<?xml version="1.0" encoding="utf-8"?>
<export-example>
  <doc>
    <id>17905</id>
    <completedYear/>
    <publishedYear>2017</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst>103</pageFirst>
    <pageLast>127</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>bookpart</type>
    <publisherName>Klinkhardt</publisherName>
    <publisherPlace>Bad Heilbrunn</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2017-01-12</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Häufigkeiten, Formen und Erfolg von Lehrerinterventionen aus Lehrer- und Schülersicht</title>
    <parentTitle language="deu">Gewalt und Mobbing an Schulen. Wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen</parentTitle>
    <identifier type="isbn">978-3-7815-2095-0</identifier>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
    <author>
      <firstName>Ines</firstName>
      <lastName>Dudziak</lastName>
    </author>
    <editor>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </editor>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Saskia</firstName>
      <lastName>Niproschke</lastName>
    </author>
    <editor>
      <firstName>Wilfried</firstName>
      <lastName>Schubarth</lastName>
    </editor>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <editor>
      <firstName>Ines</firstName>
      <lastName>Dudziak</lastName>
    </editor>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <editor>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </editor>
    <author>
      <firstName>Lars</firstName>
      <lastName>Oertel</lastName>
    </author>
    <editor>
      <firstName>Saskia</firstName>
      <lastName>Niproschke</lastName>
    </editor>
    <author>
      <firstName>Wilfried</firstName>
      <lastName>Schubarth</lastName>
    </author>
    <editor>
      <firstName>Juliane</firstName>
      <lastName>Ulbricht</lastName>
    </editor>
    <author>
      <firstName>Andreas</firstName>
      <lastName>Seidel</lastName>
    </author>
    <author>
      <firstName>Juliane</firstName>
      <lastName>Ulbricht</lastName>
    </author>
    <author>
      <firstName>Sebastian</firstName>
      <lastName>Wachs</lastName>
    </author>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>20718</id>
    <completedYear/>
    <publishedYear>2017</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>11</pageNumber>
    <edition/>
    <issue>12</issue>
    <volume>14</volume>
    <type>articler</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2017-12-11</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Do Emotional Components of Alexithymia Mediate the Interplay between Cyberbullying Victimization and Perpetration?</title>
    <abstract language="eng">A substantial amount of research has revealed that cyberbully-victims have more emotional and behavioral problems than either cyberbullying victims or perpetrators. However, until now, little research has been conducted into the factors that contribute to the interplay between cyberbullying victimization and perpetration. The purpose of this study was to examine the relationship between cyberbullying victimization, perpetration, and two emotional components of alexithymia, namely difficulties in identifying and describing one’s own feelings. Self-report questions were administered to 1549 adolescents between 12 and 18 years old (M = 14.51; SD = 1.68; 42.1% (n = 652) male) from Germany and Thailand. Results showed that cyberbullying victimization and alexithymia are associated with cyberbullying perpetration. Moreover, alexithymia mediated the associations between cyberbullying victimization and adolescents’ cyberbullying perpetration. Consequently, we suggest that the ability to describe and identify one’s own feelings might be important for understanding the link between cyberbullying, victimization, and perpetration. The results may help develop prevention and intervention programs focused on reducing cyberbullying.</abstract>
    <parentTitle language="eng">International Journal of Environmental Research and Public Health</parentTitle>
    <identifier type="doi">10.3390/ijerph14121530</identifier>
    <identifier type="url">http://www.mdpi.com/1660-4601/14/12/1530</identifier>
    <identifier type="issn">1660-4601</identifier>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
    <enrichment key="Artikelnummer">1530</enrichment>
    <author>
      <firstName>Sebastian</firstName>
      <lastName>Wachs</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <author>
      <firstName>Michelle F.</firstName>
      <lastName>Wright</lastName>
    </author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>alexithymia</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>cyberbully-victims</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>cyberbullying</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>cybervictimization</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>mediation</value>
    </subject>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>21844</id>
    <completedYear/>
    <publishedYear>2018</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst>271</pageFirst>
    <pageLast>285</pageLast>
    <pageNumber/>
    <edition>1. Auflage</edition>
    <issue/>
    <volume/>
    <type>bookpart</type>
    <publisherName>Beltz Juventa</publisherName>
    <publisherPlace>Weinheim</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2018-05-03</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Mobbingerfahrungen von Schülerinnen und Schülern mit und ohne sonderpädagogischem Förderbedarf an inklusiven Schulen</title>
