@article{herry_gonultas_mulvey_2023, title={Predictors of college students' reasoning and responses to gender-based social exclusion}, volume={1}, ISSN={["1573-1928"]}, DOI={10.1007/s11218-022-09748-w}, journal={SOCIAL PSYCHOLOGY OF EDUCATION}, author={Herry, Emily and Gonultas, Secil and Mulvey, Kelly Lynn}, year={2023}, month={Jan} }
 @article{cerda-smith_gonultas_mulvey_2022, title={Adolescent peer aggression judgments and expected bystander intervention in teen dating violence}, volume={79}, ISSN={["1873-7900"]}, DOI={10.1016/j.appdev.2022.101389}, abstractNote={Instances of teen dating violence (TDV), like other forms of aggression, can involve both physical and social harm. This study (1) compares adolescent acceptability judgments and bystander expectations about a hypothetical TDV story to platonic physical aggression (PPA) and platonic social aggression (PSA) stories and (2) explores how individual, peer, and school climate factors relate to TDV bystander expectations. Adolescent participants (N = 828, 50.8% female) were less accepting of and more likely to expect to intervene in PPA compared to TDV and PSA. Females were less accepting and more likely to expect to intervene across all stories compared to males. In the TDV story, less TDV acceptance and higher rates of empathy and positive student-teacher relationships were associated with greater intervention expectations, whereas those nominated as “popular” and “least liked” were less likely to expect to intervene. Implications for programing aimed at reducing TDV through bystander intervention are discussed.}, journal={JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY}, author={Cerda-Smith, Jacqueline and Gonultas, Secil and Mulvey, Kelly Lynn}, year={2022} }
 @article{gonultas_mulvey_2022, title={Theory of Mind as a Correlate of Bystanders' Reasoning About Intergroup Bullying of Syrian Refugee Youth}, volume={13}, ISSN={["1664-1078"]}, DOI={10.3389/fpsyg.2022.815639}, abstractNote={The current study examined how ingroup and outgroup Theory of Mind (ToM) predicts children’s and adolescents’ reasoning for their acceptability judgments of intergroup bullying of Syrian refugee peers and group support of intergroup bullying. Participants included 587 Turkish middle (n = 372, Mage = 12.19, SD = 1.01; 208 girls) and high school (n = 215, Mage = 14.81, SD = 0.97; 142 girls) students. Participants read a bias-based bullying story with a Syrian refugee peer targeted by an ingroup Turkish peer. Then, participants rated the acceptability of bullying and group support of bullying and were presented with a reasoning question (Why?) after each acceptability question (bullying and group support of bullying). Reasoning codes included Fairness, Refugee Status/War, Prejudice and Discrimination, Harm, Prescriptive Norms, Group Functioning, and Relationship with the Bully. Participants’ ingroup and outgroup ToM abilities (measured using the Strange Stories) were evaluated as predictors of reasoning. Results documented that middle school students were more likely to attribute mental states to their ingroup members compared to outgroup members while high school students’ ToM performance did not differ across contexts. Further, the more unacceptable participants judged bullying to be, the more they reasoned about the bullying by referencing fairness, refugee status, discrimination, and harm. Results also documented that ingroup and outgroup ToM were positively related to attribution to fairness and participants’ usage of multiple reasoning judgments while only outgroup ToM was a significant predictor of reasoning around refugee status/war, discrimination, and prejudice. The findings provide implications for intervention programs that tackle intergroup bullying by examining bystanders’ social cognitive skills in a specific context.}, journal={FRONTIERS IN PSYCHOLOGY}, author={Gonultas, Secil and Mulvey, Kelly Lynn}, year={2022}, month={Mar} }
