TY - GEN A1 - Bilz, Ludwig A1 - Wachs, Sebastian T1 - Symposium: Hass kennt keine Grenzen: Empirische Studien zu Hatespeech-Erfahrungen von Jugendlichen in der Schule und im Internet T2 - Entgrenzungen, 28. DGfE-Kongress, 14. März 2022 N2 - In den letzten Jahren ist digitales Hassmaterial zu einem gewissen Alltagserleben in der Onlinewelt geworden. Ein Fachbegriff, der diese verrohte Kommunikationskultur zum Ausdruck bringt, ist Hatespeech. Hatespeech beschreibt kommunikative Äußerungen, mit dem Ziel gewisse Personengruppen (z.B. aufgrund der nationalen Herkunft, Religionszugehörigkeit, sexuellen Orientierung) öffentlich und mit Absicht auszugrenzen, abzuwerten oder zu demütigen (Wachs et al., 2020). Hatespeech ist jedoch nicht auf die Onlinewelt beschränkt, auch in der Schule werden Schüler*innen und pädagogisches Schulpersonal damit konfrontiert (Ballaschk et al., in press; Krause et al., 2021). Dabei kommt der Schule eine besondere Rolle zu. Sie ist nicht nur ein Ort der demokratischen Wissensvermittlung, sondern auch demokratischer Erfahrungsraum für Heranwachsende, dessen Aufgabe darin besteht, diskriminierenden und demokratiefeindlichen Tendenzen, zu denen auch Hatespeech gezählt werden kann, entgegenzuwirken (KMK, 2018). Bis heute liegt jedoch nur sehr wenig empirisch abgesichertes Wissen über Hatespeech unter Heranwachsenden und dem Umgang damit in der Schule vor. Hier setzt das vorliegende Symposium an, in dem empirische Beiträge basierend auf qualitativen und quantitativen Studien präsentiert werden und Implikationen für die zukünftige Forschung und die pädagogische Praxis abgeleitet werden. Y1 - 2022 U6 - https://doi.org/10.13140/RG.2.2.15893.33761 PB - Universität Bremen CY - Bremen ER - TY - GEN A1 - Kansok-Dusche, Julia A1 - Wachs, Sebastian A1 - Wettstein, Alexander A1 - Bilz, Ludwig T1 - Teachers’ Political Didactical Beliefs and Their Handling of Hate Speech in School T2 - Annual Conference of the International Association for Intercultural Education, DEIB+ in Education to Transform Society, Chemnitz University of Technology, Chemnitz, Germany. Y1 - 2024 U6 - https://doi.org/10.17605/OSF.IO/8Q4UT ER - TY - GEN A1 - Zeißig, Anke A1 - Kansok-Dusche, Julia A1 - Fischer, Saskia M. A1 - Moeller, Julia A1 - Bilz, Ludwig T1 - The association between boredom and creativity in educational contexts: A scoping review on research approaches and empirical findings T2 - Review of Education N2 - Assumptions around the association between boredom and creativity are contentious. Although studies suggest positive effects of boredom, it is also considered a negative predictor of creativity. Researchers also assume that creativity reduces boredom, but boredom can also occur during creative tasks. In this review, we identify and systematise the empirical evidence available to date on the association between creativity and boredom in educational contexts. The string‐guided electronic search yielded 2849 publications. Nineteen publications based on 27 empirical studies met the inclusion criteria. Two reviewers extracted definitions, theories, methods, operationalisations, measurement instruments, and outcomes from the studies using a coding scheme. We identified a range of different theoretical and methodological approaches. The largest cache of empirical evidence was obtained from experimental and quasi‐experimental studies (five positive associations, four negative, two contradictory, and three insignificant results). Correlation studies identified three negative, one contradictory, and seven insignificant correlations between boredom and creativity. In addition, two studies with exploratory, statistically not relevant results contributed to the body of research. The results from the identified and evaluated studies argue both for and against the sensitivity of creative processes in relation to boredom—but a clear causal, positive or negative effect of boredom on creativity is not currently supported by the empirical evidence available. Previous research has also not yet demonstrated an apparent effect of creative states or traits on academic boredom. Future research should aim to explore under what circumstances different relationships between boredom and creativity can be observed and reliably replicated. KW - Education Y1 - 2024 U6 - https://doi.org/10.1002/rev3.3470 SN - 2049-6613 VL - 12 IS - 1 ER - TY - GEN A1 - Castellanos, Melisa A1 - Wettstein, Alexander A1 - Wachs, Sebastian A1 - Kansok-Dusche, Julia A1 - Ballaschk, Cindy A1 - Krause, Norman A1 - Bilz, Ludwig T1 - Hate speech in adolescents. A binational study on prevalence and demographic differences T2 - Frontiers in Education N2 - Hate speech, or intentional derogatory expressions about people based on assigned group characteristics, has been studied primarily in online contexts. Less is known about the occurrence of this phenomenon in schools. As it has negative consequences for victims, perpetrators, and those who witness it, it is crucial to characterize the occurrence of offline (i.e., in the school) and online hate speech to describe similarities and differences between these two socialization contexts. The present study aimed to investigate the prevalence of hate speech witnessing, victimization, and perpetration, in a sample of 3,620 7th to 9th graders (51% self-identified as female) from 42 schools in Germany and Switzerland. We found that 67% of the students witnessed hate speech in their school, and 65% witnessed online hate speech at least once in the past twelve months. Approximately 21% of the students self-identified as offline perpetrators and 33% as offline victims, whereas these percentages were lower for online hate speech (13% and 20%, respectively). In both settings, skin color and origin were the most common group references for hate speech (50% offline and 63% online). Offline hate speech mainly came from classmates (88%), unknown sources (e.g., graffiti; 19%), or teachers (12%), whereas online hate speech mostly came from unknown persons (77%). The most frequent forms of offline hate speech were offensive jokes (94%) and the spread of lies and rumors about the members of a specific social group (84%). Significant differences by country, gender, and migration background were observed. Girls reported more offline victimization experiences, less perpetration, and a greater frequency of witnessing hate speech. This difference was larger in magnitude in the online setting. Students in Switzerland reported being exposed to hate speech more often than students in Germany. Students with a migration background reported higher hate speech victimization based on skin color and origin than students without a migration background. The high prevalence of hate speech highlights the need for school-based prevention programs. Our findings are discussed in terms of the practical implications. KW - Hate speech KW - adolescents KW - discrimination KW - victimization KW - Europe KW - immigrants KW - gender differences KW - racism KW - cyberhate speech Y1 - 2023 U6 - https://doi.org/10.3389/feduc.2023.1076249 SN - 2504-284X VL - 8 ER - TY - GEN A1 - Noack, René A1 - Bilz, Ludwig T1 - Das sequentielle Rollenspiel für Gruppen. Eine neue Methode zum Einsatz bei Gesprächsführungsschulungen T2 - Verhaltenstherapie & psychosoziale Praxis N2 - Das Rollenspiel ist eine effektive und häufig angewandte Methode bei der Vermittlung von Gesprächsführungskompetenzen, zum Beispiel für Psychotherapeut*innen, Ärzt*innen, Berater*innen und Angehörige anderer psychosozialer Berufe. Dabei werden nach dem Simulationsprinzip verhaltensorientiert Gesprächstechniken und -strategien geübt und Rückmeldungen, zum Beispiel zur wahrgenommenen Empathie oder zur Authentizität gegeben. Beim Einsatz in größeren Gruppen können jedoch häufig nicht alle Teilnehmer*innen unter Anleitung des Seminarleiters üben. Zudem verringern gelegentlich Scham und Bewertungsangst bei Seminarteilnehmer*innen die Motivation zur Beteiligung an Rollenspielen. Mit dem sequentiellen Rollenspiel für Gruppen soll eine neue Methode für Gesprächsführungsschulungen vorgestellt werden, die auch in größeren Gruppen Teilnehmer*innen die Möglichkeit bietet, mit Hilfe des Rollenspiels Kompetenzen zu erweitern und einzuüben. Der Beitrag erläutert das genaue Vorgehen und beschreibt Anforderungen an die Seminarleiter*innen. KW - Rollenspiel KW - Gesprächsführung KW - Kommunikation KW - Psychotherapieausbildung Y1 - 2017 SN - 0721-7234 VL - 49 IS - 1 SP - 115 EP - 119 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 - 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 - Bilz, Ludwig A1 - Steger, Jette A1 - Fischer, Saskia M. A1 - Schubarth, Wilfried A1 - Kunze, Ulrike T1 - Ist das schon Gewalt? Zur Bedeutung des Gewaltverständnisses von Lehrkräften für ihren Umgang mit Mobbing und für das Handeln von Schülerinnen und Schülern T2 - Zeitschrift für Pädagogik N2 - Der Beitrag untersucht erstmals an einer deutschen Stichprobe Verbindungen zwischen dem Gewaltverständnis von Lehrkräften und ihrer Wahrneh­mung von Schülermobbing, ihren Reaktionen sowie den Auswirkungen auf das Schüler­verhalten. Hierfür werden Berichte über reale Mobbingfälle von N = 556 Lehrkräften und N = 2071 Schülerinnen und Schülern miteinander verknüpft und analysiert. Die Ergeb­nisse zeigen, dass die Breite des Gewaltverständnisses Einfluss darauf nimmt, welche Art des Mobbings wahrgenommen wird und ob Lehrkräfte in diesen