@book{SchuetzBilz, author = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, title = {Einsamkeit bei Kindern und Jugendlichen im Kontext Schule}, publisher = {Institut f{\"u}r Sozialarbeit und Sozialp{\"a}dagogik e.V. - Kompetenznetz Einsamkeit}, address = {Berlin}, isbn = {978-3-88493-275-9}, pages = {68}, abstract = {Hintergrund: Einsamkeit ist bei Kindern und Jugendlichen weit verbreitet und steht mit zahlreichen physischen, psychischen und schulischen Faktoren im Zusammenhang. F{\"u}r Deutschland liegen dazu jedoch erst wenige empirische Erkenntnisse vor. Ziel dieser Expertise ist es daher, einen {\"U}berblick des Forschungsstandes zum Thema zu liefern und mit Hilfe aktueller Daten zu untersuchen, inwieweit Einsamkeit bei Kindern und Jugendlichen mit schulischen Aspekten (Schulform, Schulzufriedenheit, schulischen Belastungen und schulischer Unterst{\"u}tzung) in Verbindung steht. Methodik: Ausgewertet werden Daten der Health Behaviour in School-aged Children Studie (HBSC) Brandenburg. Die HBSC-Studie ist ein internationales Forschungsvorhaben, das im Turnus von vier Jahren unter der Schirmherrschaft der Weltgesundheitsorganisation durchgef{\"u}hrt wird. Rund 4.000 Sch{\"u}ler*innen der Klassenstufen 5, 7 und 9 aus allgemeinbildenden Schulen in Brandenburg wurden unter anderem zu ihrem Erleben von Einsamkeit und ihren Wahrnehmungen der schulischen Umwelt befragt. Ergebnisse: Mehr als 10 \% der Sch{\"u}ler*innen k{\"o}nnen als einsam eingestuft werden, wobei M{\"a}dchen, Heranwachsende mit der Geschlechtszuschreibung „Divers" und {\"a}ltere Jugendliche st{\"a}rker betroffen sind. Einsame Sch{\"u}ler*innen berichten von einer h{\"o}heren schulischen Belastung, einer geringeren Schulzufriedenheit und geringerer Unterst{\"u}tzung durch Lehrkr{\"a}fte und Mitsch{\"u}ler*innen. Schlussfolgerung: Einsamkeit in der Kindheit und Jugend spielt auch im schulischen Kontext eine wichtige Rolle. Sch{\"u}ler*innen sollten in ihren emotionalen und sozialen Kompetenzen gest{\"a}rkt werden. Lehrkr{\"a}fte k{\"o}nnen zu einem positiven Schulklima und einer sozialen Unterst{\"u}tzung der Lernenden beitragen und so Einsamkeit begegnen.}, language = {de} } @misc{BilzKansokDuscheFischeretal., author = {Bilz, Ludwig and Kansok-Dusche, Julia and Fischer, Saskia M. and Bartholom{\"a}us, Peter}, title = {What works in hate speech intervention and prevention in schools? First results of a systematic review}, series = {28TH WORKSHOP ON AGGRESSION}, journal = {28TH WORKSHOP ON AGGRESSION}, address = {Nottingham}, doi = {10.13140/RG.2.2.35879.97440}, pages = {18}, abstract = {Hate speech is a global social problem with a multitude of negative consequences. Derogatory expressions against certain groups of people are not a new phenomenon. However, hate speech has become much more widespread in recent years. After the Internet, the school is a place where hate speech occurs and where children and young people perpetrate, witness, and become victims of hate speech (Castellanos et al., 2023; Kansok-Dusche et al., 2023). Schools represent a suitable location to address hate speech incidents and to prevent future hate speech. To date, there is limited evidence on the availability, quality, and effectiveness of school-based anti-hate speech programs. The objective of this systematic review is to compile a catalogue of available anti-hate speech programs, that are particularly aimed at children and youth and that can be used to deal with hate speech in schools. Furthermore, their quality and utility are to be evaluated on a criteria-driven basis by two independent reviewers. The presentation will provide an overview of the 27 programmes identified and the initial results regarding their quality. Recommendations are given for the implementation of these programmes in schools and for their further improvement.