@incollection{WachsSchubarthBilz, author = {Wachs, Sebastian and Schubarth, Wilfried and Bilz, Ludwig}, title = {Mobbing in der Schule. Auswirkungen auf das Wohlbefinden und M{\"o}glichkeiten der schulischen Pr{\"a}vention}, series = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion}, booktitle = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion}, editor = {Rathmann, Katharina and Hurrelmann, Klaus}, edition = {1. Auflage}, publisher = {Beltz Juventa}, address = {Weinheim}, isbn = {978-3-7799-3859-0}, pages = {121 -- 138}, language = {de} } @misc{RathmannBilzHurrelmannetal., author = {Rathmann, Katharina and Bilz, Ludwig and Hurrelmann, Klaus and Kiess, Wieland and Richter, Matthias}, title = {Is being a "small fish in a big pond" bad for students´ psychosomatic health? A multilevel study on the role of class-level school performance}, series = {BMC Public Health}, volume = {18}, journal = {BMC Public Health}, issn = {1471-2458}, doi = {10.1186/s12889-018-5977-5}, pages = {13}, abstract = {Background. Features of schools and classes are closely related to students´ health and wellbeing. However, class composition (e.g. in terms of school performance) has rarely been examined in relation to students´ health and wellbeing. This study focuses on the so called Big-Fish-Little-Pond-Effect (BFLPE), by investigating whether the level of high-performing students in classroom is negatively associated with psychosomatic complaints of students who perceive themselves as poor performers. Methods. Data were derived from the German sample of the WHO-Collaborative "Health Behaviour in School-aged Children (HBSC)" study 2013/2014. The sample included 5226 11-, 13- and 15-year-old students. Individual perceived school performance (PSP) was included (very good/good vs. average/below average PSP) at the individual student-level. At the class-level, school performance in class was generated by aggregating the share (in percentage) of students who report a very good/good PSP to the class-level, indicating the percentage of students with good/very good PSP in classroom. Using multilevel regression models, the association between class-level school performance (in percentage of students with very good/good PSP) and individual psychosomatic complaints were analyzed, stratified by students´ individual PSP. Results. Students who report average/below average PSP showed higher likelihoods of psychosomatic complaints (Odds Ratio: 1.75; 95\% Confidence Interval: 1.52-2.03) compared to counterparts with very good/good PSP. The aggregated class-level PSP was not significantly associated with psychosomatic complaints. However, in line with the BFLPE, results further revealed that students with average/below average PSP, who attend classes with a higher percentage of students who report very good/good PSP, had higher likelihoods of psychosomatic complaints (Odds Ratio: 1.91; 95\% Confidence Interval: 1.01-4.01) compared to classmates with very good/good PSP. Conclusions. This study revealed that class composition in terms of PSP was differentially associated with students´ psychosomatic complaints, depending on their individual PSP. Findings highlight the vulnerability of students with poor PSP placed in classes with a higher percentage of students with good PSP. Results of this study therefore indicate a need for initiatives for low performing students from teachers and school staff in class.}, language = {en} } @misc{RathmannVockertBilzetal., author = {Rathmann, Katharina and Vockert, Theres and Bilz, Ludwig and Gebhardt, Markus and Hurrelmann, Klaus}, title = {Self-rated health and wellbeing among school-aged children with and without special educational needs: Differences between mainstream and special schools}, series = {Research in Developmental Disabilities}, volume = {81}, journal = {Research in Developmental Disabilities}, issn = {0891-4222}, doi = {10.1016/j.ridd.2018.04.021}, pages = {134 -- 142}, abstract = {Background. Studies among students with special educational needs (SEN) in separate special schools (SSS) and mainstream schools (MS) are particularly applicable to educational attainment and social participation. However, indicators of health and wellbeing have rarely been considered. Aims. This study investigates two related topics: first, health and wellbeing differences between students with SEN in special schools (SSS) and students without SEN in regular schools, and second, the rarely considered question whether health and wellbeing among students with SEN differ between school settings (i.e. MS vs. SSS). Methods and procedures. Bivariate and multilevel analyses are applied with data from the German National Educational Panel Study (NEPS) with 5267 students (grade 7). Outcomes and results. After having controlled for background characteristics, students in SSS report higher likelihoods of poor self-rated health compared to students in higher track schools. Self-rated health of students with SEN does not significantly differ between MS vs. SSS. For life satisfaction, students with SEN show higher likelihoods of low life satisfaction when attending MS. Conclusions and implications. Teachers in inclusive settings are encouraged to establish class work and teaching that support a real change from class placement to inclusive culture in order to suitably support students with SEN.}, language = {en} } @techreport{BilzDuemmlerHaehneetal., author = {Bilz, Ludwig and D{\"u}mmler, Kerstin and H{\"a}hne, Cornelia and Melzer, Wolfgang and Weber, Annekathrin}, title = {Gesundheitsf{\"o}rdernde Schule in Sachsen}, publisher = {S{\"a}chsisches Staatsministerium f{\"u}r Soziales, Gesundheit und Familie}, address = {Dresden}, pages = {102}, language = {de} } @misc{WachsBilzFischeretal., author = {Wachs, Sebastian and Bilz, Ludwig and Fischer, Saskia M. and Schubarth, Wilfried and Wright, Michelle F.