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    <title language="eng">Staff communication at school and student–student relationship quality in the classroom : direct and indirect effects on students’ experiences as bullies, bullied, and bully-victims</title>
    <abstract language="eng">Bullying research is often based upon Bronfenbrenner’s socioecological model, focusing on contextual level aspects associated with individual bullying experiences. Thus, various relevant contextual determinants of bullying have been identified, including classroom climate and school climate. However, even if interpersonal relationships are defined broadly in the definitions of classroom and (especially) school climate, its empirical investigation is limited to student–student or student–teacher relationships. In the current study, we included aspects of teacher–teacher relationships in the analyses by investigating staff communication at school. We investigated the associations between staff communication, student–student relationship quality in the classroom, and students’ bullying experiences. In addition, we investigated if staff communication may be indirectly linked to students’ bullying experiences via student–student relationships in the classroom. The sample was drawn from 556 teachers (79% female, Mage = 50.6, SDage = 8.44) and 2,071 students (49% female, Mage = 13.63, SDage = 1.17) in 114 classes across 24 schools in Germany. Two-level- and three-level models were performed. Findings suggest that rivalry as an aspect of student–student relationships in the classroom (a part of the classroom climate) is associated with students’ bullying experiences as bullies, victims, and bully-victims. While staff communication is not directly associated with students’ bullying experiences, it is indirectly associated with it via rivalry in the classroom. The findings also show that staff communication at school is associated with student–student relationships in the classroom. The study has implications for school-wide anti-bullying measures that should also include teacher–teacher aspects, and that future research should endeavour to include both class-level and school-level contexts.</abstract>
    <parentTitle language="eng">International Journal of Bullying Prevention</parentTitle>
    <identifier type="doi">10.1007/s42380-024-00283-0</identifier>
    <identifier type="issn">2523-3653</identifier>
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Thus, various relevant contextual determinants of bullying have been identified, including classroom climate and school climate. However, even if interpersonal relationships are defined broadly in the definitions of classroom and (especially) school climate, its empirical investigation is limited to student\u2013student or student\u2013teacher relationships. In the current study, we included aspects of teacher\u2013teacher relationships in the analyses by investigating staff communication at school. We investigated the associations between staff communication, student\u2013student relationship quality in the classroom, and students\u2019 bullying experiences. In addition, we investigated if staff communication may be indirectly linked to students\u2019 bullying experiences via student\u2013student relationships in the classroom. The sample was drawn from 556 teachers (79% female, M&lt;jats:sub&gt;age&lt;\/jats:sub&gt;\u2009=\u200950.6, SD&lt;jats:sub&gt;age&lt;\/jats:sub&gt;\u2009=\u20098.44) and 2,071 students (49% female, M&lt;jats:sub&gt;age&lt;\/jats:sub&gt;\u2009=\u200913.63, SD&lt;jats:sub&gt;age&lt;\/jats:sub&gt;\u2009=\u20091.17) in 114 classes across 24 schools in Germany. Two-level- and three-level models were performed. Findings suggest that rivalry as an aspect of student\u2013student relationships in the classroom (a part of the classroom climate) is associated with students\u2019 bullying experiences as bullies, victims, and bully-victims. While staff communication is not directly associated with students\u2019 bullying experiences, it is indirectly associated with it via rivalry in the classroom. The findings also show that staff communication at school is associated with student\u2013student relationships in the classroom. The study has implications for school-wide anti-bullying measures that should also include teacher\u2013teacher aspects, and that future research should endeavour to include both class-level and school-level contexts.