    <parentTitle language="deu">Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion</parentTitle>
    <identifier type="isbn">978-3-7799-3859-0</identifier>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <editor>
      <firstName>Katharina</firstName>
      <lastName>Rathmann</lastName>
    </editor>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Martin</firstName>
      <lastName>Goldfriedrich</lastName>
    </author>
    <editor>
      <firstName>Klaus</firstName>
      <lastName>Hurrelmann</lastName>
    </editor>
    <author>
      <firstName>Nancy</firstName>
      <lastName>John</lastName>
    </author>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <author>
      <firstName>Sebastian</firstName>
      <lastName>Wachs</lastName>
    </author>
    <author>
      <firstName>Wilfried</firstName>
      <lastName>Schubarth</lastName>
    </author>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Mobbing</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Schule</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Inklusion</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Sonderpädagogischer Förderbedarf</value>
    </subject>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>22694</id>
    <completedYear/>
    <publishedYear>2018</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>11</pageNumber>
    <edition/>
    <issue>11</issue>
    <volume>15</volume>
    <type>articler</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2018-11-18</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Students’ Willingness to Intervene in Bullying: Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy</title>
    <abstract language="eng">Although school climate and self-efficacy have received some attention in the literature, as correlates of students’ willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students’ willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students’ willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43% and 48% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students’ willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students’ willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students’ willingness to intervene in bullying; (2) efforts to increase students’ willingness to intervene in bullying should promote students’ confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students’ willingness to intervene in bullying. Recommendations are provided to help increase adolescents’ willingness to intervene in bullying and for future research.</abstract>
    <parentTitle language="eng">International Journal of Environmental Research and Public Health</parentTitle>
    <identifier type="doi">10.3390/ijerph15112577</identifier>
    <identifier type="url">https://www.mdpi.com/1660-4601/15/11/2577/pdf</identifier>
    <identifier type="issn">1660-4601</identifier>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
    <enrichment key="Artikelnummer">2577</enrichment>
    <author>
      <firstName>Sebastian</firstName>
      <lastName>Wachs</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <author>
      <firstName>Wilfried</firstName>
      <lastName>Schubarth</lastName>
    </author>
    <author>
      <firstName>Michelle F.</firstName>
      <lastName>Wright</lastName>
    </author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>bullying</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>intervention</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>willingness to intervene</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>verbal bullying</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>relational bullying</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>aggression</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>school</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>classroom climate</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>classroom cohesion</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>self-efficacy</value>
    </subject>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>24304</id>
    <completedYear/>
    <publishedYear>2019</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>194</pageFirst>
    <pageLast>204</pageLast>
    <pageNumber/>
    <edition>1. Auflage</edition>
    <issue/>
    <volume/>
    <type>bookpart</type>
    <publisherName>MDPI</publisherName>
    <publisherPlace>Basel</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2019-08-12</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Students’ Willingness to Intervene in Bullying: Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy</title>
    <abstract language="eng">Although school climate and self-efficacy have received some attention in the literature, as correlates of students’ willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students’ willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students’ willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43% and 48% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students’ willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students’ willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students’ willingness to intervene in bullying; (2) efforts to increase students’ willingness to intervene in bullying should promote students’ confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students’ willingness to intervene in bullying. Recommendations are provided to help increase adolescents’ willingness to intervene in bullying and for future research.</abstract>
