Refine
Has Fulltext
- no (1069) (remove)
Year of publication
Document Type
- Article (758)
- Monograph/Edited Volume (184)
- Doctoral Thesis (68)
- Part of a Book (26)
- Review (22)
- Other (10)
- Habilitation Thesis (1)
Is part of the Bibliography
- yes (1069) (remove)
Keywords
- Professional development (6)
- Instructional quality (5)
- cyberbullying (5)
- depression (5)
- hate speech (5)
- Academic self-concept (4)
- Kooperation (4)
- Teacher self-efficacy (4)
- Teacher training (4)
- adolescents (4)
- bullying (4)
- teaching quality (4)
- Continuing education (3)
- Grundschule (3)
- Lehrerbildung (3)
- Lehrerfortbildung (3)
- Multilevel analyses (3)
- Teaching quality (3)
- academic achievement (3)
- academic self-concept (3)
- empathy (3)
- gender (3)
- giftedness (3)
- intelligence (3)
- motivation (3)
- professional development (3)
- propensity score matching (3)
- reflection (3)
- school (3)
- teacher education (3)
- Achievement emotions (2)
- Adolescence (2)
- Augmented and virtual reality (2)
- Berufliches Lernen (2)
- Bildungsentscheidungen (2)
- Bullying (2)
- COVID-19 (2)
- Cultural diversity (2)
- Expectancy-value theory (2)
- Higher education (2)
- Hochbegabung (2)
- Learning (2)
- Learning time (2)
- Lehrkräfte (2)
- Lehrkräftebildung (2)
- Lernzeit (2)
- Mathematics classrooms (2)
- Media in education (2)
- Mixed-age learning (2)
- Motivation (2)
- Pedagogical issues (2)
- Personality (2)
- Polynomial regression (2)
- Primary school (2)
- School (2)
- Self-efficacy (2)
- Simulations (2)
- Social inequality (2)
- Teacher beliefs (2)
- Teacher education (2)
- Teacher educator (2)
- Teacher enthusiasm (2)
- Teacher learning (2)
- Teacher motivation (2)
- Teacher support (2)
- Teachers (2)
- Well-being (2)
- ability differentiation (2)
- acculturation (2)
- achievement emotions (2)
- adolescence (2)
- age differentiation (2)
- aggression (2)
- analysis (2)
- anxiety (2)
- cognitive load (2)
- content areas (2)
- cooperation (2)
- coping (2)
- cross-curriculum (2)
- cyberhate (2)
- cybervictimization (2)
- in-service teacher training (2)
- life course (2)
- longitudinal (2)
- longitudinal study (2)
- machine learning (2)
- mathematics (2)
- pandemic (2)
- partnership trajectories (2)
- processing (2)
- reading (2)
- school quality (2)
- self-concept (2)
- self-efficacy (2)
- self-harm (2)
- self-isolation (2)
- soziale Ungleichheit (2)
- task value (2)
- teacher (2)
- teacher beliefs (2)
- teacher learning (2)
- teacher professional development (2)
- tracking (2)
- victimization (2)
- (Flucht-)Migration (1)
- 20. Jahrhundert (1)
- Ability-as-compensator (1)
- Ability-as-enhancer (1)
- Academic hope (1)
- Acceleration (1)
- Activity-related incentives (1)
- Adaptive teaching (1)
- Adaptive teaching; (1)
- Adaptives Unterrichten (1)
- Alphabetisierung und Grundbildung Erwachsener (1)
- Alternatively certified teachers (1)
- Anonymity (1)
- Anthropomorphism (1)
- Aptitude (1)
- Aptitude-treatment-interaction (1)
- Assessment (1)
- Attention to classroom events (1)
- Attribution theory (1)
- Attrition (1)
- Austausch (1)
- Australian culture (1)
- Bayes factor method (1)
- Bayesian reasoning (1)
- Beanspruchungsfolgen (1)
- Beginning teachers (1)
- Beratung (1)
- Bezugsnormorientierung (1)
- Big Five personality traits (1)
- Big-Fish-Little-Pond Effect (1)
- Bildungsbeteiligung (1)
- Bildungsreform (1)
- Bildungssprache (1)
- Bildungsungleichheit (1)
- Bildungsübergänge (1)
- Bystander (1)
- COPD (1)
- COVID-19-Pandemie (1)
- Callous-unemotional traits (1)
- Callousness (1)
- Career change (1)
- Case study (1)
- Centralized examinations (1)
- Ciberodio (1)
- Classroom research (1)
- Clinical reasoning (1)
- Co-construction (1)
- Cognitive skills (1)
- Collaboration (1)
- Combinatorics (1)
- Comparative life course trajectories (1)
- Complete survey (1)
- Composition effects (1)
- Computer-based assessment (1)
- Content analysis (1)
- Critical and collaborative (1)
- Critical inquiry (1)
- Culturally responsive teaching (1)
- Cumulative advantages and disadvantages (1)
- Cyberbullying (1)
- Cyberhate (1)
- Darstellen (1)
- Data-based decision making (1)
- Datennutzung von Lehrkräften (1)
