@article{GamezGuadixMateosWachsetal.2022,
  author    = {G{\´a}mez-Guadix, Manuel and Mateos, Estibaliz and Wachs, Sebastian and Blanco, Marta},
  title     = {Self-harm on the internet among adolescents},
  series = {Psicothema},
  volume    = {34},
  journal   = {Psicothema},
  number    = {2},
  publisher = {Departamento de Psicolog{\´i}a de la Universidad de Oviedo, Colegio Oficial de Psic{\´o}logos del Principado de Asturias, Vicerrectorado de Investigaci{\´o}n de la Universidad de Oviedo},
  address   = {Oviedo},
  issn      = {0214-9915},
  doi       = {10.7334/psicothema2021.328},
  pages     = {233 -- 239},
  year      = {2022},
  abstract  = {Background: Using the internet to search for information or share images about self-harm is an emerging risk among young people. The aims of this study were (a) to analyze the prevalence of different types of self-harm on the internet and differences by sex and age, and (b) to examine the relationship of self-harm on the internet with intrapersonal factors (i.e., depression and anxiety) and interpersonal factors (i.e., family cohesion and social resources). Method: The sample consisted of 1,877 adolescents (946 girls) between 12 and 17 years old (Mage = 13.41, SD = 1.25) who completed self-report measures. Results: Approximately 11\% of the participants had been involved in some type of self-harm on the internet. The prevalence was significantly higher among girls than boys and among adolescents older than 15 years old. Depression and anxiety increased the risk of self-harm on the internet, whereas family cohesion decreased the probability of self-harm on the internet. Conclusions: Self-harm on the internet is a relatively widespread phenomenon among Spanish adolescents. Prevention programs should include emotional regulation, coping skills, and resilience to reduce in this behavior.},
  language  = {en}
}
@article{BilzGoldfriedrichJohnetal.2018,
  author    = {Bilz, Ludwig and Goldfriedrich, Martin and John, Nancy and Fischer, Saskia M. and Wachs, Sebastian and Schubarth, Wilfried},
  title     = {Mobbingerfahrungen von Sch{\"u}lerinnen und Sch{\"u}ler mit und ohne F{\"o}rderbedarf an inklusiven Schulen},
  series = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion},
  journal   = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion},
  publisher = {Belz},
  address   = {Weinheim},
  isbn      = {978-3-7799-3859-0},
  pages     = {272 -- 286},
  year      = {2018},
  language  = {de}
}
@article{WachsSchubarthBilz2018,
  author    = {Wachs, Sebastian and Schubarth, Wilfried and Bilz, Ludwig},
  title     = {Mobbing in der Schule},
  series = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion},
  journal   = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion},
  publisher = {Beltz Juventa},
  address   = {Weinheim},
  isbn      = {978-3-7799-4981-7},
  pages     = {121 -- 139},
  year      = {2018},
  language  = {de}
}
@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}
}
@misc{WrightWachs2019,
  author    = {Wright, Michelle F. and Wachs, Sebastian},
  title     = {Does Peer Rejection Moderate the Associations among Cyberbullying Victimization, Depression, and Anxiety among Adolescents with Autism Spectrum Disorder?},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  doi       = {10.25932/publishup-42726},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-427266},
  pages     = {12},
  year      = {2019},
  abstract  = {While the consequences of cyberbullying victimization have received some attention in the literature, to date, little is known about the multiple types of strains in adolescents' lives, such as whether cyberbullying victimization and peer rejection increase their vulnerability to depression and anxiety. Even though some research found that adolescents with disabilities show higher risk for cyberbullying victimization, most research has focused on typically developing adolescents. Thus, the present study focused on examining the moderating effect of peer rejection in the relationships between cyberbullying victimization, depression, and anxiety among adolescents with autism spectrum disorder. There were 128 participants (89\% male; ages ranging from 11-16 years old) with autism spectrum disorder in the sixth, seventh, or eighth grade at 16 middle schools in the United States. Participants completed questionnaires on cyberbullying victimization, peer rejection, depression, and anxiety. Results revealed that cyberbullying victimization was associated positively with peer rejection, anxiety, and depression among adolescents with autism spectrum disorder. Further, peer rejection was linked positively with depression and anxiety. Peer rejection moderated the positive relationship between cyberbullying victimization and depression, but not anxiety. Implications for prevention programs and future research are discussed.},
  language  = {en}
}
@misc{WrightWachsHuang2021,
  author    = {Wright, Michelle F. and Wachs, Sebastian and Huang, Zheng},
  title     = {Adolescents' Popularity-Motivated Aggression and Prosocial Behaviors: The Roles of Callous-Unemotional Traits and Social Status Insecurity},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  publisher = {Universit{\"a}t Potsdam},
  address   = {Potsdam},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-53849},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-538493},
  pages     = {1 -- 8},
  year      = {2021},
  abstract  = {As competition over peer status becomes intense during adolescence, some adolescents develop insecure feelings regarding their social standing among their peers (i.e., social status insecurity). These adolescents sometimes use aggression to defend or promote their status. The aim of this study was to examine the relationships among social status insecurity, callous-unemotional (CU) traits, and popularity-motivated aggression and prosocial behaviors among adolescents, while controlling for gender. Another purpose was to examine the potential moderating role of CU traits in these relationships. Participants were 1,047 (49.2\% girls; Mage = 12.44 years; age range from 11 to 14 years) in the 7th or 8th grades from a large Midwestern city. They completed questionnaires on social status insecurity, CU traits, and popularity-motivated relational aggression, physical aggression, cyberaggression, and prosocial behaviors. A structural regression model was conducted, with gender as a covariate. The model had adequate fit. Social status insecurity was associated positively with callousness, unemotional, and popularity-motivated aggression and related negatively to popularity-motivated prosocial behaviors. High social status insecurity was related to greater popularity-motivated aggression when adolescents had high callousness traits. The findings have implications for understanding the individual characteristics associated with social status insecurity.},
