TY - GEN A1 - Niproschke, Saskia A1 - Oertel, Lars A1 - Schubarth, Wilfried A1 - Ulbricht, Juliane A1 - Bilz, Ludwig T1 - Mehr oder weniger Gewalt an Schulen? Eine Replikationsstudie T2 - Zeitschrift für Soziologie der Erziehung und Sozialisation N2 - Der verbreiteten Annahme einer ständigen Gewaltzunahme an Schulen stehen bisher nur wenige Studien im Zeitvergleich gegenüber. Der vorliegende Beitrag will diese Lücke schließen, indem er Ergebnisse einer aktuellen Replikationsstudie vorstellt und damit die Frage beantwortet, ob die Gewalt an Schulen im Vergleich zur Mitte der 1990er Jahre zu- oder abgenommen hat. Anhand einer repräsentativen sächsischen Stichprobe zeigt sich, dass im Jahr 2014 im Vergleich zu 1996 über weniger Gewalt an Schulen berichtet wird. Dies betrifft die Gewalt unter Schüler(inne)n und die Gewalt gegen Lehrkräfte. Parallel hat die Interventionsbereitschaft unter der Lehrer- und Schülerschaft zugenommen. Zugleich macht die Studie auf differente Entwicklungstrends zwischen den Schülergruppen aufmerksam. Trotz eines insgesamt niedrigen Gewaltniveaus im Vergleich zur Mitte der 1990er Jahre legen die Befunde den Schluss nahe, bei den Präventionsbemühungen nicht nachzulassen. N2 - Very few studies have investigated the widely held assumption that violence in schools has constantly increased in recent years. The current study aims to fill this gap by presenting results of a recent replication study in Germany, as well as answering the question as to whether violence in schools increased or decreased in comparison with the mid-1990s. Based on a representative sample of Saxon students, this study shows that less violence was reported in schools in 2014 compared to 1996. This relates to both violence among students and their violent actions against teachers. Moreover, the willingness of teachers and students to intervene has increased. At the same time, this study draws attention to developmental trends between groups of students. Despite a general low level of violence in schools compared to the mid- 1990s, the findings suggest that prevention efforts must be continued. KW - violence in schools KW - bullying KW - time trends KW - student violence KW - intervention KW - Gewalt an Schulen KW - Mobbing an Schulen KW - Zeitvergleich KW - Schülergewalt KW - Intervention Y1 - 2016 UR - http://www.beltz.de/fachmedien/erziehungs_und_sozialwissenschaften/zeitschriften/zeitschrift_fuer_soziologie_der_erziehung_und_sozialisation/article/Journal.html?tx_beltz_journal%5Barticle%5D=32535&cHash=9b4b542b181a4bb134a014df3908c595 SN - 1436-1957 SN - 0720-4361 VL - 36 IS - 1 SP - 78 EP - 96 ER - TY - GEN A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Schubarth, Wilfried A1 - Wright, Michelle F. T1 - Students’ Willingness to Intervene in Bullying: Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy T2 - International Journal of Environmental Research and Public Health N2 - 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. KW - bullying KW - intervention KW - willingness to intervene KW - verbal bullying KW - relational bullying KW - aggression KW - school KW - classroom climate KW - classroom cohesion KW - self-efficacy Y1 - 2018 UR - https://www.mdpi.com/1660-4601/15/11/2577/pdf U6 - https://doi.org/10.3390/ijerph15112577 SN - 1660-4601 VL - 15 IS - 11 ER - TY - GEN A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Niproschke, Saskia A1 - Schubarth, Wilfried T1 - Bullying Intervention in Schools: A Multilevel Analysis of Teachers’ Success in Handling Bullying From the Students’ Perspective T2 - Journal of Early Adolescence N2 - 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. KW - intervention success KW - bullying KW - teacher KW - intervention strategies KW - bullies Y1 - 2019 U6 - https://doi.org/10.1177/0272431618780423 SN - 0272-4316 VL - 29 IS - 5 SP - 642 EP - 668 ER - TY - GEN A1 - Fischer, Saskia M. A1 - Bilz, Ludwig T1 - Is self-regulation a relevant aspect of intervention competence for teachers in bullying situations? T2 - Nordic Studies in Education N2 - Teachers play a crucial role in stopping bullying, but react in different ways. Could their competence profile explain these differences? In the literature, self-regulation is understood as being part of teacher competence and is known to be important for other aspects of teaching. However, it has not yet been studied in relation to bullying interventions. In the present study, we examined this interaction for the first time using a sample of 556 teachers. Contrary to our expectations, self-regulation appears not to be relevant in teachers’ intervention behaviour. Possible reasons and implications are discussed. KW - self-regulation KW - bullying KW - teacher intervention KW - teacher competence KW - regulatory mode Y1 - 2019 U6 - https://doi.org/10.18261/issn.1891-5949-2019-02-04 SN - 1891-5949 VL - 39 IS - 2 SP - 121 EP - 141 ER - TY - CHAP A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Schubarth, Wilfried ED - Smith, Peter K. ED - Bauman, Sheri ED - Wong, Dennis T1 - Students’ Willingness to Intervene in Bullying: Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy T2 - Interventions to Reduce Bullying and Cyberbullying N2 - 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. KW - bullying KW - intervention KW - willingness to intervene KW - verbal bullying KW - relational bullying KW - aggression KW - school KW - classroom climate KW - classroom cohesion KW - self-efficacy Y1 - 2019 UR - https://doi.org/10.3390/books978-3-03921-360-3 SN - 978-3-03921-359-7 U6 - https://doi.org/https://doi.org/10.3390/books978-3-03921-360-3 SP - 194 EP - 204 PB - MDPI CY - Basel ET - 1. Auflage ER - TY - GEN A1 - Wachs, Sebastian A1 - Görzig, Anke A1 - Wright, Michelle F. A1 - Schubarth, Wilfried A1 - Bilz, Ludwig T1 - Associations among adolescents’ relationships with parents, peers, and teachers, self-efficacy, and willingness to intervene in bullying: A social cognitive approach T2 - International Journal of Environmental Research and Public Health N2 - 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. KW - bullying KW - intervention KW - willingness to intervene KW - bullying victimization KW - school KW - parent-child relationship KW - teacher-student relationship KW - self-efficacy Y1 - 2020 UR - https://www.mdpi.com/1660-4601/17/2/420 U6 - https://doi.org/10.3390/ijerph17020420 SN - 1660-4601 VL - 17 IS - 2 ER - TY - GEN A1 - Fischer, Saskia M. A1 - John, Nancy A1 - Melzer, Wolfgang A1 - Kaman, Anne A1 - Winter, Kristina A1 - Bilz, Ludwig T1 - Traditional bullying and cyberbullying among children and adolescents in Germany – Cross-sectional results of the 2017/18 HBSC study and trends T2 - Journal of Health Monitoring N2 - Bullying is a specific form of violence that can potentially lead to numerous and long-term negative health implications. Despite consistent coverage in the media, particularly on cyberbullying, as of yet there are only few representative findings on the frequency of (cyber)bullying in Germany. This article analyses how widespread bullying and cyberbullying were at schools in Germany in 2018, what differences exist between girls and boys, age groups and various types of schools, and changes in bullying trends between 2002 and 2018. Our findings are based on an analysis of the data provided by the 2017/18 cycle (N=4,347 students, 53.0% female) and previous cycles of the German Health Behaviour in School-aged Children (HBSC) study. In the 2018 cycle, boys reported having bullied other children more frequently than girls, but were bullied just as often. 15-year-olds reported having bullied other children more frequently than 11- to- 13-year-olds but reported being bullied less frequently. Students at grammar schools (Gymnasium) least frequently reported any involvement in bullying. Only few children and adolescents reported cases of cyberbullying. Compared to all previous survey years, 2018 saw the lowest number of children that reported having bullied others. However, reports of having been bullied have remained almost stable. The findings highlight the need for evidence-based prevention and intervention anti-bullying programmes and measures across all types of general education schools and age groups. KW - bullying KW - cyberbullying KW - frequency KW - prevalence KW - trends KW - school KW - violence Y1 - 2020 UR - https://www.rki.de/EN/Content/Health_Monitoring/Health_Reporting/GBEDownloadsJ/Focus_en/JoHM_03_2020_HBSC_Bullying.pdf?__blob=publicationFile U6 - https://doi.org/10.25646/6902 SN - 2511-2708 VL - 5 IS - 3 SP - 54 EP - 68 ER - TY - GEN A1 - Fischer, Saskia M. A1 - Wachs, Sebastian A1 - Bilz, Ludwig T1 - Teachers’ empathy and likelihood of intervention in hypothetical relational and retrospectively reported bullying situations T2 - European Journal of Developmental Psychology N2 - 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. KW - bullying KW - empathy KW - teacher KW - likelihood of intervention KW - school Y1 - 2020 U6 - https://doi.org/10.1080/17405629.2020.1869538 SN - 1740-5610 ER - TY - GEN A1 - Fischer, Saskia M. A1 - Woods, Heather A. A1 - Bilz, Ludwig T1 - Class teachers’ bullying-related self-efficacy and their students’ bullying victimization, bullying perpetration, and combined victimization and perpetration T2 - Journal of Aggression, Maltreatment & Trauma N2 - Teachers’ responses to incidents of bullying among students can be important for bullying dynamics. Theoretical models of teachers’ intervention competence and the theory of planned behavior suggest that teachers’ bullying intervention