@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{WachsCastellanosWettsteinetal.2023, author = {Wachs, Sebastian and Castellanos, Melisa and Wettstein, Alexander and Bilz, Ludwig and Gamez-Guadix, Manuel}, title = {Associations between classroom climate, empathy, self-efficacy, and countering hate speech among adolescents}, series = {Journal of interpersonal violence : concerned with the study and treatment of victims and perpetrators of physical and sexual violence}, volume = {38}, journal = {Journal of interpersonal violence : concerned with the study and treatment of victims and perpetrators of physical and sexual violence}, number = {5-6}, publisher = {Sage Publ.}, address = {Thousand Oaks}, issn = {1552-6518}, doi = {10.1177/08862605221120905}, pages = {5067 -- 5091}, year = {2023}, abstract = {Although hate speech is widely recognized as an online phenomenon, very few studies have investigated hate speech among adolescents in offline settings (e.g., schools). At the same time, not much is known about countering hate speech (counterspeech) among adolescents and which factors are associated with it. To this end, the present study used the socio-ecological framework to investigate the direct and indirect links among one contextual factor (i.e., classroom climate) and two intrapersonal factors (i.e., empathy for victims of hate speech, self-efficacy regarding intervention in hate speech) to understand counterspeech among adolescents. The sample is based on self-reports of 3,225 students in Grades 7 to 9 (51.7\% self-identified as female) from 36 schools in Germany and Switzerland. Self-report questionnaires were administered to measure classroom climate, empathy, self-efficacy, and counterspeech. After controlling for adolescents' grade, gender, immigrant background, and socioeconomic status (SES), the 2-(1-1)-1 multilevel mediation analysis showed that classroom climate (L2), empathy for victims of hate speech (L1), and self-efficacy toward intervention in hate speech (L1) had a positive effect on countering hate speech (L1). Classroom climate (L2) was also positively linked to empathy for victims of hate speech (L1), and self-efficacy toward intervention in hate speech (L1). Furthermore, classroom climate (L2) was indirectly associated with countering hate speech (L1) via greater empathy (L1) and self-efficacy (L1). The findings highlight the need to focus on contextual and intrapersonal factors when trying to facilitate adolescents' willingness to face hate speech with civic courage and proactively engage against it.}, language = {en} } @article{MuwongeSchiefeleSsenyongaetal.2017, author = {Muwonge, Charles Magoba and Schiefele, Ulrich and Ssenyonga, Joseph and Kibedi, Henry}, title = {Determinants of persistence among science teacher-trainees}, series = {ournal of science teacher education : official journal of the Association for Science Teacher Education (ASTE)}, volume = {28}, journal = {ournal of science teacher education : official journal of the Association for Science Teacher Education (ASTE)}, publisher = {Taylor \& Francis}, address = {Abingdon}, issn = {1046-560X}, doi = {10.1080/1046560X.2017.1379860}, pages = {522 -- 548}, year = {2017}, abstract = {Grounded in the expectancy-value and hope theories, the present study was conducted to examine the extent to which self-efficacy, task value, and academic hope predict persistence among science teacher-trainees in Uganda. The sample consisted of 278 undergrad- uate science teacher-trainees selected from a large public university in northern Uganda. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, Academic Hope Scale, and College Persistence Questionnaire and analyzed using structural equation modeling. Task value and aca- demic hope significantly predicted students' persistence. Academic hope made a greater contribution to students' persistence compared to task value. The combined effect of task value and academic hope did not make any significant contribution to students' persistence. The study highlights the need to strengthen students' hopeful think- ing and task value in order to increase their chances of completing their studies. Implications of the study findings for educational practice and for the training of science teacher-trainees are elaborated in the article.