@misc{BittlingmayerGerdesPinheiroetal.2018, author = {Bittlingmayer, Uwe H. and Gerdes, J{\"u}rgen and Pinheiro, Paulo and Dege, Martin and Bauer, Ullrich and J{\"a}ntsch, Christian and Kirchhoff, Sandra and Knigge, Michael and K{\"o}pfer, Andreas and Markovic, Sandra and Okcu, G{\"o}zde and Scharenberg, Katja}, title = {Health Promoting Schools (HPS) and the impact of inclusion}, series = {The European Journal of Public Health}, volume = {28}, journal = {The European Journal of Public Health}, number = {Supp. 4}, publisher = {Oxford Univ. Press}, address = {Oxford}, issn = {1101-1262}, pages = {287 -- 288}, year = {2018}, abstract = {Background: The overall goal of the project 'StiEL' is to contribute to the professional development of teachers and other educational staff working at German secondary schools. The aim is to develop an evidence-based training concept for the inclusion of students with diverse abilities. The project is organized as a collaborative research effort of three partnering institutions and funded by the German Federal Ministry of Education and Research from 2018-2021. Methods: To support the on-going transition towards inclusive school practices, a multi-stage approach is envisaged. The first phase aims at a scoping review of existing literature and programmes on inclusion. The overview is supplemented by interviews with school staff members. Training modules are developed in the second project phase. The third phase of StiEL puts the newly developed training program into practice. The knowledge and skills acquired by the participants through the training as well as the teaching and management of inclusive classrooms after the training are evaluated through longitudinal and ethnographic approaches. The final project phase creates a best practice manual and makes the modules available via open access databases. Results: The presentation will focus on the first phase and try to explore the health-related consequences of the transition towards an inclusive school system in Germany for different participants. We will present preliminary results of expert interviews as well as some results from the literature screening. Due to our findings the current practice on German schools towards the road to inclusion is very stressful for all participants. We will explore recommendations for health promoting schools under conditions of inclusion. Conclusions: In terms of health-related consequences for all participants, the road to inclusion is very ambitious but also very stressful. Regarding the development of an inclusive school system, we need to focus much more on health and health promotion.}, language = {en} } @article{SchmidtBrunnerPreckel2018, author = {Schmidt, Isabelle and Brunner, Martin and Preckel, Franzis}, title = {Effects of achievement differences for internal/external frame of reference model investigations}, series = {British journal of educational psychology}, volume = {88}, journal = {British journal of educational psychology}, number = {4}, publisher = {Wiley}, address = {Hoboken}, issn = {0007-0998}, doi = {10.1111/bjep.12198}, pages = {513 -- 528}, year = {2018}, abstract = {Background Achievement in math and achievement in verbal school subjects are more strongly correlated than the respective academic self-concepts. The internal/external frame of reference model (I/E model; Marsh, 1986, Am. Educ. Res. J., 23, 129) explains this finding by social and dimensional comparison processes. We investigated a key assumption of the model that dimensional comparisons mainly depend on the difference in achievement between subjects. We compared correlations between subject-specific self-concepts of groups of elementary and secondary school students with or without achievement differences in the respective subjects. Aims The main goals were (1) to show that effects of dimensional comparisons depend to a large degree on the existence of achievement differences between subjects, (2) to demonstrate the generalizability of findings over different grade levels and self-concept scales, and (3) to test a rarely used correlation comparison approach (CCA) for the investigation of I/E model assumptions. Samples We analysed eight German elementary and secondary school student samples (grades 3-8) from three independent studies (Ns 326-878). Method Correlations between math and German self-concepts of students with identical grades in the respective subjects were compared with the correlation of self-concepts of students having different grades using Fisher's Z test for independent samples. Results In all samples, correlations between math self-concept and German self-concept were higher for students having identical grades than for students having different grades. Differences in median correlations had small effect sizes for elementary school students and moderate effect sizes for secondary school students. Conclusions Findings generalized over grades and indicated a developmental aspect in self-concept formation. The CCA complements investigations within I/E-research.