TY  - JOUR
A1  - Fischer, Saskia M.
A1  - Wachs, Sebastian
A1  - Bilz, Ludwig
T1  - Teachers’ empathy and likelihood of intervention in hypothetical relational and retrospectively reported bullying situations
JF  - European journal of developmental psychology
N2  - Prior research suggests that teachers with higher levels of empathy are more willing to intervene in bullying among students. However, these findings are based on hypothetical bullying situations and teachers' self-reports. In this study with 2,071 German students and their 556 teachers, we analysed reactions to hypothetical relational bullying situations as well as retrospectively reported bullying situations both from the teachers' as well as the students' perspectives. Results showed that teachers with higher levels of empathy reported stronger intentions to intervene in hypothetical relational bullying situations but were not more likely to intervene in retrospectively reported bullying situations. From the students' perspective, teachers' empathy was neither connected to the teachers' intention to intervene nor to the likelihood of intervention in the retrospectively reported situations. These different results could be taken as an opportunity to investigate whether existing findings could be influenced by methodological aspects such as teachers' self-reports. Implications for future research are discussed.
KW  - Bullying
KW  - empathy
KW  - teacher
KW  - likelihood of intervention
KW  - school
Y1  - 2021
U6  - https://doi.org/10.1080/17405629.2020.1869538
SN  - 1740-5629
SN  - 1740-5610
VL  - 18
IS  - 6
SP  - 896
EP  - 911
PB  - Routledge, Taylor & Francis Group
CY  - London [u.a.]
ER  - 
TY  - JOUR
A1  - Bondü, Rebecca
A1  - Rothmund, Tobias
A1  - Gollwitzer, Mario
T1  - Mutual long-term effects of school bullying, victimization, and justice
sensitivity in adolescents
JF  - Journal of adolescence
N2  - In the present study, we investigate long-term relations between experiences of aggression at school and the development of justice sensitivity as a personality disposition in adolescents. We assessed justice sensitivity (from the victim, observer, and perpetrator perspective), bullying, and victimization among 565 German 12- to 18-year-olds in a one-year longitudinal study with two measurement points. Latent path analyses revealed gender differences in long-term effects of bullying and victimization on observer sensitivity and victim sensitivity. Experiences of victimization at T1 predicted an increase in victim sensitivity among girls and a decrease in victim sensitivity among boys. Bullying behavior at T1 predicted an increase in victim sensitivity among boys and a decrease in observer sensitivity among girls. We did not find long-term effects of justice sensitivity on bullying and victimization. Our findings indicate that experiences of bullying and victimization have gender-specific influences on the development of moral personality dispositions in adolescents. (C) 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
KW  - Justice sensitivity
KW  - Bullying
KW  - Victimization
KW  - Adolescence
KW  - Personality development
Y1  - 2016
U6  - https://doi.org/10.1016/j.adolescence.2016.01.007
SN  - 0140-1971
SN  - 1095-9254
VL  - 48
SP  - 62
EP  - 72
PB  - Elsevier
CY  - London
ER  - 
TY  - JOUR
A1  - Bilz, Ludwig
A1  - Steger, Jette
A1  - Fischer, Saskia M.
A1  - Schubarth, Wilfried
A1  - Kunze, Ulrike
T1  - Is this already Violence? On the Importance of the Violence of Teachers on how to Deal with Bullying and the Actions of Pupils
JF  - Zeitschrift für Pädagogik
KW  - Teacher Beliefs
KW  - Bullying
KW  - Violence
KW  - Teacher Perceptions
KW  - School
Y1  - 2016
SN  - 0044-3247
VL  - 62
SP  - 841
EP  - 860
PB  - Beltz
CY  - Weinheim
ER  -