TY - GEN A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Wright, Michelle F. T1 - Do Emotional Components of Alexithymia Mediate the Interplay between Cyberbullying Victimization and Perpetration? T2 - International Journal of Environmental Research and Public Health N2 - A substantial amount of research has revealed that cyberbully-victims have more emotional and behavioral problems than either cyberbullying victims or perpetrators. However, until now, little research has been conducted into the factors that contribute to the interplay between cyberbullying victimization and perpetration. The purpose of this study was to examine the relationship between cyberbullying victimization, perpetration, and two emotional components of alexithymia, namely difficulties in identifying and describing one’s own feelings. Self-report questions were administered to 1549 adolescents between 12 and 18 years old (M = 14.51; SD = 1.68; 42.1% (n = 652) male) from Germany and Thailand. Results showed that cyberbullying victimization and alexithymia are associated with cyberbullying perpetration. Moreover, alexithymia mediated the associations between cyberbullying victimization and adolescents’ cyberbullying perpetration. Consequently, we suggest that the ability to describe and identify one’s own feelings might be important for understanding the link between cyberbullying, victimization, and perpetration. The results may help develop prevention and intervention programs focused on reducing cyberbullying. KW - alexithymia KW - cyberbully-victims KW - cyberbullying KW - cybervictimization KW - mediation Y1 - 2017 UR - http://www.mdpi.com/1660-4601/14/12/1530 U6 - https://doi.org/10.3390/ijerph14121530 SN - 1660-4601 VL - 14 IS - 12 ER - TY - GEN A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Schubarth, Wilfried A1 - Wright, Michelle F. T1 - Students’ Willingness to Intervene in Bullying: Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy T2 - International Journal of Environmental Research and Public Health N2 - Although school climate and self-efficacy have received some attention in the literature, as correlates of students’ willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students’ willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students’ willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43% and 48% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students’ willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students’ willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students’ willingness to intervene in bullying; (2) efforts to increase students’ willingness to intervene in bullying should promote students’ confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students’ willingness to intervene in bullying. Recommendations are provided to help increase adolescents’ willingness to intervene in bullying and for future research. KW - bullying KW - intervention KW - willingness to intervene KW - verbal bullying KW - relational bullying KW - aggression KW - school KW - classroom climate KW - classroom cohesion KW - self-efficacy Y1 - 2018 UR - https://www.mdpi.com/1660-4601/15/11/2577/pdf U6 - https://doi.org/10.3390/ijerph15112577 SN - 1660-4601 VL - 15 IS - 11 ER - TY - GEN A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Niproschke, Saskia A1 - Schubarth, Wilfried T1 - Bullying Intervention in Schools: A Multilevel Analysis of Teachers’ Success in Handling Bullying From the Students’ Perspective T2 - Journal of Early Adolescence N2 - To date, little has been known about teachers’ success in bullying interventions. Thus, the present study analyzes how successfully teachers intervene in real bullying situations, based on an analysis of 1,996 reports by German students aged between 12 and 15 (49.2% female) from 24 schools. Predictors of success included intervention strategy (authoritarian-punitive, supportive-individual, supportive-cooperative intervention), bullying form (physical, verbal, relational, cyber), and the student’s bullying role (bully, victim, bystander) in the particular situation. Multilevel analyses showed that supportive-cooperative intervention strategies were the most successful in dealing with bullying in both the short and long term. In the long term, students evaluated teachers as being more successful in dealing with cyberbullying compared with physical bullying. Compared with students who observed bullying, students who perpetrated it