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  <doc>
    <id>29327</id>
    <completedYear/>
    <publishedYear>2022</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst>51</pageFirst>
    <pageLast/>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject_ref</type>
    <publisherName/>
    <publisherPlace>Hildesheim</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2022-09-27</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">„Health Literacy in School-Aged Children-German”: Vorstellung eines Messinstruments zur Erhebung der Gesundheitskompetenz im Kindes- und Jugendalter</title>
    <abstract language="deu">Gesundheitskompetenz ist ein international relevanter Forschungsgegenstand, der bereits im Kindes- und Jugendalter mit dem Gesundheitszustand, der Ausübung gesundheitsbezogenen Risikoverhaltens und gesundheitlicher Ungleichheit zusammenhängt. Dennoch steht die Erforschung der Gesundheitskompetenz in Deutschland insbesondere im Kindes- und Jugendalter im internationalen Vergleich noch weitgehend am Anfang.&#13;
&#13;
Ein ökonomisches Instrument zur Erhebung der Gesundheitskompetenz Heranwachsender stellt die 10-Item-Skala „Health Literarcy in School-Aged Children-German“ (HLSAC-German) dar. Dabei handelt es sich um die deutsche Version der Skala HLSAC, welche in der international durchgeführten HBSC-Studie eingesetzt wird. In diesem Beitrag werden die Skala selbst sowie Befunde zur Dimensionalität, zur Messinvarianz in Bezug auf Geschlecht, Alter und Schulform und zu Zusammenhängen zu Indikatoren der Gesundheit und des Gesundheitsverhaltens vorgestellt.&#13;
&#13;
Die Überprüfung der Skala erfolgt anhand der Daten der deutschen HBSC-Studie 2018 (N = 4 347 Schülerinnen und Schüler im Alter von 11, 13 und 15 Jahren). Die Überprüfung in der Gruppe der 11-Jährigen stellt dabei eine Erweiterung des Einsatzbereiches der Skala im internationalen Vergleich dar.&#13;
&#13;
Explorative und konfirmatorische Faktorenanalysen belegen die Eindimensionalität der Skala. Konfirmatorische Faktorenanalysen in multiplen Gruppen zeigen vollständige skalare Messinvarianz bezüglich des Geschlechts und partielle skalare Messinvarianz bezüglich Altersgruppen und Schulform. Erwartungsgemäß zeigen sich negative Zusammenhänge zu subjektiv eingeschätzten psychischen Gesundheitsproblemen und positive Zusammenhänge zur körperlichen Aktivität. Die Ergebnisse weisen insgesamt auf eine eindimensionale Skala hin, mit welcher Mittelwertsvergleiche zulässig sind. Der Einsatz der Skala in der Gruppe der 11-jährigen ist möglich, wobei punktuelle Schwierigkeiten bei der Beantwortung der Items und eine höhere Non-Response-Quote in dieser Altersgruppe erwartet werden müssen.</abstract>
    <parentTitle language="deu">52. Kongress der Deutschen Gesellschaft für Psychologie. Programm.</parentTitle>
    <identifier type="url">https://www.uni-hildesheim.de/dgps2022/wp-content/uploads/2022/09/52._DGPs-Kongress_2022_Programm_Stand20220915_kl.pdf</identifier>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
    <enrichment key="opus.source">publish</enrichment>
    <enrichment key="opus.doi.autoCreate">false</enrichment>
    <enrichment key="opus.urn.autoCreate">false</enrichment>
    <enrichment key="Fprofil">2 Gesundheit und Lifes Sciences / Health and Life Sciences</enrichment>
    <enrichment key="Fprofil">3 Globaler Wandel und Transformationsprozesse / Global Change and Transformation Processes</enrichment>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <submitter>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </submitter>
    <author>
      <firstName>Kevin</firstName>
      <lastName>Dadaczynski</lastName>
    </author>
    <author>
      <firstName>Gorden</firstName>
      <lastName>Sudeck</lastName>
    </author>
    <author>
      <firstName>Katharina</firstName>
      <lastName>Rathmann</lastName>
    </author>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>29256</id>
    <completedYear/>
    <publishedYear>2022</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>491</pageFirst>
    <pageLast>503</pageLast>
    <pageNumber/>
    <edition/>
    <issue>4</issue>
    <volume>21</volume>
    <type>articler</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2022-08-25</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Teachers’ Empathy for Bullying Victims, Understanding of Violence, and Likelihood of Intervention</title>
    <abstract language="eng">Relational bullying is still underappreciated by teachers. Based on the theoretical model of teachers’ intervention competence in bullying, the aim of the current research was to gain insights into the concurrent relationships between teachers’ empathy, understanding of violence, and likelihood of intervention. In this study, n = 556 teachers (79.4% female, Mage = 50.6) indicated on a questionnaire their empathy, understanding of relational violence, and likelihood of intervention in a relational bullying situation. The relationships were simultaneously estimated in a structural equation model. The results suggest significantly positive concurrent relations between these variables. We conclude that the effectiveness of teacher trainings could be increased through such elements as cognitive empathy training, raising awareness of violence, and teaching appropriate interventions in relational bullying situations.</abstract>
    <parentTitle language="eng">Journal of School Violence</parentTitle>
    <identifier type="issn">1538-8220</identifier>
    <identifier type="doi">10.1080/15388220.2022.2114488</identifier>
    <identifier type="issn">1538-8239</identifier>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
    <enrichment key="opus.source">publish</enrichment>
    <enrichment key="Fprofil">2 Gesundheit und Lifes Sciences / Health and Life Sciences</enrichment>
    <enrichment key="Fprofil">3 Globaler Wandel und Transformationsprozesse / Global Change and Transformation Processes</enrichment>
    <author>
      <firstName>Anett</firstName>
      <lastName>Wolgast</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <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>bullying</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>empathy</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>likelihood of intervention</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>students</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>teachers’ understanding of violence</value>
    </subject>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>29513</id>
    <completedYear/>
    <publishedYear>2022</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>1</pageNumber>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject_ref</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2022-11-15</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Broadening the contextual perspective on bullying: Direct and cross-level interaction effects between staff communication climate, classroom climate, and students’ bullying experiences</title>
    <abstract language="eng">Research on the development of bullying is often based upon Bronfenbrenner’s socioecological model (Swearer &amp; Hymel, 2015). Thus, various relevant contextual variables have been identified, including classroom climate and school climate (Thornberg et al., 2018; Zych et al., 2019). School climate has been defined in different ways, mostly including relationships between people in the school environment (Wang et al., 2016). Empirically, only the relationships between students (also summarised within the class as classroom climate) and between teachers and pupils are usually considered. However, teachers have been identified as particularly significant in the bullying process and as role models for students (Colpin et al., 2021). Because of this, it is assumed that relationships among teachers can also be significant risk factors for student bullying. In this study, we investigate communication climate among teachers as part of the school climate and its associations to student bullying. In addition, we follow Bronfenbrenner’s idea of interactions among contextual levels by considering both school climate and classroom climate and investigating moderation effects. Data was collected from more than 550 teachers and 2,000 students in 114 classes at 24 schools in Germany. The analyses involved three-level hierarchical binary&#13;
