@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{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} } @incollection{WachsBilzFischeretal., author = {Wachs, Sebastian and Bilz, Ludwig and Fischer, Saskia M. and Schubarth, Wilfried}, title = {Students' Willingness to Intervene in Bullying: Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy}, series = {Interventions to Reduce Bullying and Cyberbullying}, booktitle = {Interventions to Reduce Bullying and Cyberbullying}, editor = {Smith, Peter K. and Bauman, Sheri and Wong, Dennis}, edition = {1. Auflage}, publisher = {MDPI}, address = {Basel}, isbn = {978-3-03921-359-7}, doi = {https://doi.org/10.3390/books978-3-03921-360-3}, pages = {194 -- 204}, 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} } @techreport{BilzFischer, author = {Bilz, Ludwig and Fischer, Saskia M.}, title = {Kooperativer Interventionsansatz bei Mobbing im Schulkontext}, address = {Cottbus}, doi = {10.26127/BTUOpen-4889}, pages = {11}, abstract = {Vorgestellt wird ein Interventionsansatz f{\"u}r Mobbing in der Schule. Er beruht auf der Grundannahme, dass Mobbing an Schulen ein multifaktoriell bedingtes Ph{\"a}nomen mit Determinanten auf individueller, sozialer und kontextueller Ebene ist. Der Interventionsansatz ist durch eine ganzheitliche, kooperative Herangehensweise gekennzeichnet. Er beruht auf Forschungsbefunden zu Lehrerkompetenzen im Umgang mit Mobbing sowie zur Wirksamkeit spezifischer Interventionsstrategien. Wichtige Anregungen lieferten der No Blame Approach sowie weitere Interventionsprogramme und -empfehlungen. Beschrieben wird ein grundlegendes Vorgehen in f{\"u}nf Teilschritten, das je nach Art des Mobbingfalls adaptiert werden kann. Variationen betreffen insbesondere das Ausmaß der notwendigen Kooperationen, den Einbezug externer psychosozialer Beratungsangebote sowie das Ausmaß der Konfrontation, mit der den mobbenden Lernenden begegnet wird.}, language = {de} } @misc{FischerJohnBilz, author = {Fischer, Saskia M. and John, Nancy and Bilz, Ludwig}, title = {Selbstwirksamkeitserwartung von Lehrkr{\"a}ften und ihr Handeln bei Mobbing zwischen Sch{\"u}lern - Ein systematisches Review}, series = {Empirische P{\"a}dagogik}, volume = {33}, journal = {Empirische P{\"a}dagogik}, number = {2}, issn = {0931-5020}, pages = {180 -- 194}, abstract = {Lehrkr{\"a}fte spielen bei der Pr{\"a}vention von und Intervention bei Mobbing eine wichtige Rolle. Verschiedene Studien legen nahe, dass die Selbstwirksamkeitserwartung der Lehrkr{\"a}fte daf{\"u}r eine bedeutsame Ressource ist. Mittels eines systematischen Forschungs{\"u}berblicks wird im vorliegenden Beitrag analysiert, welche Fragestellungen Studien in diesem Themenbereich untersuchen und zu welchen zentralen Ergebnissen sie kommen. Die Befunde lassen sich einem breiten thematischen Feld zuordnen, wobei die meisten Einzelergebnisse den Zusammenhang mit der Interventionsbereitschaft der Lehrer betreffen. {\"U}berwiegend wird berichtet, dass h{\"o}here Selbstwirksamkeitserwartungen mit einer gr{\"o}ßeren Tendenz zu intervenieren einhergehen. Dennoch finden sich auch widerspr{\"u}chliche Ergebnisse. Ersten Analysen zufolge k{\"o}nnten solche Widerspr{\"u}che auf unterschiedliche Spezifit{\"a}tsgrade der betrachteten Selbstwirksamkeitserwartungen zur{\"u}ckgef{\"u}hrt werden.}, language = {de} } @techreport{JohnPahlkeFischeretal., author = {John, Nancy and Pahlke, Kyra and Fischer, Saskia M. and Bilz, Ludwig}, title = {Schulische Belastung von Kindern und Jugendlichen. Faktenblatt zur Studie Health Behaviour in School-aged Children 2017/18}, publisher = {Martin-Luther-Universit{\"a}t Halle-Wittenberg}, address = {Halle (Saale)}, pages = {4}, language = {de} } @techreport{JohnPahlkeFischeretal., author = {John, Nancy and Pahlke, Kyra and Fischer, Saskia M. and Bilz, Ludwig}, title = {Cybermobbing unter Kindern und Jugendlichen. Faktenblatt zur Studie Health Behaviour in School-aged Children 2017/18}, publisher = {Martin-Luther-Universit{\"a}t Halle-Wittenberg}, address = {Halle (Saale)}, pages = {4}, language = {de} } @techreport{JohnPahlkeFischeretal., author = {John, Nancy and Pahlke, Kyra and Fischer, Saskia M. and Bilz, Ludwig}, title = {Schulisches Mobbing unter Kindern und Jugendlichen. Faktenblatt zur Studie Health Behaviour in School-aged Children 2017/18}, publisher = {Martin-Luther-Universit{\"a}t Halle-Wittenberg}, address = {Halle (Saale)}, pages = {4}, language = {de} } @misc{BilzFischer, author = {Bilz, Ludwig and Fischer, Saskia M.