Situationen interve­nieren. Darüber hinaus kann nachgewiesen werden, dass ein breiter Gewaltbegriff auf Lehrerseite mit einer höheren Interventionsbereitschaft der Schülerinnen und Schüler in relationalen Mobbingsituationen einhergeht. KW - Lehrerüberzeugungen KW - Schülermobbing KW - Gewalt KW - Lehrerwahrnehmung KW - Schule Y1 - 2016 SN - 0044-3247 VL - 62 IS - 6 SP - 841 EP - 860 ER - TY - GEN A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Kansok-Dusche, Julia A1 - Wachs, Sebastian A1 - Wettstein, Alexander T1 - Teachers' intervention strategies for handling hate-speech incidents in schools T2 - https://gestioneventos.us.es/wcvs2023/programa-detallado Y1 - 2023 U6 - https://doi.org/10.13140/RG.2.2.23545.85608 PB - Universidad de Sevilla CY - Seville ER - TY - GEN A1 - Wachs, Sebastian A1 - Wettstein, Alexander A1 - Bilz, Ludwig A1 - Gámez-Guadix, Manuel T1 - Adolescents’ motivations to perpetrate hate speech and links with social norms T2 - Comunicar - Media Education Research Journal N2 - Hate speech has become a widespread phenomenon, however, it remains largely unclear why adolescents engage in it and which factors are associated with their motivations for perpetrating hate speech. To this end, we developed the multidimensional “Motivations for Hate Speech Perpetration Scale” (MHATE) and evaluated the psychometric properties. We also explored the associations between social norms and adolescents’ motivations for hate speech perpetration. The sample consisted of 346 adolescents from Switzerland (54.6% boys; Mage=14; SD=0.96) who reported engagement in hate speech as perpetrators. The analyses revealed good psychometric properties for the MHATE, including good internal consistency. The most frequently endorsed subscale was revenge, followed by ideology, group conformity, status enhancement, exhilaration, and power. The results also showed that descriptive norms and peer pressure were related to a wide range of different motivations for perpetrating hate speech. Injunctive norms, however, were only associated with power. In conclusion, findings indicate that hate speech fulfills various functions. We argue that knowing the specific motivations that underlie hate speech could help us derive individually tailored prevention strategies (e.g., anger management, promoting an inclusive classroom climate). Furthermore, we suggest that practitioners working in the field of hate speech prevention give special attention to social norms surrounding adolescents. KW - hate speech KW - cyberhate KW - motives KW - social norms KW - injunctive norms KW - peer pressure Y1 - 2022 U6 - https://doi.org/10.3916/C71-2022-01 SN - 1134-3478 SN - 1988-3293 VL - 71 IS - 2 ER - TY - CHAP A1 - Ottova-Jordan, Veronika A1 - Bilz, Ludwig A1 - Finne, Emily A1 - Ravens-Sieberer, Ulrike ED - Bilz, Ludwig ED - Sudeck, Gorden ED - Bucksch, Jens ED - Klocke, Andreas ED - Kolip, Petra ED - Melzer, Wolfgang ED - Ravens-Sieberer, Ulrike ED - Richter, Matthias T1 - Psychische Gesundheit und Wohlbefinden von Schülerinnen und Schülern T2 - Schule und Gesundheit : Ergebnisse des WHO-Jugendgesundheitssurveys "Health behaviour in school-aged children" Y1 - 2016 SN - 978-3-7799-1991-9 SP - 48 EP - 64 PB - Beltz Juventa CY - Weinheim ER - TY - CHAP A1 - Bilz, Ludwig A1 - Sudeck, Gorden ED - Bilz, Ludwig ED - Sudeck, Gorden ED - Bucksch, Jens ED - Klocke, Andreas ED - Kolip, Petra ED - Melzer, Wolfgang ED - Ravens-Sieberer, Ulrike ED - Richter, Matthias T1 - Analysen zum multiplen Gesundheits- und Risikoverhalten und Konsequenzen für die schulische Gesundheitsförderung T2 - Schule und Gesundheit : Ergebnisse des WHO-Jugendgesundheitssurveys "Health behaviour in school-aged children" Y1 - 2016 SN - 978-3-7799-1991-9 SP - 135 EP - 154 PB - Beltz Juventa CY - Weinheim ER - TY - GEN A1 - Bilz, Ludwig T1 - The Association Between Teachers’ Well-Being and Students’ Well-Being and the Role of Teacher Support as a Mediator T2 - EARA 2022 Conference "Diverse & Digital" Dublin August 24-27 Y1 - 2022 UR - https://www.eara2022.com/_files/ugd/60a2a8_2d4570656383496d9649de53667f506f.pdf PB - University College Dublin CY - Dublin ER - TY - CHAP A1 - Hähne, Cornelia A1 - Bilz, Ludwig A1 - Dümmler, Kerstin A1 - Melzer, Wolfgang ED - Bals, Thomas ED - Hanses, Andreas ED - Melzer, Wolfgang T1 - Die Bedeutung der Schule für die Schülergesundheit T2 - Gesundheitsförderung in pädagogischen Settings Y1 - 2008 SN - 978-3-7799-1318-4 SP - 137 EP - 154 PB - Juventa-Verlag CY - Weinheim [u.a.] ER - TY - GEN A1 - Dadaczynski, Kevin A1 - Rathmann, Katharina A1 - Schricker, Julia A1 - Bilz, Ludwig A1 - Sudeck, Gorden A1 - Fischer, Saskia M. A1 - Janiczek, Oliver A1 - Quilling, Eike T1 - Digital health literacy and health behaviors of eighth and ninth graders from Germany T2 - European Journal of Public Health N2 - Background: Due to the high availability and use of digital media, health- related information is increasingly shifting into the digital space. While there are increasing empirical findings on general health literacy (HL), there is a lack of evidence on digital HL in adolescence and its association with health behavior. Methods: A cross-sectional study of 490 secondary school students (grades eight and nine) from the federal state of Hesse was conducted from October 2019 to February 2020. Digital HL was assessed using five subscales of the Digital Health Literacy Instrument (DHLI), while consumption of fruits, vegetables, soft drinks, and weekly physical activity were used as indicators of health behavior. In addition to gender and grade level, subjective social status (SSS) was used as a social characteristic. Univariate, bivariate, and multivariate analyses were performed, with binary-logistic regression adjusted for gender and SSS. Results: Across all items, the percentage of adolescents reporting difficulties in acquiring and dealing with digital health information ranges from 15.3 % to 37.5 %. Stratified by social characteristics, gender and socioeconomic differences were found with girls and respondents reporting a lower SSS more often showing a limited digital HL. Adolescents with moderate and low digital HL report higher levels of low physical activity, non-daily fruit and daily soft drink consumption. Depending on the health behavior, different relationship patterns can be observed for the dimensions of digital HL. Conclusions: The findings suggest a need for interventions to promote digital HL among adolescents, particularly for those of low SSS. In this context, the differential relationship patterns with health behaviors provide an avenue for the development of specific interventions. Y1 - 2022 U6 - https://doi.org/10.1093/eurpub/ckac129.322 SN - 1101-1262 SN - 1464-360X VL - 32 IS - Supplement 3 ER - TY - GEN A1 - Fischer, Saskia M. A1 - Macaulay, Peter J. R. A1 - Bilz, Ludwig T1 - Broadening the contextual perspective on bullying: Direct and cross-level interaction effects between staff communication climate, classroom climate, and students’ bullying experiences T2 - 26th Workshop on Aggression. The Nature and Prevention of Political Violence. N2 - Research on the development of bullying is often based upon Bronfenbrenner’s socioecological model (Swearer & Hymel, 2015). Thus, various relevant contextual variables have been identified, including classroom climate and school climate (Thornberg et al., 2018; Zych et al., 2019). School climate has been defined in different ways, mostly including relationships between people in the school environment (Wang et al., 2016). Empirically, only the relationships between students (also summarised within the class as classroom climate) and between teachers and pupils are usually considered. However, teachers have been identified as particularly significant in the bullying process and as role models for students (Colpin et al., 2021). Because of this, it is assumed that relationships among teachers can also be significant risk factors for student bullying. In this study, we investigate communication climate among teachers as part of the school climate and its associations to student bullying. In addition, we follow Bronfenbrenner’s idea of interactions among contextual levels by considering both school climate and classroom climate and investigating moderation effects. Data was collected from more than 550 teachers and 2,000 students in 114 classes at 24 schools in Germany. The analyses involved three-level hierarchical binary regression analyses and cross-level interaction models. Findings suggest that staff communication climate is not associated directly with students’ experiences with bullying, but that the worse staff communication climate, the more students bully others in classrooms with high rates of rivalry (cross-level moderation). The associations will further be analysed under consideration of relevant control variables. Final results will be presented at the conference. The study broadens the contextual perspective on bullying by including more than one level at once and supports the importance of a whole-school perspective on bullying. Y1 - 2022 UR - http://www.woa.uni-jena.de/WoA2022-Program.pdf ER - TY - RPRT A1 - Bilz, Ludwig A1 - Melzer, Wolfgang T1 - Schülergesundheit in Thüringen 2010 : Ergebnisse der HBSC-Gesundheitsstudie und Perspektiven der schulischen Gesundheitsförderung im Freistaat Thüringen Y1 - 2010 UR - https://www.researchgate.net/publication/274082479_Schulergesundheit_in_Thuringen_2010_Ergebnisse_der_HBSC-Gesundheitsstudie_und_Perspektiven_der_schulischen_Gesundheitsforderung_im_Freistaat_Thuringen U6 - https://doi.org/10.13140/RG.2.1.1508.5602 PB - Technische Universität, Fakultät Erziehungswissenschaften CY - Dresden ER - TY - CHAP A1 - Melzer, Wolfgang A1 - Bilz, Ludwig ED - Feltes, Thomas ED - Pfeiffer, Christian ED - Steinhilper, Gernot T1 - Familiäre Lebensverhältnisse und Sozialverhalten von Heran­wachsenden: Empirische Befunde und Vorschläge für die Prävention T2 - Kriminalpolitik und ihre wissenschaftlichen Grundlagen : Festschrift für Professor Dr. Hans-Dieter Schwind zum 70. Geburtstag Y1 - 2006 SN - 978-3-8114-5241-1 SP - 1071 EP - 1093 PB - C. F. Müller CY - Heidelberg ER - TY - CHAP A1 - Bilz, Ludwig A1 - Hähne, Cornelia T1 - Der Einfluss von Schule auf das Gesundheitsverhalten von Kindern und Jugendlichen T2 - Schule und psychische Störungen Y1 - 2006 SN - 978-3-17-018736-8 SP - 68 EP - 85 PB - Kohlhammer CY - Stuttgart ER - TY - GEN A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Hoppe-Herfurth, Anne-Cathrin A1 - John, Nancy T1 - A consequential partnership. The association between teachers‘ well-being and students‘ well-being and the role of teacher support as a mediator T2 - 26th Biennal Meeting of the ISSBD Y1 - 2022 UR - https://www.issbd2022.org/program/scientific-program U6 - https://doi.org/10.13140/RG.2.2.35890.48324 PB - International Society for the Study of Behavioural Development CY - Rhodos, Greece 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 - Castellanos, Melisa A1 - Wettstein, Alexander A1 - Wachs, Sebastian A1 - Bilz, Ludwig T1 - Direct and indirect effects of social dominance orientation on hate speech perpetration via empathy and moral disengagement among adolescents: A multilevel mediation model T2 - Aggressive Behavior N2 - Although it is known that social dominance orientation directly affects hate speech perpetration, few studies have explored the mechanisms by which this effect takes place during adolescence. Based on the socio-cognitive theory of moral agency, we aimed to fill this gap in the literature by exploring the direct and indirect effects of social dominance orientation on hate speech perpetration in offline and online settings. The sample included seventh, eigth, and ninth graders (N = 3225) (51.2% girls, 37.2% with an immigrant background) from 36 Swiss and German schools who completed a survey about hate speech, social dominance orientation, empathy, and moral disengagement. A multilevel mediation path model revealed that social dominance orientation had a direct effect on offline and online hate speech perpetration. Moreover, social dominance also had indirect effects via low levels of empathy and high levels of moral disengagement. No gender differences were observed. Our findings are discussed regarding the potential contribution to preventing hate speech during adolescence. KW - adolescents KW - cyberhate KW - empathy KW - hate speech KW - moral disengagement KW - social dominance orientation Y1 - 2023 U6 - https://doi.org/10.1002/ab.22100 SN - 1098-2337 VL - 50(2024) IS - 1 ER - TY - GEN A1 - Wachs, Sebastian A1 - Valido, Alberto A1 - Espelage, Dorothy L. A1 - Castellanos, Melisa A1 - Wettstein, Alexander A1 - Bilz, Ludwig T1 - The relation of classroom climate to adolescents' countering hate speech via social skills: A positive youth development perspective T2 - Journal of Adolescence N2 - Introduction. Hate speech is a current challenge for schools around the globe. At the same time, students worldwide stand up to hate speech by countering it. Guided by a positive youth development perspective, the present study investigated the direct and indirect associations between classroom climate (environmental assets), social skills (personal assets), and countering hate speech (as a proxy of thriving) among adolescents. Methods. The sample included 3225 students in grades 7–9 (51.7% self-identified as female) from 40 schools in Germany (n = 1841) and Switzerland (n = 1384). Students completed self-report questionnaires that assessed classroom climate, three facets of social skills (i.e., perspective-taking, prosocial behavior, assertiveness), and counterspeech. Results. The results of the 2-(1-1-1)-1 multilevel mediation analysis revealed that classroom climate (L2) and the three facets of social skills (L1) had a direct positive effect on counterspeech (L1). Furthermore, classroom climate (L2) also had a direct positive effect on the three facets of social skills (L1). Finally, classroom climate (L2) had an indirect positive effect on counterspeech (L1) via all three aspects of social skills (L1). Conclusion. The findings highlight that successful anti-hate speech programs may entail a combination of environmental and personal factors for increasing adolescents' active contribution to an inclusive and discrimination-free classroom environment where hate speech is not tolerated. KW - adolescents KW - classroom climate KW - counterspeech KW - hate speech KW - schools KW - social skills Y1 - 2023 U6 - https://doi.org/10.1002/jad.12180 SN - 1095-9254 VL - 95 IS - 6 SP - 1127 EP - 1139 ER - TY - GEN A1 - Wachs, Sebastian A1 - Castellanos, Melisa A1 - Wettstein, Alexander A1 - Bilz, Ludwig A1 - Gámez-Guadix, Manuel T1 - Associations Between Classroom Climate, Empathy, Self-Efficacy, and Countering Hate Speech Among Adolescents: A Multilevel Mediation Analysis T2 - Journal of Interpersonal Violence N2 - Although hate speech is widely recognized as an online phenomenon, very few studies have investigated hate speech among adolescents in offline settings (e.g., schools). At the same time, not much is known about countering hate speech (counterspeech) among adolescents and which factors are associated with it. To this end, the present study used the socio- ecological framework to investigate the direct and indirect links among one contextual factor (i.e., classroom climate) and two intrapersonal factors (i.e.,empathy for victims of hate speech, self-efficacy regarding intervention in hate speech) to understand counterspeech among adolescents. The sample is based on self-reports of 3,225 students in Grades 7 to 9 (51.7% self- identified as female) from 36 schools in Germany and Switzerland. Self- report questionnaires were administered to measure classroom climate, empathy, self-efficacy, and counterspeech. After controlling for adolescents’ grade, gender, immigrant background, and socioeconomic status (SES), the 2-(1-1)-1 multilevel mediation analysis showed that classroom climate (L2), empathy for victims of hate speech (L1), and self-efficacy toward intervention in hate speech (L1) had a positive effect on countering hate speech (L1). Classroom climate (L2) was also positively linked to empathy for victims of hate speech (L1), and self-efficacy toward intervention in hate speech (L1). Furthermore, classroom climate (L2) was indirectly associated with countering hate speech (L1) via greater empathy (L1) and self-efficacy (L1). The findings highlight the need to focus on contextual and intrapersonal factors when trying to facilitate adolescents’ willingness to face hate speech with civic courage and proactively engage against it. KW - hate speech KW - counter speech KW - empathy KW - self-efficacy KW - adolescents Y1 - 2022 U6 - https://doi.org/10.1177/08862605221120905 SN - 0886-2605 SN - 1552-6518 VL - 38 IS - 5-6 SP - 5067 EP - 5091 ER - TY - GEN A1 - Fischer, Saskia M. A1 - Dadaczynski, Kevin A1 - Sudeck, Gorden A1 - Rathmann, Katharina A1 - Paakkari, Olli A1 - Paakkari, Leena A1 - Bilz, Ludwig T1 - Measuring Health Literacy in Childhood and Adolescence with the Scale Health Literacy in School-Aged Children – German Version T2 - Diagnostica N2 - Health literacy can help explain health inequalities in childhood and adolescence. However, suitable instruments for assessing health literacy in this age group are rare, especially in the German-speaking countries. One economical measure is the 10-item Health Literacy in School-Aged Children (HLSAC) scale, developed and reviewed as part of the WHO Child and Adolescent Health Study (HBSC, Health Behavior in School-Aged Children). In the present study, we tested dimensionality, measurement invariance, and associations with health-related measures of the German version of the scale (HLSAC–German), using data from the 2018 national German HBSC study (N = 4,347 students aged 11, 13, and 15 years). We also tested HLSAC–German with 11-year-olds, representing an expansion of the original scale. Exploratory and confirmatory factor analyses consistently demonstrated the unidimensionality of the scale (α = .88). Complete scalar measurement invariance was found for sex and partial scalar measurement invariance for age groups and school type, allowing for the comparison of means. Associations with indicators of health and health behavior further demonstrate the construct validity of the scale. The analyses show that the scale is suitable for the economic measurement of a general factor of health literacy in 11- as well as in 13- and 15-year-olds. KW - health literacy KW - childhood KW - adolescence KW - measurement invariance KW - validity Y1 - 2022 U6 - https://doi.org/10.1026/0012-1924/a000296 SN - 0012-1924 SN - 2190-622X VL - 68 IS - 4 SP - 184 EP - 196 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 - CHAP A1 - Bilz, Ludwig ED - Schweer, Martin