regression analyses and cross-level interaction models. Findings suggest that staff communication climate is not associated directly with students’ experiences with bullying, but that the worse&#13;
staff communication climate, the more students bully others in classrooms with high rates of rivalry (cross-level moderation). The associations will further be analysed under consideration of relevant control variables. Final results will be presented at the conference. The study broadens the contextual perspective on bullying by including more than one level at once and supports the importance of a whole-school perspective on bullying.</abstract>
    <parentTitle language="eng">26th Workshop on Aggression. The Nature and Prevention of Political Violence.</parentTitle>
    <identifier type="url">http://www.woa.uni-jena.de/WoA2022-Program.pdf</identifier>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
    <enrichment key="opus.source">publish</enrichment>
    <enrichment key="opus.doi.autoCreate">false</enrichment>
    <enrichment key="opus.urn.autoCreate">false</enrichment>
    <enrichment key="Fprofil">2 Gesundheit und Lifes Sciences / Health and Life Sciences</enrichment>
    <enrichment key="Fprofil">3 Globaler Wandel und Transformationsprozesse / Global Change and Transformation Processes</enrichment>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <submitter>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </submitter>
    <author>
      <firstName>Peter J. R.</firstName>
      <lastName>Macaulay</lastName>
    </author>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>29456</id>
    <completedYear/>
    <publishedYear>2022</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>1</pageNumber>
    <edition/>
    <issue>Supplement 3</issue>
    <volume>32</volume>
    <type>conferenceobject_ref</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2022-10-27</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Digital health literacy and health behaviors of eighth and ninth graders from Germany</title>
    <abstract language="eng">Background:&#13;
Due to the high availability and use of digital media, health- related information is increasingly shifting into the digital space. While there are increasing empirical findings on general health literacy (HL), there is a lack of evidence on digital HL in adolescence and its association with health behavior. Methods:&#13;
A cross-sectional study of 490 secondary school students (grades eight and nine) from the federal state of Hesse was conducted from October 2019 to February 2020. Digital HL was assessed using five subscales of the Digital Health Literacy Instrument (DHLI), while consumption of fruits, vegetables, soft drinks, and weekly physical activity were used as indicators of health behavior. In addition to gender and grade level, subjective social status (SSS) was used as a social characteristic. Univariate, bivariate, and multivariate analyses were performed, with binary-logistic regression adjusted for gender and SSS.&#13;
Results:&#13;
Across all items, the percentage of adolescents reporting difficulties in acquiring and dealing with digital health information ranges from 15.3 % to 37.5 %. Stratified by social characteristics, gender and socioeconomic differences were found with girls and respondents reporting a lower SSS more often showing a limited digital HL. Adolescents with moderate and low digital HL report higher levels of low physical activity, non-daily fruit and daily soft drink consumption. Depending on the health behavior, different relationship patterns can be observed for the dimensions of digital HL.&#13;
Conclusions:&#13;
The findings suggest a need for interventions to promote digital HL among adolescents, particularly for those of low SSS. In this context, the differential relationship patterns with health behaviors provide an avenue for the development of specific interventions.</abstract>
    <parentTitle language="eng">European Journal of Public Health</parentTitle>
    <identifier type="issn">1101-1262</identifier>
    <identifier type="doi">10.1093/eurpub/ckac129.322</identifier>
    <identifier type="issn">1464-360X</identifier>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
    <enrichment key="opus.source">publish</enrichment>
    <enrichment key="opus.doi.autoCreate">false</enrichment>
    <enrichment key="opus.urn.autoCreate">false</enrichment>
    <enrichment key="Fprofil">2 Gesundheit und Lifes Sciences / Health and Life Sciences</enrichment>
    <enrichment key="Fprofil">3 Globaler Wandel und Transformationsprozesse / Global Change and Transformation Processes</enrichment>
    <author>
      <firstName>Kevin</firstName>
      <lastName>Dadaczynski</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Katharina</firstName>
      <lastName>Rathmann</lastName>
    </author>
    <author>
      <firstName>Julia</firstName>
      <lastName>Schricker</lastName>
    </author>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <author>
      <firstName>Gorden</firstName>
      <lastName>Sudeck</lastName>
    </author>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <author>
      <firstName>Oliver</firstName>
      <lastName>Janiczek</lastName>
    </author>
    <author>
      <firstName>Eike</firstName>
      <lastName>Quilling</lastName>
    </author>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>32966</id>
    <completedYear/>
    <publishedYear>2024</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>42</pageFirst>
    <pageLast>61</pageLast>
    <pageNumber/>
    <edition/>
    <issue>1</issue>
    <volume>9</volume>
    <type>articler</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2024-03-04</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Traditional bullying and cyberbullying at schools in Germany: Results of the HBSC study 2022 and trends from 2009/10 to 2022</title>
    <abstract language="eng">Background: Bullying is a form of violence that is carried out repeatedly, with the intention of causing harm and with an imbalance of power between those involved. Bullying has serious negative effects on the mental health of adolescents and thus represents a significant health risk in childhood and adolescence.&#13;
Methods: Based on data from the Health Behaviour in School-aged Children (HBSC) study from the survey year 2022 in Germany (N = 6,475), the prevalence of school bullying and cyberbullying among 11-, 13- and 15-year-olds in Germany was analysed. In addition, the prevalence of school bullying and cyberbullying was analysed as a trend from 2009/10 to 2022 (bullying) and from 2017/18 to 2022 (cyberbullying).&#13;
Results: Around 14 % of the learners surveyed reported direct experience of bullying at school, and around 7 % reported cyberbullying experiences as bullied and/or bullying victims. Adolescents who identified as gender diverse were particularly likely to report bullying experiences. School bullying decreased over time, but remained stable between 2017/18 and 2022. Cyberbullying, on the other hand, increased in 2022 compared to 2017/18.&#13;
Conclusions: Experiencing bullying at school and online is an everyday experience for many children and young people, so there is still a need for the broad implementation of effective anti-bullying measures in schools.</abstract>
    <parentTitle language="eng">Journal of Health Monitoring</parentTitle>