self-efficacy may be associated with teachers’ responses to bullying and students’ bullying behavior and bullying victimization experiences. Several studies report an association between teachers’ self-efficacy and their intervention behavior in incidents of bullying. However, the possible association with student bullying perpetration has rarely been examined so far. The current study explores the association between class teachers’ self-efficacy and students’ bullying victimization, perpetration, and combined bully-victim behavior in a sample of 2,071 students and their 93 class teachers in Germany. The results suggest an association between class teachers’ self-efficacy and students’ perpetration behavior. The higher teachers’ bullying intervention self-efficacy, the fewer students seem to bully other students. In contrast, teachers’ self-efficacy was not associated with students’ victimization experiences and students’ bully-victim behavior. Possible underlying mechanisms, as well as limitations of the present results, are discussed. Further research is needed to substantiate the findings. KW - bullying KW - teacher KW - self-efficacy KW - victimization KW - perpetration KW - bully-victim Y1 - 2021 U6 - https://doi.org/10.1080/10926771.2021.1933290 SN - 1092-6771 ER - TY - GEN A1 - Kim, Samuel S. A1 - Craig, Wendy M. A1 - King, Nathan A1 - Bilz, Ludwig A1 - Cosma, Alina A1 - Molcho, Michal A1 - Qirjako, Gentiana A1 - Matos, Margarida G. de A1 - Augustine, Lilly A1 - Šmigelskas, Kastytis A1 - Pickett, William T1 - Bullying, Mental Health, and the Moderating Role of Supportive Adults: A Cross-National Analysis of Adolescents in 45 Countries T2 - International Journal of Public Health N2 - Objectives: Relationships with supportive adults during adolescence may be a protective factor that lowers the risks associated with bullying. The current study aimed to examine the moderating role of supportive adults in the associations between bullying involvement (in-person and cyber) and mental health problems (psychological symptoms and low life satisfaction). Methods: Data from 45 countries and regions taking part in the 2017/18 Health Behaviour in School-Aged Children study (N = 230,757) were used. Multivariable Poisson regression models were used to estimate relative risks of bullying on mental health. Effect estimates were compared across the number of supportive adults to examine a possible cumulative protective effect of relationships with supportive adults. Results: Bullying involvement was consistently associated with poor mental health across the 45 countries. Risk of mental health problems associated with bullying involvement was greatest among students reporting relationships with multiple supportive adults. This was true for all indicators of bullying involvement. Conclusion: Bullying remains a prevalent and harmful experience for youth worldwide. Merely having supportive adults is not sufficient in protecting youth from experiencing the mental health risks associated with bullying. KW - mental health KW - HBSC KW - bullying KW - cyberbullying KW - victimization KW - adult support KW - adolescents Y1 - 2022 UR - https://doi.org/10.3389/ijph.2022.1604264 U6 - https://doi.org/10.3389/ijph.2022.1604264 SN - 1661-8564 VL - 67 ER - TY - GEN A1 - Kansok-Dusche, Julia A1 - Ballaschk, Cindy A1 - Krause, Norman A1 - Zeißig, Anke A1 - Seemann-Herz, Lisanne A1 - Wachs, Sebastian A1 - Bilz, Ludwig T1 - A Systematic Review on Hate Speech among Children and Adolescents: Definitions, Prevalence, and Overlap with Related Phenomena T2 - Trauma, Violence, & Abuse N2 - Little is known about the current state of research on the involvement of young people in hate speech. Thus, this systematic review presents findings on a) the prevalence of hate speech among children and adolescents and on hate speech definitions that guide prevalence assessments for this population; and b) the theoretical and empirical overlap of hate speech with related concepts. This review was guided by the Cochrane approach. To be included, publications were required to deal with real-life experiences of hate speech, to provide empirical data on prevalence for samples aged 5 to 21 years and they had to be published in academic formats. Included publications were full-text coded using two raters (κ = .80) and their quality was assessed. The string-guided electronic search (ERIC, SocInfo, Psycinfo, Psyndex) yielded 1,850 publications. Eighteen publications based on 10 studies met the inclusion criteria and their findings were systematized. Twelve publications were of medium quality due to minor deficiencies in their theoretical or methodological foundations. All studies used samples of adolescents and none of younger children. Nine out of 10 studies applied quantitative