@article{WrightWachsYanagidaetal.2022,
  author    = {Wright, Michelle F. and Wachs, Sebastian and Yanagida, Takuya and Sevcikova, Anna and Dedkova, Lenka and Bayraktar, Fatih and Aoyama, Ikuko and Kamble, Shanmukh and Mach{\´a}čkov{\´a}, Hana and Li, Zheng and Soudi, Shruti and Lei, Li and Shu, Chang},
  title     = {Coping with Public and Private Face-to-Face and Cyber Victimization among Adolescents in Six Countries},
  series = {International journal of environmental research and public health},
  volume    = {19},
  journal   = {International journal of environmental research and public health},
  number    = {21},
  publisher = {MDPI},
  address   = {Basel},
  issn      = {1661-7827},
  doi       = {10.3390/ijerph192114405},
  pages     = {11},
  year      = {2022},
  abstract  = {This study investigated the role of medium (face-to-face, cyber) and publicity (public, private) in adolescents' perceptions of severity and coping strategies (i.e., avoidant, ignoring, helplessness, social support seeking, retaliation) for victimization, while accounting for gender and cultural values. There were 3432 adolescents (ages 11-15, 49\% girls) in this study; they were from China, Cyprus, the Czech Republic, India, Japan, and the United States. Adolescents completed questionnaires on individualism and collectivism, and ratings of coping strategies and severity for public face-to-face victimization, private face-to-face victimization, public cyber victimization, and private cyber victimization. Findings revealed similarities in adolescents' coping strategies based on perceptions of severity, publicity, and medium for some coping strategies (i.e., social support seeking, retaliation) but differential associations for other coping strategies (i.e., avoidance, helplessness, ignoring). The results of this study are important for prevention and intervention efforts because they underscore the importance of teaching effective coping strategies to adolescents, and to consider how perceptions of severity, publicity, and medium might influence the implementation of these coping strategies.},
  language  = {en}
}
@misc{WrightWachsHarper2018,
  author    = {Wright, Michelle F. and Wachs, Sebastian and Harper, Bridgette D.},
  title     = {The moderation of empathy in the longitudinal association between witnessing cyberbullying, depression, and anxiety},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {689},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-47050},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-470505},
  pages     = {16},
  year      = {2018},
  abstract  = {While the role of and consequences of being a bystander to face-to-face bullying has received some attention in the literature, to date, little is known about the effects of being a bystander to cyberbullying. It is also unknown how empathy might impact the negative consequences associated with being a bystander of cyberbullying. The present study focused on examining the longitudinal association between bystander of cyberbullying depression, and anxiety, and the moderating role of empathy in the relationship between bystander of cyberbullying and subsequent depression and anxiety. There were 1,090 adolescents (M-age = 12.19; 50\% female) from the United States included at Time 1, and they completed questionnaires on empathy, cyberbullying roles (bystander, perpetrator, victim), depression, and anxiety. One year later, at Time 2, 1,067 adolescents (M-age = 13.76; 51\% female) completed questionnaires on depression and anxiety. Results revealed a positive association between bystander of cyberbullying and depression and anxiety. Further, empathy moderated the positive relationship between bystander of cyberbullying and depression, but not for anxiety. Implications for intervention and prevention programs are discussed.},
  language  = {en}
}
@article{WrightWachsHarper2018,
  author    = {Wright, Michelle F. and Wachs, Sebastian and Harper, Bridgette D.},
  title     = {The moderation of empathy in the longitudinal association between witnessing cyberbullying, depression, and anxiety},
  series = {Journal of Psychosocial Research on Cyberspace},
  volume    = {12},
  journal   = {Journal of Psychosocial Research on Cyberspace},
  number    = {4},
  publisher = {Masrykova Univ.},
  address   = {Brno},
  issn      = {1802-7962},
  doi       = {10.5817/CP2018-4-6},
  pages     = {14},
  year      = {2018},
  abstract  = {While the role of and consequences of being a bystander to face-to-face bullying has received some attention in the literature, to date, little is known about the effects of being a bystander to cyberbullying. It is also unknown how empathy might impact the negative consequences associated with being a bystander of cyberbullying. The present study focused on examining the longitudinal association between bystander of cyberbullying depression, and anxiety, and the moderating role of empathy in the relationship between bystander of cyberbullying and subsequent depression and anxiety. There were 1,090 adolescents (M-age = 12.19; 50\% female) from the United States included at Time 1, and they completed questionnaires on empathy, cyberbullying roles (bystander, perpetrator, victim), depression, and anxiety. One year later, at Time 2, 1,067 adolescents (M-age = 13.76; 51\% female) completed questionnaires on depression and anxiety. Results revealed a positive association between bystander of cyberbullying and depression and anxiety. Further, empathy moderated the positive relationship between bystander of cyberbullying and depression, but not for anxiety. Implications for intervention and prevention programs are discussed.},
  language  = {en}
}
@misc{WrightWachs2018,
  author    = {Wright, Michelle F. and Wachs, Sebastian},