}, title = {Interventionsstrategien und Interventionserfolg von Lehrkr{\"a}ften bei Cybermobbing und traditionellem Mobbing aus Sch{\"u}lersicht}, series = {Kindheit und Entwicklung}, volume = {29}, journal = {Kindheit und Entwicklung}, number = {2}, issn = {0942-5403}, pages = {84 -- 91}, abstract = {In dieser Studie wird der Frage nachgegangen, ob Lehrkr{\"a}fte auf unterschiedliche Mobbingarten unterschiedlich reagieren. Dazu werden Angaben von 1.996 Sch{\"u}lerinnen und Sch{\"u}lern aus Sachsen zu tats{\"a}chlich stattgefundenen Mobbingsituationen ausgewertet. Sie sch{\"a}tzten neben der dominierenden Mobbingform in der Situation die Reaktion ihrer Lehrkr{\"a}fte auf die Situation, die gew{\"a}hlte Interventionsstrategie und den Interventionserfolg ein. Am h{\"a}ufigsten werden F{\"a}lle verbalen Mobbings berichtet, Cybermobbingf{\"a}lle hingegen vergleichsweise selten. Die Jugendlichen berichten, dass die meisten Lehrkr{\"a}fte in den Mobbingsituationen intervenieren, vor allem wenn es sich um Cybermobbing handelt. Aus ihrer Sicht sind Lehrkr{\"a}fte besonders erfolgreich darin, Cybermobbing zu beenden. Unterst{\"u}tzend-kooperierenden Interventionsstrategien wird von den Sch{\"u}lerinnen und Sch{\"u}lern ein h{\"o}herer Interventionserfolg bescheinigt als autorit{\"a}r-strafenden und unterst{\"u}tzend-individuellen Strategien.}, language = {de} } @misc{FischerJohnBilz, author = {Fischer, Saskia M. and John, Nancy and Bilz, Ludwig}, title = {Teachers' self-efficacy in preventing and intervening in school bullying: A systematic review}, series = {International Journal of Bullying Prevention}, volume = {3(2021)}, journal = {International Journal of Bullying Prevention}, number = {3}, issn = {2523-3661}, doi = {10.1007/s42380-020-00079-y}, pages = {196 -- 212}, abstract = {Self-efficacy, commonly seen as an important competence for teachers when intervening in bullying, is a heterogeneous construct. Differences in the specific kinds of self-efficacy under review, its assessment, theoretical foundations, and the samples used when researching it generate diverse results that can be hard to integrate. This systematic review surveys existing literature on the extent of teachers' self-efficacy in managing bullying and its connection to the likelihood that teachers will intervene in bullying, to their intervention strategies, and the prevention measures they employ, as well as students' bullying behavior and their experiences of victimization. Thirty-six relevant publications based on 33 studies were included. The quality of their results was assessed, and their findings were systematized and are discussed here. Many studies are of low quality because of incomplete descriptions of underlying theoretical as well as methodological foundations. Almost all results are based on descriptive study designs. Consistent findings show that teachers generally feel confident in managing bullying and that teachers who are more confident intervene more often. Findings were mixed on the connections between teachers' self-efficacy and intervention strategies, and the prevention measures they used, as well as students' bullying behavior and experiences of victimization. It was also discovered that the connections between teachers' self-efficacy and their prevention measures, their students' bullying behavior, and collective efficacy in general have rarely been addressed in the literature.