@misc{MoorHerkeMarkertetal., author = {Moor, Irene and Herke, Max and Markert, Jenny and B{\"o}hm, Marie and Reiß, Franziska and Bilz, Ludwig and Sudeck, Gorden and Winter, Kristina}, title = {Trends in health inequalities in childhood and adolescence in Germany: Results of the HBSC study 2009/10 - 2022}, series = {Journal of Health Monitoring}, volume = {9}, journal = {Journal of Health Monitoring}, number = {1}, issn = {2511-2708}, doi = {10.25646/11876}, pages = {79 -- 98}, abstract = {Background: Many studies have identified health inequalities in childhood and adolescence. However, it is unclear how these have developed in recent years, particularly since the COVID-19 pandemic. Methods: Analyses are based on the German data from the international Health Behaviour in School-aged Children (HBSC) study from 2009/10 (n = 5,005), 2013/14 (n = 5,961), 2017/18 (n = 4,347), and 2022 (n = 6,475). A total of 21,788 students aged approximately between 11 and 15 years were included. Socioeconomic status (SES) was assessed using the Family Affluence Scale (FAS). Several health indicators were analysed stratified by gender using bivariate and multivariate analysis methods. Results: In 2022, there are clear socioeconomic inequalities in life satisfaction, self-rated health, fruit and vegetable consumption, and physical activity. These inequalities remained largely constant or increased between 2009/10 and 2022. Between 2017/18 and 2022, no significant changes in inequalities were found. Conclusions: Health inequalities are persistent and reduce the chances of growing up healthy. There is no evidence that inequalities in the analysed outcomes have changed during the pandemic period (between 2017/18 and 2022). Rather, the changes in the health indicators seem to affect all adolescents in a similar way.}, language = {en} } @misc{ReissBehnErhartetal., author = {Reiß, Franziska and Behn, Steven and Erhart, Michael and Strelow, Lisa and Kaman, Anne and Ottov{\´a}-Jordan, Veronika and Bilz, Ludwig and Moor, Irene and Ravens-Sieberer, Ulrike}, title = {Subjective health and psychosomatic complaints of children and adolescents in Germany: Results of the HBSC study 2009/10 - 2022}, series = {Journal of Health Monitoring}, volume = {9}, journal = {Journal of Health Monitoring}, number = {1}, issn = {2511-2708}, doi = {10.25646/11868}, pages = {7 -- 22}, abstract = {Background: Subjective health and well-being are important health indicators in childhood and adolescence. This article shows current results and trends over time between 2009/10 and 2022. Methods: The Health Behaviour in School-aged Children (HBSC) study examined subjective health, life satisfaction and psychosomatic complaints of N = 21,788 students aged 11 to 15 years in the school years 2009/10, 2013/14, 2017/18 and in the calendar year 2022. Multivariate regression analyses show the associations between sociodemographic characteristics and well-being in 2022, as well as trends since 2009/10. Results: The majority of children and adolescents indicate a good subjective health and high life satisfaction. About half of the girls and one third of the boys report multiple psychosomatic health complaints, with a clear increase over time. Older adolescents, girls and gender diverse adolescents are at an increased risk of poor well-being. Subjective health and life satisfaction varied between 2009/10 and 2022, with a significant deterioration between 2017/18 and 2022. Conclusions: The high proportion of children and adolescents with psychosomatic complaints, as well as the observed gender and age differences, underline the need for target group-specific prevention, health promotion and continuous health monitoring.}, language = {en} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Traditional bullying and cyberbullying at schools in Germany: Results of the HBSC study 2022 and trends from 2009/10 to 2022}, series = {Journal of Health Monitoring}, volume = {9}, journal = {Journal of Health Monitoring}, number = {1}, issn = {2511-2708}, doi = {10.25646/11872}, pages = {42 -- 61}, abstract = {Background: Bullying is a form of violence that is carried out repeatedly, with the intention of causing harm and with an imbalance of power between those involved. Bullying has serious negative effects on the mental health of adolescents and thus represents a significant health risk in childhood and adolescence. Methods: Based on data from the Health Behaviour in School-aged Children (HBSC) study from the survey year 2022 in Germany (N = 6,475), the prevalence of school bullying and cyberbullying among 11-, 13- and 15-year-olds in Germany was analysed. In addition, the prevalence of school bullying and cyberbullying was analysed as a trend from 2009/10 to 2022 (bullying) and from 2017/18 to 2022 (cyberbullying). Results: Around 14 \% of the learners surveyed reported direct experience of bullying at school, and around 7 \% reported cyberbullying experiences as bullied and/or bullying victims. Adolescents who identified as gender diverse were particularly likely to report bullying experiences. School bullying decreased over time, but remained stable between 2017/18 and 2022. Cyberbullying, on the other hand, increased in 2022 compared to 2017/18. Conclusions: Experiencing bullying at school and online is an everyday experience for many children and young people, so there is still a need for the broad implementation of effective anti-bullying measures in schools.}, language = {en} } @misc{KansokDuscheWachsWettsteinetal., author = {Kansok-Dusche, Julia and Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig}, title = {Hate Speech and Bullying Perpetration: Overlaps and Convergent and Divergent Determinants}, series = {World Anti-Bullying Forum (October 25-27, 2023), North Carolina, U.S.A.}, journal = {World Anti-Bullying Forum (October 25-27, 2023), North Carolina, U.S.A.}, doi = {10.17605/OSF.IO/GZFAW}, pages = {18}, abstract = {Introduction. Hate speech is a widespread global issue that is also prevalent among children and youth and requires an educational response (United Nations, 2021). Hate speech can be defined as an intentionally harmful and derogatory expression about people (directly or vicariously) based on assigned group characteristics (e.g., ethnicity, sexual orientation, religious affiliation; Kansok-Dusche et al., 2022). For many authors concerned with hate speech among children and adolescents, the extent of the overlap between hate speech and bullying is a debatable question that requires more research (e.g., Bedrosova et al., 2022; Fulantelli et al., 2022). Initial studies showed that online hate speech and cyberbullying perpetration correlate moderately (Kansok-Dusche et al., 2022). However, no studies have investigated the overlap between hate speech and bullying perpetration in on- and offline modes. Concerning the causes, a systematic review identified joint cyberbullying and online hate speech perpetration determinants (Fulantelli et al., 2022). However, the findings of this review are mainly based on studies examining these factors for either cyberbullying or online hate speech. Whether similar or different associations can also be found for offline hate speech/bullying perpetration is unknown. This study aims to investigate similarities and differences between hate speech and bullying from three analytic perspectives: First, using a variable-centered approach, this paper examines how strong the correlations are between bullying and hate speech perpetration by considering both phenomena in the online and offline context (Aim 1). Following a person-centered approach, it will be further investigated how much overlap exists between the respective student groups perpetrating hate speech and/or bullying, separately for online and offline activities (Aim 2). Finally, we are interested in the similarities and differences in the importance of various determinants of perpetration: we consider social perspective-taking, school belonging, social dominance orientation, and classroom climate (Aim 3). Methods. The analyses are based on data from a sample of 3.620 students attending grades 7 to 9 (51\% female, 41.4\% with migration background) from 42 Swiss and German secondary schools. Students voluntarily and anonymously completed self-report surveys (December 2020 to April 2021). The frequency of bullying and hate speech perpetration was assessed with two single items for each phenomenon, one for the online and one for the offline mode (Olweus, 2012; Wachs et al., 2022). Social perspective-taking (Jurkowski \& H{\"a}nze, 2014, 3 Items, α = .72), social dominance orientation (Klocke, 2012, 8 items, α = .80), school belonging (OECD, 2017; 6 items α = .83), and classroom climate (Currie et al., 2014, 3 items, α = .78) were measured with validated scales. To address Aim 1, we will investigate bivariate correlations between hate speech and bullying perpetration in on- and offline modes. Regarding Aim 2, contingency tables and Chi-Square tests will be used to examine overlaps by creating mutually distinctive typologies of perpetration (e.g., pure hate speech perpetration, pure bullying perpetration, combined perpetration). This analysis will be done separately for on- and offline modes. To address Aim 3, we will run four multilevel regression analyses in Mplus with hate speech and bullying perpetration as outcomes (online and offline). At Level 1, social perspective-taking, social dominance orientation, and school belonging will be entered while controlling for gender, grade, socio-economic status, and migration background. At Level 2, we include classroom climate. The model-testing follows a stepwise procedure (1: random intercept model, 2: adding covariates, 3: adding classroom climate on L2, and all other variables on L1). The improvement of model fit will be assessed by relative decreases in indices such as AIC, BIC, and ABIC. These procedures will be performed separately for hate speech and bullying perpetration (online and offline). Regression coefficients and explained variance of the models for hate speech and bullying perpetration will be compared. Preliminary Results. Regarding Aim 1, moderate correlations were found between online hate speech and online bullying perpetration (r = .48 p < .001) as well as between offline hate speech and offline bullying perpetration (r = .42; p <. 