Literature on anti-bullying programs shows a growing consensus about promoting victims and bystanders’ self-efficacy against bullying, but provides no theoretical model nor measurement scale to assess the extent of achieving this aim. The current research aims to address these theoretical and empirical gaps by proposing the Dublin Anti-Bullying Self-Efficacy Models and Scales, using a convenience sample of 14-year-old students in Ireland ( N = 1,100). After establishing both content and face validity, four separate scales were tested to measure anti-bullying self-efficacy beliefs among offline victims (20-item), online victims (20-item), offline bystanders (20-item), and online bystanders (20-item). Thereafter, four separate exploratory factor analyses of the scale items were followed by reflective measurement analyses of their internal consistency and construct (convergent and discriminant) validity. Results indicated sufficient psychometric properties of each scale measuring five dimensions of anti-bullying self-efficacy: recognition, emergency comprehension, responsibility, knowledge, and intervention. Further research is needed to test the proposed model and scale for assessing effectiveness of an anti-bullying program in promoting self-efficacy beliefs.

Since the 1970s, a proliferation of research and concept analysis of resiliency/e has attempted to clarify whether it is a trait or a state. Based on this dualistic approach, studies have either operationalized “resiliency” as a personality trait or “resilience” as a dynamic state. The present review of the concept argues that the trait-state dualism is likely to be a conceptual fallacy, one fundamental reason for the lack of consensus. To facilitate and build consensus, the present conceptual review calls for a transactional approach instead of the dualistic approach to the definition.

Current literature has documented the detrimental effects of cyberbullying which include a range of internalizing and externalizing problems for those involved. Although critical, this research can sometimes ignore social-ecological aspects of a child’s life that can potentially ‘buffer’ the negative psychological effects of such involvement. With this in mind, this cross-sectional investigation of 12–16 year olds [M(SD): 13.5(1) years] in Ireland focused on the role of friendship quality and gender in association with cyberbullying involvement and psychological well-being ( N = 2410). The Cyberbullying and Online Aggression Scale was used to measure cyber perpetration and victimization. A modified version of the Cambridge Friendship Questionnaire was included to investigate peer friendship quality. Finally, the Moods and Feeling Questionnaire and the Strengths and Difficulties Questionnaire were chosen to provide a measurement of psychological well-being. Prevalence rates for various types of cyberbullying roles (cyber bullies, victims and bully/victims) are presented, as well as differences for psychological well-being, friendship quality and cyberbullying involvement. In addition, regression models were used to determine the associations between gender, age, friendship quality and involvement in cyberbullying with psychological well-being. The results are considered in terms of the current literature and directions for future research are suggested.

The adolescence period of life comes along with changes and challenges in terms of physical and cognitive development. In this hectic period, many adolescents may suffer more from various risk factors such as low socioeconomic status, substance abuse, sexual abuse and teenage pregnancy. Findings indicate that such disadvantaged backgrounds of Malaysian adolescent students lead to failure or underachievement in their academic performance. This narrative review scrutinises how some of these students are able to demonstrate academic resilience, which is satisfactory performance in cognitive or academic tasks in spite of their disadvantaged backgrounds. The review stresses the need for developing a caregiving relationship model for at-risk adolescent students in Malaysia. Such a model would allow educators to meet the students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience.

This review aims to provide an insight into human learning processes by examining the role of cognitive and emotional unconscious processing in mentally integrating visual and verbal instructional materials. Reviewed literature shows that conscious mental integration does not happen all the time, nor does it necessarily result in optimal learning. Students of all ages and levels of experience cannot always have conscious awareness, control, and the intention to learn or promptly and continually organize perceptual, cognitive, and emotional processes of learning. This review suggests considering the role of unconscious learning processes to enhance the understanding of how students form or activate mental associations between verbal and pictorial information. The understanding would assist in presenting students with spatially-integrated verbal and pictorial instructional materials as a way of facilitating mental integration and improving teaching and learning performance.

The capacity limitation of working memory is a widely recognised determinant of human learning. A cognitive load exceeding the capacity hampers learning. Cognitive load can be controlled by tailoring an instructional design to levels of learner prior knowledge. However, such as design does not necessarily motivate to use the available capacity for better learning. The present review examines literatures on the effects of instructional design, motivation, emotional state, and expertise level on cognitive load and cognitive effort, which ultimately affect working memory performance and learning. This examination suggests further studies on the effects of motivation and negative emotional states on the use of working memory. Prospective findings would help better explain and predict individual differences in the use of working memory for cognitive learning and task performance.

<p class="p1">Human cognitive capacity is unavailable for conscious processing of every amount of instructional messages. Aligning an instructional design with learner expertise level would allow better use of available working memory capacity in a cognitive learning task. Motivating students to learn consciously is also an essential determinant of the capacity usage. However, motivational factors are often subject to unconscious rather than conscious emotional processing. This review sets out the need for further studies to elucidate the role of motivation and unconscious processing in the use of cognitive capacity<span class="s1">. </span></p>

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