2-45

• Κόκκινος, Κωνσταντίνος
• Καραγιάννη, Κυριακή

Η παρούσα ανασκόπηση αποσκοπεί στην πληρέστερη κατανόηση των παραγόντων που συνδέονται με την εκδήλωση του παραδοσιακού εκφοβισμού και του κυβερνο-εκφοβισμού/θυματοποίησης (ΠΕ, ΚΕ, ΠΘ, ΚΘ) σε έλληνες μαθητές προεφηβικής και εφηβικής ηλικίας. Συγκεκριμένα, επιχειρείται η κριτική ανάλυση και συνθετική παρουσίαση πορισμάτων ερευνών, που πραγματοποιήθηκαν από τον πρώτο συγγραφέα και την ερευνητική του ομάδα και που δημοσιεύονται σε ξενόγλωσσα επιστημονικά περιοδικά, στη βάση του θεωρητικού πλαισίου του Γενικού Μοντέλου Επιθετικότητας (ΓΜΕ). Αρχικά, γίνεται σύνθεση ευρημάτων σχετικών με ατομικούς παράγοντες καθώς και με τους παράγοντες πλαισίου που συνδέονται με την εκδήλωση/βίωση τέτοιου είδους εμπειριών. Στη συνέχεια, αναλύονται τα ευρήματα για τους μηχανισμούς εσωτερικής/ψυχικής κατάστασης (διαδικασίες κοινωνικής επεξεργασίας/νόησης) που φαίνεται να συνδέονται με τους προαναφερθέντες παράγοντες και οι οποίοι μπορούν να οδηγήσουν σε εμπειρίες ΠΕ/ΠΘ και ΚΕ/ΚΘ. Ακολουθούν οι διαδικασίες αξιολόγησης, επαναξιολόγησης (στρατηγικές διαχείρισης ψυχοπιεστικών καταστάσεων) και λήψης απόφασης, που έπονται των διεργασιών εσωτερικής/ψυχικής κατάστασης. Αναφορά γίνεται επίσης σε πιθανές μακροπρόθεσμες επιπτώσεις των εμπειριών ΠΕ/ΠΘ και ΚΕ/ΚΘ στο άτομο. Συνολικά, η παρούσα εργασία παρέχει ενδείξεις πως ορισμένοι ατομικοί και καταστασιακοί παράγοντες ενδέχεται να συνδέονται μέσω συγκεκριμένων διεργασιών, συμβατών με αυτούς που περιγράφονται από το ΓΜΕ, με την εκδήλωση/βίωση των εν λόγω φαινομένων. Ωστόσο, αναδεικνύονται ορισμένες διαδραστικές σχέσεις μεταξύ ενδοπροσωπικών, νοητικών και συναισθηματικών παραγόντων, που δε φαίνεται να λαμβάνονται υπόψη από το ΓΜΕ. Στο τέλος του άρθρου παρατίθενται οι περιορισμοί της παρούσας ανασκόπησης, καθώς και ορισμένες προτάσεις για μελλοντική έρευνα.

• Educational sciences

• Εκπαίδευση

παραδοσιακός εκφοβισμός, παραδοσιακή θυματοποίηση, κυβερνο- εκφοβισμός, κυβερνο-θυματοποίηση, Γενικό Μοντέλο Επιθετικότητας, traditional bullying, traditional victimization, cyber-bullying, cybervictimization, General Aggression Model

1. Almeida, A., Correia, I., & Marinho, S. (2009). Moral disengagement, normative beliefs of peer group, and attitudes regarding roles in bullying. Journal of School Violence, 9, 23-36. DOI: 10.1080/15388220903185639Anderson, C. A., & Bushman, B. J. (2002). Human aggression. Psychology, 53, 27–51. DOI: 10.1146/annurev.psych.53.100901.135231Anderson, C. A., & Carnagey, N. L. (2004). Violent evil and the general aggression model. In A. Miller (Ed.), The social psychology of good and evil (pp. 168-192). New York, NY: Guilford Publications.Andreou, E. (2000). Bully/victim problems and their association with psychological constructs in 8- to 12-year-old Greek schoolchildren. Aggressive Behavior, 26, 49-56. DOI: 10.1002/(SICI)1098-2337(2000)26:1<49::AID-AB4>3.0.CO;2-MAndreou, E. (2006). Social preference, perceived popularity and social intelligence relations to overt and relational aggression. School Psychology International, 27, 339-351. DOI: 10.1177/0143034306067286Andreou, E., & Bonoti, F. (2010). Children’s bullying experiences expressed through drawings and self-reports. School Psychology International, 31, 164-177. DOI: 10.1177/0143034309352421Andreou, E., Didaskalou, E., & Vlachou, A. (2013). Bully/victim problems among Greek pupils with special educational needs: associations with loneliness and self-efficacy for peer interactions. Journal of Research in Special Educational Needs, 15, 235-246. DOI: 10.1111/1471-3802.12028Andreou, E., & Metallidou, P. (2004). The relationship of academic and social cognition to behaviour in bullying situations among Greek primary school children. Educational Psychology, 24, 27-41. DOI: 10.1080/0144341032000146421Andreou, E., Vlachou, A., & Didaskalou, E. (2005). The roles of self-efficacy, peer interactions and attitudes in bully-victim incidents. Implications for intervention policy-practices. School Psychology International, 26, 545-562. DOI: 10.1177/0143034305060789Antoniadou, N., & Kokkinos, C. M. (2015). Cyber and school bullying: same or different phenomena? Aggression and Violent Behavior, 25, 363-372. DOI: 10.1016/j.avb.2015.09.013Antoniadou, N., Kokkinos, C. M., & Markos, A. (2016). Possible common correlates between bullying and cyber-bullying among adolescents. Psicología Educativa, 22, 27-38. DOI: 10.1016/j.pse.2016.01.003Αντωνιάδου, Ν., & Κόκκινος, Κ. Μ. (2013). Κυβερνο-εκφοβισμός και κυβερνο-θυματοποίηση σε παιδιά και εφήβους: Συχνότητα εμφάνισης και παράγοντες επικινδυνότητας. Προσχολική και Σχολική Εκπαίδευση, 1, 138-169. DOI: 10.12681/ppej.42Athanasiades, C., Baldry, A. C., Kamariotis, T., Kostouli, M., & Psalti, A. (2016). The “net” of the internet: Risk factors for cyberbullying among secondary-school students in Greece. European Journal on Criminal Policy and Research, 22, 301–317. DOI: 10.1007/s10610-016-9303-4Athanasiades, C., & Deliyanni Kouimtzis, V. (2010). The experience of bullying among secondary school students. Psychology in the Schools, 47, 328-341. DOI: 10.1002/pits.20473Athanasiades, C., Kamariotis, H., Psalti, A., Baldry, A. C., & Sorrentino, A. (2015). Internet