001). The final results for the three research aims will be presented at the conference. Conclusion. These findings support researchers and practitioners in deciding whether hate speech and bullying among young people should be researched and addressed as interlinked or separate forms of aggression. Practical Implications. Although there are some limitations (e.g., use of self-report and cross-sectional data), the findings of this study will be informative for prevention and intervention efforts aimed at protecting children and adolescents from becoming perpetrators and victims of hate speech, bullying, or both.}, language = {en} } @misc{KansokDuscheWachsWettsteinetal., author = {Kansok-Dusche, Julia and Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig}, title = {Hatespeech und Mobbing in der Schule: {\"U}berschneidungen und Unterschiede hinsichtlich der Determinanten und der beteiligten Sch{\"u}lerinnen und Sch{\"u}ler}, series = {Symposium Cancel Culture, Hate Speech, Diskriminierung und Verschw{\"o}rungstheorien in der Schule: Jahrestagung AEPF 2023 vom 13.-15.9.2023 in Potsdam}, journal = {Symposium Cancel Culture, Hate Speech, Diskriminierung und Verschw{\"o}rungstheorien in der Schule: Jahrestagung AEPF 2023 vom 13.-15.9.2023 in Potsdam}, pages = {10}, abstract = {Hintergrund. Hatespeech (dt. Hassrede) ist weltweit ein Problem, das auch unter Jugendlichen verbreitet ist und p{\"a}dagogisch ausgerichtete Pr{\"a}ventions- und Interventionsans{\"a}tze erfordert (Castellanos et al., 2023; United Nations, 2021). Hatespeech wird hier als intentional herabw{\"u}rdigende {\"A}ußerung {\"u}ber Personen verstanden, die auf zugeschriebene Merkmale sozialer Gruppen Bezug nimmt (Kansok-Dusche et al., 2022). Da Hatespeech mit negativen Konsequenzen f{\"u}r Betroffene und die Gesellschaft einhergeht, ist die Schule ein wichtiger Ort zur Hatespeech-Pr{\"a}vention. Forscher:innen thematisieren mit Blick auf Hatespeech bei Kindern und Jugendlichen die {\"U}berlappung von Hatespeech und Mobbing und fordern mehr Studien dazu (z.B. Bedrosova et al., 2022; Fulantelli et al., 2022). Eine {\"U}bersichtsarbeit verweist auf moderate Korrelationen zwischen dem Aus{\"u}ben von Online-Hatespeech und Cyberbullying (Kansok-Dusche et al., 2022). Studien zur {\"U}berlappung der Ph{\"a}nomene im Offline-Modus gibt es bisher nicht. Eine weitere {\"U}bersichtsarbeit zeigt, dass das Aus{\"u}ben von Cyberbullying und Online-Hatespeech durch {\"a}hnliche Faktoren determiniert ist (Fulantelli et al., 2022). Allerdings basiert diese Erkenntnis haupts{\"a}chlich auf Studien, die diese Faktoren entweder f{\"u}r Cyberbullying oder f{\"u}r Online-Hatespeech untersuchten. Zur Divergenz bzw. Konvergenz von Determinanten beider Ph{\"a}nomene im Offline-Modus gibt es bisher keine Studien. Fragestellung und Ziele. Die Forschungsfrage der Studie richtet sich auf {\"A}hnlichkeiten und Unterschiede zwischen Hatespeech und Mobbing. Sie nutzt drei analytische Perspektiven: Zun{\"a}chst untersuchen wir variablenorientiert die Korrelationen zwischen dem Aus{\"u}ben von Mobbing und Hatespeech im Online- und Offline-Modus (Ziel 1). Dann folgen wir einer personenzentrierten Perspektive und ermitteln, inwieweit es {\"U}berschneidungen bei den involvierten Sch{\"u}lergruppen gibt (Ziel 2). Schließlich interessieren uns Gemeinsamkeiten und Unterschiede in der Relevanz verschiedener Determinanten: wir betrachten die soziale Perspektiven{\"u}bernahme, das schulische Zugeh{\"o}rigkeitsempfinden, die Soziale Dominanzorientierung und das Klassenklima (Ziel 3). Methoden. Die Analysen basieren auf Selbsteinsch{\"a}tzungen von 3.260 Sch{\"u}ler:innen der Jahrgangsstufen 7 bis 9 aus 42 Schulen in Deutschland und der Schweiz (51\% weiblich, 41.4\% mit Migrationsstatus). Die Sch{\"u}ler:innen beantworteten freiwillig und anonym einen Fragebogen (12/2020 - 04/2021). Mit Einzelitems wurden die H{\"a}ufigkeiten f{\"u}r das Aus{\"u}ben von Mobbing und Hatespeech, separat f{\"u}r den On- und Offline-Modus erfasst. Weitere Skalen dienten der Erfassung der sozialen Perspektiven{\"u}bernahme (Jurkowski \& H{\"a}nze, 2014, 3 Items, α = .72), der sozialen Dominanzorientierung (Klocke, 2012, 8 Items, α = .80), des schulischen Zugeh{\"o}rigkeitsempfindens (OECD, 2017; 6 Items α = .83), und des Klassenklimas (Currie et al., 2014, 3 Items, α = .78). Die Analysen erfolgen separat f{\"u}r den On- und Offline-Modus mittels Korrelationsanalysen (Ziel 1), Kontingenztabellen (Ziel 2) und regressionsanalytische Mehrebenenmodelle (Ziel 3). Ergebnisse und Diskussion. Die Analysen werden gerade durchgef{\"u}hrt und sollen auf der Konferenz vorgestellt werden. Die Ergebnisse k{\"o}nnen Forscher:innen und PraktikerIinnen bei der Entscheidung unterst{\"u}tzen, ob Hatespeech und Mobbing unter Jugendlichen als miteinander verkn{\"u}pfte oder getrennte Formen der Aggression erforscht und adressiert werden sollten. Trotz Limitationen (z.B. Selbsteinsch{\"a}tzungen, Querschnittsdaten) k{\"o}nnen die Ergebnisse Ausgangspunkt f{\"u}r Pr{\"a}ventions- und Interventionsmaßnahmen sein, die Kinder und Jugendliche davor sch{\"u}tzen, T{\"a}ter:in und/oder Opfer von Hatespeech, Mobbing oder beidem zu werden.}, language = {de} } @misc{MoorWinterBilzetal., author = {Moor, Irene and Winter, Kristina and Bilz, Ludwig and Bucksch, Jens and Finne, Emily and John, Nancy and Kolip, Petra and Paulsen, Lisa and Ravens-Sieberer, Ulrike and Schlattmann, Marina and Sudeck, Gorden and Brindley, Catherina and Kaman, Anne and Richter, Matthias}, title = {Die Health Behaviour in School-aged Children (HBSC)-Studie 2017/18 - Methodik der Kinder- und Jugendgesundheits­studie der Weltgesundheitsorganisation}, series = {Journal of Health Monitoring}, volume = {5}, journal = {Journal of Health Monitoring}, number = {3}, issn = {2511-2708}, doi = {10.25646/6896}, pages = {93 -- 108}, abstract = {Die „Health Behaviour in School-Aged Children (HBSC)"-Studie ist ein international kooperatives Forschungsprojekt, das von der Weltgesundheitsorganisation (WHO) seit {\"u}ber 35 Jahren unterst{\"u}tzt wird. HBSC ist die weltweit gr{\"o}ßte Studie zur Kinder- und Jugendgesundheit und f{\"u}r die WHO eine der wichtigsten Datengrundlagen zur international vergleichenden Gesundheitsberichterstattung. Im vierj{\"a}hrigen Turnus werden Daten zur Gesundheit und zum Gesundheitsverhalten von Sch{\"u}lerinnen und Sch{\"u}lern im Alter von 11, 13 und 15 Jahren sowie zu den Rahmenbedingungen f{\"u}r ein gesundes Aufwachsen erhoben. Insgesamt geh{\"o}ren 50 L{\"a}nder dem HBSC-Netzwerk an, an dem Survey 2017/18 beteiligten sich insgesamt 45 L{\"a}nder. Deutschland beteiligt sich seit 1993/94 an der HBSC-Studie. F{\"u}r die aktuelle Erhebung 2017/18 in Deutschland wurden Sch{\"u}lerinnen und Sch{\"u}ler an 146 Schulen befragt (Responserate Schulen: 15,6 \%). Insgesamt konnte f{\"u}r Deutschland eine Netto-Stichprobe von n=4.347 M{\"a}dchen und Jungen (Responserate: 52,7 \%) erzielt werden. Die freiwillige Teilnahme an der Befragung erfolgte in ganzen Schulklassen der Jahrgangsstufen f{\"u}nf, sieben und neun. Mit Hilfe einer Gewichtung sind repr{\"a}sentative Aussagen zur gesundheitlichen Lage von Kindern und Jugendlichen in Deutschland m{\"o}glich. Die HBSC-Studie leistet einen wichtigen Beitrag f{\"u}r die Gesundheitsberichterstattung und bietet wichtige Ansatzpunkte f{\"u}r die Identifikation von Bedarfen, Risikogruppen und Handlungsfeldern, um gezielte und bedarfsorientierte Maßnahmen zur Pr{\"a}vention und Gesundheitsf{\"o}rderung im Setting Schule zu initiieren.