Abdollahi, M.,
Darbani, S.A., &
Saadati, N. (2021
). Experiences of childhood trauma and dark personality traits in women: The mediating role of social support
. Psychology of Woman Journal,
2(3), 67-78. (In Persian)
Afkham Ebrahimi, A., Birashk, B. & Maknoun, N. (2009). Attachment styles and their relationship to self and other models and personality traits in students of faculties of university of medical sciences. Advances in Cognitive Science, 10(3), 34-44. (In Persian)
Ahmadi, H. (1394). Sociology of deviance. Tehra, Samt. (In Persian)
Albayrak, S., Yıldız, A. & Erol, S. (2016). Assessing the effect of school bullying prevention programs on reducing bullying. Children and Youth Services Review, 63, 1-9.
Amirkhanlu, F. (2017). Investigating the relationship between attachment styles and social support with bullying of first year female students. Third National Conference on Science and Technology of Educational Sciences, Social Studies and Psychology, Tehran. (In Persian)
Asselin, N. (2009). Using general strain theory to understand drug and alcohol use in Canada: An examination of how strain, its conditioning variables and gender are interrelated, Thesis, Queen’s University Kingston, Ontario, Canada.
Atari, M. & Chegeni, R. (2016). Dark but not black: A reply to Zarei, Ghorbani, and Gharibi. Rooyesh, 5(2), 19-28. (In Persian)
Baughman, H. M., Dearing, S., Giammarco, E. & Vernon, P. A. (2012). Relationships between bullying behaviours and the dark triad: A study with adults. Personality and Individual Differences, 52(5), 571-575.
Behnsen, P., Buil, J., M. Koot, S., Huizink, A. & Lier, P. V. (2020). Heart rate (variability) and the association between relational peer victimization and internalizing symptoms in elementary school children. Devel. Psychopathol, 32, 521–529.
Berk, L. (1392). Development Through the Lifespan. Translated by Yahia Seyed Mohammadi. Tehran: Arasbaran. (In Persian)
Boldizar, J. P., Perry, D. G. & Perry, L. C. (1989). Outcome values and aggression. Child Development, 60, 571–579.
Boswell, D. M. (1969). Personal crises and the mobilization of the social network. In J. C. Mitchell (Ed.), Social networks in urban situations (pp. 245-296). Manchester, N. Rhodesia: Manchester University Press.
Broidy, L. & Agnew, R. (1997). Gender and crime: A general strain theory perspective. Journal of Research in Crime and Delinquency, 3(43), 275-306.
Calvete, E. & Connor-Smith, J. K. (2006). Perceived social support, coping, and symptoms of distress in American and Spanish students. Anxiety, Stress & Coping, 19(1), 47-65.
Carre, J. R. & Jones, D. N. (2016). The impact of social support and coercion salience on dark triad decision making. Personality and Individual Differences, 94 92–95.
Chalme, R. (2014). Psychometric sufficiency of Illinois bullying scale in Iranian students: Validity, reliability, and factor structure. Journal of Psychological Models and Methods, 3(11), 39-52. (In Persian)
Cobb, S. (1976). Social support as a moderator of life skills. Psychosomatic Medicine, 38(5), 300-314.
Crick, N. R. & Doge, K. A. (1996). Social information -Processing mechanisms in reactive and proactive aggression. Child Development, 67, 993-1002.
Cui, K. & To, S. (2019). Migrant status, social support, and bullying perpetration of children in mainland China. Children and Youth Services Review, 107(C), 1-9.
Despoti, G., Kokkinos, C. M. & Fanti, A. K. (2020). Bullying, victimization, and psychopathy in early adolescents: The moderating role of social support, European Journal of Developmental Psychology, DOI: 10.1080/17405629.2020.1858787.
Di Stasio, M R., Savage, R. & Burgos, G. (2016). Social comparison, competition and teacher- student relationships in junior high school classrooms predicts bullying and victimization. Journal of Adolescence, 53, 207-216.
Egan, V. & Bull, S. (2020). Social support does not moderate the relationship between personality and risk-taking/antisocial behavior. Personality and Individual Differences. 163, 110053.
Ellwanger, S. J. (2006). Young Driver Accidents and Accidents and Modeling and General Theories of Crime, NewYork: LFB Scholarly Publishing LLC.
Espelage, D. L. & Holt, M. (2001). Bullying and victimization during early adolescence: Peer influences and psychosocial correlates. Journal of Emotional Abuse, 2, 123–142.
Espelage, D. L., Meban, S. E. & Swearer, S. M. (2004). Gender differences in bullying: Moving beyond mean level differences. In D. L. Espelage & S. M. Swearer (Eds.), Bullying in American schools: A Social-Ecological Perspective on Prevention and Intervention. 15–35. Mahwah, NJ: Erlbaum.
