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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Navigating the Healthy Context Paradox: Identifying Classroom Characteristics that Improve the Psychological Adjustment of Bullying Victims
Hye‐Young Yun, Jaana Juvonen
Journal of Youth and Adolescence (2020) Vol. 49, Iss. 11, pp. 2203-2213
Open Access | Times Cited: 34

Showing 1-25 of 34 citing articles:

Bullying Prevention in Adolescence: Solutions and New Challenges from the Past Decade
Christina Salmivalli, Lydia Laninga‐Wijnen, Sarah T. Malamut, et al.
Journal of Research on Adolescence (2021) Vol. 31, Iss. 4, pp. 1023-1046
Open Access | Times Cited: 88
Effects of the KiVa anti-bullying program on defending behavior: Investigating individual-level mechanisms of change
Claire Garandeau, Tiina Turunen, Silja K. Saarento-Zaprudin, et al.
Journal of School Psychology (2023) Vol. 99, pp. 101226-101226
Open Access | Times Cited: 21
Why Does Classroom‐Level Victimization Moderate the Association Between Victimization and Depressive Symptoms? The “Healthy Context Paradox” and Two Explanations
Bin Pan, LI Teng-fei, Linqin Ji, et al.
Child Development (2021) Vol. 92, Iss. 5, pp. 1836-1854
Closed Access | Times Cited: 33
Peer Victimization and School Engagement among Chinese Adolescents: Does Classroom-Level Victimization Matter?
Zhi Ye, Kehui Wu, Li Niu, et al.
Journal of Youth and Adolescence (2025)
Closed Access
Does being defended relate to decreases in victimization and improved psychosocial adjustment among victims?
Lydia Laninga‐Wijnen, Yvonne H. M. van den Berg, Claire Garandeau, et al.
Journal of Educational Psychology (2022) Vol. 115, Iss. 2, pp. 363-377
Open Access | Times Cited: 17
Students’ School and Psychological Adjustment in Classrooms with Positive and Negative Leaders
Zhe Dong, Gijs Huitsing, René Veenstra
Journal of Youth and Adolescence (2024) Vol. 53, Iss. 3, pp. 550-562
Open Access | Times Cited: 3
Peer Victimization and Adolescent Mental Health: School-level Victimization as a Moderator
Yujie Zhang, Yuan Fang, Yaxin Wang, et al.
Journal of Interpersonal Violence (2024) Vol. 39, Iss. 21-22, pp. 4647-4666
Closed Access | Times Cited: 3
Focus on targeted interventions addressing bullying: what explains their success or failure?
Christina Salmivalli
European Journal of Developmental Psychology (2023) Vol. 20, Iss. 6, pp. 1082-1098
Closed Access | Times Cited: 8
Is there really a healthy context paradox for victims of bullying? A longitudinal test of bidirectional within-and between-person associations between victimization and psychological problems
Lydia Laninga‐Wijnen, Takuya Yanagida, Claire Garandeau, et al.
Development and Psychopathology (2023), pp. 1-15
Open Access | Times Cited: 7
The Role of Defending Norms in Victims’ Classroom Climate Perceptions and Psychosocial Maladjustment in Secondary School
Lydia Laninga‐Wijnen, Yvonne H. M. van den Berg, Tim Mainhard, et al.
Research on Child and Adolescent Psychopathology (2020) Vol. 49, Iss. 2, pp. 169-184
Open Access | Times Cited: 19
The health context paradox in the relationship between victimization, classroom bullying attitudes, and adolescent depression: An analysis based on the hlm model
Mengge Li, Huoliang Gong, Wenyan Sun, et al.
Journal of Affective Disorders (2024) Vol. 354, pp. 694-701
Closed Access | Times Cited: 2
Victimized adolescents' aggression in cliques with different victimization norms: The healthy context paradox or the peer contagion hypothesis?
