نوع مقاله : مقاله پژوهشی

نویسندگان

1 استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران.

2 کارشناس ارشد روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران.

3 کارشناس ارشد روان‌شناسی بالینی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران.

چکیده

هدف: پژوهش حاضر با هدف تعیین اثربخشی برنامه‌ی بخشایشگری بر رفتارهای دلجویی، پیوند با مدرسه و بهزیستی تحصیلی دختران قربانی قلدری انجام گرفت.
روش‌شناسی پژوهش: پژوهش حاضر از نوع نیمه آزمایشی با پیش‌آزمون و پس‌آزمون و دارای گروه کنترل با پیگیری سه ماهه بود. جامعه آماری این پژوهش را کلیه دانش‌آموزان دختر شهر تبریز که در پایه‌های هشتم، نهم و دهم و در سال 1402 مشغول به تحصیل بودند، تشکیل می‌داد. 60 نفر از بین این دانش‌آموزان با روش نمونه‌گیری هدفمند وارد این پژوهش شدند. نمونه‌ها به‌طور تصادفی در دو گروه آزمایش برنامه بخشایشگری (30 نفر) و گروه گواه (30 نفر) گمارده شدند. گروه آزمایش در معرض 15 جلسه برنامه بخشایشگری قرار گرفت. ابزارهای پژوهش مقیاس‌ رفتارهای دلجویی رنجاناتان و تودروف (2010)، پیوند با مدرسه براون و ایوانز (2002)، مقیاس بهزیستی تحصیلی پیترینن، سوینی و پیالتو (2014) و مقیاس قربانی قلدری کالیفرنیای فلیکس و همکاران (2011) بود. داده‌های پژوهش با استفاده از روش تحلیل واریانس چند متغیره آمیخته تحلیل شدند.
یافته‌ها: نتایج نشان داد برنامه بخشایشگری بر رفتارهای دلجویی، پیوند با مدرسه و بهزیستی تحصیلی اثرگذار است (05/0>p) و این اثر در مرحله پیگیری نیز حفظ گردید.
بحث و نتیجه‌گیری: بر اساس نتایج به‌دست‌آمده، با توجه به سودمندی برنامه بخشایشگری، می‌توان از این برنامه به جهت ارتقای رفتارهای دلجویی، پیوند با مدرسه و بهزیستی تحصیلی دانش آموزان دختر قربانی قلدری استفاده نمود.

کلیدواژه‌ها

عنوان مقاله [English]

The Effectiveness of Forgiveness Program on Conciliatory Behavior, School Bonding and Academic Well-being in Female Bullying Victims

نویسندگان [English]

  • Shahrooz Nemati 1
  • Rogayeh Jamei 2
  • Mohamad Jafari 3

1 Professor, Educational Sciences, Faculty of Education Sciences and Psychology, University of Tabriz, Tabriz, Iran.

2 MSc Educational Psychology, Department of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.

3 MSc Clinical Psychology, Department of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.

چکیده [English]

Objective: The purpose of this study was to investigate the efficacy of the Forgiveness program aimed at Conciliatory Behaviors, School Bonding, and Academic Well-being of Female Bullying Victims.
Research Methodology: The research methodology employed was a semi-experimental pre-test, post-test, and three-month follow-up design with experimental and control groups. The statistical population for this study comprised all female students in the eighth, ninth, and tenth grades in Tabriz, during the year 1402 AD. Out of these students, 60 were selected for this study using the Purposive sampling method and were randomly divided into two groups, the control group (30 people) and the experimental group (30 people) who received the forgiveness program. The forgiveness program comprised 15 sessions. The research tools used in this study included the Conciliatory Behaviors scale by Ranganathan and Todorov (2010), School bonding by Brown and Evans (2002), and the Academic Well-being scale by Pietarinen, Soini, & Pyhalto (2014) and California Bullying Victimization Scale by Felix et al (2011). The research data were analyzed using the mixed multivariate analysis of variance.
Findings: The results of this study indicate that the Forgiveness program had a significant positive impact on Conciliatory Behaviors, School Bonding, and Academic Well-being (P<0.05), and this effect was sustained during the follow-up phase as well.
Conclusion: Based on the obtained results, considering the usefulness of the forgiveness program, this program can be used to improve the Conciliatory behaviors, School bonding, and Academic well-being of female students who are victims of bullying.