K. W. T1 - Ängste bei Schülerinnen und Schülern. Prävention und Intervention im schulischen Kontext T2 - Lehrer-Schüler-Interaktion. Inhaltsfelder, Forschungsperspektiven und methodische Zugänge N2 - Dieser Beitrag behandelt Ängste, die im Kontext Schule auftreten und für die sich, neben der Frage nach der klinischen, auch die Frage nach der pädagogischen Relevanz stellt. Im Einzelnen wird auf die Symptomatik, Verbreitung und Ursachen von Trennungsängsten, Leistungs- und Prüfungsängsten sowie sozialen Ängsten eingegangen. Beeinträchtigen diese Ängste Lernprozesse in der Schule und ab wann haben sie einen negativen Einfluss auf die schulischen Leistungen von Schülerinnen und Schülern? Wie kann man Angstprobleme in der Schule erkennen und welche Interventionsmöglichkeiten sind je nach Schweregrad angezeigt? Vorgestellt wird ein Stufenmodell mit universellen, selektiven und indizierten Interventionen, die von Maßnahmen auf Schulebene über die Gestaltung von Lern- und Prüfungssituationen bis hin zu Beratungsangeboten reichen. KW - Angst KW - Schule KW - Lehrer-Schüler-Beziehung KW - Soziale Angst KW - Trennungsangst KW - Prüfungsangst KW - Prävention Y1 - 2017 UR - http://www.springer.com/de/book/9783658150822 SN - 978-3-658-15082-2 U6 - https://doi.org/10.1007/978-3-658-15083-9 SP - 365 EP - 386 PB - Springer VS CY - Wiesbaden ER - TY - CHAP A1 - Bilz, Ludwig A1 - Sudeck, Gorden A1 - Bucksch, Jens A1 - Klocke, Andreas A1 - Kolip, Petra A1 - Melzer, Wolfgang A1 - Ravens-Sieberer, Ulrike A1 - Richter, Matthias ED - Bilz, Ludwig ED - Sudeck, Gorden ED - Bucksch, Jens ED - Klocke, Andreas ED - Kolip, Petra ED - Melzer, Wolfgang ED - Ravens-Sieberer, Ulrike ED - Richter, Matthias T1 - Der vierte deutsche Jugendgesundheitssurvey „Health Behaviour in School-aged Children“ T2 - Schule und Gesundheit : Ergebnisse des WHO-Jugendgesundheitssurveys "Health behaviour in school-aged children" Y1 - 2016 SN - 978-3-7799-1991-9 SP - 7 EP - 15 PB - Beltz Juventa CY - Weinheim ER - TY - CHAP A1 - Ritter, Matthias A1 - Bilz, Ludwig A1 - Melzer, Wolfgang ED - Bilz, Ludwig ED - Sudeck, Gorden ED - Bucksch, Jens ED - Klocke, Andreas ED - Kolip, Petra ED - Melzer, Wolfgang ED - Ravens-Sieberer, Ulrike ED - Richter, Matthias T1 - Schulische und außerschulische Unterstützung als Ressource für die psychische Gesundheit von Schülerinnen und Schülern T2 - Schule und Gesundheit : Ergebnisse des WHO-Jugendgesundheitssurveys "Health behaviour in school-aged children" Y1 - 2016 SN - 978-3-7799-1991-9 SP - 181 EP - 199 PB - Beltz Juventa CY - Weinheim ER - TY - GEN A1 - Fischer, Saskia M. A1 - Bilz, Ludwig A1 - Wachs, Sebastian T1 - Teachers‘ empathy and the likelihood that they will intervene in bullying: Differences between students’ and teachers’ perspectives T2 - Bullying Research Symposium 2020 N2 - 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. 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. 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. In this presentation we will discuss implications for the validity of existing research and for future research. Y1 - 2020 UR - https://bullyingresearchsymposium.univie.ac.at/program/ ER - TY - GEN A1 - Bilz, Ludwig A1 - Hähne, Cornelia A1 - Oertel, Lars A1 - Melzer, Wolfgang T1 - Wie gesund sind deutsche Schulen? Entwicklungstrends von 2002 bis 2010 T2 - Das Gesundheitswesen N2 - Ziel der Studie: Analyse der Entwicklungstrends von Schülerbefindlichkeiten (Schulzufriedenheit, Schulische Belastungen) und gesundheitsrelevanten Schulumweltmerkmalen (Unterrichtsqualität, Mitschülerunterstützung) von 2002 bis 2010 in Deutschland. Methodik: Es werden die Daten der HBSC-Erhebungen in Deutschland analysiert. Schriftlich befragt wurde eine repräsentative Auswahl deutscher 11-, 13- und 15-jähriger Schülerinnen und Schüler in den Jahren 2002, 2006 und 2010. Die Auswertung der Daten erfolgt mittels logistischer und linearer Regressionsanalysen. Neben dem Erhebungszeitpunkt werden das Alter, das Geschlecht und die Schulform als Hintergrundvariablen berücksichtigt. Ergebnisse: Von 2002 zu 2010 ist ein Anstieg der wahrgenommenen Unterrichtsqualität und der Schulzufriedenheit zu verzeichnen. Die Unterstützung zwischen den Schülern ist leicht zurückgegangen, bei den Belastungen durch schulische Anforderungen ergeben sich keine Veränderungen. Schlussfolgerungen: Die beobachteten Trends werden vor dem Hintergrund der fast parallel durchgeführten PISA-Studien und den verstärkten Anstrengungen um eine Setting-bezogene Gesundheitsförderung an deutschen Schulen diskutiert. N2 - Objective: This study aims to analyse the time trends of several conditions of the school environment (satisfaction with school, school demands, quality of instruction, classmate support) in Germany that are known to affect the health of pupils. Methods: We used the national German data of the Health-Behaviour in School-aged Children (HBSC) studies conducted in the years 2002, 2006 und 2010. The time trends of these four var­iables are described by using linear and logistic regression analyses considering survey year, age group (11, 13, 15 years), gender, and school track as independent variables. Results: We found an increase of the perceived quality of instruction and of the student’s satisfaction with school from the year 2002 to the year 2010. Furthermore, pupils report slightly less support from their classmates in the present survey compared to 2002. There are no changes in the reported demands. Conclusion: These trend results are discussed in the light of the impact of the PISA study and the efforts to implement settings-based health promoting schools in Germany. KW - Gesundheit KW - Schule KW - Trends KW - HBSC KW - Gesundheitsförderung KW - health KW - school KW - time trends KW - HBSC KW - health promotion Y1 - 2012 U6 - https://doi.org/10.1055/s-0032-1312645 SN - 0949-7013 VL - 74 IS - Suppl. 1 SP - 63 EP - 69 ER - TY - RPRT A1 - Bilz, Ludwig A1 - Melzer, Wolfgang T1 - Gesundheit und Gesundheitsverhalten von Kindern und Jugend­lichen : Ergebnisse der HBSC-Gesundheitsstudie 2005 im Freistaat Thüringen Y1 - 2005 U6 - https://doi.org/10.13140/RG.2.1.4916.4328 PB - Technische Universität, Fakultät Erziehungswissenschaften CY - Dresden ER - TY - GEN A1 - Fischer, Saskia M. A1 - John, Nancy A1 - Bilz, Ludwig T1 - Teachers‘ bullying-related self-efficacy: A systematic review on connections to bullying interventions T2 - World Anti-Bullying Forum 2019 N2 - Recent research indicates that teacher self-efficacy as a belief to have enough capabilities to accomplish a given task successfully (Bandura, 1994) is an important competence for successful bullying prevention and intervention (e.g., Boulton, 2014; Bradshaw, Sawyer & O’Brennan, 2007; Yoon & Bauman, 2014). But studies vary concerning the definition and specificity of self-efficacy and concerning the samples used. Therefore, the findings differ greatly. Empirical studies on teacher self-efficacy in the context of student bullying were searched in relevant databases. 36 relevant publications were identified in a multi-staged process. Quality criteria were adapted from the Cochrane Collaboration. Most publications report consistently that teachers feel not very confident in dealing with bullying in general and feel least confident when dealing with cyberbullying. Results on differences according to gender, work experience and school type are very heterogeneous. Consistent findings are reported concerning the likelihood of intervention: Teachers who are more confident are more likely to intervene in bullying. But no consistent findings arise for the choice of specific intervention strategies. The heterogeneity of the findings can be explained by different types of self-efficacy, by differences in the measures, and by different educational contexts. In the presentation, this information will be combined to understand differences better and to integrate the existing results. Results indicate that the more specific self-efficacy is assessed, the more connections between self-efficacy and bullying interventions can be found. Y1 - 2019 UR - https://worldantibullyingforum.com/previous-forums/wabf-2019/ CY - Dublin ER - TY - CHAP A1 - Ritter, Matthias A1 - Bilz, Ludwig A1 - Melzer, Wolfgang ED - Kolip, Petra ED - Klocke, Andreas ED - Melzer, Wolfgang ED - Ravens-Sieberer, Ulrike T1 - Wohlbefinden von Schülerinnen und Schülern im Schulkontext - Die Bedeutung der Schulzufriedenheit für die Gesundheit von Heran­wachsenden T2 - Gesund­heit und Gesundheitsverhalten im Geschlechtervergleich: Ergebnisse des WHO-Jugendgesund­heits­surveys "Health Behaviour in School-aged Children" Y1 - 2013 SN - 978-3-7799-1984-1 SP - 190 EP - 208 PB - Juventa CY - Weinheim ER - TY - GEN A1 - Bilz, Ludwig T1 - Werden Ängste und depressive Symptome bei Kindern und Jugendlichen in der Schule übersehen? T2 - Zeitschrift für Pädagogische Psychologie N2 - Lehrkräfte können eine wichtige Rolle bei der Früherkennung psychischer Fehlentwicklungen bei Kindern und Jugendlichen spielen. Diese Studie untersucht, wie Lehrpersonen internalisierende vs. externalisierende Symptome bei Schülern wahrnehmen. Hierfür wurde 345 Sechst- und Zehntklässlern der Strengths and Difficulties Questionnaire (SDQ) vorgelegt und parallel wurden die Lehrkräfte befragt, bei welchen zwei Schülern ihrer Klasse sie am ehesten emotionale und bei welchen zwei Schülern sie am ehesten Verhaltensstörungen vermuten. Die Ergebnisse