    <identifier type="issn">2511-2708</identifier>
    <identifier type="url">https://www.rki.de/EN/Content/Health_Monitoring/Health_Reporting/GBEDownloadsJ/Focus_en/JHealthMonit_2024_01_Bullying.pdf</identifier>
    <identifier type="doi">10.25646/11872</identifier>
    <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>
    <enrichment key="opus.urn.autoCreate">false</enrichment>
    <enrichment key="Fprofil">2 Gesundheit und Lifes Sciences / Health and Life Sciences</enrichment>
    <enrichment key="Fprofil">3 Globaler Wandel und Transformationsprozesse / Global Change and Transformation Processes</enrichment>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Bullying</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Cyberbullying</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Prevalence</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Distribution</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Trends</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>School</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Children</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Adolescents</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Violence</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>HBSC</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Survey</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Germany</value>
    </subject>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>33278</id>
    <completedYear/>
    <publishedYear>2024</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst>46</pageFirst>
    <pageLast>67</pageLast>
    <pageNumber/>
    <edition/>
    <issue>1</issue>
    <volume>9</volume>
    <type>articler</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2024-04-09</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Mobbing und Cybermobbing an Schulen in Deutschland: Ergebnisse der HBSC-Studie 2022 und Trends von 2009/10 bis 2022</title>
    <abstract language="deu">Hintergrund: Mobbing ist eine Form der Gewalt, die wiederholt, mit der Absicht zu schädigen und mit einem Machtungleichgewicht zwischen den Beteiligten ausgeübt wird. Mobbing hat schwerwiegende negative Auswirkungen auf die psychische Gesundheit Heranwachsender und stellt damit ein bedeutsames Gesundheitsrisiko im Kindes- und&#13;
Jugendalter dar.&#13;
Methode: Basierend auf den Daten der „Health Behaviour in School-aged Children (HBSC)“-Studie aus dem Erhebungsjahr 2022 in Deutschland (N=6.475) wurde analysiert, wie verbreitet schulisches Mobbing und Cybermobbing in Deutschland unter 11-, 13- und 15-Jährigen waren. Zudem wurde die Verbreitung von schulischem Mobbing und Cybermobbing im Trendverlauf von 2009/10– 2022 (Mobbing) bzw. von 2017/18–2022 (Cybermobbing) analysiert.&#13;
Ergebnisse: Rund 14% der befragten Lernenden gaben direkte Erfahrungen mit schulischem Mobbing an, rund 7% berichteten Cybermobbingerfahrungen als Gemobbte und/oder Mobbende. Heranwachsende, die sich als gender-divers identifizierten, gaben besonders häufig Mobbingerfahrungen an. Schulisches Mobbing nahm im Zeitverlauf ab, blieb zwischen 2017/18 und 2022 aber stabil. Cybermobbing nahm 2022 im Vergleich zu 2017/18 dagegen zu.&#13;
Schlussfolgerungen: Mobbingerfahrungen in der Schule und online sind für viele Kinder und Jugendliche eine alltägliche Erfahrung, sodass weiterhin Bedarf für eine breite Implementierung wirksamer Anti-Mobbing-Maßnahmen an Schulen besteht.</abstract>
    <parentTitle language="deu">Journal of Health Monitoring</parentTitle>
    <identifier type="doi">10.25646/11871</identifier>
    <identifier type="issn">2511-2708</identifier>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
    <enrichment key="Referiert">Beitrag ist referiert / Article peer-reviewed</enrichment>
    <enrichment key="opus.source">publish</enrichment>
    <enrichment key="Fprofil">2 Gesundheit und Lifes Sciences / Health and Life Sciences</enrichment>
    <enrichment key="Fprofil">3 Globaler Wandel und Transformationsprozesse / Global Change and Transformation Processes</enrichment>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <submitter>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </submitter>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>33248</id>
    <completedYear/>
    <publishedYear>2024</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber/>
    <edition/>
    <issue>1</issue>
    <volume>12</volume>
    <type>articler</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2024-04-07</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">The association between boredom and creativity in educational contexts: A scoping review on research approaches and empirical findings</title>
    <abstract language="eng">Assumptions around the association between boredom and creativity are contentious. Although studies suggest positive effects of boredom, it is also considered a negative predictor of creativity. Researchers also assume that creativity reduces boredom, but boredom can also occur during creative tasks. In this review, we identify and systematise the empirical evidence available to date on the association between creativity and boredom in educational contexts. The string‐guided electronic search yielded 2849 publications. Nineteen publications based on 27 empirical studies met the inclusion criteria. Two reviewers extracted definitions, theories, methods, operationalisations, measurement instruments, and outcomes from the studies using a coding scheme. We identified a range of different theoretical and methodological approaches. The largest cache of empirical evidence was obtained from experimental and quasi‐experimental studies (five positive associations, four negative, two contradictory, and three insignificant results). Correlation studies identified three negative, one contradictory, and seven insignificant correlations between boredom and creativity. In addition, two studies with exploratory, statistically not relevant results contributed to the body of research. The results from the identified and evaluated studies argue both for and against the sensitivity of creative processes in relation to boredom—but a clear causal, positive or negative effect of boredom on creativity is not currently supported by the empirical evidence available. Previous research has also not yet demonstrated an apparent effect of creative states or traits on academic boredom. Future research should aim to explore under what circumstances different relationships between boredom and creativity can be observed and reliably replicated.</abstract>
    <parentTitle language="eng">Review of Education</parentTitle>
    <identifier type="doi">10.1002/rev3.3470</identifier>
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Researchers also assume that creativity reduces boredom, but boredom can also occur during creative tasks. In this review, we identify and systematise the empirical evidence available to date on the association between creativity and boredom in educational contexts. The string\u2010guided electronic search yielded 2849 publications. Nineteen publications based on 27 empirical studies met the inclusion criteria. Two reviewers extracted definitions, theories, methods, operationalisations, measurement instruments, and outcomes from the studies using a coding scheme. We identified a range of different theoretical and methodological approaches. The largest cache of empirical evidence was obtained from experimental and quasi\u2010experimental studies (five positive associations, four negative, two contradictory, and three insignificant results). Correlation studies identified three negative, one contradictory, and seven insignificant correlations between boredom and creativity. In addition, two studies with exploratory, statistically not relevant results contributed to the body of research. The results from the identified and evaluated studies argue both for and against the sensitivity of creative processes in relation to boredom\u2014but a clear causal, positive or negative effect of boredom on creativity is not currently supported by the empirical evidence available. Previous research has also not yet demonstrated an apparent effect of creative states or traits on academic boredom. Future research should aim to explore under what circumstances different relationships between boredom and creativity can be observed and reliably replicated.