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Understanding peer bullying and broader school aggression from a school psychology perspective: a Social-Ecological Model based on extracurricular activities, instructional capacity, and learning contexts.

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Title: Understanding peer bullying and broader school aggression from a school psychology perspective: a Social-Ecological Model based on extracurricular activities, instructional capacity, and learning contexts.
Authors: İlğan A; Department of Educational Sciences, Faculty of Education, İzmir Democracy University, Izmir, Türkiye., Üztemur S; Department of Turkish and Social Sciences Education, Faculty of Education, Anadolu University, Eskişehir, Türkiye., Gökalp A; Department of Educational Sciences, Gaziantep University, Gaziantep, Türkiye.
Source: Frontiers in psychology [Front Psychol] 2026 Mar 30; Vol. 17, pp. 1775082. Date of Electronic Publication: 2026 Mar 30 (Print Publication: 2026).
Publication Type: Journal Article
Journal Info: Publisher: Frontiers Research Foundation Country of Publication: Switzerland NLM ID: 101550902 Publication Model: eCollection Cited Medium: Print ISSN: 1664-1078 (Print) Linking ISSN: 16641078 NLM ISO Abbreviation: Front Psychol Subsets: PubMed not MEDLINE
Database: MEDLINE Ultimate
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  Data: Understanding peer bullying and broader school aggression from a school psychology perspective: a Social-Ecological Model based on extracurricular activities, instructional capacity, and learning contexts.
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  Data: <searchLink fieldCode="AU" term="%22İlğan+A%22">İlğan A</searchLink>; Department of Educational Sciences, Faculty of Education, İzmir Democracy University, Izmir, Türkiye.<br /><searchLink fieldCode="AU" term="%22Üztemur+S%22">Üztemur S</searchLink>; Department of Turkish and Social Sciences Education, Faculty of Education, Anadolu University, Eskişehir, Türkiye.<br /><searchLink fieldCode="AU" term="%22Gökalp+A%22">Gökalp A</searchLink>; Department of Educational Sciences, Gaziantep University, Gaziantep, Türkiye.
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  Data: <searchLink fieldCode="JN" term="%22101550902%22">Frontiers in psychology</searchLink> [Front Psychol] 2026 Mar 30; Vol. 17, pp. 1775082. <i>Date of Electronic Publication: </i>2026 Mar 30 (<i>Print Publication: </i>2026).
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  Data: <i>Publisher: </i><searchLink fieldCode="PB" term="%22Frontiers+Research+Foundation%22">Frontiers Research Foundation </searchLink><i>Country of Publication: </i>Switzerland <i>NLM ID: </i>101550902 <i>Publication Model: </i>eCollection <i>Cited Medium: </i>Print <i>ISSN: </i>1664-1078 (Print) <i>Linking ISSN: </i><searchLink fieldCode="IS" term="%2216641078%22">16641078 </searchLink><i>NLM ISO Abbreviation: </i>Front Psychol <i>Subsets: </i>PubMed not MEDLINE
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        Value: 10.3389/fpsyg.2026.1775082
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      – TitleFull: Understanding peer bullying and broader school aggression from a school psychology perspective: a Social-Ecological Model based on extracurricular activities, instructional capacity, and learning contexts.
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              Text: 2026 Mar 30
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