}, language = {de} } @misc{KamanOttovaJordanBilzetal., author = {Kaman, Anne and Ottov{\´a}-Jordan, Veronika and Bilz, Ludwig and Sudeck, Gorden and Moor, Irene and Ravens-Sieberer, Ulrike}, title = {Subjektive Gesundheit und Wohlbefinden von Kindern und Jugendlichen in Deutschland - Querschnittergebnisse der HBSC-Studie 2017/18}, series = {Journal of Health Monitoring}, volume = {5}, journal = {Journal of Health Monitoring}, number = {3}, issn = {2511-2708}, doi = {10.25646/6891}, pages = {7 -- 21}, abstract = {Subjektive Gesundheit wird als multidimensionales Konstrukt verstanden, welches k{\"o}rperliche, seelische und soziale Dimensionen des Wohlbefindens einer Person umfasst. Die F{\"o}rderung der subjektiven Gesundheit und des Wohlbefindens von Kindern und Jugendlichen ist von hoher Public-Health-Relevanz, da gesundheitliche Beeintr{\"a}chtigungen oftmals mit langfristigen Gesundheitsproblemen im sp{\"a}teren Erwachsenenalter einhergehen. Informationen {\"u}ber m{\"o}gliche Risikofaktoren und Ressourcen sind daher von zentraler Bedeutung. In diesem Beitrag werden aktuelle Pr{\"a}valenzen zum subjektiven Gesundheitszustand, zur Lebenszufriedenheit und zu psychosomatischen Beschwerden von 11-, 13- und 15-j{\"a}hrigen Kindern und Jugendlichen in Deutschland aus der „Health Behaviour in School-Aged Children (HBSC)"-Studie 2017/18 berichtet (N=4.347, 53,0 \% M{\"a}dchen). Zudem werden soziodemografische und psychosoziale Einflussfaktoren des subjektiven Wohlbefindens untersucht. Die meisten Kinder und Jugendlichen sch{\"a}tzten ihre Gesundheit und Lebenszufriedenheit positiv ein. Dennoch litt etwa ein Drittel der M{\"a}dchen und ein F{\"u}nftel der Jungen unter mehreren (multiplen) psychosomatischen Beschwerden. Beeintr{\"a}chtigungen im subjektiven Wohlbefinden zeigten sich vor allem bei M{\"a}dchen, {\"a}lteren Jugendlichen, Jugendlichen mit niedrigerem famili{\"a}ren Wohlstand sowie bei hoher schulischer Belastung. Eine hohe famili{\"a}re Unterst{\"u}tzung war hingegen mit einem besseren subjektiven Wohlbefinden assoziiert. Die Ergebnisse verdeutlichen die Notwendigkeit zielgruppenspezifischer Angebote der Pr{\"a}vention und Gesundheitsf{\"o}rderung, um die subjektive Gesundheit und das Wohlbefinden von Kindern und Jugendlichen zu f{\"o}rdern.}, language = {de} } @misc{KansokDuscheWettsteinWachsetal., author = {Kansok-Dusche, Julia and Wettstein, Alexander and Wachs, Sebastian and Bilz, Ludwig}, title = {Politikdidaktische {\"U}berzeugungen von Lehrkr{\"a}ften und ihr Umgang mit Hatespeech in der Schule}, series = {11. Tagung der Gesellschaft f{\"u}r Empirische Bildungsforschung (GEBF) - Bildung verstehen • Partizipation erreichen • Transfer gestalten, Universit{\"a}t Potsdam, Potsdam, Deutschland.}, journal = {11. Tagung der Gesellschaft f{\"u}r Empirische Bildungsforschung (GEBF) - Bildung verstehen • Partizipation erreichen • Transfer gestalten, Universit{\"a}t Potsdam, Potsdam, Deutschland.}, doi = {10.17605/OSF.IO/2SJEX}, language = {de} } @misc{BallaschkSchulzeReicheltWachsetal., author = {Ballaschk, Cindy and Schulze-Reichelt, Friederike and Wachs, Sebastian and Krause, Norman and Wettstein, Alexander and Kansok-Dusche, Julia and Bilz, Ludwig and Schubarth, Wilfried}, title = {Erratum zu: Ist das (schon) Hatespeech? - Eine qualitative Untersuchung zum Verst{\"a}ndnis vonHatespeech unter p{\"a}dagogischem Schulpersonal}, series = {Zeitschrift f{\"u}r Bildungsforschung}, volume = {13}, journal = {Zeitschrift f{\"u}r Bildungsforschung}, number = {1}, issn = {2190-6890}, doi = {10.1007/s35834-022-00377-z}, pages = {189 -- 190}, language = {de} } @misc{BilzWachsWettstein, author = {Bilz, Ludwig and Wachs, Sebastian and Wettstein, Alexander}, title = {Symposium: Der Umgang mit Hatespeech in der Schule: Reaktionsweisen von Sch{\"u}ler:innen und Lehrkr{\"a}ften}, series = {Alles auf Anfang? Bildung im digitalen Wandel. 9. GEBF-Tagung, 9. bis 11. M{\"a}rz 2022, Bamberg}, journal = {Alles auf Anfang? Bildung im digitalen Wandel. 9. GEBF-Tagung, 9. bis 11. M{\"a}rz 2022, Bamberg}, edition = {Aktualisierte Version, Stand: 9.3.22}, publisher = {Leibniz-Institut f{\"u}r Bildungsverl{\"a}ufe}, address = {Bamberg}, doi = {10.13140/RG.2.2.19248.78089}, abstract = {Das Ph{\"a}nomen Hatespeech (dt. Hassrede) wird momentan weltweit als Problem wahrgenommen, das sich parallel mit der zunehmenden Nutzung sozialer Medien ausbreitet und den sozialen Zusammenhalt von Gesellschaften gef{\"a}hrdet. Hiervon zeugen l{\"a}nder{\"u}bergreifende Initiativen zur Eind{\"a}mmung von Hatespeech, z.B. der Vereinten Nationen oder der Europ{\"a}ischen Kommission. Zumeist werden unter Hatespeech {\"A}ußerungen verstanden, durch die Menschen auf der Grundlage bestimmter Gruppenmerkmale (z.B. ethnische Zugeh{\"o}rigkeit, Geschlecht, sexuelle Orientierung) abgewertet werden. Spezifischere Definitionen betonen zudem, dass eine Sch{\"a}digungsabsicht sowie ein Sch{\"a}digungspotenzial auf verschiedenen Ebenen (z. B. individuell, gesellschaftlich) vorliegen m{\"u}ssen. Kinder und Jugendliche gelten als besonders anf{\"a}llig f{\"u}r die sch{\"a}dlichen Auswirkungen von Hatespeech. J{\"u}ngste Forschungen zeigen, dass Personen, die Cyberhate ausgesetzt sind, h{\"a}ufig Gef{\"u}hle von Wut, Scham und Schuld sowie ein vermindertes Vertrauen erleben (UK Safer Internet Centre, 2016; Reichelmann et al., 2020; Krause et al., 2021; N{\"a}si et. al, 2015). Die Konfrontation mit Hatespeech kann auch Prozesse der politischen Radikalisierung beg{\"u}nstigen (Bilewicz \& Soral, 2020). Somit stellt Hatespeech auch f{\"u}r die Schule eine besondere Herausforderung dar. Zum einen machen Kinder und Jugendliche auch in dieser Lebenswelt Erfahrungen mit Hatespeech, zum anderen ist die Schule der Ort, an dem diesen Entwicklungen durch Demokratie- und Medienerziehung sowie Soziales Lernen entgegengewirkt werden kann (Wachs et al., 2021). Die empirische Basis hierf{\"u}r ist jedoch {\"a}ußerst schmal. Es liegen weder zur Verbreitung von Erfahrungen mit Hatespeech im Kindes- und Jugendalter noch zu den Ursachen oder wirksamen Interventions- und Pr{\"a}ventionsstrategien Studienbefunde vor. Auch bez{\"u}glich der Schnittmenge mit verwandten Ph{\"a}nomenen, wie z.B. Mobbing, gibt es bisher kaum Erkenntnisse. An diesen Forschungsl{\"u}cken setzt das geplante Symposium an. Aus der Mobbingforschung ist bekannt, dass die Reaktionen des Umfeldes eine wichtige Rolle bei der Eind{\"a}mmung von Gewalt spielen. Vor diesem Hintergrund werden in den drei Einzel-Beitr{\"a}gen Forschungsergebnisse zur Verbreitung von Hatespeech und zu den Reaktionen von Sch{\"u}ler:innen und Lehrkr{\"a}ften vorgestellt, die sowohl auf qualitativen als auch auf quantitativen Zug{\"a}ngen beruhen. Entstanden sind sie im Rahmen eines aktuellen DFG-Forschungsprojektes mit erziehungswissenschaftlichen und psychologischen Forschungsteams in Deutschland und der Schweiz. Befragt wurden {\"u}ber 3.600 Sch{\"u}ler:innen und fast 500 Lehrkr{\"a}fte in beiden L{\"a}ndern. Im Rahmen des Symposiums sollen die Ergebnisse diskutiert und Implikationen f{\"u}r weitere Forschungen im Rahmen dieses Projekts sowie dar{\"u}ber hinaus abgeleitet werden.}, language = {de} } @misc{BilzWachs, author = {Bilz, Ludwig and Wachs, Sebastian}, title = {Symposium: Hass kennt keine Grenzen: Empirische Studien zu Hatespeech-Erfahrungen von Jugendlichen in der Schule und im Internet}, series = {Entgrenzungen, 28. DGfE-Kongress, 14. M{\"a}rz 2022}, journal = {Entgrenzungen, 28. DGfE-Kongress, 14. M{\"a}rz 2022}, publisher = {Universit{\"a}t Bremen}, address = {Bremen}, doi = {10.13140/RG.2.2.15893.33761}, abstract = {In den letzten Jahren ist digitales Hassmaterial zu einem gewissen Alltagserleben in der Onlinewelt geworden. Ein Fachbegriff, der diese verrohte Kommunikationskultur zum Ausdruck bringt, ist Hatespeech. Hatespeech beschreibt kommunikative {\"A}ußerungen, mit dem Ziel gewisse Personengruppen (z.B. aufgrund der nationalen Herkunft, Religionszugeh{\"o}rigkeit, sexuellen Orientierung) {\"o}ffentlich und mit Absicht auszugrenzen, abzuwerten oder zu dem{\"u}tigen (Wachs et al., 2020). Hatespeech ist jedoch nicht auf die Onlinewelt beschr{\"a}nkt, auch in der Schule werden Sch{\"u}ler*innen und p{\"a}dagogisches Schulpersonal damit konfrontiert (Ballaschk et al., in press; Krause et al., 2021). Dabei kommt der Schule eine besondere Rolle zu. Sie ist nicht nur ein Ort der demokratischen Wissensvermittlung, sondern auch demokratischer Erfahrungsraum f{\"u}r Heranwachsende, dessen Aufgabe darin besteht, diskriminierenden und demokratiefeindlichen Tendenzen, zu denen auch Hatespeech gez{\"a}hlt werden kann, entgegenzuwirken (KMK, 2018). Bis heute liegt jedoch nur sehr wenig empirisch abgesichertes Wissen {\"u}ber Hatespeech unter Heranwachsenden und dem Umgang damit in der Schule vor. Hier setzt das vorliegende Symposium an, in dem empirische Beitr{\"a}ge basierend auf qualitativen und quantitativen Studien pr{\"a}sentiert werden und Implikationen f{\"u}r die zuk{\"u}nftige Forschung und die p{\"a}dagogische Praxis abgeleitet werden.}, language = {de} } @misc{KansokDuscheWachsWettsteinetal., author = {Kansok-Dusche, Julia and Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig}, title = {Teachers' Political Didactical Beliefs and Their Handling of Hate Speech in School}, series = {Annual Conference of the International Association for Intercultural Education, DEIB+ in Education to Transform Society, Chemnitz University of Technology, Chemnitz, Germany.}, journal = {Annual Conference of the International Association for Intercultural Education, DEIB+ in Education to Transform Society, Chemnitz University of Technology, Chemnitz, Germany.