&lt;\/jats:p&gt;","DOI":"10.1007\/s42380-024-00283-0","type":"journal-article","created":{"date-parts":[[2025,2,12]],"date-time":"2025-02-12T18:19:31Z","timestamp":1739384371000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Staff Communication at School and Student\u2013Student Relationship Quality in the Classroom: Direct and Indirect Effects on Students\u2019 Experiences as Bullies, Bullied, and Bully-Victims"],"prefix":"10.1007","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-2753-6297","authenticated-orcid":false,"given":"Saskia M.","family":"Fischer","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4891-9940","authenticated-orcid":false,"given":"Peter J. R.","family":"Macaulay","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3017-0492","authenticated-orcid":false,"given":"Ludwig","family":"Bilz","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2025,2,12]]},"reference":[{"issue":"3","key":"283_CR1","doi-asserted-by":"publisher","first-page":"320","DOI":"10.1080\/02673843.2015.108344","volume":"21","author":"EO Acquah","year":"2016","unstructured":"Acquah, E. O., Topalli, P. Z., Wilson, M. L., Junttila, N., &amp; Niemi, P. M. (2016). Adolescent loneliness and social anxiety as predictors of bullying victimisation. 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The association between teachers\u2019 well-being and students\u2019 well-being and the role of teacher support as a mediator. Zeitschrift f\u00fcr Psychologie, 230(3), 264\u2013275. https:\/\/doi.org\/10.1027\/2151-2604\/a000497","DOI":"10.1027\/2151-2604\/a000497"},{"value":"Not Applicable.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Consent for Publication"}},{"value":"Saskia M. Fischer and Ludwig Bilz declare no conflict of interest. Peter J. R. Macaulay serves on the Editorial Board of International Journal of Bullying Prevention. Peter J. R. Macaulay was not included in the review process or decision process of this manuscript.","order":4,"name":"Ethics","group":{"name":"EthicsHeading","label":"Conflict of Interest"}}]}}</enrichment>
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    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <submitter>
      <firstName>Saskia</firstName>
      <lastName>Fischer</lastName>
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      <firstName>Peter J. R.</firstName>
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    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
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    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>35573</id>
    <completedYear/>
    <publishedYear>2025</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>17</pageNumber>
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    <issue>1</issue>
    <volume>10</volume>
    <type>articler</type>
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    <publisherPlace/>
    <creatingCorporation>Robert Koch-Institut, Berlin</creatingCorporation>
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    <completedDate>2025-03-15</completedDate>
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    <title language="deu">Auswirkungen der Corona-Maßnahmen auf das Leben von Kindern und Jugendlichen: Ergebnisse der bundesweiten HBSC-Studie 2022</title>
    <abstract language="deu">Hintergrund: Die Eindämmungsmaßnahmen der COVID-19-Pandemie haben den Alltag vieler Menschen verändert. Untersucht wird, wie Kinder und Jugendliche die Auswirkungen der Corona-Maßnahmen auf verschiedene Lebensbereiche einschätzen.&#13;
&#13;
Methode: An der repräsentativen „Health Behaviour in School-aged Children (HBSC)“-Studie haben 2022 bundesweit N = 6.475 Schülerinnen und Schüler (11 –15 Jahre) teilgenommen. Mittels logistischer Regressionen wurden Zusammenhänge zwischen den wahrgenommenen Auswirkungen der Corona-Maßnahmen auf verschiedene Bereiche ihres Lebens und den Faktoren Alter, Geschlecht und familiärer Wohlstand untersucht.&#13;
&#13;
Ergebnisse: Zwei Jahre nach Pandemiebeginn berichteten Kinder und Jugendliche sowohl positive als auch negative Auswirkungen der Corona-Maßnahmen. Bei den sozialen Beziehungen nahm etwa die Hälfte der Befragten positive Auswirkungen wahr. Dagegen gab etwa jede bzw. jeder dritte Befragte Verschlechterungen bei der seelischen Gesundheit und den schulischen Leistungen an. Vor allem 11-Jährige, Jungen und Befragte mit hohem familiären Wohlstand berichteten von positiven Auswirkungen.&#13;
&#13;
Schlussfolgerungen: Die in Einzelbereichen positiven Auswirkungen der Pandemie auf das Leben von Kindern und Jugendlichen und die sich hier abzeichnende Resilienz (Widerstandskraft) sowie die Ergebnisse zu negativeren Einschätzungen von Jugendlichen, Mädchen und Befragten mit niedrigerem familiären Wohlstand können als Ausgangspunkt für eine bedarfsorientierte und zielgruppenspezifische Gesundheitsförderung in Krisenzeiten genutzt werden. Gegenstand zukünftiger Forschung sollten die Langzeitfolgen der Pandemie auf die Entwicklung junger Menschen sein.</abstract>
    <parentTitle language="deu">Journal of Health Monitoring</parentTitle>
    <identifier type="issn">2511-2708</identifier>
    <identifier type="url">https://www.rki.de/DE/Aktuelles/Publikationen/Journal-of-Health-Monitoring/GBEDownloadsJ/Focus/JHealthMonit_2025_01_HBSC_CORONA.pdf</identifier>
    <identifier type="doi">10.25646/12954</identifier>
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    <author>
      <firstName>Franziska</firstName>
