@article{SchubarthSpeck2021, author = {Schubarth, Wilfried and Speck, Karsten}, title = {Ergebnisse zur Einsch{\"a}tzung des Referendariatsaus Sicht aller Akteure}, publisher = {Waxmann}, address = {M{\"u}nster}, isbn = {978-3-8309-4332-7}, pages = {254}, year = {2021}, language = {de} } @article{WachsBilzNiproschkeetal.2018, author = {Wachs, Sebastian and Bilz, Ludwig and Niproschke, Saskia and Schubarth, Wilfried}, title = {Bullying Intervention in Schools}, series = {Journal of early adolescence}, volume = {39}, journal = {Journal of early adolescence}, number = {5}, publisher = {Sage Publ.}, address = {Thousand Oaks}, issn = {0272-4316}, doi = {10.1177/0272431618780423}, pages = {642 -- 668}, year = {2018}, abstract = {To date, little has been known about teachers' success in bullying interventions. Thus, the present study analyzes how successfully teachers intervene in real bullying situations, based on an analysis of 1,996 reports by German students aged between 12 and 15 (49.2\% female) from 24 schools. Predictors of success included intervention strategy (authoritarian-punitive, supportive-individual, supportive-cooperative intervention), bullying form (physical, verbal, relational, cyber), and the student's bullying role (bully, victim, bystander) in the particular situation. Multilevel analyses showed that supportive-cooperative intervention strategies were the most successful in dealing with bullying in both the short and long term. In the long term, students evaluated teachers as being more successful in dealing with cyberbullying compared with physical bullying. Compared with students who observed bullying, students who perpetrated it were less likely to report that teachers' interventions were successful in the short term. Implications for bullying intervention, preservice teacher-training, and future research are discussed.}, language = {en} } @article{MelzerSchubarth2016, author = {Melzer, Wolfgang and Schubarth, Wilfried}, title = {Violence at school and the health of students}, series = {Bundesgesundheitsblatt, Gesundheitsforschung, Gesundheitsschutz}, volume = {59}, journal = {Bundesgesundheitsblatt, Gesundheitsforschung, Gesundheitsschutz}, publisher = {Springer}, address = {New York}, issn = {1436-9990}, doi = {10.1007/s00103-015-2270-y}, pages = {66 -- 72}, year = {2016}, abstract = {Der vorliegende Beitrag gibt einen {\"U}berblick {\"u}ber das Thema „Gewalt an Schulen" und verkn{\"u}pft es mit gesundheitlichen Aspekten von Sch{\"u}lerinnen und Sch{\"u}lern. Ausgehend von der Annahme, dass Gewalt und Gesundheit zwei Seiten einer Medaille sind, wird der Frage nachgegangen, wie sich Gewalt- und Mobbingph{\"a}nomene an deutschen Schulen entwickelt haben und welche Zusammenh{\"a}nge es zur Gesundheit von Sch{\"u}lerinnen und Sch{\"u}lern gibt. Die empirische Basis bilden langj{\"a}hrige Untersuchungen der Autoren, u. a. im Rahmen der internationalen Studie „Health Behaviour in School-aged Children" (HBSC). Auf der Basis eigener empirischer Studien werden Pr{\"a}valenzen und Strukturen der Sch{\"u}lergewalt sowie der Zusammenhang von Gewalt und Gesundheit verdeutlicht und Folgerungen f{\"u}r die Gewalt- und Gesundheitspr{\"a}vention gezogen. Entgegen dramatisierender Einsch{\"a}tzungen in den Medien zeigt sich, dass in den letzten Jahren eine kontinuierliche Verringerung der Mobbing-Problematik an deutschen Schulen zu verzeichnen ist. Mit Blick auf den Zusammenhang von Gewalt und Gesundheit l{\"a}sst sich ein signifikanter Zusammenhang zwischen dissozialem Verhalten und Parametern der Gesundheit belegen. So weisen Opfer und T{\"a}ter-Opfer die gr{\"o}ßten und Unbeteiligte die geringsten gesundheitlichen Probleme auf, w{\"a}hrend f{\"u}r T{\"a}ter - entgegen g{\"a}ngiger Annahmen - eher eine positive Grundstimmung kennzeichnend ist. Aufgrund des engen Zusammenhangs von Gewalt und Gesundheit wird die Folgerung abgeleitet, Gewaltpr{\"a}vention- und Gesundheitsf{\"o}rderung mit Schulentwicklung und Schulprogrammarbeit zu verbinden, um nachhaltige Pr{\"a}ventionswirkung zu erzielen. The article gives an overview of violence at school combined with the health of students. Based on the assumption that violence and health are two sides of the same coin, the article considers the question of the development of violence and bullying phenomena at German schools and its relation to student health. Long-term studies by the authors, such as the international Health Behavior in School-aged Children (HBSC) study, constitute the empirical basis. Prevalence and structures of student violence, as well as the relation between violence and health, are clarified and