use and cyberbullying among adolescent students in Greece: the “Tabby” project. Hellenic Journal of Psychology, 12, 14-39. Retrieved from http://www.pseve.org/journal/UPLOAD/Athanasiades12-1.pdfAustin, E. J., Saklofske, D. H., & Egan, V. (2005). Personality, well-being and health correlates of trait emotional intelligence. Personality and Individual Difference, 38, 547–558. DOI: 10.1016/j.paid.2004.05.009Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.Barlett, C. P., & Anderson, C. A. (2012). Direct and indirect relations between the Big 5 personality traits and aggressive and violent behavior. Personality and Individual Differences, 52, 870-875. DOI: 10.1016/j.paid.2012.01.029Baroncelli, A., & Ciucci, E. (2014). Unique effects of different components of trait emotional intelligence in traditional bullying and cyberbullying. Journal of Adolescence, 37, 807-815. DOI: 10.1016/j.adolescence.2014.05.009Basharpoor, S., Molavi, P., Barahmand, U., & Mousavi, S. A. (2013). The relationship between behavioral activation/inhibition systems (BAS/BIS) and bullying/victimization behaviors among male adolescents. Iranian Journal of Psychiatry, 8, 118-123. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3887228/pdf/IJPS-8-118.pdfBeran, T., & Li, Q. (2008).The relationship between cyberbullying and school bullying. The Journal of Student Wellbeing, 1, 16-33. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.586.7345&rep=rep1&type=pdfBerger, K. S. (2007). Update on bullying at school: Science forgotten? Developmental Review, 27, 90-126. DOI: 10.1016/j.dr.2006.08.002Bernstein, J. Y., & Watson, M. W. (1997). Children who are targets of bullying. A victim pattern. Journal of Interpersonal Violence, 12, 483–498. DOI: 10.1177/088626097012004001Bibou-Nakou, I., Tsiantis, J., Assimopoulos, H., Chatzilambou, P., & Giannakopoulou, D. (2012). School factors related to bullying: a qualitative study of early adolescent students. Social Psychology of Education, 15, 125-145. DOI: 10.1007/s11218-012-9179-1Book, A. S., Volk, A. A., & Hosker, A. (2012). Adolescent bullying and personality: An adaptive approach. Personality and Individual Differences, 52, 218-223. DOI: 10.1016/j.paid.2011.10.028Bosacki, S. L. (2013). Theory of mind understanding and conversational patterns in middle childhood. The Journal of Genetic Psychology, 174, 170-191. DOI: 10.1080/00221325.2012.659233Bosco, F. M., Gabbatore, I., & Tirassa, M. (2014). A broad assessment of theory of mind in adolescence: The complexity of mindreading. Consciousness and Cognition, 24, 84-97. DOI: 10.1016/j.concog.2014.01.003Boulton, M. J., Karellou, I., Lanitis, I., Manoussou, V., & Lemoni, O. (2001). Bullying and victimisation in Greek primary school pupils. Psychology: The Journal of the Hellenic Psychological Society, 8, 12-29. Retrieved from http://psycnet.apa.org/psycinfo/2001-01287-002Bowers, L., Smith, P. K., & Binney, V. (1992).Cohesion and power in the families of children involved in bully/victim problems at school. Journal of Family Therapy, 14, 371–387. DOI: 10.1046/j..1992.00467.xBushman, B. J. (2016). Violent media and hostile appraisals: A meta analytic review. Aggressive Behavior, 42, 605–613. DOI: 10.1002/ab.21655Bushman, B. J., & Anderson, C, A. (2001). Is it time to pull the plug on hostile versus instrumental aggression dichotomy? Psychological Review, 108, 273–279. DOI: 10.1037/0033-295X.108.1.273Camodeca, M., & Goossens, F. A. (2005). Children's opinions on effective strategies to cope with bullying: The importance of bullying role and perspective. Educational Research, 47, 93-105. DOI: 10.1080/0013188042000337587Camodeca, M., Goossens, F. A., Schuengel, C., & Meerum Terwogt, M. (2003). Links between social information processing in middle childhood and involvement in bullying. Aggressive Behavior, 29, 116–127. DOI: 10.1002/ab.10043Campbell, J. C. (2002). Health consequences of intimate partner violence. Lancet, 359, 331–336. DOI: 10.1016/S0140-6736(02)08336-8Card, N. A., & Little, T. D. (2006). Proactive and reactive aggression in childhood and adolescence: A meta-analysis of differential relations with psychosocial adjustment. International Journal of Behavioral Development, 30, 466–480. DOI: 10.1177/0165025406071904Card, N. A., Stucky, B. D., Sawalani, G. M., & Little, T. D. (2008). Direct and indirect aggression during childhood and adolescence: A meta‐analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79, 1185-1229. DOI: 10.1111/j.1467-8624.2008.01184.x.Caspi, A., Roberts, B. W., & Shiner, R. L. (2005). Personality development: Stability and change. Annual Review of Psychology, 56, 453–484. DOI: 10.1207/S15327965PLI1202_01Cavalcanti, J. G., & Pimentel, C. E. (2016). Personality and aggression: A contribution of the General Aggression Model. Estudos de Psicologia (Campinas), 33, 443-451. DOI: 10.1590/1982-02752016000300008Ciarrochi, J. V., Chan, A. Y. C., & Bajgar, J. (2001). Measuring emotional intelligence in adolescents. Personality and Individual Differences, 31, 1105–1119. DOI: 10.1016/S0191-8869(00)00207-5Connor-Smith, J. K., & Flachsbart, C. (2007). Relations between personality and coping: A meta-analysis. Journal of Personality and Social Psychology, 93, 1080–1107. DOI: 10.1037/0022-3514.93.6.1080Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115, 74–101. DOI: 10.1037/0033-2909.115.1.74Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66, 710–722. DOI: 10.2307/1131945Del Barrio, V., Aluja, A., & García, L. F. (2004). Bryant's empathy index for children and adolescents: Psychometric properties in the Spanish language. Psychological Reports, 95, 257-262. DOI: 10.2466/PR0.95.5.257-262DeWall, C. N., Anderson, C. A., & Bushman, B. J. (2011). The general aggression model: theoretical extensions to violence. Psychology of Violence, 1, 245-258. DOI: 10.1037/a0023842Didaskalou, E., Roussi–Vergou, C. J., & Andreou, E. (2015). Greek adolescents' victimization experiences, reactions, ability to cope and sense of school safety. American Journal of Psychology and Behavioral Sciences, 2, 41-51. Retrieved from http://www.openscienceonline.com/journal/ajpbsDuffy, A. L. (2004). Bullying in schools: A social identity perspective (Unpublished doctoral dissertation). Griffith University, Gold Coast, Queensland.Duncan, R. D. (2004). The impact of family relationships on school bullies and their victims. In D. L. Espelage & S. M. Swearer (Eds.), Bullying in American schools: A socialecological perspective on prevention and intervention (pp. 227–244). Mahwah, NJ: Erlbaum.Ehrler, D. J., Evans, J. G., & McGhee, R. L. (1999). Extending Big-Five theory into childhood: A preliminary investigation into the relationship between Big-Five personality traits and behaviour problems in children. Psychology in the Schools, 36, 451–458. DOI: 10.1002/(SICI)1520-6807(199911)36:6<451::AID-PITS1>3.0.CO;2-EEttekal, I., Kochenderfer-Ladd, B., & Ladd, G. W. (2015). A synthesis of person-and relational-level factors that influence bullying and bystanding behaviors: Toward an integrative framework. Aggression and Violent Behavior, 23, 75-86.Fanti, K. A., Demetriou, A. G., & Hawa, V. V. (2012). A longitudinal study of cyberbullying: Examining risk and protective factors. European Journal of Developmental Psychology, 9, 168-181. DOI: 10.1080/17405629.2011.643169Ferguson, C. J., & Dyck, D. (2012). Paradigm change in aggression research: The time has come to retire the General Aggression Model. Aggression and Violent Behavior, 17, 220-228. DOI: 10.1016/j.avb.2012.02.007Floros, G. D., Siomos, K. E., Fisoun, V., Dafouli, E., & Geroukalis, D. (2013). Adolescent online cyberbullying in Greece: The impact of parental online security practices, bonding, and online impulsiveness. Journal of School Health, 83, 445-453. DOI: 10.1111/josh.12049Galanaki, E. P., Polychronopoulou, S. A., & Babalis, T. K. (2008). Loneliness and social dissatisfaction among behaviourally at-risk children. School Psychology International, 29, 214-229. DOI: 10.1177/0143034308090061Galanaki, E. P., & Vassilopoulou, H. D. (2007). Teachers and children’s loneliness: A review of the literature and educational implications. European Journal of Psychology of Education, 22, 455-475. DOI: 10.1007/BF03173466Gilbert, F., & Daffern, M. (2011). Illuminating the relationship between personality disorder and violence: Contributions of the General Aggression Model. Psychology of Violence, 1, 230-244.Gini, G., Pozzoli, T., & Hauser, M. (2011). Bullies have enhanced moral competence to judge relative to victims, but lack moral compassion. Personality and Individual Differences, 50, 603-608. DOI: 10.1016/j.paid.2010.12.002Giovazolias, T., Kourkoutas, E., Mitsopoulou, E., & Georgiadi, M. (2010). The relationship between perceived school climate and the prevalence of bullying behavior in Greek schools: Implications for preventive inclusive strategies. Procedia-Social and Behavioral Sciences, 5, 2208-2215. DOI: 10.1016 /j.sbspro.2010.07.437Godleski, S. A., & Ostrov, J. M. (2010). Relational aggression and hostile attribution biases: Testing multiple statistical methods and models. Journal of Abnormal Child Psychology, 38, 447-458. DOI: 10.1007/s10802-010-9391-4Gray, J. A. (1970). The psychophysiological basis of introversion-extraversion. Behaviour Research and Therapy, 8, 249-266. DOI: 10.1016/0005-7967(70)90069-0.Griffin, R. S., & Gross, M. A. (2004). Childhood bullying: Current empirical findings and future directions for research. Aggression and Violent Behavior, 9, 379–400. DOI: 10.1016/S1359-1789(03)00033-8Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York, NY: Guilford Press.Hessels, C., van den Hanenberg, D., de Castro, B. O., & van Aken, M. A. (2014). Relationships: Empirical contribution. Understanding personality pathology in adolescents: The Five Factor Model of Personality and Social Information Processing. Journal of Personality Disorders, 28, 121-142. DOI: 10.1521/pedi.2014.28.1.121Hogan, R. (1969). Development of an empathy scale. Journal of Consulting Clinical Psychology, 33, 307–316. DOI: 10.1037/h0027580Huesmann, L. R. (1998). The role of social information processing and cognitive schema in the acquisition and maintenance of habitual aggressive behavior. In R. G. Geen, & E. Donnerstein (Eds.), Human aggression: Theories, research, and