TY - JOUR A1 - Brandenburger, Bonny T1 - A multidimensional and analytical perspective on Open Educational Practices in the 21st century JF - Frontiers in education N2 - Participatory approaches to teaching and learning are experiencing a new lease on life in the 21st century as a result of the rapid technology development. Knowledge, practices, and tools can be shared across spatial and temporal boundaries in higher education by means of Open Educational Resources, Massive Open Online Courses, and open-source technologies. In this context, the Open Education Movement calls for new didactic approaches that encourage greater learner participation in formal higher education. Based on a representative literature review and focus group research, in this study an analytical framework was developed that enables researchers and practitioners to assess the form of participation in formal, collaborative teaching and learning practices. The analytical framework is focused on the micro-level of higher education, in particular on the interaction between students and lecturers when organizing the curriculum. For this purpose, the research reflects anew on the concept of participation, taking into account existing stage models for participation in the educational context. These are then brought together with the dimensions of teaching and learning processes, such as methods, objectives and content, etc. This paper aims to make a valuable contribution to the opening up of learning and teaching, and expands the discourse around possibilities for interpreting Open Educational Practices. KW - open education KW - Open Educational Practices KW - participation KW - focus group research KW - analytical framework for Participatory Educational Practices KW - teaching and learning process Y1 - 2022 U6 - https://doi.org/10.3389/feduc.2022.990675 SN - 2504-284X VL - 7 PB - Frontiers Media CY - Lausanne ER - TY - GEN A1 - Brandenburger, Bonny T1 - A multidimensional and analytical perspective on Open Educational Practices in the 21st century T2 - Zweitveröffentlichungen der Universität Potsdam : Wirtschaft- und Sozialwissenschaftliche Reihe N2 - Participatory approaches to teaching and learning are experiencing a new lease on life in the 21st century as a result of the rapid technology development. Knowledge, practices, and tools can be shared across spatial and temporal boundaries in higher education by means of Open Educational Resources, Massive Open Online Courses, and open-source technologies. In this context, the Open Education Movement calls for new didactic approaches that encourage greater learner participation in formal higher education. Based on a representative literature review and focus group research, in this study an analytical framework was developed that enables researchers and practitioners to assess the form of participation in formal, collaborative teaching and learning practices. The analytical framework is focused on the micro-level of higher education, in particular on the interaction between students and lecturers when organizing the curriculum. For this purpose, the research reflects anew on the concept of participation, taking into account existing stage models for participation in the educational context. These are then brought together with the dimensions of teaching and learning processes, such as methods, objectives and content, etc. This paper aims to make a valuable contribution to the opening up of learning and teaching, and expands the discourse around possibilities for interpreting Open Educational Practices. T3 - Zweitveröffentlichungen der Universität Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe - 157 KW - open education KW - Open Educational Practices KW - participation KW - focus group research KW - analytical framework for Participatory Educational Practices KW - teaching and learning process Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-587770 SN - 1867-5808 IS - 157 ER - TY - GEN A1 - Tiberius, Victor A1 - Weyland, Michael T1 - Entrepreneurship education or entrepreneurship education? BT - a bibliometric analysis T2 - Zweitveröffentlichungen der Universität Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe N2 - Entrepreneurship education (EE) has attracted much scholarly attention, showing exponential growth in publication and citation numbers. The research field has become broad, complex, and fragmented, making it increasingly difficult to oversee. Our research goal is to organise and integrate the previous literature. To this end, we use bibliometric analyses, differing from prior analyses, which are outdated or have a different focus. Our results show an immense growth in publications and citations over the last decade and an almost equal involvement of business and educational research. We identify the most productive and influential journals and authors. Our co-citation analysis reveals two research clusters, one focusing on psychological constructs relating to EE, and the other on entrepreneurial behaviour and new venture creation. Based on a review of the 25 most-cited articles on an annual basis, we identify and quantify the most relevant research themes and integrate them into a research framework that we propose for future research. A major finding is that extant research centres around the outcomes of entrepreneurship education, whereas its pedagogy is still mainly a black box. T3 - Zweitveröffentlichungen der Universität Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe - 192 KW - bibliometric