TY - GEN A1 - Fischer, Saskia M. A1 - Bilz, Ludwig T1 - Interventionskompetenzen von Lehrkräften bei Mobbing: Der Stellenwert der motivationalen Orientierung T2 - Tagung der Fachgruppe Pädagogische Psychologie Y1 - 2021 UR - https://www.ph-heidelberg.de/fileadmin/sonstiges/PaePsy2021/Dokumente/Tagungsprogramm_PAEPSY_2021.pdf PB - Pädagogische Hochschule Heidelberg CY - Heidelberg ER - TY - GEN A1 - Hoppe-Herfurth, Anne-Cathrin A1 - Burkhardt, Birgit A1 - John, Nancy A1 - Bilz, Ludwig T1 - Two aspects of health literacy and their importance for the use of health-promotion measures by teachers in the school setting T2 - Health Education N2 - Purpose. Teachers are exposed to many stressors. Compared to other occupational groups, they are more frequently affected by psychosomatic complaints. In recent decades, numerous prevention and intervention measures for promoting health have been developed and implemented for this target group. However, it remains unclear how the uptake of health-promotion measures (HPMs) by teachers can be increased in order to prevent stress-related disorders. This paper examines two facets of health literacy—health awareness and health value—in terms of their importance in both the take-up and intended take-up of HPMs. Design/methodology/approach. In the 2017/2018 school year, data were collected by paper and pencil from a representative sample of 830 teachers across all school types in the German State of Brandenburg. Findings. Teachers who place great value on their own health show significantly higher levels of take-up and intended take-up of HPMs. The findings regarding health awareness are more heterogeneous. Further associations were found with age and psychosocial stress. Originality/value. While there has been growing academic interest in developing HPMs for teachers, there has been relatively little focus on the factors that may influence the implementation and uptake of these measures. The paper contributes to addressing this gap by shedding light on the relevance of two facets of health literacy. Strengthening the perceived importance of health could be a starting point for increasing the use of HPMs by teachers and thus improving their health. KW - Health promotion KW - Health literacy KW - Teacher health KW - Health care utilization KW - Health value Y1 - 2021 U6 - https://doi.org/10.1108/HE-06-2021-0091 SN - 0965-4283 IS - 6 SP - 554 EP - 568 PB - Vol. 121 ER - TY - GEN A1 - Fischer, Saskia M. A1 - Bilz, Ludwig T1 - Teachers’ motivational orientations: Associations between teachers' self-efficacy, self-regulation, empathy, and interventions in bullying T2 - World Anti-Bullying Forum 2021 N2 - Introduction Teachers must have sufficient intervention competence to intervene successfully in bullying situations. In addition to knowledge and beliefs, motivational orientations are considered important components in teacher competence models (Kunter et al., 2013). Motivation can include all aspects that influence if, with which intensity, and how people act. In the context of bullying intervention, this includes self-efficacy, empathy, and self-regulation. However, while self-efficacy is one of the most investigated motivational aspects of teachers (Fischer et al., 2020; Kunter, 2013, Lauermann et al., 2020), the other aspects – self-regulation and empathy – have only been seldomly investigated in the context of student bullying (Berkovich, 2020; Fischer & Bilz, 2019). Method Based on findings from published single studies as well as unpublished analyses, the associations between teachers’ motivational orientations (self-efficacy, self-regulation, empathy) and their likelihood of intervention (reported by teachers and students) as well as their students’ bullying experiences (as bullies, victims, and bully-victims) will be presented. All analyses are based on a study that was conducted in Germany with more than 2,000 students and 556 teachers at 24 schools. Teachers’ likelihood of intervention was assessed in bullying situations