- Decision speed (1)
- Decomposition (1)
- Degraded peat soils (1)
- Demands (1)
- Depression (1)
- Deterrents (1)
- Diagnostic accuracy (1)
- Diagnostic skills (1)
- Differentiation (1)
- Disparities (1)
- Disparitäten (1)
- Domain differences (1)
- Dritte Phase (1)
- Dynamic Structural Equation Modeling (DSEM) (1)
- Education (1)
- Education and care (1)
- Educational Ethnography (1)
- Educational Space (1)
- Educational reform (1)
- Educational standards (1)
- Educational transitions (1)
- Effective learning time (1)
- Effektdekomposition (1)
- Elementary school (1)
- Eltern (1)
- Emotional exhaustion (1)
- Empirische Wendung (1)
- English as a foreign language (1)
- Entwicklungsrisiken (1)
- Evaluation (1)
- Exchange (1)
- Fernunterricht (1)
- First-year students (1)
- Flow-erleben (1)
- Fortbildung (1)
- Friends (1)
- Förderung (1)
- GATI (1)
- Game-based learning (1)
- Generalizability (1)
- German LifE (1)
- German secondary education (1)
- Giftedness (1)
- Goal orientation (1)
- Grammar (1)
- Grammatik (1)
- Graphic Assessment of TPACK Instrument (1)
- Growth modeling (1)
- Hard to staff schools (1)
- Hate speech (1)
- Hatespeech (1)
- Helplessness (1)
- Heterogenität (1)
- Heterogenous groups (1)
- Hilfebedarf für betroffene Familien (1)
- Historische Bildungsforschung (1)
- Hochschulforschung (1)
- Human-robot interaction (1)
- Implementation (1)
- Implementation success (1)
- Implementation von Schulreformen (1)
- Improving classroom (1)
- Improving classroom teaching (1)
- Inclusion (1)
- Individual school self-concept (1)
- Individualization (1)
- Individualized instruction (1)
- Inhaltsanalyse (1)
- Instruction (1)
- Instruktionsqualität (1)
- Interest (1)
- Internet use (1)
- Intervention (1)
- Intrinsic motivation (1)
- Intrinsische Motivation (1)
- Islamophobia (1)
- Jahrgangsübergreifendes Lernen (1)
- Job satisfaction (1)
- Journal analysis (1)
- K-12 teachers (1)
- Kindergartenqualität (1)
- Kindes- und Jugendalter (1)
- Kokonstruktion (1)
- Kombinatorik (1)
- Kommunikation (1)
- Land-use intensity (1)
- Language Assessment (1)
- Large-scale assessment (1)
- Large-scale assessments (1)
- Latent change model (1)
- Latent profile analysis (1)
- Latent transition analysis (1)
- Learning analytics (1)
- Learning progress (1)
- Lehrer (1)
- Lehrer*innenbildung (1)
- Lehrer-Schüler-Beziehung (1)
- Lehrkräftefortbildung (1)
- Leistungsstarke Schüler*innen (1)
- Lernmotivation (1)
- Lesson study (1)
- Life course (1)
- Life course perspective (1)
- Linda problem (1)
- Literature review (1)
- Live observations (1)
- Longitudinal analyses (1)
- Longitudinal multilevel analysis (1)
- Low-stakes tests (1)
- Längsschnittstudie (1)
- ML (1)
- Makrostrategien (1)
- Mathematics (1)
- Mathematics instruction (1)
- Matthew effect (1)
- Medical education (1)
- Mehrebenenanalyse (1)
- Mehrsprachigkeit (1)
- Mentoring (1)
- Migration (1)
- Model (1)
- Modell der Frame-Selektion (1)
- Moderation (1)
- Month of birth (1)
- Monty Hall (1)
- Motivational change (1)
- Motives (1)
- Multi-level analysis (1)
- Multilevel (1)
- Multilevel latent change model (1)
- Multilevel modeling (1)
- Multilingualism (1)
- Multimedia (1)
- NLP (1)
- Nachhilfe (1)
- Norway (1)
- Noticing (1)
- Onboarding (1)
- Online disinhibition (1)
- PISA (1)
- Parent-teacher partner-ship (1)
- Partnership and family formation (1)
- Partnership trajectories (1)
- Peer (1)
- Personalization (1)
- Phospholipid fatty acid (PLFA) (1)
- Planspiel (1)
- Polynomial Regression (1)
- Practical experiences (1)
- Praxissemester (1)
- Pre-school quality (1)
- Primary School (1)
- Primary and (1)
- Primary and secondary education (1)
- Professional identity (1)
- Professional training (1)
- Professionalisierung (1)
- Programme for International Student (1)
- Prävention (1)
- QuAIT model (1)
- QuAIT-Modell (1)
- Quality of instruction (1)
- Quantitative Textanalyse (1)
- Quantitative text analysis (1)
- Quellenstudien (1)
- Questionnaire (1)
- Reading motivation (1)
- Realistic Accuracy (1)
- Reflection (1)
- Reflexionsprozesse (1)
- Reform of School Structure (1)
- Reformbereitschaft (1)
- Reformpädagogik (1)
- Reformschule (1)
- Relative age effects (1)
