@misc{HurrelmannKarchTraxler, author = {Hurrelmann, Klaus and Karch, Heribert and Traxler, Christian}, title = {Jugend, Vorsorge, Finanzen}, publisher = {Beltz Juventa}, address = {Weinheim}, isbn = {978-3-7799-3967-2}, pages = {169}, abstract = {Die vorliegende MetallRente Studie untersucht, welchen Einfluss sozialer Hintergrund, Geschlecht und Bildung auf Einstellungen und Handlungen junger Menschen haben, wenn es um die wichtigen Themen Finanzen und Vorsorge geht. Nach bisher drei Erhebungswellen in den Jahren 2010, 2013 und 2016 ist dies die vierte Auflage der bundesweit repr{\"a}sentativen Jugendstudie „Jugend, Vorsorge, Finanzen". 2 500 Jugendliche und junge Erwachsene im Alter von 17 bis 27 Jahren wurden befragt. Erneut wurden auch Gastautorinnen und Gaustautoren aus Wissenschaft, Institutionen und Wirtschaft eingeladen, die Befragungsergebnisse mit ihren Analysen und Kommentaren zu erg{\"a}nzen. Wie bew{\"a}ltigen junge Menschen das Spannungsfeld von eigener Verantwortung und staatlicher Regulierung? Welche Ver{\"a}nderungen werden gebraucht f{\"u}r eine zukunftsfeste Alterssicherung, die zur Lebenswirklichkeit der jungen Menschen passt? Auch die vierte MetallRente Studie geht mit dem Anspruch ans Werk, nicht nur zu analysieren, sondern Schlussfolgerungen zu formulieren sowie Forderungen und Vorschl{\"a}ge zu adressieren.}, language = {de} } @book{HurrelmannRichter, author = {Hurrelmann, Klaus and Richter, Matthias}, title = {Understanding Public Health}, publisher = {Routledge}, address = {Oxon}, isbn = {978-0367360764}, publisher = {Hertie School}, pages = {116}, abstract = {This book develops a new model of the genesis of health, on the basis of the interplay between genetic and environmental factors. Hurrelmann and Richter build upon the basic theories of health and the popular model of salutogenesis to offer a comprehensive interdisciplinary theory of health genesis and success: Productive Processing of Reality (PPR). The authors show that health is the lifelong dynamic process of dealing with the internal reality of physical and psychological impulses and the external reality of social and material impulses. To demonstrate this, the book is split into three interconnected parts. Part A analyses the determinants of health, providing an overview of the insights of current research and the impact of socioeconomic influences and gender on health. Part B covers public health, social, learning and coping theories, all of which understand health as an interaction between people and their environment. Part C draws on these four theories to outline PPR, stressing the interrelation between physical and mental constitution and the demands of the social and mental environment, and suggesting strategies for coping with these demands during the life course. Understanding Public Health: Productive Processing of Internal and External Reality will be valuable reading for students and researchers in psychology, sociology, educational science, public health and medical science, and for policymakers in public health.}, language = {en} } @misc{AlbertHurrelmannQuenzel, author = {Albert, Mathias and Hurrelmann, Klaus and Quenzel, Gudrun}, title = {Jugend 2019 - 18. Shell Jugendstudie: Eine Generation meldet sich zu Wort}, publisher = {Beltz}, address = {Weinheim}, isbn = {978-3407831958}, abstract = {Im Oktober 2019 erscheint - erstmals in der Verlagsgruppe Beltz - die n{\"a}chste Shell Jugendstudie. Unter dem Titel »Jugend 2019 - 18. Shell Jugendstudie« zeichnet sie ein aktuelles Portr{\"a}t der jungen Generation in Deutschland. Das Standardwerk wird vom Autorenteam Prof. Dr. Mathias Albert, Prof. Dr. Klaus Hurrelmann, Prof. Dr. Gudrun Quenzel und Kantar Public, M{\"u}nchen, verfasst. Seit 1953 zeichnet die Shell Jugendstudie nach, wie junge Menschen in Deutschland ihr Leben und seine Herausforderungen meistern und welche Einstellungen sie dabei bilden. Die neue Studie portr{\"a}tiert eine Generation, die die Zukunft als Thema f{\"u}r sich entdeckt - Jugendliche sorgen sich nicht etwa nur um ihre individuelle berufliche Entwicklung, sondern um Umweltverschmutzung und Klimawandel. Sie formulieren Anspr{\"u}che an Politik und Gesellschaft, wollen mitgestalten und sich Geh{\"o}r verschaffen.