that have been reported retrospectively by students and teachers. Logistic regression analyses (multilevel analyses when appropriate) have been conducted. Results Findings show that teachers’ self-efficacy was associated with teachers’ likelihood of intervention from the teachers’ perspectives. Also, students whose teachers reported higher self-efficacy and a higher tendency to reflect their behaviours thoroughly and choose wisely (a component of self-regulation) reported fewer bullying experiences. The students’ perspective on the teachers’ likelihood of intervention was associated with experiences as bullies, bullied, and bully-victims, but could not be explained by teachers’ motivational orientations. Conclusion Possible underlying pathways and areas requiring further research as well as practical and theoretical implications will be discussed. Y1 - 2021 UR - https://www.wabf2021.org/agenda UR - https://worldantibullyingforum.com/uploads/sites/2/2021/10/conference_program_WABF2021_digital.pdf CY - Stockholm ER - TY - GEN A1 - Kansok-Dusche, Julia A1 - Ballaschk, Cindy A1 - Krause, Norman A1 - Seemann-Herz, Lisanne A1 - Zeißig, Anke A1 - Schulze-Reichelt, Friederike A1 - Wachs, Sebastian A1 - Bilz, Ludwig T1 - A systematic review on hate speech among children and adolescents: Definitions, frequencies and overlap with bullying T2 - World Anti-Bullying Forum 2021, Stockholm N2 - Hate speech is unequivocally seen as harmful to individuals and communities (United Nations, 2019), but little is yet known about the current state of research on the frequency of hate speech among children and adolescents. Evidence suggests that definitional ambiguities of hate speech exist in academic research (e.g., Brown, 2017). But without a precise theoretical definition of hate speech, standardized assessment methods and the ability to soundly differentiate it from related phenomena, empirical research may lack validity and comparability. For research on children and adolescents in particular, hate speech needs to be differentiated from bullying (e.g., Lehmann, 2019). In a systematic review, we thus identified and systematized empirical studies on hate speech. Y1 - 2021 UR - https://worldantibullyingforum.com/uploads/sites/2/2021/10/conference_program_WABF2021_digital.pdf U6 - https://doi.org/10.13140/RG.2.2.10336.61448 CY - Stockholm ER - TY - GEN A1 - Wachs, Sebastian A1 - Wettstein, Alexander A1 - Bilz, Ludwig A1 - Krause, Norman A1 - Ballaschk, Cindy A1 - Kansok-Dusche, Julia A1 - Wright, Michelle F. T1 - Playing by the Rules? An Investigation of the Relationship Between Social Norms and Adolescents’ Hate Speech Perpetration in Schools T2 - Journal of Interpersonal Violence N2 - Hate speech is often discussed and investigated as an online phenomenon, while hate speech among adolescents in the real world (e.g., in schools) has rarely been researched. Consequently, not much is known about potential interpersonal correlates and theoretical frameworks that might help us better understand why adolescents engage in hate speech in offline environments. To add to the literature, this study investigates hate speech perpetration among young people by utilizing the Social Cognitive Theory; more specifically, the association between witnessing and perpetrating hate speech in schools, and whether this relation is weakened or strengthened by anti-hate speech injunctive norms and deviant peer pressure. The sample consists of 1719 young people (45.1% boys, 53.6% girls, 1.3% gender diverse) between 11 and 18 years old (Mage = 13.96; SD = .98) from 22 schools in Switzerland. Self-report questionnaires were administered to measure hate speech involvement and adolescents’ perception of social norms (i.e., anti-hate speech injunctive norms and deviant peer pressure). Multilevel regression analyses revealed that witnessing and perpetrating hate speech were positively associated. Moreover, injunctive anti-hate speech norms were negatively related and deviant peer pressure positively related to hate