oa Kuddegedrag op WhatsApp

References

1. Aarts, H., & Dijksterhuis, A. (2003). The silence of the library: Environment, situational norm, and social behavior. Journal of Personality and Social Psychology, 84(1), 18-28.
   [Google Scholar]
2. Aizenkot, D. (2020). Cyberbullying experiences in classmates’ WhatsApp discourse, across public and private contexts. Children and Youth Services Review, 110, 104814.
   [Google Scholar]
3. Aizenkot, D., & Kashy-Rosenbaum, G. (2018). Cyberbullying in WhatsApp classmates’ groups: Evaluation of an intervention program implemented in Israeli elementary and middle schools. New Media and Society, 20(12), 4709-4727.
   [Google Scholar]
4. Aronson, E. (1999). The power of self-persuasion. American Psychologist, 54(11), 875-884.
   [Google Scholar]
5. Barlińska, J., Szuster, A., & Winiewski, M. (2013). Cyberbullying among adolescent bystanders: Role of the communication medium, form of violence, and empathy. Journal of Community and Applied Social Psychology, 23(1), 37-51.
   [Google Scholar]
6. Bastiaensens, S., Pabian, S., Vandebosch, H., Poels, K., Van Cleemput, K., Desmet, A., & De Bourdeaudhuij, I. (2016). From normative influence to social pressure: How relevant others affect whether bystanders join in cyberbullying. Social Development, 25(1), 193-211.
   [Google Scholar]
7. Bastiaensens, S., Vandebosch, H., Poels, K., Van Cleemput, K., Desmet, A., & De Bourdeaudhuij, I. (2014). Cyberbullying on social network sites. An experimental study into bystanders’ behavioural intentions to help the victim or reinforce the bully. Computers in Human Behavior, 31, 259-271.
   [Google Scholar]
8. Bleize, D. N. M., Anschütz, D. J., Tanis, M., & Buijzen, M. (2021). The effects of group centrality and accountability on conformity to cyber aggressive norms on WhatsApp: Two messaging app experiments. Computers in Human Behavior, 120, 106754.
   [Google Scholar]
9. Bleize, D. N. M., Anschütz, D. J., Tanis, M., & Buijzen, M. (2022). Testing a first online intervention to reduce conformity to cyber aggression in messaging apps. PLoS one, 17(8), e0272615.
   [Google Scholar]
10. Bleize, D. N. M., Tanis, M., Anschütz, D. J., & Buijzen, M. (2021). A social identity perspective on conformity to cyber aggression among early adolescents on WhatsApp. Social Development, 30(4), 941-956.
    [Google Scholar]
11. Boczkowski, P. J., Matassi, M., & Mitchelstein, E. (2018). How young users deal with multiple platforms: The role of meaning-making in social media repertoires. Journal of Computer-Mediated Communication, 23(5), 245-259.
    [Google Scholar]
12. boyd, d. (2014). It’s complicated: The social lives of networked teens. Yale University Press.
    [Google Scholar]
13. Brechwald, W. A., & Prinstein, M. J. (2011). Beyond homophily: A decade of advances in understanding peer influence processes. Journal of Research on Adolescence, 21(1), 166-179.
    [Google Scholar]
14. Briñol, P., McCaslin, M. J., & Petty, R. E. (2012). Self-generated persuasion: Effects of the target and direction of arguments. Journal of Personality and Social Psychology, 102(5), 925-940.
    [Google Scholar]
15. Brown, B. B., Lohr, M. J., & McClenahan, E. L. (1986). Early adolescents’ perceptions of peer pressure. Journal of Early Adolescence, 6(2), 139-154.
    [Google Scholar]
16. Cohen-Almagor, R. (2018). Social responsibility on the internet: Addressing the challenge of cyberbullying. Aggression and Violent Behavior, 39, 42-52.
    [Google Scholar]
17. Cross, D., Shaw, T., Hadwen, K., Cardoso, P., Slee, P., Roberts, C., Thomas, L., & Barnes, A. (2016). Longitudinal impact of the Cyber Friendly Schools program on adolescents’ cyberbullying behavior. Aggressive Behavior, 42(2), 166–180.
    [Google Scholar]
18. Dehue, F., Völlink, T., Gunther, N., & Jacobs, N. (2018). Stop Online Bullies: The advantages and disadvantages of a standalone intervention. In M.Campbell & S.Bauman (Eds.), Reducing Cyberbullying in Schools: International Evidence-Based Best Practices (pp. 175-188). Academic Press.
