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Discurso de odio, ciberodio, motivos, normas sociales, normas cautelares, presión de los pares
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.