&lt;\/jats:p&gt;","DOI":"10.1002\/rev3.3470","type":"journal-article","created":{"date-parts":[[2024,4,6]],"date-time":"2024-04-06T07:45:17Z","timestamp":1712389517000},"update-policy":"http:\/\/dx.doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["The association between boredom and creativity in educational contexts: A scoping review on research approaches and empirical findings"],"prefix":"10.1002","volume":"12","author":[{"ORCID":"http:\/\/orcid.org\/0000-0002-8337-2429","authenticated-orcid":false,"given":"Anke","family":"Zei\u00dfig","sequence":"first","affiliation":[{"name":"Fakult\u00e4t f\u00fcr Humanwissenschaften, Institut f\u00fcr Gesundheit Brandenburgische Technische Universit\u00e4t Cottbus Senftenberg  Senftenberg Germany"}]},{"ORCID":"http:\/\/orcid.org\/0000-0002-8085-4027","authenticated-orcid":false,"given":"Julia","family":"Kansok\u2010Dusche","sequence":"additional","affiliation":[{"name":"Fakult\u00e4t f\u00fcr Humanwissenschaften, Institut f\u00fcr Gesundheit Brandenburgische Technische Universit\u00e4t Cottbus Senftenberg  Senftenberg Germany"}]},{"ORCID":"http:\/\/orcid.org\/0000-0003-2753-6297","authenticated-orcid":false,"given":"Saskia M.","family":"Fischer","sequence":"additional","affiliation":[{"name":"Fakult\u00e4t f\u00fcr Humanwissenschaften, Institut f\u00fcr Gesundheit Brandenburgische Technische Universit\u00e4t Cottbus Senftenberg  Senftenberg Germany"}]},{"ORCID":"http:\/\/orcid.org\/0000-0002-5939-8688","authenticated-orcid":false,"given":"Julia","family":"Moeller","sequence":"additional","affiliation":[{"name":"Erziehungswissenschaftliche Fakult\u00e4t, Institut f\u00fcr Bildungswissenschaften Universit\u00e4t Leipzig  Leipzig Germany"}]},{"ORCID":"http:\/\/orcid.org\/0000-0003-3017-0492","authenticated-orcid":false,"given":"Ludwig","family":"Bilz","sequence":"additional","affiliation":[{"name":"Fakult\u00e4t f\u00fcr Humanwissenschaften, Institut f\u00fcr Gesundheit Brandenburgische Technische Universit\u00e4t Cottbus Senftenberg  Senftenberg Germany"}]}],"member":"311","published-online":{"date-parts":[[2024,4,6]]},"reference":[{"key":"e_1_2_12_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cedpsych.2009.08.002"},{"key":"e_1_2_12_3_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10964\u2010008\u20109367\u20107"},{"key":"e_1_2_12_4_1","doi-asserted-by":"publisher","DOI":"10.1177\/0146167208323933"},{"key":"e_1_2_12_5_1","doi-asserted-by":"publisher","DOI":"10.2307\/256995"},{"key":"e_1_2_12_6_1","volume-title":"A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives","author":"Anderson L. 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    <author>
      <firstName>Anke</firstName>
      <lastName>Zeißig</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Julia</firstName>
      <lastName>Kansok-Dusche</lastName>
    </author>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <author>
      <firstName>Julia</firstName>
      <lastName>Möller</lastName>
    </author>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Education</value>
    </subject>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
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    <publishedYear>2024</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>24</pageNumber>
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    <completedDate>2024-06-12</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Teachers’ intervention strategies for handling hate-speech incidents in schools</title>
    <abstract language="eng">Despite ongoing global efforts to combat discrimination, hate speech is a growing problem in many countries. Hate speech is also widespread among young people and thus also affects schools. Because of the negative consequences of hate speech for the targeted individuals and for society in general, schools and teachers are generally encouraged to moderate hate speech. This binational study examines intervention strategies for hate speech in schools using the newly developed Hate-Speech Interventions Scale for Teachers. Data from German and Swiss teachers (N = 486) were analyzed. Self-reported strategies were best described using a three-factor structure. Teachers primarily direct their interventions at those directly involved in hate speech and frequently employ teaching-oriented strategies. In comparison, external partners and colleagues are relatively rarely involved. Measurement invariance testing supported the scales’ construct validity. A link was found between the use of these strategies, teachers’ task-specific self-efficacy, gender, and professional experience. These results indicate that schools should play an important role in moderating hate speech and that increasing teachers’ confidence in their own ability to address this phenomenon could be an important element of teacher training.</abstract>
    <parentTitle language="eng">Social Psychology of Education</parentTitle>
    <identifier type="issn">1381-2890</identifier>
    <identifier type="url">https://link.springer.com/article/10.1007/s11218-024-09929-9</identifier>
    <identifier type="doi">10.1007/s11218-024-09929-9</identifier>
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    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <author>
      <firstName>Julia</firstName>
      <lastName>Kansok-Dusche</lastName>
    </author>
    <author>
      <firstName>Sebastian</firstName>
      <lastName>Wachs</lastName>
    </author>
    <author>
      <firstName>Alexander</firstName>
      <lastName>Wettstein</lastName>
    </author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Hate speech</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Intervention</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Teacher</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>School</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Self-efficacy</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Professional experience</value>
    </subject>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>34710</id>
    <completedYear/>
    <publishedYear>2024</publishedYear>
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    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>18</pageNumber>
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    <publisherName/>
    <publisherPlace>Nottingham</publisherPlace>
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    <contributingCorporation>Nottingham Trent University</contributingCorporation>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2024-11-26</completedDate>
    <publishedDate>--</publishedDate>
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    <title language="eng">What works in hate speech intervention and prevention in schools? First results of a systematic review</title>
    <abstract language="eng">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.&#13;
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.&#13;
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.</abstract>
    <parentTitle language="eng">28TH WORKSHOP ON AGGRESSION</parentTitle>
    <identifier type="url">https://www.ntu.ac.uk/__data/assets/pdf_file/0030/2539218/28th-Workshop-on-Aggression-Programme.pdf</identifier>
    <identifier type="doi">10.13140/RG.2.2.35879.97440</identifier>
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    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
