scholarly journals Adolescents’ explicit and implicit evaluations of hypothetical and actual peers with different bullying participant roles

2017 ◽  
Vol 159 ◽  
pp. 219-241 ◽  
Author(s):  
J. Loes Pouwels ◽  
Tessa A.M. Lansu ◽  
Antonius H.N. Cillessen
2016 ◽  
Vol 43 (3) ◽  
pp. 281-290 ◽  
Author(s):  
Lyndsay N. Jenkins ◽  
Amanda B. Nickerson

2018 ◽  
Vol 17 (4) ◽  
pp. 521-537 ◽  
Author(s):  
Lyndsay N. Jenkins ◽  
Jaclyn E. Tennant ◽  
Michelle K. Demaray

CALL ◽  
2020 ◽  
Vol 2 (1) ◽  
Author(s):  
R. Myrna Nur Sakinah ◽  
Khaerunnisa Siti Latifah ◽  
Jenny Rahmi Nuraeni

This research purposes at describing the roles of semantic study precisely the roles of agent and experiencer in Pudarnya Pesona Cleopatra novel written by Habiburrahman El Shirazy. The research conducted by the writer is qualitative research. The data of this study are agent and experiencer roles that the data source is taken from Pudarnya Pesona Cleopatra novel written by Habiburrahman El Shirazy published in 2003. The method that is used by the writer to collect the data is documentation with the steps: (1) figure out the sentences that contain agent and experiencer in that novel, (2) classify the types of sentences by investigating the novel. In analyzing data, the writer used Saeed’s theory of participant roles for the major theory. The result of this study shows that there are seventeen patterns that are classified into two roles. They are ten sentences of the agent and seven sentences of the experiencer.Keywords: Semantic, Participant Roles, Agent, Experiencer 


2021 ◽  
pp. 014303432198897
Author(s):  
Vítor Alexandre Coelho ◽  
Marta Marchante

This study analyzed how social and emotional competencies evolved according to adolescents’ involvement in bullying, and whether gender influenced social and emotional competencies’ development. Five-hundred-fourteen students ( Mage = 12.71; SD = 1.09) were assessed through self-reports at three different time points for one year. Results showed that students involved in the three analyzed bullying roles displayed a more negative trajectory in all but one social emotional competence analyzed compared to students not involved in bullying. The exception was students who bullied others for responsible decision making. Additionally, gender differences were only found in self-esteem trajectories; boys displayed a more pronounced decrease. In larger classes, students displayed higher levels of self-control, social awareness and responsible decision-making. These results showed that reduced social and emotional competencies were a consequence of bullying involvement for every bullying role analyzed.


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