Fanti, K. A., Demetriou, A. G. & Hawa, V. V. (2012). A longitudinal study of cyberbullying: Examining risk and protective factors. European Journal of Developmental Psychology, 9(2), 168–181.
Feldlaufer, H., Midgley, C. & Eccles, J. S. (1988). Student, teacher, and observer perceptions of the classroom environment before, and after transition to junior high school. The Journal of Early Adolescence, 8, 133-156.
Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 117-140.
Fuhrer, R., Stansfeld, S. A., Chemali, J. & Shipley, M. J. (1999). Gender, social relations and mental health: prospective findings from an occupational cohort (Whitehall II study). Social Science & Medicine, 48, 77–87.
Gibbons, F. X. & Buunk, B. P. (1999). Individual differences in social comparison: Development of a scale of social comparison orientation. Journal of Personality and Social Psychology, 76, 129-142.
Goodkind, S., Wallace Jr, J. K., Shook, J. J., Bachman, J. & O’Malley, P. (2009). Are girls really becoming more delinquent? Testing the gender convergence hypothesis by race and ethnicity, 1976–2005. Children and Youth Services Review, 31(8), 885–895.
Grandeau, C.F., Lee, I. A. & Salmivalli, C. (2014). Inequality matters: Classroom status hierarchy and adolescents' bullying. Journal of Youth Adolescence, 43(7), 1123-1133.
Grapsas, S., Brummelman, E., Back, M. D. & Denissen, J. J. A. (2020). The “why” and “how” of narcissism: A process model of narcissistic status pursuit. Perspectives on Psychological Science, 15(1), 150–172.
Guo, J., Li, M., Wang, X., Ma, S. & Ma, J. (2019). Being bullied and depressive symptoms in Chinese high school students: The role of social support. Psychiatry Research, 284, 1-8.
Hajlo, N., Ghasemi Nejad, M. A., Jangi, S. & Ansar Hossain, S. (2016). Relationship between the dark triad personality and cyber bullying in student internet users. Journal of Kermansha University of Medical Sciences, 1(19), 24-31. (In Persian)
Harel-Fisch, Y., Walsh, S. D., Fogel-Grinvald, H., Amitai, G., Pickett, W., Molcho, M. & Craig, W. (2011). Negative school perceptions and involvement in school bullying: A universal relationship across 40 countries. Journal of Adolescence, 34, 639-652.
Hasanzadeh, H., Jaafarpour Rezaee, M. & Hasanzadeh, H. (2020). Modeling the structural equations of early maladaptive schemas, social support, and emotional dysregulation with cyberbullying. Quartely Journal of West Azerbaijan Police Science, 13(84), 1-17. (In Persian)
Hashemi, T., Badri, R. & Esmaeilpour, F. (2018). The role of perceived parenting styles and borderline personality disorder in cyberbullying: Role mediator of empathy. Shenakht Journal of Psychology and Psychiatry, 5(2), 81-92. (In Persian)
Hellstrome, L. & Beckman, L. (2020). Adolescents’ perception of gender differences in bullying. Scandinavian Journal of Psychology, 61, 90–96.
Hoseinzadeh, A., Azizi, M. & Tavakoli, H. (2014). Social support and life satisfaction in adolescents: the mediating role of self-efficacy and self-esteem. Developmental Pschology: Iranian Psychologists, 11(41), 103-114. (In Persian)
Hosseini, M., Amiri, S., Ghamarani, A. & Sajjadian, I. (2020). Effectiveness of elvis's bullying prevention program on relationships with peers and bullying behaviors of bully children. Iranian Journal of Pediatric Nursing, 6(4), 85-94. (In Persian)
Hymel, S., McClure, R., Miller, M., Shumka, E. & Trach, J. (2014). Addressing school bullying: Insights from theories of group processes. Journal of Applied Developmental Psychology, 37(1), 2-9.
Iskender, M. & Tanrıkulu, T. (2010). Social support, social comparison and anger. International Journal of Human Sciences [Online]. 7,1.
Jang, K., Park, N. & Song, H. (2016). Social comparison on Facebook: Its antecedents and psychological outcomes. Computers in Human Behavior, 62, 147-154.
Jonason, P. & Davis, M. D. (2018). A gender role view of the dark triad traits. Personality and Individual Differences, 125, 102–105.
Jones, D. N. & Neria A. L. (2015). The dark triad and dispositional aggression. Personality and Individual Differences, 86, 360–364.
Keith, S. (2018). How do traditional bullying and cyberbullying victimization affect fear and coping among students? An application of general strain theory.
