@misc{ZimmermannHornConradScholzetal.2020,
  author    = {Zimmermann, Matthias and Horn-Conrad, Antje and Scholz, Jana and Elsner, Birgit and Schubarth, Wilfried and Engel, Silke and Blaum, Niels and R{\"o}ßling, Claudia and Mikulla, Stefanie},
  title     = {Portal - Spezial 2020: Corona},
  number    = {Spezial 2020},
  organization    = {Universit{\"a}t Potsdam, Referat f{\"u}r Presse- und {\"O}ffentlichkeitsarbeit},
  issn      = {1618-6893},
  doi       = {10.25932/publishup-48143},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-481430},
  pages     = {58},
  year      = {2020},
  abstract  = {Corona. Schon mal geh{\"o}rt? Noch Weihnachten 2019 h{\"a}tten viele ahnungslos geantwortet: „N{\"o}." Besser Informierte h{\"a}tten zur{\"u}ckgefragt: „Meinst du die Korona - den Hof um die Sonne?" Und ganz Schlaue h{\"a}tten gesagt: „Klar, trink ich gern." Doch sp{\"a}testens seit Februar beherrscht das Virus die Nachrichten, seit M{\"a}rz auch unser Leben. Nach und nach mussten wir alle lernen, uns (wieder) richtig die H{\"a}nde zu waschen und die „Niesetikette" zu befolgen, Abstand zu halten, zu Hause zu arbeiten oder zu lernen, Masken zu tragen oder gar zu n{\"a}hen - und {\"u}berhaupt: uns mit dem Ausnahmezustand, der zum Dauerzustand zu werden droht, zu arrangieren. Aber wie macht das eine ganze Universit{\"a}t - mit 21.000 Studierenden, mehr als 4.500 Besch{\"a}ftigten, Tausenden Kursen, Praktika, Pr{\"u}fungen und Forschungsprojekten? Wie h{\"a}lt man einen Tanker an - in voller Fahrt - und r{\"u}stet ihn um f{\"u}r einen pandemiesicheren Betrieb? Die zur{\"u}ckliegenden Wochen haben gezeigt: Es geht. Inzwischen l{\"a}uft mit dem Sommersemester 2020 das erste Online-Semester der Hochschulgeschichte. Auch das h{\"a}tte Ende 2019 niemand f{\"u}r m{\"o}glich gehalten, schon gar nicht so bald. Das Referat f{\"u}r Presse- und {\"O}ffentlichkeitsarbeit musste wie alle Unibereiche lernen, mit den ungew{\"o}hnlichen Umst{\"a}nden umzugehen, die mal bedrohlich, mal l{\"a}stig, mal erm{\"u}dend und mal eben einfach nur umst{\"a}ndlich wirkten. Wir haben uns bem{\"u}ht, so gut es ging, zu informieren - dar{\"u}ber was sich tat, was getan werden musste und konnte. Und was kommt. Doch wir wollten noch mehr wissen: Was sagen die Potsdamer Wissenschaftlerinnen und Wissenschaftler zur Corona- Pandemie, ihren Auswirkungen und Folgen, aber auch dazu, was sich dagegen tun l{\"a}sst? Wie genau funktioniert eine Universit{\"a}t unter den besonderen Umst{\"a}nden? Wie wird gearbeitet, studiert, geforscht? Wie verlagert man ein ganzes Semester in den Online-Betrieb? Auf der Suche nach Antworten auf diese und viele weitere Fragen ist eine Vielzahl von Texten entstanden, die wir nach und nach auf der Webseite der UP ver{\"o}ffentlicht haben als „Beitr{\"a}ge aus der Universit{\"a}t Potsdam zur Corona-Pandemie".* Eine gek{\"u}rzte Auswahl dieser Texte haben wir f{\"u}r diese „Portal Spezial" zusammengestellt. Nicht, weil wir {\"u}ber nichts anderes als den Corona-Virus mehr reden wollen, sondern weil wir dokumentieren wollen, dass die Universit{\"a}t Potsdam durch die Pandemie keineswegs in einen Dornr{\"o}schenschlaf versetzt wurde. Vielmehr entstanden durch das Engagement vieler Forschender, Studierender und Besch{\"a}ftigter zahlreiche Initiativen, Ideen, Projekte, Strukturen und Neuerungen, die zeigen: Die Universit{\"a}t Potsdam l{\"a}sst sich nicht unterkriegen! Deshalb hoffen wir, dass die Lekt{\"u}re des Heftes Ihnen trotz der weiterhin herausfordernden Umst{\"a}nde Freude und Mut macht. (Die Texte entstanden alle im M{\"a}rz/April 2020, als viele Entwicklungen noch am Anfang standen und ihr Verlauf nicht absehbar war. Wir haben sie dennoch unver{\"a}ndert aufgenommen, um diese Phase und die Reaktion der Wissenschaft darauf zu dokumentieren.)},
  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{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}
}
@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}
}