      <lastName>Reiß</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Veronika</firstName>
      <lastName>Ottová-Jordan</lastName>
    </author>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <author>
      <firstName>Irene</firstName>
      <lastName>Moor</lastName>
    </author>
    <author>
      <firstName>Kevin</firstName>
      <lastName>Dadaczynski</lastName>
    </author>
    <author>
      <firstName>Ronja M.</firstName>
      <lastName>Helmchen</lastName>
    </author>
    <author>
      <firstName>Theresa</firstName>
      <lastName>Schierl</lastName>
    </author>
    <author>
      <firstName>Saskia</firstName>
      <lastName>Sendatzki</lastName>
    </author>
    <author>
      <firstName>Katharina</firstName>
      <lastName>Rathmann</lastName>
    </author>
    <author>
      <firstName>Anne</firstName>
      <lastName>Kaman</lastName>
    </author>
    <author>
      <firstName>HBSC-Studienverbund</firstName>
      <lastName>Deutschland</lastName>
    </author>
    <author>
      <firstName>Ulrike</firstName>
      <lastName>Ravens-Sieberer</lastName>
    </author>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>HBSC</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>COVID-19-Pandemie</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Kinder</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Jugendliche</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>psychische Gesundheit</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Soziale Beziehungen</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Deutschland</value>
    </subject>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
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    <pageNumber>424</pageNumber>
    <edition>1. Auflage</edition>
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    <volume>9</volume>
    <type>book</type>
    <publisherName>Brandenburgische Technische Universität Cottbus-Senftenberg, Institut für Gesundheit</publisherName>
    <publisherPlace>Cottbus</publisherPlace>
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    <completedDate>2025-03-27</completedDate>
    <publishedDate>--</publishedDate>
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    <title language="deu">Die Gründung und Funktionsweise von Schulzentren im Land Brandenburg : Abschlussbericht zur wissenschaftlichen Untersuchung im Auftrag des Brandenburger Ministeriums für Bildung, Jugend und Sport</title>
    <abstract language="deu">Schulzentren sind Zusammenschlüsse von Grundschulen mit weiterführenden Schulen (Ober- oder Gesamtschulen) im Land Brandenburg. Sie sollen längeres gemeinsames Lernen fördern, Bildungsgerechtigkeit stärken und Synergieeffekte durch den Zusammenschluss von Primär- und Sekundarstufe erzielen. Im Auftrag des Brandenburger Ministeriums für Bildung, Jugend und Sport wurden in dieser Studie der Gründungsprozess und die Funktionsweise von Schulzentren untersucht. Im Einzelnen zielten die Forschungsfragen auf die Motivlagen der AkteurInnen bei der Gründung, ihre Möglichkeiten der Beeinflussung des Prozesses, die Gelingensbedingungen und Hemmnisse sowie die Synergieeffekte. Weiterhin ging es um die zeitlichen Veränderungen der Motivlagen der beteiligten Akteur:innen, die Funktionsbedingungen von Schulzentren im Vergleich zu unverbundenen Schulen, die Rolle der Schulentwicklungsplanung und den Einfluss der Schulzentren auf die Schülerströme. Die Studie nutzte eine Kombination aus quantitativen und qualitativen Forschungsmethoden zur Untersuchung dieser Forschungsfragen. Es wurden wiederholte Online-Befragungen mit Lehrpersonen und Schulleitungen an allen 41 Schulzentren durchgeführt, schulstatistische Daten analysiert und kontrastierende Einzelfallstudien an sieben Schulzentren durchgeführt. Letztere umfassten ExpertInneninterviews mit AkteurInnen aus Bildungspolitik, Schulverwaltung und Einzelschulen sowie Dokumentenanalysen von Schulprogrammen und Schulentwicklungsplänen. Der Bericht stellt die Ergebnisse der Untersuchung vor und gibt auf dieser Grundlage Empfehlungen für die verschiedenen Phasen des Gründungsprozesses eines Schulzentrums.</abstract>
    <parentTitle language="deu">Schriftenreihe des Instituts für Gesundheit</parentTitle>
    <identifier type="isbn">978-3-940471-83-3</identifier>
    <identifier type="url">https://opus4.kobv.de/opus4-btu/files/6947/IfG-Reihe_9.pdf</identifier>
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    <author>
      <firstName>Elisabeth</firstName>
      <lastName>Stürmer</lastName>
    </author>
    <editor>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </editor>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Brandenburg</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Gemeinschaftsschule</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Schulfusion</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Schulzentren</value>
    </subject>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
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    <completedYear/>