were less likely to report that teachers’ interventions were successful in the short term. Implications for bullying intervention, preservice teacher-training, and future research are discussed. KW - intervention success KW - bullying KW - teacher KW - intervention strategies KW - bullies Y1 - 2019 U6 - https://doi.org/10.1177/0272431618780423 SN - 0272-4316 VL - 29 IS - 5 SP - 642 EP - 668 ER - TY - GEN A1 - Wachs, Sebastian A1 - Görzig, Anke A1 - Wright, Michelle F. A1 - Schubarth, Wilfried A1 - Bilz, Ludwig T1 - Associations among adolescents’ relationships with parents, peers, and teachers, self-efficacy, and willingness to intervene in bullying: A social cognitive approach T2 - International Journal of Environmental Research and Public Health N2 - We applied the Social Cognitive Theory to investigate whether parent–child relationships, bullying victimization, and teacher–student relationships are directly as well as indirectly via self-efficacy in social conflicts associated with adolescents’ willingness to intervene in a bullying incident. There were 2071 (51.3% male) adolescents between the ages of 12 and 17 from 24 schools in Germany who participated in this study. A mediation test using structural equation modeling revealed that parent–child relationships, bullying victimization, and teacher–student relationships were directly related to adolescents’ self-efficacy in social conflicts. Further, teacher–student relationships and bullying victimization were directly associated with adolescents’ willingness to intervene in bullying. Finally, relationships with parents, peers and teachers were indirectly related to higher levels of students’ willingness to intervene in bullying situations due to self-efficacy in social conflicts. Thus, our analysis confirms the general assumptions of Social Cognitive Theory and the usefulness of applying its approach to social conflicts such as bullying situations. KW - bullying KW - intervention KW - willingness to intervene KW - bullying victimization KW - school KW - parent-child relationship KW - teacher-student relationship KW - self-efficacy Y1 - 2020 UR - https://www.mdpi.com/1660-4601/17/2/420 U6 - https://doi.org/10.3390/ijerph17020420 SN - 1660-4601 VL - 17 IS - 2 ER - TY - GEN A1 - Fischer, Saskia M. A1 - 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 - Krause, Norman A1 - Ballaschk, Cindy A1 - Schulze-Reichelt, Friederike A1 - Kansok-Dusche, Julia A1 - Wachs, Sebastian A1 - Schubarth, Wilfried A1 - Bilz, Ludwig T1 - „Ich lass mich da nicht klein machen!“ Eine qualitative Studie zur Bewältigung von Hatespeech durch Schüler/innen T2 - Zeitschrift für Bildungsforschung N2 - Von Hass und Hetze geprägte Kommunikationsformen im Internet stehen seit einigen Jahren im Fokus der öffentlichen Aufmerksamkeit. Kaum beachtet wurden bisher jedoch die Fragen, ob sich solche als Hatespeech bezeichneten Ausdrucksweisen auch in der Schule zeigen und wie Schüler/innen derartige Vorfälle bewerten und bewältigen. Um Antworten auf diese Fragen zu finden, wurden 21 leitfadengestützte, episodische Interviews (nach Flick) mit Jugendlichen aus Berlin und Brandenburg zu ihren Erfahrungen und Bewältigungsstrategien in Bezug auf Hatespeech im schulischen Kontext ausgewertet. Die Ergebnisse machen deutlich, dass Hatespeech-Erfahrungen von Schüler/innen als belastend wahrgenommen und die eigenen Potenziale zur Bewältigung individuell und situativ unterschiedlich bewertet werden. Insbesondere die subjektive Beeinflussbarkeit bzw. Kontrollierbarkeit des stressauslösenden Hatespeech-Vorfalls sowie die soziale Unterstützung im Setting der Schulklasse scheinen sich auf die Bewältigung auszuwirken. Die berichteten Bewältigungsstrategien lassen sich, dem Transaktionalen Stressmodell entsprechend, in emotionsfokussiert (Einbezug sozialer Unterstützung, Verdrängung und Vermeidung) und problemfokussiert (aktives Ignorieren und Counterspeech) kategorisieren. Die Ergebnisse stützen Forderungen nach Präventionsarbeit in Schulen. Schüler/innen sollten dabei als Expert/innen der Lebenswelt Schule einbezogen werden. Außerdem scheinen Maßnahmen zur Stärkung sozialer und personaler Ressourcen sinnvoll zu sein, um konstruktive Bewältigungsstrategien zu ermöglichen. Zur Konkretisierung und Quantifizierung der Forschungsergebnisse ist weitere Forschung notwendig. KW - Hate Speech KW - Hassrede KW - Bewältigung KW - Schule KW - Diskriminierung Y1 - 2021 U6 - https://doi.org/10.1007/s35834-021-00291-w SN - 2190-6904 SN - 2190-6890 VL - 11 SP - 169 EP - 185 ER - TY - GEN A1 - Ballaschk, Cindy A1 - Wachs, Sebastian A1 - Krause, Norman A1 - Schulze-Reichelt, Friederike A1 - Kansok-Dusche, Julia A1 - Bilz, Ludwig A1 - Schubarth, Wilfried T1 - „Dann machen halt alle mit.