Psychopathic traits and adolescents’ delinquency: A short-term longitudinal study

Charalambous

Stavrinides

2019

Aggressive Behavior

The aim of the present study was to examine the existing association between mindfulness, impulsivity, moral disengagement, and bullying experiences at school.Longitudinal data were collected in three points in time (T1, T2, T3) with 6 months interval between them. Participants were 558 adolescents attending secondary schools in Cyprus, with their ages ranging from 14 to 17 years (M = 15.3; standard deviation = 0.69). Through structural equation modeling, it was found that mindfulness at T1 had a significant negative effect on both impulsivity and moral disengagement at T2 and these, in turn, had a positive effect on bullying and victimization at T3. Thus, mindfulness had an indirect effect on both bullying and victimization, fully mediated by impulsivity and moral disengagement.

Section: Methodsmentioning

confidence: 99%

Mindfulness, impulsivity, and moral disengagement as parameters of bullying and victimization at school

Charalambous

Stavrinides

2019

Aggressive Behavior

“…All items are scored in a five-point Likert scale, ranging from 1¼ it doesn't apply at all, to 5 ¼ it applies a lot. This instrument has been employed in a number of recent studies in the context of the study and the psychometric properties have been consistently supported (e.g., Stylianou et al, 2019). Kyriakides et al (2006) have examined the BVQ-R using a sample of 12 year-old Greek Cypriot students and concluded that their study "has provided support for the validity and reliability of the [scale] using Rasch modelling" (p. 797).…”

Section: Instrumentsmentioning

confidence: 99%

“…Regarding the SDQ (Goodman et al, 1998) the adolescent self-report version was used. Finally, the BVQ-R is appropriate for adolescents and it has been administered in many prior studies (Charalampous et al, 2018;Stylianou et al, 2019).…”

Section: Instrumentsmentioning

confidence: 99%

The mediating effects of adolescents’ internalizing and externalizing problems on the relationship between emotion regulation, mindfulness and bullying/victimization at school

School Psychology International

Charalambous

Stavrinides

2021

The aim of this study was two-fold: to investigate the relationship between emotion regulation, dispositional mindfulness and bullying/victimization experiences at school, and to examine the mediating effects of internalizing and externalizing problems on this relationship. Self-reports measuring the above variables were completed by 444 adolescents (mean age 15.3) who attended high school in Cyprus. Data were collected at three points in time. Specifically, data were collected during the second week of October, 2018 (T1), the third week of January, 2019 (T2) and the first week of June, 2019 (T3). It was found that mindfulness at T1 had a significant negative effect on both internalizing and externalizing symptoms and through these variables, it had an indirect negative effect on both bullying and victimization at T3. Similarly, adaptive emotion regulation at T1 had an indirect effect on victimization, fully mediated by internalizing problems. In contrast, maladaptive emotion regulation had a positive, direct effect on both bullying and victimization.

“…Participants were directed to answer with respect to the previous month. This instrument has been employed in a number of studies with Cypriot samples and the psychometric properties have been consistently supported (e.g., Charalampous, Ioannou, Stavrinides, & Georgiou, 2019;Stylianou, Charalampous, & Stavrinides, 2018).…”

Section: Instruments Traditional Bullying a Revised Version Of The Bullying And Victimizationmentioning

confidence: 99%

Comparing short-term growth in traditional and cyber forms of bullying in early and mid-adolescent students

Charalampous

European Journal of Developmental Psychology

Demetriou

et al. 2020

Self Cite

The present study sought to investigate the short-term growth in the levels of traditional and cyber forms of bullying and victimization, and examine how growth in one form of bullying relates to that of others', for students in late elementary and early high school grades (ages 10 to 15) and to examine how the educational level of the students affects this growth. In total 868 students participated in the study during four measurement waves with an approximate five-week time-lag between each wave. The Latent Growth Modeling technique was implemented in data analysis and results indicated considerable differences between traditional and cyber forms of bullying. For example a steeper fluctuation was indicated for cyber forms of bullying and victimization, which was more precipitous for students who were already reporting high levels of such behaviors, contrary to what was found for traditional forms of bullying. Nonetheless, similarities between the two forms were also present.Implications for research and practice are discussed.