 @article{gonultas_richardson_mulvey_2021, title={But they weren't being careful! Role of theory of mind in moral judgments about victim and transgressor negligence}, volume={212}, ISSN={["1096-0457"]}, DOI={10.1016/j.jecp.2021.105234}, abstractNote={Previous research showed that children are influenced not only by intentions and outcomes but also by transgressor negligence in their moral judgments. The current study investigated the role of transgressor and victim negligence on children's moral judgments. Children's false-belief theory of mind understanding (FBU ToM) was examined as a possible factor that might shape moral judgments in contexts involving negligence. Children (N = 117, Mage = 5.41 years, range = 3-8) were presented with two stories involving property damage and physical harm where negligence was manipulated and with a series of questions assessing moral judgments regarding act acceptability of the transgressor and victim, punishment, and assessments of alternative actions. FBU ToM was measured with a false-content task. Children with higher FBU ToM were more likely to consider both transgressor and victim negligence in their moral judgments across different transgressions. The findings have implications for how social cognitive abilities interact with transgressor and victim negligence in moral decisions.}, journal={JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY}, author={Gonultas, Secil and Richardson, Cameron B. and Mulvey, Kelly Lynn}, year={2021}, month={Dec} }
 @article{gonultas_mulvey_2021, title={Bystander responses to bias-based bullying and retaliation: Is retaliation perceived as more acceptable than bias-based bullying?}, volume={39}, ISSN={["2044-835X"]}, url={https://doi.org/10.1111/bjdp.12371}, DOI={10.1111/bjdp.12371}, abstractNote={The current study examined intergroup‐related and social‐cognitive correlates of bystanders' acceptability judgements and their responses to bias‐based bullying of immigrant peers and to possible retaliation for the bullying. Participants included 179 immigrant‐origin and non‐immigrant‐origin youth (Mage = 13.23; SD = 1.55; 79 immigrant‐origin youth). Participants' bystander judgements and responses to bullying and retaliation were examined via a hypothetical scenario. Further, participants' intergroup attitudes towards immigrants and their social‐cognitive skills were evaluated. ANOVA results showed that immigrant‐origin youth judged bullying as less acceptable and retaliation as more acceptable compared to non‐immigrant‐origin youth, documenting that group membership is related to adolescents' judgements. A similar pattern was observed in active bystander responses. Hierarchical regression analyses revealed that immigration background, intergroup process in the context of immigration, and social‐cognitive skills predict bystander responses to bullying and retaliation. This study provides important implications for anti‐bullying intervention programmes to overcome the negative consequences of retaliation in the escalation of aggressive behaviours.}, number={3}, journal={BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY}, publisher={Wiley}, author={Gonultas, Secil and Mulvey, Kelly Lynn}, year={2021}, month={Sep}, pages={442–461} }
 @article{herry_gonultas_mulvey_2021, title={Digital era bullying: An examination of adolescent judgments about bystander intervention online}, volume={76}, ISSN={["1873-7900"]}, DOI={10.1016/j.appdev.2021.101322}, abstractNote={Adolescents are increasingly exposed to online bullying, yet little is known about how to promote bystander intervention in response to cyberbullying. This study examines the influence of personal, family, and societal factors on adolescents' moral judgments and expected bystander responses to cyberbullying with 6th (N = 425, Mageinyears = 11.31, SD = 0.62), and 9th (N = 403, Mageinyears = 14.31, SD = 0.52) grade public school students. Hierarchical regressions demonstrated that sympathy and family management were related to ratings of cyberbullying as less acceptable. Participants who reported experiencing more racial discrimination judged cyberbullying as more acceptable. Additionally higher levels of empathy, secure attachment, and family management were related to higher intentions to intervene. Our findings suggest that family, societal and personal factors are all relevant to adolescents' evaluations of and responses to cyberbullying. These findings can guide future anti-bullying interventions to encourage bystander intervention in online settings.}, journal={JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY}, author={Herry, Emily and Gonultas, Secil and Mulvey, Kelly Lynn}, year={2021} }
