@article{WrightWachs2020, author = {Wright, Michelle F. and Wachs, Sebastian}, title = {Adolescents' Cyber Victimization}, series = {International Journal of Environmental Research and Public Health}, volume = {17}, journal = {International Journal of Environmental Research and Public Health}, number = {4}, publisher = {MDPI}, address = {Basel}, issn = {1660-4601}, doi = {10.3390/ijerph17041293}, pages = {11}, year = {2020}, abstract = {The purpose of the present study was to investigate the role of gender and gender stereotype traits (masculinity, femininity) in cyber victimization behaviors (cyber relational victimization, cyber verbal victimization, hacking) through different technologies (mobile phones, gaming consoles, social networking sites). There were 456 8th graders (226 females; M age = 13.66, SD = 0.41) from two midwestern middle schools in the United States included in this study. They completed questionnaires on their endorsement of masculine and feminine traits, and self-reported cyber victimization through different technologies. The findings revealed main effects of types of cyber victimization for boys and of technology for girls. In particular, boys with feminine traits experienced the most victimization by cyber verbal aggression, cyber relational aggression, and hacking when compared to the other groups of boys. Girls with feminine traits experienced the most cyber victimization through social networking sites, gaming consoles, and mobile phones in comparison to the other groups of girls. For girls with feminine traits, they reported more cyber relational victimization and cyber verbal victimization through mobile phones and social networking sites, as well as more hacking via social networking sites. Such findings underscore the importance of considering gender stereotype traits, types of victimization, and technologies when examining cyber victimization.}, language = {en} } @misc{WrightWachs2020, author = {Wright, Michelle F. and Wachs, Sebastian}, title = {Adolescents' Cyber Victimization}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {612}, issn = {1866-8364}, doi = {10.25932/publishup-45976}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-459765}, pages = {13}, year = {2020}, abstract = {The purpose of the present study was to investigate the role of gender and gender stereotype traits (masculinity, femininity) in cyber victimization behaviors (cyber relational victimization, cyber verbal victimization, hacking) through different technologies (mobile phones, gaming consoles, social networking sites). There were 456 8th graders (226 females; M age = 13.66, SD = 0.41) from two midwestern middle schools in the United States included in this study. They completed questionnaires on their endorsement of masculine and feminine traits, and self-reported cyber victimization through different technologies. The findings revealed main effects of types of cyber victimization for boys and of technology for girls. In particular, boys with feminine traits experienced the most victimization by cyber verbal aggression, cyber relational aggression, and hacking when compared to the other groups of boys. Girls with feminine traits experienced the most cyber victimization through social networking sites, gaming consoles, and mobile phones in comparison to the other groups of girls. For girls with feminine traits, they reported more cyber relational victimization and cyber verbal victimization through mobile phones and social networking sites, as well as more hacking via social networking sites. Such findings underscore the importance of considering gender stereotype traits, types of victimization, and technologies when examining cyber victimization.}, language = {en} } @article{WrightWachsHuang2020, author = {Wright, Michelle F. and Wachs, Sebastian and Huang, Zheng}, title = {Adolescents' Popularity-Motivated Aggression and Prosocial Behaviors: The Roles of Callous-Unemotional Traits and Social Status Insecurity}, series = {Frontiers in Psychology}, journal = {Frontiers in Psychology}, publisher = {Frontiers}, address = {Lausanne, Schweiz}, issn = {1664-1078}, doi = {10.3389/fpsyg.2021.606865}, pages = {1 -- 8}, year = {2020}, abstract = {As competition over peer status becomes intense during adolescence, some adolescents develop insecure feelings regarding their social standing among their peers (i.e., social status insecurity). These adolescents sometimes use aggression to defend or promote their status. The aim of this study was to examine the relationships among social status insecurity, callous-unemotional (CU) traits, and popularity-motivated aggression and prosocial behaviors among adolescents, while controlling for gender. Another purpose was to examine the potential moderating role of CU traits in these relationships. Participants were 1,047 (49.2\% girls; Mage = 12.44 years; age range from 11 to 14 years) in the 7th or 8th grades from a large Midwestern city. They completed questionnaires on social status insecurity, CU traits, and popularity-motivated relational aggression, physical aggression, cyberaggression, and prosocial behaviors. A structural regression model was conducted, with gender as a covariate. The model had adequate fit. Social status insecurity was associated positively with callousness, unemotional, and popularity-motivated aggression and related negatively to popularity-motivated prosocial behaviors. High social status insecurity was related to greater popularity-motivated aggression when adolescents had high callousness traits. The findings have implications for understanding the individual characteristics associated with social status insecurity.