American Journal of Criminal Justice, 43, 67–84.
Kermani Mamazandi, Z., Najafi, M. & Akbari Balutbangan, A. (2018). A comparison of bullying, victimization, conflict, anxiety, stress and depression in two groups of girls with and without suicidal ideation. Quarterly Journal of Women's Studies Sociological and Psychological. 15(4), 79-99. (In Persian)
Khedmati, N. (2019). The role of darktriads personality and difficulty in regulating the excitement of bullying predicting high school student. The International Conference on New Research in Psychology, Counseling, and Behavioral Sciences, Tehran. (In Persian)
Killer, B., Bussey, K., Hawes, D. J. & Hunt, C. (2019). A meta-analysis of the relationship between moral disengagement and bullying roles in youth. Aggressive Behavior, 45(4), 450–462.
Korsavi, S. S. & Sadoughi, M. (2020). The relationship between social behavior, social competence, social preference and bullying behavior among students: The moderating role of gender. Social Psychology Research, 38, 1-20. (In Persian)
Kramer, R. M. & Tyler, T. R. (1996). Trust in organizations: Frontiers of theory and research. Thousand Oaks, Sage.
Liu, D. Z., Hu, T. Q. & Zhang, D. J. (2016). Self-esteem, interpersonal trust and interpersonal relations in youths at middle school. Chinese Journal of Clinical Psychology, 24(2), 349–351.
Longobardi, C., Iotti, N. O., Jungert, T. & Settanni. M. (2018). Student-teacher relationships and bullying: The role of student social status. Journal of Adolescence, 63, 1–10.
Lotfi, S., Dolatshahi, B., Mohammadkhani, P., Campbell M. A. & Rezaei Dogaheh, E. (2014). Prevalence of bullying and its relationship with trauma symptoms in young Iranian students. Practice in Clinical Psychology, 2(4), 271-276.
Mariani, M., Asnarulkhadi, A. S. & Filzah Nashua, Z. A. (2017). Social support and psychological well-being among delinquents in rehabilitation centers in Malaysia. International Journal of Academic Research in Business and Social Sciences, 7(8), 694-701
Michael, K. & Ben-Zur, H. (2007). Risk-taking among adolescents: Associations with social and affective factors. Journal of Adolescence, 30, 17–31.
Michaeli Manee, F., Salehi, M. & Ahmadi Khouie, S. (2017). The dark triad of personality in convict and non-convicts: Narcissism, Machiavellianism and Psychopathy. Clinical Psychology & Personality, 15(1), 113-126. (In Persian)
Mohammadzadeh, A. (2010). Iranian validation of the narcissistic personality inventory-16. Journal of Fundamentals of Mental Health, 4(44), 274-281. (In Persian)
Mohseny, M., Zamani, Z., Akhondzadeh Basti, S., Sohrabi, M., Najafi, A., Zebardast, J. & Tajdini1, F. (2019). Bullying and victimization among students bears relationship with gender and emotional and behavioral Problems. Iran Journal of Psychiatry, 14(3), 211-220.
Moon, B. & Alarid, L. F. (2015). School bullying, low self-control, and opportunity. Journal of Interpersonal Violence, 30(5), 839-856
Moskowitz, D. S., Suh, E. J. & Desaulniers, J. (1994). Situational influences on gender differences in agency and communion. Journal of Personality and Social Psychology, 66, 753–761.
Mullis, I. V., Martin, M. O., Foy, P. & Drucker, K. T. (2012). International association for the evaluation of educational achievement, Amsterdam, the Netherlands. PIRLS 2011 International Results in Reading.
Olweus, D. (2013). School bullying: Development and some important challenges. Annual Review of Clinical Psychology, 9(1), 751–780.
Pagliaro, M. J. L. (2009). Survivors of psychopaths: An investigation of victimization experiences, coping, and social support. A thesis submitted to the Faculty of Graduate Studies and Research in Partial Fulfillment of the requirements for the degree Master of Arts Department of Psychology Carleton University. 1-156.
Pan, B., Zhang, L., Ji, L., Garandeau, C., Salmivalli, C. & Zhang, W. (2020). Classroom status hierarchy moderates the association between social Dominance goals and bullying behavior in middle childhood and early adolescence, Journal of Youth and Adolescence, 49(11), 2285–2297.
Patrick, C. J., Fowles, D. C. & Krueger R. F. (2009). Triarchic conceptualization of psychopathy: Developmental origins of disinhibition, boldness, and meanness. Development and Psychopathology, 21(03), 913-38.