implications for social policy. London, UK: Academic Press Ltd.Jensen-Campbell, L. A., & Malcolm, K. T. (2007). The importance of conscientiousness in adolescent interpersonal relationships. Personality and Social Psychology Bulletin, 33, 368-383. DOI: 10.1177/0146167206296104Καλάτη, Β. (2014). Κοινωνικός εκφοβισμός και οι φιλικές σχέσεις παιδιών και εφήβων: Διαστάσεις φύλου και εθνο-πολιτισμικής προέλευσης (Διδακτορική Διατριβή). Ανακτήθηκε από Ιδρυματικό Καταθετήριο Επιστημονικών Εργασιών. (GRI-2015-13736).Kalati, V., Psalti A., & Deliyianni-Kouimtzi V. (2010). Greek Students’ Perception of School Bullying: The Profiles of Victims and Perpetrators. In K.P. Vanhoutte & M. Lang (Eds.), Bullying and the Abuse of Power (pp. 91-98). Oxford, UK: Inter-Disciplinary Press.Kanetsuna, T., & Smith, P. K. (2002). Pupil insights into bullying, and coping with bullying: A bi-national study in Japan and England. Journal of School Violence, 1, 5-29. DOI: 10.1300/J202v01n03_02Katzer, C., Fetchenhauer, D., & Belschak, F. (2009). Cyberbullying in chatrooms- Who are the victims? Journal of Media Psychology, 21, 25-36. DOI: 10.1027/1864-1105.21.1.25Kaukiainen, A., Salmivalli, C., Lagerspetz, K., Tamminen, M., Vauras, M., Mäki, H., & Poskiparta, E. (2002). Learning difficulties, social intelligence, and self–concept: Connections to bully–victim problems. Scandinavian Journal of Psychology, 43, 269-278. DOI: 10.1111/1467-9450.00295Kavale, K. A., & Forness, S. R. (1996). Social skill deficits and learning disabilities: A meta-analysis. Journal of Learning Disabilities, 29, 226-237. DOI: 10.1177/002221949602900301Kawabata, Y., Crick, N. R., & Hamaguchi, Y. (2013). The association of relational and physical victimization with hostile attribution bias, emotional distress, and depressive symptoms: A cross‐cultural study. Asian Journal of Social Psychology, 16, 260-270. DOI: 10.1111/ajsp.12030Kirsh, S. J. (2003). The effects of violent video games on adolescents: The overlooked influence of development. Aggression and Violent Behavior, 8, 377-389. DOI: 10.1016/S1359-1789(02)00056-3Klimstra, T. A., Crocetti, E., Hale III, W. W., Fermani, A., & Meeus, W. H. (2011). Big Five personality dimensions in Italian and Dutch adolescents: A cross-cultural comparison of mean-levels, sex differences, and associations with internalizing symptoms. Journal of Research in Personality, 45, 285-296. DOI: 10.1016/j.jrp.2011.03.002Ko, C., Yen, J., Liu, S., Huang, C., & Yen, C. F. (2009). The associations between aggressive behaviors, Internet addiction and online activities in adolescents. Journal of Adolescent Health, 44, 98-605. DOI: 10.1016 /j.jadohealth.2008.11.011Kokkinos, C. M. (2007). Elementary school children’s involvement in bullying and victimization: The role of attachment style and internalizing and externalizing symptomatology. Scientia Peadagogica Experimentalis, XLIV, 1, 33–49. Retrieved from http://cat.inist.fr/?aModele=afficheN&cpsidt=20609032Kokkinos, C. M. (2013). Bullying and victimization in early adolescence: Associations with attachment style and perceived parenting. Journal of School Violence, 12, 174-192. DOI: 10.1080/15388220.2013.766134Kokkinos, C. M., & Antoniadou, N. (2013). Bullying and victimization experiences in elementary school students nominated by their teachers for specific learning disabilities. School Psychology International, 34, 674-690. DOI: 10.1177/0143034313479712Kokkinos, C. M., Antoniadou, N., Asdre, A., & Voulgaridou, K. (2016). Parenting and Internet behavior predictors of cyber-bullying and cyber-victimization among preadolescents. Deviant Behavior, 37, 439-455. DOI: 10.1080/01639625.2015.1060087Kokkinos, C. M., Antoniadou, N., Dalara, E., Koufogazou, A., & Papatziki, A. (2013). Cyber-bullying, personality and coping among pre-adolescents. International Journal of Cyber Behavior, Psychology and Learning, 3, 55-69. DOI: 10.4018/ijcbpl.2013100104Kokkinos, C. M., Antoniadou, N., & Markos, A. (2014). Cyber-bullying: An investigation of the psychological profile of University student participants. Journal of Applied Developmental Psychology, 35, 204-214. DOI: 10.1016/ j.appdev.2014.04.001Kokkinos, C. M., Baltzidis, E., & Xynogala, D. (2016). Prevalence and personality correlates of Facebook bullying among university undergraduates. Computers in Human Behavior, 55, 840-850. DOI: 10.1016/j.chb.2015.10.017Κόκκινος, Κ. Μ., Βουλγαρίδου, Ι., & Κουκούτσης, Ν. (2014). Εκφοβισμός, προσωπικότητα και δεσμός προσκόλλησης σε προέφηβους μαθητές. Προσχολική και Σχολική Εκπαίδευση, 3, 1-27. DOI: 10.12681/ppej.135Kokkinos, C. M., Karagianni, K., & Voulgaridou, I. (2016). Relational aggression, big five and hostile attribution bias in Adolescents. Paper submitted for publication.Kokkinos, C. M., & Kipritsi, E. (2012). The relationship between bullying, victimization, trait emotional intelligence, self-efficacy and empathy among preadolescents. Social Psychology of Education, 15, 41-58. 