}, language = {en} } @article{UrtonWilbertHennemann2015, author = {Urton, Karolina and Wilbert, J{\"u}rgen and Hennemann, Thomas}, title = {Die Einstellung zur Integration und die Selbstwirksamkeit von Lehrkr{\"a}ften}, series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis}, volume = {62}, journal = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis}, number = {2}, publisher = {Reinhardt}, address = {M{\"u}nchen}, issn = {0342-183X}, doi = {10.2378/peu2015.art09d}, pages = {147 -- 157}, year = {2015}, abstract = {Die vorliegende Studie untersucht an einer Stichprobe integrativ t{\"a}tiger Grundschullehrkr{\"a}fte (N = 618) den Zusammenhang zwischen der individuellen und kollektiven Selbstwirksamkeit sowie den beruflichen Erfahrungen einerseits und der Einstellung zur Integration andererseits. Die Ergebnisse der Untersuchung zeigen, dass sich die Lehrerkollegien (N = 67) hinsichtlich der Einstellung zur Integration, der individuellen und kollektiven Selbstwirksamkeit sowie der beruflichen Erfahrung im Unterrichten von Kindern mit sonderp{\"a}dagogischem F{\"o}rderbedarf unterscheiden. Entsprechend unserer Annahmen zeigt sich in einer Mehrebenenanalyse eine bedeutsame Aufkl{\"a}rung der Varianz der Einstellung zur Integration durch die individuelle und kollektive Selbstwirksamkeit sowie die berufliche Erfahrung.}, language = {de} } @article{HeidenreichMassonBamberg2020, author = {Heidenreich, Anna and Masson, Torsten and Bamberg, Sebastian}, title = {Let's talk about flood risk}, series = {International journal of disaster risk reduction : IJDRR}, volume = {50}, journal = {International journal of disaster risk reduction : IJDRR}, publisher = {Elsevier}, address = {Amsterdam [u.a.]}, issn = {2212-4209}, doi = {10.1016/j.ijdrr.2020.101880}, pages = {10}, year = {2020}, abstract = {Private flood protection measures can help reduce potential damage from flooding. Few intervention studies currently exist that systematically evaluate the effectiveness of risk communication methods. To address this gap, we evaluated a series of six workshops (N = 115) on private flood protection in flood-prone areas in Germany that covers different aspects of flood protection for individual households. Applying mixed-model analysis, significant increases in self-efficacy, subjective knowledge, and protection motivation were observed. Younger participants, as well as participants who reported lower levels of previous knowledge or no flood experience, showed a higher increase in self-efficacy and knowledge. Results suggest that a workshop can be an effective risk communication tool, raising awareness and motivating behaviour among residents of flood-prone areas.}, language = {en} } @article{HudsonHagedoornBubeck2020, author = {Hudson, Paul and Hagedoorn, Liselotte and Bubeck, Philip}, title = {Potential linkages between social capital, flood risk perceptions, and self-efficacy}, series = {International journal of disaster risk science}, volume = {11}, journal = {International journal of disaster risk science}, number = {3}, publisher = {Springer}, address = {Berlin}, issn = {2095-0055}, doi = {10.1007/s13753-020-00259-w}, pages = {251 -- 262}, year = {2020}, abstract = {A growing focus is being placed on both individuals and communities to adapt to flooding as part of the Sendai Framework for Disaster Risk Reduction 2015-2030. Adaptation to flooding requires sufficient social capital (linkages between members of society), risk perceptions (understanding of risk), and self-efficacy (self-perceived ability to limit disaster impacts) to be effective. However, there is limited understanding of how social capital, risk perceptions, and self-efficacy interact. We seek to explore how social capital interacts with variables known to increase the likelihood of successful adaptation. To study these linkages we analyze survey data of 1010 respondents across two communities in Thua Tien-Hue Province in central Vietnam, using ordered probit models. We find positive correlations between social capital, risk perceptions, and self-efficacy overall. This is a partly contrary finding to what was found in previous studies linking these concepts in Europe, which may be a result from the difference in risk context. The absence of an overall negative exchange between these factors has positive implications for proactive flood risk adaptation.}, language = {en} } @article{CelebiKraheSpoerer2014, author = {Celebi, Christin and Krah{\´e}, Barbara and Sp{\"o}rer, Nadine}, title = {Strengthened for the teaching profession: promoting professional competencies in teacher training students}, series = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie.}, volume = {28}, journal = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie.}, number = {3}, publisher = {Hogrefe}, address = {Bern}, issn = {1010-0652}, doi = {10.1024/1010-0652/a000128}, pages = {115 -- 126}, year = {2014}, abstract = {A quasi-experimental study with N = 293 participants studying toward a teaching degree examined the efficacy of the intervention program "Strengthened for the teaching profession". In a pre-, intermediate- and post-test control group design, three treatment conditions that focused (1) on their individual professional strengths, (2) professional weaknesses, or (3) a combination of strengths and weaknesses were compared to a no-treatment control condition. Both at intermediate test and at posttest, students in the three intervention conditions scored higher than students in the control group on measures of self-efficacy and professional self-regulation. The combined intervention condition was more successful at promoting professional self-efficacy and self-regulation than the intervention focusing either on strengths or relative weaknesses only. The implications of the findings for teacher training are discussed.