  title     = {Does parental mediation moderate the longitudinal association among bystanders and perpetrators and victims of cyberbullying?},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {679},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-47230},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-472303},
  pages     = {12},
  year      = {2018},
  abstract  = {The purpose of the present study was to examine the moderation of parental mediation in the longitudinal association between being a bystander of cyberbullying and cyberbullying perpetration and cyberbullying victimization. Participants were 1067 7th and 8th graders between 12 and 15 years old (51\% female) from six middle schools in predominantly middle-class neighborhoods in the Midwestern United States. Increases in being bystanders of cyberbullying was related positively to restrictive and instructive parental mediation. Restrictive parental mediation was related positively to Time 2 (T2) cyberbullying victimization, while instructive parental mediation was negatively related to T2 cyberbullying perpetration and victimization. Restrictive parental mediation was a moderator in the association between bystanders of cyberbullying and T2 cyberbullying victimization. Increases in restrictive parental mediation strengthened the positive relationship between these variables. In addition, instructive mediation moderated the association between bystanders of cyberbullying and T2 cyberbullying victimization such that increases in this form of parental mediation strategy weakened the association between bystanders of cyberbullying and T2 cyberbullying victimization. The current findings indicate a need for parents to be aware of how they can impact adolescents' involvement in cyberbullying as bullies and victims. In addition, greater attention should be given to developing parental intervention programs that focus on the role of parents in helping to mitigate adolescents' likelihood of cyberbullying involvement.},
  language  = {en}
}
@article{WrightWachs2019,
  author    = {Wright, Michelle F. and Wachs, Sebastian},
  title     = {Adolescents' Psychological Consequences and Cyber Victimization},
  series = {International Journal of Environmental Research and Public Health},
  volume    = {16},
  journal   = {International Journal of Environmental Research and Public Health},
  publisher = {MDPI AG},
  address   = {Basel},
  issn      = {1661-7827},
  doi       = {10.3390/ijerph16142493},
  pages     = {11},
  year      = {2019},
  abstract  = {Cyber victimization research reveals various personal and contextual correlations and negative consequences associated with this experience. Despite increasing attention on cyber victimization, few studies have examined such experiences among ethnic minority adolescents. The purpose of the present study was to examine the moderating effect of ethnicity in the longitudinal associations among cyber victimization, school-belongingness, and psychological consequences (i.e., depression, loneliness, anxiety). These associations were investigated among 416 Latinx and white adolescents (46\% female; M age = 13.89, SD = 0.41) from one middle school in the United States. They answered questionnaires on cyber victimization, school belongingness, depression, loneliness, and anxiety in the 7th grade (Time 1). One year later, in the 8th grade (Time 2), they completed questionnaires on depression, loneliness, and anxiety. Low levels of school-belongingness strengthened the positive relationships between cyber victimization and Time 2 depression and anxiety, especially among Latinx adolescents. The positive association between cyber victimization and Time 2 loneliness was strengthened for low levels of school-belongingness for all adolescents. These findings may indicate that cyber victimization threatens adolescents' school-belongingness, which has implications for their emotional adjustment. Such findings underscore the importance of considering diverse populations when examining cyber victimization.},
  language  = {en}
}
@misc{WrightWachs2019,
  author    = {Wright, Michelle F. and Wachs, Sebastian},
  title     = {Adolescents' Psychological Consequences and Cyber Victimization},
  series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  number    = {578},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-43786},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-437868},
  pages     = {11},
  year      = {2019},
  abstract  = {Cyber victimization research reveals various personal and contextual correlations and negative consequences associated with this experience. Despite increasing attention on cyber victimization, few studies have examined such experiences among ethnic minority adolescents. The purpose of the present study was to examine the moderating effect of ethnicity in the longitudinal associations among cyber victimization, school-belongingness, and psychological consequences (i.e., depression, loneliness, anxiety). These associations were investigated among 416 Latinx and white adolescents (46\% female; M age = 13.89, SD = 0.41) from one middle school in the United States. They answered questionnaires on cyber victimization, school belongingness, depression, loneliness, and anxiety in the 7th grade (Time 1). One year later, in the 8th grade (Time 2), they completed questionnaires on depression, loneliness, and anxiety. Low levels of school-belongingness strengthened the positive relationships between cyber victimization and Time 2 depression and anxiety, especially among Latinx adolescents. The positive association between cyber victimization and Time 2 loneliness was strengthened for low levels of school-belongingness for all adolescents. These findings may indicate that cyber victimization threatens adolescents' school-belongingness, which has implications for their emotional adjustment. Such findings underscore the importance of considering diverse populations when examining cyber victimization.},
  language  = {en}