 @article{knox_gibson_gonultas_mulvey_2021, title={School Connectedness and Bystander Intervention: The Moderating Role of Perceived Exclusion and Privilege Among African American Students}, volume={50}, ISSN={["2372-966X"]}, DOI={10.1080/2372966X.2020.1846459}, abstractNote={Abstract As researchers and practitioners begin to take a bystander approach toward preventing bullying, which involves a power imbalance between two students, it is important to acknowledge that predictors of bystander intervention may look different in various groups of students. Though school connectedness has been suggested as a predictor, previous literature fails to examine how this relationship may look in students who are racially socialized to be aware of overall inequities in schools, such as African American students. Thus, the purpose of this study was to examine the moderating role of perceived exclusion/privilege in the school on the relationship between school connectedness and willingness to intervene in four acts of aggression (i.e., social exclusion, relational, cyber, and physical) among 183 African American sixth- and ninth-graders (51% female). Findings indicate that perceived exclusion/privilege in the school can decrease students’ willingness to intervene in acts of aggression despite feeling connected to the school. Impact Statement This article will further the conversation of bystander behavior in bullying situations by considering a key contextual factor of a marginalized group of students.}, number={2-3}, journal={SCHOOL PSYCHOLOGY REVIEW}, author={Knox, Jerica and Gibson, Stephen and Gonultas, Secil and Mulvey, Kelly Lynn}, year={2021}, month={Jul}, pages={316–329} }
 @article{mulvey_gonultas_irdam_carlson_distefano_irvin_2021, title={School and Teacher Factors That Promote Adolescents' Bystander Responses to Social Exclusion}, volume={11}, ISSN={["1664-1078"]}, DOI={10.3389/fpsyg.2020.581089}, abstractNote={Schools may be one important context where adolescents learn and shape the behaviors necessary for promoting global inclusivity in adulthood. Given the importance of bystanders in halting bullying and peer aggression, the focus of this study is on both moral judgments regarding one type of bullying, social exclusion, and factors that are associated with bystander intervention. The study includes 896 adolescents, who were 6th (N = 450, Mage = 11.73), and 9th (N = 446, Mage = 14.82) graders, approximately evenly divided by gender. Participants were primarily European–American (63.3%). Results revealed that girls and participants who perceived better relationships between students and teachers were more likely to judge exclusion to be wrong. Further, ethnic minority participants, those who were more anxious about being rejected by their teachers and reported more teacher discrimination were less likely to judge exclusion as wrong. Participants who reported more positive student–teacher relationships, perceptions of a more positive school social environment and more prior experiences of teacher discrimination were more likely to report that they would seek help for the victim. On the other hand, participants who reported being more angry about teacher rejection, experiencing either peer or teacher discrimination, and perceiving they are excluded from opportunities at school were less likely to intervene to come to the aid of a peer who is being excluded. The results document the complex interplay of school and teacher factors in shaping adolescents’ bystander responses to social exclusion. Our findings suggest that positive school climate can promote intentions to intervene. However, findings indicate that adolescents who are marginalized in their school environments, and who report experiences of rejection, exclusion or discrimination are not willing or likely to intervene to prevent others from experiencing exclusion.}, journal={FRONTIERS IN PSYCHOLOGY}, author={Mulvey, Kelly Lynn and Gonultas, Secil and Irdam, Greysi and Carlson, Ryan G. and DiStefano, Christine and Irvin, Matthew J.}, year={2021}, month={Jan} }
 @article{gonultas_yavuz_mulvey_2021, title={Should I invite them? Bystanders' inclusivity judgements towards outgroup victims and ingroup bullies in intergroup bullying}, ISSN={["1099-1298"]}, url={https://doi.org/10.1002/casp.2567}, DOI={10.1002/casp.2567}, abstractNote={Abstract}, journal={JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY}, author={Gonultas, Secil and Yavuz, H. Melis and Mulvey, Kelly Lynn}, year={2021}, month={Sep} }