    [Google Scholar]
19. Dillon, K. P., & Bushman, B. J. (2015). Unresponsive or un-noticed?: Cyberbystander intervention in an experimental cyberbullying context. Computers in Human Behavior, 45, 144-150.
    [Google Scholar]
20. Dobbs, M., & Crano, W. D. (2001). Outgroup accountability in the minimal group paradigm: Implications for aversive discrimination and social identity theory. Personality and Social Psychology Bulletin, 27(3), 355-364.
    [Google Scholar]
21. Duffy, A. L., & Nesdale, D. (2009). Peer groups, social identity, and children’s bullying behavior. Social Development, 18(1), 121-139.
    [Google Scholar]
22. Epstein, I., Stevens, B., McKeever, P., & Baruchel, S. (2006). Photo Elicitation Interview (PEI): Using photos to elicit children’s perspectives. International Journal of Qualitative Methods, 5(3), 1-11.
    [Google Scholar]
23. Erreygers, S., Pabian, S., Vandebosch, H., & Baillien, E. (2016). Helping behavior among adolescent bystanders of cyberbullying: The role of impulsivity. Learning and Individual Differences, 48, 61-67.
    [Google Scholar]
24. Fisher, J. D., & Fisher, W. A. (1992). Changing AIDS-risk behavior. Psychological Bulletin, 111(3), 455-474.
    [Google Scholar]
25. Fisher, W. A., Fisher, J. D., & Harman, J. J. (2009). The Information-Motivation-Behavioral Skills Model: A general social psychological approach to understanding and promoting health behavior. In J.Suls & K. A.Wallston (Eds.), Social psychological foundations of health and illness (pp. 82-106). Blackwell Publishing Ltd.
    [Google Scholar]
26. Gaffney, H., Farrington, D. P., Espelage, D. L., & Ttofi, M. M. (2019). Are cyberbullying intervention and prevention programs effective? A systematic and meta-analytical review. Aggression and Violent Behavior, 45, 134-153.
    [Google Scholar]
27. Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54(7), 493-503.
    [Google Scholar]
28. Gommans, R., Sandstrom, M. J., Stevens, G. W. J. M., ter Bogt, T. F. M., & Cillessen, A. H. N. (2017). Popularity, likeability, and peer conformity: Four field experiments. Journal of Experimental Social Psychology, 73, 279-289.
    [Google Scholar]
29. Greenwald, A. G., & Albert, R. D. (1968). Acceptance and recall of improvised arguments. Journal of Personality and Social Psychology, 8(1), 31-34.
    [Google Scholar]
30. Hinduja, S., & Patchin, J. W. (2019). 2019 Cyberbullying data. https://cyberbullying.org/2019-cyberbullying-data
    [Google Scholar]
31. Hogg, M. A., Abrams, D., & Brewer, M. B. (2017). Social identity: The role of self in group processes and intergroup relations. Group Processes & Intergroup Relations, 20(5), 570-581.
    [Google Scholar]
32. Hogg, M. A., & Reid, S. A. (2006). Social identity, self-categorization, and the communication of group norms. Communication Theory, 16(1), 7-30.
    [Google Scholar]
33. Huizinga, M., & Smidts, D. P. (2011). Age-related changes in executive function: A normative study with the dutch version of the Behavior Rating Inventory of Executive Function (BRIEF). Child Neuropsychology, 17(1), 51-66.
    [Google Scholar]
34. Jacobs, N. C., Völlink, T., Dehue, F., & Lechner, L. (2014). Online Pestkoppenstoppen: Systematic and theory-based development of a web-based tailored intervention for adolescent cyberbully victims to combat and prevent cyberbullying. BMC Public Health, 14(396), 1-16.
    [Google Scholar]
35. Karapanos, E., Teixeira, P., & Gouveia, R. (2016). Need fulfillment and experiences on social media: A case on Facebook and WhatsApp. Computers in Human Behavior, 55, 888-897.
    [Google Scholar]
36. Krebs, P., Prochaska, J. O., & Rossi, J. S. (2010). A meta-analysis of computer-tailored interventions for health behavior change. Preventive Medicine, 51(3-4), 214-221.
    [Google Scholar]
37. Kusurkar, R. A., Croiset, G., & Ten Cate, T. J. (2011). Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination Theory. Medical Teacher, 33(12), 978-982.