speech perpetration. Finally, increasing levels of injunctive anti-hate speech norms weakened the relation between witnessing and perpetrating hate speech, whereas higher levels of deviant peer pressure strengthened this association. The findings demonstrate that the Social Cognitive Theory is a useful framework for understanding hate speech perpetration in schools. The results also highlight the importance of taking into account social norms and interpersonal relationships (e.g., within the class) when designing anti-hate speech prevention programs and not focusing solely on intrapersonal factors. KW - hate crimes KW - hate speech KW - social norms KW - school violence KW - discrimination KW - adolescents Y1 - 2021 U6 - https://doi.org/10.1177/08862605211056032 SN - 0886-2605 VL - 37 IS - 21-22 SP - 21143 EP - 21164 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 - 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 - 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 - Fischer, Saskia M. A1 - Bilz, Ludwig T1 - Professionswissen und Lehrerhandeln in realen Mobbingsituationen T2 - Tagung der AEPF in Rostock (18.-21.09.2016) Y1 - 2016 UR - https://www.researchgate.net/publication/314521023_Professionswissen_und_Lehrerhandeln_in_realen_Mobbingsituationen U6 - https://doi.org/10.13140/RG.2.2.33063.14240 CY - Rostock ER - TY - GEN A1 - Fischer, Saskia M. A1 - Bilz, Ludwig T1 - Handeln oder Abwägen? Die Bedeutung der Selbstregulation für das Interventionshandeln von Lehrkräften bei Gewalt und Mobbing T2 - 25. DGfE-Kongress Y1 - 2016 UR - https://www.znl-ulm.de/Veroeffentlichungen/Abstractband_NEFS_2016.pdf SP - 41 PB - TransferZentrum für Neurowissenschaften und Lernen CY - Kassel ER - TY - GEN A1 - Fischer, Saskia M. A1 - Bilz, Ludwig T1 - Selbstregulative Kompetenzen von Lehrkräften beim Umgang mit Mobbing T2 - 80. AEPF-Tagung Y1 - 2015 UR - http://www.aepf2015.de UR - http://www.aepf2015.de/AEPF2015_Abstractband.pdf SP - 104 CY - Göttingen 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 - GEN A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Wettstein, Alexander A1 - Wright, Michelle F. A1 - Krause, Norman A1 - Ballaschk, Cindy A1 - Kansok-Dusche, Julia T1 - The Online Hate Speech Cycle of Violence: Moderating Effects of Moral Disengagement and Empathy in the Victim-to-Perpetrator Relationship T2 - Cyberpsychology, Behavior, and Social Networking N2 - Adolescents around the globe are increasingly exposed to online hate speech (OHS). And yet little is known about the varying roles of involvement and the determinants of adolescents' hate speech perpetration. Building on previous research, this study aims to test the cycle of violence hypothesis for OHS and to analyze whether moral disengagement (MD) and empathy moderate the victim-to-perpetrator relationship. The sample consists of 3,560 seventh to ninth graders (52.1 percent girls), recruited from 40 schools across Germany and Switzerland. Self-report questionnaires were administered to assess OHS involvement, MD, and empathy. Multilevel analyses revealed that victims of OHS were more likely to report OHS perpetration. In addition, victims of OHS were more likely to report OHS perpetration when they reported higher levels of MD than those with lower levels of MD. Finally, victims of OHS were less likely to report OHS perpetration when they reported higher levels of empathy than those with lower levels of empathy. The findings extend the cycle of violence hypothesis to OHS and highlight the need to address MD and empathy in hate speech prevention. Implications for future research will be discussed. KW - hate speech KW - cyberhate KW - online discrimination KW - empathy KW - moral disengagement KW - adolescents Y1 - 2022 U6 - https://doi.org/10.1089/cyber.2021.0159 SN - 2152-2715 VL - 25 IS - 4 SP - 223 EP - 229 ER - TY - GEN A1 - Lovis-Schmidt, Avelina A1 - Bilz, Ludwig A1 - Pahlke, Kyra A1 - Rindermann, Heiner T1 - Physical Health Complaints in Adolescents: Findings From the 2018 Brandenburg