Cyberbullying, harassment through the use of information and communication technology such as cell phones and the Internet, is an emerging phenomenon all around the world. Extensive research on aggression and bullying is guiding educators' understanding of cyberbullying. Yet the gap between the advancement in technology and the dearth of study on cyberbullying suggests that more research is needed to understand the scope of this form of bullying. In order to fill the gap in literature, 269 secondary school Turkish students were surveyed on their engagement in and coping strategies for cyberbullying. The results show that 35.7% of the students displayed bully behaviors, and 23.8% of the students displayed bully-victim behaviors. Only 5.9% of the students were victims. More boys displayed bully, victim, and bully-victim behaviors than girls. When faced with cyberbullying, 25% of the students reported telling their peers and parents about the cyberbullying incident, and 30.6% of the students reported finding active solutions such as blocking the harasser. The implication of the study for future research is discussed.

The proposed introduction of gaming disorder (GD) in the 11th revision of the International Classification of Diseases (ICD-11) developed by the World Health Organization (WHO) has led to a lively debate over the past year. Besides the broad support for the decision in the academic press, a recent publication by van Rooij et al. (2018) repeated the criticism raised against the inclusion of GD in ICD-11 by Aarseth et al. (2017). We argue that this group of researchers fails to recognize the clinical and public health considerations, which support the WHO perspective. It is important to recognize a range of biases that may influence this debate; in particular, the gaming industry may wish to diminish its responsibility by claiming that GD is not a public health problem, a position which maybe supported by arguments from scholars based in media psychology, computer games research, communication science, and related disciplines. However, just as with any other disease or disorder in the ICD-11, the decision whether or not to include GD is based on clinical evidence and public health needs. Therefore, we reiterate our conclusion that including GD reflects the essence of the ICD and will facilitate treatment and prevention for those who need it.

One of the most fundamental factors related to psychological well being across the lifespan is whether a person perceives social support from important others in his or her life. The current study explored changes in and relationships among perceived social support (SS) and socioemotional adjustment (SEA) across the 1-year transition from elementary to junior high school. Two cohorts of students (N = 140) participated in the current study that took place across a 3-year time span. Analyses of the transition data for boys and girls together reveal declines in perceived total support and teacher support as well as an increase in self-reported school problems. When considering the sexes separately, girls' perceived total support, close friend support and school support declined while boy's self-reported school problems increased across the transition. Although social support did not emerge as a mediator or predictor for any of the socioemotional variables in the current study, results reveal that, in general, perceived social support and socioemotional functioning at the end of the last year of elementary school predicts perceived social support and socioemotional functioning at the end of the first year of junior high school. Study limitations and implications for research and practice are discussed.

Despite widespread efforts to prevent reading problems and an abundance of research about best practices in remediating reading skills deÞcits, reading continues to be exceptionally difÞcult for many students. Researchers have become interested in investigating the degree to which affective factors such as reading attitude relates to reading performance. In the current study, 76 fourthgrade students were administered Curriculum-Based Measurement tasks in reading (R-CBM) and the Elementary Reading Attitude Survey (ERAS; McKenna & Kear, 1990 A principal focus of federal and state educational legislation centers on improving students' reading proÞciency. Research on instructional methods, interventions and approaches for preventing reading problems, and improving struggling students' reading skills abound. Reform efforts aimed at ensuring protected reading instruction blocks during the school day (e.g., Reading First schools) and policy recommending intense, swift academic interventions at the Þrst sign of difÞculty are also part of national efforts to eliminate the reading deÞcit in the United States. Despite an abundant literature base on the effectiveness of reading interventions, programs, and educational practices (including a U.S. Department of Education [USDOE] Web site dedicated to compiling and reporting the effectiveness of existing educational programs and interventions [i.e., The What Works Clearinghouse, http://ies.ed.gov/ncee/wwc/]), less than one third of the nation's fourth-graders read at or above a proÞcient achievement level (National Assessment of Educational Progress [NAEP], 2005), suggesting a reading crisis in our country.Comparatively fewer studies have explored implicit models of reading. Implicit models of reading focus on the underlying affective beliefs that inßuence reading behaviors (Schraw & Bruning, 1999). Recent studies about the affective inßuences on reading achievement (e.g., Ghaith & Bouzeineddine, 2003;Lynch, 2002;Unrau & Schlackman, 2006) underscore the inßuence of affective factors (e.g., academic self-efÞcacy, intrinsic motivation, self-regulation, and positive attitude)

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