 @article{mulvey_gonultas_hope_hoffman_distefano_irvin_carlson_2021, title={The Complex Nature of Youth Aggression: Relations Between Cognition, Discrimination, and Peer Perceptions of Bullying Involvement}, volume={53}, ISSN={["1552-8499"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85085381353&partnerID=MN8TOARS}, DOI={10.1177/0044118X20920085}, abstractNote={ Youth victimization and aggression are common in adolescents’ everday lives. This study examines relations between youth cognition and reasoning around bullying and possible responses to bullying, peer nominations related to youth roles in the bullying ecology and self-report experiences of perceived racial discrimination using latent class analyses. Participants included 6th ( n = 423) and 9th ( n = 392) grade adolescents in the United States (49.1% female). Five distinct classes emerged: Typical, Uninvolved, Challengers, Experiences Discrimination, and Experiences Discrimination and Involved. Furthermore, participants in these classes reasoned about the acceptability of youth aggression and about their likelihood of different responses to youth aggression in distinct ways. Findings document that the Challengers class was most likely to judge the aggression as wrong and the least likely to indicate that they would not respond if they observed aggression. Furthermore, both classes of youth who reported experiencing discrimination judged the aggression as more acceptable. }, number={6}, journal={YOUTH & SOCIETY}, publisher={SAGE Publications}, author={Mulvey, Kelly Lynn and Gonultas, Secil and Hope, Elan C. and Hoffman, Adam J. and DiStefano, Christine and Irvin, Matthew J. and Carlson, Ryan}, year={2021}, month={Sep}, pages={979–1000} }
 @article{gonultas_mulvey_2021, title={The Role of Immigration Background, Intergroup Processes, and Social-Cognitive Skills in Bystanders' Responses to Bias-Based Bullying Toward Immigrants During Adolescence}, volume={92}, ISSN={["1467-8624"]}, url={https://doi.org/10.1111/cdev.13476}, DOI={10.1111/cdev.13476}, abstractNote={This study examined how intergroup processes and social‐cognitive factors shape bystander responses to bias‐based and general bullying. Participants included sixth and ninth graders (N = 179, M = 13.23) who evaluated how likely they would be to intervene if they observed bullying of immigrant‐origin and nonimmigrant‐origin peers. Adolescents’ grade, intergroup attitudes, and social‐cognitive abilities were evaluated as predictors of bystander responses. Nonimmigrant‐origin adolescents reported that they expect they would be less likely to intervene when the victim is an immigrant‐origin peer. Furthermore, participants with more intergroup contact and higher theory of mind were more likely to expect they would intervene in response to bias‐based bullying. Findings have important implications for understanding factors that inform antibullying interventions that aim to tackle bias‐based bullying against immigrants.}, number={3}, journal={CHILD DEVELOPMENT}, publisher={Wiley}, author={Gonultas, Secil and Mulvey, Kelly Lynn}, year={2021}, month={May}, pages={E296–E316} }
 @article{mulvey_gonultas_herry_strelan_2021, title={The Role of Theory of Mind, Group Membership, and Apology in Intergroup Forgiveness Among Children and Adolescents}, volume={10}, ISSN={["1939-2222"]}, url={https://doi.org/10.1037/xge0001094}, DOI={10.1037/xge0001094}, abstractNote={Research on forgiveness with children and adolescents is growing, yet little is known about the developmental mechanisms that underlie intergroup forgiveness in children and adolescents. In this study, youth (M = 9.39 years, SD = 1.67, N = 185, 107 female and 78 male; 54.6% European American, 20.5% African American, 8.1% Latinx, 5.9% Asian American, 3.8% multiracial, and 7.1% other) provided judgments and reasoning about forgiveness in hypothetical scenarios involving intergroup and intragroup transgressions. Participants with more sophisticated theoryof mind were more forgiving of transgressors and were more likely to differentiate their thinking about how sorry ingroup and outgroup transgressors will feel. Participants were more likely to forgive ingroup members and those that apologize than outgroup members and those who do not apologize. Results reveal that youth, especially those with more advanced theory of mind skills, have a sophisticated understanding of intergroup forgiveness. (PsycInfo Database Record (c) 2021 APA, all rights reserved).}, journal={JOURNAL OF EXPERIMENTAL PSYCHOLOGY-GENERAL}, publisher={American Psychological Association (APA)}, author={Mulvey, Kelly Lynn and Gonultas, Secil and Herry, Emily and Strelan, Peter}, year={2021}, month={Oct} }