}, language = {en} } @misc{BilzWettsteinWachsetal., author = {Bilz, Ludwig and Wettstein, Alexander and Wachs, Sebastian and Kansok-Dusche, Julia}, title = {What matters for a teachers' response to hate speech in school? Associations between teachers' social dominance orientation and empathy with their hate speech interventions in school}, series = {28th Workshop on Aggression, Nottingham Trent University, Nottingham (UK)}, journal = {28th Workshop on Aggression, Nottingham Trent University, Nottingham (UK)}, doi = {10.17605/OSF.IO/HC3K6}, pages = {17}, language = {en} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Mobbing und Cybermobbing unter Sch{\"u}ler*innen. Eine Herausforderung f{\"u}r die ganze Schule}, series = {Dreizehn - Zeitschrift f{\"u}r Jugendsozialarbeit}, volume = {32}, journal = {Dreizehn - Zeitschrift f{\"u}r Jugendsozialarbeit}, issn = {1867-0571}, pages = {16 -- 19}, language = {de} } @techreport{HBSCStudienverbundDeutschlandFischerBilz, author = {HBSC Studienverbund Deutschland, and Fischer, Saskia M. and Bilz, Ludwig}, title = {Schulisches Mobbing und Cybermobbing von Kindern und Jugendlichen - Faktenblatt zur Studie Health Behaviour in School-aged Children 2022}, pages = {6}, language = {de} } @techreport{HBSCStudienverbundDeutschlandKansokDuscheBilz, author = {HBSC Studienverbund Deutschland, and Kansok-Dusche, Julia and Bilz, Ludwig}, title = {Schulisches Belastungserleben von Kindern und Jugendlichen - Faktenblatt zur Studie Health Behaviour in School-aged Children 2022}, pages = {5}, language = {de} } @misc{SchuetzBilz, author = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, title = {Increasing loneliness among children and adolescents from 2018 to 2022: A cross-sectional survey before and after the onset of the COVID-19 pandemic}, series = {The 27th Biennial Meeting of the International Society for the Study of Behavioural Development (ISSBD)}, journal = {The 27th Biennial Meeting of the International Society for the Study of Behavioural Development (ISSBD)}, address = {Lissabon}, doi = {10.13140/RG.2.2.29755.43047}, pages = {1}, language = {en} } @misc{DadaczynskiMoorBuckschetal., author = {Dadaczynski, Kevin and Moor, Irene and Bucksch, Jens and Winter, Kristina and Schierl, Theresa and Bilz, Ludwig and Reiß, Franziska}, title = {Gesundheitsverhalten und Gesundheit von Kindern und Jugendlichen in Deutschland. Ergebnisse der Health Behaviour in School-aged Children (HBSC) Studie 2022}, series = {Gesundheit - gemeinsam. Kooperationstagung der Deutschen Gesellschaft f{\"u}r Medizinische Informatik, Biometrie und Epidemiologie (GMDS), Deutschen Gesellschaft f{\"u}r Sozialmedizin und Pr{\"a}vention (DGSMP), Deutschen Gesellschaft f{\"u}r Epidemiologie (DGEpi), Deutschen Gesellschaft f{\"u}r Medizinische Soziologie (DGMS) und der Deutschen Gesellschaft f{\"u}r Public Health (DGPH). Dresden}, journal = {Gesundheit - gemeinsam. Kooperationstagung der Deutschen Gesellschaft f{\"u}r Medizinische Informatik, Biometrie und Epidemiologie (GMDS), Deutschen Gesellschaft f{\"u}r Sozialmedizin und Pr{\"a}vention (DGSMP), Deutschen Gesellschaft f{\"u}r Epidemiologie (DGEpi), Deutschen Gesellschaft f{\"u}r Medizinische Soziologie (DGMS) und der Deutschen Gesellschaft f{\"u}r Public Health (DGPH). Dresden}, publisher = {German Medical Science GMS Publishing House}, address = {D{\"u}sseldorf}, doi = {10.3205/24gmds888}, language = {de} } @misc{KansokDuscheBilzWettsteinetal., author = {Kansok-Dusche, Julia and Bilz, Ludwig and Wettstein, Alexander and Wachs, Sebastian}, title = {{\"U}berzeugungen von Lehrkr{\"a}ften und ihre Interventionen bei Hatespeech in der Schule}, series = {Symposium (Chair Saskia Fischer): "Gewaltph{\"a}nomene in der Schule: Die Rolle der Lehrkraft im Umgang mit Mobbing \& Hatespeech" (19.9.2024). 