    <parentTitle language="eng">Interventions to Reduce Bullying and Cyberbullying</parentTitle>
    <identifier type="isbn">978-3-03921-359-7</identifier>
    <identifier type="doi">https://doi.org/10.3390/books978-3-03921-360-3</identifier>
    <identifier type="url">https://doi.org/10.3390/books978-3-03921-360-3</identifier>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
    <enrichment key="opus.doi.autoCreate">false</enrichment>
    <enrichment key="opus.urn.autoCreate">false</enrichment>
    <author>
      <firstName>Sebastian</firstName>
      <lastName>Wachs</lastName>
    </author>
    <editor>
      <firstName>Peter K.</firstName>
      <lastName>Smith</lastName>
    </editor>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <editor>
      <firstName>Sheri</firstName>
      <lastName>Bauman</lastName>
    </editor>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <editor>
      <firstName>Dennis</firstName>
      <lastName>Wong</lastName>
    </editor>
    <author>
      <firstName>Wilfried</firstName>
      <lastName>Schubarth</lastName>
    </author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>bullying</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>intervention</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>willingness to intervene</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>verbal bullying</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>relational bullying</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>aggression</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>school</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>classroom climate</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>classroom cohesion</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>self-efficacy</value>
    </subject>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>26589</id>
    <completedYear/>
    <publishedYear>2020</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>16</pageNumber>
    <edition/>
    <issue/>
    <volume/>
    <type>articler</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2020-12-31</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Teachers’ empathy and likelihood of intervention in hypothetical relational and retrospectively reported bullying situations</title>
    <abstract language="eng">Prior research suggests that teachers with higher levels of empathy are more willing to intervene in bullying among students. However, these findings are based on hypothetical bullying situations and teachers’ self-reports. In this study with 2,071 German students and their 556 teachers, we analysed reactions to hypothetical relational bullying situations as well as retrospectively reported bullying situations both from the teachers’ as well as the students’ perspectives. Results showed that teachers with higher levels of empathy reported stronger intentions to intervene in hypothetical relational bullying situations but were not more likely to intervene in retrospectively reported bullying situations. From the students’ perspective, teachers’ empathy was neither connected to the teachers’ intention to intervene nor to the likelihood of intervention in the retrospectively reported situations. These different results could be taken as an opportunity to investigate whether existing findings could be influenced by methodological aspects such as teachers’ self-reports. Implications for future research are discussed.</abstract>
    <parentTitle language="eng">European Journal of Developmental Psychology</parentTitle>
    <identifier type="issn">1740-5610</identifier>
    <identifier type="doi">10.1080/17405629.2020.1869538</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>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Sebastian</firstName>
      <lastName>Wachs</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>teacher</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>likelihood of intervention</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>school</value>
    </subject>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>28355</id>
    <completedYear/>
    <publishedYear>2020</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject_ref</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2022-01-06</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Teachers‘ empathy and the likelihood that they will intervene in bullying: Differences between students’ and teachers’ perspectives</title>
    <abstract language="eng">Teachers play a crucial role in bullying interventions. Recent research has suggested that empathy is particularly important for this. But two important limitations arise. Firstly, all of these findings are based on artificial bullying scenarios presented in vignettes. Secondly, the likelihood that teachers will intervene is assessed solely from the teacher’s perspective. &#13;
Based on data from 2,071 German students and their 93 teachers, the connection between teachers’ self-reported empathy and the likelihood that they will intervene in bullying was assessed using a bullying vignette as well as a retrospectively reported bullying situation that had been experienced by the teachers or the students in question. The associations were analysed in multilevel regression models from the teachers’ and the students’ perspective. &#13;
Results showed that teachers who are more empathic are more likely to report that they would intervene in a hypothetical relational bullying situation. However, this finding could not be replicated when using real, remembered bullying situations. In addition, when based on students’ perspectives, no significant associations between teachers’ empathy and their actual or intended intervention behaviour were found.&#13;
