TY - JOUR A1 - Tetzlaff, Leonard A1 - Hartmann, Ulrike A1 - Dumont, Hanna A1 - Brod, Garvin T1 - Assessing individualized instruction in the classroom BT - comparing teacher, student, and observer perspectives JF - Learning and instruction : the journal of the European Association for Research on Learning and Instruction (EARLI) N2 - In this article, we address the measurement of individualized instruction in the context of regular classroom instruction. Our study assessed instructional practices geared towards individualization in German third grade reading lessons by combining self-report data from 621 students, from their teachers (n = 57), and live obser-vations. We then investigated the reliability of these different approaches to measuring individualization as well as the agreement between them. All three approaches yielded reliable indicators of individualized practices, but not all of them corresponded with each other. We found considerable agreement between students and observers, but neither agreed with teachers' self-reports. Upon closer examination, we found that students' ratings only correlated with teacher ratings that were provided close to the timepoint of interest. This correlation increased when teacher measures were corrected for response tendencies. We conclude with some recommendations for future studies that aim to measure individualized instruction in the classroom. KW - Individualization KW - Personalization KW - Differentiation KW - Adaptive teaching; KW - Individualized instruction KW - Instructional quality KW - Learning KW - environments KW - Live observations KW - Classroom research Y1 - 2022 U6 - https://doi.org/10.1016/j.learninstruc.2022.101655 SN - 0959-4752 SN - 1873-3263 VL - 82 PB - Elsevier CY - Oxford ER - TY - THES A1 - Civitillo, Sauro T1 - Teachers’ cultural diversity beliefs and culturally responsive practices T1 - Überzeugungen von Lehrern zur kulturellen Vielfalt und kultursensiblen Unterricht N2 - The present dissertation about teachers’ cultural diversity beliefs and culturally responsive practices includes a general introduction (Chapter 1), a systematic literature review (Chapter 2), three empirical studies (Chapter 3, 4, and 5) and it ends with a general discussion and conclusion (Chapter 6). The major focus of investigation laid in creating a deeper understanding of teachers’ beliefs about cultural diversity and how those beliefs are related to teaching practices, which could or could not be considered to be culturally responsive. In this dissertation, I relied on insights from theoretical perspectives that derived from the field of psychology such as social cognitive theory and intergroup ideologies, as well as from the field of multicultural education such as culturally responsive teaching. In Chapter 1, I provide the background of this dissertation, with contextual information regarding the German educational system, the theoretical framework used and the main research objectives of each study. In Chapter 2, I conducted a systematic review of the existing international studies on trainings addressing cultural diversity beliefs with pre-service teachers. More specifically, the aims of the systematic literature review were (1) to provide a description of main components and contextual characteristics of teacher trainings targeting cultural diversity beliefs, (2) report the training effects, and (3) detail the methodological strengths and weaknesses of these studies. By examining the main components and contextual characteristics of teacher trainings, the effects on beliefs about cultural diversity as well as the methodological strengths and weaknesses of these studies in a single review, I took an integrated approach to these three processes. To review the final pool of studies (N = 36) I used a descriptive and narrative approach, relying primarily on the use of words and text to summarise and explain findings of the synthesis. The three empirical studies that follow, all highlight aspects of how far and how teacher beliefs about cultural diversity translate into real-world practices in schools. In Chapter 3, to expand the validity of culturally responsive teaching to the German context, I aimed at verifying the dimensional structure of German version of the Culturally Responsive Classroom Management Self-Efficacy Scale (CRCMSES; Siwatu, Putman, Starker-Glass, & Lewis, 2015). I conducted Exploratory and Confirmatory Factor Analysis, and run correlations between the subscales of the CRCMSES and a measure of cultural diversity- related stress. Data (n = 504) used for the first empirical study (Chapter 3) were collected in the InTePP-project (Inclusive Teaching Professionalization Panel) in which pre-service teachers’ competencies and beliefs were assessed longitudinally at two universities: the University of Potsdam and the University of Cologne. In the second empirical study, which forms Chapter 4, the focus is on teachers’ practices resembling school approaches to cultural diversity. In this study, I investigated two research questions: (1a) What types of descriptive norms regarding cultural diversity are perceived by teachers and students with and without an immigrant background and (1b) what is their degree of congruence? Additionally, I was also interested in how are teachers’ and students’ perceptions of descriptive norms about cultural diversity related to practices and artefacts in the physical and virtual school environment? Data for the second empirical study (Chapter 4) were previously collected in a dissertation project of doctor Maja Schachner funded by the federal program “ProExzellenz” of the Free State of Thuringia. Adopting a mixed-methods research design I conducted a secondary analysis of data from teachers’ (n = 207) and students’ (n = 1,644) gathered in 22 secondary schools in south-west Germany. Additional sources of data in this study were based on pictures of school interiors (hall and corridors) and sixth-grade classrooms’ walls (n = 2,995), and screenshots from each school website (n = 6,499). Chapter 5 addresses the question of how culturally responsive teaching, teacher cultural diversity beliefs, and self-reflection on own teaching are related. More specifically, in this study I addressed two research questions: (1) How does CRT relate to teachers’ beliefs about incorporating cultural diversity content into daily teaching and learning activities? And (2) how does the level of teachers’ self-reflection on their own teaching relate to CRT? For this last empirical chapter, I conducted a multiple case study with four ethnic German teachers who work in one culturally and ethnically diverse high school in Berlin, using classroom video observations and post-observation interviews. In the final chapter (Chapter 6), I summarised the main findings of the systematic literature review and three empirical studies, and discuss their scientific and practical implications. This dissertation makes a significant contribution to the field of educational science to understanding culturally responsive teaching in terms of its measurement, focus on both beliefs and practices and the link between the two, and theoretical, practical, and future study implications. N2 - Die vorliegende Dissertation über Überzeugungen von Lehrern zur kulturellen Vielfalt und zum kultursensiblen Unterricht beinhaltet eine allgemeine Einführung (Kapitel 1), eine systematische Literaturübersicht (Kapitel 2), drei empirische Studien (Kapitel 3, 4 und 5) und endet mit einer allgemeinen Diskussion und dem Fazit (Kapitel 6). Der Schwerpunkt der Untersuchung sollte auf der Schaffung eines tieferen Verständnisses und Überzeugungen der Lehrer über kulturelle Vielfalt liegen und wie diese Überzeugungen mit den Unterrichtspraktiken zusammenhängen, die als kulturell ansprechend angesehen werden konnten oder nicht. In dieser Dissertation stützte ich mich auf Erkenntnisse aus theoretischen Perspektiven, die sich aus dem Bereich der Psychologie, insb. wie der sozialen Kognitionstheorie und gruppenübergreifenden Ideologien sowie aus dem Bereich der multikulturellen Bildungsarbeit und des kultursensiblen Unterrichts, ableiten. In Kapitel 1 stelle ich den Hintergrund dieser Dissertation mit kontextuellen Informationen über das deutsche Bildungssystem, den theoretischen Rahmen und die Forschungsziele der einzelnen Studien dar. In Kapitel 2 habe ich mit Lehrern in der Ausbildung eine systematische Review der bestehenden internationalen Studien zu Schulungen, die sich mit den Überzeugungen zur kulturellen Vielfalt befassen, durchgeführt. Insbesondere waren Ziele der systematischen Literaturrecherche: (1) die Beschreibung der Hauptkomponenten und kontextuellen Merkmale von Lehrerausbildungen, die sich an den Überzeugungen der kulturellen Vielfalt orientieren; (2) die Schulungseffekte zu berichten und (3) die methodischen Stärken und Schwächen dieser Studien zu beschreiben. Durch die Prüfung der Hauptkomponenten und kontextuellen Merkmale der Lehrerausbildung, der Auswirkungen auf die Überzeugungen von kulltureller Vielfalt sowie der methodischen Stärken und Schwächen dieser Studien in einer einzigen Untersuchung, habe ich einen ganzheitlichen Ansatz für diese drei Prozesse gewählt. Um die endgültige Kette von Studien (N = 36) zu untersuchen, benutzte ich einen deskriptiven und narrativen Ansatz, der sich hauptsächlich auf die Verwendung von Wörtern und Texten stützte, um die Ergebnisse der Synthese zusammenzufassen und zu erläutern. Die drei folgenden empirischen Studien zeigen Aspekte auf, inwieweit sich die Überzeugungen der Lehrer über kulturelle Vielfalt in reale Praktiken in Schulen umsetzen lassen. In Kapitel 3, zielte ich darauf ab, die Gültigkeit der Schulung bei kultureller Herausforderung auf den deutschen Kontext auszudehnen und die dimensionale Struktur der deutschen Version der Culturally Responsive Classroom Management Self-Efficacy Scale (CRCMSES; Siwatu, Putman, Starker-Glass, & Lewis, 2015) nachzuprüfen. Ich habe eine Exploratory und