- Representation (1)
- Resources (1)
- Retention (1)
- Robot evaluation (1)
- Robot perception (1)
- SLODR (1)
- Scale (1)
- School Choice (1)
- School effectiveness (1)
- Schule (1)
- Schule und Jugendhilfe (1)
- Schulentwicklung (1)
- Schulforschung (1)
- Schulleitungsfortbildung (1)
- Schulpädagogik (1)
- Schulreform (1)
- Schulreformprozesse (1)
- Science (1)
- Second career teachers (1)
- Second-career teachers (1)
- Selbstwirksamkeitserwartungen (1)
- Self-evaluation (1)
- Self-reflection (1)
- Sequence analysis (1)
- Situation (1)
- Social Segregation (1)
- Social school self-concept (1)
- Social stratification (1)
- Social transitions (1)
- Spatial ability (1)
- Special classes (1)
- Specific enzyme activities (1)
- Spezialklassen (1)
- Sprachdiagnostik (1)
- Stability (1)
- Stages of Concern (1)
- State-wide comparison tests (1)
- Strategies (1)
- Student perception (1)
- Student ratings (1)
- Studienabbruch (1)
- Studieneingangsphase (1)
- Study (1)
- Support (1)
- TPACK (1)
- TPCK) (1)
- Talented students (1)
- Teacher Beliefs (1)
- Teacher Perceptions (1)
- Teacher assignment (1)
- Teacher effectiveness (1)
- Teacher interest (1)
- Teacher judgments (1)
- Teacher well-being (1)
- Teacher-student relationship (1)
- Teilnahmebarrieren (1)
- Temperate grasslands (1)
- Test-taking motivation (1)
- Theory of planned behavior (1)
- Time on task (1)
- Tracking (1)
- Turnover (1)
- Tätigkeitsanreize (1)
- Uncaring (1)
- Unemotional (1)
- Unterrichtspraxis (1)
- Unterrichtsqualität (1)
- Validation (1)
- Validity (1)
- Validität (1)
- Value-added modeling (1)
- Verhaltensänderung (1)
- Versuchsschule (1)
- Video analysis (1)
- Video-based (1)
- Videoanalyse (1)
- Videobasierte Reflexion (1)
- Vielfältige Zusammenarbeit von Eltern und Lehrkräften (1)
- Violence (1)
- Visual design (1)
- Vocabulary (1)
- Vollerhebung (1)
- Vorschule (1)
- Wason task (1)
- Weiterbildung (1)
- Wirksamkeit (1)
- Wirkungen von Fortbildungen (1)
- Wissenschaftsforschung (1)
- Wortschatz (1)
- Youth (1)
- Zeitschriftenanalyse (1)
- Zielorientierung (1)
- Zusammensetzung Schülerschaft hinsichtlich Erstsprache (1)
- Zusammensetzung Schülerschaft hinsichtlich Lernmittelzuzahlungsbefreiung (1)
- ability grouping (1)
- academic (1)
- academic disengagement (1)
- academic language (1)
- academic performance (1)
- academic skills (1)
- acceleration (1)
- acquisition (1)
- adaptation (1)
- adult children (1)
- affect (1)
- afrontamiento (1)
- alexithymia (1)
- apoyo familiar (1)
- appropriateness (1)
- autoregressive wage growth (1)
- berufliches Lernen (1)
- berufliches Lernen · Lehrerbildung · Lehrerfortbildung ·Lernzeit · Polynomial Regression (1)
- betriebliche Grund- und Weiterbildung (1)
- bullies (1)
- burnout (1)
- bystander (1)
- change of behavior (1)
- characteristics (1)
- chatbots (1)
- childhood (1)
- childhood and adolescence (1)
- children and media (1)
- chronic (1)
- classroom (1)
- classroom cultural diversity climate (1)
- classroom management (1)
- cognitive development (1)
- cognitive illusion (1)
- communication (1)
- comparison (1)
- competencies (1)
- complex survey designs (1)
- composition (1)
- compulsive Internet use (1)
- conditions (1)
- construct validity (1)
- content knowledge (1)
- continuing education activities (1)
- control-value (1)
- conversational agents (1)
- counter speech (1)
- country (1)
- critical consciousness (1)
- culture (1)
- cumulative advantage (CA) (1)
- cyber aggression (1)
- cyber aggressions (1)
- cyberbully-victims (1)
- cybergrooming (1)
- definition (1)
- deliberative (1)
- design parameters (1)
- development risks (1)
- digital health (1)
- dimensional comparisons (1)
- discurso del odio (1)
- distant teaching (1)
- educación mediática (1)
- education (1)
- education technologies (1)
- educational (1)
- educational achievement (1)
- educational change (1)
- educational competition (1)
- educational decision-making (1)
- educational inequality (1)
- educational large-scale assessments (1)
- effectiveness (1)
- effects (1)
- effektive Lernzeit (1)
- elementary school (1)
- elementary school students (1)
- emotional design (1)
- engagement (1)
- engagement self-harm (1)