In this presentation we will discuss implications for the validity of existing research and for future research.</abstract>
    <parentTitle language="eng">Bullying Research Symposium 2020</parentTitle>
    <identifier type="url">https://bullyingresearchsymposium.univie.ac.at/program/</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>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <author>
      <firstName>Sebastian</firstName>
      <lastName>Wachs</lastName>
    </author>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>28631</id>
    <completedYear/>
    <publishedYear>2022</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst>78</pageFirst>
    <pageLast/>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject_ref</type>
    <publisherName>Otto-Friedrich-Universität Bamberg</publisherName>
    <publisherPlace>Bamberg</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2022-03-02</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Lehrpersoneninterventionen bei Hatespeech: Dimensionalität, Messinvarianz und Kriteriumsvalidität einer neuen Skala</title>
    <parentTitle language="deu">Bildung im digitalen Wandel. 9. GEBF Tagung Bamberg</parentTitle>
    <identifier type="url">https://gebf2022.de/GEBF2022_Tagungsband_01-03-22.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>Julia</firstName>
      <lastName>Kansok-Dusche</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</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>33726</id>
    <completedYear/>
    <publishedYear>2024</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>24</pageNumber>
    <edition/>
    <issue/>
    <volume/>
    <type>articler</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <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>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
    <enrichment key="RelationnotEU">BI 1046/9-1</enrichment>
    <enrichment key="BTUfunderNamenotEU">DFG</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>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>34018</id>
    <completedYear/>
    <publishedYear>2024</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>32</pageNumber>
    <edition/>
    <issue/>
    <volume/>
    <type>articler</type>
    <publisherName>Springer Science and Business Media LLC</publisherName>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <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>
    <enrichment key="opus_doi_flag">true</enrichment>
    <enrichment key="opus_doi_json">{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,9,11]],"date-time":"2024-09-11T00:31:57Z","timestamp":1726014717282},"reference-count":108,"publisher":"Springer Science and Business Media LLC","license":[{"start":{"date-parts":[[2024,9,10]],"date-time":"2024-09-10T00:00:00Z","timestamp":1725926400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2024,9,10]],"date-time":"2024-09-10T00:00:00Z","timestamp":1725926400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"funder":[{"DOI":"10.13039\/501100002347","name":"Bundesministerium f\u00fcr Bildung und Forschung","doi-asserted-by":"publisher","award":["13N16616"],"id":[{"id":"10.13039\/501100002347","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/501100004869","name":"Universit\u00e4t M\u00fcnster","doi-asserted-by":"crossref","id":[{"id":"10.13039\/501100004869","id-type":"DOI","asserted-by":"crossref"}]}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Adolescent Res Rev"],"abstract":"&lt;jats:title&gt;Abstract&lt;\/jats:title&gt;&lt;jats:p&gt;Adolescence is marked by a unique blend of factors, including adolescents\u2019 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\u2019 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.&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. Children and Youth Services Review, 156, Article 107370. https:\/\/doi.org\/10.1016\/j.childyouth.2023.107370","DOI":"10.1016\/j.childyouth.2023.107370"},{"value":"10 September 2024","order":3,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"On behalf of all authors, the corresponding author states that there is no conflict of interest.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Conflict of interest"}},{"value":"During the preparation of this work the author(s) used DeepL to check and improve phrasing and translations. After using this tool\/service, the author(s) reviewed and edited the content as needed and take(s) full responsibility for the content of the publication.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Content of the publication"}}]}}</enrichment>
    <enrichment key="opus_crossrefDocumentType">journal-article</enrichment>
    <enrichment key="opus_crossrefLicence">https://creativecommons.org/licenses/by/4.0</enrichment>
    <enrichment key="opus_import_origin">crossref</enrichment>
    <enrichment key="opus_doiImportPopulated">PersonAuthorFirstName_1,PersonAuthorLastName_1,PersonAuthorIdentifierOrcid_1,PersonAuthorFirstName_2,PersonAuthorLastName_2,PersonAuthorFirstName_3,PersonAuthorLastName_3,PersonAuthorFirstName_4,PersonAuthorLastName_4,PersonAuthorFirstName_5,PersonAuthorLastName_5,PublisherName,TitleMain_1,Language,TitleAbstract_1,TitleParent_1,PublishedYear,IdentifierIssn,Enrichmentopus_crossrefLicence</enrichment>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
    <enrichment key="Referiert">Beitrag ist referiert / Article peer-reviewed</enrichment>