Contirmatory Factor Analysis durchgeführt, und um Korrelationen zwischen den Subskalen der CRCMSES und einem Maß für den Stress im Zusammenhang mit kultureller Vielfalt zu ermitteln. Die Daten (n = 504) für die erste empirische Studie (Kapitel 3) wurden im InTePP-Projekt (Inclusive Teaching Professionalization Panel) gesammelt, in dem die Kompetenzen und Überzeugungen der Lehrkräfte in Ausbildung an zwei Universitäten, der Universität Potsdam und der Universität Köln, longitudinal bewertet wurden. In der zweiten empirischen Studie, die Kapitel 4 bildet, liegt der Schwerpunkt auf den Praktiken der Lehrer, die den schulischen Ansätzen zur kulturellen Vielfalt ähneln. In dieser Studie bin ich zwei Forschungsfragen nachfegangen: (1a) Welche Arten von beschreibenden Normen zur kulturellen Vielfalt werden von Lehrern und Schülern mit und ohne Migrationshintergrund wahrgenommen und (1b) wie hoch ist ihr Grad der Kongruenz? Darüber hinaus interessierte mich auch, wie die Wahrnehmungen von Lehrern und Schülern über die Normen zur kulturellen Vielfalt mit Praktiken und Unterrichtsergebnessen in der physischen und virtuellen Schulumgebung zusammen hängen? Die Daten für die zweite empirische Studie (Kapitel 4) wurden zuvor in einem vom Landesprogramm "ProExzellenz" des Freistaates Thüringen geförderten Dissertationsprojekt von Doktor Maja Schachner gesammelt. Mit Hilfe einer gemischten Forschungsmethode habe ich eine Sekundäranalyse der Daten von Lehrern (n = 207) und Schülern (n = 1.644) an 22 Sekundarschulen im Südwesten Deutschlands durchgeführt. Weitere Datenquellen in dieser Studie basierten auf Bildern von Schulinnenräumen (Halle und Flure) und Wänden von Klassenzimmern der sechsten Klasse (n = 2,995) sowie Screenshots von jeder Schul-Website (n = 6,499). Kapitel 5 befasst sich mit der Frage, wie kulturell ansprechender Unterricht, mit den Überzeugungen von Lehrern zur kulturellen Vielfalt und Selbstreflexion über den eigenen Unterricht zusammenhängen. Genauer gesagt, habe ich in dieser Studie zwei Forschungsfragen angesprochen: (1) Wie verhält sich CRT zu den Überzeugungen der Lehrer über die Einbeziehung von Inhalten zur kulturellen Vielfalt in die täglichen Lehr- und Lernaktivitäten? Und (2) Inwiefern bezieht sich das Niveau der Selbstreflexion der Lehrer über ihren eigenen Unterricht auf CRT? Für dieses letzte empirische Kapitel habe ich eine mehrfache Fallstudie mit vier ethnischen Deutschlehrern durchgeführt, die an einem kulturell und ethnisch vielfältigen Gymnasium in Berlin arbeiten, wobei ich Videobeobachtungen im Klassenzimmer und Interviews nach der Beobachtung verwendete. Im letzten Kapitel (Kapitel 6) habe ich die wichtigsten Ergebnisse der systematischen Literaturrecherche und den drei empirischen Studien zusammengefasst und deren wissenschaftliche und praktische Auswirkungen diskutiert. Diese Dissertation leistet einen wichtigen Beitrag auf dem Gebiet der Erziehungswissenschaft zum Verständnis einer Schulung mit kultureller Herausforderung in Bezug auf ihre Messbarkeit, die sich konzentrieren auf beides: Überzeugungen und Praktiken und die Verbindung zwischen den beiden und auf theoretische, praktische und zukünftige Auswirkungen der Studie. Stichworte: kulturelle Vielfalt, Überzeugungen von Lehrern, kultursensibler Unterricht. KW - cultural diversity KW - kulturelle Vielfalt KW - teacher beliefs KW - culturally responsive teaching KW - Überzeugungen von Lehrern KW - kultursensibler Unterricht Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-427763 ER - TY - JOUR A1 - Schachner, Maja Katharina A1 - Juang, Linda P. A1 - Moffitt, Ursula Elinor A1 - van de Vijver, Fons J. R. T1 - Schools as acculturative and developmental contexts for youth of immigrant and refugee background JF - European psychologist : official organ of the European Federation of Psychologists' Associations (EFPA) N2 - Schools are important for the academic and socio-emotional development, as well as acculturation of immigrant-and refugee-background youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, student-teacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school-and nation-level policies (such as diversity policies and school tracking). Given the complexity of the topic, there is a need for more research taking an integrated and interdisciplinary perspective to address migration related issues in the school context. Teacher beliefs and the normative climate in schools seem particularly promising points for intervention, which may be easier to change than structural aspects of the school context. More inclusive schools are also an important step toward more peaceful interethnic relations in diverse societies. KW - youth of immigrant and refugee background KW - school KW - acculturation KW - adaptation Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-414101 SN - 1016-9040 SN - 1878-531X VL - 23 IS - 1 SP - 44 EP - 56 PB - Hogrefe Publ. CY - Göttingen ER - TY - JOUR A1 - Schubarth, Wilfried A1 - Mauermeister, Sylvi A1 - Schulze-Reichelt, Friederike A1 - Erdmann, Melinda T1 - Alles auf (Studien-)Anfang? Faktoren für den Studienerfolg in der Eingangsphase und zur Studienmitte BT - Befunde und Empfehlungen des StuFo-Projekts JF - Potsdamer Beiträge zur Hochschulforschung N2 - Die hohen Abbruchquoten, insbesondere in der Studieneingangsphase, haben die Hochschulen in Deutschland veranlasst, eine Vielzahl von Maßnahmen zu ergreifen, über deren Wirkungen bisher allerdings wenig bekannt ist. Im vorliegenden Beitrag werden Befunde eines Forschungsprojekts speziell zur Studieneingangsphase sowie ergänzend zur Studienmitte vorgestellt, dessen Ziel es war, Bedingungen eines erfolgreichen Studieneinstiegs zu identifizieren und Empfehlungen für eine Optimierung des Studieneingangs abzuleiten. Das Forschungsdesign umfasste neben qualitativen Studien vor allem eine quantitative Längsschnittbefragung an fünf Universitäten (Potsdam, Mainz, Magdeburg, Kiel und Greifswald). Im Ergebnis der Analysen konnte die forschungsleitende Hypothese, dass Maßnahmen zum Studieneingang vor allem dann zur Erhöhung des Studienerfolgs einen Beitrag leisten, wenn sie zur akademischen und sozialen Integration in die Hochschule beitragen, bestätigt werden. Bedeutsam für den Studienerfolg sind demnach insbesondere solche Faktoren wie die Identifikation mit dem Studienfach, die Selbstwirksamkeit, die berufliche bzw. erfolgsorientierte Lernmotivation und die akademische Integration. Daneben konnte ein positiver Einfluss des sozialen Klimas sowie des Forschungs- und Praxisbezugs auf die Studienzufriedenheit nachgewiesen werden. Weiterführende Analysen zur Studienmitte verdeutlichen zudem, dass für die beiden Studienphasen (Eingang und Studienmitte) gleiche Faktoren bei zum Teil unterschiedlicher Gewichtung eine Rolle spielen. So ist die soziale Integration ein wesentlicher Prädiktor in beiden Phasen – in der Eingangsphase eher in die Studierendenschaft und im weiteren Studienverlauf (Studienmitte) eher in die akademische Gemeinschaft (in Form von Lehrenden). Insofern muss die Eingangsfrage wie folgt beantwortet werden: Ja, alles auf Anfang, aber dann mit den Bemühungen, soziale und akademische Integration aller Studierenden voll und ganz zu gewährleisten. Zudem machen die Befunde auf die bisher offenbar unterschätzte Rolle von Verwertungsmotiven aufmerksam. KW - Studienabbruch KW - Studieneingang KW - Studienerfolg KW - Wirkungsforschung Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-492623 SN - 978-3-86956-498-2 SN - 2192-1075 SN - 2192-1083 IS - 6 SP - 27 EP - 54 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - THES A1 - Zaruba, Nicole T1 - Die Entwicklung von Lehrerüberzeugungen im Potsdamer Praxissemester Y1 - 2020 ER - TY - GEN A1 - Ludwig, Joachim A1 - Busse, Stefan A1 - Linde, Klaus A1 - Merkel, Torsten A1 - Niewenhuis, Loek F. M. A1 - Reihert, Claudia A1 - Wittwer, Wolfgang A1 - Polster, Andreas A1 - Fricke, Werner A1 - Scholz, Sylka A1 - Wagner, Gabriele A1 - Wernet, Andreas A1 - Rehfeldt, Janine A1 - Dreke, Claudia A1 - Weis, Michael ED - Ludwig, Joachim T1 - Interdisziplinarität als Chance BT - Wissenschaftstransfer und Beratung im lernenden Forschungszusammenhang N2 - Interdisziplinarität und die damit verknüpften Fragen hat das Forschungsprojekt "Lernender Forschungszusammenhang" untersucht. Diese Publikation beschreibt ein Forschungskonzept, mit dem betriebliche Modernisierungsprojekte in fünf Großunternehmen interdisziplinär untersucht wurden. Die Forschungsergebnisse aus zwei dieser Unternehmen werden detailliert dargestellt. Der Leser kann entlang dokumentierter Forschungsergebnisse selbst nachvollziehen, in welcher Weise sich die Wissenschaftler aus unterschiedlichen Disziplinen lernend aufeinander bezogen haben. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 269 KW - Unternehmen KW - Wissenschaftstransfer KW - Teamwork KW - Interdisziplinarität KW - Lerntheorie KW - Innovation Y1 - 2008 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-74880 ER - TY - BOOK A1 - Bossen, Anja A1 - Biegholdt, Georg A1 - Tellisch, Christin A1 - Steinmann, Brigitte ED - Bossen, Anja ED - Jank, Birgit T1 - Sprache im Musikunterricht BT - Ausgewählte Aspekte sprachbewussten Handelns im Kontext von Inklusion T3 - Potsdamer Schriftenreihe zur Musikpädagogik N2 - Mit dem vorliegenden Band 5 der Potsdamer Schriftenreihe zur Musikpädagogik wird die bildungspolitische Diskussion um den Stellenwert bewussten Sprachhandelns im Fach aufgegriffen. Ausgehend vom aktuellen Forschungsstand zum Thema „Sprache und Sprechen im Musikunterricht“ werden Forschungsarbeiten vorgestellt, die in diesem Kontext zwischen 2013 und 2016 am Lehrstuhl für Musikpädagogik und Musikdidaktik der Universität Potsdam entstanden sind. Die Beiträge skizzieren sowohl Möglichkeiten zur Umsetzung eines sprachbildenden Fachunterrichts Musik als auch soziale Aspekte sprachlichen Lehrerhandelns und setzen damit neue Impulse im musikpädagogischen Diskurs. Die Veröffentlichung der vorliegenden Forschungsergebnisse wurde durch die Unterstützung des Ministeriums für Arbeit, Soziales, Gesundheit, Frauen und Familie des Landes Brandenburg und der Integrationsbeauftragten sowie durch die Universitätsgesellschaft Potsdam e. V. ermöglicht. T3 - Potsdamer Schriftenreihe zur Musikpädagogik - 5 KW - Musikunterricht KW - Inklusion KW - Sprache KW - Lehrer KW - Interaktion KW - music in school KW - inclusion KW - language KW - teacher KW - interaction Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-399125 SN - 978-3-86956-410-4 SN - 2196-5080 SN - 1861-8529 IS - 5 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - BOOK A1 - Schubarth, Wilfried A1 - Seidel, Andreas A1 - Mauermeister, Sylvi A1 - Fuhrmann, Michaela A1 - Faaß, Marcel A1 - Niproschke, Saskia A1 - Zylla, Birgitta A1 - Ulbricht, Juliane A1 - Schulze-Reichelt, Friederike A1 - Köhler, Anke A1 - Erdmann, Melinda A1 - Ratzlaff, Olaf A1 - Kottmann, Andrea A1 - Unger, Martin A1 - Dibiasi, Anna A1 - Grzywacz, Małgorzata A1 - Miłkowska, Grażyna A1 - Piorunek, Magdalena A1 - Sałaciński, Lech A1 - Grecmanová, Helena A1 - Dopita, Miroslav A1 - Kantorová, Jana A1 - Wippermann, Melanie A1 - Skopalová, Jitka A1 - V’junova, Natalja Ivanovna A1 - Ivanova, Olga Anatol’evna A1 - Apostolow, Benjamin ED - Schubarth, Wilfried ED - Mauermeister, Sylvi ED - Seidel, Andreas T1 - Studium nach Bologna BT - Befunde und Positionen T3 - Potsdamer Beiträge zur Hochschulforschung N2 - Ziel des vorliegenden dritten Bandes der Potsdamer Beiträge zur Hochschulforschung ist es, ausgewählte Aspekte der Hochschuldebatte um Studium und Lehre zu beleuchten und mit empirischen Befunden zu vertiefen. Im ­Fokus stehen solche aktuellen Debatten wie die Gestaltung des Studieneingangs, die Erhöhung der Beschäftigungsbefähigung, die Qualität der Praktika sowie Probleme der Lehrerbildung. Dabei wird die Hochschuldebatte in Deutschland durch einschlägige Beiträge aus anderen, west- und osteuropäischen Ländern erweitert. Die Reihe versteht sich als Forum verschiedener Akteure aus der Hochschulforschung, die die Diskussion zur Qualitätsentwicklung in Lehre und Studium mit ihren Impulsen aus Analysen und empirischen Ergebnissen bereichern sollen. Der Band richtet sich an alle, die sich für die Entwicklung an Hochschulen interessieren. T3 - Potsdamer Beiträge zur Hochschulforschung - 3 Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-103998 SN - 978-3-86956-399-2 SN - 2192-1075 SN - 2192-1083 IS - 3 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - BOOK A1 - Bossen, Anja A1 - Höft, Tina A1 - Tänzer, Bianca A1 - Gerischer, Christiane A1 - Platz, Jessica A1 - Ferchow, Carolin A1 - Tellisch, Christin A1 - Peschel, Kathrin A1 - Budweis, Birk ED - Jank, Birgit ED - Bossen, Anja T1 - Musikarbeit im Kontext von Inklusion und Integration BT - Wissenschaftliche Edition T3 - Potsdamer Schriftenreihe zur Musikpädagogik N2 - Die zweiteilige Publikation „Musikarbeit im Kontext von Inklusion und Integration“ der Potsdamer Schriftenreihe zur Musikpädagogik beinhaltet Erträge aus Veranstaltungen und Qualifikationsarbeiten mehrerer Jahre, die am Lehrstuhl für Musikpädagogik und Musikdidaktik der Universität Potsdam entstanden sind. Beide Bände enthalten neben theoretischen Beiträgen auch Beiträge aus Praxis und Ausbildung in verschiedenen Berufsfeldern, die das besondere Potenzial musikalischer Betätigung für Inklusion und Integration anhand von best-practise-Beispielen darstellen und sind somit als umfassendes Studienmaterial konzipiert. Der erste Band legt den Schwerpunkt auf die Dokumentation der am Lehrstuhl für Musikpädagogik und Musikdidaktik durchgeführten internationalen Fachtagung „Musik in sozialen Feldern und Inklusionskontexten“ sowie auf Qualifikationsarbeiten, die im Anschluss an die Tagung entstanden sind. Die Veröffentlichung der vorliegenden Arbeits- und Forschungsergebnisse wurde durch die Unterstützung des Ministeriums für Arbeit, Soziales, Gesundheit, Frauen und Familie des Landes Brandenburg und der Integrationsbeauftragten sowie durch die Universitätsgesellschaft Potsdam e. V. ermöglicht. T3 - Potsdamer Schriftenreihe zur Musikpädagogik - 6/1 KW - Inklusion KW - Musik in der Sozialen Arbeit KW - Musikunterricht KW - Integration KW - inclusion KW - music in social work KW - music education KW - integration Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-400066 SN - 978-3-86956-411-1 SN - 2196-5080 SN - 1861-8529 IS - 6/1 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Ercan, Habibe A1 - Hartmann, Ulrike A1 - Richter, Dirk A1 - Kuschel, Jenny A1 - Gräsel, Cornelia T1 - Effekte von integrativer Führung auf die Datennutzung von Lehrkräften JF - Die deutsche Schule : DDS : Zeitschrift für Erziehungswissenschaft, Bildungspolitik und pädagogische Praxis N2 - The present article reports the effects of school principals' integrative leadership behavior, including transformational and instructional components, on teachers' data use. Results of a structural equation model indicate significant positive direct and indirect effects on teachers' use of various data. Total effects seem to be mainly mediated by teachers' cooperation activities. N2 - Die vorliegende Studie untersucht die Zusammenhänge zwischen integrativem Schulleitungshandeln, das transformationale und instruktionale Komponenten enthält, und der Nutzungshäufigkeit verschiedener Datenquellen durch Lehrkräfte. Die Ergebnisse eines Strukturgleichungsmodells zeigen, dass integrative Führung direkte und indirekte Zusammenhänge mit der Nutzung verschiedener Datenquellen aufweist. Die Effekte scheinen vorwiegend durch die Kooperationsaktivität der Lehrkräfte vermittelt zu sein. T2 - Data-based school improvement - direct and indirect effects of integrative leadership on teachers' data use KW - teachers' data use KW - integrative leadership KW - cooperation KW - Datennutzung von Lehrkräften KW - integrative Führung KW - Kooperation Y1 - 2021 U6 - https://doi.org/10.31244/dds.2021.01.08 SN - 0012-0731 SN - 2699-5379 VL - 113 IS - 1 SP - 85 EP - 100 PB - Waxmann CY - Münster ER - TY - JOUR A1 - Civitillo, Sauro A1 - Juang, Linda P. A1 - Badra, Marcel A1 - Schachner, Maja Katharina T1 - The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection BT - a multiple case study JF - Teaching and Teacher Education N2 - This investigation examined the dynamic relation between culturally responsive teaching, teacher cultural diversity beliefs, and self-reflection on own teaching. A multiple case study with four ethnic German teachers was conducted using classroom video observations (3 lesson units X 2 raters) and post observation interviews in a culturally and ethnically diverse high school. For these teachers there was a high congruence between culturally responsive teaching and cultural diversity beliefs. Yet their degree of cultural responsiveness and their beliefs differed across teachers. The teachers who were observed to be more culturally responsive also showed elaborated patterns of self-reflection on their own teaching. KW - Cultural diversity KW - Culturally responsive teaching KW - Teacher beliefs KW - Self-reflection KW - Case study Y1 - 2018 U6 - https://doi.org/10.1016/j.tate.2018.11.002 SN - 0742-051X VL - 77 SP - 341 EP - 351 PB - Elsevier CY - Oxford ER - TY - JOUR A1 - Juang, Linda P. A1 - Syed, Moin T1 - The Evolution of Acculturation and Development Models for Understanding Immigrant Children and Youth Adjustment JF - Child development perspectives N2 - Acculturation and developmental theories and frameworks have merged steadily to portray the development and adaptation of immigrant children more comprehensively. In this article, we trace this evolution to show how research has increasingly provided greater specificity in identifying the domains, dimensions, and contexts of acculturation processes, as integrated with greater concern for developmental principles. Although models have become more complex and comprehensive, we still need well-formulated theoretical explanations for the many processes that link development with acculturation and subsequent adjustment. We argue that novel developmental and acculturation concepts could advance specific lines of research situated in these complex models. By continuing to integrate developmental science and acculturation research more explicitly, we can arrive at a clearer and more complete understanding of how immigrant children and youth adapt across the lifespan. KW - acculturation KW - immigration Y1 - 2019 U6 - https://doi.org/10.1111/cdep.12346 SN - 1750-8592 SN - 1750-8606 VL - 13 IS - 4 SP - 241 EP - 246 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Juang, Linda P. A1 - Schachner, Maja Katharina T1 - Cultural diversity, migration and education JF - International journal of psychology N2 - Migration is not a new phenomenon. However, recent data indicate that unprecedented numbers of people have experienced forced migration around the world with 51% under the age of 18 years. How can educational policies and practices respond sensitively to increasing cultural and migration-based diversity? The purpose of this special section that includes eight studies is to consider these issues more deeply. As a frame for the special section, we address the main question: What are promotive or protective factors for positive development of children and youth attending culturally diverse school contexts? In the collection of papers, these promotive and protective factors range from peers and families, to teachers, to organisational context and climate. With continued disruptions in children's lives due to a pandemic, climate change, war, conflict and poverty, migration will remain a pressing concern and will continue to transform the student populations in our classrooms and schools for the foreseeable future. The need to address how we can best provide students from diverse backgrounds equitable and supportive education, continues. KW - Cultural diversity KW - Migration KW - Education Y1 - 2020 U6 - https://doi.org/10.1002/ijop.12702 SN - 0020-7594 SN - 1464-066X VL - 55 