Browsing by Author "Zimmerman, Marc"
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Item Future Expectations, Attitude Toward Violence, and Bullying Perpetration During Early Adolescence: A Mediation Evaluation(2015) Stoddard, Sarah A.; Varela, Jorge J.; Zimmerman, MarcBackground: Hopeful future expectations have been linked to positive developmental outcomes in adolescence; however, the association between future expectations and bullying perpetration has received less attention. Objectives: We examined the relationship between future expectations and physical and relational bullying perpetration and tested a mediation model that linked future expectations with bullying through attitude toward violence. Methods: Structural equation modeling was used to examine the relationship between future expectations and bullying perpetration (relational and physical) and to test whether these relationships were mediated by attitude toward violence in a sample of U.S. seventh-grade students (Mage = 12.86 years, N = 196, 60% female, 46% African American). Results: Attitude toward violence fully mediated the relationship between future expectations and physical bullying (indirect effects = −0.08, 95% CI [−0.15, −0.01], R2 = .17). The relationship between future expectations and relational bullying was partially mediated by attitudes toward violence (indirect effects = −0.07, 95% CI [−0.14, −0.002], R2 = .20). Discussion: Our findings suggest that future expectations can play a role in reducing attitude toward violence and physical and relational bullying perpetration among youth. Interventions that help support the development of future goals and aspirations could play a vital role in bullying prevention efforts.Publication Protecting educators: A scoping review of interventions that address teacher victimization(2025) Stilwell, Sarah M.; Guzmán, Paulina; Varela, Jorge; McMahon, Susan D.; Bare, Kailyn; Heinze, Justin; Zimmerman, MarcThe prevalence of teacher-directed violence has been well-documented around the world. However, interventions focused on the prevention of teacher victimization have received less attention. Understanding how to reduce teacher-directed violence is vital to preserving the overall well-being of teachers, supporting their teaching, reducing teacher burnout, and providing recommendations for future research. The current scoping review reports on teacher-directed violence interventions in K–12 school settings (n = 2). In addition, emerging evidence is described that provides recommendations for developing teacher-directed violence interventions (n = 6). The results from this scoping review reinforce the need for further study of teacher victimization-focused interventions to support the essential work of teachers