“ Eine qualitative Studie zu Beweggründen und Motiven für Hatespeech unter Schüler*innen T2 - Diskurs Kindheits- und Jugendforschung N2 - Das Thema Hatespeech rückt immer mehr in den Fokus der Öffentlichkeit und der Forschung. Im Gegensatz zu Hatespeech im Internet wird jedoch Hatespeech unter Jugendlichen, die von Angesicht zu Angesicht im Schulkontext ausgeübt wird, kaum beachtet. Hier setzt die vorliegende Studie an, in der Schüler*innen (n = 55), Lehrkräfte (n = 18) und Sozialpädagog*innen (n =16) auf der Basis leitfadengestützter Interviews dazu befragt wurden, was mögliche Beweggründe und Motive dafür sind, dass Schüler*innen Hatespeech in der Lebenswelt Schule und online ausüben. Die Ergebnisse zeigen, dass mögliche Beweggründe für Hatespeech Angst vor Statusverlust, Gruppendruck, Provokation, Spaß, politisch-ideologische Überzeugung und Kompensation von Frust- und Minderwertigkeitsgefühlen sind. Darüber hinaus wird verdeutlicht, dass sich hinter diesen Gründen für Hatespeech oftmals Grundmotive nach Macht und Zugehörigkeit abzeichnen. Die Ergebnisse werden in Bezug auf anschließende Forschung und praktische Implikationen diskutiert. KW - Hatespeech KW - Hassrede KW - Gründe KW - Motive KW - Schule Y1 - 2021 UR - https://www.budrich-journals.de/index.php/diskurs/article/view/37689 U6 - https://doi.org/10.3224/diskurs.v16i4.01 SN - 1862-5002 VL - 16 IS - 4 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 - 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 - 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 - Kansok-Dusche, Julia A1 - Ballaschk, Cindy A1 - Krause, Norman A1 - Zeißig, Anke A1 - Seemann-Herz, Lisanne A1 - Wachs, Sebastian A1 - Bilz, Ludwig T1 - A Systematic Review on Hate Speech among Children and Adolescents: Definitions, Prevalence, and Overlap with Related Phenomena T2 - Trauma, Violence, & Abuse N2 - Little is known about the current state of research on the involvement of young people in hate speech. Thus, this systematic review presents findings on a) the prevalence of hate speech among children and adolescents and on hate speech definitions that guide prevalence assessments for this population; and b) the theoretical and empirical overlap of hate speech with related concepts. This review was guided by the Cochrane approach. To be included, publications were required to deal with real-life experiences of hate speech, to provide empirical data on prevalence for samples aged 5 to 21 years and they had to be published in academic formats. Included publications were full-text coded using two raters (κ = .80) and their quality was assessed. The string-guided electronic search (ERIC, SocInfo, Psycinfo, Psyndex) yielded 1,850 publications. Eighteen publications based on 10 studies met the inclusion criteria and their findings were systematized. Twelve publications were of medium quality due to minor deficiencies in their theoretical or methodological foundations. All studies used samples of adolescents and none of younger children. Nine out of 10 studies applied quantitative methodologies. Eighteen publications based on 10 studies were included. Results showed that frequencies for hate speech exposure were higher than those related to victimization and perpetration. Definitions of hate speech and assessment instruments were heterogeneous. Empirical evidence for an often theorized overlap between hate speech and bullying was found. The paper concludes by presenting a definition of hate speech, including implications for practice, policy, and research. KW - hate speech KW - bullying KW - adolescents KW - children KW - youth Y1 - 2022 U6 - https://doi.org/10.1177/15248380221108070 SN - 1524-8380 SN - 1552-8324 VL - 24(2023) IS - 4 SP - 2598 EP - 2615 ER - TY - GEN A1 - Seemann-Herz, Lisanne A1 - Kansok-Dusche, Julia A1 - Dix, Alexandra A1 - Wachs, Sebastian A1 - Krause, Norman A1 - Ballaschk, Cindy A1 - Schulze-Reichelt, Friederike A1 - Bilz, Ludwig T1 - Schulbezogene Programme zum Umgang mit Hatespeech – Eine kriteriengeleitete Bestandsaufnahme T2 - Zeitschrift für Bildungsforschung N2 - Der vorliegende Beitrag informiert über 14 deutschsprachige Programme zur Prävention und Intervention bei Hatespeech