TY - THES A1 - Justiz, Pia T1 - Der Zusammenhang von Einstellungsänderungen zum gemeinsamen Lernen und den Selbstwirksamkeitsänderungen von Kindern mit Unterstützungsbedarf T1 - The relationship between changes in attitudes towards inclusive learning and changes in self-efficacy of children with special educational needs BT - der Einfluss der Intervention “Soziale Entwicklung beim gemeinsamen Lernen“ in der Grundschule BT - the impact of the intervention "SEGEL" in primary schools N2 - Der gemeinsame Unterricht im Land Brandenburg ist bestrebt, Schule inklusiv zu gestalten, um alle Schüler:innen individuell bestmöglich zu fördern. Die Perspektive der Kinder mit Unterstützungsbedarf auf den gemeinsamen Unterricht wurde bislang nur selten erhoben, häufig sind Schüler:innen mit Unterstützungsbedarf eher Gegenstand der Untersuchungen. Mithilfe der Daten von N = 181 Viert- und Fünftklässler:innen sollten die Fragen beantwortet werden, wie sich Kinder mit (n = 61) und ohne (n = 120) Unterstützungsbedarf bezüglich der Einstellungen zum gemeinsamen Lernen unterscheiden, wie sich ihre allgemeine sowie gruppenspezifische Selbstwirksamkeit unterscheidet und verändert, wenn durch die Intervention „Soziale Entwicklung beim gemeinsamen Lernen“ eine Einstellungsverbesserung erreicht wurde. Dabei wurden die Kinder mit Unterstützungsbedarf nach den Gruppen Unterstützungsbedarf emotionale und soziale Entwicklung (n = 28) sowie Unterstützungsbedarfen Lernen und Sprache (n = 32) unterschieden, um eine differenzierte Darstellung zu erreichen. Der Vergleich der Mittelwertsunterschiede zwischen den Gruppen ergab signifikante Unterschiede in der allgemeinen Selbstwirksamkeit zugunsten der Kinder ohne Unterstützungsbedarf. Der Vergleich der Mittelwertsunterschiede zu den Messzeitpunkten vor und nach der Intervention ergab eine signifikante Verbesserung der Einstellungen von Kindern mit Unterstützungsbedarf, wobei sich durch eine Regressionsanalyse zeigte, dass diese keinen Einfluss auf die Selbstwirksamkeit der Schüler:innen hatte. Dennoch zeigt die vorliegende Arbeit auf, dass der gemeinsame Unterricht aus Schüler:innenperspektive differenzierter untersucht werden muss und die personalen Kompetenzen von Kindern mit Unterstützungsbedarf gestärkt werden müssen. N2 - Inclusive teaching in the state of Brandenburg aims to make schools inclusive and to provide the best possible individual support for all pupils. The perspective of children with special needs on shared teaching has rarely been investigated, whereas children with special needs have often been the subject of research. Using data from N = 181 fourth and fifth graders, I aimed to answer the following questions: How do children with (n = 61) and without (n = 120) special needs differ in their attitudes towards group learning, how do their general and group-specific self-efficacy differ, and how do their general and group-specific self-efficacy differ? Self-efficacy and group-specific self-efficacy differ and change when the Social Development in Collaborative Learning intervention is implemented. An improvement in attitudes was achieved. The children with support needs were grouped according to emotional and social development support needs (n = 28) and learning and language support needs (n = 32) in order to achieve a differentiated presentation. The comparison between the groups revealed significant differences in general self-efficacy in favour of the children without support needs. Self-efficacy in favour of the children without support needs. The comparison of the mean differences at the pre- and post-intervention measurement points showed a significant improvement in the attitudes of the children with support needs. Regression analysis showed that this had no influence on the self-efficacy of the pupils. Nevertheless, the present study shows that inclusive teaching needs to be studied in a more differentiated way and that the personal competences of children with special needs need to be strengthened. KW - Selbstwirksamkeit KW - Gemeinsamer Unterricht KW - Einstellungen KW - Kinder mit Unterstützungsbedarf KW - SEGEL - Intervention KW - self-efficacy KW - special needs KW - attitudes KW - inclusive teaching KW - intervention "SEGEL" Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-611614 ER - TY - JOUR A1 - Wachs, Sebastian A1 - Castellanos, Melisa A1 - Wettstein, Alexander A1 - Bilz, Ludwig A1 - Gamez-Guadix, Manuel T1 - Associations between classroom climate, empathy, self-efficacy, and countering hate speech among adolescents BT - a multilevel mediation analysis JF - Journal of interpersonal violence : concerned with the study and treatment of victims and perpetrators of physical and sexual violence N2 - 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. KW - hate speech KW - counter speech KW - empathy KW - self-efficacy KW - adolescents Y1 - 2023 U6 - https://doi.org/10.1177/08862605221120905 SN - 1552-6518 VL - 38 IS - 5-6 SP - 5067 EP - 5091 PB - Sage Publ. CY - Thousand Oaks ER -