اکبری بلوطبنگان، افضل؛ طالع‌پسند سیاوش (1395). ساختار عاملی نسخه فارسی مقیاس قربانی چندبعدی در دانشآموزان مدارس ابتدایی شهر سمنان. کومش، 17(3)، 660-669.
بدری‌گرگری، رحیم؛ ادیب، یوسف؛ هاشمی، تورج؛ عرفانی آداب، الهام (1398). اثربخشی آموزش برنامه یادگیری اجتماعی-هیجانی کودکان قوی بر احساس تعلق به مدرسه دانشآموزان مقطع ابتدایی مناطق برخوردار و محروم شهر همدان. فصلنامه سلامت روان کودک، 6(4)، 179-193.
بدری‌گرگری، رحیم؛ حسینی، سید عدنان؛ هاشمی، تورج؛ میرنسب، میرمحمود (1397). طراحی برنامه آموزشی ضد‌قلدری تلفیقی و تعیین اثربخشی آن بر کاهش قربانی‌شدن دانشآموزان دوره اول متوسطه. آموزش و ارزشیابی، 11(41)، 55-81.
پورسید، سیدرضا؛ علیزاده، حمید؛ کاظمی، فرنگیس؛ برجعلی، احمد؛ فرخی، نورعلی؛ و پورسید، سیدمهدی (1397). تدوین برنامه درمان با علاقه اجتماعی و ارزیابی اثربخشی آن بر رفتارهای قلدری و قربانی نوجوانان. پژوهشهای روانشناسی اجتماعی، 8(30)، 55-78.
خضری، حسن؛ ابراهیمی قوام، صغری (1394). بررسی نقش میانجی زورگویی و قربانی بودن در رابطه بین پیوند با مدرسه و عملکرد تحصیلی. رویکردهای نوین آموزشی، 10(2)، 81-100.
سماوی، سید عبدالوهاب (۱۳۹۱). آزمایش و مقایسه مدل رابطه علی پیوند با مدرسه، چشم‌انداز آینده، باورهای خودکارآمدی تحصیلی با عملکرد تحصیلی با میانجی‌گری امید و سلامت روانی دانشآموزان پسر و دختران دبیرستانی شهر. رساله دکتری روانشناسی تربیتی، دانشگاه شهید چمران اهواز، دانشکده روانشناسی و علوم تربیتی.
فرنودیان، پریسا؛ ابوالمعالی، خدیجه؛ هاشمیان، کیانوش (1398). بررسی روایی و اعتبار پرسش‌نامه یادگیری اجتماعی-هیجانی در دانشآموزان دختر دوره دوم متوسطه شهر تهران، پژوهشهای کاربردی روانشناختی، 10(3)، 147-159.
میرز، ال. اس. گامست، جی، گارینو، ای، جی. (1399). پژوهش چندمتغیری کاربردی (طرح و تفسیر)، ترجمه حسن پاشاشریفی و همکاران. تهران: رشد.
هومن، حیدرعلی (۱۳۸۴). مدل‌یابی معادلات ساختاری با استفاده از نرم‌افزار لیزرل. تهران: سمت.
Acosta, J., Chinman, M., Ebener, P., Malone, P. S., Phillips, A., & Wilks, A. (2019). Understanding the relationship between perceived school climate and bullying: A mediator analysis. Journal of School Violence, 18(2), 200–215. DOI:10.1080/15388220.2018.1453820
Allen, K., Vella-Brodrick, D., & Waters, L. (2017). School belonging and the role of social and emotional competencies in fostering an adolescent’s sense of connectedness to their school. In Social and emotional learning in Australia and the Asia-Pacific (pp. 83-99). Springer, Singapore.
Arslan, S., & Demirtas, Z. (2016). Social emotional learning and critical thinking disposition. Studia Psychologica, 58(4), 276. DOI:10.21909/sp.2016.04.723
Berman, S., Chaffee, S., & Sarmiento, J. (2018). The practice base for how we learn: Supporting students’ social emotional, and academic development. Aspen Institute, National Commission on Social, Emotional, and Academic Development.