کلیدواژه‌ها [English]

  • Academic Well-being
  • Bullying Victim
  • Conciliatory Behaviors
  • Forgiveness Program
  • School Bonding
در دانش‌آموزان قربانی قلدری. مجله علمی پژوهان، 1۹(۳)، ۳۴-۴۰. http://dx.doi.org/10.61186/psj.19.3.34
بیرامی، منصور.، هاشمی، تورج.، میرنسب.، میرمحمود.، و کلیایی، لیلا. (1397). اثربخشی آموزش حل مسئله اجتماعی بر مؤلفه های کفایت اجتماعی دانش آموزان قربانی قلدری. شناخت اجتماعی، 7(1)، 53-74. https://sc.journals.pnu.ac.ir/article_4845.html
محمدی، دل آرام.، بدری گرگری، رحیم.، فتحی آذر، اسکندر.، و نعمتی، شهروز. (1400). اثربخشی آموزش بخشایشگری بر افزایش بهزیستی تحصیلی در دانش‌آموزان قربانیِ قلدری. فصلنامه روان‌شناسی کاربردی، 15(3)، 591-565. https://doi.org/10.52547/apsy.2021.222731.1084
مهنا، سعید.، و طالع پسند، سیاوش. (1395). رابطه بین حمایت‌های محیطی و خودآگاهی هیجانی با درگیری تحصیلی: نقش میانجی بهزیستی تحصیلی. مجله ایرانی آموزش در علوم پزشکی، 1۶(2) ،۳۱-۴۲. https://ijme.mui.ac.ir/browse.php?a_id=3795&sid=1&slc_lang=fa
حیدری، یاسر.، و برزگر، کاظم. (1399). اثربخشی آموزش خود- دلسوزی شناختی بر بهزیستی تحصیلی دانش آموزان پایه نهم. مجله اصول بهداشت روانی، 22(3)، 195-201. https://doi.org/10.22038/jfmh.2020.16692
نادی، محمد علی.، و لبکی، بهاره. (1394). الگوی ساختاری تأثیر شدت تخطی‌ها، همدلی، احساس گناه و شرمساری، رفتارهای دلجویی و بخشایشگری ادراک شده با خودبخشایشگری در بین دانشجویان دانشگاه اصفهان. پژوهش نامه روانشناسی مثبت، 1(2)، 98-81. https://dorl.net/dor/20.1001.1.24764248.1394.1.2.7.3
نعمتی، شهروز.، مصلح، سید قاسم.، حسین پوری، عارف.، و بدری گرگری، رحیم. (1399). واکاوی سازه‌های مثبت روان‌شناختی در حوزه مشکلات رفتاری برونی‌سازی شده: نقش واسطه حمایت اجتماعی ادراک‌شده در رابطه نیازهای بنیادین روان‌شناختی دانش آموزان نوجوان. اندیشه های نوین تربیتی، 16(3), 7-25. https://doi.org/10.22051/jontoe.2020.28791.2860
سادات، سما.، و واحدی، شهرام. (1398). تأثیر آموزش مهارت های مثبت اندیشی بر بهزیستی ذهنی دانش آموزان. تفکر وکودک، 10(1)، 101-123. https://doi.org/10.30465/fabak.2019.4929
Ahmed, M. Z., Ahmed, O., & Hiramoni, F. A. (2021). Prevalence and nature of bullying in schools of Bangladesh: A pilot study. Heliyon, e07415. https://doi.org/10.1016/j.heliyon.2021.e07415.
Alam, A., Rafique, R., & Anjum, A. (2016). Narcissistic Tendencies, Forgiveness and Empathy as Predictors of Social Connectedness in Students from Universities of Lahore. Dialogue (Pakistan)11(2). https://qurtuba.edu.pk/thedialogue/The%20Dialogue/11_2/Dialogue_April_June2016_136-156.pdf 
Allen, K. A., Slaten, C. D., Arslan, G., Roffey, S., Craig, H., & Vella-Brodrick, D. A. (2021). School Belonging: The Importance of Student and Teacher Relationships. In The Palgrave Handbook of Positive Education (pp. 525-550). Palgrave Macmillan, Cham. https://psycnet.apa.org/doi/10.1007/978-3-030-64537-3_21
Arslan, G., Yıldırım, M., & Albertova, S. M. (2022). Development and initial validation of the Subjective Academic Wellbeing Measure: A new tool of youth wellbeing in school. Journal of Positive School Psychology6(1), 3-11. https://doi.org/10.47602/jpsp.v6i1.251.
Atik, G., & Guneri, O. Y. (2012). California bullying victimization scale: validity and reliability evidence for the Turkish middle school children. Procedia-Social and Behavioral Sciences46, 1237-1241.. https://doi.org/10.1016/j.sbspro.2012.05.281