 @article{beissert_gonultas_mulvey_2020, title={Social Inclusion of Refugee and Native Peers Among Adolescents: It is the Language that Matters!}, volume={30}, ISSN={["1532-7795"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85067839053&partnerID=MN8TOARS}, DOI={10.1111/jora.12518}, abstractNote={This study investigated the role of refugee status and language skills for adolescents’ inclusion or exclusion decisions in hypothetical intergroup scenarios. 100 German adolescents (Mage = 13.65 years, SD = 1.93) were presented three scenarios in which groups of adolescents are planning leisure time activities, and peers from their own country (Germany) versus another country (Syrian refugees) with either good or bad German skills want to join them. Whereas adolescents’ inclusion decisions did not differ between the German protagonist and the Syrian one with good German skills, the Syrian protagonist with bad German skills was less likely to be included than either of the other two. These findings have implications for understanding the role of language in adolescents’ inclusion decisions.}, number={1}, journal={JOURNAL OF RESEARCH ON ADOLESCENCE}, author={Beissert, Hanna and Gonultas, Secil and Mulvey, Kelly Lynn}, year={2020}, month={Mar}, pages={219–233} }
 @article{mulvey_gonultas_richardson_2020, title={Who Is to Blame? Children's and Adults' Moral Judgments Regarding Victim and Transgressor Negligence}, volume={44}, ISSN={["1551-6709"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85083172873&partnerID=MN8TOARS}, DOI={10.1111/cogs.12833}, abstractNote={Abstract}, number={4}, journal={COGNITIVE SCIENCE}, author={Mulvey, Kelly Lynn and Gonultas, Secil and Richardson, Cameron B.}, year={2020}, month={Apr} }
 @article{park_gonultas_mulvey_killen_ruck_2019, title={Male Adolescents' and Young Adults' Evaluations of Interracial Exclusion in Offline and Online Settings}, volume={22}, ISSN={["2152-2723"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85073183940&partnerID=MN8TOARS}, DOI={10.1089/cyber.2019.0102}, abstractNote={While there is a growing body of research on how individuals evaluate interracial exclusion in offline settings, much less is known about evaluations of interracial exclusion in online settings. This study aimed to address this gap by examining evaluations by male adolescents and young adults (N = 151; Mage = 17.59, standard deviation = 0.50) of interracial exclusion in both online and offline settings to understand these evaluations in concert. Furthermore, participants completed measures of offline and online intergroup contact, providing new evidence that intergroup contact in online settings is an important context for learning about others. The findings indicate that participants' online and offline intergroup contacts were related. In terms of evaluations of exclusion, participants were much more likely to attribute exclusion to nonrace-based reasons in online and offline settings than to race-based reasons. Additionally, participants with higher rates of intergroup contact were more likely to perceive race-based exclusion as wrong than those with low rates of contact. The novel findings document that young men's online and offline intergroup contact shape their evaluations of interracial exclusion in online settings.}, number={10}, journal={CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING}, author={Park, Henry and Gonultas, Secil and Mulvey, Kelly Lynn and Killen, Melanie and Ruck, Martin D.}, year={2019}, month={Oct}, pages={641–647} }
 @article{mulvey_gonultas_goff_irdam_carlson_distefano_irvin_2019, title={School and Family Factors Predicting Adolescent Cognition Regarding Bystander Intervention in Response to Bullying and Victim Retaliation}, volume={48}, ISSN={["1573-6601"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85055572396&partnerID=MN8TOARS}, DOI={10.1007/s10964-018-0941-3}, abstractNote={Youth aggression occurs at high rates. Aggressive acts can be curbed through bystander intervention; yet, little is known about school and family factors that predict bystander intervention in response to both aggression and victim retaliation. This research examines school and family factors related to standing up to aggression and intervening before possible retaliation occurs. Participants included 6 th  and 9 th  graders (N = 896, 52.8% female), who evaluated how likely they would be to intervene if they observed aggression and if they heard the victim was planning to retaliate. Family and school factors are important predictors of bystander intervention, with higher family management, and more positive school climate associated with greater likelihood of intervention and higher feelings of social exclusion and teacher and peer discrimination associated with inactive responses to aggression and retaliation. Thus, a complex constellation of factors relate to the likelihood of intervening if someone is being victimized or considering retaliation in response to victimization. The results provide guidance and new directions for possible school- and family-based interventions to encourage bystander intervention in instances of aggression.