Paulhus, D. L. & Williams, K. M. (2002). The dark triad of personality: Narcissism, Machiavellianism, and psychopathy. Journal of Research in Personality, 36, 556-563.
Peyvastegar, M., Yazdi, S. M. & Mokhtari, L. (2012). Comparison of narcissism dimensions in aggressive and non-aggressive girl. Jornal of Behavioral Sciences, 6(2), 119-124. (In Persian)
Rueger, S.Y., Malecki, C. K. & Demaray, M. K. (2010). Relationship between multiple sources of perceived social support and psychological and academic adjustment in early adolescence: Comparisons across gender. Journal of Youth Adolescence, 39, 47-61.
Saidi, S. & Saffarinia, M. (2016). Perceived social support from family, friends, and teachers, and different dimensions of pro-social personality. Social Psychology Research, 5(71), 1-16. (In Persian)
Siegel, L. J. (2010) Criminology: Theories, Patterns, and Typologies (tenthed.), Belmont: Wadsworth.
Snyder, H. N. & Sigmund, M. (2006). Juvenile offenders and victims. National report. Washington DC, Office of Juvenile Justice and Delinquency Prevention; 2006.
Soloff, P. H., Lis, J. A., Kelly, T., Cornelius, J. & Ulrich, R. (1994). Risk factors for suicidal behavior in borderline personality disorder. American Journal of Psychiatry, 151, 1316-1323.
Steinbeis, N. & Singer, T. (2013). The effects of social comparison on social emotions and behavior during childhood: The ontogeny of envy and Schadenfreude predicts developmental changes in equity-related decisions. Journal of Experimental Child Psychology, 115, 198–209.
Stubbs-Richardson, M., Sinclair, H. C., Goldberg, R. M., Ellithorpe, C. N. & Amadi, S. C. (2018
). Reaching out versus lashing out: Examining gender differences in experiences with and responses to bullying in high school.
American Journal of Criminal Justice, 43, 39–66.
Sutton, J. & Keogh, E. (2000). Social competition in school: Relationships with bullying, Machiavellianism and personality. British Journal of Educational Psychology, 70: 443-457.
Tajikesmaeili, A. & Hassanzadeh, P. (2014). The study of psychometric elementary characteristics of Iowa-Netherlands comparison orientation measure in women and men of Tehran city.
Social Psychology Research, 4(51), 73-84. (In Persian)
Thoits, P. A. (1986). Social support as coping assistance. Journal of Consulting and Clinical Psychology, 54(4), 416-423.
Thornberg, R. & Delby, H. (2019). How do secondary school students explain bullying? Educational Research, 61(2), 142-160.
Thornberg, R., Wänström, L. & Pozzoli, T. (2017). Peer victimisation and its relation to class relational climate and class moral disengagement among school children. Educational Psychology, 37(5), 524–536.
Valls, M. (2022). Gender differences in social comparison processes and self-concept among students.
Frontiers in Education, 6, 815619. Retrieved from http://hdl.handle.net/20.500.12162/5487.
Van Geel, M., Goemans, A., Toprak, F. & Vedder, P. (2016). Which personality traits are related to traditional bullying and cyberbullying? A study with the big five, dark triad and sadism. Personality and Individual Differences, 1-5.
Visconti, K. J., Kochenderfer-Ladd, B. & Clifford, C. A. (2013). Children's attributions for peer victimization: A social comparison approach. Journal of Applied Developmental Psychology, 34, 277–287.
UNESCO. (2019). Behind the numbers: Ending school violence and bullying. UNESCO Publishing.
Weng, X., Chui, W. H. & Liu, L. (2017). Bullying behaviors among macanese adolescents association with psychosocial variables. International Journal of Environmental Research and Public Health, 14(8), 887.
Williams, K. M. & Paulhus, D. L. (2004). Factor structure of the self-report psychopathy scale (SRP-II) in non-forensic samples. Personality and Individual Differences, 37, 765-778.
Wolgast, A. & Donat, M. (2019). Cultural mindset and bullying experiences: An eight-year trend study of adolescents' risk behaviors, internalizing problems, talking to friends, and social support. Children and Youth Services Review, 6-54.
Zhang, H. &
Zhao, H. (2020). Dark personality traits and cyber aggression in adolescents: A moderated mediation analysis of belief in virtuous humanity and self-control.
Children and Youth Services Review, 119, 105565.
Zhu, X., Wang, F. & Geng, W. (2021). Machiavellianism on quality of life: The role of lifestyle, age, gender, social support. Personality and Individual Differences, 173.
Zych, I., Ttofi, M. M. & Farrington, D. P. (2019). Empathy and callous- unemotional traits in different bullying roles: A systematic review and meta-analysis. Trauma, 20, 3–21.