}, doi = {10.17605/OSF.IO/8Q4UT}, pages = {24}, language = {en} } @misc{ZeissigKansokDuscheFischeretal., author = {Zeißig, Anke and Kansok-Dusche, Julia and Fischer, Saskia M. and Moeller, Julia and Bilz, Ludwig}, title = {The association between boredom and creativity in educational contexts: A scoping review on research approaches and empirical findings}, series = {Review of Education}, volume = {12}, journal = {Review of Education}, number = {1}, issn = {2049-6613}, doi = {10.1002/rev3.3470}, abstract = {Assumptions around the association between boredom and creativity are contentious. Although studies suggest positive effects of boredom, it is also considered a negative predictor of creativity. Researchers also assume that creativity reduces boredom, but boredom can also occur during creative tasks. In this review, we identify and systematise the empirical evidence available to date on the association between creativity and boredom in educational contexts. The string-guided electronic search yielded 2849 publications. Nineteen publications based on 27 empirical studies met the inclusion criteria. Two reviewers extracted definitions, theories, methods, operationalisations, measurement instruments, and outcomes from the studies using a coding scheme. We identified a range of different theoretical and methodological approaches. The largest cache of empirical evidence was obtained from experimental and quasi-experimental studies (five positive associations, four negative, two contradictory, and three insignificant results). Correlation studies identified three negative, one contradictory, and seven insignificant correlations between boredom and creativity. In addition, two studies with exploratory, statistically not relevant results contributed to the body of research. The results from the identified and evaluated studies argue both for and against the sensitivity of creative processes in relation to boredom—but a clear causal, positive or negative effect of boredom on creativity is not currently supported by the empirical evidence available. Previous research has also not yet demonstrated an apparent effect of creative states or traits on academic boredom. Future research should aim to explore under what circumstances different relationships between boredom and creativity can be observed and reliably replicated.}, language = {en} } @misc{CastellanosWettsteinWachsetal., author = {Castellanos, Melisa and Wettstein, Alexander and Wachs, Sebastian and Kansok-Dusche, Julia and Ballaschk, Cindy and Krause, Norman and Bilz, Ludwig}, title = {Hate speech in adolescents. A binational study on prevalence and demographic differences}, series = {Frontiers in Education}, volume = {8}, journal = {Frontiers in Education}, issn = {2504-284X}, doi = {10.3389/feduc.2023.1076249}, abstract = {Hate speech, or intentional derogatory expressions about people based on assigned group characteristics, has been studied primarily in online contexts. Less is known about the occurrence of this phenomenon in schools. As it has negative consequences for victims, perpetrators, and those who witness it, it is crucial to characterize the occurrence of offline (i.e., in the school) and online hate speech to describe similarities and differences between these two socialization contexts. The present study aimed to investigate the prevalence of hate speech witnessing, victimization, and perpetration, in a sample of 3,620 7th to 9th graders (51\% self-identified as female) from 42 schools in Germany and Switzerland. We found that 67\% of the students witnessed hate speech in their school, and 65\% witnessed online hate speech at least once in the past twelve months. Approximately 21\% of the students self-identified as offline perpetrators and 33\% as offline victims, whereas these percentages were lower for online hate speech (13\% and 20\%, respectively). In both settings, skin color and origin were the most common group references for hate speech (50\% offline and 63\% online). Offline hate speech mainly came from classmates (88\%), unknown sources (e.g., graffiti; 19\%), or teachers (12\%), whereas online hate speech mostly came from unknown persons (77\%). The most frequent forms of offline hate speech were offensive jokes (94\%) and the spread of lies and rumors about the members of a specific social group (84\%). Significant differences by country, gender, and migration background were observed. Girls reported more offline victimization experiences, less perpetration, and a greater frequency of witnessing hate speech. This difference was larger in magnitude in the online setting. Students in Switzerland reported being exposed to hate speech more often than students in Germany. Students with a migration background reported higher hate speech victimization based on skin color and origin than students without a migration background. The high prevalence of hate speech highlights the need for school-based prevention programs. Our findings are discussed in terms of the practical implications.}, language = {en} } @misc{NoackBilz, author = {Noack, Ren{\´e} and Bilz, Ludwig}, title = {Das sequentielle Rollenspiel f{\"u}r Gruppen. Eine neue Methode zum Einsatz bei Gespr{\"a}chsf{\"u}hrungsschulungen}, series = {Verhaltenstherapie \& psychosoziale Praxis}, volume = {49}, journal = {Verhaltenstherapie \& psychosoziale Praxis}, number = {1}, issn = {0721-7234}, pages = {115 -- 119}, abstract = {Das Rollenspiel ist eine effektive und h{\"a}ufig angewandte Methode bei der Vermittlung von Gespr{\"a}chsf{\"u}hrungskompetenzen, zum Beispiel f{\"u}r Psychotherapeut*innen, {\"A}rzt*innen, Berater*innen und Angeh{\"o}rige anderer psychosozialer Berufe. Dabei werden nach dem Simulationsprinzip verhaltensorientiert Gespr{\"a}chstechniken und -strategien ge{\"u}bt und R{\"u}ckmeldungen, zum Beispiel zur wahrgenommenen Empathie oder zur Authentizit{\"a}t gegeben. Beim Einsatz in gr{\"o}ßeren Gruppen k{\"o}nnen jedoch h{\"a}ufig nicht alle Teilnehmer*innen unter Anleitung des Seminarleiters {\"u}ben. Zudem verringern gelegentlich Scham und Bewertungsangst bei Seminarteilnehmer*innen die Motivation zur Beteiligung an Rollenspielen. Mit dem sequentiellen Rollenspiel f{\"u}r Gruppen soll eine neue Methode f{\"u}r Gespr{\"a}chsf{\"u}hrungsschulungen vorgestellt werden, die auch in gr{\"o}ßeren Gruppen Teilnehmer*innen die M{\"o}glichkeit bietet, mit Hilfe des Rollenspiels Kompetenzen zu erweitern und einzu{\"u}ben. Der Beitrag erl{\"a}utert das genaue Vorgehen und beschreibt Anforderungen an die Seminarleiter*innen.}, language = {de} } @misc{CosmaBjereldElgaretal., author = {Cosma, Alina and Bjereld, Ylva and Elgar, Frank J. and Richardson, Clive and Bilz, Ludwig and Craig, Wendy M. and Augustine, Lilly and Molcho, Michal and Malinowska-Cieślik, Marta and Walsh, Sophie D.}, title = {Gender Differences in Bullying Reflect Societal Gender Inequality: A Multilevel Study With Adolescents in 46 Countries}, series = {Journal of Adolescent Health}, volume = {71}, journal = {Journal of Adolescent Health}, number = {5}, issn = {1054-139X}, doi = {10.1016/j.jadohealth.2022.05.015}, pages = {601 -- 608}, abstract = {Purpose. Social patterns in bullying show consistent gender differences in adolescent perpetration and victimization with large cross-national variations. Previous research shows associations between societal gender inequality and gender differences in some violent behaviors in adolescents. Therefore, there is a need to go beyond individual associations and use a more social ecological perspective when examining gender differences in bullying behaviors. The aim of the present study was twofold: (1) to explore cross-national gender differences in bullying behaviors and (2) to examine whether national-level gender inequality relates to gender differences in adolescent bullying behaviors. Methods. Traditional bullying and cyberbullying were measured in 11-year-olds to 15-year-olds in the 2017/18 Health Behaviour in School-aged Children study (n = 200,423). We linked individual data to national gender inequality (Gender Inequality Index, 2018) in 46 countries and tested their association using mixed-effects (multilevel) logistic regression models. Results. Large cross-national variations were observed in gender differences in bullying. Boys had higher odds of perpetrating both traditional and cyberbullying and victimization by traditional bullying than girls. Greater gender inequality at country level was associated with heightened gender differences in traditional bullying. In contrast, lower gender inequality was associated with larger gender differences for cyber victimization. Discussion. Societal gender inequality relates to adolescents' involvement in bullying and gendered patterns in bullying. Public health policy should target societal factors that have an impact on young people's behavior.}, language = {en} } @misc{KimCraigKingetal., author = {Kim, Samuel S. and Craig, Wendy M. and King, Nathan and Bilz, Ludwig and Cosma, Alina and Molcho, Michal and Qirjako, Gentiana and Matos, Margarida G. de and Augustine, Lilly and Šmigelskas, Kastytis and Pickett, William}, title = {Bullying, Mental Health, and the Moderating Role of Supportive Adults: A Cross-National Analysis of Adolescents in 45 Countries}, series = {International Journal of Public Health}, volume = {67}, journal = {International Journal of Public Health}, issn = {1661-8564}, doi = {10.3389/ijph.2022.1604264}, pages = {10}, abstract = {Objectives: Relationships with supportive adults during adolescence may be a protective factor that lowers the risks associated with bullying. The current study aimed to examine the moderating role of supportive adults in the associations between bullying involvement (in-person and cyber) and mental health problems (psychological symptoms and low life satisfaction). Methods: Data from 45 countries and regions taking part in the 2017/18 Health Behaviour in School-Aged Children study (N = 230,757) were used. Multivariable Poisson regression models were used to estimate relative risks of bullying on mental health. Effect estimates were compared across the number of supportive adults to examine a possible cumulative protective effect of relationships with supportive adults. Results: Bullying involvement was consistently associated with poor mental health across the 45 countries. Risk of mental health problems associated with bullying involvement was greatest among students reporting relationships with multiple supportive adults. This was true for all indicators of bullying involvement. Conclusion: Bullying remains a prevalent and harmful experience for youth worldwide. Merely having supportive adults is not sufficient in protecting youth from experiencing the mental health risks associated with bullying.