TY - CHAP A1 - Dudziak, Ines A1 - Niproschke, Saskia A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Oertel, Lars A1 - Schubarth, Wilfried A1 - Seidel, Andreas A1 - Ulbricht, Juliane A1 - Wachs, Sebastian ED - Bilz, Ludwig ED - Schubarth, Wilfried ED - Dudziak, Ines ED - Fischer, Saskia M. ED - Niproschke, Saskia ED - Ulbricht, Juliane T1 - Häufigkeiten, Formen und Erfolg von Lehrerinterventionen aus Lehrer- und Schülersicht T2 - Gewalt und Mobbing an Schulen. Wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen Y1 - 2017 SN - 978-3-7815-2095-0 SP - 103 EP - 127 PB - Klinkhardt CY - Bad Heilbrunn ER - 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 - CHAP A1 - Bilz, Ludwig A1 - Goldfriedrich, Martin A1 - John, Nancy A1 - Fischer, Saskia M. A1 - Wachs, Sebastian A1 - Schubarth, Wilfried ED - Rathmann, Katharina ED - Hurrelmann, Klaus T1 - Mobbingerfahrungen von Schülerinnen und Schülern mit und ohne sonderpädagogischem Förderbedarf an inklusiven Schulen T2 - Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion KW - Mobbing KW - Schule KW - Inklusion KW - Sonderpädagogischer Förderbedarf Y1 - 2018 SN - 978-3-7799-3859-0 SP - 271 EP - 285 PB - Beltz Juventa CY - Weinheim ET - 1. Auflage ER - TY - CHAP A1 - Wachs, Sebastian A1 - Schubarth, Wilfried A1 - Bilz, Ludwig ED - Rathmann, Katharina ED - Hurrelmann, Klaus T1 - Mobbing in der Schule. Auswirkungen auf das Wohlbefinden und Möglichkeiten der schulischen Prävention T2 - Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion KW - Mobbing KW - Schule KW - Wohlbefinden KW - Prävention Y1 - 2018 SN - 978-3-7799-3859-0 SP - 121 EP - 138 PB - Beltz Juventa CY - Weinheim ET - 1. Auflage 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 - RPRT A1 - Schubarth, Wilfried A1 - Bilz, Ludwig A1 - Wachs, Sebastian T1 - Gewalt und Mobbing – auch eine Folge unterlassener Hilfeleistung? Ergebnisse einer Studie zum Lehrerhandeln bei Gewalt und Mobbing N2 - Immer wieder wird in der Öffentlichkeit über Mobbingfälle an Schulen diskutiert und die Frage aufgeworfen, warum Lehrkräfte so wenig dagegen unternehmen. Nun ist eine von der Deutschen Forschungsgemeinschaft (DFG) geförderte Studie dieser Frage nachgegangen. Die repräsentative Untersuchung unter der Schüler- und Lehrerschaft hat herausgefunden, inwieweit Lehrkräfte Mobbingphänomene überhaupt wahrnehmen und ob bzw. wie sie dagegen vorgehen. Insgesamt entsteht ein sehr differenziertes Bild hinsichtlich des Lehrerhandelns bei Gewalt und Mobbing. Die große Mehrheit der Lehrkräfte schaut bei Mobbing nicht weg, sondern versucht mit pädagogischen Mitteln einzugreifen und Mobbing zu beenden. Zugleich zeigt sich aber auch, dass Lehrkräfte nicht alles mitbekommen, dass sie Mobbing ganz unterschiedlich wahrnehmen und mitunter pädagogisch unangemessen reagieren, womit die These erhärtet wird, dass Mobbing auch eine Folge von unterlassener Hilfeleistung seitens der Lehrkräfte sein kann. Y1 - 2019 UR - http://paedagogische-beziehungen.eu/wp-content/uploads/2019/03/SchubarthEtAl2019_GewaltMobbingLehrerhandeln.pdf ER - TY - CHAP A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Schubarth, Wilfried ED - Smith, Peter K. ED - Bauman, Sheri ED - Wong, Dennis T1 - Students’ Willingness to Intervene in Bullying: Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy T2 - Interventions to Reduce Bullying and Cyberbullying N2 - Although school climate and self-efficacy have received some attention in the literature, as correlates of students’ willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students’ willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students’ willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43% and 48% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students’ willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students’ willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students’ willingness to intervene in bullying; (2) efforts to increase students’ willingness to intervene in bullying should promote students’ confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students’ willingness to intervene in bullying. Recommendations are provided to help increase adolescents’ willingness to intervene in bullying and for