10.1007/s11218-011-9168-9Kokkinos, C. M., Panagopoulou, P., Tsolakidou, I., & Tzeliou, E. (2015). Coping with bullying and victimisation among preadolescents: the moderating effects of self-efficacy. Emotional and Behavioural Difficulties, 20, 205-222. DOI: 10.1080/13632752.2014.955677Kokkinos, C. M., & Panayiotou, G. (2004). Predicting bullying and victimization among early adolescents: Associations with disruptive behavior disorders. Aggressive Behavior, 30,520-533. DOI: 10.1002/ab.20055Kokkinos, C. M., & Panayiotou, G. (2007). Parental discipline practices and locus of control: Relationship to bullying and victimization experiences of elementary school students. Social Psychology of Education, 10, 281–301. DOI: 10.1007/s11218-007-9021-3Kokkinos, C. M., & Voulgaridou, I. (2016a). Links between relational aggression, parenting and personality among adolescents. European Journal of Developmental Psychology. Advance online publication. DOI: 10.1080/17405629.2016.1194265Kokkinos, C. M., Voulgaridou, I. (2016b). Relational victimization, callous-unemotional traits and hostile attribution bias among pre-adolescents. Journal of School Violence. Advance online publication. DOI: 10.1080/15388220.2016.1222500Kokkinos, C. M., & Voulgaridou, I. (2016c). Relational and cyber aggression among adolescents: Personality and emotion regulation as moderators. Computers in Human Behavior, 68, 528-537. DOI: 10.1016/j.chb.2016.11.046Kokkinos, C. M., Voulgaridou, I. P., Koukoutsis, N. D., & Markos, A. (2016). Peer victimization and depression in Greek preadolescents: Personality and attachment as moderators. Personal Relationships, 23, 280-295. DOI: 10.1111/pere.12126Kokkinos, C. M., Voulgaridou, I., Mandrali, M., & Parousidou, C. (2016). Interactive links between relational aggression, theory of mind, and moral disengagement among early adolescents. Psychology in the Schools, 53, 253-269. DOI: 10.1002/pits.21902Kokkinos, C. M., Voulgaridou, I., & Markos, A. (2016). Personality and relational aggression: Moral disengagement and friendship quality as mediators. Personality and Individual Differences, 95, 74-79. DOI: 10.1016/j.paid.2016.02.028Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth. Psychological Βulletin, 140, 1073-1137. DOI: 10.1037/a0035618Kronenberger, W. G., & Meyer, R. G. (1996). The Child Clinician’s Handbook. Boston: Allyn and Bacon.Lagerspetz, K. M., Björkqvist, K., Berts, M., & King, E. (1982) .Group aggression among school children in three schools. Scandinavian Journal of Psychology, 23, 45-52. DOI: 10.1111/j.1467-9450.1982.tb00412.xLarke, I. D., & Beran, T. N. (2006). The relationship between bullying and social skills in primary school students. Issues in Educational Research, 16, 1-11. Retrieved from http://www.iier.org.au/iier16/larke.htmlLazuras, L., Barkoukis, V., Ourda, D., & Tsorbatzoudis, H. (2013). A process model of cyberbullying in adolescence. Computers in Human Behavior, 29, 881–887. DOI: 10.1016/j.chb.2012.12.015Lazuras, L., & Ourda, D. (2012). Cyberbullying in adolescence. A social-cognitive study. In L. Lazuras & V. Barkoukis (Eds.), Cyber-bullying in Greece: An interdisciplinary approach (pp. 41–44). Thessaloniki, Greece: City Publish.Livingstone, S., Haddon, L., Görzig, A., & Ólafsson, K. (2010). Risks and safety on the internet: the perspective of European children: key findings from the EU Kids Online survey of 9-16 year olds and their parents in 25 countries. Full findings. LSE, London: EU Kids Online. Retrieved from http://www.lse.ac.uk/media%40lse/research/EUKidsOnline/EU%20Kids%20II%20(2009-11)/EUKidsOnlineIIReports/D4FullFindings.pdfLuty, S. E., Joyce, P. R., Mulder, R. T., Sullivan, P. F., & McKenzie, J. M. (2002). The interpersonal sensitivity measure in depression: Associations with temperament and character. Journal of Affective Disorders, 70, 307-312. DOI: 10.1016/S0165-0327(01)00312-3Makri-Botsari, E., & Karagianni, G. (2014). Cyberbullying in Greek adolescents: The role of parents. Procedia-Social and Behavioral Sciences, 116, 3241-3253. DOI: 10.1016/j.sbspro.2014.01.742Marsee, M. A., & Frick, P. J. (2007). Exploring the cognitive and emotional correlates to proactive and reactive aggression in a sample of detained girls. Journal of Abnormal Child Psychology, 35, 969-981. DOI: 10.1007/s10802-007-9147-yMartín-Albo, J., Núñez, J. L., Navarro, J. G., & Grijalvo, F. (2007). The Rosenberg Self-Esteem Scale: translation and validation in university students. The Spanish Journal of Psychology, 10, 458-467. DOI: 10.1017/S1138741600006727Mathieson, L. C., Murray-Close, D., Crick, N. R., Woods, K. E., Zimmer-Gembeck, M., Geiger, T. C., & Morales, J. R. (2011). Hostile intent attributions and relational aggression: The moderating roles of emotional sensitivity, gender, and victimization. Journal of Abnormal Child Psychology, 39, 977-987. DOI: 10.1007/s10802-011-9515-5Mavroveli, S., Petrides, K. V., Sangareau, Y., & Furnham, A. (2009). Exploring the relationships between trait emotional intelligence and objective socio-emotional outcomes in childhood. British Journal of Educational Psychology, 79, 259–272. DOI: 10.1348/000709908X368848Mehrabian, A., & Epstein, N. (1972). A measure of emotional empathy. Journal of Personality, 40, 525–543. DOI: 10.1111/j.1467-6494.1972.tb00078.xMiller, J. D., Lynam, D. R., & Jones, S. (2008). Externalizing behavior through the lens of the five-factor model: