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 -