53. Kongress der Deutsche Gesellschaft f{\"u}r Psychologie (DGPs). Universit{\"a}t Wien, {\"O}sterreich.}, journal = {Symposium (Chair Saskia Fischer): "Gewaltph{\"a}nomene in der Schule: Die Rolle der Lehrkraft im Umgang mit Mobbing \& Hatespeech" (19.9.2024). 53. Kongress der Deutsche Gesellschaft f{\"u}r Psychologie (DGPs). Universit{\"a}t Wien, {\"O}sterreich.}, doi = {10.17605/OSF.IO/X9UW2}, pages = {18}, language = {de} } @misc{ZeissigMoellerFischeretal., author = {Zeißig, Anke and M{\"o}ller, Julia and Fischer, Saskia M. and Bilz, Ludwig}, title = {Bed{\"u}rfnisbezogene Korrelate der Langeweile und Indikatoren der Kreativit{\"a}t im Unterrichtskontext}, series = {53. DGPs-Kongress / 15. {\"O}GP-Konferenz, 16.-19. September}, journal = {53. DGPs-Kongress / 15. {\"O}GP-Konferenz, 16.-19. September}, address = {Wien}, doi = {10.23668/psycharchives.15449}, abstract = {Langeweile ist eine der am h{\"a}ufigsten und intensivsten erlebten Emotionen im Unterricht. Studien zeigen, dass die Langeweile eine oberfl{\"a}chliche Verarbeitung von Informationen zur Folge haben kann, kognitive und metakognitive F{\"a}higkeiten sowie anwendungsbezogenes, probleml{\"o}sendes und nachhaltiges Lernen beeintr{\"a}chtigen und sich negativ auf akademische Leistungen auswirken kann. Auf der anderen Seite sehen Forschende die Langeweile als ein Signal an, dass eine Ausrichtung mentaler Prozesse zu Sinnhaftigkeit und Kreativit{\"a}t erm{\"o}glichen und ungenutzte kognitive Potenziale erschließen k{\"o}nnte. Ein Schl{\"u}ssel f{\"u}r das Verst{\"a}ndnis und die Untersuchung dieser scheinbar widerspr{\"u}chlichen Annahmen k{\"o}nnten bed{\"u}rfnisbezogene Korrelate der Langeweile sein. Je nach assoziierter Bed{\"u}rfnislage (z.B. Kompetenz, Autonomie, Stimulation, Sinnhaftigkeit) k{\"o}nnten sich unterschiedliche Verbindungen eines Zustandes der Langeweile zu kreativen Impulsen ergeben. Diese Annahme wird in einer Studie mit Lernenden der 9. Klassen in Gymnasien mit einer Experience-Sampling-Erhebung untersucht. Die aktuell laufenden Erhebungen finden jeweils eine Woche pro Klasse statt. Die Lernenden werden dabei jeweils mehrfach in verschiedenen Unterrichtssituationen untersucht. Wir wollen ermitteln, inwieweit das Aufkommen von Langeweile in Unterrichtssituationen mit unerf{\"u}llten psychischen Bed{\"u}rfnissen assoziiert ist und ob ein empfundener Mangel an Stimulanz oder Sinnhaftigkeit mit Kreativit{\"a}tsimpulsen verbunden ist. Wir stellen erste Ergebnisse vor und diskutieren diese vor dem Hintergrund einer differenziellen Betrachtung der Daten der Lernenden.}, language = {de} } @misc{ButlerWohlrabBlankMatthesetal., author = {Butler, Jeffrey and Wohlrab, Doris and Blank-Matthes, Daniela and Bilz, Ludwig and Thom, Julia}, title = {Psychische Gesundheit in der Gesundheitsberichterstattung (GBE)}, series = {Gesundheit - gemeinsam. Kooperationstagung der Deutschen Gesellschaft f{\"u}r Medizinische Informatik, Biometrie und Epidemiologie (GMDS), Deutschen Gesellschaft f{\"u}r Sozialmedizin und Pr{\"a}vention (DGSMP), Deutschen Gesellschaft f{\"u}r Epidemiologie (DGEpi), Deutschen Gesellschaft f{\"u}r Medizinische Soziologie (DGMS) und der Deutschen Gesellschaft f{\"u}r Public Health (DGPH)}, journal = {Gesundheit - gemeinsam. Kooperationstagung der Deutschen Gesellschaft f{\"u}r Medizinische Informatik, Biometrie und Epidemiologie (GMDS), Deutschen Gesellschaft f{\"u}r Sozialmedizin und Pr{\"a}vention (DGSMP), Deutschen Gesellschaft f{\"u}r Epidemiologie (DGEpi), Deutschen Gesellschaft f{\"u}r Medizinische Soziologie (DGMS) und der Deutschen Gesellschaft f{\"u}r Public Health (DGPH)}, publisher = {ZB MED - Information Centre for Life Science}, address = {K{\"o}ln}, doi = {10.3205/24gmds883}, language = {de} } @misc{BilzFischerMaunderetal., author = {Bilz, Ludwig and Fischer, Saskia