Brown, R., & Evans, W. P. (2002). Activity and ethnicity: Creating greater school connection among diverse student populations. Urban Education, 37, 41–58. DOI:10.1177/0042085902371004
Cecen-Celik, H., & Keith, S. (2019). Analyzing predictors of bullying victimization with routine activity and social bond perspectives. Journal of Interpersonal Violence, 34(18), 3807-3832. DOI:10.1177/0886260516672941
Charalampous, K., Demetriou, C., Tricha, L., Ioannou, M., Georgiou, S., Nikiforou, M., & Stavrinides, P. (2018). The effect of parental style on bullying and cyber bullying behaviors and the mediating role of peer attachment relationships: A longitudinal study. Journal of Adolescence, 64, 109–123. DOI:10.1016/j.adolescence.2018.02.003
Crone, E. A., & Fuligni, A. J. (2020). Self and others in adolescence. Annual review of psychology, 71(1), 447-469. DOI:10.1146/annurev-psych-010419-050937
D’Urso, G., Symonds, J., Sloan, S., & Devine, D. (2022). Bullies, victims, and meanies: the role of child and classmate social and emotional competencies. Social Psychology of Education, 25(1), 293-312. DOI:10.1007/s11218-021-09684-1
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied developmental science, 24(2), 97-140. DOI: 10.1080/10888691.2018.1537791
Davis, J. P., Merrin, G. J., Ingram, K. M., Espelage, D. L., Valido, A., & El Sheikh, A. J. (2019). Examining pathways between bully victimization, depression, & school belonging among early adolescents. Journal of Child and Family Studies, 28(9), 2365-2378. DOI:10.1007/s10826-019-01340-9
Divecha, D., & Brackett, M. (2020). Rethinking school-based bullying prevention through the lens of social and emotional learning: A bioecological perspective. International journal of bullying prevention, 2(2), 93-113. DOI:10.1007/s42380-019-00019-5
Duggins, S. D., Kuperminc, G. P., Henrich, C. C., Smalls-Glover, C., & Perilla, J. L.
(2016). Aggression among adolescent victims of school bullying: Protective roles
of family and school connectedness. Psychology of Violence, 6(2), 205. DOI:10.1037/a0039439
Eklund, K., Kilpatrick, K. D., Kilgus, S. P., & Haider, A. (2018). A systematic review of state‐level social‐emotional learning standards: Implications for practice and research. School Psychology Review, 47(3), 316–326. DOI:10.17105/SPR-2017.0116.V47-3
Espelage, D. L., Rose, C. A., & Polanin, J. R. (2015). Social-emotional learning program to reduce bullying, fighting, and victimization among middle school students with disabilities. Remedial and special education, 36(5), 299-311. DOI:10.1177/0741932514564564
Fredrick, S. S., Traudt, S., & Nickerson, A. (2022). Social emotional learning practices in schools and bullying prevention. Encyclopedia of Education. New York: Routledge.
Gimbert, B. G., Miller, D., Herman, E., Breedlove, M., & Molina, C. E. (2021). Social emotional learning in schools: The importance of educator competence. Journal of Research on Leadership Education, 19427751211014920. DOI:10.1177/19427751211014920
Gökel, Ö., & Dağlı, G. (2017). Effects of social skill training program on social skills of young people. Eurasia Journal of Mathematics, Science and Technology Education, 13(11), 7365-7373. DOI:10.12973/ejmste/79615
Golaszewski, N. M., Pasch, K. E., Fernandez, A., Poulos, N. S., Batanova, M., & Loukas, A. (2018). Perceived weight discrimination and school connectedness among youth: Does teacher support play a protective role? Journal of School Health, 88(10), 754-761. DOI:10.1111/josh.12682
Gomez-Ortiz, O., Romera-Felix, E. M., & Ortega-Ruiz, R. (2017). Multidimensionality of social competence: Measurement of the construct and its relationship with bullying roles. Revista De Psicodidáctica, 22(1), 37–44. DOI:10.1016/S1136-1034(17)30042-4
Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30(1), 79-90. DOI:10.1002/1520-6807
Green, A. L., Ferrante, S., Boaz, T. L., Kutash, K., & Wheeldon‐Reece, B. (2021). Social and emotional learning during early adolescence: Effectiveness of a classroom‐based SEL program for middle school students. Psychology in the Schools, 58(6), 1056-1069. DOI:10.1002/pits.22487
Halliday, S., Gregory, T., Taylor, A., Digenis, C., & Turnbull, D. (2021). The impact of bullying victimization in early adolescence on subsequent psychosocial and academic outcomes across the adolescent period: A systematic review. Journal of school violence, 20(3), 351-373. DOI: 10.1080/15388220.2021.1913598
Kaufman, T. M., Huitsing, G., Bloemberg, R., & Veenstra, R. (2021). The systematic application of network diagnostics to monitor and tackle bullying and victimization in schools. International journal of bullying prevention, 3(1), 75-87. DOI:10.1007/s42380-020-00064-5
León-Jiménez, S., Villarejo-Carballido, B., López de Aguileta, G., & Puigvert, L. (2020). Propelling children’s empathy and friendship. Sustainability, 12(18), 7288. DOI: 10.3390/su12187288
Li, L., Chen, X., & Li, H. (2020). Bullying victimization, school belonging, academic engagement and achievement in adolescents in rural China: A serial mediation model. Children and youth services review, 113, 104946. DOI:10.1016/j.childyouth.2020.104946
