@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{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 Bilz, Ludwig}, title = {„Health Literacy in School-Aged Children-German": Vorstellung eines Messinstruments zur Erhebung der Gesundheitskompetenz im Kindes- und Jugendalter}, series = {52. Kongress der Deutschen Gesellschaft f{\"u}r Psychologie. Programm.}, journal = {52. Kongress der Deutschen Gesellschaft f{\"u}r Psychologie. Programm.}, address = {Hildesheim}, pages = {51}, abstract = {Gesundheitskompetenz ist ein international relevanter Forschungsgegenstand, der bereits im Kindes- und Jugendalter mit dem Gesundheitszustand, der Aus{\"u}bung gesundheitsbezogenen Risikoverhaltens und gesundheitlicher Ungleichheit zusammenh{\"a}ngt. Dennoch steht die Erforschung der Gesundheitskompetenz in Deutschland insbesondere im Kindes- und Jugendalter im internationalen Vergleich noch weitgehend am Anfang. Ein {\"o}konomisches Instrument zur Erhebung der Gesundheitskompetenz Heranwachsender stellt die 10-Item-Skala „Health Literarcy in School-Aged Children-German" (HLSAC-German) dar. Dabei handelt es sich um die deutsche Version der Skala HLSAC, welche in der international durchgef{\"u}hrten HBSC-Studie eingesetzt wird. In diesem Beitrag werden die Skala selbst sowie Befunde zur Dimensionalit{\"a}t, zur Messinvarianz in Bezug auf Geschlecht, Alter und Schulform und zu Zusammenh{\"a}ngen zu Indikatoren der Gesundheit und des Gesundheitsverhaltens vorgestellt. Die {\"U}berpr{\"u}fung der Skala erfolgt anhand der Daten der deutschen HBSC-Studie 2018 (N = 4 347 Sch{\"u}lerinnen und Sch{\"u}ler im Alter von 11, 13 und 15 Jahren). Die {\"U}berpr{\"u}fung in der Gruppe der 11-J{\"a}hrigen stellt dabei eine Erweiterung des Einsatzbereiches der Skala im internationalen Vergleich dar. Explorative und konfirmatorische Faktorenanalysen belegen die Eindimensionalit{\"a}t der Skala. Konfirmatorische Faktorenanalysen in multiplen Gruppen zeigen vollst{\"a}ndige skalare Messinvarianz bez{\"u}glich des Geschlechts und partielle skalare Messinvarianz bez{\"u}glich Altersgruppen und Schulform. Erwartungsgem{\"a}ß zeigen sich negative Zusammenh{\"a}nge zu subjektiv eingesch{\"a}tzten psychischen Gesundheitsproblemen und positive Zusammenh{\"a}nge zur k{\"o}rperlichen Aktivit{\"a}t. Die Ergebnisse weisen insgesamt auf eine eindimensionale Skala hin, mit welcher Mittelwertsvergleiche zul{\"a}ssig sind. Der Einsatz der Skala in der Gruppe der 11-j{\"a}hrigen ist m{\"o}glich, wobei punktuelle Schwierigkeiten bei der Beantwortung der Items und eine h{\"o}here Non-Response-Quote in dieser Altersgruppe erwartet werden m{\"u}ssen.}, language = {de} } @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} } @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} } @misc{KansokDuscheWettsteinWachsetal., author = {Kansok-Dusche, Julia and Wettstein, Alexander and Wachs, Sebastian and Bilz, Ludwig}, title = {Der Zusammenhang zwischen {\"U}berzeugungen von Lehrpersonen und ihrer Wahrnehmung von Hatespeech unter Sch{\"u}ler:innen}, series = {52. DGPs-Kongress in Hildesheim}, journal = {52. DGPs-Kongress in Hildesheim}, publisher = {Universit{\"a}t Hildesheim}, address = {Hildesheim}, pages = {86}, language = {de} } @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} } @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{KansokDuscheWettsteinBilzetal., author = {Kansok-Dusche, Julia and Wettstein, Alexander and Bilz, Ludwig and Wachs, Sebastian and Castellanos, Melisa}, title = {Associations between Social Competence, Perceived Parents' Prosocial Educational Goals and Adolescents' Hate Speech Perpetration in School}, series = {The Nature and Prevention of Political Violence : 26th Workshop on Aggression, 10th-12th November 2022, Friedrich-Schiller-University, Jena, Germany}, journal = {The Nature and Prevention of Political Violence : 26th Workshop on Aggression, 10th-12th November 2022, Friedrich-Schiller-University, Jena, Germany}, pages = {14}, 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 = {Ist das (schon) Hatespeech? - Eine qualitative Untersuchung zum Verst{\"a}ndnis von Hatespeech unter p{\"a}dagogischem Schulpersonal}, series = {Zeitschrift f{\"u}r Bildungsforschung}, journal = {Zeitschrift f{\"u}r Bildungsforschung}, issn = {2190-6890}, doi = {10.1007/s35834-022-00367-1}, pages = {17}, abstract = {Hatespeech ist ein gesellschaftliches Ph{\"a}nomen, das auch die Lebenswelt Schule betrifft. Was jedoch p{\"a}dagogisches Schulpersonal unter Hatespeech versteht, ist unklar und daher Thema der vorliegenden Interviewstudie mit Lehrkr{\"a}ften (n = 18) und Sozialp{\"a}dagog_innen (n = 16). Die Ergebnisse zeigen, dass Hatespeech als Herabsetzung verschiedener strukturell unterdr{\"u}ckter Gruppen verstanden wird (z. B. Transpersonen, Homosexuelle, j{\"u}dische Personen). Die Befragten erkennen subtilere Formen von Hatespeech oft nicht als Problem an und verstehen Hatespeech vorranging als Online-Ph{\"a}nomen, obwohl auch Vorf{\"a}lle in Schulen berichtet werden. Es l{\"a}sst sich schlussfolgern, dass p{\"a}dagogisches Schulpersonal f{\"u}r Offline-Hatespeech und subtilere Formen sensibilisiert werden muss, um ihre Interventionsbereitschaft zu steigern.}, language = {de} }