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    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst>363</pageFirst>
    <pageLast>383</pageLast>
    <pageNumber>21</pageNumber>
    <edition>4., überarbeitete und aktualisierte Auflage</edition>
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    <publisherName>Springer VS</publisherName>
    <publisherPlace>Wiesbaden</publisherPlace>
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    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2025-04-28</completedDate>
    <publishedDate>--</publishedDate>
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    <title language="deu">Ängste bei Schülerinnen und Schülern : Prävention und Intervention im schulischen Kontext</title>
    <abstract language="deu">In diesem Beitrag werden Ängste betrachtet, die im Kontext Schule auftreten und für die sich, neben der Frage nach der klinischen, auch die Frage nach der pädagogischen Relevanz stellt. Im Einzelnen wird auf Trennungs-, Leistungs- und Prüfungsängste sowie auf soziale Ängste eingegangen. Neben den Ursachen von Ängsten und Angststörungen werden Folgen von Ängsten, insbesondere für das Lernen in der Schule, und Herausforderungen bei der Diagnostik vorgestellt. Der Beitrag endet mit Handlungsempfehlungen für die gestufte Prävention und Intervention bei schulbezogenen Ängsten auf der Klassen- und Schulebene sowie auf der individuellen Ebene.</abstract>
    <parentTitle language="deu">Lehrer-Schüler-Interaktion : Inhaltsfelder, Forschungsperspektiven und methodische Zugänge</parentTitle>
    <identifier type="isbn">978-3-658-45041-0</identifier>
    <identifier type="url">https://link.springer.com/content/pdf/10.1007/978-3-658-45042-7.pdf</identifier>
    <identifier type="doi">10.1007/978-3-658-45042-7_15</identifier>
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    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
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    <editor>
      <firstName>Martin K. W.</firstName>
      <lastName>Schweer</lastName>
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    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
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    <pageNumber>21</pageNumber>
    <edition/>
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    <volume>25</volume>
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    <publisherName>BioMed Central (BMC)</publisherName>
    <publisherPlace>London</publisherPlace>
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    <title language="eng">Lonely children and adolescents are less healthy and report less social support : a study on the effect of loneliness on mental health and the moderating role of social support</title>
    <abstract language="eng">Background &#13;
Loneliness among children and adolescents has been increasingly recognized as a public health issue, for example, because of its associations with mental health problems. Nevertheless, there is a lack of evidence regarding the links between loneliness and mental health and the potential buffering role of social support. Thus, this study aims to investigate the prevalence of loneliness among children and adolescents in Germany and its associations with mental health. Furthermore, we analyze whether social support is negatively correlated with loneliness and mental health problems and whether it acts as a moderator of the association between loneliness and mental health issues. &#13;
&#13;
Methods &#13;
This study analyzed data from the Health Behavior in School-aged Children (HBSC) survey in Germany in 2022, which included 6,475 students aged 11, 13, and 15 years (girls: 50,6%, Mage = 13,4, SD = 1,7). Loneliness was measured via the University of California–Los Angeles Scale (UCLA) and a single-item measure. The mental health indicators included subjective health, life satisfaction, and multiple psychosomatic complaints. Social support from family, teachers, and classmates was assessed. Chi-square tests, t tests, logistic regressions, and moderation analyses were conducted.&#13;
 &#13;
Results &#13;
A total of 17.2% of the students reported high levels of loneliness. Compared with boys, girls and gender-diverse students reported higher rates of loneliness. High levels of loneliness were strongly linked to poorer subjective health (OR = 5.56, p &lt;.001), lower life satisfaction (OR = 7.32, p &lt;.001), and increased psychosomatic complaints (OR = 7.38, p &lt;.001). High social support from family, teachers, and students was associated with reduced loneliness and better mental health outcomes. Teacher support in grades 7 and 9 buffered the effect of loneliness on multiple psychosomatic complaints. &#13;
&#13;
Conclusion &#13;