}, language = {de} } @article{AlbertHurrelmannLevenetal., author = {Albert, Mathias and Hurrelmann, Klaus and Leven, Ingo and Quenzel, Gudrun and Schneeklotz, Ullrich}, title = {Der Nutzen des Begriffs Generation in Soziologie und Jugendforschung}, series = {K{\"o}lner Zeitschrift f{\"u}r Soziologie und Sozialpsychologie}, volume = {71}, journal = {K{\"o}lner Zeitschrift f{\"u}r Soziologie und Sozialpsychologie}, number = {3}, pages = {457 -- 469}, language = {de} } @book{Hurrelmann, author = {Hurrelmann, Klaus}, title = {Socialisation During the Life Course}, publisher = {Routledge}, address = {Oxon}, isbn = {978-1-138-50218-5}, pages = {158}, language = {en} } @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} } @article{RathmannHerkeBilzetal., author = {Rathmann, Katharina and Herke, Max and Bilz, Ludwig and Rimpel{\"a}, Arja and Hurrelmann, Klaus and Richter, Matthias}, title = {Class-Level School Performance and Life Satisfaction: Differential Sensitivity for Low- and High-Performing School-Aged Children}, series = {International Journal of Environmental Research and Public Health}, volume = {15}, journal = {International Journal of Environmental Research and Public Health}, number = {2}, doi = {10.3390/ijerph15122750}, abstract = {This study investigates whether class-level school performance affects students' life satisfaction and if there are differential effects for high- and low-performing students. Data were derived from the National Educational Panel Study, including n = 5196 students (49.6\% girls), nested in 478 classes and 250 secondary schools. School performance in class was measured by aggregating individual grade point average in Mathematics and German. The study could not reveal the "big-fish-little-pond"-effect regarding students' life satisfaction but found differential effects for high- vs. low performing students. There was no significant association for low-performing students attending classes with higher class-level performance However, low-performing students revealed the lowest life satisfaction. High-performing students placed in classes with higher average performance reported lower life satisfaction compared to high-performing students in classes with lower average performance. This study provides evidence for the impact of the learning environment in class on school-aged children's life satisfaction, by highlighting the differential sensitivity of high-performing students when placed in classes with higher or lower average performance.}, language = {en} } @article{WeishaarHurrelmannOkanetal., author = {Weishaar, Heide and Hurrelmann, Klaus and Okan, Orkan and Horn, Annett and Schaeffer, Doris}, title = {Framing health literacy: A comparative analysis of national action plans}, series = {Health Policy}, volume = {123}, journal = {Health Policy}, number = {1}, issn = {0168-8510}, doi = {10.1016/j.healthpol.2018.11.012}, pages = {11 -- 20}, abstract = {Population and individual deficits in health literacy, and their associated negative health outcomes, have received growing attention in the political arena in recent years. In order to respond to the problem, several governments have adopted national action plans, which outline strategies to improve health literacy. Drawing on the action plans of the USA, Australia, Scotland, and Wales and applying Entman's concept of framing, this paper analyses how health literacy debates are framed within the political arena as well as the factors that influence framing. Analysing data from policy documents and in-depth expert interviews, this paper identifies relevant frames developed to (i) define the problem of limited health literacy, (ii) provide causal explanations, (iii) rationalise why health literacy requires political action, and (iv) present solutions. The findings indicate that the malleability of the concept allows that a diversity of frames and solutions are promoted, yet risks that debates remain vague. Health literacy seems to have been successfully used to instigate political debates about health system reforms, patient empowerment, and shared decision making. The analysis suggests that health literacy might, if applied strategically, help to focus policy debates on key public health problems and the development of systemic solutions.