}, language = {en} } @article{WachsGoerzigWrightetal.2020, author = {Wachs, Sebastian and G{\"o}rzig, Anke and Wright, Michelle F. and Schubarth, Wilfried and Bilz, Ludwig}, title = {Associations among Adolescents' Relationships with Parents, Peers, and Teachers, Self-Efficacy, and Willingness to Intervene in Bullying}, series = {International Journal of Environmental Research and Public Health}, volume = {17}, journal = {International Journal of Environmental Research and Public Health}, number = {2}, publisher = {MDPI AG}, address = {Basel}, issn = {1660-4601}, doi = {10.3390/ijerph17020420}, pages = {16}, year = {2020}, abstract = {We applied the Social Cognitive Theory to investigate whether parent-child relationships, bullying victimization, and teacher-student relationships are directly as well as indirectly via self-efficacy in social conflicts associated with adolescents' willingness to intervene in a bullying incident. There were 2071 (51.3\% male) adolescents between the ages of 12 and 17 from 24 schools in Germany who participated in this study. A mediation test using structural equation modeling revealed that parent-child relationships, bullying victimization, and teacher-student relationships were directly related to adolescents' self-efficacy in social conflicts. Further, teacher-student relationships and bullying victimization were directly associated with adolescents' willingness to intervene in bullying. Finally, relationships with parents, peers and teachers were indirectly related to higher levels of students' willingness to intervene in bullying situations due to self-efficacy in social conflicts. Thus, our analysis confirms the general assumptions of Social Cognitive Theory and the usefulness of applying its approach to social conflicts such as bullying situations.}, language = {en} } @misc{WachsGoerzigWrightetal.2020, author = {Wachs, Sebastian and G{\"o}rzig, Anke and Wright, Michelle F. and Schubarth, Wilfried and Bilz, Ludwig}, title = {Associations among Adolescents' Relationships with Parents, Peers, and Teachers, Self-Efficacy, and Willingness to Intervene in Bullying}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {603}, issn = {1866-8364}, doi = {10.25932/publishup-44545}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-445458}, pages = {18}, year = {2020}, abstract = {We applied the Social Cognitive Theory to investigate whether parent-child relationships, bullying victimization, and teacher-student relationships are directly as well as indirectly via self-efficacy in social conflicts associated with adolescents' willingness to intervene in a bullying incident. There were 2071 (51.3\% male) adolescents between the ages of 12 and 17 from 24 schools in Germany who participated in this study. A mediation test using structural equation modeling revealed that parent-child relationships, bullying victimization, and teacher-student relationships were directly related to adolescents' self-efficacy in social conflicts. Further, teacher-student relationships and bullying victimization were directly associated with adolescents' willingness to intervene in bullying. Finally, relationships with parents, peers and teachers were indirectly related to higher levels of students' willingness to intervene in bullying situations due to self-efficacy in social conflicts. Thus, our analysis confirms the general assumptions of Social Cognitive Theory and the usefulness of applying its approach to social conflicts such as bullying situations.}, language = {en} } @misc{WachsVazsonyiWrightetal.2020, author = {Wachs, Sebastian and Vazsonyi, Alexander T. and Wright, Michelle F. and Ksinan Jiskrova, Gabriela}, title = {Cross-National Associations Among Cyberbullying Victimization, Self-Esteem, and Internet Addiction}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {651}, issn = {1866-8364}, doi = {10.25932/publishup-47438}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-474382}, pages = {12}, year = {2020}, abstract = {The relationship among cyberbullying victimization, lower self-esteem, and internet addiction has been well-established. Yet, little research exists that explains the nature of these associations, and no previous work has considered the inability to identify or