methodologies. Eighteen publications based on 10 studies were included. Results showed that frequencies for hate speech exposure were higher than those related to victimization and perpetration. Definitions of hate speech and assessment instruments were heterogeneous. Empirical evidence for an often theorized overlap between hate speech and bullying was found. The paper concludes by presenting a definition of hate speech, including implications for practice, policy, and research. KW - hate speech KW - bullying KW - adolescents KW - children KW - youth Y1 - 2022 U6 - https://doi.org/10.1177/15248380221108070 SN - 1524-8380 SN - 1552-8324 VL - 24(2023) IS - 4 SP - 2598 EP - 2615 ER - TY - GEN A1 - Cosma, Alina A1 - Bjereld, Ylva A1 - Elgar, Frank J. A1 - Richardson, Clive A1 - Bilz, Ludwig A1 - Craig, Wendy M. A1 - Augustine, Lilly A1 - Molcho, Michal A1 - Malinowska-Cieślik, Marta A1 - Walsh, Sophie D. T1 - Gender Differences in Bullying Reflect Societal Gender Inequality: A Multilevel Study With Adolescents in 46 Countries T2 - Journal of Adolescent Health N2 - Purpose. Social patterns in bullying show consistent gender differences in adolescent perpetration and victimization with large cross-national variations. Previous research shows associations between societal gender inequality and gender differences in some violent behaviors in adolescents. Therefore, there is a need to go beyond individual associations and use a more social ecological perspective when examining gender differences in bullying behaviors. The aim of the present study was twofold: (1) to explore cross-national gender differences in bullying behaviors and (2) to examine whether national-level gender inequality relates to gender differences in adolescent bullying behaviors. Methods. Traditional bullying and cyberbullying were measured in 11-year-olds to 15-year-olds in the 2017/18 Health Behaviour in School-aged Children study (n = 200,423). We linked individual data to national gender inequality (Gender Inequality Index, 2018) in 46 countries and tested their association using mixed-effects (multilevel) logistic regression models. Results. Large cross-national variations were observed in gender differences in bullying. Boys had higher odds of perpetrating both traditional and cyberbullying and victimization by traditional bullying than girls. Greater gender inequality at country level was associated with heightened gender differences in traditional bullying. In contrast, lower gender inequality was associated with larger gender differences for cyber victimization. Discussion. Societal gender inequality relates to adolescents' involvement in bullying and gendered patterns in bullying. Public health policy should target societal factors that have an impact on young people's behavior. KW - bullying KW - cyberbullying KW - gender inequality KW - gender KW - victimization KW - perpetration KW - cross-national KW - HBSC Y1 - 2022 U6 - https://doi.org/10.1016/j.jadohealth.2022.05.015 SN - 1054-139X VL - 71 IS - 5 SP - 601 EP - 608 ER - TY - GEN A1 - Wolgast, Anett A1 - Fischer, Saskia M. A1 - Bilz, Ludwig T1 - Teachers’ Empathy for Bullying Victims, Understanding of Violence, and Likelihood of Intervention T2 - Journal of School Violence N2 - Relational bullying is still underappreciated by teachers. Based on the theoretical model of teachers’ intervention competence in bullying, the aim of the current research was to gain insights into the concurrent relationships between teachers’ empathy, understanding of violence, and likelihood of intervention. In this study, n = 556 teachers (79.4% female, Mage = 50.6) indicated on a questionnaire their empathy, understanding of relational violence, and likelihood of intervention in a relational bullying situation. The relationships were simultaneously estimated in a structural equation model. The results suggest significantly positive concurrent relations between these variables. We conclude that the effectiveness of teacher trainings could be increased through such elements as cognitive empathy training, raising awareness of violence, and teaching appropriate interventions in relational bullying situations. KW - bullying KW - empathy KW - likelihood of intervention KW - students KW - teachers’ understanding of violence Y1 - 2022 U6 - https://doi.org/10.1080/15388220.2022.2114488 SN - 1538-8220 SN - 1538-8239 VL - 21 IS - 4 SP - 491 EP - 503 ER - TY - GEN A1 - Bilz, Ludwig A1 - Fischer, Saskia M. T1 - Results of the German HBSC Study: Bullying and cyberbullying at schools in Germany T2 - Sustainable Health in Children and Students - Reduce the GAP! KW - HBSC KW - bullying KW - cyberbullying Y1 - 2024 UR - https://eusuhm.org/congress/potsdam-2024/ U6 - https://doi.org/10.13140/RG.2.2.35917.65767 CY - Potsdam ER -