    <enrichment key="Publikationsweg">Open Access</enrichment>
    <enrichment key="opus.source">doi-import</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>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>34459</id>
    <completedYear/>
    <publishedYear>2024</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>11</pageNumber>
    <edition/>
    <issue/>
    <volume>9</volume>
    <type>articler</type>
    <publisherName>Frontiers Media SA</publisherName>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2024-11-06</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <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>
    <enrichment key="opus_doi_flag">true</enrichment>
    <enrichment key="opus_doi_json">{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,10,31]],"date-time":"2024-10-31T04:29:01Z","timestamp":1730348941476,"version":"3.28.0"},"reference-count":67,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2024,10,30]],"date-time":"2024-10-30T00:00:00Z","timestamp":1730246400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Educ."],"abstract":"&lt;jats:p&gt;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\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? Measuring populist attitudes in voters","volume":"47","author":"Akkerman","year":"2014","journal-title":"Comp. Pol. Stud."},{"key":"ref2","doi-asserted-by":"publisher","first-page":"47","DOI":"10.1016\/S0065-2601(08)60382-2","article-title":"The other \u201cauthoritarian\u201d personality","volume":"30","author":"Altemeyer","year":"1998","journal-title":"Adv. Exp. Soc. Psychol."},{"key":"ref3","doi-asserted-by":"publisher","first-page":"269","DOI":"10.1080\/03057240.2014.918876","article-title":"Moral imagination in education: a Deweyan proposal for teachers responding to hate speech","volume":"43","author":"Arneback","year":"2014","journal-title":"J. Moral Educ."},{"key":"ref4","doi-asserted-by":"publisher","first-page":"579","DOI":"10.1007\/s35834-022-00367-1","article-title":"Ist das (schon) Hatespeech? \u2013 Eine qualitative Untersuchung zum Verst\u00e4ndnis von Hatespeech unter p\u00e4dagogischem Schulpersonal [Is this (already) hate speech? \u2013 a qualitative study on the understanding of hate speech among educational school staff]","volume":"12","author":"Ballaschk","year":"2022","journal-title":"Z. Bild."},{"key":"ref5","doi-asserted-by":"crossref","first-page":"25","DOI":"10.1007\/978-1-4614-5149-5_2","article-title":"The COACTIV model of teachers\u2019 professional competence","volume-title":"Cognitive activation in the mathematics classroom and professional competence of teachers","author":"Baumert","year":"2013"},{"key":"ref6","doi-asserted-by":"publisher","first-page":"1","DOI":"10.25656\/01:23103","article-title":"German pre-service teachers\u2019 evaluations of and reactions to interethnic social exclusion scenarios","volume":"5","author":"Bei\u00dfert","year":"2020","journal-title":"Front. Educ."},{"key":"ref7","doi-asserted-by":"publisher","first-page":"87","DOI":"10.1111\/pops.12313","article-title":"When authoritarians confront prejudice. Differential effects of SDO and RWA on support for hate-speech prohibition","volume":"38","author":"Bilewicz","year":"2017","journal-title":"Polit. Psychol."},{"key":"ref8","doi-asserted-by":"publisher","DOI":"10.1007\/s11218-024-09929-9","article-title":"Teachers\u2019 intervention strategies for handling hate-speech incidents in schools","author":"Bilz","year":"2024","journal-title":"Soc. Psychol. Educ."},{"key":"ref9","doi-asserted-by":"publisher","first-page":"448","DOI":"10.1002\/ijop.12313","article-title":"On the accuracy of teachers' identification of pupils involved in bullying","volume":"51","author":"Bilz","year":"2016","journal-title":"Psychol. Erzieh. Unterr."},{"key":"ref10","doi-asserted-by":"publisher","first-page":"280","DOI":"10.1080\/02796015.2013.12087474","article-title":"Teachers' and education support professionals' perspectives on bullying and prevention: findings from a national education association study","volume":"42","author":"Bradshaw","year":"2013","journal-title":"Sch. Psychol. Rev."},{"key":"ref11","first-page":"1643","article-title":"Ecological models of human development","volume-title":"International encyclopedia of education","author":"Bronfenbrenner","year":"1994"},{"key":"ref12","doi-asserted-by":"publisher","first-page":"191","DOI":"10.1016\/j.tate.2015.07.004","article-title":"How teachers respond to school bullying: an examination of self-reported intervention strategy use, moderator effects, and concurrent use of multiple strategies","volume":"51","author":"Burger","year":"2015","journal-title":"Teach. Teach. Educ."},{"key":"ref13","doi-asserted-by":"publisher","first-page":"1076249","DOI":"10.3389\/feduc.2023.1076249","article-title":"Hate speech in adolescents: a binational study on prevalence and demographic differences","volume":"8","author":"Castellanos","year":"2023","journal-title":"Front. Educ."},{"key":"ref15","author":"Civitillo","year":"2022"},{"key":"ref16","volume-title":"Statistical power analysis for the behavioral sciences","author":"Cohen","year":"1988"},{"key":"ref17","doi-asserted-by":"publisher","first-page":"270","DOI":"10.1002\/ejsp.545","article-title":"Right-wing authoritarianism, social dominance orientation and prejudice against threatening and competitive ethnic groups","volume":"39","author":"Cohrs","year":"2009","journal-title":"Eur. J. Soc. Psychol."