Liu, Y., Carney, J. V., Kim, H., Hazler, R. J., & Guo, X. (2020). Victimization and students’ psychological well-being: The mediating roles of hope and school connectedness. Children and Youth Services Review, 108, 104674. DOI:10.1016/j.childyouth.2019.104674
Marsh, I. C., Chan, S. W., & MacBeth, A. (2018). Self-compassion and psychological distress in adolescents-a meta-analysis. Mindfulness, 9(4), 1011-1027. DOI:10.1007/s12671-017-0850-7
Maunder, R. E., & Crafter, S. (2018). School bullying from a sociocultural perspective. Aggression and Violent Behavior, 38, 13–20. DOI:10.1016/j.avb.2017.10.010
Miklikowska, M., Thijs, J., & Hjerm, M. (2019). The impact of perceived teacher support on anti-immigrant attitudes from early to late adolescence. Journal of Youth and Adolescence, 48(6), 1175-1189. DOI:10.1007/s10964-019-00990-8
Moore, S. E., Norman, R. E., Suetani, S., Thomas, H. J., Sly, P. D., & Scott, J. G. (2017). Consequences of bullying victimization in childhood and adolescence: A systematic review and meta-analysis. World journal of psychiatry, 7(1), 60. DOI:10.5498/wjp.v7.i1.60
Mynard, H., & Joseph, S. (2000). Development of the multidimensional peer‐victimization scale. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 26(2), 169-178. DOI:10.1002/(SICI)1098-2337
Nickerson, A. B., Fredrick, S. S., Allen, K. P., & Jenkins, L. N. (2019). Social emotional learning (SEL) practices in schools: Effects on perceptions of bullying victimization. Journal of school psychology, 73, 74-88. DOI:10.1016/j.jsp.2019.03.002
Oldfield, J., Stevenson, A., Ortiz, E., & Haley, B. (2018). Promoting or suppressing resilience to mental health outcomes in at risk young people: The role of parental and peer attachment and school connectedness. Journal of adolescence, 64, 13-22. DOI:10.1016/j.adolescence.2018.01.002
Olweus, D. (1994). Bullying at school: basic facts and effects of a school based intervention program. Journal of child psychology and psychiatry, 35(7), 1171-1190. DOI:10.1111/j.1469-7610.1994.tb01229.x
Pabian, S., Dehue, F., Völlink, T., & Vandebosch, H. (2022). Exploring the perceived negative and positive long‐term impact of adolescent bullying victimization: A cross‐national investigation. Aggressive behavior, 48(2), 205-218. DOI:10.1002/ab.22006
Panayiotou, M., Humphrey, N., & Wigelsworth, M. (2019). An empirical basis for linking social and emotional learning to academic performance. Contemporary Educational Psychology, 56, 193-204. DOI:10.1016/j.cedpsych.2019.01.009
Paolini, A. C. (2021). Anxiety: 6-Week Social Emotional Learning Intervention for Elementary School Counselors. Journal of School Counseling, 19(23), n23.
Pikulski, P. J., Pella, J. E., Casline, E. P., Hale, A. E., Drake, K., & Ginsburg, G. S. (2020). School connectedness and child anxiety. Journal of Psychologists and Counsellors in Schools, 30(1), 13-24. DOI:10.1017/jgc.2020.3
Pitsia, V., & Mazzone, A. (2021). The association of individual and contextual variables with bullying victimisation: a cross-national comparison between Ireland and Lithuania. European journal of psychology of education, 36(4), 1095-1115. DOI:10.1007/s10212-020-00514-0
Polanin, J. R., Espelage, D. L., Grotpeter, J. K., Spinney, E., Ingram, K. M., Valido, A., sheikh, A. E., Torgal, C., & Robinson, L. (2021). A meta-analysis of longitudinal partial correlations between school violence and mental health, school performance, and criminal or delinquent acts. Psychological bulletin, 147(2), 115-133. DOI:10.1037/bul0000314
Popp, A. M., & Peguero, A. A. (2012). Social bonds and the role of school-based victimization. Journal of interpersonal violence, 27(17), 3366-3388. DOI:10.1177/0886260512445386
Porter, J., McDermott, T., Daniels, H., & Ingram, J. (2021). Feeling part of the school and feeling safe: further development of a tool for investigating school belonging. Educational Studies, 1-17. DOI:10.1080/03055698.2021.1944063
Putra, G. N. E., & Dendup, T. (2020). Health and behavioural outcomes of bullying victimisation among Indonesian adolescent students: findings from the 2015 global school-based student health survey. Psychology, Health & Medicine, 27(3), 1–15. DOI:10.1080/13548506.2020.1826546
Rodríguez-Álvarez, J. M., Navarro, R., Yubero, S., & Larrañaga, E. (2022). Social support, socio-emotional competencies and cyber victimisation: a longitudinal analysis among primary school students. in Revista de Educación, 397, 119-144. DOI:10.4438/1988-592X-RE-2022-397-542
Rose, C. A., Simpson, C. G., & Ellis, S. K. (2015). The relationship between school belonging, sibling aggression and bullying involvement: Implications for students with and without disabilities. Educational Psychology, 36(8), 1462-1486. DOI: 10.1080/01443410.2015.1066757
Sampasa-Kanyinga, H., Chaput, J. P., & Hamilton, H. A. (2019). Social media use, school connectedness, and academic performance among adolescents. The journal of primary prevention, 40(2), 189-211. DOI: 10.1007/s10935-019-00543-6
Sanders, C. E. (2022). Bullying Victimisation: Definition, Prevalence, Risk Factors, Consequences, and Prevention. Routledge.
