Parental control and adolescents’ bullying victimization: the moderating role of teacher support
Author:
Funder
the National Social Science Foundation of China
Publisher
Springer Science and Business Media LLC
Subject
General Psychology
Link
https://link.springer.com/content/pdf/10.1007/s12144-022-03864-8.pdf
Reference65 articles.
1. Banzon-Librojo, L., Garabiles, M. R., & Alampay, L. P. (2017). Relations between harsh discipline from teachers, perceived teacher support, and bullying victimization among high school students. Journal of Adolescence, 57, 18–22. https://doi.org/10.1016/j.adolescence.2017.03.001
2. Barber, B. K. (1996). Parental psychological control: Revisiting a neglected construct. Child Development, 67, 3296–3319. https://doi.org/10.2307/1131780
3. Barber, B. K., Stolz, H. E., & Olsen, J. A. (2005). Parental support, behavioral control, and psychological control: Assessing relevance across time, method, and culture. Monographs of the Society for Research in Child Development, 70(4), 1–147. https://doi.org/10.1111/j.1540-5834.2005.00369.x
4. Bean, R. A., & Northrup, J. C. (2009). Parental psychological control, psychological autonomy, and acceptance as predictors of self-esteem in Latino adolescents. Journal of Family Issues, 30(11), 1486–1504. https://doi.org/10.1177/0192513X09339149
5. Berchiatti, M., Badenes-Ribera, L., Galiana, L., Ferrer, A., & Longobardi, C. (2021). Bullying in students who stutter: The role of the quality of the Student-Teacher relationship and Student’s social status in the peer group. Journal of School Violence, 20(1), 17–30. https://doi.org/10.1080/15388220.2020.1812077
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