  language  = {en}
}
@article{WachsGamezGuadixWright2022,
  author    = {Wachs, Sebastian and Gamez-Guadix, Manuel and Wright, Michelle F.},
  title     = {Online hate speech victimization and depressive symptoms among adolescents},
  series = {Cyberpsychology, behavior and social networking},
  volume    = {25},
  journal   = {Cyberpsychology, behavior and social networking},
  number    = {7},
  publisher = {Liebert},
  address   = {New Rochelle},
  issn      = {2152-2715},
  doi       = {10.1089/cyber.2022.0009},
  pages     = {416 -- 423},
  year      = {2022},
  abstract  = {Online hate speech has become a widespread problem in the daily life of adolescents. Despite growing societal and academic interest in this online risk, not much is known about the relationship between online hate speech victimization (OHSV) and adolescents' mental well-being. In addition, potential factors influencing the magnitude of this relationship remain unclear. To address these gaps in the literature, this study investigated the relationship between OHSV and depressive symptoms and the buffering effects of resilience in this relationship. The sample consists of 1,632 adolescents (49.1\% girls) between 12 and 18 years old (M-age = 13.83, SDage = 1.23), recruited from nine schools across Spain. Self-report questionnaires were administered to assess OHSV, depressive symptoms, and resilience. Regression analyses revealed that OHSV was positively linked to depressive symptoms. In addition, victims of online hate speech were less likely to report depressive symptoms when they reported average or high levels of resilience (i.e., social competence, personal competence, structured style, social resources, and family cohesion) compared with those with low levels of resilience. Our findings highlight the need for the development of intervention programs and the relevance of focusing on internal and external developmental assets to mitigate negative outcomes for victims of online hate speech.},
  language  = {en}
}
@article{WachsBilzFischeretal.2018,
  author    = {Wachs, Sebastian and Bilz, Ludwig and Fischer, Saskia M. and Schubarth, Wilfried and Wright, Michelle F.},
  title     = {Students' Willingness to Intervene in Bullying},
  series = {International journal of environmental research and public health : IJERPH},
  volume    = {15},
  journal   = {International journal of environmental research and public health : IJERPH},
  publisher = {MDPI},
  address   = {Basel},
  issn      = {1660-4601},
  doi       = {10.3390/ijerph15112577},
  pages     = {11},
  year      = {2018},
  abstract  = {Although school climate and self-efficacy have received some attention in the literature, as correlates of students' willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students' willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students' willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3\% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43\% and 48\% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students' willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students' willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students' willingness to intervene in bullying; (2) efforts to increase students' willingness to intervene in bullying should promote students' confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students' willingness to intervene in bullying. Recommendations are provided to help increase adolescents' willingness to intervene in bullying and for future research.},
  language  = {en}
}
@article{WrightWachsHuang2020,
  author    = {Wright, Michelle F. and Wachs, Sebastian and Huang, Zheng},
  title     = {Adolescents' Popularity-Motivated Aggression and Prosocial Behaviors: The Roles of Callous-Unemotional Traits and Social Status Insecurity},
  series = {Frontiers in Psychology},
  journal   = {Frontiers in Psychology},
  publisher = {Frontiers},
  address   = {Lausanne, Schweiz},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2021.606865},
  pages     = {1 -- 8},
  year      = {2020},
  abstract  = {As competition over peer status becomes intense during adolescence, some adolescents develop insecure feelings regarding their social standing among their peers (i.e., social status insecurity). These adolescents sometimes use aggression to defend or promote their status. The aim of this study was to examine the relationships among social status insecurity, callous-unemotional (CU) traits, and popularity-motivated aggression and prosocial behaviors among adolescents, while controlling for gender. Another purpose was to examine the potential moderating role of CU traits in these relationships. Participants were 1,047 (49.2\% girls; Mage = 12.44 years; age range from 11 to 14 years) in the 7th or 8th grades from a large Midwestern city. They completed questionnaires on social status insecurity, CU traits, and popularity-motivated relational aggression, physical aggression, cyberaggression, and prosocial behaviors. A structural regression model was conducted, with gender as a covariate. The model had adequate fit. Social status insecurity was associated positively with callousness, unemotional, and popularity-motivated aggression and related negatively to popularity-motivated prosocial behaviors. High social status insecurity was related to greater popularity-motivated aggression when adolescents had high callousness traits. The findings have implications for understanding the individual characteristics associated with social status insecurity.},
  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}
}