A focus on agreeableness and conscientiousness. Journal of Personality Assessment, 90, 158-164. DOI: 10.1080/ 00223890701845245Mitsopoulou, E., & Giovazolias, T. (2013). The relationship between perceived parental bonding and bullying: The mediating role of empathy. The European Journal of Counselling Psychology, 2, 1-16. DOI: 10.5964/ejcop.v2i1.2Mitsopoulou, E., & Giovazolias, T. (2015). Personality traits, empathy and bullying behavior: A meta-analytic approach. Aggression and Violent Behavior, 21, 61-72. DOI: 10.1016/j.avb.2015.01.007Monks, C. P., Smith, P. K., Naylor, P., Barter, C., Ireland, J. L., & Coyne, I. (2009). Bullying in different contexts: Commonalities, differences and the role of theory. Aggression and Violent Behavior, 14, 146-156. DOI: 10.1016/j.avb.2009.01.004Muris, P. (2001). A brief questionnaire for measuring self-efficacy in youths. Journal of Psychopathology and Behavioral Assessment, 23, 145–149. DOI: 10.1023/A:1010961119608Muris, P., Meesters, C., De Kanter, E., & Timmerman, P.E. (2005). Behavioural inhibition and behavioural activation system scales for children: Relationships with Eysenck's personality traits and psychopathological symptoms. Personality and Individual Differences, 38, 831–841. DOI: 10.1016/j.paid.2004.06.007Muris, P., Meesters, C., van Melick, M., & Zwambag, L. (2001). Self-reported attachment style, attachment quality, and symptoms of anxiety and depression in young adolescents. Personality and Individual Differences, 30, 809-818. DOI: 10.1016/S0191-8869(00)00074-XMurray-Close, D., Crick, R. N., & Galotti, M. K. (2006). Children’s moral reasoning regarding physical and relational aggression. Social Development, 15, 345-372. DOI: 10.1111/j.1467-9507.2006.00346.xMurray-Close, D., Ostrov, J. M., Nelson, D. A., Crick, N. R., & Coccaro, E. F. (2010). Proactive, reactive, and romantic relational aggression in adulthood: Measurement, predictive validity, gender differences, and association with Intermittent Explosive Disorder. Journal of Psychiatric Research, 44, 393-404. DOI: 10.1016/j.jpsychires.2009.09.005Mynard, H., & Joseph, S. (1997). Bully/victim problems and their association with Eysenck's personality dimensions in 8 to 13 year-olds. British Journal of Educational Psychology, 67, 51-54. DOI: 10.1111/j.2044-8279.1997.tb01226.xNabuzoka, D. (2000). Children with learning disabilities: Social functioning and adjustment. Leicester: BPS Blackwell.Nansel, T. R., Overpeck, M. D., Pilla, R. S., Ruan, J., Simons-Morton, B., & Scheidt, P. C. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285, 2094–2100. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles /PMC2435211/pdf/nihms53619.pdfNelson, D. A., Mitchell, C., & Yang, C. (2008). Intent attributions and aggression: A study of children and their parents. Journal of Abnormal Child Psychology, 36, 793-806. DOI: 10.1007/s10802-007-9211-7Nelson, J. A., & Perry, N. B. (2015). Emotional reactivity, self-control and children's hostile attributions over middle childhood. Cognition and Emotion, 29, 592-603. DOI: 10.1080/02699931.2014.924906Olweus, D. (2010). Understanding and researching bullying: Some critical issues. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools. New York, NY: Routhledge.Orobio de Castro, B., Veerman, J. W., Koops, W., Bosch, J. D., & Monshouwer, H. J. (2002). Hostile attribution of intent and aggressive behavior: A meta-analysis. Child Development, 73, 916-934. DOI: 10.1111/1467-8624.00447Ostrov, J. M., & Godleski, S. A. (2013). Relational aggression, victimization, and adjustment during middle childhood. Development and Psychopathology, 25, 801-815. DOI: 10.1017/S0954579413000187Pabian, S., & Vandebosch, H. (2016). Developmental trajectories of (cyber) bullying perpetration and social intelligence during early adolescence. The Journal of Early Adolescence, 36, 145-170. DOI: 10.1177/0272431614556891Paciello, M., Fida, R., Tramontano, C., Lupinetti, C., & Caprara G. V. (2008). Stability and change of moral disengagement and its impact on aggression and violence in late adolescence. Child Development, 79, 1288-1309. DOI: 10.1111/j.1467-8624.2008.01189.xPanayiotou, G., Fanti, K. A., & Lazarou, C. (2015). Fearful victims and fearless bullies? Subjective reactions to emotional imagery scenes of children involved in school aggression. Personality and Individual Differences, 78, 29-33. DOI: 10.1016/j.paid.2015.01.011Papadaki, E., & Giovazolias, T. (2015). The protective role of father acceptance in the relationship between maternal rejection and bullying: A moderated-mediation model. Journal of Child and Family Studies, 24, 330-340. DOI: 10.1007/s10826-013-9839-6Parker, J. G., & Asher, S. R. (1993). Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology, 29, 611–621. DOI: 10.1037/0012-1649.29.4.611Pastorelli, C., Caprara, G. V., Barbaranelli, C., Rola, J., Rozsa, S., & Bandura, A. (2001). The structure of children's perceived self-efficacy: A cross-national study. European Journal of Psychological Assessment, 17, 87-97. DOI: 10.1027//1015-5759.17.2.87Pateraki, L., & Houndoumadi, A. (2001). Bullying among primary school children in Athens, Greece. Educational Psychology, 21, 167-175. DOI: 10.1080/ 01443410020043869.Pornari, C. D., & Wood, J. (2010). Peer and cyber aggression in secondary school students: The role of moral disengagement, hostile attribution bias, and outcome expectancies. Aggressive Behavior, 36, 81-94. DOI: 10.1002/ab.20336Premack, D., & Woodruff, G. (1978). Does the chimpanzee have theory of mind? Behavioural and Brain Sciences, 1, 515-526. DOI: 10.1017 /S0140525X00076512Pronk, R. E., & Zimmer-Gembeck, M. J. (2010). It's “mean,” but what does it mean to adolescents? Relational aggression described by victims, aggressors, and their peers. Journal of Adolescent Research, 25, 175–204. DOI: 10.1177 /0743558409350504Przybylski, A. K., Deci, E. L., Rigby, C. S., & Ryan, R. M. (2014). Competence-impeding electronic games and players’ aggressive feelings, thoughts, and behaviors. Journal of Personality and Social Psychology, 106, 441-457. DOI: 10.1037/a0034820Ribeiro, L. L. (2009). Construction and validation of a four Parenting Styles Scale (Unpublished Master thesis). Humboldt State University, Arcata.Rigby, K. (2008). Σχολικός Εκφοβισμός. Σύγχρονες απόψεις [Α. Γιοβαζολιάς (Επιμ.), Β. Δόμπολα (Μτφρ.)]. Αθήνα: Τόπος.Rigby, K., & Slee, P. (1993). Dimensions of interpersonal relating among Australian school children: Implications for psychological well-being. Journal of Social Psychology, 131, 615–627. DOI: 10.1080/00224545.1993.9712116Roose, A., Bijttebier, P., Claes, L., Lilienfeld, S. O., De Fruyt, F., & Decuyper, M. (2012). Psychopathic traits in adolescence and the five factor model of personality. Journal of Psychopathology and Behavioral Assessment, 34, 84-93. DOI: 10.1007/s10862-011-9243-8Σακκά, Δ., & Μάρκος, Ά. (2013). Από την πλευρά των εφήβων: Η βία και η επιθετικότητα στο σχολείο σε σχέση µε την εθνοπολιτισµική προέλευση και το φύλο. Στο Β. Δεληγιάννη-Κουϊµτζή, Ε. Γωνίδα, Ε. Φίγγου, Α. Μπάκα & Δ. Μωραϊτου (Επιµ.), Επιστηµονική Επετηρίδα της Φιλοσοφικής Σχολής, Τµήµα Ψυχολογίας, Τόµος Ι (σσ. 127 – 162). Θεσσαλονίκη: Υπηρεσία Δηµοσιευµάτων Αριστοτελείου Πανεπιστηµίου Θεσσαλονίκης.Salmivalli, C. (2004). Consequences of school bullying and violence. In E. Munthe, E. Solli, E. YtreArne & E. Roland (Eds.), Taking fear out of schools (pp. 29–35). Stavanger, Norway: University of Stavanger.Salmivalli, C. (2014). Participant roles in bullying: How can peer bystanders be utilized in interventions? Theory Into Practice, 53, 286-292. DOI: 10.1080 /00405841.2014.947222Salmivalli, C., Kaukiainen, A., & Lagerspetz, K. (2000). Aggression and sociometric status among peers: Do gender and type of aggression matter? Scandinavian Journal of Psychology, 41, 17-24. DOI: 10.1111/1467-9450.00166Salmivalli, C., Lagerspetz, K., Bjorkqvist, K., Österman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant role and their relations to social status within the group. Aggressive Behavior, 22, 1–15. DOI: 10.1002/(SICI)1098-2337(1996)22:1<1::AID-AB1>3.0.CO;2-TSalmivalli, C., Ojanen, T., Haanpää, J., & Peets, K. (2005)." I'm OK but you're not" and other peer-relational schemas: explaining individual differences in children's social goals. Developmental Psychology, 41, 363-375. DOI: 10.1037/0012-1649.41.2.363Sapouna, M. (2008). Bullying in Greek primary and secondary schools. School Psychology International, 29, 199-213. DOI: 10.1177/0143034308090060Sapouna, M. (2009). Collective efficacy in the school context: Does it help explain victimization and bullying among Greek primary and secondary school students? Journal of Ιnterpersonal Violence, 25, 1912–1927. DOI: 10.1177/0886260509354509Schouten, A. P., Valkenburg P. M., & Jochen, P. (2007). Precursors and underlying processes of adolescents' online self-disclosure: Developing and testing an “Internet-Attribute-Perception” Model. Media Psychology, 10, 292-315. DOI: 10.1080/15213260701375686Schultze-Krumbholz, A., & Scheithauer, H. (2009). Social-behavioral correlates of cyberbullying in a German student sample. Zeitschrift Für Psychologie/Journal of Psychology, 217, 224-226. DOI: 10.1027/0044-3409.217.4.224Schwartz, D. (2000). Subtypes of victims and aggressors in children’s peer groups. Journal of Abnormal Child Psychology, 28, 181–192. DOI: 10.1023/A:1005174831561Skapinakis, P., Bellos, S., Gkatsa, T., Magklara, K., Lewis, G., Araya, R., & Mavreas, V. (2011). The association between bullying and early stages of suicidal ideation in late adolescents in Greece. BMC Psychiatry, 11, 11-22. DOI: 10.1186/1471-244X-11-22Skinner, E. A., & Zimmer-Gembeck, M. J. (2007). The development of coping. Annual Review of Psychology, 58, 119–144. DOI: 10.1146/ annurev.psych.58.110405.085705Smack, A. J., Kushner, S. C., & Tackett, J. L. (2015). Child personality moderates associations between parenting and relational and physical aggression. Journal of Aggression, Maltreatment & Trauma, 24, 845-862. DOI: 10.1080 /10926771.2015.1062450Smith, P. K. (2004). Bullying: Recent developments. Child and Adolescent Mental Health, 9, 98-103. DOI: 10.1111/j.1475-3588.2004.00089.xSmith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008). Cyberbullying: Its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 49, 376–385. DOI: 