@article{WilbertKrull2022,
  author    = {Wilbert, J{\"u}rgen and Krull, Johanna},
  title     = {Die Bedeutung von Peers f{\"u}r die soziale Teilhabe von Lernenden mit Lern- und Verhaltensauff{\"a}lligkeiten in inklusiven Schulklassen},
  series = {Aufwachsen mit Anderen : Peerbeziehungen als Bildungsfaktor},
  journal   = {Aufwachsen mit Anderen : Peerbeziehungen als Bildungsfaktor},
  publisher = {Kohlhammer},
  address   = {Stuttgart},
  isbn      = {978-3-17-036680-0},
  pages     = {134 -- 149},
  year      = {2022},
  language  = {de}
}
@misc{BoschWilbert2020,
  author    = {Bosch, Jannis and Wilbert, J{\"u}rgen},
  title     = {Contrast and Assimilation Effects on Self-Evaluation of Performance and Task Interest in a Sample of Elementary School Children},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {600},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-44481},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-444819},
  pages     = {13},
  year      = {2020},
  abstract  = {Social comparison processes and the social position within a school class already play a major role in performance evaluation as early as in elementary school. The influence of contrast and assimilation effects on self-evaluation of performance as well as task interest has been widely researched in observational studies under the labels big-fish-little-pond and basking-in-reflected-glory effect. This study examined the influence of similar contrast and assimilation effects in an experimental paradigm. Fifth and sixth grade students (n = 230) completed a computer-based learning task during which they received social comparative feedback based on 2 × 2 experimentally manipulated feedback conditions: social position (high vs. low) and peer performance (high vs. low). Results show a more positive development of task interest and self-evaluation of performance in both the high social position and the high peer performance condition. When applied to the school setting, results of this study suggest that students who already perform well in comparison to their peer group are also the ones who profit most from social comparative feedback, given that they are the ones who usually receive the corresponding positive performance feedback.},
  language  = {en}
}
@article{HoffmannWilbertLehoferetal.2020,
  author    = {Hoffmann, Lisa and Wilbert, J{\"u}rgen and Lehofer, Mike and Schwab, Susanne},
  title     = {Are we good friends?},
  series = {European Journal of Special Needs Education},
  volume    = {36},
  journal   = {European Journal of Special Needs Education},
  number    = {4},
  publisher = {Taylor \& Francis},
  address   = {London},
  pages     = {16},
  year      = {2020},
  abstract  = {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.},
  language  = {en}
}
@article{UrtonBoernetRinglebWilbert2018,
  author    = {Urton, Karolina and B{\"o}rnet-Ringleb, Moritz and Wilbert, J{\"u}rgen},
  title     = {Gestaltung eines inklusiven Schulklimas als Schulentwicklungsaufgabe},
  series = {Inklusive Schul- und Unterrichtsentwicklung : vom Anspruch zur erfolgreichen Umsetzung},
  journal   = {Inklusive Schul- und Unterrichtsentwicklung : vom Anspruch zur erfolgreichen Umsetzung},
  publisher = {Kohlhammer},
  address   = {Stuttgart},
  isbn      = {978-3-17-032719-1},
  pages     = {60 -- 75},
  year      = {2018},
  language  = {de}
}
@article{DuenkelKniggeWilbert2020,
  author    = {D{\"u}nkel, Nora and Knigge, Michel and Wilbert, J{\"u}rgen},
  title     = {Determinanten und Akkuratheit von Sch{\"u}lerurteilen {\"u}ber sprachliche F{\"a}higkeiten von Mitsch{\"u}ler(inne)n im Deutschen und den Herkunftssprachen T{\"u}rkisch und Russisch},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE},
  volume    = {23},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE},
  number    = {5},
  publisher = {Springer},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-020-00972-8},
  pages     = {1019 -- 1052},
  year      = {2020},
  abstract  = {Models of language acquisition suggest that the development of language abilities is influenced by the language skills of relevant interaction partners (e.g. peers). Because objective measures of interaction partners' language skills are rarely available, third party ratings may be an alternative measure. Therefore, the present study investigates students' ratings of their fellow students' language skills as indicators of actual language performance in German and the heritage languages Turkish and Russian. Multilevel models were applied to address the following questions: Which factors influence students' ratings of peers' language skills? How accurate are these ratings and what influences the accuracy of ratings? In all languages, students' ratings were moderately related to peers' test performance and the accuracy of ratings was positively moderated if the students had class together, shared the same language background and with increasing relationship quality. The ratings for German language abilities further revealed negative performance related stereotypes towards peers with Turkish and Russian language backgrounds. The results are discussed with respect to possibilities and boundaries of assessing peers' language skills through student ratings and implications of negative performance related stereotypes.},
  language  = {de}
}
@misc{BoschWilbert2023,
  author    = {Bosch, Jannis and Wilbert, J{\"u}rgen},
  title     = {The impact of social comparison processes on self-evaluation of performance, self-concept, and task interest},
  number    = {836},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-58875},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-588751},
  pages     = {11},
  year      = {2023},
  abstract  = {Development of self-concept and task interest has been shown to be affected by social comparison processes in a variety of cross-sectional studies. A potential explanation for these effects is an effect of social comparative performance feedback on an individual's self-evaluation of performance, which in turn influences development of self-concept and task interest. There are, however, only few studies addressing this topic with experimental designs. This study was aimed at closing this research gap by experimentally manipulating social comparative performance. Feedback given was based on 2 × 2 experimental conditions: social position (high vs. low) and average performance of the reference group (high vs. low). Results show a strong effect of social position on self-evaluation of performance and smaller effects on self-concept and task interest.},
  language  = {en}
}
@article{BoschWilbert2023,
  author    = {Bosch, Jannis and Wilbert, J{\"u}rgen},