analysis KW - co-citation analysis KW - education KW - entrepreneurship KW - entrepreneurship education KW - performance analysis Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-608789 SN - 1867-5808 IS - 1 ER - TY - GEN 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 T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 851 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 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-602269 SN - 1866-8364 IS - 3 ER - TY - JOUR A1 - Brunner, Martin A1 - Keller, Lena A1 - Stallasch, Sophie E. A1 - Kretschmann, Julia A1 - Hasl, Andrea A1 - Preckel, Franzis A1 - Luedtke, Oliver A1 - Hedges, Larry T1 - Meta-analyzing individual participant data from studies with complex survey designs BT - a tutorial on using the two-stage approach for data from educational large-scale assessments JF - Research synthesis methods N2 - Descriptive analyses of socially important or theoretically interesting phenomena and trends are a vital component of research in the behavioral, social, economic, and health sciences. Such analyses yield reliable results when using representative individual participant data (IPD) from studies with complex survey designs, including educational large-scale assessments (ELSAs) or social, health, and economic survey and panel studies. The meta-analytic integration of these results offers unique and novel research opportunities to provide strong empirical evidence of the consistency and generalizability of important phenomena and trends. Using ELSAs as an example, this tutorial offers methodological guidance on how to use the two-stage approach to IPD meta-analysis to account for the statistical challenges of complex survey designs (e.g., sampling weights, clustered and missing IPD), first, to conduct descriptive analyses (Stage 1), and second, to integrate results with three-level meta-analytic and meta-regression models to take into account dependencies among effect sizes (Stage 2). The two-stage approach is illustrated with IPD on reading achievement from the Programme for International Student Assessment (PISA). We demonstrate how to analyze and integrate standardized mean differences (e.g., gender differences), correlations (e.g., with students' socioeconomic status [SES]), and interactions between individual characteristics at the participant level (e.g., the interaction between gender and SES) across several PISA cycles. All the datafiles and R scripts we used are available online. Because complex social, health, or economic survey and panel studies share many methodological features with ELSAs, the guidance offered in this tutorial is also helpful for synthesizing research evidence from these studies. KW - complex survey designs KW - educational large-scale assessments KW - individual KW - participant data KW - meta-analysis KW - Programme for International Student KW - Assessment Y1 - 2022 U6 - https://doi.org/10.1002/jrsm.1584 SN - 1759-2879 SN - 1759-2887 VL - 14 IS - 1 SP - 5 EP - 35 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Tetzner, Julia A1 - Bondü, Rebecca A1 - Krahé, Barbara T1 - Family risk factors and buffering factors for child internalizing and externalizing problems JF - Journal of applied developmental psychology N2 - Detrimental effects of adverse family conditions for children's wellbeing are well-documented, but little is known about the impact of specific risk factors, or about potential protective factors that buffer the effects of family risk factors on negative development. We investigated the impact of five important family risk factors (e.g., parental conflict) on internalizing and externalizing problems and the potential buffering effects of peer acceptance and academic skills at two measurement points two years apart in 1195 7-to 10-year-olds (T1: M-Age = 8.54). Latent change models showed that increases in risk factors over the two years predicted increasing internalizing and externalizing problems. Parental conflict was the most impactful risk factor, although peer acceptance and academic skills showed some buffering effects. The results highlight the necessity of investigating cumulative and single risk factors, specifically interparental conflict, and emphasize the need to strengthen children's internal and social resources to buffer the effects of adverse family conditions. KW - psychological problems KW - family risk factors KW - protective factors KW - parental conflict KW - academic skills KW - peer acceptance Y1 - 2022 U6 - https://doi.org/10.1016/j.appdev.2022.101395 SN - 0193-3973 SN - 1873-7900 VL - 80 PB - Elsevier CY - New York ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian A1 - Huang, Zheng A1 - Kamble, Shanmukh V. A1 - Soudi, Shruti A1 - Bayraktar, Fatih A1 - Li, Zheng A1 - Lei, Li A1 - Shu, Chang T1 - Longitudinal associations among Machiavellianism, popularity goals, and adolescents' cyberbullying involvement BT - the role of gender JF - The journal of genetic psychology : research and theory on human development N2 - Drawing on the social-ecological perspective, this longitudinal study investigated the potential moderating effect of gender in the relationships among Machiavellianism, popularity goals, and cyberbullying involvement (i.e. victimization, perpetration) among adolescents from China, Cyprus, India, and the United States. There were 2,452 adolescents (M-age = 14.85; SD = .53; 13-16 years old; 49.1% girls) from China, Cyprus, India, and the United States included in this study. They completed surveys on