- environment (1)
- environments (1)
- erwachsene Kinder (1)
- ethnic student composition (1)
- evaluation research (1)
- experiment (1)
- experimental school (1)
- eye-tracking (1)
- fachintegrierte Sprachförderung (1)
- factor analysis (1)
- family (1)
- family cohesion (1)
- family risk factors (1)
- family support (1)
- ffects of professional developmen (1)
- findings (1)
- first-person shooter games (1)
- flow experience (1)
- forced migration (1)
- foreign language anxiety (1)
- frame of reference (1)
- friendship (1)
- friendship quality (1)
- geflüchtete Lehrkräfte (1)
- gering literalisierte Beschäftigte (1)
- gering literalisierte Erwachsene (1)
- geringqualifizierte Beschäftigte (1)
- grade retention (1)
- grade skipping (1)
- grade-skipping (1)
- hatural language (1)
- health (1)
- health complaints (1)
- high-achieving students (1)
- history of education (1)
- home-based parental involvement (1)
- hospital problem (1)
- human capital theory (1)
- human-computer interaction (1)
- identity work (1)
- immersive media (1)
- immigrants (1)
- immigration (1)
- implementation of school reform (1)
- in-service training (1)
- inclusion (1)
- income (1)
- individual (1)
- individualization (1)
- injunctive norms (1)
- inklusive Schule (1)
- instructional quality (1)
- integrative Führung (1)
- integrative leadership (1)
- interaction (1)
- interaction styles (1)
- interactive whiteboard (1)
- internal/external frame-of-reference model (1)
- international academic mobility (1)
- international comparison (1)
- internationalization (1)
- intervention (1)
- intervention strategies (1)
- intervention success (1)
- intraclass correlation (1)
- intrinsic motivation (1)
- job demands-resources model (1)
- kognitive Grundfähigkeiten (1)
- labour market inequality (1)
- langfristige Auswirkungen (1)
- language (1)
- large-scale assessment (1)
- large-scale study (1)
- latent profile analysis (1)
- learning (1)
- learning styles (1)
- leistungsstarke Schüler_innen (1)
- likelihood of intervention (1)
- logical thinking (1)
- long-term effects (1)
- longitudinal data (1)
- longitudinal design (1)
- longitudinal studies (1)
- mainstreaming (1)
- markers of inclusion (1)
- master narratives (1)
- media education (1)
- mediación parental (1)
- mediation (1)
- mental health (1)
- meta-analysis (1)
- meta-cognitive prompts (1)
- metacognition (1)
- model (1)
- mood (1)
- motivated strategies for learning questionnaire (1)
- motivation in mathematics (1)
- motivation to learn (1)
- motivational beliefs (1)
- motives (1)
- multilevel models (1)
- multimedia learning (1)
- multiple regression (1)
- multiprofessionelle Teams (1)
- national identity (1)
- non-native speakers (1)
- nonlinear (1)
- nonlinear relations (1)
- noun (1)
- online discrimination (1)
- online disinhibition (1)
- online hate (1)
- openness to reform (1)
- operationalization (1)
- optimism (1)
- orthography (1)
- parafoveal and foveal (1)
- parental conflict (1)
- parental mediation (1)
- parental separation (1)
- parents with mental illnesses (1)
- participant data (1)
- paternalistic interaction (1)
- peer (1)
- peer acceptance (1)
- perceived classroom management (1)
- perpetrator (1)
- persistence (1)
- personality (1)
- personalization principle (1)
- physician-patient relationship (1)
- polynomial regression (1)
- pre-service teacher (1)
- pressure (1)
- prevention (1)
- primäre und sekundäre Herkunftseffekte (1)
- principal professional development (1)
- problem (1)
- problematic online gaming (1)
- professional (1)
- progressive education (1)
- protective factors (1)
- psychisch kranke Eltern (1)
- psychological problems (1)
- psychosocial development (1)
- quality manager (1)
- race (1)
- racial discrimination (1)
- reference groups (1)
- reference norm orientation (1)
- reflective practice (1)
- refugee teachers (1)
- regression tree (1)
- relations (1)
- remote teaching (1)
- research (1)
- research collaboration (1)
- resilience (1)
- response decision (1)
- response evaluation (1)
- review (1)
- satisfaction (1)
- school based parental involvement (1)
- school composition (1)
- school development (1)
- school effectiveness (1)