zeigen, dass Lehrkräfte mäßig in der Lage sind, psychische Beschwerden bei ihren Schülern wahrzunehmen. Die Übereinstimmung zwischen Lehrerurteil und Selbstangabe fällt bei externalisierenden Problemen höher aus als bei internalisierenden. Weiterhin liegen die Einschätzungen der Lehrkräfte bei Mädchen näher an den selbst berichteten Beschwerden als bei den Jungen. Es werden Schlussfolgerungen für die Lehrerprofessionalisierung und für zukünftige Forschungsbemühungen präsentiert. KW - psychische Gesundheit KW - Früherkennung KW - Lehrer-Schüler-Beziehung KW - Lehrerexpertise KW - internalisierende Störung Y1 - 2014 UR - http://econtent.hogrefe.com/doi/abs/10.1024/1010-0652/a000118 U6 - https://doi.org/10.1024/1010-0652/a000118 SN - 1010-0652 SN - 1664-2910 VL - 28 IS - 1/2 SP - 57 EP - 62 ER - TY - GEN A1 - Bilz, Ludwig A1 - Schubarth, Wilfried A1 - Ulbricht, Juliane T1 - Der Umgang von Lehrkräften mit Schülergewalt und –mobbing: Ein Überblick über den Forschungsstand und Ausblick auf ein Forschungsprojekt T2 - Diskurs Kindheits- und Jugendforschung N2 - Wie Lehrkräfte Gewalt und Mobbing zwischen Schülern wahrnehmen, wovon ihre Reaktionen abhängen und welche Auswirkungen ihr Handeln hat, sind bislang weitgehend offene Fragen. Ausgehend von einem kompetenzorientierten Verständnis von Lehrerprofessionalität fasst dieser Beitrag die wenigen vorliegenden Forschungsbefunde zusammen und entwickelt auf dieser Grundlage ein heuristisches Modell zu den Determinanten und Auswirkungen des Interventionshandelns von Lehrkräften bei Gewalt und Mobbing. Mit Hilfe dieses Modells werden Forschungslücken sowie methodische Herausforderungen aufgezeigt und Schlussfolgerungen für zukünftige Forschungen gezogen. Y1 - 2015 UR - http://www.budrich-journals.de/index.php/diskurs/article/download/22492/19687 U6 - https://doi.org/10.3224/diskurs.v10i1.17701 SN - 1862-5002 SN - 2193-9713 VL - 10 IS - 1 SP - 99 EP - 105 ER - TY - CHAP A1 - Melzer, Wolfgang A1 - Bilz, Ludwig A1 - Dümmler, Kerstin ED - Richter, Matthias ED - Hurrelmann, Klaus ED - Klocke, Andreas ED - Melzer, Wolfgang ED - Ravens-Sieberer, Ulrike T1 - Mobbing und Gewalt in der Schule im Kontext sozialer Ungleichheit T2 - Gesundheit, Ungleichheit und jugend­liche Lebenswelten. Ergebnisse der zweiten internationalen Vergleichsstudie im Auftrag der Weltgesundheitsorganisation WHO Y1 - 2008 SN - 978-3-7799-1971-1 SP - 116 EP - 140 PB - Juventa CY - Weinheim ER - 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 - Bilz, Ludwig T1 - Die Bedeutung des Klassenklimas für internalisierende Auffälligkeiten von 11- bis 15-Jährigen: Selbstkognitionen als Vermittlungsvariablen T2 - Psychologie in Erziehung und Unterricht N2 - The present cross-sectional study examines the relevance of the school setting for internalizing problems of pupils. Objectives: Does a negative class climate lead to increased levels of depression and anxiety in youth? Is this association between class climate and internalizing problems mediated by the pupils’ self-concept? Methods: For this, 4367 girls and boys from 221 classes (grades 5, 7, and 9) in Saxony were surveyed by means of questionnaires. Results: Multilevel regression analyses show that symptoms of depression, anxiety and psychosomatic complaints are associated with class climate at the individual level. The strongest increases in problems can be found when pupils report being bullied or having overloading curricular demands. Self-cognition as a mediator can only partly account for this relation. Conclusions: Implications for the school-based prevention of internalizing problems are discussed. N2 - Der Beitrag geht dem Einfluss des schulischen Umfelds auf internalisierende Auffälligkeiten von Jugendlichen nach. Fragestellungen: Geht eine negative Ausrichtung des Klassenklimas mit einem Anstieg von Ängsten und depressiven Symptomen bei Schülerinnen und Schülern einher? Vermittelt das Selbstkonzept den Zusammenhang zwischen Klassenklima und internalisierenden Auffälligkeiten? Methoden: Schriftliche Querschnittsbefragung von 4367 Fünft-, Siebent- und Neuntklässlern aus 221 Klassen in Sachsen. Ergebnisse: Mehrebenenanalytische Regressionen zeigen, dass das Klassenklima auf Schülerebene mit emotionalen Problemen in Verbindung steht. Mit dem stärksten Anstieg der Beschwerden gehen hierbei Erfahrungen als Opfer von Mitschüler-Mobbing und überfordernde Lernbedingungen einher. Die Selbstkognitionen vermitteln nur einen Teil dieses Zusammenhangs. Schlussfolgerungen: Es werden Implikationen für die Prävention emotionaler Probleme in der Schule diskutiert. KW - Emotional disorders KW - adolescent development KW - schools KW - class climate KW - self concept KW - Emotionale Störung KW - Entwicklung im Jugendalter KW - Schule KW - Klassenklima KW - Selbstkonzept Y1 - 2013 UR - http://www.reinhardt-journals.de/index.php/peu/article/view/1719 U6 - https://doi.org/10.2378/peu2013.art06d SN - 0342-183X IS - 4 SP - 282 EP - 294 ER - TY - GEN A1 - Bilz, Ludwig A1 - Steger, Jette A1 - Fischer, Saskia M. T1 - Die Genauigkeit des Lehrerurteils bei der Identifikation von an Mobbing beteiligten Schülerinnen und Schülern T2 - Psychologie in Erziehung und Unterricht N2 - Gegenstand der Studie ist die Güte des Lehrerurteils bei der Wahrnehmung von täter-­ und opferbezogenem Mobbing­Verhalten. Geprüft werden das Ausmaß der Über-­ sowie Unterschätzung des Anteils der beteiligten Schülerinnen und Schüler, die individuelle Übereinstimmung des Fremdurteils mit den Selbstangaben und der Einfluss verschiedener Moderatoren auf die Genauigkeit des Urteils. Analysiert werden Befragungsdaten von n = 85 Klassenlehrkräften und n = 1401 Schülerinnen und Schülern. Die anteilige Verbreitung von Täter­ und Opfererfahrungen pro Klasse wird durch die Lehrkräfte leicht überschätzt, die Übereinstimmung zwischen Lehrer­ und Schülerurteil auf individueller Ebene fällt gering aus. Einfluss auf die Genauigkeit des Lehrerurteils zum Täterstatus haben die schulischen Leistungen der Schülerinnen und Schüler. Die Ergebnisse werden hinsichtlich ihrer Implikationen für den Umgang mit dem Phänomen Mobbing an Schulen und für die Lehreraus-­ und -­fortbildung diskutiert. N2 - The subject of this study is the accuracy of teacher judgements regarding identi cation of perpetration and victimisation behaviour in schools. We examine whether the portion of invol­ ved pupils is overestimated or underestimated, the agreement among pupils’ and teachers’ percep­ tions at the individual level, and factors in uencing the accuracy of teacher judgements. Partici­ pants were n = 85 class teachers and n = 1401 pupils. Results indicate that teachers are overestimating the number of pupils involved in bullying as victims or bullies slightly, while agreement between pupils’ and teachers’ judgements is low at the individual level. Teachers’ judgements of perpetration behaviour are in uenced by pupils’ school performance. Results are discussed in terms of their implications for handling bullying in schools and for teacher education and training. KW - Schüler­mobbing KW - Viktimisierung KW - Lehrer KW - Akkuratheit von Lehrerurteilen KW - Gewalt an Schulen KW - Bullying KW - victimisation KW - teacher KW - accuracy of teacher judgements KW - school violence Y1 - 2016 UR - http://www.reinhardt-verlag.de/en/einzelheft/50330/ U6 - https://doi.org/10.2378/peu2016.art08d SN - 0342-183X IS - 2 SP - 1 EP - 15 ER - TY - GEN A1 - Fischer, Saskia M. A1 - Bilz, Ludwig T1 - Bullying among students in the context of staff conflicts and class climate: Are there spillover effects? T2 - World Anti-Bullying Forum 2017 N2 - Bullying is a prevalent aggressive behavior with severe negative social and health consequences. It emerges from complex social interactions (Saarento, Garandeau, & Salmivalli, 2015). To understand the causes of bullying, different levels of the school environment and their interactions need to be considered. Bronfenbrenner’s ecological theory is an appropriate model for this (see figure 1). From analyses of children’s behaviors in the family context, spillover effects are known (e.g., Lux & Hudecek, 2015). Similar patterns may occur in schools: Conflicts at the staff level may serve as negative role models, may reduce teachers’ alliance and cooperation, and limit long-term interventions. These long-term interventions are especially important in reducing bullying (Bilz, Schubarth, Dudziak, Fischer, Niproschke, & Ulbricht, in press). Following the assumption of reciprocity, the occurrence of bullying may, at the same time, work as a stressor and increase staff conflicts. Connections between bullying occurrence and class climate are already known in the literature (Saarento et al., 2015), but have not yet been analyzed with staff conflicts simultaneously. Cross-sectional data of 556 teachers and 2,071 students will be analyzed as individual data and as aggregated data using multilevel structure equation modeling. Analyses are not finished yet, but will be presented and discussed at the conference presentation. Y1 - 2017 UR - https://worldantibullyingforum.com/previous-forums/wabf-2017/ CY - Stockholm ER - TY - GEN A1 - Kaman, Anne A1 - Ottová-Jordan, Veronika A1 - Bilz, Ludwig A1 - Sudeck, Gorden A1 - Moor, Irene A1 - Ravens-Sieberer, Ulrike T1 - Subjective health and well-being of children and adolescents in Germany – Cross-sectional results of the 2017/18 HBSC study T2 - Journal of Health Monitoring N2 - Subjective