<?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>21845</id>
    <completedYear/>
    <publishedYear>2018</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst>121</pageFirst>
    <pageLast>138</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">Mobbing in der Schule. Auswirkungen auf das Wohlbefinden und Möglichkeiten der schulischen Prävention</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>Sebastian</firstName>
      <lastName>Wachs</lastName>
    </author>
    <editor>
      <firstName>Katharina</firstName>
      <lastName>Rathmann</lastName>
    </editor>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Wilfried</firstName>
      <lastName>Schubarth</lastName>
    </author>
    <editor>
      <firstName>Klaus</firstName>
      <lastName>Hurrelmann</lastName>
    </editor>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</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>Wohlbefinden</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Prävention</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>23710</id>
    <completedYear/>
    <publishedYear>2019</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>642</pageFirst>
    <pageLast>668</pageLast>
    <pageNumber/>
    <edition/>
    <issue>5</issue>
    <volume>29</volume>
    <type>articler</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2019-03-06</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Bullying Intervention in Schools: A Multilevel Analysis of Teachers’ Success in Handling Bullying From the Students’ Perspective</title>
    <abstract language="eng">To date, little has been known about teachers’ success in bullying interventions. Thus, the present study analyzes how successfully teachers intervene in real bullying situations, based on an analysis of 1,996 reports by German students aged between 12 and 15 (49.2% female) from 24 schools. Predictors of success included intervention strategy (authoritarian-punitive, supportive-individual, supportive-cooperative intervention), bullying form (physical, verbal, relational, cyber), and the student’s bullying role (bully, victim, bystander) in the particular situation. Multilevel analyses showed that supportive-cooperative intervention strategies were the most successful in dealing with bullying in both the short and long term. In the long term, students evaluated teachers as being more successful in dealing with cyberbullying compared with physical bullying. Compared with students who observed bullying, students who perpetrated it were less likely to report that teachers’ interventions were successful in the short term. Implications for bullying intervention, preservice teacher-training, and future research are discussed.</abstract>
    <parentTitle language="eng">Journal of Early Adolescence</parentTitle>
    <identifier type="doi">10.1177/0272431618780423</identifier>
    <identifier type="issn">0272-4316</identifier>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
    <enrichment key="Artikelnummer">27</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</firstName>
      <lastName>Niproschke</lastName>
    </author>
    <author>
      <firstName>Wilfried</firstName>
      <lastName>Schubarth</lastName>
    </author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>intervention success</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>bullying</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>teacher</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>intervention strategies</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>bullies</value>
    </subject>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>23834</id>
    <completedYear/>
    <publishedYear>2019</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>6</pageNumber>
    <edition/>
    <issue/>
    <volume/>
    <type>report</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2019-03-31</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Gewalt und Mobbing – auch eine Folge unterlassener Hilfeleistung? Ergebnisse einer Studie zum Lehrerhandeln bei Gewalt und Mobbing</title>
    <abstract language="deu">Immer wieder wird in der Öffentlichkeit über Mobbingfälle an Schulen diskutiert und die Frage aufgeworfen, warum Lehrkräfte so wenig dagegen unternehmen. Nun ist eine von der Deutschen Forschungsgemeinschaft (DFG) geförderte Studie dieser Frage nachgegangen. Die repräsentative Untersuchung unter der Schüler- und Lehrerschaft hat herausgefunden, inwieweit Lehrkräfte Mobbingphänomene überhaupt wahrnehmen und ob bzw. wie sie dagegen vorgehen. Insgesamt entsteht ein sehr differenziertes Bild hinsichtlich des Lehrerhandelns bei Gewalt und Mobbing. Die große Mehrheit der Lehrkräfte schaut bei Mobbing nicht weg, sondern versucht mit pädagogischen Mitteln einzugreifen und Mobbing zu beenden. Zugleich zeigt sich aber auch, dass Lehrkräfte nicht alles mitbekommen, dass sie Mobbing ganz unterschiedlich wahrnehmen und mitunter pädagogisch unangemessen reagieren, womit die These erhärtet wird, dass Mobbing auch eine Folge von unterlassener Hilfeleistung seitens der Lehrkräfte sein kann.</abstract>
    <identifier type="url">http://paedagogische-beziehungen.eu/wp-content/uploads/2019/03/SchubarthEtAl2019_GewaltMobbingLehrerhandeln.pdf</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>Wilfried</firstName>
      <lastName>Schubarth</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</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>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>24968</id>
    <completedYear/>
    <publishedYear>2020</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>16</pageNumber>
    <edition/>
    <issue>2</issue>
    <volume>17</volume>
    <type>articler</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2020-01-08</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Associations among adolescents’ relationships with parents, peers, and teachers, self-efficacy, and willingness to intervene in bullying: A social cognitive approach</title>
    <abstract language="eng">We applied the Social Cognitive Theory to investigate whether parent–child relationships, bullying victimization, and teacher–student relationships are directly as well as indirectly via self-efficacy in social conflicts associated with adolescents’ willingness to intervene in a bullying incident. There were 2071 (51.3% male) adolescents between the ages of 12 and 17 from 24 schools in Germany who participated in this study. A mediation test using structural equation modeling revealed that parent–child relationships, bullying victimization, and teacher–student relationships were directly related to adolescents’ self-efficacy in social conflicts. Further, teacher–student relationships and bullying victimization were directly associated with adolescents’ willingness to intervene in bullying. Finally, relationships with parents, peers and teachers were indirectly related to higher levels of students’ willingness to intervene in bullying situations due to self-efficacy in social conflicts. Thus, our analysis confirms the general assumptions of Social Cognitive Theory and the usefulness of applying its approach to social conflicts such as bullying situations.</abstract>
    <parentTitle language="eng">International Journal of Environmental Research and Public Health</parentTitle>
    <identifier type="issn">1660-4601</identifier>
    <identifier type="url">https://www.mdpi.com/1660-4601/17/2/420</identifier>
    <identifier type="doi">10.3390/ijerph17020420</identifier>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
    <enrichment key="Artikelnummer">420</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>Sebastian</firstName>
      <lastName>Wachs</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Anke</firstName>
      <lastName>Görzig</lastName>
    </author>
    <author>
      <firstName>Michelle F.</firstName>
      <lastName>Wright</lastName>
    </author>
    <author>
      <firstName>Wilfried</firstName>
      <lastName>Schubarth</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>intervention</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>willingness to intervene</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>bullying victimization</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>school</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>parent-child relationship</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>teacher-student relationship</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>25441</id>
    <completedYear/>
    <publishedYear>2020</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst>223</pageFirst>
    <pageLast>236</pageLast>
    <pageNumber/>
    <edition>1. Auflage</edition>
    <issue/>
    <volume/>
    <type>bookpart</type>
    <publisherName>Barbara Budrich</publisherName>
    <publisherPlace>Opladen</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2020-03-29</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Hate Speech als Schulproblem? Erziehungswissenschaftliche Perspektiven auf ein aktuelles Phänomen</title>
    <parentTitle language="deu">Bewegungen : Beiträge zum 26. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft</parentTitle>
    <identifier type="isbn">978-3-8474-2385-0</identifier>
    <identifier type="url">https://shop.budrich-academic.de/wp-content/uploads/2020/03/9783847415534.pdf</identifier>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</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>Sebastian</firstName>
      <lastName>Wachs</lastName>
    </author>
    <editor>
      <firstName>Isabell van</firstName>
      <lastName>Ackeren</lastName>
    </editor>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Wilfried</firstName>
      <lastName>Schubarth</lastName>
    </author>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <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>
</export-example>