The findings highlight that loneliness is a prevalent phenomenon among children and adolescents and is strongly associated with mental health issues. Greater social support is linked to reduced loneliness and better mental health, so targeted interventions to promote social support in schools and families are needed to address loneliness. Future research should explore longitudinal relationships and further elucidate the mechanisms underlying these associations.</abstract>
    <parentTitle language="eng">BMC public health</parentTitle>
    <identifier type="issn">1471-2458</identifier>
    <identifier type="doi">10.1186/s12889-025-23247-5</identifier>
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    <licence>Creative Commons - CC BY - Namensnennung 4.0 International</licence>
    <author>
      <firstName>Raphael</firstName>
      <lastName>Schütz</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Franziska</firstName>
      <lastName>Reiss</lastName>
    </author>
    <author>
      <firstName>Irene</firstName>
      <lastName>Moor</lastName>
    </author>
    <author>
      <firstName>Anne</firstName>
      <lastName>Kaman</lastName>
    </author>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Loneliness</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Mental health</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Social support</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>HBSC</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Children</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Adolescents</value>
    </subject>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
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  <doc>
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    <publishedYear>2025</publishedYear>
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    <language>deu</language>
    <pageFirst>179</pageFirst>
    <pageLast>186</pageLast>
    <pageNumber>8</pageNumber>
    <edition/>
    <issue/>
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    <type>bookpart</type>
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    <creatingCorporation/>
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    <completedDate>2025-11-27</completedDate>
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    <title language="deu">Emotionale Störungen bei Schüler*innen</title>
    <abstract language="deu">Depressionen und Ängste gehören zu den häufigsten psychischen Problemen des Kindes- und Jugendalters und haben bei vielen Schüler*innen einen engen Bezug zur schulischen Umwelt. In diesem Kapitel wird auf die Symptomatik, Verbreitung, Diagnostik und Prävention/Intervention von Depressionen, Trennungsängsten, sozialen Ängsten, Leistungs- und Prüfungsängsten eingegangen. Dem Beitrag liegt ein dimensionales Verständnis von emotionalen Störungen zugrunde. Näher betrachtet werden depressive Beschwerden und Ängste, für die jenseits der klinischen Relevanz auch von Interesse ist, ob und wie sie die Entwicklung und das Lernen in der Schule beeinträchtigen.</abstract>
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    <title language="deu">Schul- und Klassenklima</title>
    <abstract language="deu">Das Schul- und Klassenklima steht für die Wahrnehmungen der schulischen Umwelt durch die Schüler*innen, z. B. wie sie den Unterricht, ihre Beziehungen untereinander oder zu den Lehrkräften einschätzen. Da das Klima an Schulen und in Klassen eng mit den Lernergebnissen, der sozialen Entwicklung und dem Wohlbefinden von Schüler*innen zusammenhängt, ist es ein wichtiger Gegenstand schulpsychologischer Diagnostik und Intervention. Dieser Beitrag geht auf die Definition und die Komponenten des Klimas an Schulen und Schulklassen ein und stellt verschiedene Erhebungsverfahren vor. Mit Bezugnahme auf zentrale Theorien wird auf die Auswirkungen des Klimas auf Schüler*innen und Lehrkräfte eingegangen, es werden Befunde zur Sicht deutscher Schüler*innen auf die Schule präsentiert sowie Strategien zur Förderung des Schul- und Klassenklimas vorgestellt.</abstract>
    <parentTitle language="deu">Schulpsychologie : ein Lehrbuch für die Praxis</parentTitle>
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    <abstract language="deu">Hate speech (HS) is a global issue. The intentional expression of group-related derogation has become more widespread in recent years and potentially bears negative consequences for individuals, communities, and societies (Kansok-Dusche et al., 2023). After the internet, the school is a context where children and adolescents perpetrate and witness HS or become victims of it (Castellanos et al., 2023). However, schools also represent a suitable location to address HS incidents and to prevent future HS. To date, there is limited evidence on the availability, quality, and effectiveness of school-based programs to deal with HS.&#13;
&#13;
This systematic review aims to compile a catalog of available school-based programs on HS that particularly target children and adolescents. Two independent reviewers evaluated the programs’ quality on a criteria-driven basis. The quality criteria combine perspectives from science (e.g., Nation et al., 2003) and secondary school teachers, and from students. The perspectives of the school practitioners were collected in qualitative interviews and focus group discussions. Two coders extracted the quality criteria using grounded theory methods. &#13;