},{"key":"ref18","year":"2005"},{"key":"ref19","doi-asserted-by":"publisher","first-page":"161","DOI":"10.1007\/s11218-013-9238-2","article-title":"Predicting pre-service teachers\u2019 opposition to inclusion of students with disabilities: a path analytic study","volume":"17","author":"Crowson","year":"2014","journal-title":"Soc. Psychol. Educ."},{"key":"ref20","doi-asserted-by":"publisher","first-page":"181","DOI":"10.37132\/isl.v0i14.328","article-title":"Critical literacy and the media: teachers in training in the face of hate speech","volume":"14","author":"Del Santiago Pino","year":"2020","journal-title":"Investigaciones Sobre Lectura"},{"key":"ref21","doi-asserted-by":"publisher","first-page":"27","DOI":"10.1111\/j.1600-0587.2012.07348.x","article-title":"Collinearity: a review of methods to deal with it and a simulation study evaluating their performance","volume":"36","author":"Dormann","year":"2013","journal-title":"Ecography"},{"key":"ref22","doi-asserted-by":"publisher","first-page":"41","DOI":"10.1016\/S0065-2601(01)80004-6","article-title":"A dual-process cognitive-motivational theory of ideology and prejudice","volume":"33","author":"Duckitt","year":"2001","journal-title":"Adv. Exp. Soc. Psychol."},{"key":"ref23","doi-asserted-by":"publisher","first-page":"98","DOI":"10.1080\/10478400903028540","article-title":"A dual-process motivational model of ideology, politics, and prejudice","volume":"20","author":"Duckitt","year":"2009","journal-title":"Psychol. Inq."},{"key":"ref24","doi-asserted-by":"publisher","first-page":"64","DOI":"10.1037\/0033-2909.125.1.64","article-title":"The impact of attitudes on memory: an affair to remember","volume":"125","author":"Eagly","year":"1999","journal-title":"Psychol. Bull."},{"key":"ref25","year":"2023"},{"key":"ref26","doi-asserted-by":"publisher","first-page":"175","DOI":"10.3758\/BF03193146","article-title":"G* power 3: a flexible statistical power analysis program for the social, behavioral, and biomedical sciences","volume":"39","author":"Faul","year":"2007","journal-title":"Behav. Res. Methods"},{"key":"ref27","doi-asserted-by":"crossref","volume-title":"Multilevel modeling using MPlus","author":"Finch","year":"2017","DOI":"10.1201\/9781315165882"},{"key":"ref28","doi-asserted-by":"publisher","first-page":"437","DOI":"10.1111\/j.1467-9221.2012.00884.x","article-title":"Cultural and institutional determinants of social dominance orientation: a cross-cultural meta-analysis of 27 societies","volume":"33","author":"Fischer","year":"2012","journal-title":"Polit. Psychol."},{"key":"ref29","doi-asserted-by":"publisher","first-page":"416","DOI":"10.1007\/s11211-009-0106-3","article-title":"Reactions to crime as a hierarchy regulating strategy: the moderating role of social dominance orientation","volume":"22","author":"Green","year":"2009","journal-title":"Soc. Justice Res."},{"key":"ref30","doi-asserted-by":"publisher","first-page":"555","DOI":"10.1037\/a0015701","article-title":"Feeling validated versus being correct: a meta-analysis of selective exposure to information","volume":"135","author":"Hart","year":"2009","journal-title":"Psychol. Bull."},{"key":"ref31","volume-title":"IBM SPSS statistics for windows, version 28.0","year":"2021"},{"key":"ref32","volume-title":"Speech and language processing: an introduction to natural language processing, speech recognition, and computational linguistics","author":"Jurafsky","year":"2009"},{"key":"ref58","doi-asserted-by":"publisher","first-page":"2598","DOI":"10.1177\/15248380221108070","article-title":"A systematic review on hate speech among children and adolescents: Definitions, prevalence, and overlap with related phenomena","volume":"24","author":"Kansok-Dusche","year":"2023","journal-title":"Trauma, Violence, &amp; Abuse"},{"key":"ref33","author":"Klocke","year":"2012"},{"key":"ref34","doi-asserted-by":"publisher","first-page":"505","DOI":"10.1177\/0143034312445244","article-title":"Traditional bullying as a potential warning sign of cyberbullying","volume":"33","author":"Kowalski","year":"2012","journal-title":"Sch. Psychol. Int."},{"key":"ref35","doi-asserted-by":"publisher","first-page":"169","DOI":"10.1007\/s35834-021-00291-w","article-title":"\u201cIch lass mich da nicht klein machen!\u201d \u2013 Eine qualitative Studie zur Bew\u00e4ltigung von Hatespeech durch Sch\u00fcler\/innen [\u201cI won\u2019t let myself be made small!\u201d \u2013 a qualitative study on students\u2019 coping with Hatespeech]","volume":"11","author":"Krause","year":"2021","journal-title":"Z. Bild."},{"key":"ref36","doi-asserted-by":"publisher","first-page":"1527","DOI":"10.1007\/s11618-023-01179-3","article-title":"\u201eEine Einsch\u00e4tzung, die in Sekunden passieren muss\u201c. Eine qualitative Studie zu Gr\u00fcnden f\u00fcr ausbleibende Interventionen durch das p\u00e4dagogische Schulpersonal bei Hatespeech unter Sch\u00fcler:innen. [\u201cAn assessment that has to be made in seconds\u201d. A qualitative study on reasons for missing interventions by educational school staff in hate speech among students]","volume":"26","author":"Krause","year":"2023","journal-title":"Z. Erzieh."},{"key":"ref37","volume-title":"The unresponsive bystander: why doesn\u2019t he help?","author":"Latan\u00e9","year":"1970"},{"key":"ref38","doi-asserted-by":"publisher","first-page":"102014","DOI":"10.1016\/j.cedpsych.2021.102014","article-title":"Teachers\u2019 understanding of racial inequity predicts their perceptions of students\u2019 behaviors","volume":"67","author":"Legette","year":"2021","journal-title":"Contemp. Educ. Psychol."},{"key":"ref39","doi-asserted-by":"publisher","first-page":"172","DOI":"10.1080\/02732173.2020.1734890","article-title":"Hate at school: victimization and disorder associated with school avoidance","volume":"40","author":"Lehman","year":"2020","journal-title":"Sociol. Spectr."