HBSC Study T2 - European Journal of Health Psychology N2 - Some of the physical health complaints adolescents have, such as headaches and stomachaches, cannot be explained on a somatic level. It is unclear which psychological factors can explain these complaints: stress and social support are often discussed, but emotions rarely are. Aims: This cross-sectional study aims to use social support, stress, the tendency toward negative emotions, and health behaviors to predict physical health complaints in adolescents. Method: The 2018 HBSC (Health Behavior in School-aged Children) data from the German state of Brandenburg was analyzed via structural equation and path modeling (N = 3,068, age M = 13.05). Results: Results showed that the tendency toward negative emotions seems to be a better predictor for health complaints (β = .35) than stress (β = .17), and even better suited than social support (β = −.08) or health behavior (β = −.06 to β = .16). In the analysis of specific emotions (anger, sadness, and fear), correlations were low and between sadness and complaints they were highest (average β = .19). Limitations: The present cross-sectional study could not examine long-term outcomes. In addition, the results are limited to only a few physical complaints. Future long-term studies should examine multiple disease symptoms in adolescence. Conclusion: The investigated tendency toward negative emotions demonstrated promising results to better understand the relationship between psychological factors and physical health complaints. As negative emotions were particularly important in predicting physical health, prevention programs for adolescents should focus on dealing with negative emotions to improve their health. KW - emotion and stress KW - social support KW - health complaints KW - HBSC-study KW - adolescents Y1 - 2022 U6 - https://doi.org/10.1027/2512-8442/a000090 SN - 2512-8442 VL - 29 IS - 3 SP - 121 EP - 133 ER - TY - GEN A1 - Wettstein, Alexander A1 - Castellanos, Melisa A1 - Bilz, Ludwig A1 - Wachs, Sebastian T1 - Die Verbreitung von Hatespeech an Schulen in Deutschland und der Schweiz aus Schüler:innen- und Lehrer:innenperspektive T2 - Bildung im digitalen Wandel. 9. GEBF-Tagung Bamberg Y1 - 2022 UR - https://gebf2022.de/GEBF2022_Tagungsband_01-03-22.pdf SP - 78 PB - Otto-Friedrich-Universität Bamberg CY - Bamberg ER - TY - GEN A1 - Krause, Norman A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Schubarth, Wilfried T1 - „Ich glaube, es gibt auch einige Kollegen, die es sich nicht zutrauen“. Eine qualitative Studie zu Gründen aus- bleibender Intervention pädagogischen Schulpersonals bei Hatespeech unter Schüler:innen T2 - Bildung im digitalen Wandel. 9. GEBF Tagung Bamberg Y1 - 2022 UR - https://gebf2022.de/GEBF2022_Tagungsband_01-03-22.pdf SP - 78 PB - Otto-Friedrich-Universität Bamberg CY - Bamberg ER - TY - GEN A1 - Kansok-Dusche, Julia A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Wachs, Sebastian T1 - Lehrpersoneninterventionen bei Hatespeech: Dimensionalität, Messinvarianz und Kriteriumsvalidität einer neuen Skala T2 - Bildung im digitalen Wandel. 9. GEBF Tagung Bamberg Y1 - 2022 UR - https://gebf2022.de/GEBF2022_Tagungsband_01-03-22.pdf SP - 78 PB - Otto-Friedrich-Universität Bamberg CY - Bamberg ER - TY - GEN A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Wettstein, Alexander A1 - Wright, Michelle F. A1 - Kansok-Dusche, Julia A1 - Krause, Norman A1 - Ballaschk, Cindy T1 - Associations Between Witnessing and Perpetrating Online Hate Speech Among Adolescents: Testing Moderation Effects of Moral Disengagement and Empathy T2 - Psychology of Violence N2 - Objective: The open expression of hatred, hostility, and violence against minorities has become a common online phenomenon. Adolescents are at particular risk of being involved in different hate speech roles (e.g., witness, perpetrator). However, the correlates of their involvement as perpetrators and the mechanisms that might explain their involvement in hate speech across different