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    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Julia</firstName>
      <lastName>Kansok-Dusche</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>
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    <publishedYear>2024</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst>16</pageFirst>
    <pageLast>19</pageLast>
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    <edition/>
    <issue/>
    <volume>32</volume>
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    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2024-12-16</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Mobbing und Cybermobbing unter Schüler*innen. Eine Herausforderung für die ganze Schule</title>
    <parentTitle language="deu">Dreizehn - Zeitschrift für Jugendsozialarbeit</parentTitle>
    <identifier type="issn">1867-0571</identifier>
    <identifier type="url">https://jugendsozialarbeit.de/wp-content/uploads/2024/11/KVJSA_Dreizehn_Nr32_Web.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>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>34970</id>
    <completedYear/>
    <publishedYear>2024</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>6</pageNumber>
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    <volume/>
    <type>report</type>
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    <completedDate>2025-01-03</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Schulisches Mobbing und Cybermobbing von Kindern und Jugendlichen - Faktenblatt zur Studie Health Behaviour in School-aged Children 2022</title>
    <identifier type="url">https://hbsc-germany.de/wp-content/uploads/2024/12/Faktenblatt_SchulischesMobbingUndCybermobbing_2022_0512_SF_PK.pdf</identifier>
    <enrichment key="Fprofil">2 Gesundheit und Lifes Sciences / Health and Life Sciences</enrichment>
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    <enrichment key="Publikationsweg">Open Access</enrichment>
    <enrichment key="opus.source">publish</enrichment>
    <author>
      <firstName/>
      <lastName>HBSC Studienverbund Deutschland</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>34018</id>
    <completedYear/>
    <publishedYear>2024</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>32</pageNumber>
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    <publisherName>Springer Science and Business Media LLC</publisherName>
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    <completedDate>2024-09-12</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Cybergrooming victimization among young people: a systematic review of prevalence rates, risk factors, and outcomes</title>
    <abstract language="eng">Adolescence is marked by a unique blend of factors, including adolescents’ exploration of their emerging sexuality and growing engagement with digital media. As adolescents increasingly navigate online spaces, cybergrooming victimization has emerged as a significant concern for the development and protection of young people. Yet, there is a lack of systematic analyses of the current state of research. To this end, the present systematic review aimed to integrate existing quantitative research on prevalence rates, risk factors, and outcomes of cybergrooming victimization, informed by an adaptation of the General Aggression Model. Studies providing self-reported data on cybergrooming victimization of people between the ages of 5 and 21 were included. A total of 34 studies met all inclusion criteria, with most focusing on adolescence. Reported prevalence rates were characterized by strong heterogeneity, which could largely be attributed to the underlying methodology. Overall, the included studies showed that at least one in ten young people experiences cybergrooming victimization. Findings further indicated that various factors, for example, being a girl, being older, engaging in risky behavior, displaying problematic Internet use, reporting lower mental well-being, and experiencing other types of victimization, are positively associated with cybergrooming victimization. However, most studies’ cross-sectional designs did not allow for an evidence-based classification into risk factors, outcomes, and co-occurrences, so findings were embedded in the proposed model based on theoretical considerations. In addition, there is a noted lack of studies that include diverse samples, particularly younger children, LGBTQIA+ youth, and young people with special educational needs. These findings emphasize that cybergrooming victimization is a prevalent phenomenon among young people that requires prevention and victim support addressing multiple domains.</abstract>
    <parentTitle language="eng">Adolescent Research Review</parentTitle>
    <identifier type="doi">10.1007/s40894-024-00248-w</identifier>
    <identifier type="issn">2363-8346</identifier>
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As adolescents increasingly navigate online spaces, cybergrooming victimization has emerged as a significant concern for the development and protection of young people. Yet, there is a lack of systematic analyses of the current state of research. To this end, the present systematic review aimed to integrate existing quantitative research on prevalence rates, risk factors, and outcomes of cybergrooming victimization, informed by an adaptation of the General Aggression Model. Studies providing self-reported data on cybergrooming victimization of people between the ages of 5 and 21 were included. A total of 34 studies met all inclusion criteria, with most focusing on adolescence. Reported prevalence rates were characterized by strong heterogeneity, which could largely be attributed to the underlying methodology. Overall, the included studies showed that at least one in ten young people experiences cybergrooming victimization. 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These findings emphasize that cybergrooming victimization is a prevalent phenomenon among young people that requires prevention and victim support addressing multiple domains.&lt;\/jats:p&gt;","DOI":"10.1007\/s40894-024-00248-w","type":"journal-article","created":{"date-parts":[[2024,9,10]],"date-time":"2024-09-10T14:02:07Z","timestamp":1725976927000},"update-policy":"http:\/\/dx.doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Cybergrooming Victimization Among Young People: A Systematic Review of Prevalence Rates, Risk Factors, and Outcomes"],"prefix":"10.1007","author":[{"ORCID":"http:\/\/orcid.org\/0009-0002-0371-5178","authenticated-orcid":false,"given":"Catherine","family":"Schittenhelm","sequence":"first","affiliation":[]},{"given":"Maxime","family":"Kops","sequence":"additional","affiliation":[]},{"given":"Maeve","family":"Moosburner","sequence":"additional","affiliation":[]},{"given":"Saskia M.","family":"Fischer","sequence":"additional","affiliation":[]},{"given":"Sebastian","family":"Wachs","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2024,9,10]]},"reference":[{"key":"248_CR500","doi-asserted-by":"publisher","unstructured":"Aizenkot, D. (2020). Social networking and online self-disclosure as predictors of cyberbullying victimization among children and youth. Children and Youth Services Review, 119, 105695. https:\/\/doi.org\/10.1016\/j.childyouth.2020.105695","DOI":"10.1016\/j.childyouth.2020.105695"},{"key":"248_CR1","doi-asserted-by":"publisher","unstructured":"*Almeida,\u00a0T.\u00a0C., &amp; Barreiros,\u00a0I. (2024). Online grooming among Portuguese adolescents and the COVID-19 lockdown: Relationship with other types of victimization. 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    <author>
      <firstName>Catherine</firstName>
      <lastName>Schittenhelm</lastName>
    </author>
    <submitter>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </submitter>
    <author>
