MACAULAY, Peter, Betts, Lucy, Stiller, James and KELLEZI, Blerina (2020) ‘The more public it is, the more severe it is’: Teachers’ perceptions on the roles of publicity and severity in cyberbullying. Research Papers in Education. ISSN 0267-1522
Macaulay, Peter J. R., Boulton, Michael J. and Betts, Lucy R. (2019) Comparing Early Adolescents’ Positive Bystander Responses to Cyberbullying and Traditional Bullying: the Impact of Severity and Gender. Journal of Technology in Behavioral Science, 4 (3). pp. 253-261. ISSN 2366-5963
Macaulay, Peter J. R., Boulton, Michael J., Betts, Lucy R., Boulton, Louise, Camerone, Eleonora, Down, James, Hughes, Joanna, Kirkbride, Chloe and Kirkham, Rachel (2019) Subjective versus objective knowledge of online safety/dangers as predictors of children’s perceived online safety and attitudes towards e-safety education in the United Kingdom. Journal of Children and Media. pp. 1-20. ISSN 1748-2798
Macaulay, Peter J. R., Betts, Lucy R., Stiller, James and Kellezi, Blerina (2019) “It’s so fluid, it’s developing all the time”: pre-service teachers’ perceptions and understanding of cyberbullying in the school environment. Educational Studies. pp. 1-17. ISSN 0305-5698
Macaulay, Peter J.R., Betts, Lucy R., Stiller, James and Kellezi, Blerina (2018) Perceptions and responses towards cyberbullying: A systematic review of teachers in the education system. Aggression and Violent Behavior, 43. pp. 1-12. ISSN 1359-1789
Boulton, Michael J., Boulton, Louise, Camerone, Eleonora, Down, James, Hughes, Joanna, Kirkbride, Chloe, Kirkham, Rachel, MACAULAY, Peter and Sanders, Jessica (2016) Enhancing Primary School Children's Knowledge of Online Safety and Risks with the CATZ Cooperative Cross-Age Teaching Intervention: Results from a Pilot Study. Cyberpsychology, Behavior, and Social Networking, 19 (10). pp. 609-614. ISSN 2152-2715
Macaulay, Peter J.R., Steer, Oonagh L. and Betts, Lucy R. (2019) Factors leading to cyber victimization. In: Emerging Cyber Threats and Cognitive Vulnerabilities. Elsevier, pp. 1-25. ISBN 978-0-12-816203-3
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