}, language = {en} } @misc{BilzStegerFischeretal., author = {Bilz, Ludwig and Steger, Jette and Fischer, Saskia M. and Schubarth, Wilfried and Kunze, Ulrike}, title = {Ist das schon Gewalt? Zur Bedeutung des Gewaltverst{\"a}ndnisses von Lehrkr{\"a}ften f{\"u}r ihren Umgang mit Mobbing und f{\"u}r das Handeln von Sch{\"u}lerinnen und Sch{\"u}lern}, series = {Zeitschrift f{\"u}r P{\"a}dagogik}, volume = {62}, journal = {Zeitschrift f{\"u}r P{\"a}dagogik}, number = {6}, issn = {0044-3247}, pages = {841 -- 860}, abstract = {Der Beitrag untersucht erstmals an einer deutschen Stichprobe Verbindungen zwischen dem Gewaltverst{\"a}ndnis von Lehrkr{\"a}ften und ihrer Wahrneh­mung von Sch{\"u}lermobbing, ihren Reaktionen sowie den Auswirkungen auf das Sch{\"u}ler­verhalten. Hierf{\"u}r werden Berichte {\"u}ber reale Mobbingf{\"a}lle von N = 556 Lehrkr{\"a}ften und N = 2071 Sch{\"u}lerinnen und Sch{\"u}lern miteinander verkn{\"u}pft und analysiert. Die Ergeb­nisse zeigen, dass die Breite des Gewaltverst{\"a}ndnisses Einfluss darauf nimmt, welche Art des Mobbings wahrgenommen wird und ob Lehrkr{\"a}fte in diesen Situationen interve­nieren. Dar{\"u}ber hinaus kann nachgewiesen werden, dass ein breiter Gewaltbegriff auf Lehrerseite mit einer h{\"o}heren Interventionsbereitschaft der Sch{\"u}lerinnen und Sch{\"u}ler in relationalen Mobbingsituationen einhergeht.}, language = {de} } @misc{BilzFischerKansokDuscheetal., author = {Bilz, Ludwig and Fischer, Saskia M. and Kansok-Dusche, Julia and Wachs, Sebastian and Wettstein, Alexander}, title = {Teachers' intervention strategies for handling hate-speech incidents in schools}, series = {https://gestioneventos.us.es/wcvs2023/programa-detallado}, journal = {https://gestioneventos.us.es/wcvs2023/programa-detallado}, publisher = {Universidad de Sevilla}, address = {Seville}, doi = {10.13140/RG.2.2.23545.85608}, language = {en} } @misc{WachsWettsteinBilzetal., author = {Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig and G{\´a}mez-Guadix, Manuel}, title = {Adolescents' motivations to perpetrate hate speech and links with social norms}, series = {Comunicar - Media Education Research Journal}, volume = {71}, journal = {Comunicar - Media Education Research Journal}, number = {2}, issn = {1134-3478}, doi = {10.3916/C71-2022-01}, abstract = {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.}, language = {en} } @incollection{OttovaJordanBilzFinneetal., author = {Ottova-Jordan, Veronika and Bilz, Ludwig and Finne, Emily and Ravens-Sieberer, Ulrike}, title = {Psychische Gesundheit und Wohlbefinden von Sch{\"u}lerinnen und Sch{\"u}lern}, series = {Schule und Gesundheit : Ergebnisse des WHO-Jugendgesundheitssurveys "Health behaviour in school-aged children"}, booktitle = {Schule und Gesundheit : Ergebnisse des WHO-Jugendgesundheitssurveys "Health behaviour in school-aged children"}, editor = {Bilz, Ludwig and Sudeck, Gorden and Bucksch, Jens and Klocke, Andreas and Kolip, Petra and Melzer, Wolfgang and Ravens-Sieberer, Ulrike and Richter, Matthias}, publisher = {Beltz Juventa}, address = {Weinheim}, isbn = {978-3-7799-1991-9}, pages = {48 -- 64}, language = {de} } @incollection{BilzSudeck, author = {Bilz, Ludwig and Sudeck, Gorden}, title = {Analysen zum multiplen Gesundheits- und Risikoverhalten und Konsequenzen f{\"u}r die schulische Gesundheitsf{\"o}rderung}, series = {Schule und Gesundheit : Ergebnisse des WHO-Jugendgesundheitssurveys "Health behaviour in school-aged children"}, booktitle = {Schule und Gesundheit : Ergebnisse des WHO-Jugendgesundheitssurveys "Health behaviour in school-aged children"}, editor = {Bilz, Ludwig and Sudeck, Gorden and Bucksch, Jens and Klocke, Andreas and Kolip, Petra and Melzer, Wolfgang and Ravens-Sieberer, Ulrike and Richter, Matthias}, publisher = {Beltz Juventa}, address = {Weinheim}, isbn = {978-3-7799-1991-9}, pages = {135 -- 154}, language = {de} } @misc{Bilz, author = {Bilz, Ludwig}, title = {The Association Between Teachers' Well-Being and Students' Well-Being and the Role of Teacher Support as a Mediator}, series = {EARA 2022 Conference "Diverse \& Digital" Dublin August 24-27}, journal = {EARA 2022 Conference "Diverse \& Digital" Dublin August 24-27}, publisher = {University College Dublin}, address = {Dublin}, language = {en} } @incollection{HaehneBilzDuemmleretal., author = {H{\"a}hne, Cornelia and Bilz, Ludwig and D{\"u}mmler, Kerstin and Melzer, Wolfgang}, title = {Die Bedeutung der Schule f{\"u}r die Sch{\"u}lergesundheit}, series = {Gesundheitsf{\"o}rderung in p{\"a}dagogischen Settings}, booktitle = {Gesundheitsf{\"o}rderung in p{\"a}dagogischen Settings}, editor = {Bals, Thomas and Hanses, Andreas and Melzer, Wolfgang}, publisher = {Juventa-Verlag}, address = {Weinheim [u.a.]}, isbn = {978-3-7799-1318-4}, pages = {137 -- 154}, language = {de} } @misc{DadaczynskiRathmannSchrickeretal., author = {Dadaczynski, Kevin and Rathmann, Katharina and Schricker, Julia and Bilz, Ludwig and Sudeck, Gorden and Fischer, Saskia M. and Janiczek, Oliver and Quilling, Eike}, title = {Digital health literacy and health behaviors of eighth and ninth graders from Germany}, series = {European Journal of Public Health}, volume = {32}, journal = {European Journal of Public Health}, number = {Supplement 3}, issn = {1101-1262}, doi = {10.1093/eurpub/ckac129.322}, pages = {1}, abstract = {Background: Due to the high availability and use of digital media, health- related information is increasingly shifting into the digital space. While there are increasing empirical findings on general health literacy (HL), there is a lack of evidence on digital HL in adolescence and its association with health behavior. Methods: A cross-sectional study of 490 secondary school students (grades eight and nine) from the federal state of Hesse was conducted from October 2019 to February 2020. Digital HL was assessed using five subscales of the Digital Health Literacy Instrument (DHLI), while consumption of fruits, vegetables, soft drinks, and weekly physical activity were used as indicators of health behavior. In addition to gender and grade level, subjective social status (SSS) was used as a social characteristic. Univariate, bivariate, and multivariate analyses were performed, with binary-logistic regression adjusted for gender and SSS. Results: Across all items, the percentage of adolescents reporting difficulties in acquiring and dealing with digital health information ranges from 15.3 \% to 37.5 \%. Stratified by social characteristics, gender and socioeconomic differences were found with girls and respondents reporting a lower SSS more often showing a limited digital HL. Adolescents with moderate and low digital HL report higher levels of low physical activity, non-daily fruit and daily soft drink consumption. Depending on the health behavior, different relationship patterns can be observed for the dimensions of digital HL. Conclusions: The findings suggest a need for interventions to promote digital HL among adolescents, particularly for those of low SSS. In this context, the differential relationship patterns with health behaviors provide an avenue for the development of specific interventions.}, language = {en} } @misc{FischerMacaulayBilz, author = {Fischer, Saskia M. and Macaulay, Peter J. R. and Bilz, Ludwig}, title = {Broadening the contextual perspective on bullying: Direct and cross-level interaction effects between staff communication climate, classroom climate, and students' bullying experiences}, series = {26th Workshop on Aggression. The Nature and Prevention of Political Violence.}, journal = {26th Workshop on Aggression. The Nature and Prevention of Political Violence.}, pages = {1}, abstract = {Research on the development of bullying is often based upon Bronfenbrenner's socioecological model (Swearer \& Hymel, 2015). Thus, various relevant contextual variables have been identified, including classroom climate and school climate (Thornberg et al., 2018; Zych et al., 2019). School climate has been defined in different ways, mostly including relationships between people in the school environment (Wang et al., 2016). Empirically, only the relationships between students (also summarised within the class as classroom climate) and between teachers and pupils are usually considered. However, teachers have been identified as particularly significant in the bullying process and as role models for students (Colpin et al., 2021). Because of this, it is assumed that relationships among teachers can also be significant risk factors for student bullying. In this study, we investigate communication climate among teachers as part of the school climate and its associations to student bullying. In addition, we follow Bronfenbrenner's idea of interactions among contextual levels by considering both school climate and classroom climate and investigating moderation effects. Data was collected from more than 550 teachers and 2,000 students in 114 classes at 24 schools in Germany. The analyses involved three-level hierarchical binary regression analyses and cross-level interaction models. Findings suggest that staff communication climate is not associated directly with students' experiences with bullying, but that the worse staff communication climate, the more students bully others in classrooms with high rates of rivalry (cross-level moderation). The associations will further be analysed under consideration of relevant control variables. Final results will be presented at the conference. The study broadens the contextual perspective on bullying by including more than one level at once and supports the importance of a whole-school perspective on bullying.