}, number={3}, journal={JOURNAL OF YOUTH AND ADOLESCENCE}, publisher={Springer Science and Business Media LLC}, author={Mulvey, Kelly Lynn and Gonultas, Secil and Goff, Eric and Irdam, Greysi and Carlson, Ryan and DiStefano, Christine and Irvin, Matthew J.}, year={2019}, month={Mar}, pages={581–596} }
 @misc{gonultas_mulvey_2019, title={Social-Developmental Perspective on Intergroup Attitudes towards Immigrants and Refugees in Childhood and Adolescence: A Roadmap from Theory to Practice for an Inclusive Society}, volume={63}, ISSN={["1423-0054"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85074156863&partnerID=MN8TOARS}, DOI={10.1159/000503173}, abstractNote={The unprecedented rates of migration throughout the world have raised concerns about the social integration of immigrants and refugees due to possible experiences of prejudice, discrimination, and hostility from members of the host society. In this article, we review developmental and social theories and related research outlining children’s and adolescents’ intergroup attitudes towards immigrants and refugees. The discussion then moves to social agents that help shape children’s and adolescents’ attitudes regarding these relations. Theory-driven, empirically tested intervention studies that could potentially promote children’s and adolescents’ attitudes towards immigrants and refugees are discussed. We also address the limitations of current interventions, which were the starting points for this paper. Finally, we highlight important avenues for future research and make specific recommendations for practitioners and policy makers striving to promote harmonious intergroup relations across childhood and adolescence in social settings.}, number={2}, journal={HUMAN DEVELOPMENT}, author={Gonultas, Secil and Mulvey, Kelly Lynn}, year={2019}, month={Nov}, pages={90–111} }
 @article{mulvey_hoffman_gonultas_hope_cooper_2018, title={Understanding Experiences With Bullying and Bias-Based Bullying: What Matters and for Whom?}, volume={8}, ISSN={["2152-081X"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85055498286&partnerID=MN8TOARS}, DOI={10.1037/vio0000206}, abstractNote={Objective: Using data from the 2015 National Crime Victimization Survey School Crime Supplement, this study examines differential outcomes for youth who report nonbias-based bullying, bias-based bullying on the basis of one social identity, and bias-based bullying on more than one social identity. Method: Data were gathered from youth aged 12 to 18 who reported experiences of bullying (N = 678, 44.2% male). The study tested outcomes regarding (a) rates of afterschool activity participation, (b) participants’ self-reported fear, and (c) self-reported school avoidance and the relative impact of mediators (the negative effects of bullying, participants’ perceptions of school safety, social support, and school fairness) across three types of bullying experiences. Results: Results demonstrate that perceptions of school safety, social support, and school fairness generally buffer youth from the negative effects of bullying but that these relationships differ depending on whether the victim experiences nonbias-based bullying or bias-based bullying and depending on if they are targeted because of one or multiple facets of their social identity. Further, results indicate that youth who experience bias-based bullying based on multiple social identities report more negative outcomes of bullying and higher levels of school avoidance and fear than those students who only report one type of bias-based bullying and those who experience non-bias-based bullying. Conclusion: The findings have implications for how schools should implement interventions that address bias and prejudice in bullying and should tailor interventions to the unique experiences of youth who report bias-based and nonbias-based bullying.}, number={6}, journal={PSYCHOLOGY OF VIOLENCE}, author={Mulvey, Kelly Lynn and Hoffman, Adam J. and Gonultas, Secil and Hope, Elan C. and Cooper, Shauna M.}, year={2018}, month={Nov}, pages={702–711} }