    [Google Scholar]
38. Mayeux, L., & Cillessen, A. H. N. (2008). It’s not just being popular, it’s knowing it, too: The role of self-perceptions of status in the associations between peer status and aggression. Social Development, 17(4), 871-888.
    [Google Scholar]
39. McGuire, L., Rutland, A., & Nesdale, D. (2015). Peer group norms and accountability moderate the effect of school norms on children’s intergroup attitudes. Child Development, 86(4), 1290-1297.
    [Google Scholar]
40. Mussweiler, T., & Neumann, R. (2000). Sources of mental contamination: Comparing the effects of self-generated versus externally provided primes. Journal of Experimental Social Psychology, 36(2), 194-206.
    [Google Scholar]
41. Naezer, M., & Van Oosterhout, L. (2021). Only sluts love sexting: Youth, sexual norms and non-consensual sharing of digital sexual images. Journal of Gender Studies, 30(1), 79-90.
    [Google Scholar]
42. Newcom (2021). Nationale Social Media Onderzoek. https://www.newcom.nl/socialmediaonderzoek
    [Google Scholar]
43. Niedbala, E. M., & Hohman, Z. P. (2018). Retaliation against the outgroup: The role of self-uncertainty. Group Processes & Intergroup Relations, 22(5), 708-723.
    [Google Scholar]
44. Nolan, J. M., Schultz, P. W., Cialdini, R. B., Goldstein, N. J., & Griskevicius, V. (2008). Normative social influence is underdetected. Personality and Social Psychology Bulletin, 34(7), 913-923.
    [Google Scholar]
45. Oh, I., & Hazler, R. J. (2009). Contributions of personal and situational factors to bystanders’ reactions to school bullying. School Psychology International, 30(3), 291-310.
    [Google Scholar]
46. Olthof, T., Goossens, F. A., Vermande, M. M., Aleva, E. A., & van der Meulen, M. (2011). Bullying as strategic behavior: Relations with desired and acquired dominance in the peer group. Journal of School Psychology, 49(3), 339-359.
    [Google Scholar]
47. Pabian, S., Erreygers, S., Vandebosch, H., Van Royen, K., Dare, J., Costello, L., Green, L., Hawk, D., & Cross, D. (2018). “Arguments online, but in school we always act normal”: The embeddedness of early adolescent negative peer interactions within the whole of their offline and online peer interactions. Children and Youth Services Review, 86, 1-13.
    [Google Scholar]
48. Petty, R. E., Barden, J., & Wheeler, S. C. (2009). The Elaboration Likelihood Model of persuasion: Developing health promotions for sustained behavioral change. In R. J.DiClemente, R. A.Crosby, & M.Kegler (Eds.), Emerging Theories in Health Promotion Practice and Research (pp. 185-214). Jossey-Bass.
    [Google Scholar]
49. Piccoli, V., Carnaghi, A., Grassi, M., Stragà, M., & Bianchi, M. (2020). Cyberbullying through the lens of social influence: Predicting cyberbullying perpetration from perceived peer-norm, cyberspace regulations and ingroup processes. Computers in Human Behavior, 102, 260-273.
    [Google Scholar]
50. Popovac, M., & Fine, P. (2018). An intervention using the Information-Motivation-Behavioral Skills Model: Tackling cyberaggression and cyberbullying in South African adolescents. In M.Campbell & C.Bauman (Eds.), Reducing cyberbullying in schools: International evidence-based best practices (pp. 225-244). Academic Press.
    [Google Scholar]
51. Reicher, S. D., & Levine, M. (1994). On the consequences of deindividuation manipulations for the strategic communication of self identifiability and the presentation of social identity. European Journal of Social Psychology, 24, 511-524.
    [Google Scholar]
52. Roos, C. A., Koudenburg, N., & Postmes, T. (2020). Online social regulation: When everyday diplomatic skills for harmonious disagreement break down. Journal of Computer-Mediated Communication, 25(6), 382-401.
    [Google Scholar]
53. Rosenberg, H., & Asterhan, C. S. C. (2018). “WhatsApp, teacher?” – Student perspectives on teacher-student WhatsApp interactions in secondary schools. Journal of Information Technology Education: Research, 17, 205-226.
    [Google Scholar]
54. Rösner, L., & Krämer, N. C. (2016). Verbal venting in the social web: Effects of anonymity and group norms on aggressive language use in online comments. Social Media and Society, 2(3), 1-13.