IS - 5 SP - 695 EP - 701 PB - Wiley-VCH CY - Chichester ER - TY - THES A1 - Mauermeister, Sylvi T1 - Eingeschrieben und geblieben? BT - Herkunftsgruppenspezifische Bedingungen des Studienverbleibs nach der Studieneingangsphase an Universitäten T2 - Hochschul- und Wissenschaftsforschung Halle-Wittenberg Y1 - 2022 SN - 978-3-8305-5175-1 SN - 2509-5676 SN - 2509-5684 PB - Berliner Wissenschafts-Verlag CY - Berlin ER - TY - JOUR A1 - Gámez-Guadix, Manuel A1 - Mateos, Estibaliz A1 - Wachs, Sebastian A1 - Blanco, Marta T1 - Self-harm on the internet among adolescents BT - prevalence and association with depression, anxiety, family cohesion, and social resources JF - Psicothema N2 - Background: Using the internet to search for information or share images about self-harm is an emerging risk among young people. The aims of this study were (a) to analyze the prevalence of different types of self-harm on the internet and differences by sex and age, and (b) to examine the relationship of self-harm on the internet with intrapersonal factors (i.e., depression and anxiety) and interpersonal factors (i.e., family cohesion and social resources). Method: The sample consisted of 1,877 adolescents (946 girls) between 12 and 17 years old (Mage = 13.41, SD = 1.25) who completed self-report measures. Results: Approximately 11% of the participants had been involved in some type of self-harm on the internet. The prevalence was significantly higher among girls than boys and among adolescents older than 15 years old. Depression and anxiety increased the risk of self-harm on the internet, whereas family cohesion decreased the probability of self-harm on the internet. Conclusions: Self-harm on the internet is a relatively widespread phenomenon among Spanish adolescents. Prevention programs should include emotional regulation, coping skills, and resilience to reduce in this behavior. N2 - Antecedentes: el uso de Internet para buscar información o compartir imágenes sobre autolesiones físicas es un riesgo emergente entre jóvenes. Los objetivos de este estudio fueron: 1) analizar la prevalencia de diferentes conductas relacionadas con las autolesiones en Internet y las diferencias por sexo y edad; y 2) examinar la relación de las autolesiones en Internet con factores intrapersonales (depresión y ansiedad) e interpersonales (cohesión familiar, recursos sociales). Método: la muestra estuvo compuesta por 1.877 adolescentes (946 mujeres) entre 12 y 17 años (edad media = 13,41, DT = 1,255) que completaron medidas de autoinforme. Resultados: aproximadamente el 11% de la muestra se había implicado en algún tipo de autolesión en Internet. La prevalencia fue mayor entre las chicas y entre los adolescentes mayores de 15 años. La depresión y la ansiedad incrementaron el riesgo de autolesiones en Internet. La cohesión familiar fue un factor de protección contra las autolesiones en Internet. Conclusiones: el uso de Internet para compartir o buscar información sobre autolesiones es un problema relativamente frecuente entre adolescentes. Los programas de prevención deberían incluir habilidades de regulación emocional, afrontamiento y resiliencia para reducir la implicación en este comportamiento. KW - engagement self-harm KW - self-injury KW - adolescence KW - depression KW - anxiety KW - family cohesion KW - social support Y1 - 2022 U6 - https://doi.org/10.7334/psicothema2021.328 SN - 0214-9915 SN - 1886-144X VL - 34 IS - 2 SP - 233 EP - 239 PB - Departamento de Psicología de la Universidad de Oviedo, Colegio Oficial de Psicólogos del Principado de Asturias, Vicerrectorado de Investigación de la Universidad de Oviedo CY - Oviedo ER - TY - JOUR A1 - Matheis, Svenja A1 - Keller, Lena A1 - Kronborg, Leonie A1 - Schmitt, Manfred A1 - Preckel, Franzis T1 - Do stereotypes strike twice? BT - giftedness and gender stereotypes in pre-service teachers’ beliefs about student characteristics in Australia JF - Asia-Pacific journal of teacher education N2 - Stereotypes influence teachers' perception of and behaviour towards students, thus shaping students' learning opportunities. The present study investigated how 315 Australian pre-service teachers' stereotypes about giftedness and gender are related to their perception of students' intellectual ability, adjustment, and social-emotional ability, using an experimental vignette approach and controlling for social desirability in pre-service teachers' responses. Repeated-measures ANOVA showed that pre-service teachers associated giftedness with higher intellectual ability, but with less adjustment compared to average-ability students. Furthermore, pre-service teachers perceived male students as less socially and emotionally competent and less adjusted than female students. Additionally, pre-service teachers seemed to perceive female average-ability students' adjustment as most favourable compared to male average-ability students and gifted students. Findings point to discrepancies between actual characteristics of gifted female and male students and stereotypes in teachers' beliefs. Consequences of stereotyping and implications for teacher education are discussed. KW - teacher beliefs KW - stereotypes KW - giftedness KW - gender KW - teacher education KW - Australian culture Y1 - 2019 U6 - https://doi.org/10.1080/1359866X.2019.1576029 SN - 1469-2945 SN - 1359-866X VL - 48 IS - 2 SP - 213 EP - 232 PB - Routledge Journals, Taylor & Francis CY - Abingdon ER - TY - GEN A1 - Bittlingmayer, Uwe H. A1 - Gerdes, Jürgen A1 - Pinheiro, Paulo A1 - Dege, Martin A1 - Bauer, Ullrich A1 - Jäntsch, Christian A1 - Kirchhoff, Sandra A1 - Knigge, Michael A1 - Köpfer, Andreas A1 - Markovic, Sandra A1 - Okcu, Gözde A1 - Scharenberg, Katja T1 - Health Promoting Schools (HPS) and the impact of inclusion BT - the StiEL-project T2 - The European Journal of Public Health N2 - Background: The overall goal of the project ‘StiEL’ is to contribute to the professional development of teachers and other educational staff working at German secondary schools. The aim is to develop an evidence-based training concept for the inclusion of students with diverse abilities. The project is organized as a collaborative research effort of three partnering institutions and funded by the German Federal Ministry of Education and Research from 2018-2021. Methods: To support the on-going transition towards inclusive school practices, a multi-stage approach is envisaged. The first phase aims at a scoping review of existing literature and programmes on inclusion. The overview is supplemented by interviews with school staff members. Training modules are developed in the second project phase. The third phase of StiEL puts the newly developed training program into practice. The knowledge and skills acquired by the participants through the training as well as the teaching and management of inclusive classrooms after the training are evaluated through longitudinal and ethnographic approaches. The final project phase creates a best practice manual and makes the modules available via open access databases. Results: The presentation will focus on the first phase and try to explore the health-related consequences of the transition towards an inclusive school system in Germany for different participants. We will present preliminary results of expert interviews as well as some results from the literature screening. Due to our findings the current practice on German schools towards the road to inclusion is very stressful for all participants. We will explore recommendations for health promoting schools under conditions of inclusion. Conclusions: In terms of health-related consequences for all participants, the road to inclusion is very ambitious but also very stressful. Regarding the development of an inclusive school system, we need to focus much more on health and health promotion. Y1 - 2018 SN - 1101-1262 SN - 1464-360X VL - 28 IS - Supp. 4 SP - 287 EP - 288 PB - Oxford Univ. Press CY - Oxford ER - TY - JOUR A1 - Spatola, Nicolas A1 - Kühnlenz, Barbara A1 - Cheng, Gordon T1 - Perception and evaluation in human-robot interaction BT - The Human-Robot Interaction Evaluation Scale (HRIES) - a multicomponent approach of anthropomorphism JF - International Journal of Social Robotics N2 - The evaluation of how (human) individuals perceive robots is a central issue to better understand human-robot interaction (HRI). On this topic, promising proposals have emerged. However, present tools are not able to assess a sufficient part of the composite psychological dimensions involved in the evaluation of HRI. Indeed, the percentage of variance explained is often under the recommended threshold for a construct to be valid. In this article, we consolidate the lessons learned from three different studies and propose a further developed questionnaire based on a multicomponent approach of anthropomorphism by adding traits from psychosocial theory about the perception of others and the attribution and deprivation of human characteristics: the de-humanization theory. Among these characteristics, the attribution of agency is of main interest in the field of social robotics as it has been argued that robots could be considered as intentional agents. Factor analyses reveal a four sub-dimensions scale including Sociability, Agency, Animacy, and the Disturbance. We discuss the implication(s) of these dimensions on future perception of and attitudes towards robots. KW - Robot perception KW - Robot evaluation KW - Anthropomorphism KW - Scale KW - Questionnaire KW - Human-robot interaction Y1 - 2021 U6 - https://doi.org/10.1007/s12369-020-00667-4 SN - 1875-4791 SN - 1875-4805 VL - 13 IS - 7 SP - 1517 EP - 1539 PB - Springer CY - Dordrecht ER - TY - JOUR A1 - Marot, Medhi A1 - Chevalère, Johann A1 - Spatola, Nicolas T1 - Depressed mood, a better predictor of social-distancing compliance and candidate for intervention compared to working memory capacity JF - Proceedings of the National Academy of Sciences of the United States of America Y1 - 2021 U6 - https://doi.org/10.1073/pnas.2024017118 SN - 0027-8424 SN - 1091-6490 VL - 118 IS - 8 PB - National Academy of Sciences CY - Washington ER - TY - JOUR A1 - Bilz, Ludwig A1 - Goldfriedrich, Martin A1 - John, Nancy A1 - Fischer, Saskia M. A1 - Wachs, Sebastian A1 - Schubarth, Wilfried T1 - Mobbingerfahrungen von Schülerinnen und Schüler mit und ohne Förderbedarf an inklusiven Schulen JF - Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion Y1 - 2018 SN - 978-3-7799-3859-0 SN - 978-3-7799-4981-7 SP - 272 EP - 286 PB - Belz CY - Weinheim 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 - Lüth, Christoph A1 - Wagner, Dieter T1 - Geleitwort Y1 - 1999 ER - TY - THES A1 - Erdmann, Melinda T1 - Von der Studienaufnahme bis zum Studienabbruch BT - die zeitliche Veränderung des studentischen Frames in der Studieneingangsphase und ihre Wirkung auf den Studienverbleib N2 - In der Arbeit „Von der Studienaufnahme bis zum Studienabbruch“ strebt die Autorin an, das Phänomen des Studienabbruchs sowohl handlungstheoretisch einzubetten als auch längsschnittlich zu untersuchen und damit einen wichtigen Beitrag für die Hochschulforschung zu leisten. Die übergeordneten Fragestellungen der Arbeit lauten „Wie kann der Entscheidungsprozess zum Studienabbruch handlungstheoretisch beschrieben werden?