}, language = {en} } @techreport{BilzMelzer, author = {Bilz, Ludwig and Melzer, Wolfgang}, title = {Sch{\"u}lergesundheit in Th{\"u}ringen 2010 : Ergebnisse der HBSC-Gesundheitsstudie und Perspektiven der schulischen Gesundheitsf{\"o}rderung im Freistaat Th{\"u}ringen}, publisher = {Technische Universit{\"a}t, Fakult{\"a}t Erziehungswissenschaften}, address = {Dresden}, doi = {10.13140/RG.2.1.1508.5602}, pages = {110}, language = {de} } @incollection{MelzerBilz, author = {Melzer, Wolfgang and Bilz, Ludwig}, title = {Famili{\"a}re Lebensverh{\"a}ltnisse und Sozialverhalten von Heran­wachsenden: Empirische Befunde und Vorschl{\"a}ge f{\"u}r die Pr{\"a}vention}, series = {Kriminalpolitik und ihre wissenschaftlichen Grundlagen : Festschrift f{\"u}r Professor Dr. Hans-Dieter Schwind zum 70. Geburtstag}, booktitle = {Kriminalpolitik und ihre wissenschaftlichen Grundlagen : Festschrift f{\"u}r Professor Dr. Hans-Dieter Schwind zum 70. Geburtstag}, editor = {Feltes, Thomas and Pfeiffer, Christian and Steinhilper, Gernot}, publisher = {C. F. M{\"u}ller}, address = {Heidelberg}, isbn = {978-3-8114-5241-1}, pages = {1071 -- 1093}, language = {de} } @incollection{BilzHaehne, author = {Bilz, Ludwig and H{\"a}hne, Cornelia}, title = {Der Einfluss von Schule auf das Gesundheitsverhalten von Kindern und Jugendlichen}, series = {Schule und psychische St{\"o}rungen}, booktitle = {Schule und psychische St{\"o}rungen}, publisher = {Kohlhammer}, address = {Stuttgart}, isbn = {978-3-17-018736-8}, pages = {68 -- 85}, language = {de} } @misc{BilzFischerHoppeHerfurthetal., author = {Bilz, Ludwig and Fischer, Saskia M. and Hoppe-Herfurth, Anne-Cathrin and John, Nancy}, title = {A consequential partnership. The association between teachers' well-being and students' well-being and the role of teacher support as a mediator}, series = {26th Biennal Meeting of the ISSBD}, journal = {26th Biennal Meeting of the ISSBD}, publisher = {International Society for the Study of Behavioural Development}, address = {Rhodos, Greece}, doi = {10.13140/RG.2.2.35890.48324}, pages = {1}, language = {en} } @misc{FischerWachsBilz, author = {Fischer, Saskia M. and Wachs, Sebastian and Bilz, Ludwig}, title = {Teachers' empathy and likelihood of intervention in hypothetical relational and retrospectively reported bullying situations}, series = {European Journal of Developmental Psychology}, journal = {European Journal of Developmental Psychology}, issn = {1740-5610}, doi = {10.1080/17405629.2020.1869538}, pages = {16}, abstract = {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.}, language = {en} } @misc{CastellanosWettsteinWachsetal., author = {Castellanos, Melisa and Wettstein, Alexander and Wachs, Sebastian and Bilz, Ludwig}, title = {Direct and indirect effects of social dominance orientation on hate speech perpetration via empathy and moral disengagement among adolescents: A multilevel mediation model}, series = {Aggressive Behavior}, volume = {50(2024)}, journal = {Aggressive Behavior}, number = {1}, issn = {1098-2337}, doi = {10.1002/ab.22100}, abstract = {Although it is known that social dominance orientation directly affects hate speech perpetration, few studies have explored the mechanisms by which this effect takes place during adolescence. Based on the socio-cognitive theory of moral agency, we aimed to fill this gap in the literature by exploring the direct and indirect effects of social dominance orientation on hate speech perpetration in offline and online settings. The sample included seventh, eigth, and ninth graders (N = 3225) (51.2\% girls, 37.2\% with an immigrant background) from 36 Swiss and German schools who completed a survey about hate speech, social dominance orientation, empathy, and moral disengagement. A multilevel mediation path model revealed that social dominance orientation had a direct effect on offline and online hate speech perpetration. Moreover, social dominance also had indirect effects via low levels of empathy and high levels of moral disengagement. No gender differences were observed. Our findings are discussed regarding the potential contribution to preventing hate speech during adolescence.}, language = {en} } @misc{WachsValidoEspelageetal., author = {Wachs, Sebastian and Valido, Alberto and Espelage, Dorothy L. and Castellanos, Melisa and Wettstein, Alexander and Bilz, Ludwig}, title = {The relation of classroom climate to adolescents' countering hate speech via social skills: A positive youth development perspective}, series = {Journal of Adolescence}, volume = {95}, journal = {Journal of Adolescence}, number = {6}, issn = {1095-9254}, doi = {10.1002/jad.12180}, pages = {1127 -- 1139}, abstract = {Introduction. Hate speech is a current challenge for schools around the globe. At the same time, students worldwide stand up to hate speech by countering it. Guided by a positive youth development perspective, the present study investigated the direct and indirect associations between classroom climate (environmental assets), social skills (personal assets), and countering hate speech (as a proxy of thriving) among adolescents. Methods. The sample included 3225 students in grades 7-9 (51.7\% self-identified as female) from 40 schools in Germany (n = 1841) and Switzerland (n = 1384). Students completed self-report questionnaires that assessed classroom climate, three facets of social skills (i.e., perspective-taking, prosocial behavior, assertiveness), and counterspeech. Results. The results of the 2-(1-1-1)-1 multilevel mediation analysis revealed that classroom climate (L2) and the three facets of social skills (L1) had a direct positive effect on counterspeech (L1). Furthermore, classroom climate (L2) also had a direct positive effect on the three facets of social skills (L1). Finally, classroom climate (L2) had an indirect positive effect on counterspeech (L1) via all three aspects of social skills (L1). Conclusion. The findings highlight that successful anti-hate speech programs may entail a combination of environmental and personal factors for increasing adolescents' active contribution to an inclusive and discrimination-free classroom environment where hate speech is not tolerated.}, language = {en} } @misc{WachsCastellanosWettsteinetal., author = {Wachs, Sebastian and Castellanos, Melisa and Wettstein, Alexander and Bilz, Ludwig and G{\´a}mez-Guadix, Manuel}, title = {Associations Between Classroom Climate, Empathy, Self-Efficacy, and Countering Hate Speech Among Adolescents: A Multilevel Mediation Analysis}, series = {Journal of Interpersonal Violence}, volume = {38}, journal = {Journal of Interpersonal Violence}, number = {5-6}, issn = {0886-2605}, doi = {10.1177/08862605221120905}, pages = {5067 -- 5091}, abstract = {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.}, language = {en} } @misc{FischerDadaczynskiSudecketal., author = {Fischer, Saskia M. and Dadaczynski, Kevin and Sudeck, Gorden and Rathmann, Katharina and Paakkari, Olli and Paakkari, Leena and Bilz, Ludwig}, title = {Measuring Health Literacy in Childhood and Adolescence with the Scale Health Literacy in School-Aged Children - German Version}, series = {Diagnostica}, volume = {68}, journal = {Diagnostica}, number = {4}, issn = {0012-1924}, doi = {10.1026/0012-1924/a000296}, pages = {184 -- 196}, abstract = {Health literacy can help explain health inequalities in childhood and adolescence. However, suitable instruments for assessing health literacy in this age group are rare, especially in the German-speaking countries. One economical measure is the 10-item Health Literacy in School-Aged Children (HLSAC) scale, developed and reviewed as part of the WHO Child and Adolescent Health Study (HBSC, Health Behavior in School-Aged Children). In the present study, we tested dimensionality, measurement invariance, and associations with health-related measures of the German version of the scale (HLSAC-German), using data from the 2018 national German HBSC study (N = 4,347 students aged 11, 13, and 15 years). We also tested HLSAC-German with 11-year-olds, representing an expansion of the original scale. Exploratory and confirmatory factor analyses consistently demonstrated the unidimensionality of the scale (α = .88). Complete scalar measurement invariance was found for sex and partial scalar measurement invariance for age groups and school type, allowing for the comparison of means. Associations with indicators of health and health behavior further demonstrate the construct validity of the scale. The analyses show that the scale is suitable for the economic measurement of a general factor of health literacy in 11- as well as in 13- and 15-year-olds.