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Hate speech, cyberhate, motives, social norms, injunctive norms, peer pressure
Allport, G.W. (1954). The nature of prejudice. Addison-Wesley. https://bit.ly/3s5s35M
Ballaschk, C., Wachs, S., Krause, N., Schulze-Reichelt, F., Kansok-Dusche, J., Bilz, L. & Schubarth, W. (2021). Dann machen halt alle mit.“ Eine qualitative Studie zu Beweggründen und Motiven für Hatespeech unter Schüler*innen. [“Then everyone just goes along with it." A qualitative study on reasons and motives of hate speech among students]. Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research, 16(4-2021), 1–18. https://doi.org/10.3224/diskurs.v16i4.01
Bastiaensens, S., Pabian, S., Vandebosch, H., Poels, K., Van Cleemput, K., DeSmet, A., & De Bourdeaudhuij, I. (2016). From normative influence to social pressure: How relevant others affect whether bystanders join in cyberbullying. Social Development, 25(1), 193-211. https://doi.org/10.1111/sode.12134
Baumeister, R.F., & Leary, M.R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497-529. https://doi.org/10.1037/0033-2909.117.3.497
Chen, F.F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14(3), 464-504. https://doi.org/10.1080/10705510701301834
Cialdini, R.B., & Trost, M.R. (1998). Social influence: Social norms, conformity and compliance. In D.T. Gilbert, S.T. Fiske, & G. Lindzey (Eds.), The handbook of social psychology (pp. 151–192). McGraw-Hill.
Cook, C.R., Williams, K.R., Guerra, N.G., Kim, T.E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25(2), 65-83. https://doi.org/10.1037/a0020149
Erjavec, K., & Kova?i?, M.P. (2012). “You don't understand, this is a new war!” Analysis of hate speech in news web sites' comments. Mass Communication and Society, 15(6), 899-920. https://doi.org/10.1080/15205436.2011.619679
Fluck, J. (2017). Why do students bully? An analysis of motives behind violence in schools. Youth & Society, 49(5), 567-587. https://doi.org/10.1177/0044118X14547876
Gradinger, P., Strohmeier, D., & Spiel, C. (2012). Motives for bullying others in cyberspace: A study on bullies and bully-victims in Austria. In Q. Li, D. Cross, & P.K. Smith (Eds.), Cyberbullying in the global playground: Research from international perspectives (pp. 263–284). Wiley Blackwell. https://doi.org/10.1002/9781119954484.ch13
Hartley, J.E.K., Levin, K., & Currie, C. (2016). A new version of the HBSC Family Affluence Scale-FAS III: Scottish qualitative findings from the international FAS development study. Child Indicators Research, 9(1), 233-245. https://doi.org/10.1007/s12187-015-9325-3
Hayduk, L.A., & Littvay, L. (2012). Should researchers use single indicators, best indicators, or multiple indicators in structural equation models? BMC Medical Research Methodology, 12(1), 1-17. https://doi.org/10.1186/1471-2288-12-159
Hu, L.T., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Krause, N., Ballaschk, C., Schulze-Reichelt, F., Kansok-Dusche, J., Wachs, S., Schubarth, W., & Bilz, L. (2021). Ich lass mich da nicht klein machen!“ Eine qualitative Studie zur Bewältigung von Hatespeech durch Schüler/innen. [“I don’t let them get me down!”—A qualitative study on students’ coping with hate speech]. Zeitschrift für Bildungsforschung, 11(1), 169-185. https://doi.org/10.1007/s35834-021-00291-w
Lee, S.S.T., & Wong, D.S.W. (2009). School, parents, and peer factors in relation to Hong Kong students' bullying. International Journal of Adolescence and Youth, 15(3), 217-233. https://doi.org/10.1080/02673843.2009.9748030
Lehman, B. (2020). Hate at school: Victimization and disorder associated with school avoidance. Sociological Spectrum, 40(3), 172-190. https://doi.org/10.1080/02732173.2020.1734890
McClelland, D.C. (1975). Power: The inner experience. Irvington Publishers.
Muthén, L.K., & Muthén, B.O. (2017). Mplus user’s guide. Muthén & Muthén. https://bit.ly/3IJorwi
Möller, K., Grote, J., Nolde, K., & Schuhmacher, N. (2016). Die kann ich nicht ab!: Ablehnung, Diskriminierung und Gewalt bei Jugendlichen in der (Post-) Migrationsgesellschaft. Analysen zu gesellschaftlicher Integration und Desintegration. Springer. https://doi.org/10.1007/978-3-658-02302-7
Olthof, T., Goossens, F.A., Vermande, M.M., Aleva, E.A., & van-der-Meulen, M. (2011). Bullying as strategic behavior: Relations with desired and acquired dominance in the peer group. Journal of School Psychology, 49(3), 339-359. https://doi.org/10.1016/j.jsp.2011.03.003
Pinker, S. (2011). The better angels of our nature: Why violence has declined. Viking.