health is understood as a multidimensional construct that encompasses the physical, mental and social dimensions of a person’s well-being. Promoting the subjective health and well-being of children and adolescents has strong public health relevance because health impairments in childhood and adolescence are often associated with long- term health problems in adulthood. Therefore, it is very important to gain information about potential risk and resource factors involved. This article presents current prevalences for subjective health, life satisfaction and psychosomatic health complaints among children and adolescents in Germany aged 11, 13 and 15 years from the 2017/18 Health Behaviour in School-Aged Children (HBSC) study (N=4,347, 53.0% girls). It also examines the sociodemographic and psychosocial factors that influence subjective well-being. Most children and adolescents provided positive ratings of their health and life satisfaction. Nevertheless, about one third of girls and one fifth of boys were affected by multiple psychosomatic health complaints. Impairments in subjective well-being were particularly evident in girls, older adolescents, young people with low levels of family affluence and those under a lot of pressure at school. In contrast, high family support was associated with better subjective well-being. These results illustrate the need for target group-specific prevention and health promotion measures aimed at improving the subjective health and well-being of children and adolescents. KW - subjective health KW - well-being KW - children and adolecents KW - HBSC study Y1 - 2020 UR - https://www.rki.de/EN/Content/Health_Monitoring/Health_Reporting/GBEDownloadsJ/Focus_en/JoHM_03_2020_HBSC_Subjective_Health.pdf?__blob=publicationFile U6 - https://doi.org/10.25646/6899 SN - 2511-2708 VL - 5 IS - 3 SP - 7 EP - 20 ER - TY - GEN A1 - Moor, Irene A1 - Winter, Kristina A1 - Bilz, Ludwig A1 - Bucksch, Jens A1 - Finne, Emily A1 - John, Nancy A1 - Kolip, Petra A1 - Paulsen, Lisa A1 - Ravens-Sieberer, Ulrike A1 - Schlattmann, Marina A1 - Sudeck, Gorden A1 - Brindley, Catherina A1 - Kaman, Anne A1 - Richter, Matthias T1 - The 2017/18 Health Behaviour in School-aged Children (HBSC) study – Methodology of the World Health Organization’s child and adolescent health study T2 - Journal of Health Monitoring N2 - The Health Behaviour in School-aged Children (HBSC) study is an international research project in collaboration with the World Health Organization (WHO) for over 35 years. HBSC is the largest study on child and adolescent health and one of the most important sources of data for the WHO’s international comparative health monitoring. Every four years, data on the health and health behaviour of students aged 11, 13 and 15, as well as the social contexts and conditions for growing up healthy, are collected. A total of 50 countries belong to the HBSC network, with 45 countries taking part in the 2017/18 survey. Germany has contributed to the HBSC surveys since 1993/94. For the most recent 2017/18 cycle, students at 146 schools in Germany were interviewed (response rate of schools: 15.6%). A net sample of n = 4,347 girls and boys was achieved for Germany (response rate: 52.7%). Participation was voluntary and the survey was conducted in German school years five, seven and nine (corresponding to ages 11, 13 and 15). A weighting procedure was applied to allow for representative findings on the health of children and adolescents in Germany. HBSC offers a valuable contribution to health monitoring and provides numerous starting points to identify needs, risk groups and fields of action to initiate targeted and actual needs-based measures of prevention and health promotion in the school setting. KW - adolescents KW - health behaviour KW - health monitoring KW - health determinants KW - HBSC Y1 - 2020 UR - https://www.rki.de/EN/Content/Health_Monitoring/Health_Reporting/GBEDownloadsJ/ConceptsMethods_en/JoHM_03_2020_HBSC_Methodology.pdf?__blob=publicationFile U6 - https://doi.org/10.25646/6904 SN - 2511-2708 VL - 5 IS - 3 SP - 88 EP - 102 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 - John, Nancy A1 - Bilz, Ludwig T1 - Teachers’ self-efficacy in preventing and intervening in school bullying: A systematic review T2 - International Journal of Bullying Prevention N2 - Self-efficacy, commonly seen as an important competence for teachers when intervening in bullying, is a heterogeneous construct. Differences in the specific kinds of self-efficacy under review, its assessment, theoretical foundations, and the samples used when researching it generate diverse results that can be hard to integrate. This systematic review surveys existing literature on the extent of teachers’ self-efficacy in managing bullying and its connection to the likelihood that teachers will intervene in bullying, to their intervention strategies, and the prevention measures they employ, as well as students’ bullying behavior and their experiences of victimization. Thirty-six relevant publications based on 33 studies were included. The quality of their results was assessed, and their findings were systematized and are discussed here. Many studies are of low quality because of incomplete descriptions of underlying theoretical as well as methodological foundations. Almost all results are based on descriptive study designs. Consistent findings show that teachers generally feel confident in managing bullying and that teachers who are more confident intervene more often. Findings were mixed on the connections between teachers’ self-efficacy and intervention strategies, and the prevention measures they used, as well as students’ bullying behavior and experiences of victimization. It was also discovered that the connections between teachers’ self-efficacy and their prevention measures, their students’ bullying behavior, and collective efficacy in general have rarely been addressed in the literature. KW - School bullying KW - Teachers KW - Self-efficacy KW - Bullying prevention KW - Bullying intervention Y1 - 2020 U6 - https://doi.org/10.1007/s42380-020-00079-y SN - 2523-3661 VL - 3(2021) IS - 3 SP - 196 EP - 212 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 - 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 - Teachers‘ self-efficacy in bullying interventions and their probability of intervention T2 - Psychology in the Schools Y1 - 2019 U6 - https://doi.org/10.1002/pits.22229 SN - 1520-6807 SN - 0033-3085 VL - 56 IS - 5 SP - 751 EP - 764 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 - Moor, Irene A1 - Herke, Max A1 - Markert, Jenny A1 - Böhm, Marie A1 - Reiß, Franziska A1 - Bilz, Ludwig A1 - Sudeck, Gorden A1 - Winter, Kristina T1 - Die zeitliche Entwicklung gesundheitlicher Ungleichheit im Kindes- und Jugendalter in Deutschland: Ergebnisse der HBSC-Studie 2009/10 – 2022 T2 - Journal of Health Monitoring N2 - Hintergrund: Viele Studien berichten von gesundheitlichen Ungleichheiten im Kindes- und Jugendalter. Unklar ist, wie sich diese in den letzten Jahren, insbesondere vor dem Hintergrund der COVID-19-Pandemie, entwickelt haben. Methode: Die Analysen basieren auf den deutschen Daten der internationalen HBSC-Studie (Health Behaviour in Schoolaged Children) von 2009/10 (n = 5.005), 2013/14 (n = 5.961), 2017/18 (n = 4.347) und 2022 (n = 6.475). Insgesamt wurden 21.788 Schülerinnen und Schüler im Alter von ca. 11 bis 15 Jahren berücksichtigt. Der sozioökonomische Status (SES) wurde mithilfe der Family Affluence Scale (FAS) erhoben. Verschiedene Gesundheitsindikatoren wurden mittels bi- und multivariaten Analysemethoden stratifiziert nach Geschlecht ausgewertet. Ergebnisse: 2022 zeigen sich deutliche sozioökonomische Ungleichheiten in der Lebenszufriedenheit, der subjektiven Gesundheit, im Obst- und Gemüsekonsum sowie im Bewegungsverhalten. Diese Ungleichheiten sind im Zeitverlauf von 2009/10 bis 2022 überwiegend konstant geblieben oder haben sich vergrößert. Zwischen 2017/18 und 2022 sind keine signifikanten Änderungen bezüglich der betrachteten Ungleichheiten zu erkennen. Schlussfolgerungen: Gesundheitliche Ungleichheiten zeigen sich kontinuierlich und reduzieren die Chancen auf ein gesundes Aufwachsen. Es gibt keine Hinweise darauf, dass sich die Ungleichheiten während des Pandemie-Zeitraums (zwischen 2017/18 und 2022) verändert haben. Die Veränderungen in den betrachteten Gesundheitsindikatoren betreffen vielmehr alle Heranwachsende in ähnlicher Weise. Y1 - 2024 U6 - https://doi.org/10.25646/11875 SN - 2511-2708 VL - 9 IS - 1 SP - 86 EP - 107 ER - TY - GEN A1 - Reiß, Franziska A1 - Behn, Steven A1 - Erhart, Michael A1 - Strelow, Lisa A1 - Kaman, Anne A1 - Ottová-Jordan, Veronika A1 - Bilz, Ludwig A1 - Moor, Irene A1 - Ravens-Sieberer, Ulrike T1 - Subjektive Gesundheit und psychosomatische Beschwerden von Kindern und Jugendlichen in Deutschland: Ergebnisse der HBSC-Studie 2009/10 – 2022 T2 - Journal of Health Monitoring N2 - Hintergrund: Die subjektive Gesundheit und das Wohlbefinden stellen wichtige Gesundheitsindikatoren im Kindes- und Jugendalter dar. Der vorliegende Beitrag zeigt aktuelle Ergebnisse sowie zeitliche Trends zwischen 2009/10 und 2022. Methode: Die „Health Behaviour in School-aged Children (HBSC)“-Studie erfasste in den Schuljahren 2009/10, 2013/14, 2017/18 und im Kalenderjahr 2022 bei N = 21.788 Schülerinnen und Schülern im Alter von 11 bis 15 Jahren deren subjektive Gesundheit, Lebenszufriedenheit