Badri Gargari, R., Fathi Azar, E., Nemati, S., & Mohammadi, D. (2021). Effectiveness of Forgiveness Training Program on Self-compassion among Bullying-victim Students. Pajouhan Scientific Journal19(3), 34-40. [In Persian]. http://dx.doi.org/10.29252/psj.19.3.34
Barcaccia, B., Schneider, B. H., Pallini, S., & Baiocco, R. (2017). Bullying and the detrimental role of un-forgiveness in adolescents' wellbeing. Psicothema29(2), 217-222. https://doi.org/10.7334/psicothema2016.251
Beirami, M., Hashemi, T., Mirnasab, M., & Kolyaei, L. (2018). Effectiveness of Social Problem Solving Training on the Components of Social Competence in Students Victim of Bullying, Quarterly Journal of Social Cognition, 7(13), 51-70. [In Persian].   https://sc.journals.pnu.ac.ir/article_4845.html?lang=en
Biswas, T., Scott, J. G., Munir, K., Thomas, H. J., Huda, M. M., Hasan, M. M., ... & Mamun, A. A. (2020). Global variation in the prevalence of bullying victimization amongst adolescents: Role of peer and parental supports. EClinicalMedicine20, 100276.  https://doi.org/10.1016/j.eclinm.2020.100276
Boboc, R. G., & Damaševičius, R. (2024). Confronting bullying in the digital age: Role of Extended Reality. Education and Information Technologies, 1-30. https://doi.org/10.1007/s10639-024-12557-7
Brown, R., & Evans, W. P. (2002). Extracurricular activity and ethnicity: Creating greater school connection among diverse student populations. Urban Education37(1), 41-58. https://psycnet.apa.org/doi/10.1177/0042085902371004
Chan, D. W. (2010). Teacher burnout revisited: Introducing positive intervention approaches based on gratitude and forgiveness. Educational Research Journal25(2), 165-186. https://doi/10.3316/informit.406734425019134
Choe, E., Srisarajivakul, E., & Davis, D. E. (2021). Protecting Victims of Bullying: The Protective Roles Self-Esteem and Self-Forgiveness Play between Past Victimization and Current Depressive Symptoms. Journal of School Violence, 1-13. https://doi.org/10.1080/15388220.2021.1930015
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 Studies28(9), 2365-2378. https://doi.org/10.1007/s10826-019-01340-9
Einarsen, S. V., Hoel, H., Zapf, D., & Cooper, C. L. (Eds.). (2020). Bullying and harassment in the workplace: Theory, research and practice. CRC Press. https://doi.org/10.1201/9780429462528
Enright, R. D., & Fitzgibbons, R. P. (2000). Helping clients forgive: An empirical guide for resolving anger and restoring hope. American Psychological Association. https://psycnet.apa.org/doi/10.1037/14526-000
Fattore, T., & Mason, J. (2020). Humiliation, resistance, and state violence: Using the sociology of emotions to understand institutional violence against women and girls and their acts of resistance. International Journal for Crime, Justice and Social Democracy9(4), 104-117. https://doi.org/10.5204/ijcjsd.1693
Felix, E. D., Sharkey, J. D., Green, J. G., Furlong, M. J., & Tanigawa, D. (2011). Getting precise and pragmatic about the assessment of bullying: The development of the California Bullying Victimization Scale. Aggressive behavior37(3), 234-247. https://doi.org/10.1002/ab.20389
Freedman, S., & Enright, R. D. (2019). A review of the empirical research using Enright’s Process Model of interpersonal forgiveness. Handbook of forgiveness, 266-276. https://psycnet.apa.org/doi/10.4324/9781351123341-25
