. (2019). Gendered Pathways to Bullying Perpetration via Social Achievement Goals – Mediating Effects of Sense of Belonging and Non-inclusive Group Norms. Journal of School Violence,...
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Recent Posts

  • Gender equality matters: a precious “GEM” to tackle gender inequality through a whole-school community educational programme
  • Council of Europe – Bullying
  • Meeting in Florence – 6th- 7th September: Transnational Collaboration on Bullying, Migration and Integration at School Level
  • Webinar “Exploring School Climate Among Migrant Students and School Educators in six Countries: A Qualitative Study”, March 2nd.
  • Adolescent well-being and learning in times of COVID-19—A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation

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