- school pedagogy (1)
- school reform (1)
- school research (1)
- schulische Kompetenzen (1)
- science and practice relationship (1)
- science teacher-trainees (1)
- secondary effects (1)
- self-esteem (1)
- self-injury (1)
- self-report (1)
- self-reported life (1)
- sequence (1)
- sequence analysis (1)
- severity (1)
- shadow education (1)
- simulations (1)
- social comparison (1)
- social inequality (1)
- social norms (1)
- social participation (1)
- social referencing (1)
- social support (1)
- socioeconomic status (1)
- socioeconomic student composition (1)
- sprachliche Bildung (1)
- statistical reasoning (1)
- stereotypes (1)
- stress (1)
- student achievement (1)
- student teacher (1)
- studies (1)
- study abroad (1)
- study-related student travel (1)
- subjective (1)
- subjective health complaints (1)
- support for affected families (1)
- survey experiment (1)
- susicidal ideation (1)
- talent (1)
- teacher education students (1)
- teacher judgements (1)
- teacher quality (1)
- teacher self-efficacy (1)
- teacher self-efficacy for classroom management (1)
- teacher training (1)
- teachers (1)
- teachers' data use (1)
- teacher‐ assigned grades (1)
- teaching (1)
- teaching and learning (1)
- teaching students (1)
- technological pedagogical content knowledge (TPACK (1)
- technology (1)
- theory (1)
- training (1)
- transition (1)
- troubled offline behavior (1)
- turbulence index (1)
- twentieth century (1)
- value-added modeling (1)
- victims (1)
- vocabulary (1)
- wage dynamics (1)
- well-being (1)
- whole-grade acceleration (1)
- work (1)
- youth (1)
- youth characteristics (1)
- youth of immigrant and refugee background (1)
- ängsschnittliche Mehrebenenanalyse (1)
Institute
- Department Erziehungswissenschaft (1069) (remove)
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.
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.
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.
Schools are key contexts for the development of adolescents' critical consciousness. We explored how three dimensions of the classroom cultural diversity climate (critical consciousness, color-evasion, and multiculturalism) related to adolescents' critical reflection (i.e., perceived societal Islamophobia) and intended critical action (i.e., political activism). Our sample included adolescents experiencing high (second generation, Muslim, N = 237) versus low (non-immigrant descent, non-Muslim, N = 478) stigmatization in Germany. Multilevel analyses revealed that for both groups a critical consciousness climate, but not a color-evasive or a multicultural climate, was positively associated with perceived societal Islamophobia and intended critical action. Thus, to promote adolescents' critical consciousness, schools should go beyond emphasizing a common humanity and celebrating cultural diversity and include explicit discussions of social inequity.
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.
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.
Prior research suggests that teachers with higher levels of empathy are more willing to intervene in bullying among students. However, these findings are based on hypothetical bullying situations and teachers' self-reports. In this study with 2,071 German students and their 556 teachers, we analysed reactions to hypothetical relational bullying situations as well as retrospectively reported bullying situations both from the teachers' as well as the students' perspectives. Results showed that teachers with higher levels of empathy reported stronger intentions to intervene in hypothetical relational bullying situations but were not more likely to intervene in retrospectively reported bullying situations. From the students' perspective, teachers' empathy was neither connected to the teachers' intention to intervene nor to the likelihood of intervention in the retrospectively reported situations. These different results could be taken as an opportunity to investigate whether existing findings could be influenced by methodological aspects such as teachers' self-reports. Implications for future research are discussed.
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.