      <firstName>Maxime</firstName>
      <lastName>Kops</lastName>
    </author>
    <author>
      <firstName>Maeve</firstName>
      <lastName>Moosburner</lastName>
    </author>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <author>
      <firstName>Sebastian</firstName>
      <lastName>Wachs</lastName>
    </author>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>34062</id>
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    <thesisYearAccepted/>
    <language>deu</language>
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    <publisherPlace>Wien</publisherPlace>
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    <completedDate>2024-09-24</completedDate>
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    <title language="deu">Bedürfnisbezogene Korrelate der Langeweile und Indikatoren der Kreativität im Unterrichtskontext</title>
    <abstract language="deu">Langeweile ist eine der am häufigsten und intensivsten erlebten Emotionen im Unterricht. Studien zeigen, dass die Langeweile eine oberflächliche Verarbeitung von Informationen zur Folge haben kann, kognitive und metakognitive Fähigkeiten sowie anwendungsbezogenes, problemlösendes und nachhaltiges Lernen beeinträchtigen 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 Kreativität ermöglichen und ungenutzte kognitive Potenziale erschließen könnte. Ein Schlüssel für das Verständnis und die Untersuchung dieser scheinbar widersprüchlichen Annahmen könnten bedürfnisbezogene Korrelate der Langeweile sein. Je nach assoziierter Bedürfnislage (z.B. Kompetenz, Autonomie, Stimulation, Sinnhaftigkeit) könnten 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 unerfüllten psychischen Bedürfnissen assoziiert ist und ob ein empfundener Mangel an Stimulanz oder Sinnhaftigkeit mit Kreativitätsimpulsen verbunden ist. Wir stellen erste Ergebnisse vor und diskutieren diese vor dem Hintergrund einer differenziellen Betrachtung der Daten der Lernenden.</abstract>
    <parentTitle language="deu">53. DGPs-Kongress / 15. ÖGP-Konferenz, 16.-19. September</parentTitle>
    <identifier type="url">https://dgps2024.univie.ac.at/program/</identifier>
    <identifier type="doi">10.23668/psycharchives.15449</identifier>
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    <enrichment key="Fprofil">2 Gesundheit und Lifes Sciences / Health and Life Sciences</enrichment>
    <enrichment key="Fprofil">3 Globaler Wandel und Transformationsprozesse / Global Change and Transformation Processes</enrichment>
    <author>
      <firstName>Anke</firstName>
      <lastName>Zeißig</lastName>
    </author>
    <submitter>
      <firstName>Anke</firstName>
      <lastName>Zeißig</lastName>
    </submitter>
    <author>
      <firstName>Julia</firstName>
      <lastName>Möller</lastName>
    </author>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Langeweile</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Kreativität</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Psychische Bedürfnisse</value>
    </subject>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>34051</id>
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    <language>deu</language>
    <pageFirst>571</pageFirst>
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    <publisherName>Universität Wien</publisherName>
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    <completedDate>2024-09-23</completedDate>
    <publishedDate>--</publishedDate>
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    <title language="deu">Interventionen von Lehrkräften bei Mobbing in der Schule: Erste Ergebnisse eines systematischen Reviews</title>
    <parentTitle language="deu">Menschen Mitwelt Medien - 53. DGPs Kongress Wien</parentTitle>
    <identifier type="url">https://dgps2024.univie.ac.at/fileadmin/user_upload/k_dgps2020/Abstractband_13092024.pdf</identifier>
    <identifier type="doi">10.13140/RG.2.2.17765.41447</identifier>
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    <enrichment key="Fprofil">3 Globaler Wandel und Transformationsprozesse / Global Change and Transformation Processes</enrichment>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <author>
      <firstName>Rachel</firstName>
      <lastName>Maunder</lastName>
    </author>
    <author>
      <firstName>Sheri</firstName>
      <lastName>Bauman</lastName>
    </author>
    <author>
      <firstName>Herbert</firstName>
      <lastName>Scheithauer</lastName>
    </author>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>34053</id>
    <completedYear/>
    <publishedYear>2024</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>11</pageNumber>
    <edition/>
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    <type>conferenceobject_ref</type>
    <publisherName/>
    <publisherPlace>Wien</publisherPlace>
    <creatingCorporation/>
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    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2024-09-23</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Kooperationen zwischen Elternhaus und Schule bei der Prävention und Intervention bei Mobbing unter Schüler:innen</title>
    <abstract language="deu">Die Forschung zur Prävention und Intervention von Mobbing und Cybermobbing wird sehr häufig vor dem theoretischen Hintergrund sozio-ökologischer Modelle durchgeführt. Die Bedeutung des sozialen Kontexts von Mobbing und somit auch des Handelns von Lehrpersonen bei der Prävention von Mobbing und bei der Intervention bei bestehendem Mobbing steht dabei mittlerweile außer Frage. Ebenso wird immer wieder auf die Notwendigkeit hingewiesen, das Elternhaus bzw. die Sorgeberechtigten in die Anti-Mobbing-Maßnahmen einzubeziehen. Sofern Anti-Mobbing-Programme oder Maßnahmen die Zusammenarbeit von Schule und Familie bzw. von Lehrpersonen und Eltern beinhalten, unterscheiden sich Form, Ausmaß und Qualität der Zusammenarbeit allerdings beträchtlich und reichen beispielsweise vom Versenden von Briefen nach Hause bis hin zum aktiven Einbezug der Eltern in die Mobbingprävention auf Schul-, Klassen- und individueller Ebene.&#13;
Ziel des vorgestellten systematischen Reviews ist es, Forschungsergebnisse zu identifizieren, die Informationen über die Effektivität und Art der Zusammenarbeit zwischen Elternhaus und Schule bei der Prävention und Intervention von Mobbing und Cybermobbing liefern. Eine systematische Literaturrecherche in relevanten Datenbanken ist bereits abgeschlossen und die Ergebnisse umfassen gemäß der Suchstrategie sowohl qualitative als auch quantitative Studien&#13;
in englischer und deutscher Sprache. Zum Zeitpunkt der Konferenz werden die Ergebnisse der Volltextanalyse bereits vorliegen und erste Auswertungen präsentiert, die die Struktur der Zusammenarbeit, Hürden und Herausforderungen, rechtliche Rahmenbedingungen und Aspekte der Zusammenarbeit, die eine erfolgreiche Kooperation unterstützen, aufzeigen.</abstract>
    <parentTitle language="deu">53. DGPs-Kongress Wien</parentTitle>
    <identifier type="doi">10.17605/OSF.IO/EUP94</identifier>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
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    <enrichment key="Fprofil">3 Globaler Wandel und Transformationsprozesse / Global Change and Transformation Processes</enrichment>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <submitter>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </submitter>
    <author>
      <firstName>Peter J. R.</firstName>
      <lastName>Macaulay</lastName>
    </author>
    <author>
      <firstName>Dziuginta</firstName>
      <lastName>Baraldsnes</lastName>
    </author>
    <author>
      <firstName>Hannah</firstName>
      <lastName>Brett</lastName>
    </author>
    <author>
      <firstName>Antonia</firstName>
      <lastName>Paljakka</lastName>
    </author>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>34054</id>
    <completedYear/>