}
@article{WrightHarperWachs2018,
  author    = {Wright, Michelle F. and Harper, Bridgette D. and Wachs, Sebastian},
  title     = {Differences in Adolescents' Response Decision and Evaluation for Face-to-Face and Cyber Victimization},
  series = {The Journal of Early Adolescence},
  volume    = {39},
  journal   = {The Journal of Early Adolescence},
  number    = {8},
  publisher = {Sage Publ.},
  address   = {Thousand Oaks},
  issn      = {0272-4316},
  doi       = {10.1177/0272431618806052},
  pages     = {1110 -- 1128},
  year      = {2018},
  abstract  = {The current study was designed to assess early adolescents' response evaluation and decision for hypothetical peer victimization vignettes. Participants were 336 (59\% girls; X¯¯¯ age = 12.55) seventh and eighth graders from one school in the Midwestern United States. Adolescents read a hypothetical online or offline social situation and answered questions designed to access internal congruence, response evaluation, response efficacy, emotional outcome expectancy, and social outcome expectancy. Girls were more likely to believe that aggressive responses online and offline would lead to positive social and emotional outcome expectancies when compared with boys. Adolescents were more likely to believe that offline and online aggressive responses were legitimate responses to face-to-face victimization, feel that aggressive responses online or offline were easier to execute in response to face-to-face victimization, and that aggressive responses online or offline would lead to positive emotions and better social outcomes.},
  language  = {en}
}
@article{WachsWhittleHamiltonGiachritsisetal.2018,
  author    = {Wachs, Sebastian and Whittle, Helen C. and Hamilton-Giachritsis, Catherine and Wolf, Karsten D. and Vazsonyi, Alexander T. and Junger, Marianne},
  title     = {Correlates of Mono- and Dual-Victims of Cybergrooming and Cyberbullying},
  series = {Cyberpsychology, behavior and social networking},
  volume    = {21},
  journal   = {Cyberpsychology, behavior and social networking},
  number    = {2},
  publisher = {Liebert},
  address   = {New Rochelle},
  issn      = {2152-2715},
  doi       = {10.1089/cyber.2016.0733},
  pages     = {91 -- 98},
  year      = {2018},
  abstract  = {Today's adolescents grow up using information and communication technologies as an integral part of their everyday life. This affords them with extensive opportunities, but also exposes them to online risks, such as cybergrooming and cyberbullying victimization. The aims of this study were to investigate correlates of cybergrooming and cyberbullying victimization and examine whether victims of both cybergrooming and cyberbullying (dual-cybervictims) show higher involvement in compulsive Internet use (CIU) and troubled offline behavior (TOB) compared to victims of either cybergrooming or cyberbullying (mono-cybervictims). The sample consisted of 2,042 Dutch, German, Thai, and U.S. adolescents (age = 11-17 years; M = 14.2; SD = 1.4). About every ninth adolescent (10.9 percent) reported either mono- or dual-cybervictimization. Second, both CIU and TOB were associated with all three types of cybervictimization, and finally, both CIU and TOB were more strongly linked to dual-cybervictimization than to both forms of mono-cybervictimization. These findings contribute to a better understanding of the associations between different forms of cybervictimization and psychological health and behavior problems among adolescents.},
  language  = {en}
}
@article{WachsBilzFischeretal.2017,
  author    = {Wachs, Sebastian and Bilz, Ludwig and Fischer, Saskia M. and Wright, Michelle F.},
  title     = {Do emotional components of alexithymia mediate the interplay between cyberbullying victimization and perpetration?},
  series = {International Journal of Environmental Research and Public Health},
  volume    = {14},
  journal   = {International Journal of Environmental Research and Public Health},
  number    = {12},
  publisher = {MDPI},
  address   = {Basel},
  issn      = {1660-4601},
  doi       = {10.3390/ijerph14121530},
  pages     = {11},
  year      = {2017},
  abstract  = {A substantial amount of research has revealed that cyberbully-victims have more emotional and behavioral problems than either cyberbullying victims or perpetrators. However, until now, little research has been conducted into the factors that contribute to the interplay between cyberbullying victimization and perpetration. The purpose of this study was to examine the relationship between cyberbullying victimization, perpetration, and two emotional components of alexithymia, namely difficulties in identifying and describing one's own feelings. Self-report questions were administered to 1549 adolescents between 12 and 18 years old (M = 14.51; SD = 1.68; 42.1\% (n = 652) male) from Germany and Thailand. Results showed that cyberbullying victimization and alexithymia are associated with cyberbullying perpetration. Moreover, alexithymia mediated the associations between cyberbullying victimization and adolescents' cyberbullying perpetration. Consequently, we suggest that the ability to describe and identify one's own feelings might be important for understanding the link between cyberbullying, victimization, and perpetration. The results may help develop prevention and intervention programs focused on reducing cyberbullying.},
  language  = {en}
}
@article{MazzoneWachsFoodyetal.2022,
  author    = {Mazzone, Angela and Wachs, Sebastian and Foody, Mairead and Blaya, Catherine},
  title     = {Editorial: A connected or isolated generation?},
  series = {Frontiers in education},
  volume    = {7},
  journal   = {Frontiers in education},
  publisher = {Frontiers Media},
  address   = {Lausanne},
  issn      = {2504-284X},
  doi       = {10.3389/feduc.2022.999028},
  pages     = {3},
  year      = {2022},
  language  = {en}
}