Peter Macaulay
| Name | Peter Macaulay |
|---|---|
| Job title | Lecturer in Psychology |
| Research institute | College of Health, Psychology and Social Care |
| ORCID | https://orcid.org/0000-0003-4891-9940 |
Research outputs
Testing the social validity of the CATZ cross-age teaching zone anti-bullying intervention among school students
Macaulay, P. and Boulton, M. J. 2023. Testing the social validity of the CATZ cross-age teaching zone anti-bullying intervention among school students. Research Papers in Education. pp. 1-21. https://doi.org/10.1080/02671522.2023.2189289Does authentic self-esteem buffer the negative effects of bullying victimization on social anxiety and classroom concentration? Evidence from a short-term longitudinal study with early adolescents
Boulton, M. and Macaulay, P. 2022. Does authentic self-esteem buffer the negative effects of bullying victimization on social anxiety and classroom concentration? Evidence from a short-term longitudinal study with early adolescents. British Journal of Educational Psychology. pp. 1-13. https://doi.org/10.1111/bjep.12573Parenting about challenges and adolescents' social anxiety, disrupted classroom concentration and resilience knowledge: the mediating role of authentic self-esteem
Boulton, M. and Macaulay, P. 2022. Parenting about challenges and adolescents' social anxiety, disrupted classroom concentration and resilience knowledge: the mediating role of authentic self-esteem. Families, Systems, & Health. https://doi.org/10.1037/fsh0000701Bystander responses to cyberbullying: the role of perceived severity, publicity, anonymity, type of cyberbullying, and victim response
Macaulay, Peter, Betts, Lucy R., Stiller, James and Kellezi, Blerina 2022. Bystander responses to cyberbullying: the role of perceived severity, publicity, anonymity, type of cyberbullying, and victim response. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2022.107238Promoting Junior School Students’ Anti-bullying Beliefs with the CATZ Cross-age Teaching Zone Intervention
Boulton, Michael J., Macaulay, Peter J. R., Atherton, Siobhan, Boulton, Louise, Colebourne, Tracey, Davies, Melanie, Down, James, Garner, Ian, Harriss, Bethan, Kenton, Laura, Lomas, Bethan, Marx, Hedda, Scattergood, Samantha and Turner, Claire 2021. Promoting Junior School Students’ Anti-bullying Beliefs with the CATZ Cross-age Teaching Zone Intervention. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-021-00111-9Understanding child and adolescent cyberbullying
Steer, Oonagh L., Macaulay, Peter and Betts, Lucy R. 2020. Understanding child and adolescent cyberbullying. in: Child and Adolescent Online Risk Exposure Elsevier.'The more public it is, the more severe it is’: teachers’ perceptions on the roles of publicity and severity in cyberbullying
Macaulay, Peter, Betts, Lucy R., Stiller, James and Kellezi, Blerina 2020. 'The more public it is, the more severe it is’: teachers’ perceptions on the roles of publicity and severity in cyberbullying. Research Papers in Education. https://doi.org/10.1080/02671522.2020.1767183Subjective versus objective knowledge of online safety/dangers as predictors of children’s perceived online safety and attitudes towards e-safety education in the United Kingdom
Macaulay, Peter, Boulton, Michael J., Betts, Lucy R., Boulton, Louise, Camerone, Eleonora, Down, James, Hughes, Joanna, Kirkbride, Chloe and Kirkham, Rachel 2019. Subjective versus objective knowledge of online safety/dangers as predictors of children’s perceived online safety and attitudes towards e-safety education in the United Kingdom. Journal of Children and Media. 14 (3), pp. 376-395. https://doi.org/10.1080/17482798.2019.1697716Factors leading to cyber victimization
Macaulay, Peter, Steer, Oonagh L. and Betts, Lucy R. 2019. Factors leading to cyber victimization. in: Emerging Cyber Threats and Cognitive Vulnerabilities Elsevier.“It’s so fluid, it’s developing all the time”: pre-service teachers’ perceptions and understanding of cyberbullying in the school environment
Macaulay, Peter, Betts, Lucy R., Stiller, James and Kellezi, Blerina 2019. “It’s so fluid, it’s developing all the time”: pre-service teachers’ perceptions and understanding of cyberbullying in the school environment. Educational Studies. 46 (5), pp. 590-606. https://doi.org/10.1080/03055698.2019.1620693Comparing Early Adolescents’ Positive Bystander Responses to Cyberbullying and Traditional Bullying: the Impact of Severity and Gender
Macaulay, Peter, Boulton, Michael J. and Betts, Lucy R. 2018. Comparing Early Adolescents’ Positive Bystander Responses to Cyberbullying and Traditional Bullying: the Impact of Severity and Gender. Journal of Technology in Behavioral Science. 4 (3), pp. 253-261. https://doi.org/10.1007/s41347-018-0082-2Perceptions and responses towards cyberbullying: A systematic review of teachers in the education system
Macaulay, Peter, Betts, Lucy R., Stiller, James and Kellezi, Blerina 2018. Perceptions and responses towards cyberbullying: A systematic review of teachers in the education system. Aggression and violent behavior. 43, pp. 1-12. https://doi.org/10.1016/j.avb.2018.08.004Enhancing Primary School Children's Knowledge of Online Safety and Risks with the CATZ Cooperative Cross-Age Teaching Intervention: Results from a Pilot Study
Boulton, Michael J., Boulton, Louise, Camerone, Eleonora, Down, James, Hughes, Joanna, Kirkbride, Chloe, Kirkham, Rachel, Macaulay, Peter and Sanders, Jessica 2016. Enhancing Primary School Children's Knowledge of Online Safety and Risks with the CATZ Cooperative Cross-Age Teaching Intervention: Results from a Pilot Study. Cyberpsychology, Behavior, and Social Networking. 19 (10), pp. 609-614. https://doi.org/10.1089/cyber.2016.0046282
total views of outputs16
total downloads of outputs2
views of outputs this month0
downloads of outputs this month