@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{WachsBilzFischeretal., author = {Wachs, Sebastian and Bilz, Ludwig and Fischer, Saskia M. and Wright, Michelle F.}, title = {Do Emotional Components of Alexithymia Mediate the Interplay between Cyberbullying Victimization and Perpetration?}, series = {International Journal of Environmental Research and Public Health}, volume = {14}, journal = {International Journal of Environmental Research and Public Health}, number = {12}, issn = {1660-4601}, doi = {10.3390/ijerph14121530}, pages = {11}, abstract = {A substantial amount of research has revealed that cyberbully-victims have more emotional and behavioral problems than either cyberbullying victims or perpetrators. However, until now, little research has been conducted into the factors that contribute to the interplay between cyberbullying victimization and perpetration. The purpose of this study was to examine the relationship between cyberbullying victimization, perpetration, and two emotional components of alexithymia, namely difficulties in identifying and describing one's own feelings. Self-report questions were administered to 1549 adolescents between 12 and 18 years old (M = 14.51; SD = 1.68; 42.1\% (n = 652) male) from Germany and Thailand. Results showed that cyberbullying victimization and alexithymia are associated with cyberbullying perpetration. Moreover, alexithymia mediated the associations between cyberbullying victimization and adolescents' cyberbullying perpetration. Consequently, we suggest that the ability to describe and identify one's own feelings might be important for understanding the link between cyberbullying, victimization, and perpetration. The results may help develop prevention and intervention programs focused on reducing cyberbullying.}, language = {en} } @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} } @incollection{WachsSchubarthBilz, author = {Wachs, Sebastian and Schubarth, Wilfried and Bilz, Ludwig}, title = {Mobbing in der Schule. Auswirkungen auf das Wohlbefinden und M{\"o}glichkeiten der schulischen Pr{\"a}vention}, 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 = {121 -- 138}, 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} } @misc{WachsBilzNiproschkeetal., author = {Wachs, Sebastian and Bilz, Ludwig and Niproschke, Saskia and Schubarth, Wilfried}, title = {Bullying Intervention in Schools: A Multilevel Analysis of Teachers' Success in Handling Bullying From the Students' Perspective}, series = {Journal of Early Adolescence}, volume = {29}, journal = {Journal of Early Adolescence}, number = {5}, issn = {0272-4316}, doi = {10.1177/0272431618780423}, pages = {642 -- 668}, abstract = {To date, little has been known about teachers' success in bullying interventions. Thus, the present study analyzes how successfully teachers intervene in real bullying situations, based on an analysis of 1,996 reports by German students aged between 12 and 15 (49.2\% female) from 24 schools. Predictors of success included intervention strategy (authoritarian-punitive, supportive-individual, supportive-cooperative intervention), bullying form (physical, verbal, relational, cyber), and the student's bullying role (bully, victim, bystander) in the particular situation. Multilevel analyses showed that supportive-cooperative intervention strategies were the most successful in dealing with bullying in both the short and long term. In the long term, students evaluated teachers as being more successful in dealing with cyberbullying compared with physical bullying. Compared with students who observed bullying, students who perpetrated it were less likely to report that teachers' interventions were successful in the short term. Implications for bullying intervention, preservice teacher-training, and future research are discussed.}, language = {en} } @techreport{SchubarthBilzWachs, author = {Schubarth, Wilfried and Bilz, Ludwig and Wachs, Sebastian}, title = {Gewalt und Mobbing - auch eine Folge unterlassener Hilfeleistung? Ergebnisse einer Studie zum Lehrerhandeln bei Gewalt und Mobbing}, pages = {6}, abstract = {Immer wieder wird in der {\"O}ffentlichkeit {\"u}ber Mobbingf{\"a}lle an Schulen diskutiert und die Frage aufgeworfen, warum Lehrkr{\"a}fte so wenig dagegen unternehmen. Nun ist eine von der Deutschen Forschungsgemeinschaft (DFG) gef{\"o}rderte Studie dieser Frage nachgegangen. Die repr{\"a}sentative Untersuchung unter der Sch{\"u}ler- und Lehrerschaft hat herausgefunden, inwieweit Lehrkr{\"a}fte Mobbingph{\"a}nomene {\"u}berhaupt wahrnehmen und ob bzw. wie sie dagegen vorgehen. Insgesamt entsteht ein sehr differenziertes Bild hinsichtlich des Lehrerhandelns bei Gewalt und Mobbing. Die große Mehrheit der Lehrkr{\"a}fte schaut bei Mobbing nicht weg, sondern versucht mit p{\"a}dagogischen Mitteln einzugreifen und Mobbing zu beenden. Zugleich zeigt sich aber auch, dass Lehrkr{\"a}fte nicht alles mitbekommen, dass sie Mobbing ganz unterschiedlich wahrnehmen und mitunter p{\"a}dagogisch unangemessen reagieren, womit die These erh{\"a}rtet wird, dass Mobbing auch eine Folge von unterlassener Hilfeleistung seitens der Lehrkr{\"a}fte sein kann.}, language = {de} } @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{WachsGoerzigWrightetal., author = {Wachs, Sebastian and G{\"o}rzig, Anke and Wright, Michelle F. and Schubarth, Wilfried and Bilz, Ludwig}, title = {Associations among adolescents' relationships with parents, peers, and teachers, self-efficacy, and willingness to intervene in bullying: A social cognitive approach}, series = {International Journal of Environmental Research and Public Health}, volume = {17}, journal = {International Journal of Environmental Research and Public Health}, number = {2}, issn = {1660-4601}, doi = {10.3390/ijerph17020420}, pages = {16}, abstract = {We applied the Social Cognitive Theory to investigate whether parent-child relationships, bullying victimization, and teacher-student relationships are directly as well as indirectly via self-efficacy in social conflicts associated with adolescents' willingness to intervene in a bullying incident. There were 2071 (51.3\% male) adolescents between the ages of 12 and 17 from 24 schools in Germany who participated in this study. A mediation test using structural equation modeling revealed that parent-child relationships, bullying victimization, and teacher-student relationships were directly related to adolescents' self-efficacy in social conflicts. Further, teacher-student relationships and bullying victimization were directly associated with adolescents' willingness to intervene in bullying. Finally, relationships with parents, peers and teachers were indirectly related to higher levels of students' willingness to intervene in bullying situations due to self-efficacy in social conflicts. Thus, our analysis confirms the general assumptions of Social Cognitive Theory and the usefulness of applying its approach to social conflicts such as bullying situations.}, language = {en} } @incollection{WachsSchubarthBilz, author = {Wachs, Sebastian and Schubarth, Wilfried and Bilz, Ludwig}, title = {Hate Speech als Schulproblem? Erziehungswissenschaftliche Perspektiven auf ein aktuelles Ph{\"a}nomen}, series = {Bewegungen : Beitr{\"a}ge zum 26. Kongress der Deutschen Gesellschaft f{\"u}r Erziehungswissenschaft}, booktitle = {Bewegungen : Beitr{\"a}ge zum 26. Kongress der Deutschen Gesellschaft f{\"u}r Erziehungswissenschaft}, editor = {Ackeren, Isabell van}, edition = {1. Auflage}, publisher = {Barbara Budrich}, address = {Opladen}, isbn = {978-3-8474-2385-0}, pages = {223 -- 236}, language = {de} }