&#13;
Of the 27 programs identified, 25 originate from Europe. The presentation will provide an overview of the programs and their quality results. Recommendations will be given for program implementation in schools and for further program improvement.</abstract>
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      <lastName>Kansok-Dusche</lastName>
    </author>
    <submitter>
      <firstName>Julia</firstName>
      <lastName>Kansok-Dusche</lastName>
    </submitter>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <author>
      <firstName>Peter</firstName>
      <lastName>Bartholomäus</lastName>
    </author>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>37176</id>
    <completedYear/>
    <publishedYear>2025</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>articlenr</type>
    <publisherName>Research Square</publisherName>
    <publisherPlace/>
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    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2025-12-30</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">How students’ unsatisfied needs in class situations relate to their current boredom : an experience sampling method study</title>
    <abstract language="eng">Boredom in classrooms is attributed to a lack of meaningfulness, over- or under challenging tasks, a lack of mental stimulation or a lack of autonomy. Previous research has mostly studied the effect of these few needs separately of each other, leaving questions about the comparative effects of different psychological needs on boredom unanswered. The present study integrates these predictors and combines them with six others in one joint study, to determine the respective contribution of each individual unsatisfied needs to boredom in the classroom in comparison with the others, differentiating between the situational and personal levels.A pre-registered study was conducted with 111 ninth-grade students at secondary schools. The study used the Experience Sampling Method (ESM), examining students’ boredom directly in classroom situations. Unsatisfied needs and boredom were recorded on average 15 times for each student in various teaching situations.Multilevel regression analyses showed that unsatisfied needs, particularly for mental stimulation, but also for competence, autonomy, and meaningfulness, predicted students' boredom in the classroom. The unsatisfied need for relatedness (i.e. sense of belonging or relationship) was not a direct predictor of boredom, but significantly interacted with gender in predicting boredom. Unsatisfied needs for luxury/aesthetics, influence, self-esteem, physical thriving and security had no predictive effect on boredom. Differences in boredom between individuals were partly explained by gender, as boys experienced higher boredom than girls. Within the individuals, there was a difference between school subjects, with higher boredom in language than in science lessons. The study augments the previously few and isolated findings on the association between unsatisfied psychological needs and boredom.</abstract>
    <parentTitle language="eng">Preprint</parentTitle>
    <identifier type="doi">10.21203/rs.3.rs-7211748/v1</identifier>
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    <licence>Creative Commons - CC BY - Namensnennung 4.0 International</licence>
    <author>
      <firstName>Anke</firstName>
      <lastName>Zeißig</lastName>
    </author>
    <submitter>
      <firstName>Anke</firstName>
      <lastName>Zeißig</lastName>
    </submitter>
    <author>
      <firstName>Julia</firstName>
      <lastName>Moeller</lastName>
    </author>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Boredom</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Psychological Needs</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Education</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>School</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Experience Sampling</value>
    </subject>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>37087</id>
    <completedYear/>
    <publishedYear>2025</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>1</pageFirst>
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    <edition/>
    <issue/>
    <volume/>
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    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation>Masaryk University (Brno, Czech)</contributingCorporation>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2025-12-12</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Associations between teachers’ latent competency profiles and their hate speech interventions in school : a multilevel person-centered approach</title>