García-Vázquez, F. I., Valdés-Cuervo, A. A., & Parra-Pérez, L. G. (2020). The effects of forgiveness, gratitude, and self-control on reactive and proactive aggression in bullying. International journal of environmental research and public health17(16), 5760. https://doi.org/10.3390/ijerph17165760
Ghadampour, E., Heidaryani, L., Barzegar-Bafroui, M., & Dehghan-Menshadi, M. (2018). The role of academic hope and perceived emotional support in predicting academic welfare. Research in Medical Education, 10(3), 47-57. [In Persian]. https://doi.org/10.29252/rme.10.3.47
Ghasemi, Z., Maktabi, G. H., & Hajiyakhchali, A. (2021). The relationship between family coherence, educational support and academic resilience and school- bonding and its components. Journal of Family Psychology, 4(2), 89-102. [In Persian]. https://api.semanticscholar.org/CorpusID:150695065
Ghasemi, Z., Maktabi, G.H., & Hajiyakhchali, A. (2017). The relationship between family coherence, educational support and academic resilience and school- bonding and its components, Journal of Family Psychology, 4(2), 89-102. [In Persian]. https://api.semanticscholar.org/CorpusID:150695065
Griffin, B. J., Cornish, M. A., Maguen, S., & Worthington Jr, E. L. (2021). Forgiveness as a mechanism of repair following military-related moral injury. https://psycnet.apa.org/doi/10.1037/0000204-005
Hansen, W. B. (2021). Adolescent Values, Interest in Extracurricular Activities and Bonding to School: A Cross-sectional Descriptive and Correlational Analysis. Journal of Character Education17(1), 21. https://pubmed.ncbi.nlm.nih.gov/34012362
Hirschi, T. (1969). Causes of delinquency. Berkeley, CA: University of California Press. https://archive.org/details/causesofdelinque00hirs
Hirschi, T. (2004). Self-control and crime. In R. Baumeister & K. Vohs (Eds.), Handbook of self-regulation: Research, theory, and application (pp. 537-552). New York, NY: Guilford Press. https://psycnet.apa.org/record/2004-00163-027
Jahani, S., Bakhtiyar Pour, S., makvandi, B., Heydarie, A., & Ehteshamzadeh, P. (2018). Comparing the effectiveness of gestalt therapy and music therapy on test ‎anxiety and ‎educational well-being in Secondary school female students. Psychological Models and Methods9(33), 1-19. [In Persian]. https://dorl.net/dor/20.1001.1.22285516.1397.9.33.1.5
Juntunen, H. (2019). Students' Subject-Specific Achievement Goal Orientation Profiles, Perceived Cost, and Academic Wellbeing. University of Helsinki. https://helda.helsinki.fi/server/api/core/bitstreams/3e555a77-d7cd-46c8-a5c7-5a631088e6d5/content
Kennedy, A., & Brausch, A. M. (2024). Emotion dysregulation, bullying, and suicide behaviors in adolescents. Journal of affective disorders reports15,100715.  https://doi.org/10.1016/j.jadr.2023.100715
LaMotte, A. D., Remington, N. A., Rezac, C., & Murphy, C. M. (2019). Examining positive and negative reactions and conciliatory behaviors after partner violence perpetration. Journal of interpersonal violence34(3), 599-620. https://doi.org/10.1177/0886260516644596