Machiavellianism, popularity goals, and cyberbullying victimization and perpetration during the fall of 2014 (Time 1). One year later, during the fall of 2015, adolescents completed surveys on cyberbullying victimization and perpetration. Findings revealed that Machiavellianism and popularity goals were both associated positively with Time 2 cyberbullying victimization and perpetration for all adolescents. The associations between Machiavellianism and Time 2 cyberbullying perpetration and between popularity goals and Time 2 cyberbullying perpetration were stronger for Chinese and Indian boys than girls. Opposite patterns were found for popularity goals and Time 2 cyberbullying perpetration for adolescents from the United States. Gender did not moderate any of the associations for Cypriot adolescents or for Time 2 cyberbullying victimization. The social-ecological perspective provides a useful understanding of how various contexts influence bullying. KW - Machiavellianism KW - popularity goal KW - cyberbullying KW - culture KW - gender Y1 - 2022 U6 - https://doi.org/10.1080/00221325.2022.2095251 SN - 0022-1325 SN - 1940-0896 VL - 183 IS - 5 SP - 482 EP - 493 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Hong, Jun Sung A1 - Kim, Dong Ha A1 - Thornberg, Robert A1 - Wachs, Sebastian A1 - Wright, Michelle F. T1 - Racial discrimination to bullying behavior among White and Black adolescents in the USA: from parents' perspectives JF - International journal of environmental research and public health N2 - The present study proposes and tests pathways by which racial discrimination might be positively related to bullying victimization among Black and White adolescents. Data were derived from the 2016 National Survey of Children's Health, a national survey that provides data on children's physical and mental health and their families. Data were collected from households with one or more children between June 2016 to February 2017. A letter was sent to randomly selected households, who were invited to participate in the survey. The caregivers consisted of 66.9% females and 33.1% males for the White sample, whose mean age was 47.51 (SD = 7.26), and 76.8% females and 23.2% males for the Black sample, whose mean age was 47.61 (SD = 9.71). In terms of the adolescents, 49.0% were females among the White sample, whose mean age was 14.73 (SD = 1.69). For Black adolescents, 47.9% were females and the mean age was 14.67(SD = 1.66). Measures for the study included bullying perpetration, racial discrimination, academic disengagement, and socio-demographic variables of the parent and child. Analyses included descriptive statistics, bivariate correlations, and structural path analyses. For adolescents in both racial groups, racial discrimination appears to be positively associated with depression, which was positively associated with bullying perpetration. For White adolescents, racial discrimination was positively associated with academic disengagement, which was also positively associated with bullying perpetration. For Black adolescents, although racial discrimination was not significantly associated with academic disengagement, academic disengagement was positively associated with bullying perpetration. KW - academic disengagement KW - bullying KW - depression KW - racial discrimination KW - race Y1 - 2022 U6 - https://doi.org/10.3390/ijerph19127084 SN - 1660-4601 VL - 19 IS - 12 PB - MDPI AG CY - Basel ER - TY - JOUR A1 - Wachs, Sebastian A1 - Wettstein, Alexander A1 - Bilz, Ludwig A1 - Gamez-Guadix, Manuel T1 - Motivos del discurso de odio en la adolescencia y su relación con las normas sociales BT - Adolescents' motivations to perpetrate hate speech and links with social norms JF - Comunicar : revista científica de comunicación y educación N2 - Hate speech has become a widespread phenomenon, however, it remains largely unclear why adolescents engage in it and which factors are associated with their motivations for perpetrating hate speech. To this end, we developed the multidimensional "Motivations for Hate Speech Perpetration Scale" (MHATE) and evaluated the psychometric properties. We also explored the associations between social norms and adolescents' motivations for hate speech perpetration. The sample consisted of 346 adolescents from Switzerland (54.6% boys; Mage=14; SD=0.96) who reported engagement in hate speech as perpetrators. The analyses revealed good psychometric properties for the MHATE, including good internal consistency. The most frequently endorsed subscale was revenge, followed by ideology, group conformity, status enhancement, exhilaration, and power. The results also showed that descriptive norms and peer pressure were related to a wide range of different motivations for perpetrating hate speech. Injunctive norms, however, were only associated with power. In conclusion, findings indicate that hate speech fulfills various functions. We argue that knowing the specific motivations that underlie hate speech could help us derive individually tailored prevention strategies (e.g., anger management, promoting an inclusive classroom climate). Furthermore, we suggest that practitioners working in the field of hate speech prevention give special attention to social norms surrounding adolescents. KW - Hate speech KW - cyberhate KW - motives KW - social norms KW - injunctive norms KW - peer KW - pressure Y1 - 2022 U6 - https://doi.org/10.3916/C71-2022-01 SN - 1134-3478 SN - 1988-3293 VL - 30 IS - 71 SP - 9 EP - 20 PB - Grupo Comunicar CY - Huelva ER -