@incollection{DudziakNiproschkeBilzetal., author = {Dudziak, Ines and Niproschke, Saskia and Bilz, Ludwig and Fischer, Saskia M. and Oertel, Lars and Schubarth, Wilfried and Seidel, Andreas and Ulbricht, Juliane and Wachs, Sebastian}, title = {H{\"a}ufigkeiten, Formen und Erfolg von Lehrerinterventionen aus Lehrer- und Sch{\"u}lersicht}, series = {Gewalt und Mobbing an Schulen. Wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, booktitle = {Gewalt und Mobbing an Schulen. Wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, editor = {Bilz, Ludwig and Schubarth, Wilfried and Dudziak, Ines and Fischer, Saskia M. and Niproschke, Saskia and Ulbricht, Juliane}, publisher = {Klinkhardt}, address = {Bad Heilbrunn}, isbn = {978-3-7815-2095-0}, pages = {103 -- 127}, language = {de} } @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} } @incollection{BilzStegerFischeretal., author = {Bilz, Ludwig and Steger, Jette and Fischer, Saskia M. and Schubarth, Wilfried and Kunze, Ulrike}, title = {Zur Bedeutung des Gewaltverst{\"a}ndnisses von Lehrkr{\"a}ften f{\"u}r ihren Umgang mit Mobbing}, series = {Gewalt und Mobbing an Schulen. Wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, booktitle = {Gewalt und Mobbing an Schulen. Wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, editor = {Bilz, Ludwig and Schubarth, Wilfried and Dudziak, Ines and Fischer, Saskia M. and Niproschke, Saskia and Ulbricht, Juliane}, publisher = {Klinkhardt}, address = {Bad Heilbrunn}, isbn = {978-3-7815-2095-0}, pages = {205 -- 217}, language = {de} } @incollection{BilzGoldfriedrichJohnetal., author = {Bilz, Ludwig and Goldfriedrich, Martin and John, Nancy and Fischer, Saskia M. and Wachs, Sebastian and Schubarth, Wilfried}, title = {Mobbingerfahrungen von Sch{\"u}lerinnen und Sch{\"u}lern mit und ohne sonderp{\"a}dagogischem F{\"o}rderbedarf an inklusiven Schulen}, series = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion}, booktitle = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion}, editor = {Rathmann, Katharina and Hurrelmann, Klaus}, edition = {1. Auflage}, publisher = {Beltz Juventa}, address = {Weinheim}, isbn = {978-3-7799-3859-0}, pages = {271 -- 285}, language = {de} } @misc{WachsBilzFischeretal., author = {Wachs, Sebastian and Bilz, Ludwig and Fischer, Saskia M. and Schubarth, Wilfried and Wright, Michelle F.}, title = {Students' Willingness to Intervene in Bullying: Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy}, series = {International Journal of Environmental Research and Public Health}, volume = {15}, journal = {International Journal of Environmental Research and Public Health}, number = {11}, issn = {1660-4601}, doi = {10.3390/ijerph15112577}, pages = {11}, abstract = {Although school climate and self-efficacy have received some attention in the literature, as correlates of students' willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students' willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students' willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3\% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43\% and 48\% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students' willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students' willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students' willingness to intervene in bullying; (2) efforts to increase students' willingness to intervene in bullying should promote students' confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students' willingness to intervene in bullying. Recommendations are provided to help increase adolescents' willingness to intervene in bullying and for future research.}, language = {en} } @incollection{WachsBilzFischeretal., author = {Wachs, Sebastian and Bilz, Ludwig and Fischer, Saskia M. and Schubarth, Wilfried}, title = {Students' Willingness to Intervene in Bullying: Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy}, series = {Interventions to Reduce Bullying and Cyberbullying}, booktitle = {Interventions to Reduce Bullying and Cyberbullying}, editor = {Smith, Peter K. and Bauman, Sheri and Wong, Dennis}, edition = {1. Auflage}, publisher = {MDPI}, address = {Basel}, isbn = {978-3-03921-359-7}, doi = {https://doi.org/10.3390/books978-3-03921-360-3}, pages = {194 -- 204}, abstract = {Although school climate and self-efficacy have received some attention in the literature, as correlates of students' willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students' willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students' willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3\% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43\% and 48\% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students' willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students' willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students' willingness to intervene in bullying; (2) efforts to increase students' willingness to intervene in bullying should promote students' confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students' willingness to intervene in bullying. Recommendations are provided to help increase adolescents' willingness to intervene in bullying and for future research.}, language = {en} } @misc{FischerSchubarthBilz, author = {Fischer, Saskia M. and Schubarth, Wilfried and Bilz, Ludwig}, title = {Wie k{\"o}nnen Lehrkr{\"a}fte zur Reduzierung von Mobbing beitragen? Interventionsmaßnahmen und Interventionskompetenzen von Lehrkr{\"a}ften}, series = {Schulverwaltung aktuell. Zeitschrift f{\"u}r Schulentwicklung und Schulmanagement}, volume = {9}, journal = {Schulverwaltung aktuell. Zeitschrift f{\"u}r Schulentwicklung und Schulmanagement}, number = {2}, issn = {2195-335X}, pages = {39 -- 41}, abstract = {Obwohl seit vielen Jahr bekannt ist, dass Lehrkr{\"a}fte f{\"u}r die Reduzierung von Mobbing wichtig sind, bestehen insbesondere in der deutschsprachigen Mobbingforschung viele L{\"u}cken zu der Frage, wie Lehrkr{\"a}fte bei Mobbing eingreifen und was sie brauchen, um erfolgreich intervenieren zu k{\"o}nnen. Der folgende Beitrag gibt einen {\"U}berblick {\"u}ber den aktuellen Stand der Forschung.}, language = {de} }