},{"key":"ref40","doi-asserted-by":"publisher","first-page":"107","DOI":"10.1111\/1467-8624.00124","article-title":"An integrated model of emotion processes and cognition in social information processing","volume":"71","author":"Lemerise","year":"2000","journal-title":"Child Dev."},{"key":"ref41","doi-asserted-by":"publisher","first-page":"1198","DOI":"10.1080\/01621459.1988.10478722","article-title":"A test of missing completely at random for multivariate data with missing values","volume":"404","author":"Little","year":"1988","journal-title":"J. Am. Stat. Assoc."},{"key":"ref42","volume-title":"Mplus 8.1. [Computer Software]","author":"Muth\u00e9n","year":"2018"},{"key":"ref43","doi-asserted-by":"publisher","first-page":"e0225993","DOI":"10.1371\/journal.pone.0225993","article-title":"To be or not to be an inclusive teacher: are empathy and social dominance relevant factors to positive attitudes towards inclusive education?","volume":"14","author":"Navarro-Mateu","year":"2019","journal-title":"PLoS One"},{"key":"ref44","volume-title":"TALIS 2018 results (volume I): teachers and school leaders as lifelong learners","year":"2019"},{"key":"ref45","doi-asserted-by":"publisher","first-page":"220","DOI":"10.1038\/s44159-023-00161-4","article-title":"The psychological causes and societal consequences of authoritarianism","volume":"2","author":"Osborne","year":"2023","journal-title":"Nat. Rev. Psychol."},{"key":"ref46","doi-asserted-by":"publisher","first-page":"489","DOI":"10.1089\/cyber.2022.0191","article-title":"Perception of hate speech by the public and experts: insights into predictors of the perceived hate speech towards migrants","volume":"26","author":"Papcunov\u00e1","year":"2023","journal-title":"Cyberpsychol. Behav. Soc. Netw."},{"key":"ref47","doi-asserted-by":"publisher","first-page":"369","DOI":"10.1177\/0022022100031003005","article-title":"Social dominance orientation and the legitimization of inequality across cultures","volume":"31","author":"Pratto","year":"2000","journal-title":"J. Cross-Cult. Psychol."},{"key":"ref48","doi-asserted-by":"publisher","first-page":"176","DOI":"10.1177\/1948550617748728","article-title":"Hate speech is in the eye of the beholder: the influence of racial attitudes and freedom of speech beliefs on perceptions of racially motivated threats of violence","volume":"9","author":"Roussos","year":"2018","journal-title":"Soc. Psychol. Personal. Sci."},{"key":"ref49","doi-asserted-by":"publisher","first-page":"853","DOI":"10.1007\/s00103-006-0018-4","article-title":"Mindestindikatorensatz zur Erfassung des Migrationsstatus [Minimal indicator approach for the assessment of migration status]","volume":"49","author":"Schenk","year":"2006","journal-title":"Bundesgesundheitsblatt"},{"key":"ref50","article-title":"Belief","volume-title":"The stanford encyclopedia of philosophy","author":"Schwitzgebel","year":"2021"},{"key":"ref51","doi-asserted-by":"publisher","first-page":"248","DOI":"10.1177\/1088868308319226","article-title":"Personality and prejudice: a meta-analysis and theoretical review","volume":"12","author":"Sibley","year":"2008","journal-title":"Personal. Soc. Psychol. Rev."},{"key":"ref52","doi-asserted-by":"publisher","first-page":"845","DOI":"10.1111\/j.1467-9221.2004.00401.x","article-title":"Social dominance theory: its agenda and method","volume":"25","author":"Sidanius","year":"2004","journal-title":"Polit. Psychol."},{"key":"ref53","doi-asserted-by":"publisher","first-page":"333","DOI":"10.1177\/13684302030064002","article-title":"Social hierarchy maintenance and assortment into social roles: a social dominance perspective","volume":"6","author":"Sidanius","year":"2003","journal-title":"Group Process. Intergroup Relat."},{"key":"ref54","doi-asserted-by":"publisher","first-page":"136","DOI":"10.1002\/ab.21737","article-title":"Exposure to hate speech increases prejudice through desensitization","volume":"44","author":"Soral","year":"2018","journal-title":"Aggress. Behav."},{"key":"ref55","doi-asserted-by":"publisher","first-page":"865","DOI":"10.1080\/17405629.2021.1877130","article-title":"Teachers\u2019 knowledge and intervention strategies to handle hate-postings","volume":"18","author":"Strohmeier","year":"2021","journal-title":"Eur. J. Dev. Psychol."},{"key":"ref56","volume-title":"Addressing extremism through the classroom: a research report from the centre for teachers and teaching research","author":"Taylor","year":"2021"},{"key":"ref57","doi-asserted-by":"publisher","first-page":"1230","DOI":"10.1111\/j.1541-0420.2009.01374.x","article-title":"Sample size considerations for GEE analyses of three-level cluster randomized trials","volume":"66","author":"Teerenstra","year":"2010","journal-title":"Biometrics"},{"key":"ref59","year":"2021"},{"key":"ref60","doi-asserted-by":"publisher","first-page":"416","DOI":"10.1089\/cyber.2022.0009","article-title":"Online hate speech victimization and depressive symptoms among adolescents: the protective role of resilience","volume":"25","author":"Wachs","year":"","journal-title":"Cyberpsychol. Behav. Soc. Netw."},{"key":"ref61","doi-asserted-by":"publisher","first-page":"1115","DOI":"10.1007\/s10964-023-01753-2","article-title":"Effects of the prevention program \u201cHateLess. Together against hatred\u201d on adolescents\u2019 empathy, self-efficacy, and countering hate speech","volume":"52","author":"Wachs","year":"2023","journal-title":"J. Youth Adolesc."