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Cyber‐bullying represents a form of verbal or psychological aggression, carried out intentionally and repeatedly, and perpetuated using digital devices that has negative consequences on the health and well‐being of adolescents. This phenomenon is prevented by contextual and dispositional factors. For this reason, our study investigated both these factors, specifically, the role of the perceived class cohesion in presence of vulnerability factors, that is, low levels of positivity. The results collected on a sample of 689 high school students (Mage = 17.3) suggest that the association between perceived class cohesion and victimisation was moderated by positivity. When young people with low positivity perceived low levels of social cohesion in the group, they experienced more cyberbullying victimisation. However, when high levels of perceived group cohesion were present, these experiences were reduced, regardless of their level of positivity. These results underline the importance of building a positive climate in the class group to prevent cyber‐bullying in adolescence, especially for the most vulnerable individuals. [ABSTRACT FROM AUTHOR]

It is considered to be particularly interesting to enrich the scientific overview investigating the comorbidities of specific learning disorders (SLDs) in young adults. Therefore, this study aims to investigate the psychosocial and relational profiles associated with the presence of learning difficulties in a population of university students. The hypothesis is that young adults with SLDs have lower psychological and socio-relational functioning than their typical-development peers. We further hypothesized that the socio-relational difficulties of students with SLDs could be explained not only by referring to the presence of a learning disorder, but also by considering some variables that may follow the experience of students with SLDs. The results highlighted that students with SLDs, compared to their typical-development peers, have low self-efficacy, high academic anxiety scores, emotional problems, and issues with peers. We finally suggest considering these aspects as early as the diagnostic process to facilitate an effective treatment plan for learning disorders to prevent, in terms of developmental trajectory, the manifestation of these aspects in adulthood. [ABSTRACT FROM AUTHOR]

Bullying is still a widespread social problem that needs serious attention. To date, research on this topic has shown that understanding the phenomenon requires a psychosocial perspective. The primary goal of the study is to identify the factors that contribute to the victimization of students with learning disabilities. The hypothesis is that the victimization experiences of this group of students can be explained by some socio-relational dynamics. Using a mediation model, this study demonstrates that perceived social integration completely mediates the association between the presence of learning disabilities and victimization experiences. This implies that students with learning disabilities are primarily victimized when they are not socially integrated into their class group. The implications for diagnosis and treatment are discussed. [ABSTRACT FROM AUTHOR]

What impact does a strong desire for cognitive closure have on an individual's social competence? The need for cognitive closure has been examined in conjunction with a broad spectrum of psychological constructs, encompassing empathy as well. However, there have been few studies that have investigated how the need for cognitive closure affects social competence, particularly prosocial behavior. For this reason, the present study examines the impact of individuals' dispositional need for cognitive closure on prosocial behavior. Specifically, it explores the role of empathy, including perspective-taking and empathic concern, in explaining this relationship. The hypothesis proposed that a higher level of need for closure would be negatively related to prosocial behavior due to its negative association with perspective-taking and, consequently, empathic concern. Our findings provided support for the hypothesis in a sample of high school students (N = 332). The current study underscores the importance of epistemic motivation for closure in affecting social competence behaviors, highlighting the significant roles played by cognitive and affective empathy within this framework. These findings are particularly important, especially in educational settings, because these behaviors have the potential to influence students' relationships, school well-being, and other educational outcomes. • NfCC has a negative association with PT. • PT has a positive association with EC. • PT and EC have a positive association with prosocial behavior • NfCC could affect prosocial behavior through PT and EC. [ABSTRACT FROM AUTHOR]