Lee, J. Y., & Kim, J. (2021). Korean Christian Young Adults’ Religiosity Affects Post-traumatic Growth: The Mediation Effects of Forgiveness and Gratitude. Journal of Religion and Health, 1-11. https://doi.org/10.1007/s10943-021-01213-w
Lembo, V. M. R., dos Santos, M. A., Feijó, M. C. B., Andrade, A. L. M., Zequinão, M. A., & de Oliveira, W. A. (2023). Review of the Characteristics of Boys and Girls Involved in School Bullying. Psicologia: Teoria e Prática25(3), 1-19. http://dx.doi.org/10.5935/1980-6906/ePTPPE15019.en
Leon-Perez, J. M., Notelaers, G., & Leon-Rubio, J. M. (2016). Assessing the effectiveness of conflict management training in a health sector organization: evidence from subjective and objective indicators. European Journal of Work and Organizational Psychology25(1), 1-12. https://doi.org/10.1080/1359432X.2015.1010520
Leverenz, M., & Bush, G. (2024). FORGIVENESS IN FOCUS: INSIGHTS FROM CHILD AND YOUTH CARE STUDENTS-A QUALITATIVE COURSE-BASED RESEARCH STUDY. International Journal of Pedagogics4(02), 01-06. https://doi.org/10.37547/ijp/Volume04Issue02-01
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, 104946. https://psycnet.apa.org/doi/10.1016/j.childyouth.2020.104946
Lim, V. K., Teo, T. S., & Tripathi, N. (2019). Conciliatory and Non-Conciliatory Responses to Cyber Incivility. https://api.semanticscholar.org/CorpusID:198917422
Little, L. M., Simmons, B. L., & Nelson, D. L. (2007). Health among leaders: Positive and negative affect, engagement and burnout, forgiveness and revenge. Journal of Management Studies44(2), 243-260. https://psycnet.apa.org/doi/10.1111/j.1467-6486.2007.00687.x
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 Review108, 104674. https://doi.org/10.1016/j.childyouth.2019.104674
Louden-Gerber, G. M. (2008). A group forgiveness intervention for adult male homeless individuals: Effects on forgiveness, rumination, and social connectedness. The University of Texas at San Antonio. https://psycnet.apa.org/record/2009-99110-278
Loukas, A., Roalson, L. A., & Herrera, D. E. (2010). School connectedness buffers the effects of negative family relations and poor effortful control on early adolescent conduct problems. Journal of research on adolescence20(1), 13-22. https://psycnet.apa.org/doi/10.1111/j.1532-7795.2009.00632.x
MacDonald, B. J. (2019). State Forgiveness and Its Influence on Burnout in Dutch Workers Social, Health, and Organisational Psychology (Work & Organisation track) (Master's thesis). https://studenttheses.uu.nl/handle/20.500.12932/34655
May, R. W., Fincham, F. D., Sanchez-Gonzalez, M. A., & Firulescu, L. (2021). Forgiveness: protecting medical residents from the detrimental relationship between workplace bullying and wellness. Stress24(1), 19-28. https://doi.org/10.1080/10253890.2018.1501021
Mohammadi, D., Badri Gargari, R., Fathiazar, E., & Nemati, S. (2021). The Effectiveness of Forgiveness Training Program on Increasing Academic well-being in Victims of Bullying Students. Applied Psychology, 15(3), 591-565. [In Persian]. https://apsy.sbu.ac.ir/article_101409_9e22faa0e9db1af8b9eadee992d92307.pdf
Mohanna, S., & Talepasand, S. (2016). The relationship between environmental supports and emotional self-awareness with academic engagement: The mediating role of educational well-being. Iranian Journal of Medical Education, 16, 31-42. [In Persian].  https://ijme.mui.ac.ir/browse.php?a_id=3795&sid=1&slc_lang=en