    <parentTitle language="eng">27th Workshop on Aggression (November 26-28, 2025)</parentTitle>
    <identifier type="doi">10.17605/OSF.IO/ZD79H</identifier>
    <enrichment key="Fprofil">3 Globaler Wandel und Transformationsprozesse / Global Change and Transformation Processes</enrichment>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
    <enrichment key="Publikationsweg">Open Access</enrichment>
    <enrichment key="opus.source">publish</enrichment>
    <enrichment key="ConferencePlace">Brno</enrichment>
    <enrichment key="ConferenceTitle">29th Workshop on Aggression (2025)</enrichment>
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    <author>
      <firstName>Julia</firstName>
      <lastName>Kansok-Dusche</lastName>
    </author>
    <submitter>
      <firstName>Julia</firstName>
      <lastName>Kansok-Dusche</lastName>
    </submitter>
    <author>
      <firstName>Sebastian</firstName>
      <lastName>Wachs</lastName>
    </author>
    <author>
      <firstName>Alexander</firstName>
      <lastName>Wettstein</lastName>
    </author>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>37392</id>
    <completedYear/>
    <publishedYear>2026</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst>16</pageFirst>
    <pageLast>17</pageLast>
    <pageNumber>2</pageNumber>
    <edition/>
    <issue>1</issue>
    <volume>2026</volume>
    <type>articlenr</type>
    <publisherName>AOK Medien GmbH</publisherName>
    <publisherPlace>Remagen</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation>AOK</contributingCorporation>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2026-01-19</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Hatespeech hat Folgen</title>
    <parentTitle language="deu">G+G Spezial</parentTitle>
    <identifier type="issn">1436-1728</identifier>
    <identifier type="url">https://www.aok.de/pp/fileadmin/bereiche/g_g/_Gesundheit_und_Gesellschaft/Magazine/Januar_2026/25.0210_G_G_Spezial_Gemeinsam_gegen_Hass_final_01.pdf</identifier>
    <enrichment key="Fprofil">2 Gesundheit und Lifes Sciences / Health and Life Sciences</enrichment>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
    <enrichment key="Publikationsweg">Open Access</enrichment>
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    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>37852</id>
    <completedYear/>
    <publishedYear>2026</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>80</pageNumber>
    <edition/>
    <issue/>
    <volume/>
    <type>book</type>
    <publisherName>Institut für Sozialarbeit und Sozialpädagogik e.V. - Kompetenznetz Einsamkeit</publisherName>
    <publisherPlace>Berlin ; Frankfurt am Main</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2026-02-24</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Einsamkeit bei Kindern und Jugendlichen in Deutschland : schulische und gesundheitsbezogene Zusammenhänge</title>
    <abstract language="deu">Hintergrund: Einsamkeit ist bei Kindern und Jugendlichen weit verbreitet und steht mit zahlreichen physischen, psychischen und schulischen Faktoren im Zusammenhang. Für Deutschland liegen dazu jedoch erst wenige empirische Erkenntnisse vor. Ziel dieser Expertise ist es daher, einen Überblick 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 Unterstützung) in Verbindung steht.&#13;
&#13;
Methodik: Die HBSC-Studie ist eine internationale Forschungskooperation unter Schirmherrschaft der Weltgesundheitsorganisation (WHO) und wird seit über 40 Jahren in einem Vierjahresrhythmus in mittlerweile über 50 Ländern durchgeführt. Deutschland ist seit 1993 Partner des internationalen HBSC-Konsortiums und seit 2009 regelmäßig mit einer bundesweit repräsentativen Stichprobe an den Erhebungen beteiligt. In der aktuellen Befragung in Deutschland wurden erstmals die optionalen Fragen zum Thema Einsamkeit aufgenommen. Somit zielt die vorliegende Expertise darauf ab, aktuelle Daten zur Einsamkeit, zur Gesundheit und zu sozialen Beziehungen sowie soziodemografischen Faktoren von Schülerinnen und Schülern zu analysieren und einem breiten Publikum zur Verfügung zu stellen.&#13;
&#13;
Ergebnisse: Gemessen mit der UCLA-Skala sind 11,8 % der Schüler*innen als einsam einzustufen. Hierbei fällt auf, dass Mädchen in höherem Maße einsam sind (14,8 %) als Jungen (7,4 %). Eine mögliche Erklärung für eine stärkere Einsamkeit bei Mädchen kann eine erhöhte Bereitschaft sein, nicht erfüllte emotionale Bedürfnisse zu kommunizieren.&#13;
&#13;
Schlussfolgerung: Einsamkeit in der Kindheit und Jugend spielt auch im schulischen Kontext eine wichtige Rolle. Schüler*innen sollten in ihren emotionalen und sozialen Kompetenzen gestärkt werden. Lehrkräfte können zu einem positiven Schulklima und einer sozialen Unterstützung der Lernenden beitragen und so Einsamkeit begegnen.</abstract>
    <identifier type="isbn">978-3-88493-301-5</identifier>
    <identifier type="url">https://kompetenznetz-einsamkeit.de/publikationen/kne-expertisen/kne-expertise-16</identifier>