roles have not yet been thoroughly investigated. To this end, this study investigates moral disengagement and empathy as correlates of online hate speech perpetration and the moderation effects of empathy and moral disengagement in the relationship between witnessing and perpetrating online hate speech. Method: The sample consists of 3,560 7th to 9th graders from 40 schools in Germany and Switzerland. Self-report questionnaires were utilized to assess online hate speech involvement, moral dis- engagement, and empathy. Results: Multilevel regression analyses revealed that moral disengagement and witnessing online hate speech were positively associated with online hate speech perpetration, while empathy was negatively associated with it. The findings also showed that the positive relationship between witnessing and perpetrating online hate speech was stronger at higher levels of moral disengagement and weaker when moral disengagement was low. The association between witnessing and perpetrating online hate speech was weaker when adolescents had higher rather than lower levels of empathy. Conclusions: The findings underscore the need for prevention efforts to accelerate moral engagement and empathy as critical future directions in hate speech prevention. This study also contributes to our understanding of underlying mechanisms that explain adolescents’ involvement across different roles in hate speech. KW - hate speech KW - cyberhate KW - empathy KW - moral disengagement KW - adolescents Y1 - 2022 U6 - https://doi.org/10.1037/vio0000422 SN - 2152-0828 VL - 12 IS - 6 SP - 371 EP - 381 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 - 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 - Digitale Gesundheitskompetenz von Schülerinnen und Schülern. Ausprägung und Assoziationen mit dem Bewegungs- und Ernährungsverhalten T2 - Bundesgesundheitsblatt N2 - Hintergrund. Während vermehrt Studienbefunde zur allgemeinen Gesundheitskompetenz (GK) vorliegen, mangelt es an Erkenntnissen zur digitalen GK im Jugendalter und deren Assoziationen mit Indikatoren des Gesundheitsverhaltens. Methodik. Empirische Basis bildet eine von Oktober 2019 bis Februar 2020 im Bundesland Hessen durchgeführte Querschnittstudie mit 490 Schülerinnen und Schülern der Klassenstufe 8 und 9. Die digitale GK wurde mithilfe von 5 Subskalen des Digital Health Literacy Instrument (DHLI) erfasst, während der Verzehr von Obst, Gemüse und Softdrinks sowie die körperliche Aktivität als Indikatoren des Gesundheitsverhaltens herangezogen wurden. Als soziales Merkmal wurde neben dem Geschlecht und der Klassenstufe der subjektive Sozialstatus (SSS) berücksichtigt. Die Datenauswertung erfolgte uni-, bi- und multivariat, wobei binärlogistische Regressionen für das Geschlecht und den SSS adjustiert wurden. Ergebnisse. Über alle Items hinweg berichten 15,3–37,5 % der befragten Jugendlichen Schwierigkeiten bei der Beschaffung von und im Umgang mit digitalen Informationen. Differenziert nach sozialen Merkmalen finden sich für 2 Dimensionen der digitalen GK Unterschiede zuungunsten der Mädchen sowie durchgehend ein sozialer Gradient zuungunsten von Befragten mit niedrigem SSS. Jugendliche mit mittlerer und geringer digitaler GK weisen ein höheres Maß an geringer körperlicher Aktivität, nichttäglichem Obstverzehr und täglichem Konsum von zuckerhaltigen Getränken auf. Diskussion. Die Befunde weisen auf einen Interventionsbedarf zur Förderung der digitalen GK insbesondere bei Jugendlichen mit geringem SSS hin. Die differenziellen Zusammenhangsmuster mit dem Gesundheitsverhalten bieten Ansatzpunkte für die Entwicklung spezifischer Interventionen. Als Lehr- und Lernort stellt die Schule u. a. aufgrund der Passung mit verpflichtenden Strategien der schulischen Medienkompetenzbildung ein geeignetes Setting dar. KW - Gesundheitsinformationen KW - Digital Public Health KW - Jugendgesundheit KW - Obst- und Gemüsekonsum KW - Körperliche Aktivität Y1 - 2022 U6 - https://doi.org/10.1007/s00103-022-03548-5 SN - 1436-9990 ER -