    [Google Scholar]
55. Rozendaal, E. (2018). Media-empowerment: Een gedragsverandering benadering van media-educatie. https://www.mediaenmaatschappij.nl/pers/artikelen/media-empowerment
    [Google Scholar]
56. Rozendaal, E., Lapierre, M. A., van Reijmersdal, E. A., & Buijzen, M. (2011). Reconsidering advertising literacy as a defense against advertising effects. Media Psychology, 14(4), 333-354.
    [Google Scholar]
57. Runions, K., Bak, M., & Cross, D. (2016). Cyber aggression. In R. J. R.Levesque (Ed.), Encyclopedia of adolescence (pp. 834-843). Springer.
    [Google Scholar]
58. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
    [Google Scholar]
59. Shim, H., & Shin, E. (2016). Peer-group pressure as a moderator of the relationship between attitude toward cyberbullying and cyberbullying behaviors on mobile instant messengers. Telematics and Informatics, 33(1), 17-24.
    [Google Scholar]
60. Steinberg, L., & Monahan, K. C. (2007). Age differences in resistance to peer influence. Developmental Psychology, 43(6), 1531-1543.
    [Google Scholar]
61. Sumter, S. R., Bokhorst, C. L., Steinberg, L., & Westenberg, P. M. (2008). The developmental pattern of resistance to peer influence in adolescence: Will the teenager ever be able to resist?Journal of Adolescence, 32(4), 1009-1021.
    [Google Scholar]
62. Tajfel, H., & Turner, J. (1979). An integrative theory of intergroup conflict. In W. G.Austin & S.Worchel (Eds.), The social psychology of intergroup relations (pp. 33-47). Brooks/Cole.
    [Google Scholar]
63. Tarrant, M., MacKenzie, L., & Hewitt, L. A. (2006). Friendship group identification, multidimensional self-concept, and experience of developmental tasks in adolescence. Journal of Adolescence, 29(4), 627-640.
    [Google Scholar]
64. Tetlock, P. E. (1983). Accountability and complexity of thought. Journal of Personality and Social Psychology, 45(1), 74-83.
    [Google Scholar]
65. Tetlock, P. E., Skitka, L., & Boettger, R. (1989). Social and cognitive strategies for coping with accountability: Conformity, complexity, and bolstering. Journal of Personality and Social Psychology, 57(4), 632-640.
    [Google Scholar]
66. Turner, J. C., Hogg, M. A., Oakes, P. J., Reicher, S. D., & Wetherell, M. S. (1987). Rediscovering the social group: A self-categorization theory. Basil Blackwell.
    [Google Scholar]
67. Underwood, M. K., Rosen, L. H., More, D., Ehrenreich, S. E., & Gentsch, J. K. (2012). The BlackBerry project: Capturing the content of adolescents’ text messaging. Developmental Psychology, 48(2), 295-302.
    [Google Scholar]
68. Vahedi, Z., Sibalis, A., & Sutherland, J. E. (2018). Are media literacy interventions effective at changing attitudes and intentions towards risky health behaviors in adolescents? A meta-analytic review. Journal of Adolescence, 67, 140-152.
    [Google Scholar]
69. Valkenburg, P., & Piotrowski, J. T. (2017). Plugged in: How media attract and affect youth. Yale University Press.
    [Google Scholar]
70. Van Driel, I. I., Pouwels, J. L., Beyens, I., Keijsers, L., & Valkenburg, P. M. (2019). Posten, scrollen, appen en snappen: Jongeren (14-15 jaar) en social media in 2019. https://www.project-awesome.nl/rapport.pdf
    [Google Scholar]
71. Vanden Abeele, M., Van Cleemput, K., & Vandebosch, H. (2017). Peer influence as a predictor of producing and distributing hurtful images of peers and teachers among Flemish adolescents. Journal of Children and Media, 11(1), 69-87.
    [Google Scholar]
72. Waterloo, S. F., Baumgartner, S. E., Peter, J., & Valkenburg, P. M. (2018). Norms of online expressions of emotion: Comparing Facebook, Twitter, Instagram, and WhatsApp. New Media and Society, 20(5), 1813-1831.
    [Google Scholar]
73. Wölfer, R., Schultze-Krumbholz, A., Zagorscak, P., Jäkel, A., Göbel, K., & Scheithauer, H. (2014). Prevention 2.0: Targeting cyberbullying @ school. Prevention Science, 15, 879-887.
    [Google Scholar]