@misc{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 = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {495},
  issn      = {1866-8364},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-421185},
  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{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{UlbrichtSchubarth2017,
  author    = {Ulbricht, Juliane and Schubarth, Wilfried},
  title     = {Praktika aufwerten - aber wie?},
  series = {Potsdamer Beitr{\"a}ge zur Hochschulforschung},
  journal   = {Potsdamer Beitr{\"a}ge zur Hochschulforschung},
  number    = {3},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-399-2},
  issn      = {2192-1075},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-399672},
  pages     = {87 -- 100},
  year      = {2017},
  language  = {de}
}
@misc{StefanGoertemakerAssingetal.2016,
  author    = {Stefan, Uhlmann and G{\"o}rtemaker, Manfred and Assing, Helmut and Reiche, Katharina and Bieber, Sabine and Stahl, Heiner and Schubarth, Wilfried and Tannert, Stefanie and Plattner, Hasso and Bath, Friederike and Sprengel, Jens Uwe},
  title     = {Portal alumni},
  series = {Das Ehemaligen-Magazin der Universit{\"a}t Potsdam},
  journal   = {Das Ehemaligen-Magazin der Universit{\"a}t Potsdam},
  organization    = {Stabsstelle Studierendenmarketing/Alumniprogramm Im Auftrag der Pr{\"a}sidentin der Universit{\"a}t Potsdam},
  doi       = {10.25932/publishup-44530},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-445306},
  pages     = {68},
  year      = {2016},
  abstract  = {Die Universit{\"a}t Potsdam hat in diesem Jahr groß gefeiert: Sie ist 25 Jahre alt geworden. Zahlreiche Veranstaltungen und Publikationen zum Jubeljahr beleuchten, wie sich die Universit{\"a}t seit ihrer Gr{\"u}ndung am 15. Juli 1991 entwickelt hat. Auch die Redaktion von Portal Alumni will dieses Vierteljahrhundert in den Blick nehmen und zwar aus der Perspektive der Studierenden und Alumni. Wir haben uns gefragt: Wie hat sich das Studium an der Universit{\"a}t Potsdam in der Vergangenheit ge{\"a}ndert? Was ist den Studierenden heute wichtig, was waren wichtige Themen vor zehn oder zwanzig Jahren? Welche Erinnerungen haben Alumni an ihre Hochschulzeit? In diesem Heft lassen wir Alumni zu Wort kommen, die zu unterschiedlichen Zeiten an der Universit{\"a}t studiert haben und die f{\"u}r uns einen Blick zur{\"u}ck werfen auf ihre Generation. Mit dabei ist etwa Stefan Uhlmann, der sein Studium kurz vor dem Wendeherbst aufgenommen hatte. Sein erstes Semester war noch gepr{\"a}gt von sozialer Sicherheit: Der Staat zahlte den monatlichen studentischen Unterhalt von 200 Mark, die Universit{\"a}t stellte den Wohnheimplatz. Selbst der Arbeitsplatz war nach den Gesetzen der Planwirtschaft sicher. Wenige Monate sp{\"a}ter war alles anders: Die Inhalte aller Studieng{\"a}nge wurden auf den Pr{\"u}fstand gestellt, alle Rahmenbedingungen neu gestaltet, die gesamte Gesellschaft und damit auch der Arbeitsmarkt waren im Umbruch. Zwischen der Generation von Stefan Uhlmann und der der jungen Bachelorabsolventin Friederike Bath liegen 25 Jahre Universit{\"a}tsgeschichte. Eine Zeit, in der sich Lehre und Studium gewandelt haben. Der Einf{\"u}hrung von einer Studienordnung nach bundesdeutschem Recht folgte in der Jahrtausendwende die Bologna-Reform, die nicht nur das Studieren ver{\"a}ndert hat. Sie hat auch einen Wertewandel mit sich gebracht, den der Sozialisationswissenschaftler Wilfried Schubarth in dieser Ausgabe beschreibt.},
  language  = {de}
}
@article{SpeckSchubarthSeidel2007,
  author    = {Speck, Kersten and Schubarth, Wilfried and Seidel, Andreas},
  title     = {Theorie-Praxis-Verh{\"a}ltnis in der zweiten Phase der Lehrerbildung},
  series = {LLF-Berichte},
  journal   = {LLF-Berichte},
  number    = {22},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-939469-60-5},
  issn      = {0945-294X},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-21447},
  pages     = {5 -- 26},
  year      = {2007},
  language  = {de}
}