unter Kindern und Jugendlichen (Jahrgangsstufen 5–12). Inhalte und Durchführungsmodalitäten derProgramme sowie Ergebnisse einer kriteriengeleiteten Qualitätseinschätzung anhand von fünf Kriterien werden im Hinblick auf deren Anwendung in der schulischen Praxis beschrieben und erörtert. Der Überblick über Schwerpunkte, Stärken und Entwicklungspotentiale schulbezogener Hatespeech-Programme ermöglicht Leser*innen eine informierte Entscheidung über den Einsatz der Programme in der Schule sowie in der offenen Kinder- und Jugendarbeit. KW - Hatespeech KW - Schule KW - Prävention KW - Intervention KW - Kindes- und Jugendalter Y1 - 2022 U6 - https://doi.org/10.1007/s35834-022-00348-4 SN - 2190-6890 VL - 12 IS - 3 SP - 597 EP - 614 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 - Ballaschk, Cindy A1 - Schulze-Reichelt, Friederike A1 - Wachs, Sebastian A1 - Krause, Norman A1 - Wettstein, Alexander A1 - Kansok-Dusche, Julia A1 - Bilz, Ludwig A1 - Schubarth, Wilfried T1 - Ist das (schon) Hatespeech? – Eine qualitative Untersuchung zum Verständnis von Hatespeech unter pädagogischem Schulpersonal T2 - Zeitschrift für Bildungsforschung N2 - Hatespeech ist ein gesellschaftliches Phänomen, das auch die Lebenswelt Schule betrifft. Was jedoch pädagogisches Schulpersonal unter Hatespeech versteht, ist unklar und daher Thema der vorliegenden Interviewstudie mit Lehrkräften (n = 18) und Sozialpädagog_innen (n = 16). Die Ergebnisse zeigen, dass Hatespeech als Herabsetzung verschiedener strukturell unterdrückter Gruppen verstanden wird (z. B. Transpersonen, Homosexuelle, jüdische Personen). Die Befragten erkennen subtilere Formen von Hatespeech oft nicht als Problem an und verstehen Hatespeech vorranging als Online-Phänomen, obwohl auch Vorfälle in Schulen berichtet werden. Es lässt sich schlussfolgern, dass pädagogisches Schulpersonal für Offline-Hatespeech und subtilere Formen sensibilisiert werden muss, um ihre Interventionsbereitschaft zu steigern. KW - Hatespeech KW - Schule KW - Lehrkräfte KW - Hatespeech-Verständnis Y1 - 2022 UR - https://link.springer.com/article/10.1007/s35834-022-00367-1 U6 - https://doi.org/10.1007/s35834-022-00367-1 SN - 2190-6890 SN - 2190-6904 ER - TY - GEN A1 - Ballaschk, Cindy A1 - Schulze-Reichelt, Friederike A1 - Wachs, Sebastian A1 - Krause, Norman A1 - Wettstein, Alexander A1 - Kansok-Dusche, Julia A1 - Bilz, Ludwig A1 - Schubarth, Wilfried T1 - Erratum zu: Ist das (schon) Hatespeech? – Eine qualitative Untersuchung zum Verständnis vonHatespeech unter pädagogischem Schulpersonal T2 - Zeitschrift für Bildungsforschung Y1 - 2022 U6 - https://doi.org/10.1007/s35834-022-00377-z SN - 2190-6890 VL - 13 IS - 1 SP - 189 EP - 190 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 - 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 - Social Psychology of Education N2 - Despite ongoing global efforts to combat discrimination, hate speech is a growing problem in many countries. Hate speech is also widespread among young people and thus also affects schools. Because of the negative consequences of hate speech for the targeted individuals and for society in general, schools and teachers are generally encouraged to moderate hate speech. This binational study examines intervention strategies for hate speech in schools using the newly developed Hate-Speech Interventions Scale for Teachers. Data from German and Swiss teachers (N = 486) were analyzed. Self-reported strategies were best described using a three-factor structure. Teachers primarily direct their interventions at those directly involved in hate speech and frequently employ teaching-oriented strategies. In comparison, external partners and colleagues are relatively rarely involved. Measurement invariance testing supported the scales’ construct validity. A link was found between the use of these strategies, teachers’ task-specific self-efficacy, gender, and professional experience. These results indicate that schools should play an important role in moderating hate speech and that increasing teachers’ confidence in their own ability to address this phenomenon could be an important element of teacher training. KW - Hate speech KW - Intervention KW - Teacher KW - School KW - Self-efficacy KW - Professional experience Y1 - 2024 UR - https://link.springer.com/article/10.1007/s11218-024-09929-9 U6 - https://doi.org/10.1007/s11218-024-09929-9 SN - 1381-2890 ER - TY - GEN A1 - Schittenhelm, Catherine A1 - Kops, Maxime A1 - Moosburner, Maeve