Qingling Zhao, Caina Li
Journal of School Psychology (2022) Vol. 92, pp. 66-79
Closed Access | Times Cited: 10
Can Lower Levels of Classroom Victimization be harmful? Healthy Context Paradox Among Chinese Adolescents
Yuke Xiong, Yue Wang, Quanquan Wang, et al.
Journal of Interpersonal Violence (2022) Vol. 38, Iss. 3-4, pp. 2464-2484
Closed Access | Times Cited: 10
Bullying victimization and depressive symptoms in Chinese adolescents: the roles of belief in a just world and classroom-level victimization
Yuke Xiong, Yue Wang, Quanquan Wang, et al.
European Child & Adolescent Psychiatry (2022) Vol. 32, Iss. 11, pp. 2151-2162
Closed Access | Times Cited: 10
Empirical and theoretical foundations of family interventions to reduce the incidence and mental health impacts of school bullying victimization
Karyn L. Healy, Hannah J. Thomas, Matthew R. Sanders, et al.
International Review of Psychiatry (2022) Vol. 34, Iss. 2, pp. 140-153
Closed Access | Times Cited: 9
The healthy context paradox of bullying victimization and academic adjustment among Chinese adolescents: A moderated mediation model
Yongqi Huang, Xiong Gan, Xin Jin, et al.
PLoS ONE (2023) Vol. 18, Iss. 8, pp. e0290452-e0290452
Open Access | Times Cited: 5
Prestige norms of moral disengagement, prejudice, and ethnic bullying: a study among Italian early adolescents
Noemi Papotti, Simona Carla Silvia Caravita
European Journal of Developmental Psychology (2023) Vol. 21, Iss. 4, pp. 627-643
Open Access | Times Cited: 4
The Healthy Context Paradox Between Bullying and Emotional Adaptation: A Moderated Mediating Effect
Junwei Pu, Xiong Gan, Zaiming Pu, et al.
Psychology Research and Behavior Management (2024) Vol. Volume 17, pp. 1661-1675
Open Access | Times Cited: 1
The role of core self-evaluation between peer victimization and depression: A longitudinal multilevel moderated mediation model and the healthy context paradox in Chinese adolescents
Jingjing Gu, Boyi Yang, Jin‐Liang Wang
Journal of Affective Disorders (2024) Vol. 362, pp. 661-669
Closed Access | Times Cited: 1
The longitudinal role of classroom defending norms in victims’ psychological adjustment, causal attributions, and social comparisons.
Lydia Laninga‐Wijnen, Claire Garandeau, Sarah T. Malamut, et al.
Developmental Psychology (2023) Vol. 60, Iss. 3, pp. 522-544
Open Access | Times Cited: 3
Coping strategies in response to peer victimization: Comparing adolescents in the United States and Korea
Joo Young Yang, Kristina L. McDonald, Sunmi Seo
Journal of Research on Adolescence (2023) Vol. 34, Iss. 1, pp. 159-172
Open Access | Times Cited: 3
Toward Understanding Classroom Socialization: Teacher Roles in Peer Victimization
Jina Yoon, Chunyan Yang, Marie L. Tanaka
Springer eBooks (2023), pp. 373-394
Closed Access | Times Cited: 2
Protective Factors and Working with Students Involved in Bullying: Commentary on the Special Issue and Dedication to Dan Olweus
Amanda B. Nickerson, Jamie M. Ostrov
School Mental Health (2021) Vol. 13, Iss. 3, pp. 443-451
Closed Access | Times Cited: 5
Understanding for Which Students and Classes a Socio-Ecological Aggression Prevention Program Works Best: Testing Individual Student and Class Level Moderators
Lisa Bardach, Takuya Yanagida, Petra Gradinger, et al.
Journal of Youth and Adolescence (2021) Vol. 51, Iss. 2, pp. 225-243
Open Access | Times Cited: 4
The Structure of Mental Elasticity Education for Children in Plight Using Deep Learning
Xuanlu Sun, Xiaoyang Yang
Frontiers in Psychology (2022) Vol. 12
Open Access | Times Cited: 3
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