@article{RathmannHerkeHurrelmannetal., author = {Rathmann, Katharina and Herke, Max G. and Hurrelmann, Klaus and Richter, Matthias}, title = {Perceived class climate and school-aged children's life satisfaction: The role of the learning environment in classrooms}, series = {PLoS ONE}, journal = {PLoS ONE}, doi = {10.1371/journal.pone.0189335}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:b1570-opus4-24735}, abstract = {The aim of this study is to examine the impact of class-level class climate on school-aged children's life satisfaction. Data was derived from the German National Educational Panel Study (NEPS) using sixth grade school-aged children (n = 4,764, 483 classes). Class climate includes indicators of teachers' care and monitoring, demands, interaction, autonomy, as well as school-aged children's attitudes towards schoolwork at the class- and individual-level. Results showed that individual perceived class climate in terms of teachers' care and monitoring and autonomy was positively related to life satisfaction, whereas school-related demands were related to lower life satisfaction. Besides teachers' care and monitoring at class-level, indicators of class climate were not associated with school-aged children's life satisfaction, while the individual perceived class climate is more important for life satisfaction.}, language = {en} } @article{RathmannHerkeKuntzetal., author = {Rathmann, Katharina and Herke, Max G. and Kuntz, Benjamin and Lampert, Thomas and Loter, Katharina and Moor, Irene and Hurrelmann, Klaus and Richter, Matthias}, title = {Die Bedeutung intergenerationaler Bildungsmobilit{\"a}t f{\"u}r die Gesundheit und die Lebenszufriedenheit von Sch{\"u}lerinnen und Sch{\"u}lern in Deutschland}, series = {Zeitschrift f{\"u}r Soziologie der Erziehung und Sozialisation}, volume = {38}, journal = {Zeitschrift f{\"u}r Soziologie der Erziehung und Sozialisation}, number = {1}, pages = {80 -- 99}, language = {de} } @article{RathmannVockertBilzetal., author = {Rathmann, Katharina and Vockert, Theres and Bilz, Ludwig and Gebhardt, Markus and Hurrelmann, Klaus}, title = {Self-rated health and wellbeing among school-aged children with and without special educational needs: Differences between mainstream and special schools}, series = {Research in Developmental Disabilities}, volume = {81}, journal = {Research in Developmental Disabilities}, doi = {10.1016/j.ridd.2018.04.021}, pages = {134 -- 142}, abstract = {BACKGROUND: Studies among students with special educational needs (SEN) in separate special schools (SSS) and mainstream schools (MS) are particularly applicable to educational attainment and social participation. However, indicators of health and wellbeing have rarely been considered. AIMS: This study investigates two related topics: first, health and wellbeing differences between students with SEN in special schools (SSS) and students without SEN in regular schools, and second, the rarely considered question whether health and wellbeing among students with SEN differ between school settings (i.e. MS vs. SSS). METHODS AND PROCEDURES: Bivariate and multilevel analyses are applied with data from the German National Educational Panel Study (NEPS) with 5267 students (grade 7). OUTCOMES AND RESULTS: After having controlled for background characteristics, students in SSS report higher likelihoods of poor self-rated health compared to students in higher track schools. Self-rated health of students with SEN does not significantly differ between MS vs. SSS. For life satisfaction, students with SEN show higher likelihoods of low life satisfaction when attending MS. CONCLUSIONS AND IMPLICATIONS: Teachers in inclusive settings are encouraged to establish class work and teaching that support a real change from class placement to inclusive culture in order to suitably support students with SEN.}, language = {en} } @article{RathmannBilzHurrelmannetal., author = {Rathmann, Katharina and Bilz, Ludwig and Hurrelmann, Klaus and Kiess, Wieland and Richter, Matthias}, title = {Is being a "small fish in a big pond" bad for students' psychosomatic health? A multilevel study on the role of class-level school performance?