“ und „Inwieweit kann ein Studienabbruch durch die Veränderung wesentlicher Einflussfaktoren, wie des studentischen Frames, empirisch erklärt werden?“. Zur Beantwortung dieser zwei übergeordneten Fragen wählt die Autorin die integrative Handlungstheorie und das Modell der Frame-Selektion von Hartmut Esser und Clemens Kroneberg. Anhand dieser entwickelt die Autorin im theoretischen Teil ihrer Arbeit ein Modell des Reframings in der Studieneingangsphase, was den Prozess der Entscheidung zum Studienabbruch bzw. Studienverbleib beschreibt. Die Wahl der Theorie begründet sie durch den aktuellen Forschungsstand zu Bildungsentscheidungen aus der soziologischen Bildungsforschung. Im Rahmen des abgeleiteten Modells stellt der Studienabbruch eine weitere allgemeine Bildungsentscheidung dar, die durch ein Reframing des Interpretationsrahmens der Studierenden (das sogenannte Frame) in der Studieneingangsphase verursacht werden kann. Dabei liegt der Fokus des Modells auf dem Prozess der Entscheidung, indem beschrieben wird, wie und durch welche Faktoren das ursprüngliche Frame, mit dem die Studienentscheidung getroffen wurde, in der Studieneingangsphase sich verändert und infolgedessen es zu einer wiederholten Bildungsentscheidung kommt. Mit dem empirischen Teil der Arbeit verfolgt die Autorin zwei Ziele. Zum einen werden die theoretischen Annahmen aus dem Modell zum Reframing in der Studieneingangsphase anhand von Wiederholungsbefragungen von Studierenden überprüft. Zum anderen untersucht die Autorin mithilfe dieser Daten die Entscheidung zum Studienabbruch für den deutschen Kontext erstmalig im Längsschnitt. Die empirischen Untersuchungen umfassen vier Teilstudien und orientieren sich chronologisch am theoretischen Modell. So wird zunächst in der Teilstudie I die messtheoretische Güte der Operationalisierung des studentischen Frames überprüft und anschließend Bestimmungsfaktoren des anfänglichen studentischen Frames zur Studienaufnahme betrachtet. Die Teilstudie II bietet eine Untersuchung zum Match zwischen den anfänglichen Erwartungen und der vorgefundenen Studienrealität in der Studieneingangsphase, wobei das Match anhand von individuellen und institutionellen Faktoren erklärt wird. Der Fokus der Teilstudie III liegt auf dem Ausmaß und den Bedingungsfaktoren der Veränderungen des Frames in der Studieneingangsphase. Letztlich bietet die Teilstudie IV erstmalig für die deutsche Hochschulforschung eine längsschnittliche Perspektive mit dem Fokus auf die zeitliche Veränderung des studentischen Frames zur Erklärung des Studienabbruchs und Studienverbleibs. Im Fazit diskutiert die Autorin Implikationen für die Weiterentwicklung des vorgeschlagenen theoretischen Modells, Implikationen für die zukünftige Forschung zum Studienabbruch und Implikationen für die Praxis an den Hochschulen zur Gestaltung der Studieneingangsphase und Prävention von Studienabbrüchen. Dabei kann sie vor allem für die Hochschulpraxis fünf große Themenbereiche identifizieren: der Umfang von unerfüllten Erwartungen der Studierenden; die Heterogenität der studentischen Frames bei der Studienaufnahme; der große Anteil an Studierenden, die mindestens einen Studiengangwechsel vollzogen haben; die phasenspezifische Veränderung des studentischen Frames und ihre Bedeutung für die Stabilisierung bzw. Destabilisierung der Studienentscheidung sowie die Bedeutung der inhaltlichen und qualitativen Gestaltung der Studieneingangsphase und des Studiums. Letztlich spricht sich die Autorin auch für eine Entstigmatisierung des Studienabbruchs aus. KW - Studieneingangsphase KW - Studienabbruch KW - Hochschulforschung KW - Bildungsentscheidungen KW - Modell der Frame-Selektion Y1 - 2020 ER - TY - JOUR A1 - Wachs, Sebastian A1 - Gamez-Guadix, Manuel A1 - Wright, Michelle F. T1 - Online hate speech victimization and depressive symptoms among adolescents BT - the protective role of resilience JF - Cyberpsychology, behavior and social networking N2 - Online hate speech has become a widespread problem in the daily life of adolescents. Despite growing societal and academic interest in this online risk, not much is known about the relationship between online hate speech victimization (OHSV) and adolescents' mental well-being. In addition, potential factors influencing the magnitude of this relationship remain unclear. To address these gaps in the literature, this study investigated the relationship between OHSV and depressive symptoms and the buffering effects of resilience in this relationship. The sample consists of 1,632 adolescents (49.1% girls) between 12 and 18 years old (M-age = 13.83, SDage = 1.23), recruited from nine schools across Spain. Self-report questionnaires were administered to assess OHSV, depressive symptoms, and resilience. Regression analyses revealed that OHSV was positively linked to depressive symptoms. In addition, victims of online hate speech were less likely to report depressive symptoms when they reported average or high levels of resilience (i.e., social competence, personal competence, structured style, social resources, and family cohesion) compared with those with low levels of resilience. Our findings highlight the need for the development of intervention programs and the relevance of focusing on internal and external developmental assets to mitigate negative outcomes for victims of online hate speech. KW - hate speech KW - cyberhate KW - depression KW - resilience KW - adolescents Y1 - 2022 U6 - https://doi.org/10.1089/cyber.2022.0009 SN - 2152-2715 SN - 2152-2723 VL - 25 IS - 7 SP - 416 EP - 423 PB - Liebert CY - New Rochelle 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 - 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 - Wachs, Sebastian A1 - Wright, Michelle F. A1 - Vazsonyi, Alexander Thomas T1 - Understanding the overlap between cyberbullying and cyberhate perpetration BT - Moderating effects of toxic online disinhibition JF - Criminal Behavior And Mental Health N2 - Background Problem behaviour theory postulates that different forms of norm violations cluster and can be explained by similar antecedents. One such cluster may include cyberbullying and cyberhate perpetration. A potential explanatory mechanism includes toxic online disinhibition, characterised by anonymity, an inability to empathise and to recognise and interpret social cues. The current study to develop a better understanding of the relationship between cyberhate and cyberbullying to inform effective intervention and prevention efforts. Aims To test the link between cyberbullying and cyberhate and whether this relationship was moderated by toxic online disinhibition. Methods Self-report questionnaires on cyberbullying, cyberhate, and toxic online disinhibition were completed by 1,480 adolescents between 12 and 17 years old (M = 14.21 years; SD = 1.68). Results Increases in cyberbullying perpetration and toxic online disinhibition were positively related to cyberhate perpetration. Furthermore, cyberbullies reported more cyberhate perpetration when they reported higher levels of toxic online disinhibition and less frequent cyberhate perpetration when they reported lower levels of toxic online disinhibition. Conclusion The current study provides evidence of a possible link between cyberbullying and cyberhate perpetration, moderated by toxic online disinhibition. This suggests that, to be effective, prevention and intervention programmes should (i) consider the co-occurrence of varying forms of cyberaggression and (ii) consider potential effects of the online environment on aggressive online behaviour among young people. Y1 - 2019 U6 - https://doi.org/10.1002/cbm.2116 SN - 0957-9664 SN - 1471-2857 VL - 29 IS - 3 SP - 179 EP - 188 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Wachs, Sebastian A1 - Wright, Michelle F. T1 - The Moderation of online disinhibition and sex on the relationship between online hate victimization and perpetration JF - Cyberpsychology, behavior and social networking N2 - Online hatred based on attributes, such as origin, race, gender, religion, or sexual orientation, has become a rising public concern across the world. Past research on aggressive behavior suggests strong associations between victimization and perpetration and that toxic online disinhibition and sex might influence this relationship. However, no study investigated both the relationship between online hate victimization and perpetration and the potential moderation effects of toxic online disinhibition on this relationship. To this end, the present study was conducted. The sample consists of 1,480 7th to 10th graders from Germany. Results revealed positive associations between online hate victimization and perpetration. Furthermore, the results support the idea