  title     = {The impact of social comparison processes on self-evaluation of performance, self-concept, and task interest},
  series = {Frontiers in education},
  volume    = {8},
  journal   = {Frontiers in education},
  publisher = {Frontiers Media},
  address   = {Lausanne},
  issn      = {2504-284X},
  doi       = {10.3389/feduc.2023.1033488},
  pages     = {11},
  year      = {2023},
  abstract  = {Development of self-concept and task interest has been shown to be affected by social comparison processes in a variety of cross-sectional studies. A potential explanation for these effects is an effect of social comparative performance feedback on an individual's self-evaluation of performance, which in turn influences development of self-concept and task interest. There are, however, only few studies addressing this topic with experimental designs. This study was aimed at closing this research gap by experimentally manipulating social comparative performance. Feedback given was based on 2 × 2 experimental conditions: social position (high vs. low) and average performance of the reference group (high vs. low). Results show a strong effect of social position on self-evaluation of performance and smaller effects on self-concept and task interest.},
  language  = {en}
}
@misc{WilbertBoernertRinglebLueke2022,
  author    = {Wilbert, J{\"u}rgen and B{\"o}rnert-Ringleb, Moritz and L{\"u}ke, Timo},
  title     = {Statistical Power of Piecewise Regression Analyses of Single-Case Experimental Studies Addressing Behavior Problems},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {814},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-58115},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-581150},
  pages     = {13},
  year      = {2022},
  abstract  = {In intervention research, single-case experimental designs are an important way to gain insights into the causes of individual changes that yield high internal validity. They are commonly applied to examine the effectiveness of classroom-based interventions to reduce problem behavior in schools. At the same time, there is no consensus on good design characteristics of single-case experimental designs when dealing with behavioral problems in schools. Moreover, specific challenges arise concerning appropriate approaches to analyzing behavioral data. Our study addresses the interplay between the test power of piecewise regression analysis and important design specifications of single-case research designs. Here, we focus on the influence of the following specifications of single-case research designs: number of measurement times, the initial frequency of the behavior, intervention effect, and data trend. We conducted a Monte-Carlo study. First, simulated datasets were created with specific design conditions based on reviews of published single-case intervention studies. Following, data were analyzed using piecewise Poisson-regression models, and the influence of specific design specifications on the test power was investigated. Our results indicate that piecewise regressions have a high potential of adequately identifying the effects of interventions for single-case studies. At the same time, test power is strongly related to the specific design specifications of the single-case study: Few measurement times, especially in phase A, and low initial frequencies of the behavior make it impossible to detect even large intervention effects. Research designs with a high number of measurement times show robust power. The insights gained are highly relevant for researchers in the field, as decisions during the early stage of conceptualizing and planning single-case experimental design studies may impact the chance to identify an existing intervention effect during the research process correctly.},
  language  = {en}
}
@misc{HoffmannWilbertLehoferetal.2021,
  author    = {Hoffmann, Lisa and Wilbert, J{\"u}rgen and Lehofer, Mike and Schwab, Susanne},
  title     = {Are we good friends?},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {4},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-52535},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-525351},
  pages     = {18},
  year      = {2021},
  abstract  = {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.},
  language  = {en}
}
@article{KulawiakUrtonKrulletal.2020,
  author    = {Kulawiak, Pawel R. and Urton, Karolina and Krull, Johanna and Hennemann, Thomas and Wilbert, J{\"u}rgen},
  title     = {Internalizing Behavior of Sociometrically Neglected Students in Inclusive Primary Classrooms},
  series = {frontiers in Education},
  volume    = {5},
  journal   = {frontiers in Education},
  publisher = {Frontiers Media},
  address   = {Lausanne},
  issn      = {2504-284X},
  doi       = {10.3389/feduc.2020.00032},
  pages     = {12},
  year      = {2020},
  abstract  = {Internalizing problems in children belong to the category of special educational needs called emotional and behavioral difficulties. Recent decades have witnessed a critical discussion about whether children and adolescents experiencing internalizing problems are at risk of being sociometrically neglected (neither liked nor disliked by their peers). Previous studies have shown evidence both for and against the association between internalizing problems and neglected sociometric status. These contradictory results may be due to the following methodological aspects: (1) shortcomings of sociometric status classification methods (arbitrariness of the sociometric classification rules) and (2) different operationalizations of internalizing problems (broadband and narrowband dimensions of behavior). The aim of the present study is to investigate empirically whether and to what extent these methodological aspects lead to contradictory results on the internalizing behavior of neglected students. This question is investigated using a sample of students (N = 2334) in German inclusive primary schools. The systematic investigation presented here provides initial indications that the various methodological approaches can lead to conflicting results. The contradictory results are not only due to the application of different sociometric classification methods, but also to different operationalizations of internalizing behavior (narrowband and broadband scales). Earlier contradictory evidence on the internalizing behavior of neglected students must therefore be seen in a different light: the reasons for previously conflicting results may actually be methodological. Based on the results, conclusions are drawn as to how methodological aspects can be given more consideration in sociometric research on internalizing behavior.},
  language  = {en}
}