10.1111/j.1469-7610.2007.01846.xSmith, P. K., & Myron-Wilson, R. (1998). Parenting and school bullying. Clinical Child Psychology and Psychiatry, 3, 405–411. DOI: 10.1177/1359104598033006Sontag, L. M., Clemans, K. H., Graber, J. A., & Lyndon, S. T. (2011). Traditional and cyber aggressors and victims: a comparison of psychosocial characteristics. Journal of Youth and Adolescence, 40, 392-404. DOI: 10.1007/s10964-010-9575-9Sroufe, L. A. (2005). Attachment and development: A prospective, longitudinal study from birth to adulthood. Attachment & Human Development, 7, 349-367. DOI: 10.1080/14616730500365928Stevens, V., De Bourdeaudhuij, I., & Van Oost, P. (2002).Relationship of the family environment to children’s involvement in bully/victim problems at school. Journal of Youth and Adolescence, 31, 419–428. DOI: 10.1023/ A:1020207003027Suldo, S. M., McMahan, M. M., Chappel, A. M., & Loker, T. (2012). Relationships between perceived school climate and adolescent mental health across genders. School Mental Health, 4, 69-80. DOI: 10.1007/s12310-012-9073-1Suler, J. (2004). The online disinhibition effect. Cyber Psychology & Behavior, 7, 321–326. DOI: 10.1089/1094931041291295Sutton, J., Smith, P. K., & Swettenham, J. (1999). Bullying and ‘theory of mind’: A critique of the social skills deficit view of anti-social behavior. Social Development, 8, 117-127. DOI: 10.1111/1467-9507.00083Tani, F., Freenman, P. S., Schneider, B. H., & Fregoso, M. (2003). Bullying and the Big Five: a study of childhood personality and participant roles in bullying incidents. School Psychology International, 24, 131-146. DOI: 10.1177/ 0143034303024002001Toblin, R. L., Schwartz, D., Gorman, A. H., & Abou-Ezzeddine, T. (2005). Social-cognitive and behavioral attributes of aggressive victims of bullying. Journal of Applied Developmental Psychology, 26, 329–346. DOI: 10.1016/ j.appdev.2005.02.004Todorov, A., & Bargh, J. A. (2002). Automatic sources of aggression. Aggression and Violent Behavior, 7, 53-68. DOI: 10.1016/S1359-1789(00)00036-7Τουλούπης, Τ., & Αθανασιάδου, Χ. (2014). Η ριψοκίνδυνη χρήση της νέας τεχνολογίας μεταξύ μαθητών/τριών πρωτοβάθμιας εκπαίδευσης: Εθισμός στο διαδίκτυο και ηλεκτρονικός εκφοβισμός. Hellenic Journal of Psychology, 11, 83-110.Valcke, M., Bonte, S., De Wever, B., & Rots, I. (2010). Internet parenting styles and the impact on Internet use of primary school children. Computers & Education, 55, 454-464. DOI: 10.1016/j.compedu.2010.02.009van Baardewijk, Y., Stegge, H., Andershed, H., Thomaes, S., Scholte, E., & Vermeiren, R. (2008). Measuring psychopathic traits in children through self-report. The development of the Youth Psychopathic traits Inventory—Child Version. International Journal of Law and Psychiatry, 31, 199-209. DOI: 10.1016/j.ijlp.2008.04.004Vandebosch, H., & Van Cleemput, K. (2009). Cyberbullying among youngsters: Profiles of bullies and victims. New Media & Society, 11, 1349-1371. DOI: 10.1177/1461444809341263Vanderbilt, D., & Augustyn, M. (2010). The effects of bullying. Paediatrics and Child Health, 20, 315-320. DOI: 10.1016/j.paed.2010.03.008van Noorden, T. H., Haselager, G. J., Cillessen, A. H., & Bukowski, W. M. (2015). Empathy and involvement in bullying in children and adolescents: A systematic review. Journal of Youth and Adolescence, 44, 637-657. DOI: 10.1007/s10964-014-0135-6Vannucci, M., Nocentini, A., Mazzoni, G., & Menesini, E. (2012). Recalling unpresented hostile words: False memories predictors of traditional and cyberbullying. European Journal of Developmental Psychology, 9, 182–194. DOI: 10.1080/17405629.2011.646459Voulgaridou, I., & Kokkinos, C. M. (2015). Relational aggression in adolescents: A review of theoretical and empirical research. Aggression and Violent Behavior, 23, 87-97. DOI: 10.1016/j.avb.2015.05.006Wang, J., Iannotti, R. J., & Nansel, T. R. (2009). School bullying among adolescents in the United States: Physical, verbal, relational, and cyber. Journal of Adolescent Health, 45, 368-375. DOI: 10.1016/j.jadohealth.2009.03.021Waters, E., & Cummings, M. (2000). A secure base from which to explore close relationships. Child Development, 71, 164–172. DOI: 10.1111/1467-8624.00130Wolak, J., Mitchell, K., & Finkelhor, D. (2007). Does online harassment constitute bullying? An exploration of online harassment by known peers & online-only contacts. Special Issue of the Journal of Adolescent Health, 41, 51–58. DOI: 10.1016/j.jadohealth.2007.08.019Wong, Y. C. (2010). Cyber-parenting: Internet benefits, risks and parenting issues. Journal of Technology in Human Services, 28, 252-273. DOI: 10.1080/ 15228835.2011.562629Yeung, R. S., & Leadbeater, B. J. (2007). Does hostile attributional bias for relational provocations mediate the short-term association between relational victimization and aggression in preadolescence? Journal of Youth and Adolescence, 36, 973-983. DOI: 10.1007/s10964-006-9162-2Ψάλτη, Α., & Κωνσταντίνου, Κ. (2007). Το φαινόμενο του εκφοβισμού στα σχολεία της δευτεροβάθμιας εκπαίδευσης: Η επίδραση φύλου και εθνο-πολιτισμικής προέλευσης. Ψυχολογία, 14, 329-345.Zuckerman, M. (1994). Behavioral expressions and biosocial bases of sensation seeking. New York, NY: Cambridge Press.