M. and Maunder, Rachel and Bauman, Sheri and Scheithauer, Herbert}, title = {Interventionen von Lehrkr{\"a}ften bei Mobbing in der Schule: Erste Ergebnisse eines systematischen Reviews}, series = {Menschen Mitwelt Medien - 53. DGPs Kongress Wien}, journal = {Menschen Mitwelt Medien - 53. DGPs Kongress Wien}, publisher = {Universit{\"a}t Wien}, address = {Wien}, doi = {10.13140/RG.2.2.17765.41447}, pages = {571 -- 572}, language = {de} } @misc{FischerWolgastSchuetzetal., author = {Fischer, Saskia M. and Wolgast, Anett and Sch{\"u}tz, Raphael and Bilz, Ludwig}, title = {Mobbing-Erfahrungen von Kindern und Jugendlichen in der Schule und ihre psychische Gesundheit: Die Rolle ihrer erlebten Unterst{\"u}tzung durch Lehrkr{\"a}fte, Mitsch{\"u}ler:innen, Familie und Freund:innen}, series = {53. DGPs-Kongress Wien}, journal = {53. DGPs-Kongress Wien}, doi = {10.17605/OSF.IO/F5ZSJ}, abstract = {Mobbing-Erfahrungen stellen einen Risikofaktor f{\"u}r die psychische Gesundheit von Heranwachsenden dar. Sozial-{\"o}kologische Modelle sprechen f{\"u}r die Annahme, dass erlebte soziale Unterst{\"u}tzung die negativen Auswirkungen von Mobbing auf die psychische Gesundheit verringern kann, wobei je nach Entwicklungsstufe der Heranwachsenden und der Unterst{\"u}tzungsquelle Unterschiede zu erwarten sind. Zur Rolle der sozialen Unterst{\"u}tzung bei Mobbing-Erfahrung liegen jedoch widerspr{\"u}chliche Ergebnisse vor. Die vorliegende Studie ging der Frage nach, welche Effekte soziale Unterst{\"u}tzung auf den Zusammenhang zwischen Mobbing-Erfahrungen und psychischer Gesundheit von Heranwachsenden hat. Daf{\"u}r wurden Querschnittsdaten von 3.801 Heranwachsenden der Jahrgangstufen 5, 7 und 9 (52.6 \% weiblich, MAlter = 13.50 Jahre) aus der 2022er Brandenburger HBSC-Teilstudie („Health Behaviour in School-aged Children") mittels Strukturgleichungsmodellierung analysiert. Die Ergebnisse zeigen erwartete negative Zusammenh{\"a}nge zwischen Opfererfahrungen und psychischer Gesundheit, jedoch auch unerwartete positive Zusammenh{\"a}nge zwischen der Mobbing-Aus{\"u}bung und dem Wohlbefinden. Positive Zusammenh{\"a}nge existieren zudem zwischen der psychischen Gesundheit und der erlebten sozialen Unterst{\"u}tzung durch die Familie, Lehrpersonen und Mitsch{\"u}ler:innen, jedoch nicht Freund:innen. Interaktionseffekte legen nahe, dass die erlebte soziale Unterst{\"u}tzung durch die Familie und die Lehrpersonen den negativen Zusammenhang zwischen Opfererfahrungen und psychischer Gesundheit verringern kann. Die Jahrgangsstufen moderieren diese komplexen Zusammenh{\"a}nge. Die Ergebnisse unterstreichen die Bedeutung der sozialen Unterst{\"u}tzung als Schutzfaktor bei Mobbing und die Notwendigkeit, verschiedene Unterst{\"u}tzungsquellen separat zu betrachten. Es ergeben sich Implikationen f{\"u}r Maßnahmen der Gewaltpr{\"a}vention und der (psychischen) Gesundheitsf{\"o}rderung in der Schule.}, language = {de} } @incollection{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Teachers bullying intervention competence: a German study on aspects of crucial competence for bullying interventions in schools}, series = {Handbook of School Violence, Bullying and Safety}, booktitle = {Handbook of School Violence, Bullying and Safety}, editor = {Hong, Jun S. and Chan, Heng C. and Fung, Annis L. C. and Lee, Jungip}, publisher = {Edward Elgar Publishing}, address = {Cheltenham}, isbn = {9781035301355}, doi = {10.4337/9781035301362.00042}, pages = {403 -- 416}, abstract = {Teachers can play a crucial role when it comes to bullying among students. The way teachers respond to incidents of bullying can impact students' attitudes and behaviors. Because of this, intervening successfully in bullying is an important part of teachers' day-to-day work in school. Intervening successfully requires specific competence