Reichelmann, A., Hawdon, J., Costello, M., Ryan, J., Blaya, C., Llorent, V., Oksanen, A., Rasanen, P.,& Zych, I. (2020). Hate knows no boundaries: Online hate in six nations. Deviant Behavior, 42(9)1100-1111. https://doi.org/10.1080/01639625.2020.1722337
Runions, K.C., Salmivalli, C., Shaw, T., Burns, S., & Cross, D. (2018). Beyond the reactive?proactive dichotomy: Rage, revenge, reward, and recreational aggression predict early high school bully and bully/victim status. Aggressive Behavior, 44(5), 501-511. https://doi.org/10.1002/ab.21770
Salmivalli, C., & Peets, K. (2009). Bullies, victims, and bully-victim relationships in middle childhood and early adolescence. In K.H. Rubin, W.M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 322–340). The Guilford Press.
Santor, D.A., Messervey, D., & Kusumakar, V. (2000). Measuring peer pressure, popularity, and conformity in adolescent boys and girls: Predicting school performance, sexual attitudes, and substance abuse. Journal of Youth and Adolescence, 29(2), 163-182. https://doi.org/10.1023/A:1005152515264
Sokolowski, K., & Heckhausen, H. (2010). Soziale Bindung: Anschlussmotivation und Intimitätsmotivation. In J. Heckhausen, & H. Heckhausen (Eds), Motivation und Handeln [Motivation and Action] (pp. 193-210). Springer. https://doi.org/10.1007/978-3-642-12693-2_7
Tajfel, H., & Turner, J. C. (2004). The social identity theory of intergroup behavior. In J.T. Jost, & J. Sidanius (Eds.), Political psychology: Key readings (pp. 276-293). Psychology Press. https://doi.org/10.4324/9780203505984-16
Tanrikulu, I., & Erdur-Baker, O. (2021). Motives behind cyberbullying perpetration: A test of uses and gratifications theory. Journal of Interpersonal Violence, 36(13-14), 6699-6724. https://doi.org/10.1177/0886260518819882
Van-de-Bongardt, D., Reitz, E., Sandfort, T., & Dekovi?, M. (2015). A meta-analysis of the relations between three types of peer norms and adolescent sexual behavior. Personality and Social Psychology Review, 19(3), 203-234. https://doi.org/10.1177/1088868314544223
Van-de-Schoot, R., Lugtig, P., & Hox, J. (2012). A checklist for testing measurement invariance. European Journal of Developmental Psychology, 9(4), 486-492. https://doi.org/10.1080/17405629.2012.686740
Váradi, L., Barna, I., & Németh, R. (2021). Whose norms, whose prejudice? The dynamics of perceived group norms and prejudice in new secondary school classes. Frontiers in Psychology, 11, 3621. https://doi.org/10.3389/fpsyg.2020.524547
Wachs, S., & Wright, M.F. (2021). Associations between online hate victimization and perpetration: The buffering effects of technical and assertive coping. MedienPädagogik, 16, 109-128. https://doi.org/10.21240/mpaed/jb16/2021.01.14.X
Wachs, S., Mazzone, A., Milosevic, T., Wright, M.F., Blaya, C., Gámez-Guadix, M., & O'Higgins Norman, J. (2021). Online correlates of cybeMHATE involvement among young people from ten European countries: An application of the routine activity and problem behaviour theory. Computers in Human Behavior, 123, 106872. https://doi.org/10.1016/j.chb.2021.106872
Wachs, S., Schubarth, W., & Bilz, L. (2020). Hate speech als schulproblem? Erziehungswissenschaftliche perspektiven auf ein aktuelles phänomen. In I. van-Ackeren, H. Bremer, F. Kessl, H.C. Koller, N. Pfaff, C. Rotter, D. Klein, & U. Salaschek (Eds.), Bewegungen – Beiträge aus dem 26. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (pp. 223-236). Verlag Barbara Budrich. https://doi.org/10.2307/j.ctv10h9fjc.19
Wachs, S., Wettstein, A., Bilz, L., Krause, N., Ballaschk, C., Kansok-Dusche, J., & Wright, M.F. (in press). Playing by the Rules? An Investigation of the Relationship Between Social Norms and Adolescents’ Hate Speech Perpetration in Schools. Journal of Interpersonal Violence. https://doi.org/10.1177/08862605211056032
Wettstein, A. (2008). Beobachtungssystem zur Analyse aggressiven Verhaltens in schulischen Settings (BASYS). [Observation system for the analysis of aggressive behavior in school settings]. Huber.