TY  - JOUR
A1  - Wachs, Sebastian
A1  - Bilz, Ludwig
A1  - Fischer, Saskia M.
A1  - Schubarth, Wilfried
A1  - Wright, Michelle F.
T1  - Students’ Willingness to Intervene in Bullying
BT  - Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy
JF  - International journal of environmental research and public health : IJERPH
N2  - 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.
KW  - bullying
KW  - intervention
KW  - willingness to intervene
KW  - verbal bullying
KW  - relational bullying
KW  - aggression
KW  - school
KW  - classroom climate
KW  - classroom cohesion
KW  - self-efficacy
Y1  - 2018
U6  - https://doi.org/10.3390/ijerph15112577
SN  - 1660-4601
SN  - 1661-7827
VL  - 15
PB  - MDPI
CY  - Basel
ER  - 
TY  - JOUR
A1  - Schachner, Maja Katharina
A1  - Juang, Linda P.
A1  - Moffitt, Ursula Elinor
A1  - van de Vijver, Fons J. R.
T1  - Schools as acculturative and developmental contexts for youth of immigrant and refugee background
JF  - European psychologist : official organ of the European Federation of Psychologists' Associations (EFPA)
N2  - 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.
KW  - youth of immigrant and refugee background
KW  - school
KW  - acculturation
KW  - adaptation
Y1  - 2019
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-414101
SN  - 1016-9040
SN  - 1878-531X
VL  - 23
IS  - 1
SP  - 44
EP  - 56
PB  - Hogrefe Publ.
CY  - Göttingen
ER  -