}, title = {Students' Willingness to Intervene in Bullying: Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy}, series = {International Journal of Environmental Research and Public Health}, volume = {15}, journal = {International Journal of Environmental Research and Public Health}, number = {11}, issn = {1660-4601}, doi = {10.3390/ijerph15112577}, pages = {11}, abstract = {Although school climate and self-efficacy have received some attention in the literature, as correlates of students' willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students' willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students' willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3\% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43\% and 48\% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students' willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students' willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students' willingness to intervene in bullying; (2) efforts to increase students' willingness to intervene in bullying should promote students' confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students' willingness to intervene in bullying. Recommendations are provided to help increase adolescents' willingness to intervene in bullying and for future research.}, language = {en} } @misc{RathmannHerkeBilzetal., author = {Rathmann, Katharina and Herke, Max and Bilz, Ludwig and Rimpel{\"a}, Arja and Hurrelmann, Klaus and Richter, Matthias}, title = {Class-level school performance and life satisfaction: Differential sensitivity for low- and high-performing school-aged children}, series = {International Journal of Environmental Research and Public Health}, volume = {15}, journal = {International Journal of Environmental Research and Public Health}, number = {12}, issn = {1660-4601}, doi = {10.3390/ijerph15122750}, pages = {17}, abstract = {This study investigates whether class-level school performance affects students' life satisfaction and if there are differential effects for high- and low-performing students. Data were derived from the National Educational Panel Study, including n = 5196 students (49.6\% girls), nested in 478 classes and 250 secondary schools. School performance in class was measured by aggregating individual grade point average in Mathematics and German. The study could not reveal the "big-fish-little-pond"-effect regarding students' life satisfaction but found differential effects for high- vs. low performing students. There was no significant association for low-performing students attending classes with higher class-level performance However, low-performing students revealed the lowest life satisfaction. High-performing students placed in classes with higher average performance reported lower life satisfaction compared to high-performing students in classes with lower average performance. This study provides evidence for the impact of the learning environment in class on school-aged children's life satisfaction, by highlighting the differential sensitivity of high-performing students when placed in classes with higher or lower average performance.}, language = {en} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Teachers' self-efficacy in bullying interventions and their probability of intervention}, series = {Psychology in the Schools}, volume = {56}, journal = {Psychology in the Schools}, number = {5}, issn = {1520-6807}, doi = {10.1002/pits.22229}, pages = {751 -- 764}, language = {en} } @misc{WachsBilzNiproschkeetal., author = {Wachs, Sebastian and Bilz, Ludwig and Niproschke, Saskia and Schubarth, Wilfried}, title = {Bullying Intervention in Schools: A Multilevel Analysis of Teachers' Success in Handling Bullying From the Students' Perspective}, series = {Journal of Early Adolescence}, volume = {29}, journal = {Journal of Early Adolescence}, number = {5}, issn = {0272-4316}, doi = {10.1177/0272431618780423}, pages = {642 -- 668}, abstract = {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.}, language = {en} } @techreport{SchubarthBilzWachs, author = {Schubarth, Wilfried and Bilz, Ludwig and Wachs, Sebastian}, title = {Gewalt und Mobbing - auch eine Folge unterlassener Hilfeleistung? Ergebnisse einer Studie zum Lehrerhandeln bei Gewalt und Mobbing}, pages = {6}, abstract = {Immer wieder wird in der {\"O}ffentlichkeit {\"u}ber Mobbingf{\"a}lle an Schulen diskutiert und die Frage aufgeworfen, warum Lehrkr{\"a}fte so wenig dagegen unternehmen. Nun ist eine von der Deutschen Forschungsgemeinschaft (DFG) gef{\"o}rderte Studie dieser Frage nachgegangen. Die repr{\"a}sentative Untersuchung unter der Sch{\"u}ler- und Lehrerschaft hat herausgefunden, inwieweit Lehrkr{\"a}fte Mobbingph{\"a}nomene {\"u}berhaupt wahrnehmen und ob bzw. wie sie dagegen vorgehen. Insgesamt entsteht ein sehr differenziertes Bild hinsichtlich des Lehrerhandelns bei Gewalt und Mobbing. Die große Mehrheit der Lehrkr{\"a}fte schaut bei Mobbing nicht weg, sondern versucht mit p{\"a}dagogischen Mitteln einzugreifen und Mobbing zu beenden. Zugleich zeigt sich aber auch, dass Lehrkr{\"a}fte nicht alles mitbekommen, dass sie Mobbing ganz unterschiedlich wahrnehmen und mitunter p{\"a}dagogisch unangemessen reagieren, womit die These erh{\"a}rtet wird, dass Mobbing auch eine Folge von unterlassener Hilfeleistung seitens der Lehrkr{\"a}fte sein kann.}, language = {de} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Is self-regulation a relevant aspect of intervention competence for teachers in bullying situations?}, series = {Nordic Studies in Education}, volume = {39}, journal = {Nordic Studies in Education}, number = {2}, issn = {1891-5949}, doi = {10.18261/issn.1891-5949-2019-02-04}, pages = {121 -- 141}, abstract = {Teachers play a crucial role in stopping bullying, but react in different ways. Could their competence profile explain these differences? In the literature, self-regulation is understood as being part of teacher competence and is known to be important for other aspects of teaching. However, it has not yet been studied in relation to bullying interventions. In the present study, we examined this interaction for the first time using a sample of 556 teachers. Contrary to our expectations, self-regulation appears not to be relevant in teachers' intervention behaviour. Possible reasons and implications are discussed.}, language = {en} }