}, language = {en} } @misc{FischerJohnMelzeretal., author = {Fischer, Saskia M. and John, Nancy and Melzer, Wolfgang and Kaman, Anne and Winter, Kristina and Bilz, Ludwig}, title = {Traditional bullying and cyberbullying among children and adolescents in Germany - Cross-sectional results of the 2017/18 HBSC study and trends}, series = {Journal of Health Monitoring}, volume = {5}, journal = {Journal of Health Monitoring}, number = {3}, issn = {2511-2708}, doi = {10.25646/6902}, pages = {54 -- 68}, abstract = {Bullying is a specific form of violence that can potentially lead to numerous and long-term negative health implications. Despite consistent coverage in the media, particularly on cyberbullying, as of yet there are only few representative findings on the frequency of (cyber)bullying in Germany. This article analyses how widespread bullying and cyberbullying were at schools in Germany in 2018, what differences exist between girls and boys, age groups and various types of schools, and changes in bullying trends between 2002 and 2018. Our findings are based on an analysis of the data provided by the 2017/18 cycle (N=4,347 students, 53.0\% female) and previous cycles of the German Health Behaviour in School-aged Children (HBSC) study. In the 2018 cycle, boys reported having bullied other children more frequently than girls, but were bullied just as often. 15-year-olds reported having bullied other children more frequently than 11- to- 13-year-olds but reported being bullied less frequently. Students at grammar schools (Gymnasium) least frequently reported any involvement in bullying. Only few children and adolescents reported cases of cyberbullying. Compared to all previous survey years, 2018 saw the lowest number of children that reported having bullied others. However, reports of having been bullied have remained almost stable. The findings highlight the need for evidence-based prevention and intervention anti-bullying programmes and measures across all types of general education schools and age groups.}, language = {en} } @misc{GoldfriedrichBilzFischer, author = {Goldfriedrich, Martin and Bilz, Ludwig and Fischer, Saskia M.}, title = {Inklusionsp{\"a}dagogische Kompetenzen in der universit{\"a}ren Ausbildung von Grundschullehrkr{\"a}ften: Eine qualitative Inhaltsanalyse von Modulhandb{\"u}chern ausgew{\"a}hlter deutscher Studieng{\"a}nge mit inklusionsp{\"a}dagogischem Profil}, series = {QfI - Qualifizierung f{\"u}r Inklusion}, volume = {2}, journal = {QfI - Qualifizierung f{\"u}r Inklusion}, number = {3}, issn = {2699-2477}, doi = {10.21248/QfI.35}, pages = {18}, abstract = {Die deutschen Hochschulen stehen bei der inklusionsp{\"a}dagogischen Qualifizierung von Lehrkr{\"a}ften vor großen Herausforderungen. Bisher liegen f{\"u}r diesen Bereich im deutschsprachigen Raum nur vereinzelte Kompetenzmodelle und Standards vor, an denen sich Hochschulen bei der Entwicklung von Studieng{\"a}ngen orientieren k{\"o}nnen. Vor diesem Hintergrund wird im vorliegenden Beitrag untersucht, welches Kompetenzprofil einer Lehrkraft im inklusiven Setting sich abzeichnet, wenn man Modulhandb{\"u}cher (MHB) von inklusionsp{\"a}dagogisch ausgerichteten Lehramtsstudieng{\"a}ngen analysiert. Untersucht werden die MHB von acht Studieng{\"a}ngen mit einer weitgehenden Verschr{\"a}nkung regel- und sonderschulp{\"a}dagogischer Anteile an vier deutschen Universit{\"a}tsstandorten. Als Vergleichsmaßstab wird hierbei das Kompetenzprofil der European Agency for Development in Special Needs Education (2012) zugrunde gelegt, weil es einen vergleichsweise hohen Differenzierungsgrad aufweist. Die Ergebnisse zeigen, dass sich die in den MHB beschriebenen Kompetenzen vorrangig auf zwei der vier vorhandenen Werte im Kompetenzprofil der European Agency beziehen. Kompetenzbereiche innerhalb des Wertes Zusammenarbeit mit anderen und innerhalb des Wertes der pers{\"o}nlichen beruflichen Weiterentwicklung finden sich im Vergleich zu den Werten Wertsch{\"a}tzung der Vielfalt der Lernenden und Unterst{\"u}tzung aller Lernenden vergleichsweise selten. Mit Blick auf die Kompetenzdimensionen der European Agency (Wissen, Einstellungen, F{\"a}higkeiten \& Fertigkeiten) werden in den MHB insbesondere wissensbezogene Kompetenzdimensionen adressiert und seltener Fertigkeiten sowie Einstellungen. Diese und weitere Befunde werden vor dem Hintergrund der spezifischen Bedingungen der Lehrerbildung in Deutschland und dem Forschungsstand zu inklusionsp{\"a}dagogischen Lehrerkompetenzen innerhalb der GrundschullehrerInnenbildung diskutiert. Dar{\"u}ber hinaus werden Empfehlungen f{\"u}r eine inklusionsp{\"a}dagogisch ausgerichtete Curriculumentwicklung formuliert.}, language = {de} }