describe one's emotions, namely, alexithymia, as a potential mediator of these links. The present study sought to investigate the indirect effects of cyberbullying victimization on self-esteem and internet addiction, mediated by alexithymia. The sample consisted of 1,442 participants between 12 and 17 years (Mage = 14.17, SD = 1.38, 51.5\% male) from Germany, the Netherlands, and the United States. Results showed a direct relationship between cyberbullying victimization and self-esteem and an indirect association mediated by alexithymia in the Dutch sample. However, in the German and U.S. samples, only an indirect relationship via alexithymia, but not a direct effect of cyberbullying victimization on self-esteem, was found. Consistent across the three country samples, cyberbullying victimization and internet addiction were directly and also indirectly associated via alexithymia. In sum, findings indicate that alexithymia might help better understand which detrimental effects cyberbullying victimization has on adolescent psychological health. Thus, cyberbullying prevention programs should consider implementing elements that educate adolescents on the ability to identify and describe their own emotions.}, language = {en} } @article{WachsVazsonyiWrightetal.2020, author = {Wachs, Sebastian and Vazsonyi, Alexander T. and Wright, Michelle F. and Ksinan Jiskrova, Gabriela}, title = {Cross-National Associations Among Cyberbullying Victimization, Self-Esteem, and Internet Addiction}, series = {Frontiers in Psychology}, volume = {11}, journal = {Frontiers in Psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2020.01368}, pages = {10}, year = {2020}, abstract = {The relationship among cyberbullying victimization, lower self-esteem, and internet addiction has been well-established. Yet, little research exists that explains the nature of these associations, and no previous work has considered the inability to identify or describe one's emotions, namely, alexithymia, as a potential mediator of these links. The present study sought to investigate the indirect effects of cyberbullying victimization on self-esteem and internet addiction, mediated by alexithymia. The sample consisted of 1,442 participants between 12 and 17 years (Mage = 14.17, SD = 1.38, 51.5\% male) from Germany, the Netherlands, and the United States. Results showed a direct relationship between cyberbullying victimization and self-esteem and an indirect association mediated by alexithymia in the Dutch sample. However, in the German and U.S. samples, only an indirect relationship via alexithymia, but not a direct effect of cyberbullying victimization on self-esteem, was found. Consistent across the three country samples, cyberbullying victimization and internet addiction were directly and also indirectly associated via alexithymia. In sum, findings indicate that alexithymia might help better understand which detrimental effects cyberbullying victimization has on adolescent psychological health. Thus, cyberbullying prevention programs should consider implementing elements that educate adolescents on the ability to identify and describe their own emotions.}, language = {en} } @phdthesis{Groeschke2020, author = {Gr{\"o}schke, Marlen}, title = {Kooperation von Jugendhilfe und Schule}, series = {EUB, Schriftenreihe Erziehung - Unterricht - Bildung ; 194}, journal = {EUB, Schriftenreihe Erziehung - Unterricht - Bildung ; 194}, publisher = {Kovac}, address = {Hamburg}, isbn = {978-3-339-11196-8}, school = {Universit{\"a}t Potsdam}, pages = {244}, year = {2020}, abstract = {Die Kooperation von Schule und Jugendhilfe befindet sich aktuell im Wandel. Sp{\"a}testens seit Beginn der 2000er-Jahre wird insbesondere von Seiten der Politik eine verst{\"a}rkte Zusammenarbeit beider Institutionen gefordert. Die PISA-Studie des Jahres 2000 verdeutlichte die Chancenungleichheit unseres Bildungssystems und sorgte damit f{\"u}r eine Renaissance der Thematik. Zuletzt f{\"u}hrten die Inklusionsdebatte und die Fl{\"u}chtlingsstr{\"o}me, die Europa seit 2015 erreichen, sowie daraus folgende rechtspopulistische Tendenzen in Deutschland verst{\"a}rkt zur Notwendigkeit, die Bildungswelten Jugendhilfe und Schule st{\"a}rker zu vernetzen. Junge Menschen unterschiedlichster Personengruppen sollen besser ins Bildungssystem integriert und demokratiefeindlichem Gedankengut entgegengewirkt werden. Die Zusammenarbeit von Jugendhilfe und Schule ist somit aktuell st{\"a}rker gefragt denn je. Sie gilt als komplexe Probleml{\"o}sestrategie und wird mit einer Vielzahl positiver Erwartungen assoziiert. Sie soll auf bildungs- und sozialpolitische Fragen Antwort geben, den demokratischen Gedanken st{\"a}rken und junge Menschen auf rasche technische und mediale Ver{\"a}nderungen im Arbeitsalltag vorbereiten. In der Theorie wird die Zusammenarbeit von Jugendhilfe und Schule als Allheilmittel angepriesen, doch wie gestaltet sich die Praxis? Diese Studie geht dieser Frage nach, indem sie exemplarisch die Kooperation an der Bildungsst{\"a}tte „Kurt L{\"o}wenstein" im brandenburgischen Werneuchen aus der Sicht von Lehrkr{\"a}ften untersucht. Die Autorin wertet Leitfadeninterviews systematisch aus und kommt dabei zu {\"u}berraschenden Ergebnissen. Die Studie legt Erfolgsfaktoren und Hemmnisse der Kooperation dar und liefert eine kritische und differenzierte Analyse des Ist-Zustandes.