TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian A1 - Harper, Bridgette D. T1 - The moderation of empathy in the longitudinal association between witnessing cyberbullying, depression, and anxiety JF - Journal of Psychosocial Research on Cyberspace N2 - 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. KW - Bystander KW - cyberbullying KW - empathy KW - depression KW - anxiety KW - longitudinal Y1 - 2018 U6 - https://doi.org/10.5817/CP2018-4-6 SN - 1802-7962 VL - 12 IS - 4 PB - Masrykova Univ. CY - Brno ER - TY - JOUR A1 - Wright, Michelle F. A1 - Harper, Bridgette D. A1 - Wachs, Sebastian T1 - Differences in Adolescents’ Response Decision and Evaluation for Face-to-Face and Cyber Victimization JF - The Journal of Early Adolescence N2 - 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. KW - response decision KW - response evaluation KW - cyber aggression KW - cyberbullying KW - aggression KW - bullying Y1 - 2018 U6 - https://doi.org/10.1177/0272431618806052 SN - 0272-4316 SN - 1552-5449 VL - 39 IS - 8 SP - 1110 EP - 1128 PB - Sage Publ. CY - Thousand Oaks ER - TY - JOUR A1 - Westphal, Andrea A1 - Kretschmann, Julia A1 - Gronostaj, Anna A1 - Vock, Miriam T1 - More enjoyment, less anxiety and boredom BT - How achievement emotions relate to academic self-concept and teachers' diagnostic skills JF - Learning and individual differences : a multidisciplinary journal in education N2 - Students' achievement emotions are critical in their academic development. Therefore, teachers need to create an emotionally positive learning environment. In the light of this, the present study investigated the connection between students' enjoyment, anxiety, boredom and, in the first case, students' academic self-concept and, in the second, teachers' diagnostic skills. The third part of our study examined whether this link would be moderated by students' academic self-concept. Our sample comprised N = 1803 eighth-grade students who reported their achievement emotions and evaluated the diagnostic skills of both their German and mathematics teachers. Hierarchical models indicated that students experience more enjoyment and less anxiety and boredom if teachers exhibit better diagnostic skills. The role of teachers' diagnostic skills in relation to students' emotions was in part moderated by the students' self-concept. These results are discussed in terms of their implications for effective teaching. KW - Achievement emotions KW - Diagnostic skills KW - Instructional quality KW - Academic self-concept KW - Multilevel modeling Y1 - 2018 U6 - https://doi.org/10.1016/j.lindif.2018.01.016 SN - 1041-6080 SN - 1873-3425 VL - 62 SP - 108 EP - 117 PB - Elsevier B.V. CY - Amsterdam ER - TY - JOUR A1 - Wenger, Marina A1 - Lüdtke, Oliver A1 - Brunner, Martin T1 - Übereinstimmung, Variabilität und Reliabilität von Schülerurteilen zur Unterrichtsqualität auf Schulebene T1 - Interrater agreement, variability and reliability of student ratings of instructional quality at the school-level BT - Ergebnisse aus 81 Ländern BT - Results from 81 countries JF - Zeitschrift für Erziehungswissenschaft N2 - Für die Analyse der Unterrichtsqualität von Schulen durch Schülerurteile sollten drei Voraussetzungen erfüllt sein: (1) eine angemessene Übereinstimmung der Schülerurteile innerhalb der Schulen, (2) systematische Variabilität der Schülerurteile zwischen Schulen, (3) ein ausreichendes Maß an Reliabilität der aggregierten Urteile. Diese Studie untersucht mit internationalen PISA-Daten (Zyklen 2000–2012; 81 Länder, über 55.300 Schulen, über 1,3 Millionen 15-Jährige), inwiefern dies für Indikatoren der Qualitätsdimensionen des Unterrichts (Klassenführung, Kognitive Aktivierung, Konstruktive Unterstützung) zutrifft. Dafür bestimmten wir das Übereinstimmungsmaß rWG(J) sowie die Intraklassenkorrelationen ICC(1) und ICC(2). Es zeigte sich, dass (1) die Mehrzahl der Unterrichtsmerkmale eine moderate oder starke Übereinstimmung in Schulen aufwies, (2) sich Unterrichtsmerkmale aus Sicht der Schülerschaft systematisch zwischen Schulen unterschieden, jedoch (3) die Reliabilität der aggregierten Schülerurteile in vielen Ländern nicht ausreichte. Die Ergebnisse diskutieren wir vor dem Hintergrund von Konventionen zur Beurteilung der Übereinstimmung, Variabilität und Reliabilität auf Schulebene. N2 - Using student ratings to assess instructional quality of schools should fulfill three requirements: (1)an appropriate level of inter-rater agreement within schools, (2)systematic variance of student ratings between schools, (3)an adequate reliability level of aggregated student ratings. Using international PISA-data (2000-2012; 81countries, over 55,300 schools, over 1.3million 15-year olds) this study investigated how these requirements were met regarding indicators of instructional quality (classroom management, cognitive activation, individual learning support). We computed the interrater agreement index r(WG(J)), as well as the intraclass correlations ICC(1) and ICC(2). Our results showed that (1)student ratings demonstrated amoderate or strong level of agreement for most indicators of instructional quality and (2)instructional quality assessed by students varied systematically between schools. Yet, (3)reliability of aggregated student ratings was not sufficient in many countries. We discuss these results regarding conventions to evaluate