    <publishedYear>2024</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber/>
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    <completedDate>2024-09-23</completedDate>
    <publishedDate>--</publishedDate>
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    <title language="deu">Mobbing-Erfahrungen von Kindern und Jugendlichen in der Schule und ihre psychische Gesundheit: Die Rolle ihrer erlebten Unterstützung durch Lehrkräfte, Mitschüler:innen, Familie und Freund:innen</title>
    <abstract language="deu">Mobbing-Erfahrungen stellen einen Risikofaktor für die psychische Gesundheit von Heranwachsenden dar. Sozial-ökologische Modelle sprechen für die Annahme, dass erlebte soziale Unterstützung die negativen Auswirkungen von Mobbing auf die psychische Gesundheit verringern kann, wobei je nach Entwicklungsstufe der Heranwachsenden und der Unterstützungsquelle Unterschiede zu erwarten sind. Zur Rolle der sozialen Unterstützung bei Mobbing-Erfahrung liegen jedoch widersprüchliche Ergebnisse vor.&#13;
Die vorliegende Studie ging der Frage nach, welche Effekte soziale Unterstützung auf den Zusammenhang zwischen Mobbing-Erfahrungen und psychischer Gesundheit von Heranwachsenden hat. Dafür 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.&#13;
Die Ergebnisse zeigen erwartete negative Zusammenhänge zwischen Opfererfahrungen und psychischer Gesundheit, jedoch auch unerwartete positive Zusammenhänge zwischen der Mobbing-Ausübung und dem Wohlbefinden. Positive Zusammenhänge existieren zudem zwischen der psychischen Gesundheit und der erlebten sozialen Unterstützung durch die Familie, Lehrpersonen und Mitschüler:innen, jedoch nicht Freund:innen. Interaktionseffekte&#13;
legen nahe, dass die erlebte soziale Unterstützung durch die Familie und die Lehrpersonen den negativen Zusammenhang zwischen Opfererfahrungen und psychischer Gesundheit verringern kann. Die Jahrgangsstufen moderieren diese komplexen Zusammenhänge. Die Ergebnisse unterstreichen die Bedeutung der sozialen Unterstützung als Schutzfaktor bei Mobbing und die Notwendigkeit, verschiedene Unterstützungsquellen separat zu betrachten.&#13;
Es ergeben sich Implikationen für Maßnahmen der Gewaltprävention und der (psychischen) Gesundheitsförderung in der Schule.</abstract>
    <parentTitle language="deu">53. DGPs-Kongress Wien</parentTitle>
    <identifier type="doi">10.17605/OSF.IO/F5ZSJ</identifier>
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    <enrichment key="Fprofil">3 Globaler Wandel und Transformationsprozesse / Global Change and Transformation Processes</enrichment>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <submitter>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </submitter>
    <author>
      <firstName>Anett</firstName>
      <lastName>Wolgast</lastName>
    </author>
    <author>
      <firstName>Raphael</firstName>
      <lastName>Schütz</lastName>
    </author>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>33943</id>
    <completedYear/>
    <publishedYear>2024</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>403</pageFirst>
    <pageLast>416</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
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    <type>bookpart</type>
    <publisherName>Edward Elgar Publishing</publisherName>
    <publisherPlace>Cheltenham</publisherPlace>
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    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2024-08-17</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Teachers bullying intervention competence: a German study on aspects of crucial competence for bullying interventions in schools</title>
    <abstract language="deu">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.</abstract>
    <parentTitle language="deu">Handbook of School Violence, Bullying and Safety</parentTitle>
    <identifier type="isbn">9781035301355</identifier>
    <identifier type="doi">10.4337/9781035301362.00042</identifier>
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    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <editor>
      <firstName>Jun S.</firstName>
      <lastName>Hong</lastName>
    </editor>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <editor>
      <firstName>Heng C.</firstName>
      <lastName>Chan</lastName>
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    <editor>
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    <title language="deu">Mobbing und Cybermobbing an Schulen in Deutschland  von 2009/10 bis 2022</title>
    <parentTitle language="deu">“Gesundheit – gemeinsam denken, forschen, handeln”. Kooperationstagung der GMDS, DGSMP, DGEpi, DGMS und DGPH</parentTitle>
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      <firstName>Saskia M.</firstName>
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    <title language="eng">Associations between teachers’ beliefs and their perception of hate speech in school: a study in Germany and Switzerland</title>
    <abstract language="eng">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.</abstract>
    <parentTitle language="eng">Frontiers in Education</parentTitle>
    <identifier type="doi">10.3389/feduc.2024.1432013</identifier>
    <identifier type="issn">2504-284X</identifier>
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Thus, this study examined associations between teachers\u2019 social dominance orientation, their pluralist attitude, and their hate speech perception in school. A sample of 471 secondary school teachers from 38 schools (Germany: &lt;jats:italic&gt;n&lt;\/jats:italic&gt;\u2009=\u2009251; Switzerland: &lt;jats:italic&gt;n&lt;\/jats:italic&gt;\u2009=\u2009220) participated in a self-report survey from December 2020 to April 2021 (&lt;jats:italic&gt;M&lt;\/jats:italic&gt;&lt;jats:sub&gt;Age&lt;\/jats:sub&gt;\u2009=\u200942.8\u2009years; 57.7% females; 21.0% with migration status). Data from a total of 3,560 students from grades 7\u20139 (Germany: &lt;jats:italic&gt;n&lt;\/jats:italic&gt;\u2009=\u20091,841; Switzerland: &lt;jats:italic&gt;n&lt;\/jats:italic&gt;\u2009=\u20091,719) were matched with teachers\u2019 data to control for students\u2019 hate speech perception in school. Fixed effects multilevel regressions were run, including covariates (teachers\u2019 age, gender, migration status, students\u2019 hate speech perception), teachers\u2019 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\u2019 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\u2019 hate speech perception in school relate to other aspects of their professional competence.&lt;\/jats:p&gt;","DOI":"10.3389\/feduc.2024.1432013","type":"journal-article","created":{"date-parts":[[2024,10,30]],"date-time":"2024-10-30T15:56:00Z","timestamp":1730303760000},"update-policy":"http:\/\/dx.doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Associations between teachers\u2019 beliefs and their perception of hate speech in school: a study in Germany and Switzerland"],"prefix":"10.3389","volume":"9","author":[{"given":"Julia","family":"Kansok-Dusche","sequence":"first","affiliation":[]},{"given":"Alexander","family":"Wettstein","sequence":"additional","affiliation":[]},{"given":"Saskia M.","family":"Fischer","sequence":"additional","affiliation":[]},{"given":"Sebastian","family":"Wachs","sequence":"additional","affiliation":[]},{"given":"Ludwig","family":"Bilz","sequence":"additional","affiliation":[]}],"member":"1965","published-online":{"date-parts":[[2024,10,30]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"1324","DOI":"10.1177\/0010414013512600","article-title":"How populist are the people? 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    <author>
      <firstName>Julia</firstName>
      <lastName>Kansok-Dusche</lastName>
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      <firstName>Alexander</firstName>
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      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