that toxic online disinhibition and sex, by way of moderator effects, affect the relationship between online hate victimization and perpetration. Victims of online hate reported more online hate perpetration when they reported higher levels of online disinhibition and less frequent online hate perpetration when they reported lower levels of toxic online disinhibition. Additionally, the relationship between online hate victimization and perpetration was significantly greater among boys than among girls. Taken together, our results extend previous findings to online hate involvement among adolescents and substantiate the importance to conduct more research on online hate. In addition, our findings highlight the need for prevention and intervention programs that help adolescents deal with the emerging issue of online hate. KW - online hate KW - hate speech KW - online discrimination KW - online disinhibition KW - victims KW - perpetrator KW - cyber aggressions Y1 - 2019 U6 - https://doi.org/10.1089/cyber.2018.0551 SN - 2152-2715 SN - 2152-2723 VL - 22 IS - 5 SP - 300 EP - 306 PB - Liebert CY - New Rochelle ER - TY - JOUR A1 - Wright, Michelle F. A1 - Harper, Bridgette D. A1 - Wachs, Sebastian T1 - The associations between cyberbullying and callous-unemotional traits among adolescents BT - the moderating effect of online disinhibition JF - Personality and individual differences : an international journal of research into the structure and development of personality, and the causation of individual differences N2 - The aim of the present study was to investigate the potential moderating role of online disinhibition in the associations between adolescents' callous-unemotional traits (callousness, uncaring, unemotional) and anonymous and non-anonymous cyberbullying. To this end, 1047 (49.2% female) 7th and 8th graders completed questionnaires on their face-to-face bullying, cyberbullying, callous-unemotional traits, and online disinhibition. The findings revealed that increases in uncaring were more associated with self-reported non-anonymous and anonymous cyberbullying at higher levels of online disinhibition. The findings are discussed in the context of the characteristics associated with callous-unemotional traits, and how these characteristics increase adolescents' risk of cyberbullying perpetration. Recommendations are made for tailoring intervention programs to consider adolescents' personality traits. KW - Cyberbullying KW - Callous-unemotional traits KW - Callousness KW - Uncaring KW - Unemotional KW - Online disinhibition KW - Anonymity Y1 - 2019 U6 - https://doi.org/10.1016/j.paid.2018.04.001 SN - 0191-8869 VL - 140 SP - 41 EP - 45 PB - Elsevier CY - Oxford 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 - 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 - Wachs, Sebastian T1 - Parental support, health, and cyberbullying among adolescents with intellectual and developmental disabilities JF - Journal of child and family studies N2 - Some studies reveal that adolescents with intellectual disabilities and developmental disabilities are more likely to be victims of both face-to-face bullying and cyberbullying. Research also suggests that these adolescents are likely to witness bullying victimization. More research is needed to better understand the negative outcomes associated with their experiences. The purpose of this short-term longitudinal study was to investigate the buffering effect of parental social support on the associations of cyberbullying victimization and bystanding to subjective health complaints, suicidal ideation, and non-suicidal self-harm. Participants were 121 adolescents (63% male;Mage = 14.10 years) with intellectual disabilities and developmental disorders who completed questionnaires on their face-to-face and cyberbullying victimization and bystanding, parental social support, subjective health complaints, suicidal ideation, and non-suicidal self-harm during the 7th grade (Time 1). In 8th grade (Time 2), they completed questionnaires on subjective health complaints, suicidal ideation, and non-suicidal self-harm. The findings revealed that the positive associations between Time 1 cyberbullying victimization and Time 2 subjective health complaints, suicidal ideation, and non-suicidal self-harm were stronger at lower levels of Time 1 parental social support, while high levels of Time 1 parental social support diminished these relationships. Similar patterns were found for Time 1 cyberbullying bystanding and Time 2 subjective health complaints. Parental social support has a buffering effect on the relationships among cyberbullying victimization, bystanding, and health outcomes among adolescents with intellectual and developmental disorders. KW - bystander KW - victimization KW - health KW - susicidal ideation KW - self-harm Y1 - 2020 U6 - https://doi.org/10.1007/s10826-020-01739-9 SN - 1062-1024 SN - 1573-2843 VL - 29 IS - 9 SP - 2390 EP - 2401 PB - Springer CY - New York ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian T1 - Self-isolation practices and perceived social support from friends BT - the impact on adolescents' mental health JF - European journal of developmental psychology N2 - The purpose of the present study was to investigate the moderating effect of perceived social support from friends in the associations between self-isolation practices during the COVID-19 pandemic and adolescents' mental health (i.e., depression, subjective health complaints, self-harm), measured six months later (Time 2). Participants were 1,567 7(th) and 8(th) graders (51% female; 51% white; M age = 13.67) from the United States. They completed questionnaires on perceived social support from friends, depression, subjective health complaints, and self-harm at Time 1, and self-isolation practices during COVID-19, depression, subjective health complaints, and self-harm at Time 2. The findings revealed that self-isolation practices during COVID-19 was related positively to Time 1 perceived social support from friends, and negatively to Time 2 depression, subjective health complaints, and self-harm, while accounting for Time 1 mental health outcomes. Higher perceived social support from friends at Time 1 buffered against the negative impacts on adolescents' mental health outcomes at Time 2 when they practiced greater self-isolation during COVID-19, while lower perceived social support at Time 1 had the opposite effects on Time 2 mental health outcomes. KW - Friends KW - self-isolation KW - pandemic KW - mental health KW - depression KW - subjective KW - health complaints KW - self-harm Y1 - 2022 U6 - https://doi.org/10.1080/17405629.2022.2146090 SN - 1740-5629 SN - 1740-5610 VL - 20 IS - 4 SP - 635 EP - 648 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian A1 - Yanagida, Takuya A1 - Sevcikova, Anna A1 - Dedkova, Lenka A1 - Bayraktar, Fatih A1 - Aoyama, Ikuko A1 - Kamble, Shanmukh A1 - Macháčková, Hana A1 - Li, Zheng A1 - Soudi, Shruti A1 - Lei, Li A1 - Shu, Chang T1 - Coping with Public and Private Face-to-Face and Cyber Victimization among Adolescents in Six Countries BT - roles of Severity and Country JF - International journal of environmental research and public health N2 - This study investigated the role of medium (face-to-face, cyber) and publicity (public, private) in adolescents' perceptions of severity and coping strategies (i.e., avoidant, ignoring, helplessness, social support seeking, retaliation) for victimization, while accounting for gender and cultural values. There were 3432 adolescents (ages 11-15, 49% girls) in this study; they were from China, Cyprus, the Czech Republic, India, Japan, and the United States. Adolescents completed questionnaires on individualism and collectivism, and ratings of coping strategies and severity for public face-to-face victimization, private face-to-face victimization, public cyber victimization, and private cyber victimization. Findings revealed similarities in adolescents' coping strategies based on perceptions of severity, publicity, and medium for some coping strategies (i.e., social support seeking, retaliation) but differential associations for other coping strategies (i.e., avoidance, helplessness, ignoring). The results of this study are important for prevention and intervention efforts because they underscore the importance of teaching effective coping strategies to adolescents, and to consider how perceptions of severity, publicity, and medium might influence the implementation of these coping strategies. KW - coping KW - country KW - culture KW - victimization KW - severity KW - cyberbullying KW - bullying Y1 - 2022 U6 - https://doi.org/10.3390/ijerph192114405 SN - 1661-7827 SN - 1660-4601 VL - 19 IS - 21 PB - MDPI CY - Basel ER - TY - JOUR A1 - Milosevic, Tijana A1 - Bhroin, Niamh Ni A1 - Olafsson, Kjartan A1 - Staksrud, Elisabeth A1 - Wachs, Sebastian T1 - Time spent online and children's self-reported life satisfaction in Norway BT - the socio-ecological perspective JF - New media & society N2 - Despite public discourses highlighting the negative consequences of time spent online (TSO) for children's well-being, Norwegian children (aged 9-16 years) use the Internet more than other European children and score higher on self-reported life satisfaction (SRLS). To explore the possibility that TSO might contribute to high life satisfaction or other underlying explanatory factors, we investigate the relationship between TSO and SRLS in Norway while also accounting for how individual, family, school, and broader social circumstances influence this relationship. Countering prevailing discourses, we find a positive relationship between TSO and SRLS, which remains positive and significant even after a wider range of variables are accounted for. By explaining the circumstances under which TSO has a positive effect on SRLS, this article provides evidence of the complex role that digital technology plays in the lives of children. It also provides a critique of the often simplistic arguments