agreement, variability, and reliability of student ratings at the school level. KW - Instructional quality KW - Student ratings KW - PISA Y1 - 2018 U6 - https://doi.org/10.1007/s11618-018-0813-3 SN - 1434-663X SN - 1862-5215 VL - 21 IS - 5 SP - 929 EP - 950 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Wachs, Sebastian A1 - Whittle, Helen C. A1 - Hamilton-Giachritsis, Catherine A1 - Wolf, Karsten D. A1 - Vazsonyi, Alexander T. A1 - Junger, Marianne T1 - Correlates of Mono- and Dual-Victims of Cybergrooming and Cyberbullying BT - Evidence from Four Countries JF - Cyberpsychology, behavior and social networking N2 - Today's adolescents grow up using information and communication technologies as an integral part of their everyday life. This affords them with extensive opportunities, but also exposes them to online risks, such as cybergrooming and cyberbullying victimization. The aims of this study were to investigate correlates of cybergrooming and cyberbullying victimization and examine whether victims of both cybergrooming and cyberbullying (dual-cybervictims) show higher involvement in compulsive Internet use (CIU) and troubled offline behavior (TOB) compared to victims of either cybergrooming or cyberbullying (mono-cybervictims). The sample consisted of 2,042 Dutch, German, Thai, and U.S. adolescents (age = 11–17 years; M = 14.2; SD = 1.4). About every ninth adolescent (10.9 percent) reported either mono- or dual-cybervictimization. Second, both CIU and TOB were associated with all three types of cybervictimization, and finally, both CIU and TOB were more strongly linked to dual-cybervictimization than to both forms of mono-cybervictimization. These findings contribute to a better understanding of the associations between different forms of cybervictimization and psychological health and behavior problems among adolescents. KW - cybergrooming KW - cyberbullying KW - cybervictimization KW - adolescents KW - compulsive Internet use KW - troubled offline behavior Y1 - 2018 U6 - https://doi.org/10.1089/cyber.2016.0733 SN - 2152-2715 SN - 2152-2723 VL - 21 IS - 2 SP - 91 EP - 98 PB - Liebert CY - New Rochelle ER - TY - JOUR A1 - Wachs, Sebastian A1 - Schubarth, Wilfried A1 - Bilz, Ludwig T1 - Mobbing in der Schule BT - Auswirkungen auf das Wohlbefinden und Möglichkeiten der schulischen Prävention JF - Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion Y1 - 2018 SN - 978-3-7799-4981-7 SN - 978-3-7799-3859-0 SP - 121 EP - 139 PB - Beltz Juventa CY - Weinheim ER - TY - JOUR A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Niproschke, Saskia A1 - Schubarth, Wilfried T1 - Bullying Intervention in Schools BT - a Multilevel Analysis of Teachers’ Success in Handling Bullying From the Students’ Perspective JF - Journal of early adolescence N2 - 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. KW - intervention success KW - bullying KW - teacher KW - intervention strategies KW - bullies Y1 - 2018 U6 - https://doi.org/10.1177/0272431618780423 SN - 0272-4316 SN - 1552-5449 VL - 39 IS - 5 SP - 642 EP - 668 PB - Sage Publ. CY - Thousand Oaks ER - TY - JOUR A1 - Urton, Karolina A1 - Börnet-Ringleb, Moritz A1 - Wilbert, Jürgen T1 - Gestaltung eines inklusiven Schulklimas als Schulentwicklungsaufgabe JF - Inklusive Schul- und Unterrichtsentwicklung : vom Anspruch zur erfolgreichen Umsetzung Y1 - 2018 SN - 978-3-17-032719-1 SP - 60 EP - 75 PB - Kohlhammer CY - Stuttgart ER - TY - JOUR A1 - Thoren, Katharina A1 - Brunner, Martin T1 - Flächendeckende Implementation des Jahrgangsübergreifenden Lernens BT - Welche Typen gibt es und zeigen diese Unterschiede in der Schul- und Unterrichtsqualität? JF - Zeitschrift für Erziehungswissenschaft N2 - Bildungspolitische Reformen unterscheiden sich in der Breite, Tiefe und Nachhaltigkeit, mit der sie realisiert werden. Der vorliegende Beitrag beschäftigt sich mit diesem Thema am Beispiel der Umsetzung des Jahrgangsübergreifenden Lernens (JÜL) in Berlin. JÜL war eine der zentralen Innovationen bei der Neugestaltung des Schulanfangs. Vor diesem Hintergrund behandelt die erste Teilstudie, wie JÜL an Schulen in den Schuljahren 2007/08 bis 2015/16 implementiert wurde. Es wurden Daten der Berliner Schulstatistik zu einem Längsschnitt auf Schulebene zusammengefasst (N = 356). Latente Profilanalysen identifizieren sechs Implementationstypen, die sich in Zeitpunkt und Dauer der Umsetzung von JÜL unterscheiden. Hierbei diente der Anteil der JÜL-Klassen an den Klassen der Schulanfangsphase als Indikator. Die zweite Teilstudie analysiert Unterschiede in der Schul- und Unterrichtsqualität auf Grundlage von Daten aus der Berliner Schulinspektion (N = 282). Mittels Varianzanalysen (ANOVA) zeigen sich a) Unterschiede zugunsten der Schulen, die frühzeitig und dauerhaft JÜL umsetzten und b) Unterschiede zugunsten der Schulen, die in ihren JÜL-Klassen drei – im Vergleich zu zwei – Jahrgänge zusammenfassen. KW - Educational reform KW - Implementation success KW - Longitudinal analyses KW - Mixed-age learning Y1 - 2018 U6 - https://doi.org/10.1007/s11618-018-0841-z SN - 1434-663X SN - 1862-5215 VL - 22 IS - 2 SP - 279 EP - 300 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Schrüfer, Gabriele A1 - Brendel, Nina T1 - Globales Lernen im digitalen Zeitalter JF - Globales Lernen im digitalen Zeitalter Y1 - 2018 SN - 978-3-8309-3900-9 SP - 9 EP - 33 PB - Waxmann CY - Münster ER -