}, language = {en} } @article{CivitilloJuangBadraetal.2018, author = {Civitillo, Sauro and Juang, Linda P. and Badra, Marcel and Schachner, Maja Katharina}, title = {The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection}, series = {Teaching and Teacher Education}, volume = {77}, journal = {Teaching and Teacher Education}, publisher = {Elsevier}, address = {Oxford}, issn = {0742-051X}, doi = {10.1016/j.tate.2018.11.002}, pages = {341 -- 351}, year = {2018}, abstract = {This investigation examined the dynamic relation between culturally responsive teaching, teacher cultural diversity beliefs, and self-reflection on own teaching. A multiple case study with four ethnic German teachers was conducted using classroom video observations (3 lesson units X 2 raters) and post observation interviews in a culturally and ethnically diverse high school. For these teachers there was a high congruence between culturally responsive teaching and cultural diversity beliefs. Yet their degree of cultural responsiveness and their beliefs differed across teachers. The teachers who were observed to be more culturally responsive also showed elaborated patterns of self-reflection on their own teaching.}, language = {en} } @article{LazaridesDietrichTaskinen2018, author = {Lazarides, Rebecca and Dietrich, Julia and Taskinen, Paeivi H.}, title = {Stability and change in students' motivational profiles in mathematics classrooms}, series = {Teaching and teacher education : an international journal of research and studies}, volume = {79}, journal = {Teaching and teacher education : an international journal of research and studies}, publisher = {Elsevier}, address = {Oxford}, issn = {0742-051X}, doi = {10.1016/j.tate.2018.12.016}, pages = {164 -- 175}, year = {2018}, abstract = {Person-centered research has shown that individuals can be assigned to different motivational profiles, but only scattered studies have addressed motivational profiles in specific domains. We investigated the stability and change in motivational profiles in mathematics classrooms and examined how perceived teaching predicted changes in profile membership. Data for this study stemmed from the PISA-I Plus study (N=6020). Latent profile analysis identified four motivational patterns: Medium, Low, High and Highly confident, hardly interested. Stability in profiles from grade 9 to 10 was typical. Instructional clarity and teaching for meaning predicted changes in profile membership.}, 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{WrightWachsHarper2018, author = {Wright, Michelle F. and Wachs, Sebastian and Harper, Bridgette D.}, title = {The moderation of empathy in the longitudinal association between witnessing cyberbullying, depression, and anxiety}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {689}, issn = {1866-8364}, doi = {10.25932/publishup-47050}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-470505}, pages = {16}, year = {2018}, abstract = {While the role of and consequences of being a bystander to face-to-face bullying has received some attention in the literature, to date, little is known about the effects of being a bystander to cyberbullying. It is also unknown how empathy might impact the negative consequences associated with being a bystander of cyberbullying. The present study focused on examining the longitudinal association between bystander of cyberbullying depression, and anxiety, and the moderating role of empathy in the relationship between bystander of cyberbullying and subsequent depression and anxiety. There were 1,090 adolescents (M-age = 12.19; 50\% female) from the United States included at Time 1, and they completed questionnaires on empathy, cyberbullying roles (bystander, perpetrator, victim), depression, and anxiety. One year later, at Time 2, 1,067 adolescents (M-age = 13.76; 51\% female) completed questionnaires on depression and anxiety. Results revealed a positive association between bystander of cyberbullying and depression and anxiety. Further, empathy moderated the positive relationship between bystander of cyberbullying and depression, but not for anxiety. Implications for intervention and prevention programs are discussed.}, language = {en} } @misc{WrightWachs2018, author = {Wright, Michelle F. and Wachs, Sebastian}, title = {Does parental mediation moderate the longitudinal association among bystanders and perpetrators and victims of cyberbullying?