and, in 2015, a theoretical model of teacher bullying intervention competence was introduced, based on earlier teacher competence models and studies. This model suggests that teachers' competencies in bullying interventions consist of four competence dimensions, namely knowledge, beliefs, motivational orientation, and self-regulation. Since then, several studies have been conducted on this model. In this chapter, we will summarize recent empirical findings on the model based on data from 556 teachers and 2,071 students in Germany. We then revise the model based on these empirical findings. Limitations and implications are discussed.}, language = {en} } @misc{BilzFischer, author = {Bilz, Ludwig and Fischer, Saskia M.}, title = {Mobbing und Cybermobbing an Schulen in Deutschland von 2009/10 bis 2022}, series = {"Gesundheit - gemeinsam denken, forschen, handeln". Kooperationstagung der GMDS, DGSMP, DGEpi, DGMS und DGPH}, journal = {"Gesundheit - gemeinsam denken, forschen, handeln". Kooperationstagung der GMDS, DGSMP, DGEpi, DGMS und DGPH}, address = {Dresden}, doi = {10.13140/RG.2.2.31663.96165}, pages = {16}, language = {de} } @misc{Bilz, author = {Bilz, Ludwig}, title = {Die HBSC-Studie Brandenburg. Ein Beitrag zur regionalen Gesundheitsberichterstattung im Bereich der psychischen Gesundheit und zur schulischen Gesundheitsf{\"o}rderung}, series = {"Gesundheit - gemeinsam denken, forschen, handeln". Kooperationstagung der GMDS, DGSMP, DGEpi, DGMS und DGPH}, journal = {"Gesundheit - gemeinsam denken, forschen, handeln". Kooperationstagung der GMDS, DGSMP, DGEpi, DGMS und DGPH}, address = {Dresden}, doi = {10.13140/RG.2.2.24953.07529}, pages = {19}, language = {de} } @misc{KansokDuscheWettsteinFischeretal., author = {Kansok-Dusche, Julia and Wettstein, Alexander and Fischer, Saskia M. and Wachs, Sebastian and Bilz, Ludwig}, title = {Associations between teachers' beliefs and their perception of hate speech in school: a study in Germany and Switzerland}, series = {Frontiers in Education}, volume = {9}, journal = {Frontiers in Education}, publisher = {Frontiers Media SA}, issn = {2504-284X}, doi = {10.3389/feduc.2024.1432013}, pages = {11}, abstract = {Hate speech is a global issue that is also prevalent among adolescents and requires an educational response. Teachers handle hate speech as part of their professional role. To date, we know little about their beliefs in relation to the early stages of their interventional actions, specifically to their perception of hate speech in school. Thus, this study examined associations between teachers' social dominance orientation, their pluralist attitude, and their hate speech perception in school. A sample of 471 secondary school teachers from 38 schools (Germany: n = 251; Switzerland: n = 220) participated in a self-report survey from December 2020 to April 2021 (MAge = 42.8 years; 57.7\% females; 21.0\% with migration status). Data from a total of 3,560 students from grades 7-9 (Germany: n = 1,841; Switzerland: n = 1,719) were matched with teachers' data to control for students' hate speech perception in school. Fixed effects multilevel regressions were run, including covariates (teachers' age, gender, migration status, students' hate speech perception), teachers' social dominance orientation, pluralist attitude, and their hate speech perception in school. Teachers perceived a higher frequency of offline hate speech than online hate speech. Contrary to the hypotheses, social dominance orientation was positively associated with offline and online hate speech perception. As predicted, teachers' pluralist attitude was positively linked to their off- and online hate speech perception. Further research must now clarify how the investigated beliefs and attitudes and teachers' hate speech perception in school relate to other aspects of their professional competence.