For full functionality, including active links, we recommend downloading the PDF. Certain interactive features may not operate within the embedded viewer.
Download this PDF file

 

Crossref Citations

1. Bullying victimisation and mathematics achievement in South African schools: an educational psychology perspective using TIMSS 2023
Mathelela Steyn Mokgwathi
Frontiers in Education  vol: 11  year: 2026  
doi: 10.3389/feduc.2026.1825403

2. Ergenlerde Akran Zorbalığının Belirleyicileri: Algılanan Okul İklimi ve Öğretmenden Algılanan Duygusal İstismar
Merve Kayacık, Mustafa Batuhan Kurtoğlu, Ahmet Ayaz
Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi  issue: 59  first page: 418  year: 2024  
doi: 10.53444/deubefd.1381554

3. A 20-year review of South African Early Grade Mathematics Research Articles
Samantha Morrison, Mellony Graven, Hamsa Venkat, Pamela Vale
African Journal of Research in Mathematics, Science and Technology Education  vol: 27  issue: 3  first page: 304  year: 2023  
doi: 10.1080/18117295.2023.2226547

4. Bullying Incidents and Learners’ Academic Performance: Basis for a School-Based Anti-Bullying Policy
Helen Grace Bonita, Omar Hussien
Psychology and Education: A Multidisciplinary Journal  vol: 44  issue: 4  first page: 413  year: 2025  
doi: 10.70838/pemj.440401

5. Parent and peer attachment in bullying experiences among pre-adolescents
Mariska Carter, Ronél van der Watt, Karel Esterhuyse
Journal of Psychology in Africa  vol: 33  issue: 1  first page: 26  year: 2023  
doi: 10.1080/14330237.2023.2182948

6. An emotional intelligence intervention programme for primary school bullies: A South African case study
Laurika Lubbe, René van Eeden, Petro van der Merwe
South African Journal of Childhood Education  vol: 15  issue: 1  year: 2025  
doi: 10.4102/SAJCE.v15i1.1711

7. A Scoping Review of Contextual Factors Contributing to School Violence in the Southern African Development Community (SADC) Region
Gift Khumalo, Nosipho Faith Makhakhe, Bokang Nephtali Lipholo
Youth  vol: 5  issue: 1  first page: 30  year: 2025  
doi: 10.3390/youth5010030