Tiina Turunen

Admitting to bullying others or denying it: Differences in children’s psychosocial adjustment and implications for intervention (2024)

International Journal of Behavioral Development

Garandeau Claire, Turunen Tiina, Trach Jessica, Salmivalli Christina

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Interventions That Failed: Factors Associated with the Continuation of Bullying After a Targeted Intervention (2023)

International journal of bullying prevention

Johander Eerika, Turunen Tiina, Garandeau Claire F., Salmivalli Christina

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Effects of the KiVa anti-bullying program on defending behavior: Investigating individual-level mechanisms of change (2023)

Journal of School Psychology

Garandeau Claire, Turunen Tiina, Saarento-Zaprudin Silja, Salmivalli Christina

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Effectiveness of the KiVa Antibullying Program with and without the Online Game in Chile: a Three-Arm Cluster Randomized Controlled Trial (2022)

Prevention Science

Valenzuela Daniela, Turunen Tiina, Gana Sofía, Rojas-Barahona Cristian A., Araya Ricardo, Salmivalli Christina, Gaete Jorge

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Intention to Stop Bullying following a Condemning, Empathy-Raising, or Combined Message from a Teacher - Do Students' Empathy and Callous-Unemotional Traits Matter? (2022)

Journal of Youth and Adolescence

Johander Eerika, Trach Jessica, Turunen Tiina, Garandeau Claire F., Salmivalli Christina

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Intention to Stop Bullying following a Condemning, Empathy-Raising, or Combined Message from a Teacher: Do Students' Empathy and Callous-Unemotional Traits Matter? (2022)

Journal of Youth and Adolescence

Johander Eerika, Trach Jessica, Turunen Tiina, Garandeau Claire F., Salmivalli Christina

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Rumination Mediates the Longitudinal Associations Between Elementary-School Victimization and Adolescents' Internalizing Problems (2022)

Journal of Interpersonal Violence

Peets Kätlin, Turunen Tiina, Salmivalli Christina

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Facilitators and Barriers to the Sustainability of a School‑Based Bullying Prevention Program (2022)

Prevention Science

Herkama Sanna, Kontio Mari, Sainio Miia, Turunen Tiina, Poskiparta Elisa, Salmivalli Christina

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Longitudinal associations between poor reading skills, bullying and victimization across the transition from elementary to middle school (2021)

PLoS ONE

Turunen Tiina, Poskiparta Elisa, Salmivalli Christina, Niemi Pekka, Lerkkanen Marja-Kristina

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Bullying among students with reading difficulties (2021)

Turunen TIina

(Artikkeliväitöskirja (G5))

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Admitting to bullying others or denying it: Differences in children’s psychosocial adjustment and implications for intervention (2024)

Interventions That Failed: Factors Associated with the Continuation of Bullying After a Targeted Intervention (2023)

Effects of the KiVa anti-bullying program on defending behavior: Investigating individual-level mechanisms of change (2023)

Effectiveness of the KiVa Antibullying Program with and without the Online Game in Chile: a Three-Arm Cluster Randomized Controlled Trial (2022)

Intention to Stop Bullying following a Condemning, Empathy-Raising, or Combined Message from a Teacher - Do Students' Empathy and Callous-Unemotional Traits Matter? (2022)

Intention to Stop Bullying following a Condemning, Empathy-Raising, or Combined Message from a Teacher: Do Students' Empathy and Callous-Unemotional Traits Matter? (2022)

Rumination Mediates the Longitudinal Associations Between Elementary-School Victimization and Adolescents' Internalizing Problems (2022)

Facilitators and Barriers to the Sustainability of a School‑Based Bullying Prevention Program (2022)

Longitudinal associations between poor reading skills, bullying and victimization across the transition from elementary to middle school (2021)

Bullying among students with reading difficulties (2021)