}, language = {en} } @misc{WolgastFischerBilz, author = {Wolgast, Anett and Fischer, Saskia M. and Bilz, Ludwig}, title = {Teachers' Empathy for Bullying Victims, Understanding of Violence, and Likelihood of Intervention}, series = {Journal of School Violence}, volume = {21}, journal = {Journal of School Violence}, number = {4}, issn = {1538-8220}, doi = {10.1080/15388220.2022.2114488}, pages = {491 -- 503}, abstract = {Relational bullying is still underappreciated by teachers. Based on the theoretical model of teachers' intervention competence in bullying, the aim of the current research was to gain insights into the concurrent relationships between teachers' empathy, understanding of violence, and likelihood of intervention. In this study, n = 556 teachers (79.4\% female, Mage = 50.6) indicated on a questionnaire their empathy, understanding of relational violence, and likelihood of intervention in a relational bullying situation. The relationships were simultaneously estimated in a structural equation model. The results suggest significantly positive concurrent relations between these variables. We conclude that the effectiveness of teacher trainings could be increased through such elements as cognitive empathy training, raising awareness of violence, and teaching appropriate interventions in relational bullying situations.}, language = {en} } @incollection{Bilz, author = {Bilz, Ludwig}, title = {{\"A}ngste bei Sch{\"u}lerinnen und Sch{\"u}lern. Pr{\"a}vention und Intervention im schulischen Kontext}, series = {Lehrer-Sch{\"u}ler-Interaktion. Inhaltsfelder, Forschungsperspektiven und methodische Zug{\"a}nge}, booktitle = {Lehrer-Sch{\"u}ler-Interaktion. Inhaltsfelder, Forschungsperspektiven und methodische Zug{\"a}nge}, editor = {Schweer, Martin K. W.}, publisher = {Springer VS}, address = {Wiesbaden}, isbn = {978-3-658-15082-2}, doi = {10.1007/978-3-658-15083-9}, pages = {365 -- 386}, abstract = {Dieser Beitrag behandelt {\"A}ngste, die im Kontext Schule auftreten und f{\"u}r die sich, neben der Frage nach der klinischen, auch die Frage nach der p{\"a}dagogischen Relevanz stellt. Im Einzelnen wird auf die Symptomatik, Verbreitung und Ursachen von Trennungs{\"a}ngsten, Leistungs- und Pr{\"u}fungs{\"a}ngsten sowie sozialen {\"A}ngsten eingegangen. Beeintr{\"a}chtigen diese {\"A}ngste Lernprozesse in der Schule und ab wann haben sie einen negativen Einfluss auf die schulischen Leistungen von Sch{\"u}lerinnen und Sch{\"u}lern? Wie kann man Angstprobleme in der Schule erkennen und welche Interventionsm{\"o}glichkeiten sind je nach Schweregrad angezeigt? Vorgestellt wird ein Stufenmodell mit universellen, selektiven und indizierten Interventionen, die von Maßnahmen auf Schulebene {\"u}ber die Gestaltung von Lern- und Pr{\"u}fungssituationen bis hin zu Beratungsangeboten reichen.}, language = {de} } @incollection{BilzSudeckBuckschetal., author = {Bilz, Ludwig and Sudeck, Gorden and Bucksch, Jens and Klocke, Andreas and Kolip, Petra and Melzer, Wolfgang and Ravens-Sieberer, Ulrike and Richter, Matthias}, title = {Der vierte deutsche Jugendgesundheitssurvey „Health Behaviour in School-aged Children"}, series = {Schule und Gesundheit : Ergebnisse des WHO-Jugendgesundheitssurveys "Health behaviour in school-aged children"}, booktitle = {Schule und Gesundheit : Ergebnisse des WHO-Jugendgesundheitssurveys "Health behaviour in school-aged children"}, editor = {Bilz, Ludwig and Sudeck, Gorden and Bucksch, Jens and Klocke, Andreas and Kolip, Petra and Melzer, Wolfgang and Ravens-Sieberer, Ulrike and Richter, Matthias}, publisher = {Beltz Juventa}, address = {Weinheim}, isbn = {978-3-7799-1991-9}, pages = {7 -- 15}, language = {de} } @incollection{RitterBilzMelzer, author = {Ritter, Matthias and Bilz, Ludwig and Melzer, Wolfgang}, title = {Schulische und außerschulische Unterst{\"u}tzung als Ressource f{\"u}r die psychische Gesundheit von Sch{\"u}lerinnen und Sch{\"u}lern}, series = {Schule und Gesundheit : Ergebnisse des WHO-Jugendgesundheitssurveys "Health behaviour in school-aged children"}, booktitle = {Schule und Gesundheit : Ergebnisse des WHO-Jugendgesundheitssurveys "Health behaviour in school-aged children"}, editor = {Bilz, Ludwig and Sudeck, Gorden and Bucksch, Jens and Klocke, Andreas and Kolip, Petra and Melzer, Wolfgang and Ravens-Sieberer, Ulrike and Richter, Matthias}, publisher = {Beltz Juventa}, address = {Weinheim}, isbn = {978-3-7799-1991-9}, pages = {181 -- 199}, language = {de} } @misc{FischerBilzWachs, author = {Fischer, Saskia M. and Bilz, Ludwig and Wachs, Sebastian}, title = {Teachers' empathy and the likelihood that they will intervene in bullying: Differences between students' and teachers' perspectives}, series = {Bullying Research Symposium 2020}, journal = {Bullying Research Symposium 2020}, abstract = {Teachers play a crucial role in bullying interventions. Recent research has suggested that empathy is particularly important for this. But two important limitations arise. Firstly, all of these findings are based on artificial bullying scenarios presented in vignettes. Secondly, the likelihood that teachers will intervene is assessed solely from the teacher's perspective. Based on data from 2,071 German students and their 93 teachers, the connection between teachers' self-reported empathy and the likelihood that they will intervene in bullying was assessed using a bullying vignette as well as a retrospectively reported bullying situation that had been experienced by the teachers or the students in question. The associations were analysed in multilevel regression models from the teachers' and the students' perspective. Results showed that teachers who are more empathic are more likely to report that they would intervene in a hypothetical relational bullying situation. However, this finding could not be replicated when using real, remembered bullying situations. In addition, when based on students' perspectives, no significant associations between teachers' empathy and their actual or intended intervention behaviour were found. In this presentation we will discuss implications for the validity of existing research and for future research.}, language = {en} } @misc{BilzHaehneOerteletal., author = {Bilz, Ludwig and H{\"a}hne, Cornelia and Oertel, Lars and Melzer, Wolfgang}, title = {Wie gesund sind deutsche Schulen? Entwicklungstrends von 2002 bis 2010}, series = {Das Gesundheitswesen}, volume = {74}, journal = {Das Gesundheitswesen}, number = {Suppl. 1}, issn = {0949-7013}, doi = {10.1055/s-0032-1312645}, pages = {63 -- 69}, abstract = {Ziel der Studie: Analyse der Entwicklungstrends von Sch{\"u}lerbefindlichkeiten (Schulzufriedenheit, Schulische Belastungen) und gesundheitsrelevanten Schulumweltmerkmalen (Unterrichtsqualit{\"a}t, Mitsch{\"u}lerunterst{\"u}tzung) von 2002 bis 2010 in Deutschland. Methodik: Es werden die Daten der HBSC-Erhebungen in Deutschland analysiert. Schriftlich befragt wurde eine repr{\"a}sentative Auswahl deutscher 11-, 13- und 15-j{\"a}hriger Sch{\"u}lerinnen und Sch{\"u}ler in den Jahren 2002, 2006 und 2010. Die Auswertung der Daten erfolgt mittels logistischer und linearer Regressionsanalysen. Neben dem Erhebungszeitpunkt werden das Alter, das Geschlecht und die Schulform als Hintergrundvariablen ber{\"u}cksichtigt. Ergebnisse: Von 2002 zu 2010 ist ein Anstieg der wahrgenommenen Unterrichtsqualit{\"a}t und der Schulzufriedenheit zu verzeichnen. Die Unterst{\"u}tzung zwischen den Sch{\"u}lern ist leicht zur{\"u}ckgegangen, bei den Belastungen durch schulische Anforderungen ergeben sich keine Ver{\"a}nderungen. Schlussfolgerungen: Die beobachteten Trends werden vor dem Hintergrund der fast parallel durchgef{\"u}hrten PISA-Studien und den verst{\"a}rkten Anstrengungen um eine Setting-bezogene Gesundheitsf{\"o}rderung an deutschen Schulen diskutiert.}, language = {de} } @techreport{BilzMelzer, author = {Bilz, Ludwig and Melzer, Wolfgang}, title = {Gesundheit und Gesundheitsverhalten von Kindern und Jugend­lichen : Ergebnisse der HBSC-Gesundheitsstudie 2005 im Freistaat Th{\"u}ringen}, publisher = {Technische Universit{\"a}t, Fakult{\"a}t Erziehungswissenschaften}, address = {Dresden}, doi = {10.13140/RG.2.1.4916.4328}, pages = {98}, language = {de} } @misc{FischerJohnBilz, author = {Fischer, Saskia M. and John, Nancy and Bilz, Ludwig}, title = {Teachers' bullying-related self-efficacy: A systematic review on connections to bullying interventions}, series = {World Anti-Bullying Forum 2019}, journal = {World Anti-Bullying Forum 2019}, address = {Dublin}, pages = {1}, abstract = {Recent research indicates that teacher self-efficacy as a belief to have enough capabilities to accomplish a given task successfully (Bandura, 1994) is an important competence for successful bullying prevention and intervention (e.g., Boulton, 2014; Bradshaw, Sawyer \& O'Brennan, 2007; Yoon \& Bauman, 2014). But studies vary concerning the definition and specificity of self-efficacy and concerning the samples used. Therefore, the findings differ greatly. Empirical studies on teacher self-efficacy in the context of student bullying were searched in relevant databases. 