}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {679}, issn = {1866-8364}, doi = {10.25932/publishup-47230}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-472303}, pages = {12}, year = {2018}, abstract = {The purpose of the present study was to examine the moderation of parental mediation in the longitudinal association between being a bystander of cyberbullying and cyberbullying perpetration and cyberbullying victimization. Participants were 1067 7th and 8th graders between 12 and 15 years old (51\% female) from six middle schools in predominantly middle-class neighborhoods in the Midwestern United States. Increases in being bystanders of cyberbullying was related positively to restrictive and instructive parental mediation. Restrictive parental mediation was related positively to Time 2 (T2) cyberbullying victimization, while instructive parental mediation was negatively related to T2 cyberbullying perpetration and victimization. Restrictive parental mediation was a moderator in the association between bystanders of cyberbullying and T2 cyberbullying victimization. Increases in restrictive parental mediation strengthened the positive relationship between these variables. In addition, instructive mediation moderated the association between bystanders of cyberbullying and T2 cyberbullying victimization such that increases in this form of parental mediation strategy weakened the association between bystanders of cyberbullying and T2 cyberbullying victimization. The current findings indicate a need for parents to be aware of how they can impact adolescents' involvement in cyberbullying as bullies and victims. In addition, greater attention should be given to developing parental intervention programs that focus on the role of parents in helping to mitigate adolescents' likelihood of cyberbullying involvement.}, language = {en} } @article{WrightHarperWachs2018, author = {Wright, Michelle F. and Harper, Bridgette D. and Wachs, Sebastian}, title = {Differences in Adolescents' Response Decision and Evaluation for Face-to-Face and Cyber Victimization}, series = {The Journal of Early Adolescence}, volume = {39}, journal = {The Journal of Early Adolescence}, number = {8}, publisher = {Sage Publ.}, address = {Thousand Oaks}, issn = {0272-4316}, doi = {10.1177/0272431618806052}, pages = {1110 -- 1128}, year = {2018}, abstract = {The current study was designed to assess early adolescents' response evaluation and decision for hypothetical peer victimization vignettes. Participants were 336 (59\% girls; X¯¯¯ age = 12.55) seventh and eighth graders from one school in the Midwestern United States. Adolescents read a hypothetical online or offline social situation and answered questions designed to access internal congruence, response evaluation, response efficacy, emotional outcome expectancy, and social outcome expectancy. Girls were more likely to believe that aggressive responses online and offline would lead to positive social and emotional outcome expectancies when compared with boys. Adolescents were more likely to believe that offline and online aggressive responses were legitimate responses to face-to-face victimization, feel that aggressive responses online or offline were easier to execute in response to face-to-face victimization, and that aggressive responses online or offline would lead to positive emotions and better social outcomes.}, language = {en} } @article{SchachnerJuangMoffittetal.2018, author = {Schachner, Maja Katharina and Juang, Linda P. and Moffitt, Ursula Elinor and van de Vijver, Fons J. R.}, title = {Schools as acculturative and developmental contexts for youth of immigrant and refugee background}, series = {European psychologist : official organ of the European Federation of Psychologists' Associations (EFPA)}, volume = {23}, journal = {European psychologist : official organ of the European Federation of Psychologists' Associations (EFPA)}, number = {1}, publisher = {Hogrefe Publ.}, address = {G{\"o}ttingen}, issn = {1016-9040}, doi = {10.1027/1016-9040/a000312}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-414101}, pages = {44 -- 56}, year = {2018}, abstract = {Schools are important for the academic and socio-emotional development, as well as acculturation of immigrant-and refugee-background youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, student-teacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school-and nation-level policies (such as diversity policies and school tracking). Given the complexity of the topic, there is a need for more research taking an integrated and interdisciplinary perspective to address migration related issues in the school context. Teacher beliefs and the normative climate in schools seem particularly promising points for intervention, which may be easier to change than structural aspects of the school context. More inclusive schools are also an important step toward more peaceful interethnic relations in diverse societies.}, language = {en} }