Peter Macaulay

Lecturer in Psychology

University of Derby

United Kingdom

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Peter Macaulay is a Lecturer in Psychology at the University of Derby, UK. His research primarily focuses on the dynamics of bullying, adolescent mental health, and social relationships in educational settings. Recent publications include studies on the effects of staff communication on student experiences, internet addiction among adolescents, and interventions aimed at promoting anti-bullying beliefs. He is also involved in exploring the role of authentic self-esteem in mitigating the impacts of bullying victimization.

Articles (12)

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2025

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2024

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2024

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2023

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2023

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2023

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2022

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2021

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2020

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2020

Collaborators (2)

Blerina Kellezi

Associate Professor

University of Nottingham

UNITED KINGDOM

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Lucy Betts

Professor of Social Developmental Psychology

University of Nottingham

UNITED KINGDOM

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Peter Macaulay

Research Interests

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Articles (12)

Staff Communication at School and Student–Student Relationship Quality in the Classroom: Direct and Indirect Effects on Students’ Experiences as Bullies, Bullied, and Bully-Victims

Caught in the web: a meta-analysis of Internet addiction, excessive daytime sleepiness and depressive symptoms in adolescents

Helping School Students Deal with Peer Provocations and Avoid Hostile Attribution Bias with the CATZ Cross-Age Teaching Zone Intervention

Does authentic self‐esteem buffer the negative effects of bullying victimization on social anxiety and classroom concentration? Evidence from a short‐term longitudinal study with early adolescents

Testing the social validity of the CATZ cross-age teaching zone anti-bullying intervention among school students

Promoting Junior School Students’ Anti-bullying Beliefs with the CATZ Cross-age Teaching Zone Intervention

Predicting Adolescents’ Intentions to Support Victims of Bullying from Expected Reactions of Friends versus Peers

Parenting about challenges and adolescents’ social anxiety, disrupted classroom concentration, and resilience knowledge: The mediating role of authentic self-esteem.

Bystander responses to cyberbullying: The role of perceived severity, publicity, anonymity, type of cyberbullying, and victim response

‘The more public it is, the more severe it is’: teachers’ perceptions on the roles of publicity and severity in cyberbullying

“It’s so fluid, it’s developing all the time”: pre-service teachers’ perceptions and understanding of cyberbullying in the school environment

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

Collaborators (2)

Blerina Kellezi

Lucy Betts

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