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Danksagungen aufgrund von Mitarbeit (Acknowledgements)

in Journalartikeln mit Peer-Review

Strohmeier, D., Stefanek, E., & Yanagida, T. (2023). What works for whom? Evaluating patterns and mechanisms of change among bullies, victims, and bully-victims participating in a school-based prevention program. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-023-00160-2

Bardach, L., Yanagida, T., Gradinger, P., & Strohmeier, D. (2022). Understanding for which students and classes a Socio-ecological aggression prevention program works best: Testing individual student and class level moderators. Journal of Youth and Adolescence, 51(2), 225–243. https://doi.org/10.1007/s10964-021-01553-6

Strohmeier, D., Stefanek, E., Yanagida, T., & Solomontos-Kountouri, O. (2020). Fostering cross-cultural friendships with the ViSC anti-bullying program. In D. Güngör, & D. Strohmeier (Eds.), Contextualizing immigrant and refugee resilience: Cultural and acculturation perspectives. Advances in Immigrant Family Research (pp. 227–245). Springer International Publishing. https://doi.org/10.1007/978-3-030-42303-2_12

Strohmeier, D., & Spiel, C. (2019). Lessons learned from the national implementation and international dissemination of the ViSC social competence programme. In P.K. Smith (Ed.), Making an impact on school bullying (pp. 67–86). Routledge. https://doi.org/10.4324/9781351201957-4

Yanagida, T., Strohmeier, D., & Spiel, C. (2019). Dynamic change of aggressive behavior and victimization among adolescents: Effectiveness of the ViSC program. Journal of Clinical Child and Adolescent Psychology, 48(sup1), S90–S104. https://doi.org/10.1080/15374416.2016.1233498

Gradinger, P., & Strohmeier, D. (2018). Cyberbullying prevention within a socio-ecological framework: The ViSC social competence program. In M. Campbell, & S. Bauman, Reducing Cyberbullying in Schools (pp. 189–202). Elsevier. https://10.1016/B978-0-12-811423-0.00014-6

Gradinger, P., Yanagida, T., Strohmeier, D., & Spiel, C. (2016). Effectiveness and sustainability of the ViSC Social Competence Program to prevent cyberbullying and cyber-victimization: Class and individual level moderators: Effectiveness and Sustainability of the ViSC Program. Aggressive Behavior, 42(2), 181–193. https://doi.org/10.1002/ab.21631

Lemmer, G., Gollwitzer, M., Schiller E.-M., Strohmeier, D., Banse, R., & Spiel, C. (2015). On the psychometric properties of the aggressiveness-IAT for children and adolescents. Aggressive Behavior, 41, 398. https://doi.org/10.1002/ab.21592

Schultes, M.-T., Stefanek, E., van de Schoot, R., Strohmeier, D., & Spiel, C. (2014). Measuring implementation of a school-based violence prevention program: Fidelity and teachers’ responsiveness as predictors of proximal outcomes. Zeitschrift für Psychologie, 222, 49–57. https://doi.org/10.1027/2151-2604/a000165

Stieger, S., Voracek, M., & Formann, A. K. (2012). How to administer the Initial Preference Task. European Journal of Personality, 26, 63–78. https://doi.org/10.1002/per.823

Hergovich, A., Mauerer, I., & Riemer, V. (2011). Exotic animal companions and the personality of their owners. Anthrozoös, 24, 317–327. https://doi.org/10.2752/175303711X13045914865349

Stieger, S., Praschinger, A., Kletter, K., & Kainberger, F. (2011). Diagnostic Grand Rounds: A new teaching concept to train diagnostic reasoning. European Journal of Radiology, 78, 349–352. https://doi.org/10.1016/j.ejrad.2009.05.015

Stieger, S., Eichinger, T., & Honeder, B. (2009). Victims’ feelings in reaction to revealed online deception of sex, age, and appearance: Can mate choice strategies explain sex differences? Social Psychology, 40, 16–25. https://doi.org/10.1027/1864-9335.40.1.16

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