found in public discourses around children's digital media use. KW - children and media KW - family KW - Internet use KW - Norway KW - self-reported life KW - satisfaction KW - well-being Y1 - 2022 U6 - https://doi.org/10.1177/14614448221082651 SN - 1461-4448 SN - 1461-7315 PB - Sage Publ. CY - London ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian A1 - Gámez-Guadix, Manuel T1 - Jóvenes ante el ciberodio BT - El rol de la mediación parental y el apoyo familiar BT - Roles of parental mediation and family support JF - Comunicar : revista científica de comunicación y educación N2 - Adolescents around the world are increasingly exposed to cyberhate. More knowledge is needed to understand how adolescents cope with cyberhate and how they can be supported when exposed. To this end, the present study investigated the associations between parental mediation of Internet use and adolescents' problem-focused coping strategies for hypothetical cyberhate victimization while considering family support as a moderator of these relationships. The sample consisted of self-reports of 5,960 adolescents between 12-18 years old (M=14.94; SD=1.61; females: 50.7%) from Cyprus, Germany, Greece, India, Spain, South Korea, and Thailand. A structural equation model was used to investigate the relationship among parental mediation, family support, and coping with cyberhate. Findings showed a positive relationship between instructive parental mediation and adolescents' problem-focused coping strategies, and a negative relationship between restrictive parental mediation and adolescents' capability to cope productively with cyberhate. In addition, family support strengthened the positive relationship between instructive parental mediation and adolescents' use of coping strategies and attenuated the negative relationship between restrictive parental mediation and adolescents' use of coping strategies. The findings highlight the need for parental education training and underscore the importance of family support for increasing adolescents' ability to cope productively with cyberhate. N2 - Adolescentes de todo el mundo están cada vez más expuestos al ciberodio. Se necesita más conocimiento para comprender cómo los y las adolescentes afrontan estas experiencias. El presente estudio investigó la relación entre la mediación parental en el uso de Internet y las estrategias de afrontamiento entre adolescentes centradas en el problema en una hipotética victimización en ciberodio, al tiempo que se consideró el apoyo familiar como moderador de estas relaciones. La muestra estuvo formada por 5.960 adolescentes de entre 12 y 18 años que completaron autoinformes (M=14,94; DE=1,61; mujeres: 50,7%) de Chipre, Alemania, Grecia, India, España, Corea del Sur y Tailandia. Se estimó un modelo de ecuaciones estructurales para investigar la relación entre mediación parental, apoyo social y afrontamiento. Se halló una relación positiva entre la mediación parental instructiva y el uso de estrategias de afrontamiento centradas en el problema y una relación negativa entre la mediación parental restrictiva y la capacidad de los adolescentes para afrontar de forma adecuada el ciberodio. Además, el apoyo familiar moderó estas relaciones, incrementando la relación entre mediación instructiva y afrontamiento y disminuyendo la relación entre mediación restrictiva y afrontamiento de ciberodio. Los hallazgos enfatizan la necesidad de proporcionar información a los padres y ponen de manifiesto la importancia de que las familias fomenten la habilidad de los adolescentes para afrontar de manera adecuada el ciberodio. T2 - Youths’ coping with cyberhate KW - Cyberhate KW - hate speech KW - parental mediation KW - family support KW - coping KW - media education KW - Ciberodio KW - discurso del odio KW - mediación parental KW - apoyo familiar KW - afrontamiento KW - educación mediática Y1 - 2021 U6 - https://doi.org/10.3916/C67-2021-02 SN - 1134-3478 SN - 1988-3293 VL - 29 IS - 67 SP - 21 EP - 33 PB - Grupo Comunicar CY - Huelva ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Fauth, Benjamin A1 - Gaspard, Hanna A1 - Göllner, Richard T1 - Teacher self-efficacy and enthusiasm BT - relations to changes in student-perceived teaching quality at the beginning of secondary education JF - Learning and instruction : the journal of the European Association for Research on Learning and Instruction N2 - Teaching quality is a key factor in student academic success, but few studies have investigated how teaching quality changes at the beginning of secondary education and how such changes are predicted by dimensions of teacher motivation. This study investigated the changes in class-level student perceptions of teaching quality over one school year at the beginning of secondary school and examined how teachers? self-efficacy and enthusiasm predicted such changes. Data from 1996 students (53.8% male; mean age: 11.09 years, SD = 0.55) and their homeroom teachers (N = 105), who were surveyed at the beginning of Grades 5 and 6, were analyzed. Results showed a significant decline in class-level student-perceived emotional support, classroom management, and instructional clarity. Teacher-reported self-efficacy was not significantly related to changes in teaching quality. Teacher-reported enthusiasm buffered the decline in students? class-level classroom management. KW - Teaching quality KW - Multilevel latent change model KW - Teacher enthusiasm KW - Teacher self-efficacy KW - Teacher motivation Y1 - 2021 U6 - https://doi.org/10.1016/j.learninstruc.2020.101435 SN - 0959-4752 SN - 1873-3263 VL - 73 PB - Elsevier CY - Oxford 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 - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian T1 - Self-isolation and adolescents' friendship quality: moderation of technology use for friendship maintenance JF - Youth and Society N2 - The purpose of the present study was to investigate the moderating effect of technology use for friendship maintenance in the associations between self-isolation during the COVID-19 pandemic and friendship quality, measured 6 months later (Time 2). Participants were 1,567 seventh and eighth graders (51% female; 51% white; M-age = 13.47) from the United States. They completed questionnaires on friendship quality at Time 1, and self-isolation during COVID-19 and technology use for friendship maintenance and friendship quality at Time 2. The findings revealed that self-isolation during COVID-19 was related positively to technology use for friendship maintenance and negatively to Time 2 friendship quality. Higher technology use for friendship maintenance buffered against the negative impacts on friendship quality associated with self-isolation during COVID-19, while lower technology use had the opposite effects on Time 2 friendship quality. KW - technology KW - self-isolation KW - friendship KW - friendship quality Y1 - 2022 U6 - https://doi.org/10.1177/0044118X221080484 SN - 0044-118X SN - 1552-8499 VL - 55 IS - 4 SP - 673 EP - 685 PB - Sage Publications CY - Thousand Oaks ER - TY - BOOK A1 - Gerstmann, Meike ED - Rehder, Stephan A. ED - Wagner, Dieter ED - Madani, Roya T1 - Wissenschaftliches Arbeiten N2 - Die formalen und theoretischen Grundlagen wissenschaftlichen Arbeitens spielen in der akademischen Weiterbildung und darüber hinaus auch im Geschäftsalltag eine - zumeist unterschätzte - Rolle: Gerade im Managementkontext müssen aus selbst erhobenen oder recherchierten Informationen gutachterliche Stellungnahmen erarbeitet und dabei die Grundsätze ordnungsgemäßer wissenschaftlicher Arbeit beachtet werden. Die Erstellung solcher Texte erfordert neben der Fähigkeit zur Formulierung bzw. Abgrenzung einer forschungsleitenden Frage und zur gezielten Informationsrecherche auch spezifische Fähigkeiten im Schreibprozess und beim Belegen von Quellen. Diese Kompetenzen sollen im Rahmen eines "Refresher"-Kurses, der als Grundlage für dieses Werk dient, so vermittelt werden, dass sowohl Studierende als auch Fach- und Führungskräfte aus der Praxis schnell informiert werden. Y1 - 2021 SN - 978-3-17-037868-1 SN - 978-3-17-037869-8 SN - 978-3-17-037870-4 SN - 978-3-17-037871-1 PB - Kohlhammer CY - Stuttgart ER - TY - BOOK ED - Stockhorst, Stefanie ED - Kiesant, Knut ED - Roloff, Hans-Gert T1 - Friedrich Nicolai (1733-1811) T3 - Memoria Y1 - 2011 SN - 978-3-89693-553-3 VL - 13 PB - Weidler CY - Berlin ER - TY - JOUR A1 - Mathias, Brian A1 - Andrä, Christian A1 - Schwager, Anika A1 - Macedonia, Manuela A1 - von Kriegstein, Katharina T1 - Twelve- and fourteen-year-old school children differentially benefit from sensorimotor- and multisensory-enriched vocabulary training JF - Educational psychology review N2 - Both children and adults have been shown to benefit from the integration of multisensory and sensorimotor enrichment into pedagogy. For example, integrating pictures or gestures into foreign language (L2) vocabulary learning can improve learning outcomes relative to unisensory learning. However, whereas adults seem to benefit to a greater extent from sensorimotor enrichment such as the performance of gestures in contrast to multisensory enrichment with pictures, this is not the case in elementary school children. Here, we compared multisensory- and sensorimotor-enriched learning in an intermediate age group that falls between the age groups tested in previous studies (elementary school children and young adults), in an attempt to determine the developmental time point at which children's responses to enrichment mature from a child-like pattern into an adult-like pattern. Twelve-year-old and fourteen-year-old German children were trained over 5 consecutive days on auditorily presented, concrete and abstract, Spanish vocabulary. The vocabulary was learned under picture-enriched, gesture-enriched, and non-enriched (auditory-only) conditions. The children performed vocabulary recall and translation tests at 3 days, 2 months, and 6 months post-learning. Both picture and gesture enrichment