Moradi, M., Soleimani Khoshab, A., Shahabzadeh, S., Sabaghian, H., & Dehghanizadeh, M. H. (2016). Functional structure test and internal consistency evaluation of the Iranian version of the educational welfare questionnaire. Quarterly Journal of Educational Measurement. Allameh Tabataba'i University. 7 (26) winter. [In Persian]. https://doi.org/10.22038/jfmh.2020.16692
Mróz, J., & Kaleta, K. (2019). The Moderating Role of Forgiveness in the Relationship between Work Engagement and Job Satisfaction. In Annales Universitatis Mariae Curie-Skłodowska (Vol. 32, No. 4, pp. 179-195). https://api.semanticscholar.org/CorpusID:219681413
Nadi, M. A., & Labaki, B. (2015). The Relationship between the Severity of Transgressions, Empathy, Guilt and Shame, Conciliatory Behaviors and Perceived Forgiveness with Self-Forgiveness among the University of Isfahan Students. Positive Psychology Research, 1(2), 98-81. [In Persian]. https://dorl.net/dor/20.1001.1.24764248.1394.1.2.7.3
National Center against Bullying, (2017). Types of Bullying. https://www.ncab.org.au/bullying-advice/bullying-for-parents/types-of-bullying/
Nemati, S., Mosleh, S. G., Hossein Pouri, A., & Badri, R. (2020). The Study of Positive Psychological Structures in the Externalizing Behavior Problems Area: The Mediating Role of Perceived Social Support in Adolescents' Basic Psychological Needs. The Journal of New Thoughts on Education16(3). [In Persian]. https://doi.org/10.22051/jontoe.2020.28791.2860
Paez, G. R. (2020). School safety agents’ identification of adolescent bullying. Children and Youth Services Review, 104942. https://doi.org/10.1016/j.childyouth.2020.104942
Pietarinen, J., Soini, T., & Pyhalto, K. (2014). Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school. International Journal of Educational Research, 67: 40-51. https://doi.org/10.1016/j.ijer.2014.05.001
Pörhölä, M., Cvancara, K., Kaal, E., Kunttu, K., Tampere, K., & Torres, M. B. (2020). Bullying in university between peers and by personnel: cultural variation in prevalence, forms, and gender differences in four countries. Social Psychology of Education23(1), 143-169. 4. https://link.springer.com/content/pdf/10.1007/s11218-019-09523-4.pdf
Praptomojati, A., & Subandi, M. A. (2020). Forgiveness therapy for adult inmates in Indonesian correctional facility: a pilot study. The Journal of Forensic Psychiatry & Psychology31(3), 391-408. http://dx.doi.org/10.1080/14789949.2020.1751869
Quintana-Orts, C., Rey, L., & Worthington Jr, E. L. (2021). The relationship between forgiveness, bullying, and cyberbullying in adolescence: a systematic review. Trauma, Violence, & Abuse22(3), 588-604. https://doi.org/10.1177/1524838019869098
Rangganadhan, A. R., & Todorov, N. (2010). Personality and self-forgiveness: The roles of shame, guilt, empathy and conciliatory behavior. Journal of social and clinical psychology, 29(1), 1-22. https://psycnet.apa.org/doi/10.1521/jscp.2010.29.1.1
Sadat, S., & vahedi, S. (2019). The Effect of Positive Thinking Skills Training on Students’ Subjective Well-being. Thinking and Children, 10(1), 101-123. https://fabak.ihcs.ac.ir/article_4929_1134404874fcd6d1d8411ee072316ff0.pdf?lang=en