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      <firstName>Sebastian</firstName>
      <lastName>Wachs</lastName>
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      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
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      <value>hate speech perception, teachers, school, beliefs, social dominance orientation, pluralist attitude</value>
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    <title language="eng">Teachers‘ Responses to Incidents of Bullying among Students: A Systematic Review on How Teachers React To and Manage Bullying Situations</title>
    <abstract language="eng">Introduction &#13;
Teachers play a vital part in bullying intervention in schools. Their front-line role in classrooms means they are often in a position to notice when bullying happens, and children may also report incidents directly to them (Colpin et al, 2021). Whether and how they respond to bullying sends important messages about the extent to which the behaviour is tolerated in school, and the relative success of actions has direct implications for the children involved, including whether the bullying stops, continues, or even worsens (Wachs et al, 2019). It is therefore important to understand the strategies they use to manage bullying. Whilst a body of empirical research has studied teacher intervention in bullying, the key aspects in the findings or the quality of this evidence has not been systematically examined.  This systematic review therefore aims to answer the central question of ‘how do teachers identify and respond to bullying incidents among students?’ Subsidiary questions focus on how teachers determine if an incident of bullying has occurred; how teachers decide how to respond to bullying incident; what the strategies are that teachers use to respond to bullying incidents; the effectiveness of the responses for handling bullying situations, and how teachers’ bullying responses are measured.&#13;
&#13;
Method &#13;
Following pre-registration via the Open Science Framework (Fischer et al., 2022), the following databases were selected for the literature search given their widespread access, reputation, and coverage: Web of Science, Scopus, PsycINFO, PubPsych, PubMed, and Cochrane Library. Each database was interrogated using following search terms: (bully* OR bullie*) AND (teacher OR school staff OR monitor OR whole school OR educator OR tutor OR teach* assist*) AND (interven* OR prevent* OR handl* OR respon* OR tackl* OR measure OR methods OR action OR strateg* OR reaction OR react* OR approach OR practice OR anti-bullying).&#13;
Both quantitative and qualitative studies were included. The search was restricted to publications in English or German, and no date range was imposed. Publications in peer-reviewed journals, book chapters, as well as grey literature were included. Title, abstracts, and keywords of the identified publications will be screened for inclusion and exclusion criteria. Inclusion criteria include the use of the term ‘bullying’ (or ‘mobbing’ for German-language publications), the school context and school age, and any responses to bullying incidents that are performed by teachers or other teaching staff. Exclusion criteria include solely theoretical publications, bullying at college, university, or workplace, bullying outside the school context, purely preventive strategies, and evaluations of complex anti-bullying programmes. For both the screening and the data extraction, the software Covidence will be used. The procedure and coding system was adapted from Fischer et al. (2021).&#13;
&#13;
Results &#13;
The data extraction is based on a detailed coding manual that had been tested within the research team. Two members of the coding team will code each study included in the full-text analysis. The quality assessment will also be included in the data extraction process and will be done with two instruments: One instrument that was developed by the research team based on the GRADE system with a focus on clearly defined key concepts and research questions as well as methodological aspects (e.g., sample size, critical reflection on the methods used), and one instrument that is established and suitable for both qualitative and quantitative studies (Mixed Methods Appraisal Tool MMAT, Hong et al., 2018). This procedure simultaneously enables the evaluation of the newly developed quality assessment tool.&#13;
The data extraction is currently underway. The search in the databases and screening of title, abstract, and keywords is planned for spring 2023, and the data extraction will follow. At the WABF, we are going to present results on the quality assessment and interrater reliability as well as on the body of literature. In particular, the presentation of the results will focus on the breadth of teacher responses to incidents of bullying presented in the literature. &#13;
&#13;
Conclusion&#13;
This systematic review provides a contemporary oversight of our existing knowledge on teacher intervention in bullying and highlights important avenues for further research. We will present detailed conclusions based on the results obtained. &#13;
&#13;
The expected results will provide a significant overview of the growing research on teacher interventions for bullying and will help to identify research gaps in the existing literature. Further, the results will highlight tendencies towards certain research methods and approaches to study teacher intervention, which provides opportunities for researchers to seek alternative designs and techniques going forward,  and will help to identify research gaps in the existing literature. The systematic analysis of previously studied teacher responses to incidents of bullying will provide a significant foundation for future research. The information on how teachers identify bullying cases and the decision-making pathways underlying their responses has not been systematically collected so far, so the expected findings will provide an important foundation for future research and practical teacher training on anti-bullying interventions. In particular, the findings gathered on the effectiveness of teacher responses will have significant implications for the training of teachers, and guidance that can be provided to support teacher practice in schools.&#13;
&#13;
&#13;
Selected references &#13;
Colpin, H., Bauman, S. &amp; Menesini, E. (2021). Teachers’ responses to bullying: Unravelling their consequences and antecedents: Introduction to the special issue. European Journal of Developmental Psychology, 18(6), 781-797.&#13;
Fischer, S. M., Bauman, S., Maunder, R., Scheithauer, H., &amp; Bilz, L. (2022). Teachers‘ interventions in bullying among students – A systematic review on how teachers react to and manage bullying situations. Preregistration Template from AsPredicted-org. https://doi.org/10.17605/OSF.IO/7VNBZ &#13;
Fischer, S. M., John, N. &amp; Bilz, L. (2021). Teachers’ self-efficacy in preventing and intervening in school bullying: A systematic review. International Journal of Bullying Prevention, 3, 196-212.&#13;
Hong, Q. N., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.-P., Griffiths, F., Nicolau, B., O’Cathain, A., Rousseau, M.-C., &amp; Vedel, I. (2018). Mixed Methods Appraisal Tool (MMAT) Version 2018. User Guide. Available under http://mixedmethodsappraisaltoolpublic.pbworks.com &#13;
Wachs, S., Bilz, L., Niproschke, S., &amp; Schubarth, W. (2019). Bullying intervention in schools: A multilevel analysis of teachers’ success in handling bullying from the students’ perspective. Journal of Early Adolescence, 39(5), 642–668.</abstract>
    <parentTitle language="eng">World Anti-Bullying Forum 2023, October 25–27, 2023, North Carolina, U.S.A.</parentTitle>
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