Shaheen, A. M., Hamdan, K. M., Albqoor, M., Othman, A. K., Amre, H. M., & Hazeem, M. N. A. (2019). Perceived social support from family and friends and bullying victimization among adolescents. Children and Youth Services Review, 107, 104503. DOI:10.1016/j.childyouth.2019.104503
Shek, D. T., Dou, D., Zhu, X., & Chai, W. (2019). Positive youth development: Current perspectives. Adolescent Health, Medicine and Therapeutics, 10, 131–141. DOI:10.2147/AHMT.S179946
Sokal, L., & Katz, J. (2017). Social emotional learning and inclusion in schools. In Oxford Research Encyclopedia of Education.
Ülvay, G. F., & Özkul, A. E. (2018). Social-Emotional learning competencies scale of secondary school students. Eurasia Journal of Mathematics. Science and Technology Education, 14(4), 1295-1304. DOI:10.29333/ejmste/82938
Van Ryzin, M. J., & Roseth, C. J. (2018). Cooperative learning in middle school: A means to improve peer relations and reduce victimization, bullying, and related outcomes. Journal of educational psychology, 110(8), 1192. DOI:10.1037/edu0000265
Váradi, J. (2022). A Review of the Literature on the Relationship of Music Education to the Development of Socio-Emotional Learning. SAGE Open, 12(1), 1-11.
Varela, S. A. M., Teles, M. C., & Oliveira, R. F. (2020). The correlated evolution of social competence and social cognition. Functional Ecology, 34(2), 332–343. DOI:10.1111/1365-2435.13416
Wang, Y., Chen, M., & Lee, J. H. (2019). Adolescents’ social norms across family, peer, and school settings: Linking social norm profiles to adolescent risky health behaviors. Journal of Youth and Adolescence, 48, 935–948. DOI:10.1007/s10964-019-00984-6
Wu, X., Qi, J., & Zhen, R. (2021). Bullying victimization and adolescents’ social anxiety: Roles of shame and self-esteem. Child Indicators Research, 14(2), 769-781. DOI:10.1007/s12187-020-09777-x
Yang, C., Chan, M. K., & Ma, T. L. (2020). School-wide social emotional learning (SEL) and bullying victimization: Moderating role of school climate in elementary, middle, and high schools. Journal of school psychology, 82, 49-69. DOI:10.1037/spq0000423
Yu, S., & Zhao, X. (2021). The negative impact of bullying victimization on academic literacy and social integration: Evidence from 51 countries in PISA. Social Sciences & Humanities Open, 4(1), 100151. DOI:10.1016/j.ssaho.2021.100151
Zhang, S., Gong, M., Li, W., Wang, W., Wu, R., Guo, L., & Lu, C. (2020). Patterns of bullying victimization and associations with mental health problems in Chinese adolescents: A latent class analysis. International journal of environmental research and public health, 17(3), 779. DOI:10.3390/ijerph17030779
Zhou, M., & Ee, J. (2012). Development and validation of the social emotional competence questionnaire (SECQ). The International Journal of Emotional Education,4(2), 27-42. DOI:10.1037/t69172-000
Zimmer-Gembeck, M., Chipuer, H., Hanisch, M., Creed, P., & McGregor, L. (2006). Relationships at school and stage environment fit as resources for adolescent engagement and achievement. Journal of Adolescence, 29(6), 911–933. DOI:10.1016/j.adolescence.2006.04.008
)