36 relevant publications were identified in a multi-staged process. Quality criteria were adapted from the Cochrane Collaboration. Most publications report consistently that teachers feel not very confident in dealing with bullying in general and feel least confident when dealing with cyberbullying. Results on differences according to gender, work experience and school type are very heterogeneous. Consistent findings are reported concerning the likelihood of intervention: Teachers who are more confident are more likely to intervene in bullying. But no consistent findings arise for the choice of specific intervention strategies. The heterogeneity of the findings can be explained by different types of self-efficacy, by differences in the measures, and by different educational contexts. In the presentation, this information will be combined to understand differences better and to integrate the existing results. Results indicate that the more specific self-efficacy is assessed, the more connections between self-efficacy and bullying interventions can be found.}, language = {en} } @incollection{RitterBilzMelzer, author = {Ritter, Matthias and Bilz, Ludwig and Melzer, Wolfgang}, title = {Wohlbefinden von Sch{\"u}lerinnen und Sch{\"u}lern im Schulkontext - Die Bedeutung der Schulzufriedenheit f{\"u}r die Gesundheit von Heran­wachsenden}, series = {Gesund­heit und Gesundheitsverhalten im Geschlechtervergleich: Ergebnisse des WHO-Jugendgesund­heits­surveys "Health Behaviour in School-aged Children"}, booktitle = {Gesund­heit und Gesundheitsverhalten im Geschlechtervergleich: Ergebnisse des WHO-Jugendgesund­heits­surveys "Health Behaviour in School-aged Children"}, editor = {Kolip, Petra and Klocke, Andreas and Melzer, Wolfgang and Ravens-Sieberer, Ulrike}, publisher = {Juventa}, address = {Weinheim}, isbn = {978-3-7799-1984-1}, pages = {190 -- 208}, language = {de} } @misc{Bilz, author = {Bilz, Ludwig}, title = {Werden {\"A}ngste und depressive Symptome bei Kindern und Jugendlichen in der Schule {\"u}bersehen?}, series = {Zeitschrift f{\"u}r P{\"a}dagogische Psychologie}, volume = {28}, journal = {Zeitschrift f{\"u}r P{\"a}dagogische Psychologie}, number = {1/2}, issn = {1010-0652}, doi = {10.1024/1010-0652/a000118}, pages = {57 -- 62}, abstract = {Lehrkr{\"a}fte k{\"o}nnen eine wichtige Rolle bei der Fr{\"u}herkennung psychischer Fehlentwicklungen bei Kindern und Jugendlichen spielen. Diese Studie untersucht, wie Lehrpersonen internalisierende vs. externalisierende Symptome bei Sch{\"u}lern wahrnehmen. Hierf{\"u}r wurde 345 Sechst- und Zehntkl{\"a}sslern der Strengths and Difficulties Questionnaire (SDQ) vorgelegt und parallel wurden die Lehrkr{\"a}fte befragt, bei welchen zwei Sch{\"u}lern ihrer Klasse sie am ehesten emotionale und bei welchen zwei Sch{\"u}lern sie am ehesten Verhaltensst{\"o}rungen vermuten. Die Ergebnisse zeigen, dass Lehrkr{\"a}fte m{\"a}ßig in der Lage sind, psychische Beschwerden bei ihren Sch{\"u}lern wahrzunehmen. Die {\"U}bereinstimmung zwischen Lehrerurteil und Selbstangabe f{\"a}llt bei externalisierenden Problemen h{\"o}her aus als bei internalisierenden. Weiterhin liegen die Einsch{\"a}tzungen der Lehrkr{\"a}fte bei M{\"a}dchen n{\"a}her an den selbst berichteten Beschwerden als bei den Jungen. Es werden Schlussfolgerungen f{\"u}r die Lehrerprofessionalisierung und f{\"u}r zuk{\"u}nftige Forschungsbem{\"u}hungen pr{\"a}sentiert.}, language = {de} } @misc{BilzSchubarthUlbricht, author = {Bilz, Ludwig and Schubarth, Wilfried and Ulbricht, Juliane}, title = {Der Umgang von Lehrkr{\"a}ften mit Sch{\"u}lergewalt und -mobbing: Ein {\"U}berblick {\"u}ber den Forschungsstand und Ausblick auf ein Forschungsprojekt}, series = {Diskurs Kindheits- und Jugendforschung}, volume = {10}, journal = {Diskurs Kindheits- und Jugendforschung}, number = {1}, issn = {1862-5002}, doi = {10.3224/diskurs.v10i1.17701}, pages = {99 -- 105}, abstract = {Wie Lehrkr{\"a}fte Gewalt und Mobbing zwischen Sch{\"u}lern wahrnehmen, wovon ihre Reaktionen abh{\"a}ngen und welche Auswirkungen ihr Handeln hat, sind bislang weitgehend offene Fragen. Ausgehend von einem kompetenzorientierten Verst{\"a}ndnis von Lehrerprofessionalit{\"a}t fasst dieser Beitrag die wenigen vorliegenden Forschungsbefunde zusammen und entwickelt auf dieser Grundlage ein heuristisches Modell zu den Determinanten und Auswirkungen des Interventionshandelns von Lehrkr{\"a}ften bei Gewalt und Mobbing. Mit Hilfe dieses Modells werden Forschungsl{\"u}cken sowie methodische Herausforderungen aufgezeigt und Schlussfolgerungen f{\"u}r zuk{\"u}nftige Forschungen gezogen.}, language = {de} } @incollection{MelzerBilzDuemmler, author = {Melzer, Wolfgang and Bilz, Ludwig and D{\"u}mmler, Kerstin}, title = {Mobbing und Gewalt in der Schule im Kontext sozialer Ungleichheit}, series = {Gesundheit, Ungleichheit und jugend­liche Lebenswelten. Ergebnisse der zweiten internationalen Vergleichsstudie im Auftrag der Weltgesundheitsorganisation WHO}, booktitle = {Gesundheit, Ungleichheit und jugend­liche Lebenswelten. Ergebnisse der zweiten internationalen Vergleichsstudie im Auftrag der Weltgesundheitsorganisation WHO}, editor = {Richter, Matthias and Hurrelmann, Klaus and Klocke, Andreas and Melzer, Wolfgang and Ravens-Sieberer, Ulrike}, publisher = {Juventa}, address = {Weinheim}, isbn = {978-3-7799-1971-1}, pages = {116 -- 140}, language = {de} } @misc{NiproschkeOertelSchubarthetal., author = {Niproschke, Saskia and Oertel, Lars and Schubarth, Wilfried and Ulbricht, Juliane and Bilz, Ludwig}, title = {Mehr oder weniger Gewalt an Schulen? Eine Replikationsstudie}, series = {Zeitschrift f{\"u}r Soziologie der Erziehung und Sozialisation}, volume = {36}, journal = {Zeitschrift f{\"u}r Soziologie der Erziehung und Sozialisation}, number = {1}, issn = {1436-1957}, pages = {78 -- 96}, abstract = {Der verbreiteten Annahme einer st{\"a}ndigen Gewaltzunahme an Schulen stehen bisher nur wenige Studien im Zeitvergleich gegen{\"u}ber. Der vorliegende Beitrag will diese L{\"u}cke schließen, indem er Ergebnisse einer aktuellen Replikationsstudie vorstellt und damit die Frage beantwortet, ob die Gewalt an Schulen im Vergleich zur Mitte der 1990er Jahre zu- oder abgenommen hat. Anhand einer repr{\"a}sentativen s{\"a}chsischen Stichprobe zeigt sich, dass im Jahr 2014 im Vergleich zu 1996 {\"u}ber weniger Gewalt an Schulen berichtet wird. Dies betrifft die Gewalt unter Sch{\"u}ler(inne)n und die Gewalt gegen Lehrkr{\"a}fte. Parallel hat die Interventionsbereitschaft unter der Lehrer- und Sch{\"u}lerschaft zugenommen. Zugleich macht die Studie auf differente Entwicklungstrends zwischen den Sch{\"u}lergruppen aufmerksam. Trotz eines insgesamt niedrigen Gewaltniveaus im Vergleich zur Mitte der 1990er Jahre legen die Befunde den Schluss nahe, bei den Pr{\"a}ventionsbem{\"u}hungen nicht nachzulassen.}, language = {de} } @misc{Bilz, author = {Bilz, Ludwig}, title = {Die Bedeutung des Klassenklimas f{\"u}r internalisierende Auff{\"a}lligkeiten von 11- bis 15-J{\"a}hrigen: Selbstkognitionen als Vermittlungsvariablen}, series = {Psychologie in Erziehung und Unterricht}, journal = {Psychologie in Erziehung und Unterricht}, number = {4}, issn = {0342-183X}, doi = {10.2378/peu2013.art06d}, pages = {282 -- 294}, abstract = {The present cross-sectional study examines the relevance of the school setting for internalizing problems of pupils. Objectives: Does a negative class climate lead to increased levels of depression and anxiety in youth? Is this association between class climate and internalizing problems mediated by the pupils' self-concept? Methods: For this, 4367 girls and boys from 221 classes (grades 5, 7, and 9) in Saxony were surveyed by means of questionnaires. Results: Multilevel regression analyses show that symptoms of depression, anxiety and psychosomatic complaints are associated with class climate at the individual level. The strongest increases in problems can be found when pupils report being bullied or having overloading curricular demands. Self-cognition as a mediator can only partly account for this relation. Conclusions: Implications for the school-based prevention of internalizing problems are discussed.}, language = {de} } @misc{BilzStegerFischer, author = {Bilz, Ludwig and Steger, Jette and Fischer, Saskia M.}, title = {Die Genauigkeit des Lehrerurteils bei der Identifikation von an Mobbing beteiligten Sch{\"u}lerinnen und Sch{\"u}lern}, series = {Psychologie in Erziehung und Unterricht}, journal = {Psychologie in Erziehung und Unterricht}, number = {2}, issn = {0342-183X}, doi = {10.2378/peu2016.art08d}, pages = {1 -- 15}, abstract = {Gegenstand der Studie ist die G{\"u}te des Lehrerurteils bei der Wahrnehmung von t{\"a}ter-­ und opferbezogenem Mobbing­Verhalten. Gepr{\"u}ft werden das Ausmaß der {\"U}ber-­ sowie Untersch{\"a}tzung des Anteils der beteiligten Sch{\"u}lerinnen und Sch{\"u}ler, die individuelle {\"U}bereinstimmung des Fremdurteils mit den Selbstangaben und der Einfluss verschiedener Moderatoren auf die Genauigkeit des Urteils. Analysiert werden Befragungsdaten von n = 85 Klassenlehrkr{\"a}ften und n = 1401 Sch{\"u}lerinnen und Sch{\"u}lern. Die anteilige Verbreitung von T{\"a}ter­ und Opfererfahrungen pro Klasse wird durch die Lehrkr{\"a}fte leicht {\"u}bersch{\"a}tzt, die {\"U}bereinstimmung zwischen Lehrer­ und Sch{\"u}lerurteil auf individueller Ebene f{\"a}llt gering aus. Einfluss auf die Genauigkeit des Lehrerurteils zum T{\"a}terstatus haben die schulischen Leistungen der Sch{\"u}lerinnen und Sch{\"u}ler. Die Ergebnisse werden hinsichtlich ihrer Implikationen f{\"u}r den Umgang mit dem Ph{\"a}nomen Mobbing an Schulen und f{\"u}r die Lehreraus-­ und -­fortbildung diskutiert.}, language = {de} }