und psychosomatische Beschwerden. Multivariate Regressionsanalysen zeigen die Zusammenhänge zwischen soziodemografischen Merkmalen und dem Wohlbefinden für 2022 sowie Trendverläufe seit 2009/10. Ergebnisse: Der Großteil der Kinder und Jugendlichen berichtet eine gute subjektive Gesundheit und eine hohe Lebenszufriedenheit. Etwa die Hälfte der Mädchen und ein Drittel der Jungen berichten multiple psychosomatische Gesundheitsbeschwerden, mit einem deutlichen Anstieg im zeitlichen Verlauf. Ältere Jugendliche, Mädchen und Genderdiverse haben ein erhöhtes Risiko für ein geringes Wohlbefinden. Zwischen 2009/10 und 2022 variierten die subjektive Gesundheit und die Lebenszufriedenheit mit einer deutlichen Verschlechterung von 2017/18 zu 2022. Schlussfolgerungen: Der hohe Anteil von Kindern und Jugendlichen mit psychosomatischen Beschwerden sowie die aufgezeigten Geschlechts- und Altersdiskrepanzen verdeutlichen den Bedarf an zielgruppenspezifischer Prävention, Gesundheitsförderung und einem kontinuierlichen Gesundheitsmonitoring. Y1 - 2024 U6 - https://doi.org/10.25646/11867 SN - 2511-2708 VL - 9 IS - 1 SP - 7 EP - 24 ER - TY - GEN A1 - Fischer, Saskia M. A1 - Bilz, Ludwig T1 - Mobbing und Cybermobbing an Schulen in Deutschland: Ergebnisse der HBSC-Studie 2022 und Trends von 2009/10 bis 2022 T2 - Journal of Health Monitoring N2 - Hintergrund: Mobbing ist eine Form der Gewalt, die wiederholt, mit der Absicht zu schädigen und mit einem Machtungleichgewicht zwischen den Beteiligten ausgeübt wird. Mobbing hat schwerwiegende negative Auswirkungen auf die psychische Gesundheit Heranwachsender und stellt damit ein bedeutsames Gesundheitsrisiko im Kindes- und Jugendalter dar. Methode: Basierend auf den Daten der „Health Behaviour in School-aged Children (HBSC)“-Studie aus dem Erhebungsjahr 2022 in Deutschland (N=6.475) wurde analysiert, wie verbreitet schulisches Mobbing und Cybermobbing in Deutschland unter 11-, 13- und 15-Jährigen waren. Zudem wurde die Verbreitung von schulischem Mobbing und Cybermobbing im Trendverlauf von 2009/10– 2022 (Mobbing) bzw. von 2017/18–2022 (Cybermobbing) analysiert. Ergebnisse: Rund 14% der befragten Lernenden gaben direkte Erfahrungen mit schulischem Mobbing an, rund 7% berichteten Cybermobbingerfahrungen als Gemobbte und/oder Mobbende. Heranwachsende, die sich als gender-divers identifizierten, gaben besonders häufig Mobbingerfahrungen an. Schulisches Mobbing nahm im Zeitverlauf ab, blieb zwischen 2017/18 und 2022 aber stabil. Cybermobbing nahm 2022 im Vergleich zu 2017/18 dagegen zu. Schlussfolgerungen: Mobbingerfahrungen in der Schule und online sind für viele Kinder und Jugendliche eine alltägliche Erfahrung, sodass weiterhin Bedarf für eine breite Implementierung wirksamer Anti-Mobbing-Maßnahmen an Schulen besteht. Y1 - 2024 U6 - https://doi.org/10.25646/11871 SN - 2511-2708 VL - 9 IS - 1 SP - 46 EP - 67 ER - TY - GEN A1 - Kansok-Dusche, Julia A1 - Wettstein, Alexander A1 - Castellanos, Melisa A1 - Schwab, Céline A1 - Subramaniam, Abimanju A1 - Wachs, Sebastian A1 - Bilz, Ludwig T1 - Associations between Social Competence, Perceived Parents’ Prosocial Educational Goals and Adolescents’ Hate Speech Perpetration in School T2 - Victims & Offenders N2 - Hate speech is a global challenge, requiring research on adolescents’ hate speech perpetration in schools. We examined whether perceived parents’ prosocial educational goals moderate the association between social competencies (social perspective-taking, openness to diversity) and hate speech perpetration in schools. In total, 1,719 adolescents (aged 11–18 years) from 22 Swiss schools completed selfreport questionnaires (December 2020 to April 2021). Social perspective-taking and hate speech perpetration correlated negatively, alongside openness to diversity and hate speech perpetration. Perceived parents’ prosocial educational goals strengthened the negative association between openness to diversity and hate speech perpetration in schools but did not moderate the association with social perspective-taking. KW - Hate speech KW - prosocial educational goals KW - social perspective-taking KW - school KW - openness to diversity KW - adolescents Y1 - 2023 U6 - https://doi.org/10.1080/15564886.2023.2189191 SN - 1556-4991 VL - 19 IS - 3 SP - 419 EP - 446 ER - TY - CHAP A1 - Bilz, Ludwig ED - Schütz, Raphael ED - Bilz, Ludwig T1 - Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2022. Schlussfolgerungen für die schulische Gesundheitsförderung T2 - Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 – 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO Y1 - 2023 UR - https://www-docs.b-tu.de/fg-paedagogische-psychologie/public/Forschung/HBSC_Brandenburg_2022.pdf SN - 978-3-95853-878-8 SP - 133 EP - 136 PB - Pabst Science Publishers CY - Lengerich ER - TY - GEN A1 - Winter, Kristina A1 - Moor, Irene A1 - Markert, Jenny A1 - Bilz, Ludwig A1 - Bucksch, Jens A1 - Dadaczynski, Kevin A1 - Fischer, Saskia M. A1 - Helmchen, Ronja M. A1 - Kaman, Anne A1 - Möckel, Juliane A1 - Rathmann, Katharina A1 - Ravens-Sieberer, Ulrike A1 - Reiß, Franziska A1 - Schierl, Theresa A1 - Schütz, Raphael A1 - Sendatzki, Saskia A1 - Stürmer, Elisabeth A1 - Sudeck, Gorden A1 - Richter, Matthias T1 - Konzept und Methodik der Studie Health Behaviour in Schoolaged Children (HBSC) – Einblicke in den aktuellen Survey 2022 und die Entwicklung in Deutschland T2 - Journal of Health Monitoring N2 - Hintergrund: „Health Behaviour in School-aged Children (HBSC)“ ist eine der größten internationalen Kinder- und Jugendgesundheitsstudien und kooperiert mit der Weltgesundheitsorganisation (WHO). In Deutschland werden im vierjährigen Turnus jeweils Heranwachsende im Alter von 11, 13 und 15 Jahren zur Gesundheit, zum Gesundheitsverhalten und zu sozialen Rahmenbedingungen befragt. Der Beitrag widmet sich der Beschreibung der HBSC-Studie und speziell der Methodik des aktuellen Surveys 2022 sowie der vorherigen Erhebungen von 2009/10 bis 2017/18. Methode: Am Survey 2022 beteiligten sich 174 Schulen mit insgesamt 6.475 Schülerinnen und Schülern. Die Erhebung erfolgte mittels Fragebogen und erfasst ein breites Themenspektrum (u. a. mentale Gesundheit, Bewegungsverhalten, Mobbingerfahrungen, soziale Determinanten der Gesundheit sowie Erfahrungen im Zusammenhang mit COVID-19). Ergänzt wurde die Erhebung 2022 um eine Schulleitungsbefragung (N = 160). Neben der aktuellen Stichprobe werden auch die Stichproben der vorangegangenen drei Surveys mit repräsentativen Angaben für Deutschland vorgestellt: 2009/10 (N = 5.005), 2013/14 (N = 5.961) und 2017/18 (N = 4.347). Diskussion: Die Kinder- und Jugendgesundheit hat eine hohe Public-Health-Relevanz. Dazu leistet die HBSC-Studie einen elementaren Beitrag, denn sie liefert international vergleichbare Ergebnisse, ermöglicht die Analyse von Trendentwicklungen und stellt umfangreiche, repräsentative Daten zum Gesundheitsmonitoring für Stakeholder bereit. Y1 - 2024 U6 - https://doi.org/10.25646/11877 SN - 2511-2708 VL - 9 IS - 1 SP - 108 EP - 127 ER - TY - CHAP A1 - Fischer, Saskia M. A1 - Kansok-Dusche, Julia A1 - Schütz, Raphael A1 - Bilz, Ludwig ED - Schütz, Raphael ED - Bilz, Ludwig T1 - Personale und kontextuelle Einflussfaktoren für die Gesundheit und das Gesundheitsverhalten im Kindes- und Jugendalter T2 - Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 – 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO Y1 - 2023 UR - https://www-docs.b-tu.de/fg-paedagogische-psychologie/public/Forschung/HBSC_Brandenburg_2022.pdf SN - 978-3-95853-878-8 SP - 83 EP - 132 PB - Pabst Science Publishers CY - Lengerich ER - TY - GEN A1 - Schütz, Raphael A1 - Bilz, Ludwig T1 - Einsamkeit im Kindes- und Jugendalter. Zur Verbreitung eines Risikofaktors für die psychische Gesundheit unter 11- bis 15-jährigen deutschen Schülerinnen und Schülern T2 - Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz N2 - Hintergrund Einsamkeit ist sowohl im öffentlichen als auch im wissenschaftlichen Diskurs ein zunehmend präsentes Thema. Es liegen inzwischen zahlreiche Forschungsergebnisse zur Verbreitung und zu den gesundheitsbezogenen Zusammenhängen von Einsamkeit bei Erwachsenen vor. Zur Einsamkeit im Kindes- und Jugendalter gibt es für Deutschland nur wenige Erkenntnisse. Vor diesem Hintergrund stellt dieser Beitrag Befunde zur Verbreitung von Einsamkeit bei 11- bis 15-jährigen deutschen Schüler*innen vor und untersucht Zusammenhänge mit soziodemographischen Merkmalen. Methoden Die Studie „Health Behaviour in School-aged Children“ (HBSC) ist eine globale Forschungskooperation unter Schirmherrschaft der Weltgesundheitsorganisation (WHO). In Brandenburg erfasste die Studie Daten von 3819 Kindern und Jugendlichen an allgemeinbildenden Schulen in den Klassenstufen 5, 7 und 9 (MAlter = 13,5, SD = 1,6). Einsamkeit wurde anhand der University of California, Los Angeles (UCLA) Loneliness Scale und eines Einzelitems erhoben. Ergebnisse 13,2 % der Befragten gaben an, sich „meistens“ einsam zu fühlen, „immer“ einsam fühlten sich 3,6 %. Einsamkeit war stärker ausgeprägt bei Mädchen, bei Schüler*innen mit der Geschlechtszuschreibung „divers“ sowie bei älteren Heranwachsenden und bei Kindern und Jugendlichen mit niedrigerem sozioökonomischen Status. Diskussion Die Befunde weisen darauf hin, dass Einsamkeit bei Kindern und Jugendlichen ein weit verbreitetes Phänomen ist. Dass sich Mädchen, ältere Schüler*innen sowie Kinder und Jugendliche mit geringerem familiären