TY - JOUR A1 - Henke, Thorsten A1 - Bosse, Stefanie A1 - Lambrecht, Jennifer A1 - Jäntsch, Christian A1 - Jaeuthe, Jessica A1 - Spörer, Nadine T1 - Mittendrin oder nur dabei? BT - Zum Zusammenhang zwischen sonderpädagogischem Förderbedarf und sozialer Partizipation von Grundschülerinnen und Grundschülern BT - Primary school children with special educational needs and their social participation JF - Zeitschrift für pädagogische Psychologie N2 - In der vorliegenden Studie wurde das Ausmaß der sozialen Partizipation von Grundschülerinnen und Grundschülern mit einem und ohne festgestelltem sonderpädagogischem Förderbedarf (SPF) untersucht. Insgesamt wurden N = 1436 Schüler der 2. und 3. Jahrgangsstufe mittels Fragebögen zum peerbezogenen Klassenklima, zur Einschätzung der eigenen sozialen Integration, zum Gefühl des Angenommen-Seins durch die Lehrkraft und zur Anzahl ihrer Freundschaften befragt. Mithilfe des Propensity Score Matching-Verfahrens wurden den Schülern mit einem festgestellten SPF in den Bereichen Lernen, emotionale und soziale Entwicklung oder Sprache (N = 91) basierend auf theoretisch und empirisch abgeleiteten Hintergrundvariablen statistische Zwillinge ohne SPF zugeordnet. Zu den Hintergrundvariablen zählten familiäre, leistungs- und verhaltensbezogene Merkmale. Der Vergleich der Schüler mit einem festgestellten SPF mit ihren statistischen Zwillingen ohne SPF lieferte keine Hinweise auf einen Zusammenhang zwischen dem Status eines SPF und der sozialen Partizipation. N2 - The present study examines whether students with and without a special educational needs statement (SEN) differ in their social participation. Data analysis was based on a sample of N = 1436 students in second- and third-grade primary-school classes. Using standardized questionnaires we assessed peer-related classroom climate, self-perceived social integration, number of friends, and feeling of acceptance by the students’ teachers. Propensity score matching was applied to control for differences between students with a SEN statement (N = 91) indicating difficulties in learning, language, or emotional and social development. Controlling for family background, academic achievement, and behavioral aspects revealed no differences in social participation. KW - Inclusion KW - social participation KW - labeling KW - propensity score matching KW - social inclusion KW - Inklusion KW - soziale Partizipation KW - Etikettierung KW - soziale Inklusion Y1 - 2017 U6 - https://doi.org/10.1024/1010-0652/a000196 SN - 1010-0652 SN - 1664-2910 VL - 31 IS - 4 SP - 111 EP - 123 PB - Hogrefe CY - Bern ER - TY - JOUR A1 - Hoffmann, Lisa A1 - Wilbert, Jürgen A1 - Lehofer, Mike A1 - Schwab, Susanne T1 - Are we good friends? BT - Friendship preferences and the quantity and quality of mutual friendships JF - European Journal of Special Needs Education N2 - Empirical studies already examined various facets of the friendship construct. Building on this, the present study examines the questions of how the number of friendships and their quality differ between students with and without SEN and whether a homophily-effect can be identified. The sample consists of 455 fourth-graders from 28 inclusive classes in Austria. The results indicate that students with SEN have fewer friends than students without SEN. Furthermore, students without SEN preferred peers without SEN as a friend. This homophily-effect was shown for students with SEN, too. However, students with and without SEN rated the quality of their friendships similarly and no interactions between the SEN status of oneself or of the friend was found for the quality of the friendship. The results show that, in the context of inclusion, the issue of friendship needs to be increasingly addressed to improve the situation of students with SEN. KW - social participation KW - friendship KW - quality of friendship KW - homophily KW - sociometric nomination Y1 - 2019 VL - 36 IS - 4 PB - Taylor & Francis CY - London ER - TY - GEN A1 - Hoffmann, Lisa A1 - Wilbert, Jürgen A1 - Lehofer, Mike A1 - Schwab, Susanne T1 - Are we good friends? BT - Friendship preferences and the quantity and quality of mutual friendships T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Empirical studies already examined various facets of the friendship construct. Building on this, the present study examines the questions of how the number of friendships and their quality differ between students with and without SEN and whether a homophily-effect can be identified. The sample consists of 455 fourth-graders from 28 inclusive classes in Austria. The results indicate that students with SEN have fewer friends than students without SEN. Furthermore, students without SEN preferred peers without SEN as a friend. This homophily-effect was shown for students with SEN, too. However, students with and without SEN rated the quality of their friendships similarly and no interactions between the SEN status of oneself or of the friend was found for the quality of the friendship. The results show that, in the context of inclusion, the issue of friendship needs to be increasingly addressed to improve the situation of students with SEN. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 732 KW - social participation KW - friendship KW - quality of friendship KW - homophily KW - sociometric nomination Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-525351 SN - 1866-8364 IS - 4 ER - TY - JOUR A1 - Huber, Christian A1 - Gebhardt, Markus A1 - Schwab, Susanne T1 - Teacher feedback or fun playing games? An experimental study investigating the influence of teacher feedback on social acceptance in primary school JF - Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis KW - Inclusion KW - mainstreaming KW - social participation KW - social referencing KW - experiment Y1 - 2015 U6 - https://doi.org/10.2378/peu2015.art04d SN - 0342-183X VL - 62 IS - 1 SP - 51 EP - 64 PB - Reinhardt CY - München ER -