@article{WachsBilzFischeretal.2017, author = {Wachs, Sebastian and Bilz, Ludwig and Fischer, Saskia M. and Wright, Michelle F.}, title = {Do emotional components of alexithymia mediate the interplay between cyberbullying victimization and perpetration?}, series = {International Journal of Environmental Research and Public Health}, volume = {14}, journal = {International Journal of Environmental Research and Public Health}, number = {12}, publisher = {MDPI}, address = {Basel}, issn = {1660-4601}, doi = {10.3390/ijerph14121530}, pages = {11}, year = {2017}, abstract = {A substantial amount of research has revealed that cyberbully-victims have more emotional and behavioral problems than either cyberbullying victims or perpetrators. However, until now, little research has been conducted into the factors that contribute to the interplay between cyberbullying victimization and perpetration. The purpose of this study was to examine the relationship between cyberbullying victimization, perpetration, and two emotional components of alexithymia, namely difficulties in identifying and describing one's own feelings. Self-report questions were administered to 1549 adolescents between 12 and 18 years old (M = 14.51; SD = 1.68; 42.1\% (n = 652) male) from Germany and Thailand. Results showed that cyberbullying victimization and alexithymia are associated with cyberbullying perpetration. Moreover, alexithymia mediated the associations between cyberbullying victimization and adolescents' cyberbullying perpetration. Consequently, we suggest that the ability to describe and identify one's own feelings might be important for understanding the link between cyberbullying, victimization, and perpetration. The results may help develop prevention and intervention programs focused on reducing cyberbullying.}, language = {en} } @incollection{BilzStegerFischeretal.2017, author = {Bilz, Ludwig and Steger, Jette and Fischer, Saskia M. and Schubarth, Wilfried and Kunze, Ulrike}, title = {Zur Bedeutung des Gewaltverst{\"a}ndnisses von Lehrkr{\"a}ften f{\"u}r ihren Umgang mit Mobbing}, series = {Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, booktitle = {Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, editor = {Bilz, Ludwig and Schubarth, Wilfried and Dudziak, Ines and Fischer, Saskia M. and Niproschke, Saskia and Ulbricht, Juliane}, publisher = {Klinkhardt}, address = {Bad Heilbrunn}, isbn = {978-3-7815-2095-0}, publisher = {Universit{\"a}t Potsdam}, pages = {205 -- 217}, year = {2017}, language = {de} } @incollection{FischerUlbricht2017, author = {Fischer, Saskia M. and Ulbricht, Juliane}, title = {Welche Interventionskompetenzen sind f{\"u}r das Lehrerhandeln in Gewalt- und Mobbingsituationen besonders bedeutsam?}, series = {Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, booktitle = {Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, editor = {Bilz, Ludwig and Schubarth, Wilfried and Dudziak, Ines and Fischer, Saskia M. and Niproschke, Saskia and Ulbricht, Juliane}, publisher = {Klinkhardt}, address = {Bad Heilbrunn}, isbn = {978-3-7815-2095-0}, publisher = {Universit{\"a}t Potsdam}, pages = {255 -- 275}, year = {2017}, language = {de} } @incollection{DudziakNiproschkeBilzetal.2017, author = {Dudziak, Ines and Niproschke, Saskia and Bilz, Ludwig and Fischer, Saskia M. and Oertel, Lars and Schubarth, Wilfried and Seidel, Andreas and Ulbricht, Juliane and Wachs, Sebastian}, title = {H{\"a}ufigkeiten, Formen und Erfolg von Lehrerinterventionen aus Lehrerund Sch{\"u}lersicht}, series = {Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, booktitle = {Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, editor = {Bilz, Ludwig and Schubarth, Wilfried and Dudziak, Ines and Fischer, Saskia M. and Niproschke, Saskia and Ulbricht, Juliane}, publisher = {Klinkhardt}, address = {Bad Heilbrunn}, isbn = {978-3-7815-2095-0}, publisher = {Universit{\"a}t Potsdam}, pages = {103 -- 127}, year = {2017}, language = {de} } @article{BilzStegerFischeretal.2016, author = {Bilz, Ludwig and Steger, Jette and Fischer, Saskia M. and Schubarth, Wilfried and Kunze, Ulrike}, title = {Is this already Violence? On the Importance of the Violence of Teachers on how to Deal with Bullying and the Actions of Pupils}, series = {Zeitschrift f{\~A}¼r P{\~A}\idagogik}, volume = {62}, journal = {Zeitschrift f{\~A}¼r P{\~A}\idagogik}, publisher = {Beltz}, address = {Weinheim}, issn = {0044-3247}, pages = {841 -- 860}, year = {2016}, language = {de} } @article{WachsBilzFischeretal.2018, author = {Wachs, Sebastian and Bilz, Ludwig and Fischer, Saskia M. and Schubarth, Wilfried and Wright, Michelle F.}, title = {Students' Willingness to Intervene in Bullying}, series = {International journal of environmental research and public health : IJERPH}, volume = {15}, journal = {International journal of environmental research and public health : IJERPH}, publisher = {MDPI}, address = {Basel}, issn = {1660-4601}, doi = {10.3390/ijerph15112577}, pages = {11}, year = {2018}, abstract = {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.}, language = {en} } @misc{WachsBilzFischeretal.2018, author = {Wachs, Sebastian and Bilz, Ludwig and Fischer, Saskia M. and Schubarth, Wilfried and Wright, Michelle F.}, title = {Students' Willingness to Intervene in Bullying}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {495}, issn = {1866-8364}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-421185}, pages = {11}, year = {2018}, abstract = {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.}, language = {en} } @article{BilzGoldfriedrichJohnetal.2018, author = {Bilz, Ludwig and Goldfriedrich, Martin and John, Nancy and Fischer, Saskia M. and Wachs, Sebastian and Schubarth, Wilfried}, title = {Mobbingerfahrungen von Sch{\"u}lerinnen und Sch{\"u}ler mit und ohne F{\"o}rderbedarf an inklusiven Schulen}, series = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion}, journal = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion}, publisher = {Belz}, address = {Weinheim}, isbn = {978-3-7799-3859-0}, pages = {272 -- 286}, year = {2018}, language = {de} }