A1 - Fischer, Saskia M. A1 - Wachs, Sebastian T1 - Cybergrooming victimization among young people: a systematic review of prevalence rates, risk factors, and outcomes T2 - Adolescent Research Review N2 - Adolescence is marked by a unique blend of factors, including adolescents’ exploration of their emerging sexuality and growing engagement with digital media. As adolescents increasingly navigate online spaces, cybergrooming victimization has emerged as a significant concern for the development and protection of young people. Yet, there is a lack of systematic analyses of the current state of research. To this end, the present systematic review aimed to integrate existing quantitative research on prevalence rates, risk factors, and outcomes of cybergrooming victimization, informed by an adaptation of the General Aggression Model. Studies providing self-reported data on cybergrooming victimization of people between the ages of 5 and 21 were included. A total of 34 studies met all inclusion criteria, with most focusing on adolescence. Reported prevalence rates were characterized by strong heterogeneity, which could largely be attributed to the underlying methodology. Overall, the included studies showed that at least one in ten young people experiences cybergrooming victimization. Findings further indicated that various factors, for example, being a girl, being older, engaging in risky behavior, displaying problematic Internet use, reporting lower mental well-being, and experiencing other types of victimization, are positively associated with cybergrooming victimization. However, most studies’ cross-sectional designs did not allow for an evidence-based classification into risk factors, outcomes, and co-occurrences, so findings were embedded in the proposed model based on theoretical considerations. In addition, there is a noted lack of studies that include diverse samples, particularly younger children, LGBTQIA+ youth, and young people with special educational needs. These findings emphasize that cybergrooming victimization is a prevalent phenomenon among young people that requires prevention and victim support addressing multiple domains. Y1 - 2024 U6 - https://doi.org/10.1007/s40894-024-00248-w SN - 2363-8346 PB - Springer Science and Business Media LLC ER - TY - GEN A1 - Kansok-Dusche, Julia A1 - Wettstein, Alexander A1 - Fischer, Saskia M. A1 - Wachs, Sebastian A1 - Bilz, Ludwig T1 - Associations between teachers’ beliefs and their perception of hate speech in school: a study in Germany and Switzerland T2 - Frontiers in Education N2 - Hate speech is a global issue that is also prevalent among adolescents and requires an educational response. Teachers handle hate speech as part of their professional role. To date, we know little about their beliefs in relation to the early stages of their interventional actions, specifically to their perception of hate speech in school. Thus, this study examined associations between teachers’ social dominance orientation, their pluralist attitude, and their hate speech perception in school. A sample of 471 secondary school teachers from 38 schools (Germany: n = 251; Switzerland: n = 220) participated in a self-report survey from December 2020 to April 2021 (MAge = 42.8 years; 57.7% females; 21.0% with migration status). Data from a total of 3,560 students from grades 7–9 (Germany: n = 1,841; Switzerland: n = 1,719) were matched with teachers’ data to control for students’ hate speech perception in school. Fixed effects multilevel regressions were run, including covariates (teachers’ age, gender, migration status, students’ hate speech perception), teachers’ social dominance orientation, pluralist attitude, and their hate speech perception in school. Teachers perceived a higher frequency of offline hate speech than online hate speech. Contrary to the hypotheses, social dominance orientation was positively associated with offline and online hate speech perception. As predicted, teachers’ pluralist attitude was positively linked to their off- and online hate speech perception. Further research must now clarify how the investigated beliefs and attitudes and teachers’ hate speech perception in school relate to other aspects of their professional competence. KW - hate speech perception, teachers, school, beliefs, social dominance orientation, pluralist attitude Y1 - 2024 U6 - https://doi.org/10.3389/feduc.2024.1432013 SN - 2504-284X VL - 9 PB - Frontiers Media SA ER -