Wohlstand einsamer fühlen, stimmt mit Ergebnissen aus anderen Ländern überein und liefert Ansatzpunkte für die Planung von Präventionsmaßnahmen. Es bedarf in Deutschland weiterer Forschung zu möglichen gesundheitsbezogenen Zusammenhängen von Einsamkeit. KW - Einsamkeit KW - Kinder KW - Jugendliche KW - UCLA Loneliness Scale KW - HBSC Y1 - 2023 U6 - https://doi.org/10.1007/s00103-023-03728-x SN - 1436-9990 SN - 1437-1588 VL - 66 ER - TY - CHAP A1 - Schütz, Raphael A1 - Bilz, Ludwig ED - Schütz, Raphael ED - Bilz, Ludwig T1 - Methodik der HBSC-Studie Brandenburg 2022 T2 - Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 – 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO Y1 - 2023 UR - https://www-docs.b-tu.de/fg-paedagogische-psychologie/public/Forschung/HBSC_Brandenburg_2022.pdf SN - 978-3-95853-878-8 SP - 3 EP - 9 PB - Pabst Science Publishers CY - Lengerich ER - TY - CHAP A1 - Bilz, Ludwig A1 - Schütz, Raphael ED - Schütz, Raphael ED - Bilz, Ludwig T1 - Die Gesundheit von Kindern und Jugendlichen in Brandenburg T2 - Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 – 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO Y1 - 2023 UR - https://www-docs.b-tu.de/fg-paedagogische-psychologie/public/Forschung/HBSC_Brandenburg_2022.pdf SN - 978-3-95853-878-8 SP - 11 EP - 28 PB - Pabst Science Publishers CY - Lengerich ER - TY - CHAP A1 - Schütz, Raphael A1 - Bilz, Ludwig ED - Schütz, Raphael ED - Bilz, Ludwig T1 - Konzept der HBSC-Studie Brandenburg 2022 T2 - Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 – 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO Y1 - 2023 UR - https://www-docs.b-tu.de/fg-paedagogische-psychologie/public/Forschung/HBSC_Brandenburg_2022.pdf SN - 978-3-95853-878-8 SP - 1 EP - 2 PB - Pabst Science Publishers CY - Lengerich ER - TY - GEN A1 - Winter, Kristina A1 - Moor, Irene A1 - Markert, Jenny A1 - Bilz, Ludwig A1 - Bucksch, Jens A1 - Dadaczynski, Kevin A1 - Fischer, Saskia M. A1 - Helmchen, Ronja M. A1 - Kaman, Anne A1 - Möckel, Juliane A1 - Rathmann, Katharina A1 - Ravens-Sieberer, Ulrike A1 - Reiß, Franziska A1 - Schierl, Theresa A1 - Schütz, Raphael A1 - Sendatzki, Saskia A1 - Stürmer, Elisabeth A1 - Sudeck, Gorden A1 - Richter, Matthias T1 - Concept and methodology of the Health Behaviour in School-aged Children (HBSC) study – Insights into the current 2022 survey and trends in Germany T2 - Journal of Health Monitoring N2 - Background: Health Behaviour in School-aged Children (HBSC) is one of the largest international studies on child and adolescent health and cooperates with the World Health Organization (WHO). In Germany, adolescents aged 11, 13 and 15 are surveyed every four years about their health, health behaviour and social conditions. This article describes the HBSC study and in particular the methodology of the current 2022 survey and prior surveys conducted between 2009/10 and 2017/18. Method: 174 schools with a total of 6,475 students participated in the 2022 survey. The survey was conducted using questionnaires and covered a wide range of topics (including mental health, physical activity, bullying experiences, social determinants of health and experiences related to COVID-19). The 2022 survey was complemented by a school principal survey (N = 160). In addition to the current sample, the samples of the three previous surveys with representative data for Germany are presented: 2009/10 (N = 5,005), 2013/14 (N = 5,961) and 2017/18 (N = 4,347). Discussion: The health of children and adolescents is of great public health importance. The HBSC study makes a substantial contribution by providing internationally comparable results, analysing trends, and providing stakeholders with comprehensive and representative health monitoring data. KW - Children KW - Adolescents KW - Students KW - Health Monitoring KW - HBSC KW - Trends KW - Prevalences KW - Schools KW - Survey KW - Cross-Sectional Study KW - Germany Y1 - 2024 UR - https://www.rki.de/EN/Content/Health_Monitoring/Health_Reporting/GBEDownloadsJ/ConceptsMethods_en/JHealthMonit_2024_01_Concept_Methodology_HBSC.pdf U6 - https://doi.org/10.25646/11878 SN - 2511-2708 VL - 9 IS - 1 SP - 99 EP - 117 ER - TY - GEN A1 - Wachs, Sebastian A1 - Wettstein, Alexander A1 - Bilz, Ludwig A1 - Espelage, Dorothy L. A1 - Wright, Michelle F. A1 - Gámez-Guadix, Manuel T1 - Individual and Contextual Correlates of Latent Bystander Profiles toward Racist Hate Speech: A Multilevel Person-centered Approach T2 - Journal of Youth and Adolescence N2 - Prior research into bystander responses to hate speech has utilized variable-centered analyses — such approaches risk simplifying the complex nature of bystander behaviors. Hence, the present study used a person-centered analysis to investigate latent hate speech bystander profiles. In addition, individual and classroom-level correlates associated with the various profiles were studied. The sample included 3225 students in grades 7–9 (51.7% self-identified as female; 37.2% with immigrant background) from 215 classrooms in Germany and Switzerland. The latent profile analysis revealed that four distinct profiles could be distinguished: Passive Bystanders (34.2%), Defenders (47.3%), Revengers (9.8%), and Contributors (8.6%). Multilevel logistic regression models showed common and distinct correlates. For example, students who believed that certain social groups are superior were more likely to be Revengers and Contributors than Passive Bystanders, students who felt more connected with teachers were more likely to be Defenders, and students who were more open to diversity were less likely to be Contributors than Passive Bystanders. Students were less likely Defenders and more likely Revengers and Contributors than Passive Bystanders in classrooms with high rates of hate speech perpetration. Further, in classrooms with high hate speech intervention, students were more likely to be Defenders and less likely to be Contributors than Passive Bystanders. In classrooms with stronger cohesion, students were more likely to be Defenders and less likely to be Contributors than Passive Bystanders. In conclusion, the findings add to our understanding of bystander profiles concerning racist hate speech and the relevance of individual and classroom-level factors in explaining various profiles of bystander behavior. KW - Hate speech KW - Bystanders KW - School climate KW - Social skills KW - Latent profile analysis KW - Multilevel modeling Y1 - 2024 U6 - https://doi.org/10.1007/s10964-024-01968-x SN - 0047-2891 VL - 53 IS - 6 SP - 1271 EP - 1286 PB - Springer Science and Business Media LLC ER - TY - GEN A1 - Schütz, Raphael A1 - Bilz, Ludwig T1 - Loneliness in childhood and adolescence. On the prevalence of a risk factor for mental health T2 - Book of Abstracts, 37th Annual Conference of the European Health Psychology Society N2 - Background: Loneliness is an increasingly present topic in both public and health psychology discourse. There is increasing research on the prevalence and health-related correlates of loneliness in adults. There are only a few findings on loneliness in childhood and adolescence in Germany. Therefore, this study aims to present findings on the prevalence of loneliness among 11- to 15-year-old German schoolchildren and examines associations with socio-demographic characteristics. Methods: The Health Behaviour in School-aged Children study is a global research collaboration under the auspices of the World Health Organization. In the state of Brandenburg, the study used a cross-sectional design to collect data from 3,819 children and adolescents at general education schools in grades 5, 7, and 9 (Mage = 13.5, SD = 1.6). Loneliness was assessed using the University of California Los Angeles Scale (UCLA). Calculations were made using SPSS 29. Bivariate correlations were tested using a cross-tabulation and Chi2 test, and logistic regression was used for multivariate validation of the correlations. Findings: 10.8 % of the respondents stated that they felt lonely. Loneliness was more pronounced among girls and non-binary (χ² (2) = 72.72, p < 0.001), as well as among older adolescents (χ² (2) = 35.21, p < 0.001, V = 0.107) and students with lower socioeconomic status (χ² (2) = 16.94, p < 0.001). Discussion: The findings indicate that loneliness is widespread among children and adolescents. The fact that girls, older pupils and children and adolescents with lower family wealth are more lonely is consistent with findings from other countries and provides starting points for planning prevention measures. Further research is needed in Germany on possible health-related correlates of loneliness. Y1 - 2023 UR - https://2023.ehps.net/wp-content/uploads/2023/09/EHPS_2023_Abstracts_UPLOAD.pdf SP - S.368 PB - Universität Bremen CY - Bremen ER - TY - GEN A1 - Schütz, Raphael A1 - Bilz, Ludwig T1 - Die HBSC-Studie in Brandenburg: Ein Beitrag zum Gesundheitsmonitoring und zur schulischen Gesundheitsförderung in Brandenburg T2 - Satellitenveranstaltung zum Kongress Armut und Gesundheit 2024 Die Gesundheit von Schülerinnen und Schülern in Deutschland: Von Ergebnissen und Trends der HBSC-Studie zur Public Health-Praxis Y1 - 2024 UR - https://www.gesundheitliche-chancengleichheit.de/fileadmin/user_upload/pdf/Kongress_A_und_G/Satellit_2024/Raphael_Schuetz_Ludwig_Bilz__2024_._Die_HBSC-Studie_in_Brandenburg.pdf PB - Kooperationsverbund Gesundheitliche Chancengleichheit CY - Berlin ER -