consequences for the prevention of violence and health are shown on the basis of our own empirical studies. Contrary to dramatic estimates in the media, a continuous reduction of bullying problems at German schools has been registered in recent years. In reference to the relation between violence and health, a significant correlation between dissocial behavior and health parameters was found. Victims and bully-victims show the most health problems and innocent bystanders the least health problems. In contrast to previous findings, bullies show a more positive prevailing mood. Due to the found associations between violence and health, it appears reasonable to combine violence prevention and health promotion measures to achieve sustainable prevention effects.}, language = {de} } @article{NiproschkeOertelSchubarthetal.2016, author = {Niproschke, Saskia and Oertel, Lars and Schubarth, Wilfried and Ulbricht, Juliane and Bilz, Ludwig}, title = {More or Less Violence in Schools? A Replication Study from 1996-2014 in Saxon Schools}, series = {Zeitschrift f{\~A}¼r Soziologie der Erziehung und Sozialisation}, volume = {36}, journal = {Zeitschrift f{\~A}¼r Soziologie der Erziehung und Sozialisation}, publisher = {Juventa-Verl.}, address = {Weinheim}, issn = {1436-1957}, doi = {10.3262/ZSE1601078}, pages = {78 -- 96}, year = {2016}, abstract = {Der verbreiteten Annahme einer st{\"a}ndigen Gewaltzunahme an Schulen stehen bisher nur wenige Studien im Zeitvergleich gegen{\"u}ber. Der vorliegende Beitrag will diese L{\"u}cke schließen, indem er Ergebnisse einer aktuellen Replikationsstudie vorstellt und damit die Frage beantwortet, ob die Gewalt an Schulen im Vergleich zur Mitte der 1990er Jahre zu- oder abgenommen hat. Anhand einer repr{\"a}sentativen s{\"a}chsischen Stichprobe zeigt sich, dass im Jahr 2014 im Vergleich zu 1996 {\"u}ber weniger Gewalt an Schulen berichtet wird. Dies betrifft die Gewalt unter Sch{\"u} ler(inne)n und die Gewalt gegen Lehrkr{\"a}fte. Parallel hat die Interventionsbereitschaft unter der Lehrer- und Sch{\"u}lerschaft zugenommen. Zugleich macht die Studie auf differente Entwicklungstrends zwischen den Sch{\"u}lergruppen aufmerksam. Trotz eines insgesamt niedrigen Gewaltniveaus im Vergleich zur Mitte der 1990er Jahre legen die Befunde den Schluss nahe, bei den Pr{\"a}ventionsbem{\"u}hungen nicht nachzulassen. Veryfew studies have investigated the widely held assumption that violence in schools has constantly increased in recent years. The current study aims to fill this gap by presenting results of a recent replication study in Germany, as well as answering the question as to whether violence in schools increased or decreased in comparison with the mid-1990s. Based on a representative sample of Saxon students, this study shows that less violence was reported in schools in 2014 compared to 1996. This relates to both violence among students and their violent actions against teachers. Moreover, the willingness of teachers and students to intervene has increased. At the same time, this study draws attention to developmental trends between groups of students. Despite a general low level of violence in schools compared to the mid-1990s, the findings suggest that prevention efforts must be continued.}, language = {de} } @article{BilzStegerFischeretal.2016, author = {Bilz, Ludwig and Steger, Jette and Fischer, Saskia M. and Schubarth, Wilfried and Kunze, Ulrike}, title = {Is this already Violence? On the Importance of the Violence of Teachers on how to Deal with Bullying and the Actions of Pupils}, series = {Zeitschrift f{\~A}¼r P{\~A}\idagogik}, volume = {62}, journal = {Zeitschrift f{\~A}¼r P{\~A}\idagogik}, publisher = {Beltz}, address = {Weinheim}, issn = {0044-3247}, pages = {841 -- 860}, year = {2016}, language = {de} } @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} } @article{BilzGoldfriedrichJohnetal.2018, author = {Bilz, Ludwig and Goldfriedrich, Martin and John, Nancy and Fischer, Saskia M. and Wachs, Sebastian and Schubarth, Wilfried}, title = {Mobbingerfahrungen von Sch{\"u}lerinnen und Sch{\"u}ler mit und ohne F{\"o}rderbedarf an inklusiven Schulen}, series = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion}, journal = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion}, publisher = {Belz}, address = {Weinheim}, isbn = {978-3-7799-3859-0}, pages = {272 -- 286}, year = {2018}, language = {de} } @article{WachsSchubarthBilz2018, author = {Wachs, Sebastian and Schubarth, Wilfried and Bilz, Ludwig}, title = {Mobbing in der Schule}, series = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion}, journal = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion}, publisher = {Beltz Juventa}, address = {Weinheim}, isbn = {978-3-7799-4981-7}, pages = {121 -- 139}, year = {2018}, language = {de} } @article{Schubarth2019, author = {Schubarth, Wilfried}, title = {Wertebilung in der Schule}, series = {Werte und Wertebildung aus interdisziplin{\"a}rer Perspektive}, journal = {Werte und Wertebildung aus interdisziplin{\"a}rer Perspektive}, publisher = {Springer}, address = {Wiesbaden}, isbn = {978-3-658-21975-8}, pages = {79 -- 96}, year = {2019}, language = {de} } @article{WachsBilzFischeretal.2018, author = {Wachs, Sebastian and Bilz, Ludwig and Fischer, Saskia M. and Schubarth, Wilfried and Wright, Michelle F.