future research. KW - bullying KW - intervention KW - willingness to intervene KW - verbal bullying KW - relational bullying KW - aggression KW - school KW - classroom climate KW - classroom cohesion KW - self-efficacy Y1 - 2019 UR - https://doi.org/10.3390/books978-3-03921-360-3 SN - 978-3-03921-359-7 U6 - https://doi.org/https://doi.org/10.3390/books978-3-03921-360-3 SP - 194 EP - 204 PB - MDPI CY - Basel ET - 1. Auflage ER - TY - GEN A1 - Wachs, Sebastian A1 - Görzig, Anke A1 - Wright, Michelle F. A1 - Schubarth, Wilfried A1 - Bilz, Ludwig T1 - Associations among adolescents’ relationships with parents, peers, and teachers, self-efficacy, and willingness to intervene in bullying: A social cognitive approach T2 - International Journal of Environmental Research and Public Health N2 - We applied the Social Cognitive Theory to investigate whether parent–child relationships, bullying victimization, and teacher–student relationships are directly as well as indirectly via self-efficacy in social conflicts associated with adolescents’ willingness to intervene in a bullying incident. There were 2071 (51.3% male) adolescents between the ages of 12 and 17 from 24 schools in Germany who participated in this study. A mediation test using structural equation modeling revealed that parent–child relationships, bullying victimization, and teacher–student relationships were directly related to adolescents’ self-efficacy in social conflicts. Further, teacher–student relationships and bullying victimization were directly associated with adolescents’ willingness to intervene in bullying. Finally, relationships with parents, peers and teachers were indirectly related to higher levels of students’ willingness to intervene in bullying situations due to self-efficacy in social conflicts. Thus, our analysis confirms the general assumptions of Social Cognitive Theory and the usefulness of applying its approach to social conflicts such as bullying situations. KW - bullying KW - intervention KW - willingness to intervene KW - bullying victimization KW - school KW - parent-child relationship KW - teacher-student relationship KW - self-efficacy Y1 - 2020 UR - https://www.mdpi.com/1660-4601/17/2/420 U6 - https://doi.org/10.3390/ijerph17020420 SN - 1660-4601 VL - 17 IS - 2 ER - TY - CHAP A1 - Wachs, Sebastian A1 - Schubarth, Wilfried A1 - Bilz, Ludwig ED - Ackeren, Isabell van T1 - Hate Speech als Schulproblem? Erziehungswissenschaftliche Perspektiven auf ein aktuelles Phänomen T2 - Bewegungen : Beiträge zum 26. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft Y1 - 2020 UR - https://shop.budrich-academic.de/wp-content/uploads/2020/03/9783847415534.pdf SN - 978-3-8474-2385-0 SP - 223 EP - 236 PB - Barbara Budrich CY - Opladen ET - 1. Auflage 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 - CHAP A1 - Wachs, Sebastian A1 - Schubarth, Wilfried A1 - Krause, Norman A1 - Ballaschk, Cindy A1 - Schulze-Reichelt, Friederike A1 - Bilz, Ludwig ED - Wachs, Sebastian ED - Koch-Priewe, Barbara ED - Zick, Andreas T1 - Hate Speech als Herausforderung für Schule und Lehrkräftebildung T2 - Hate Speech - Multidisziplinäre Analysen und Handlungsoptionen. Theoretische und empirische Annäherungen an ein interdisziplinäres Phänomen N2 - Hate Speech betrifft die Lebenswelt von Kindern und Jugendlichen in einem erheblichen Maße. Deshalb sind auch Schulen und Lehrkräfte mit dem Phänomen zunehmend konfrontiert. Der Bildungs- und Erziehungsauftrag der Schule erfordert eine kritische Auseinandersetzung mit rassistischen und menschenverachtenden Positionen. Um diesem Auftrag gerecht zu werden, bedarf es beim Umgang mit Hate Speech vermehrter Anstrengungen in Schule und Lehrkräftebildung. Erste Leitlinien und Perspektiven zeichnen sich schon heute ab. KW - Hate Speech KW - Schule KW - Lehrkräftebildung KW - Prävention KW - Demokratiebildung Y1 - 2021 SN - 978-3-658-31792-8 U6 - https://doi.org/10.1007/978-3-658-31793-5_12 SP - 279 EP - 297 PB - Springer VS CY - Wiesbaden ET - 1. Auflage 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 - 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 - 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 - 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 -