}, 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} } @book{ElgarLahtiLopesFerreiraetal., author = {Elgar, Frank J. and Lahti, Henri and Lopes Ferreira, Joana and Melkumova, Marina and Bilz, Ludwig}, title = {Navigating uncharted territory. School closures and adolescent experiences during the COVID-19 pandemic in the WHO European Region. Impact of the COVID-19 pandemic on young people's health and well-being from the findings of the HBSC survey round 2021/2022}, edition = {1. Auflage}, publisher = {WHO Regional Office for Europe}, address = {Copenhagen}, pages = {9}, abstract = {The COVID-19 pandemic led to drastic changes in schooling. Students, especially older adolescents and girls, felt it had a negative impact on their school performance. Adolescents experiencing a higher number of school closure days during the pandemic were more likely to report school pressure, with lack of personal interaction with teachers and, peers possibly being among the factors behind the link between school closure and school pressure. Remote learning processes may have contributed to feelings of added school pressure through lower learning concentration and engagement, inability to learn from online sources, difficulties in organizing study time and worries about the future. Only one in five adolescents liked school a lot during the pandemic. Adolescents from less well-off families reported more negative impacts on their school performance due to the pandemic. Those from better-off families reported more school pressure and less liking of school. Targeted efforts are needed to address the avoidable differences between the groups of adolescents affected by the COVID-19 pandemic. Adolescent experiences of the impact of the pandemic on their school experience should be heard and taken into consideration in the post-pandemic recovery.}, language = {de} } @misc{WachsBilzWettsteinetal., author = {Wachs, Sebastian and Bilz, Ludwig and Wettstein, Alexander and Espelage, Dorothy L.}, title = {Validation of the multidimensional bystander responses to racist hate speech scale and its association with empathy and moral disengagement among adolescents}, series = {Aggressive Behavior}, volume = {50}, journal = {Aggressive Behavior}, number = {1}, issn = {1098-2337}, pages = {1 -- 12}, abstract = {Our understanding of how bystanders respond to hate speech is limited. This may be due, in part, to the lack of available measurement tools. However, understanding adolescents' responses to hate speech is critical because this kind of research can support schools in empowering students to exhibit courageous moral behavior. Thus, the purpose of the present study was to investigate the psychometric properties of the newly developed Multidimensional Bystander Responses to Hate Speech Scale (MBRHS) and to explore demographic differences and correlates of bystander behavior in school hate speech. The sample consisted of 3225 seventh to ninth graders from Germany and Switzerland. Exploratory and confirmatory factor analyses supported a model with seven factors. We found that adolescents with immigrant background and boys showed particularly unfavorable response patterns. In addition, our study suggests that empathy is positively correlated with the factors comforting the victim, seeking help at school, and countering hate speech but negatively correlated with helplessness, revenge, reinforcing, and ignoring. Moral disengagement showed the opposite correlational pattern. The findings indicate that the MBRHS is a psychometrically valid and reliable measure that could aid in measuring varied responses to hate speech. In addition, this work highlights the relevance of empathy and moral engagement training in anti-hate speech prevention programs.}, language = {en} }