}, language = {de} } @article{PuschmannDriessleinBecketal.2020, author = {Puschmann, Anne-Katrin and Drießlein, David and Beck, Heidrun and Arampatzis, Adamantios and Moreno Catal{\´a}, Maria and Schiltenwolf, Marcus and Mayer, Frank and Wippert, Pia-Maria}, title = {Stress and Self-Efficacy as Long-Term Predictors for Chronic Low Back Pain}, series = {Journal of Pain Research}, volume = {13}, journal = {Journal of Pain Research}, publisher = {Dove Medical Press}, address = {Albany, Auckland}, issn = {1178-7090}, doi = {10.2147/JPR.S223893}, pages = {613 -- 621}, year = {2020}, abstract = {Purpose: Psychosocial variables are known risk factors for the development and chronification of low back pain (LBP). Psychosocial stress is one of these risk factors. Therefore, this study aims to identify the most important types of stress predicting LBP. Self-efficacy was included as a potential protective factor related to both, stress and pain. Participants and Methods: This prospective observational study assessed n = 1071 subjects with low back pain over 2 years. Psychosocial stress was evaluated in a broad manner using instruments assessing perceived stress, stress experiences in work and social contexts, vital exhaustion and life-event stress. Further, self-efficacy and pain (characteristic pain intensity and disability) were assessed. Using least absolute shrinkage selection operator regression, important predictors of characteristic pain intensity and pain-related disability at 1-year and 2-years follow-up were analyzed. Results: The final sample for the statistic procedure consisted of 588 subjects (age: 39.2 (± 13.4) years; baseline pain intensity: 27.8 (± 18.4); disability: 14.3 (± 17.9)). In the 1-year follow-up, the stress types "tendency to worry", "social isolation", "work discontent" as well as vital exhaustion and negative life events were identified as risk factors for both pain intensity and pain-related disability. Within the 2-years follow-up, Lasso models identified the stress types "tendency to worry", "social isolation", "social conflicts", and "perceived long-term stress" as potential risk factors for both pain intensity and disability. Furthermore, "self-efficacy" ("internality", "self-concept") and "social externality" play a role in reducing pain-related disability. Conclusion: Stress experiences in social and work-related contexts were identified as important risk factors for LBP 1 or 2 years in the future, even in subjects with low initial pain levels. Self-efficacy turned out to be a protective factor for pain development, especially in the long-term follow-up. Results suggest a differentiation of stress types in addressing psychosocial factors in research, prevention and therapy approaches.}, language = {en} } @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{SchulzSchoellgenFay2019, author = {Schulz, Anika D. and Sch{\"o}llgen, Ina and Fay, Doris}, title = {The role of resources in the stressor-detachment model}, series = {International journal of stress management}, volume = {26}, journal = {International journal of stress management}, number = {3}, publisher = {American Psychological Association}, address = {Washington}, issn = {1072-5245}, doi = {10.1037/str0000100}, pages = {306 -- 314}, year = {2019}, abstract = {A recent extension of the stressor-detachment model holds that the path running from job stressors via psychological detachment to impairment of well-being is moderated by both personal and job resources (Sonnentag \& Fritz, 2015). The aim of the present study was to test this proposition by investigating the moderating role of one personal resource and one job resource (i.e., coworker social support and general self-efficacy, respectively) on the linkage between different job stressors (i.e., workload and role ambiguity), detachment, and well-being. Hypotheses were tested with structural equation modeling using data from a representative survey of the German workforce (N = 3,937 employees, M-age = 46.5 years, 47.5\% women). In agreement with previous findings, the results showed that psychological detachment mediated the negative effects of job stressors on well-being. Social support from coworkers buffered the mediation such that the conditional indirect effects of workload and role ambiguity on well-being via detachment were weaker at higher levels of support. General self-efficacy did not moderate the stressor-well-being linkage. These results imply that social support can be considered as a protective factor that helps employees maintain their well-being by alleviating the negative effects of job stressors on their ability to switch off mentally from work.}, language = {en} }