interventions were found to benefit children's L2 learning relative to non-enriched learning up to 6 months post-training. Interestingly, gesture-enriched learning was even more beneficial than picture-enriched learning for the 14-year-olds, while the 12-year-olds benefitted equivalently from learning enriched with pictures and gestures. These findings provide evidence for opting to integrate gestures rather than pictures into L2 pedagogy starting at 14 years of age. KW - Multisensory learning KW - Sensorimotor learning KW - Gesture KW - Enrichment; KW - Vocabulary learning KW - Foreign language education Y1 - 2022 U6 - https://doi.org/10.1007/s10648-021-09648-z SN - 1040-726X SN - 1573-336X VL - 34 IS - 3 SP - 1739 EP - 1770 PB - Springer CY - New York ER - TY - JOUR A1 - Westphal, Andrea A1 - Lazarides, Rebecca A1 - Vock, Miriam T1 - Are some students graded more appropriately than others? BT - student characteristics as moderators of the relationships between teacher-assigned grades and test scores in mathematics JF - British journal of educational psychology N2 - Background Building on the Realistic Accuracy Model, this paper explores whether it is easier for teachers to assess the achievement of some students than others. Accordingly, we suggest that certain individual characteristics of students, such as extraversion, academic self-efficacy, and conscientiousness, may guide teachers' evaluations of student achievement, resulting in more appropriate judgements and a stronger alignment of assigned grades with students' actual achievement level (as measured using standardized tests). Aims We examine whether extraversion, academic self-efficacy, and conscientiousness moderate the relations between teacher-assigned grades and students' standardized test scores in mathematics. Sample This study uses a representative sample of N = 5,919 seventh-grade students in Germany (48.8% girls; mean age: M = 12.5, SD = 0.62) who participated in a national, large-scale assessment focusing on students' academic development. Methods We specified structural equation models to examine the inter-relations of teacher-assigned grades with students' standardized test scores in mathematics, Big Five personality traits, and academic self-efficacy, while controlling for students' socioeconomic status, gender, and age. Results The correlation between teacher-assigned grades and standardized test scores in mathematics was r = .40. Teacher-assigned grades more closely related to standardized test scores when students reported higher levels of conscientiousness (beta = .05, p = .002). Students' extraversion and academic self-efficacy did not moderate the relationship between teacher-assigned grades and standardized test scores. Conclusions Our findings indicate that students' conscientiousness is a personality trait that seems to be important when it comes to how closely mathematics teachers align their grades to standardized test scores. KW - teacher‐ assigned grades KW - teacher judgements KW - Realistic Accuracy KW - Model KW - Big Five personality traits Y1 - 2020 U6 - https://doi.org/10.1111/bjep.12397 SN - 0007-0998 SN - 2044-8279 VL - 91 IS - 3 SP - 865 EP - 881 PB - Wiley CY - Hoboken ER - TY - CHAP A1 - Dudziak, Ines A1 - Niproschke, Saskia A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Oertel, Lars A1 - Schubarth, Wilfried A1 - Seidel, Andreas A1 - Ulbricht, Juliane A1 - Wachs, Sebastian ED - Bilz, Ludwig ED - Schubarth, Wilfried ED - Dudziak, Ines ED - Fischer, Saskia M. ED - Niproschke, Saskia ED - Ulbricht, Juliane T1 - Häufigkeiten, Formen und Erfolg von Lehrerinterventionen aus Lehrerund Schülersicht T2 - Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen Y1 - 2017 SN - 978-3-7815-2095-0 SP - 103 EP - 127 PB - Klinkhardt CY - Bad Heilbrunn ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian T1 - Problematic online gaming, subjective health complaints, and depression among adolescent gamers from the United States BT - the role of console-gaming aggression JF - Journal of children and media N2 - The purpose of this study was to examine the longitudinal relationship between problematic online gaming and subjective health complaints and depressive symptoms, and the moderation of console-gaming aggression (i.e. verbal aggression, camping, trolling) in this relationship. Participants were 202 adolescents (86% boys; M age = 12.99 years) in the 7(th) or 8(th) grade who played first-person shooter games. They completed questionnaires on problematic online gaming, console-gaming aggression, subjective health complaints, and depressive symptoms. Six months later (Time 2), they completed questionnaires on subjective health complaints and depressive symptoms again. Findings revealed that problematic online gaming and console-gaming aggression were positive predictors of Time 2 subjective health complaints and depressive symptoms, while controlling for Time 1 levels and gender. Moderating effects were found as well, indicating that high levels of console-gaming aggression increased the positive relationship between problematic online gaming and depressive symptoms. These effects were also replicated for verbal aggression, problematic online gaming, and subjective health complaints. These findings suggest the importance of considering the implications of console-gaming aggression and problematic online gaming for the physical and mental health of adolescents. IMPACT SUMMARY Prior State of Knowledge. Problematic online gaming and aggressive behaviors are linked to negative outcomes, including depression and subjective health complaints. Longitudinal research further supports this connection for depression, but not for subjective health complaints or various types of aggression via console games. Novel Contributions. Few studies have focused on various types of aggression and the longitudinal associations among problematic online gaming, depression, and subjective health complaints, while controlling for previous levels of depression and subjective health complaints. The present research addresses these gaps. Practical Implications. Findings of the present research has implications for clinicians and researchers concerned with identifying adolescents who might be at risk for negative outcomes. KW - Depression KW - subjective health complaints KW - problematic online gaming KW - first-person shooter games KW - aggression Y1 - 2022 U6 - https://doi.org/10.1080/17482798.2022.2036211 SN - 1748-2798 SN - 1748-2801 VL - 16 IS - 3 SP - 451 EP - 460 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - CHAP A1 - Wachs, Sebastian ED - Bilz, Ludwig ED - Schubarth, Wilfried ED - Dudziak, Ines ED - Fischer, Saskia M. ED - Niproschke, Saskia ED - Ulbricht, Juliane T1 - Cybermobbing BT - Verbreitung, demografische Unterschiede und Zusammenhänge mit traditionellem Mobbing T2 - Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen Y1 - 2017 SN - 978-3-7815-2095-0 SP - 73 EP - 85 PB - Klinkhardt CY - Bad Heilbrunn ER - TY - JOUR A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Wright, Michelle F. T1 - Do emotional components of alexithymia mediate the interplay between cyberbullying victimization and perpetration? JF - International Journal of Environmental Research and Public Health N2 - 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. KW - alexithymia KW - cyberbully-victims KW - cyberbullying KW - cybervictimization KW - mediation Y1 - 2017 U6 - https://doi.org/10.3390/ijerph14121530 SN - 1660-4601 VL - 14 IS - 12 PB - MDPI CY - Basel ER - TY - JOUR A1 - Seemann-Herz, Lisanne A1 - Kansok-Dusche, Julia A1 - Dix, Alexandra A1 - Wachs, Sebastian A1 - Krause, Norman A1 - Ballaschk, Cindy A1 - Schulze-Reichelt, Friederike A1 - Bilz, Ludwig T1 - Schulbezogene Programme zum Umgang mit Hatespeech T1 - School-related programs to address hate speech BT - eine kriteriengeleitete Bestandsaufnahme BT - a criteria-based review JF - Zeitschrift für Bildungsforschung N2 - Der vorliegende Beitrag informiert über 14 deutschsprachige Programme zur Prävention und Intervention bei Hatespeech unter Kindern und Jugendlichen (Jahrgangsstufen 5–12). Inhalte und Durchführungsmodalitäten der Programme sowie Ergebnisse einer kriteriengeleiteten Qualitätseinschätzung anhand von fünf Kriterien werden im Hinblick auf deren Anwendung in der schulischen Praxis beschrieben und erörtert. Der Überblick über Schwerpunkte, Stärken und Entwicklungspotentiale schulbezogener Hatespeech-Programme ermöglicht Leser*innen eine informierte Entscheidung über den Einsatz der Programme in der Schule sowie in der offenen Kinder- und Jugendarbeit. N2 - This article provides information on 14 German-language programs for the prevention and intervention of hate speech among children and adolescents (grades 5–12). The contents and implementation modalities of the programs as well as the results of a criteria-based quality assessment of five criteria are described and discussed regarding to their application in school practice. The overview of focal points, strengths and development potentials of school-related hate speech programs enables readers to make an informed decision about the use of the programs in schools and in open child and youth work. KW - Hatespeech KW - Schule KW - Prävention KW - Intervention KW - Kindes- und Jugendalter KW - hate speech KW - school KW - prevention KW - intervention KW - childhood and adolescence Y1 - 2022 U6 - https://doi.org/10.1007/s35834-022-00348-4 SN - 2190-6890 SN - 2190-6904 VL - 12 IS - 3 SP - 597 EP - 614 PB - Springer VS CY - Wiesbaden ER - TY - GEN 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 T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 689 KW - bystander KW - cyberbullying KW - empathy KW - depression KW - anxiety KW - longitudinal Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-470505 SN - 1866-8364 IS - 689 ER - TY - THES A1 - Roth-Rawald, Julia T1 - Krankheitsängste in verschiedenen Populationen und die Effektivität ambulanter Verhaltenstheraphie Y1 - 2023 ER -