}, title = {Students' Willingness to Intervene in Bullying}, series = {International journal of environmental research and public health : IJERPH}, volume = {15}, journal = {International journal of environmental research and public health : IJERPH}, publisher = {MDPI}, address = {Basel}, issn = {1660-4601}, doi = {10.3390/ijerph15112577}, pages = {11}, year = {2018}, abstract = {Although school climate and self-efficacy have received some attention in the literature, as correlates of students' willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students' willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students' willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3\% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43\% and 48\% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students' willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students' willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students' willingness to intervene in bullying; (2) efforts to increase students' willingness to intervene in bullying should promote students' confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students' willingness to intervene in bullying. Recommendations are provided to help increase adolescents' willingness to intervene in bullying and for future research.}, language = {en} } @article{Schubarth2014, author = {Schubarth, Wilfried}, title = {Wahrgenommene Kompetenzentwicklung im Praxissemester und dessen berufsorientierte Wirkung : Ergebnisse der ProPrax-Studie}, isbn = {978-3-8309-3057-0}, year = {2014}, language = {de} } @article{SeidelSchubarthSpeck2011, author = {Seidel, Andreas and Schubarth, Wilfried and Speck, Karsten}, title = {Vereint in unsicheren Zeiten? : Eine Pilotstudie unter Jugendlichen in Ostdeutschland, Polen und Russland}, isbn = {978-3-86956-124-0}, year = {2011}, language = {de} } @article{SchubarthSpeckGladaschetal.2007, author = {Schubarth, Wilfried and Speck, Karsten and Gladasch, Ulrike and Seidel, Andreas}, title = {Die 2. Phase der Lehrerausbildung aus Sicht der Brandenburger Lehramtskandidatinnen - die Potsdamer LAK-Studie}, isbn = {978-3-8309-1821-9}, year = {2007}, language = {de} } @article{SchubarthSpeckSeidel2006, author = {Schubarth, Wilfried and Speck, Karsten and Seidel, Andreas}, title = {Die 2. Phase der Lehrerbildung : Ergebnisse der Potsdamer Lehramtskandidaten- und Seminarleiter-Studie zum Theorie-Praxis-Verh{\"a}ltnis}, isbn = {3-939469-49-1}, year = {2006}, language = {de} } @article{SchubarthWendland2006, author = {Schubarth, Wilfried and Wendland, Mirko}, title = {Einf{\"u}hrung}, isbn = {3-939469-49-1}, year = {2006}, language = {de} } @article{Schubarth2006, author = {Schubarth, Wilfried}, title = {Gewaltpr{\"a}vention durch {\"O}ffnung von Schule : Schule und Jugendhilfe - gemeinsam zum Wohle des Kindes}, isbn = {3-89806-938-9}, year = {2006}, language = {de} } @article{SchubarthPohlenz2006, author = {Schubarth, Wilfried and Pohlenz, Philipp}, title = {Zur Einf{\"u}hrung}, isbn = {3- 937786-08-2}, year = {2006}, language = {de} } @article{SchubarthSpeckGrosseetal.2006, author = {Schubarth, Wilfried and Speck, Karsten and Große, Ulrike and Seidel, Andreas and Gemsa, Charlotte}, title = {Die zweite Phase der Lehrerausbildung aus Sicht der Brandenburger Lehramtskandidatinnen und Lehramtskandidaten : die Potsdamer LKA-Studie 2004/05}, isbn = {3- 937786-08-2}, year = {2006}, language = {de} } @article{Schubarth2007, author = {Schubarth, Wilfried}, title = {Rechtsextremismus als Herausforderung f{\"u}r Schule und Jugendarbeit : Perspektiven f{\"u}r das Land Brandenburg}, isbn = {978-3-86650-640-4}, year = {2007}, language = {de} } @article{SpeckSchubarthSeidel2007, author = {Speck, Karsten and Schubarth, Wilfried and Seidel, Andreas}, title = {Theorie-Praxis-Verh{\"a}ltnis in der zweiten der Lehrerbildung Empirische Befunde und theoretische Implikationen}, isbn = {978-3-939469-60-5}, year = {2007}, language = {de} }