Sayag, M., Most, C., Katzir, M., Luria, R., Kross, E., & Sheppes, G. (2024). Posting on Social-Media Undermines Academic Performance and Well-Being. https://doi.org/10.21203/rs.3.rs-3805219/v1
Schrage, J., Schwörer, B., Krott, N. R., & Oettingen, G. (2019). Mental contrasting and conciliatory behavior in romantic relationships. Motivation and Emotion, 1-17. https://doi.org/10.1007/s11031-019-09791-9
Schwickerath, J., & Holz, M. (2012). Mobbing am Arbeitsplatz: Trainingsmanual für Psychotherapie und Beratung. Mit Online-Materialien. Beltz. https://www.beltz.de/fachmedien/psychologie/produkte/details/4421-mobbing-am-arbeitsplatz.html
Speed, B. C., Goldstein, B. L., & Goldfried, M. R. (2018). Assertiveness training: A forgotten evidence‐based treatment. Clinical Psychology: Science and Practice25(1), e12216. https://psycnet.apa.org/doi/10.1111/cpsp.12216
Stickl Haugen, J., Wachter Morris, C., & Wester, K. (2019). The need to belong: An exploration of belonging among urban middle school students. Journal of child and adolescent counseling5(1), 1-17. https://doi.org/10.1080/23727810.2018.1556988
Sun, Y., & Liu, L. (2023). Structural equation modeling of university students’ academic resilience academic well-being, personality and educational attainment in online classes with Tencent Meeting application in China: investigating the role of student engagement. BMC psychology11(1), 347. https://doi.org/10.1186/s40359-023-01366-1
UNESCO. (2019). Behind the numbers: Ending school violence and bullying. Paris, France: UNESCO. https://doi.org/10.54675/TRVR4270
Vaillancourt, T., Brittain, H., Farrell, A. H., Krygsman, A., & Vitoroulis, I. (2023). Bullying involvement and the transition to high school: A brief report. Aggressive behavior49(4), 409-417. https://psycnet.apa.org/doi/10.1002/ab.22082
Van der Wal, R. C., Karremans, J. C., & Cillessen, A. H. (2017). Causes and consequences of children's forgiveness. Child Development Perspectives11(2), 97-101. http://dx.doi.org/10.1111/cdep.12216
Watson, H., Todorov, N., & Rapee, R. M. (2021). Healing from Bullying in Early Adolescent Boys: The Positive Impact of Both Forgiveness and Revenge Fantasies. Journal of School Violence, 20(2), 139-152. http://dx.doi.org/10.1080/15388220.2020.1858425
Whiteside-Mansell, L., Weber, J. L., Moore, P. C., Johnson, D., Williams, E. R., Ward, W. L., ... & Phillips, B. A. (2015). School bonding in early adolescence: Psychometrics of the Brief Survey of School Bonding. The Journal of Early Adolescence, 35(2), 245-275. https://doi.org/10.1177/0272431614530808
Wulandari, I., & Megawati, F. E. (2020, January). The role of forgiveness on psychological well-being in adolescents: A review. In 5th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2019) (pp. 99-103). Atlantis Press. http://dx.doi.org/10.2991/assehr.k.200120.022
Zhang, A., Wang, K., Zhang, J., & Oudekerk, B. A. (2019). Indicators of School Crime and Safety: 2018. NCES 2019-047/NCJ 252571. National Center for Education Statistics. https://nces.ed.gov/pubs2019/2019047.pdf
Zhu, Q., & Wang, C. (2024). Bullying prevention training for Chinese preservice teachers' efficacy and beliefs toward bullying. Psychology in the Schools. https://doi.org/10.1002/pits.23194