}, series = {BMC Public Health}, volume = {18}, journal = {BMC Public Health}, number = {1}, doi = {10.1186/s12889-018-5977-5}, pages = {1098 -- 1113}, abstract = {Background Features of schools and classes are closely related to students´ health and wellbeing. However, class composition (e.g. in terms of school performance) has rarely been examined in relation to students´ health and wellbeing. This study focuses on the so called Big-Fish-Little-Pond-Effect (BFLPE), by investigating whether the level of high-performing students in classroom is negatively associated with psychosomatic complaints of students who perceive themselves as poor performers. Methods Data were derived from the German sample of the WHO-Collaborative "Health Behaviour in School-aged Children (HBSC)" study 2013/2014. The sample included 5226 11-, 13- and 15-year-old students. Individual perceived school performance (PSP) was included (very good/good vs. average/below average PSP) at the individual student-level. At the class-level, school performance in class was generated by aggregating the share (in percentage) of students who report a very good/good PSP to the class-level, indicating the percentage of students with good/very good PSP in classroom. Using multilevel regression models, the association between class-level school performance (in percentage of students with very good/good PSP) and individual psychosomatic complaints were analyzed, stratified by students´ individual PSP. Results Students who report average/below average PSP showed higher likelihoods of psychosomatic complaints (Odds Ratio: 1.75; 95\% Confidence Interval: 1.52-2.03) compared to counterparts with very good/good PSP. The aggregated class-level PSP was not significantly associated with psychosomatic complaints. However, in line with the BFLPE, results further revealed that students with average/below average PSP, who attend classes with a higher percentage of students who report very good/good PSP, had higher likelihoods of psychosomatic complaints (Odds Ratio: 1.91; 95\% Confidence Interval: 1.01-4.01) compared to classmates with very good/good PSP. Conclusions This study revealed that class composition in terms of PSP was differentially associated with students´ psychosomatic complaints, depending on their individual PSP. Findings highlight the vulnerability of students with poor PSP placed in classes with a higher percentage of students with good PSP. Results of this study therefore indicate a need for initiatives for low performing students from teachers and school staff in class.}, language = {en} } @misc{RathmannHurrelmann, author = {Rathmann, Katharina and Hurrelmann, Klaus}, title = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion}, publisher = {Beltz}, address = {Weinheim}, isbn = {978-3-7799-3859-0}, pages = {420}, abstract = {Immer mehr Schulen stehen vor der Herausforderung, inklusive Strukturen zu etablieren, also Sch{\"u}lerinnen und Sch{\"u}ler mit besonderem p{\"a}dagogischen F{\"o}rderbedarf in den Regelbetrieb einzugliedern. Aus einer interdisziplin{\"a}ren Perspektive beleuchtet der Band nicht nur leistungsbezogene Aspekte der schulischen Inklusion von heterogenen und vulnerablen Sch{\"u}lergruppen, sondern erweitert die Debatte um Aspekte des Wohlbefindens, die eng mit der schulischen Leistung korrespondieren. Ein Schwerpunkt liegt außerdem auf der Belastung und dem Wohlbefinden von Lehrkr{\"a}ften sowie den Herausforderungen mit schulischer Heterogenit{\"a}t und Inklusion.