}, language = {de} } @misc{KulawiakWilbertSchlacketal.2020, author = {Kulawiak, Pawel R. and Wilbert, J{\"u}rgen and Schlack, Robert and B{\"o}rnert-Ringleb, Moritz}, title = {Prediction of child and adolescent outcomes with broadband and narrowband dimensions of internalizing and externalizing behavior using the child and adolescent version of the Strengths and Difficulties Questionnaire}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {669}, issn = {1866-8364}, doi = {10.25932/publishup-48515}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-485156}, pages = {19}, year = {2020}, abstract = {The Strengths and Difficulties Questionnaire (SDQ) is a frequently used screening instrument for behavioral problems in children and adolescents. There is an ongoing controversy—not only in educational research—regarding the factor structure of the SDQ. Research results speak for a 3-factor as well as a 5-factor structure. The narrowband scales (5-factor structure) can be combined into broadband scales (3-factor structure). The question remains: Which factors (narrowband vs. broadband) are better predictors? With the prediction of child and adolescent outcomes (academic grades, well-being, and self-belief), we evaluated whether the broadband scales of internalizing and externalizing behavior (3-factor structure) or narrowband scales of behavior (5-factor structure) are better suited for predictive purposes in a cross-sectional study setting. The sample includes students in grades 5 to 9 (N = 4642) from the representative German Health Interview and Examination Survey for Children and Adolescents (KiGGS study). The results of model comparisons (broadband scale vs. narrowband scales) did not support the superiority of the broadband scales with regard to the prediction of child and adolescent outcomes. There is no benefit from subsuming narrowband scales (5-factor structure) into broadband scales (3-factor structure). The application of narrowband scales, providing a more differentiated picture of students' academic and social situation, was more appropriate for predictive purposes. For the purpose of identifying students at risk of struggling in educational contexts, using the set of narrowband dimensions of behavior seems to be more suitable.}, language = {en} } @article{KulawiakWilbertSchlacketal.2020, author = {Kulawiak, Pawel R. and Wilbert, J{\"u}rgen and Schlack, Robert and B{\"o}rnert-Ringleb, Moritz}, title = {Prediction of child and adolescent outcomes with broadband and narrowband dimensions of internalizing and externalizing behavior using the child and adolescent version of the Strengths and Difficulties Questionnaire}, series = {PLOS ONE}, volume = {15}, journal = {PLOS ONE}, number = {10}, publisher = {PLOS}, address = {San Francisco, California}, issn = {1932-6203}, doi = {10.1371/journal.pone.0240312}, pages = {17}, year = {2020}, abstract = {The Strengths and Difficulties Questionnaire (SDQ) is a frequently used screening instrument for behavioral problems in children and adolescents. There is an ongoing controversy—not only in educational research—regarding the factor structure of the SDQ. Research results speak for a 3-factor as well as a 5-factor structure. The narrowband scales (5-factor structure) can be combined into broadband scales (3-factor structure). The question remains: Which factors (narrowband vs. broadband) are better predictors? With the prediction of child and adolescent outcomes (academic grades, well-being, and self-belief), we evaluated whether the broadband scales of internalizing and externalizing behavior (3-factor structure) or narrowband scales of behavior (5-factor structure) are better suited for predictive purposes in a cross-sectional study setting. The sample includes students in grades 5 to 9 (N = 4642) from the representative German Health Interview and Examination Survey for Children and Adolescents (KiGGS study). The results of model comparisons (broadband scale vs. narrowband scales) did not support the superiority of the broadband scales with regard to the prediction of child and adolescent outcomes. There is no benefit from subsuming narrowband scales (5-factor structure) into broadband scales (3-factor structure). The application of narrowband scales, providing a more differentiated picture of students' academic and social situation, was more appropriate for predictive purposes. For the purpose of identifying students at risk of struggling in educational contexts, using the set of narrowband dimensions of behavior seems to be more suitable.}, language = {en} }