},{"key":"ref9001","doi-asserted-by":"publisher","first-page":"NP21143","DOI":"10.1177\/08862605211056032","article-title":"Playing by the rules? An investigation of the relationship between social norms and adolescents\u2019 hate speech perpetration in schools","volume":"37","author":"Wachs","year":"","journal-title":"J. Interpers. Violence"},{"key":"ref63","doi-asserted-by":"publisher","first-page":"108250","DOI":"10.1016\/j.chb.2024.108250","article-title":"From hate speech to HateLess. The effectiveness of a prevention program on adolescents\u2019 online hate speech involvement","volume":"157","author":"Wachs","year":"2024","journal-title":"Comput. Hum. Behav."},{"key":"ref64","doi-asserted-by":"publisher","first-page":"179","DOI":"10.1002\/cbm.2116","article-title":"Understanding the overlap between cyberbullying and cyberhate perpetration: moderating effects of toxic online disinhibition","volume":"29","author":"Wachs","year":"2019","journal-title":"Crim. Behav. Ment. Health"},{"key":"ref65","doi-asserted-by":"publisher","first-page":"491","DOI":"10.1080\/15388220.2022.2114488","article-title":"Teachers\u2019 empathy for bullying victims, understanding of violence, and likelihood of intervention","volume":"21","author":"Wolgast","year":"2022","journal-title":"J. Sch. Violence"},{"key":"ref66","doi-asserted-by":"publisher","first-page":"253","DOI":"10.1111\/j.2517-6161.1953.tb00140.x","article-title":"Selection without replacement from within strata with probability proportional to size","volume":"15","author":"Yates","year":"1953","journal-title":"J. Roy. Stat. Soc. Ser. B Methodol."},{"key":"ref67","doi-asserted-by":"publisher","first-page":"7","DOI":"10.3102\/0013189X14566879","article-title":"Experience-sampling research methods and their potential for education research","volume":"44","author":"Zirkel","year":"2015","journal-title":"Educ. Res."},{"key":"ref68","doi-asserted-by":"publisher","first-page":"544","DOI":"10.1037\/pspi0000400","article-title":"Social dominance orientation and right-wing authoritarianism across the adult lifespan: an examination of aging and cohort effects","volume":"124","author":"Zubielevitch","year":"2023","journal-title":"J. Pers. Soc. Psychol."}],"container-title":["Frontiers in Education"],"original-title":[],"link":[{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2024.1432013\/full","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2024,10,30]],"date-time":"2024-10-30T15:56:07Z","timestamp":1730303767000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2024.1432013\/full"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2024,10,30]]},"references-count":67,"alternative-id":["10.3389\/feduc.2024.1432013"],"URL":"http:\/\/dx.doi.org\/10.3389\/feduc.2024.1432013","relation":{},"ISSN":["2504-284X"],"issn-type":[{"value":"2504-284X","type":"electronic"}],"subject":[],"published":{"date-parts":[[2024,10,30]]}}}</enrichment>
    <enrichment key="opus_crossrefDocumentType">journal-article</enrichment>
    <enrichment key="opus_crossrefLicence">https://creativecommons.org/licenses/by/4.0/</enrichment>
    <enrichment key="opus_import_origin">crossref</enrichment>
    <enrichment key="opus_doiImportPopulated">PersonAuthorFirstName_1,PersonAuthorLastName_1,PersonAuthorFirstName_2,PersonAuthorLastName_2,PersonAuthorFirstName_3,PersonAuthorLastName_3,PersonAuthorFirstName_4,PersonAuthorLastName_4,PersonAuthorFirstName_5,PersonAuthorLastName_5,PublisherName,TitleMain_1,TitleAbstract_1,TitleParent_1,Volume,PublishedYear,IdentifierIssn,Enrichmentopus_crossrefLicence</enrichment>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
    <enrichment key="Referiert">Beitrag ist referiert / Article peer-reviewed</enrichment>
    <enrichment key="Publikationsweg">Open Access</enrichment>
    <enrichment key="opus.source">doi-import</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>Julia</firstName>
      <lastName>Kansok-Dusche</lastName>
    </author>
    <submitter>
      <firstName>Julia</firstName>
      <lastName>Kansok-Dusche</lastName>
    </submitter>
    <author>
      <firstName>Alexander</firstName>
      <lastName>Wettstein</lastName>
    </author>
    <author>
      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
    </author>
    <author>
      <firstName>Sebastian</firstName>
      <lastName>Wachs</lastName>
    </author>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>hate speech perception, teachers, school, beliefs, social dominance orientation, pluralist attitude</value>
    </subject>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>32203</id>
    <completedYear/>
    <publishedYear>2023</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject_ref</type>
    <publisherName>Universidad de Sevilla</publisherName>
    <publisherPlace>Seville</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation>Universidad de Sevilla</contributingCorporation>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2023-12-18</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Teachers' intervention strategies for handling hate-speech incidents in schools</title>
    <parentTitle language="eng">https://gestioneventos.us.es/wcvs2023/programa-detallado</parentTitle>
    <identifier type="doi">10.13140/RG.2.2.23545.85608</identifier>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
    <enrichment key="RelationnotEU">BI 1046/9-1</enrichment>
    <enrichment key="BTUfunderNamenotEU">DFG</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>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>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
</export-example>