}, language = {de} } @misc{QuenzelHurrelmann, author = {Quenzel, Gudrun and Hurrelmann, Klaus}, title = {Handbuch Bildungsarmut}, publisher = {Springer VS}, address = {Wiesbaden}, pages = {893}, abstract = {Das Handbuch gibt einen systematischen {\"U}berblick {\"u}ber Ausmaß, Ursachen und Folgen von Bildungsarmut und er{\"o}rtert Strategien, wie Bildungsarmut schrittweise abgebaut werden kann. F{\"u}r Soziologie, P{\"a}dagogik und Politik b{\"u}ndelt es die Forschungsergebnisse aus groß angelegten internationalen und nationalen Erhebungen ebenso wie aus kleineren, explorativen Studien. Die Ergebnisse zeigen: Gerade weil die Gesellschaft immer „gebildeter" wird, sind Menschen ohne einen Mindestgrad an Bildung zunehmend von der Exklusion aus zentralen gesellschaftlichen Bereichen bedroht. Das Risiko steigt, den eigenen Lebensunterhalt nicht bestreiten zu k{\"o}nnen und soziale Anerkennung und Teilhabe zu verlieren. Hiervon sind - je nach angelegtem Kriterium - etwa 5 bis 15 Prozent der Bev{\"o}lkerung betroffen. Das Handbuch bietet eine Orientierungshilfe, an welchen Stellen gesellschaftspolitischer Handlungsbedarf besteht oder weitere Forschung n{\"o}tig ist. Die Autorinnen und Autoren sind ausgewiesene Experten, die das Thema aus unterschiedlichen theoretischen und empirischen Perspektiven bearbeiten. Der Inhalt · Determinanten der Bildungsarmut · Auspr{\"a}gung von Bildungsarmut · Folgen von Bildungsarmut · Strategien gegen Bildungsarmut Die Zielgruppen Dozierende und Studierende der Bildungssoziologie, Sozialwissenschaften, P{\"a}dagogik Verantwortliche in der Bildungspolitik und im Schul- und Ausbildungswesen}, language = {de} } @misc{HurrelmannKolip, author = {Hurrelmann, Klaus and Kolip, Petra}, title = {Handbuch Geschlecht und Gesundheit}, editor = {Hurrelmann, Klaus and Kolip, Petra}, edition = {2., vollst{\"a}ndig {\"u}berarbeitete und erweiterte Auflage}, publisher = {Hogrefe}, address = {Bern}, isbn = {9783456854663}, pages = {448}, language = {de} } @misc{HurrelmannAlbertQuenzeletal., author = {Hurrelmann, Klaus and Albert, Mathias and Quenzel, Gudrun and Sozialforschung, TNS Infratest}, title = {Jugend 2015}, editor = {Deutschland, Shell}, publisher = {Fischer Taschenbuch}, address = {Frankfurt am Main}, isbn = {9783596034017}, pages = {447}, language = {de} } @misc{HurrelmannTraxlerKarch, author = {Hurrelmann, Klaus and Traxler, Christian and Karch, Heribert}, title = {Jugend, Vorsorge, Finanzen: Zwischen Eigenverantwortung und Regulierung - L{\"o}sungsans{\"a}tze in Deutschland und Europa}, editor = {Hurrelmann, Klaus and Traxler, Christian and Karch, Heribert}, publisher = {Beltz Juventa}, address = {Weinheim}, isbn = {978-3-7799-3369-4}, pages = {224}, abstract = {Die Studie gibt Aufschluss dar{\"u}ber, wie Jugendliche und junge Erwachsene {\"u}ber das Geld von heute und die Rente von morgen denken. Sie macht eindringlich klar: Die nachhaltige Alterssicherung ist in Gefahr - und zwar nicht nur in Deutschland. Wer heute in das Berufsleben eintritt, soll sich vom ersten Tag an um seine Alterssicherung k{\"u}mmern. Wer das nicht tut, ist sp{\"a}ter von Altersarmut bedroht. Wohl noch nie stand eine junge Generation so stark im Spannungsfeld von eigener Verantwortung und staatlicher Regulierung. Die Studie gibt Aufschluss dar{\"u}ber, welche Einstellungen Jugendliche und junge Erwachsene zu Vorsorge und Finanzthemen haben. Erg{\"a}nzt wird sie durch Beitr{\"a}ge europ{\"a}ischer Wissenschaftlerinnen und Wissenschaftler. Sie analysieren die L{\"o}sungsans{\"a}tze in verschiedenen L{\"a}ndern und machen eindringlich klar: Nicht nur in Deutschland ist die nachhaltige Alterssicherung in Gefahr.}, language = {de} } @book{HurrelmannGuerlevikPalentien, author = {Hurrelmann, Klaus and G{\"u}rlevik, Aydin and Palentien, Christian}, title = {Jugend und Politik}, editor = {Hurrelmann, Klaus and Palentien, Christian and G{\"u}rlevik, Aydin}, publisher = {Springer VS}, address = {Wiesbaden}, isbn = {978-3-658-09145-3}, doi = {10.1007/978-3-658-09145-3}, pages = {VIII, 528}, abstract = {Selten wird ein Thema seit Ende der 1990er Jahre so intensiv diskutiert wie die politische Bildung und Beteiligung von Jugendlichen. Seither wird der Frage nachgegangen, welche M{\"o}glichkeiten der politischen Partizipation Jugendlichen einger{\"a}umt werden sollen. Die ‚Bilanzierung' und ‚Perspektiven' der politischen Bildung und Beteiligung Jugendlicher bilden den Schwerpunkt des Bandes, um sowohl das Verh{\"a}ltnis Jugendlicher zur Politik heute neu zu bestimmen als auch einen systematischen Vergleich vorzunehmen und damit weitere Impulse f{\"u}r die Entwicklung der k{\"u}nftigen Jugendpolitik zu gewinnen.}, language = {de} }