    <enrichment key="Fprofil">2 Gesundheit und Lifes Sciences / Health and Life Sciences</enrichment>
    <enrichment key="UBICOseries">KNE Expertisen ; 16</enrichment>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
    <enrichment key="Publikationsweg">Open Access</enrichment>
    <enrichment key="opus.source">publish</enrichment>
    <enrichment key="opus.doi.autoCreate">false</enrichment>
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    <author>
      <firstName>Raphael</firstName>
      <lastName>Schütz</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <author>
      <firstName>Irene</firstName>
      <lastName>Moor</lastName>
    </author>
    <author>
      <firstName>Anne</firstName>
      <lastName>Kaman</lastName>
    </author>
    <author>
      <firstName>Franziska</firstName>
      <lastName>Reiß</lastName>
    </author>
    <author>
      <firstName/>
      <lastName>HBSC Study Group Germany</lastName>
    </author>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Einsamkeit</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>HBSC</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Schule</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Gesundheit</value>
    </subject>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>37970</id>
    <completedYear/>
    <publishedYear>2026</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>16</pageNumber>
    <edition/>
    <issue/>
    <volume/>
    <type>articler</type>
    <publisherName>Springer Science and Business Media LLC</publisherName>
    <publisherPlace>Cham</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2026-03-25</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">How, when, and with whom : a study on the moderating aspects of the association between social media use and loneliness among school-aged children</title>
    <abstract language="eng">The relationship between social media use and loneliness among adolescents is a growing area of research, with mixed findings on whether social media use is associated with increased (displacement hypothesis) or decreased (stimulation hypothesis) loneliness. So far, the relationship between social media use and loneliness by online interaction partner or age has hardly been investigated. Therefore, this study explores the associations between social media communication with different persons and loneliness. Furthermore, the link between problematic social media use and loneliness, as well as age differences, were analyzed. Data from the representative 2022 German Health Behavior in School-aged Children (HBSC) survey, including 6,475 students aged 11, 13, and 15 years (girls: 50,6%, Mage = 13,4, SD = 1,7), were used. Loneliness was measured via the University of California–Los Angeles Scale (UCLA). Chi-square tests and regression analyses were conducted. In total, 11.8% of the children were classified as lonely, with girls and gender-diverse individuals showing higher levels of loneliness than boys. High levels of contact with close friends via social media were linked to lower levels of loneliness, whereas interaction with internet friends was associated with greater levels of loneliness. A total of 11.1% of students reported problematic social media use, which was associated with a higher likelihood of feeling lonely. The relationship was not moderated by age. These findings support both the displacement and stimulation hypotheses, suggesting that the role of social media depends on how and with whom it is used. Interacting with close friends on social media is linked with lower levels of loneliness, whereas problematic use and online-only interactions are associated with higher levels of loneliness, regardless of age. Thus, interventions should focus on promoting healthy social media habits and encouraging meaningful connections with close friends.</abstract>
    <parentTitle language="eng">Journal of technology in behavioral science</parentTitle>
    <identifier type="doi">10.1007/s41347-026-00605-7</identifier>
    <identifier type="issn">2366-5963</identifier>
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    <author>
      <firstName>Raphael</firstName>
      <lastName>Schütz</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Kevin</firstName>
      <lastName>Dadaczynski</lastName>
    </author>
    <author>
      <firstName>Katharina</firstName>
      <lastName>Rathmann</lastName>
    </author>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <author>
      <firstName/>
      <lastName>HBSC Study Group Germany</lastName>
    </author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Loneliness</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Social media</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Online interaction</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Problematic social media use</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>HBSC</value>
    </subject>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
</export-example>