}, language = {en} } @misc{SchaefferHurrelmannBaueretal., author = {Schaeffer, Doris and Hurrelmann, Klaus and Bauer, Ullrich and Kolpatzik, Kai and Gille, Svea and Vogt, Dominique}, title = {Der Nationale Aktionsplan Gesundheitskompetenz - Notwendigkeit, Ziel und Inhalt}, series = {Gesundheitswesen}, journal = {Gesundheitswesen}, publisher = {Georg Thieme Verlag}, address = {Stuttgart}, doi = {10.1055/a-0667-9414}, abstract = {In den letzten Jahren sind in vielen L{\"a}ndern Studien zur Gesundheitskompetenz der Bev{\"o}lkerung erschienen. Fast immer zeigen sie, dass die Gesundheitskompetenz schlechter ausf{\"a}llt als angenommen und große Teile der Bev{\"o}lkerung eine niedrige Gesundheitskompetenz aufweisen. Um diese Situation zu verbessern, sind in vielen L{\"a}ndern nationale Strategien und Aktionspl{\"a}ne zur F{\"o}rderung von Gesundheitskompetenz erstellt worden. Diesen Beispielen folgend wurde j{\"u}ngst auch f{\"u}r Deutschland ein Nationaler Aktionsplan Gesundheitskompetenz erarbeitet. An dem 2-j{\"a}hrigen Entwicklungsprozess waren 15 ausgewiesene Expertinnen und Experten beteiligt. Auf Basis einer Analyse vorliegender Literatur zur Gesundheitskompetenz und bestehender Aktionspl{\"a}ne wurden die Konzeption, Ziele und Schwerpunkte des Aktionsplans festgelegt und konkrete Empfehlungen erarbeitet. Der Nationale Aktionsplan Gesundheitskompetenz konzentriert sich auf die Handlungsbereiche allt{\"a}gliche Lebenswelten, Gesundheitssystem, chronische Erkrankung und Forschung und formuliert f{\"u}r jeden konkrete Empfehlungen.}, language = {de} } @article{RathmannHerkeHurrelmannetal., author = {Rathmann, Katharina and Herke, Max and Hurrelmann, Klaus and Richter, Matthias}, title = {Klassenklima, schulisches Wohlbefinden und Gesundheit von Sch{\"u}lerinnen und Sch{\"u}lern in Deutschland: Ergebnisse des Nationalen Bildungspanels}, series = {Das Gesundheitswesen}, volume = {80}, journal = {Das Gesundheitswesen}, number = {4}, issn = {0941-3790, 1439-4421}, doi = {10.1055/s-0043-121886}, pages = {332 -- 341}, abstract = {Ziel Ziel des Beitrags ist es, erstmalig mit den Daten des Nationalen Bildungspanels den Zusammenhang zwischen Merkmalen des Klassenklimas und des schulischen Wohlbefindens mit der selbstberichteten Gesundheit und krankheitsbedingten Schulfehltagen von Sch{\"u}lern in deutschen Regelschulen zu untersuchen. Methodik Datenbasis bildet das Nationale Bildungspanel (NEPS). Die Stichprobe umfasst (n=7348) Sch{\"u}ler der siebten Klassen in Regelschulen (Startkohorte 3, Welle 3, 2012). Merkmale des Klassenklimas umfassen Anforderungen, Kontrolle und Lernorientierung im Unterricht, Autonomie und Interaktion der Sch{\"u}ler sowie die Unterrichtsqualit{\"a}t, jeweils auf die Lehrkr{\"a}fte in Deutsch bezogen. Das schulische Wohlbefinden wird {\"u}ber die Schulzufriedenheit sowie Hilflosigkeit in zentralen Schulf{\"a}chern erfasst. Es werden sowohl bivariate Analysen als auch logistische Mehrebenenmodelle, unter Kontrolle von Alter, Geschlecht und besuchter Schulform, durchgef{\"u}hrt. Ergebnisse Die Ergebnisse der Mehrebenenmodelle zeigen, dass insbesondere Sch{\"u}ler mit einer h{\"o}heren Schulzufriedenheit eine bessere Gesundheit und weniger krankheitsbedingte Fehltage berichten. Eine h{\"o}here Hilflosigkeit und Lernorientierung sind dagegen negativ mit beiden Zielgr{\"o}ßen assoziiert. Hauptsch{\"u}ler besitzen zudem ein erh{\"o}htes Risiko krankheitsbedingter Fehltage im Vergleich zu Gymnasiasten. Schlussfolgerung Die Ergebnisse unterstreichen, dass insbesondere das schulische Wohlbefinden in Form der Schulzufriedenheit sowie der Hilflosigkeit in zentralen Schulf{\"a}chern eng mit der subjektiven Gesundheit und krankheitsbedingten Fehltagen assoziiert ist. Maßnahmen zur Gesundheitsf{\"o}rderung sollten daher v. a. auf das schulische Wohlbefinden gerichtet werden sowie Sch{\"u}ler adressieren, die eine andere Schulform als das Gymnasium besuchen.}, language = {de} } @book{BruendelHurrelmann, author = {Br{\"u}ndel, Heidrun and Hurrelmann, Klaus}, title = {Kindheit heute}, publisher = {Beltz}, address = {Weinheim}, isbn = {978-3-407-25774-1}, pages = {240}, language = {de} } @article{BerensVogtSchaefferetal., author = {Berens, Eva-Maria and Vogt, Dominique and Schaeffer, Doris and Hurrelmann, Klaus and Messer, Melanie}, title = {Health literacy in old age: results of a German cross-sectional study}, series = {Health Promotion International}, journal = {Health Promotion International}, issn = {0957-4824, 1460-2245}, doi = {10.1093/heapro/dax012}, pages = {1 -- 9}, language = {en} } @article{Hurrelmann, author = {Hurrelmann, Klaus}, title = {Schulen werden zu "Agenturen f{\"u}r Lernarbeit". Die Generationen Y und Z tragen die digitale Revolution in die P{\"a}dagogik}, series = {P{\"a}dagogikunterricht}, journal = {P{\"a}dagogikunterricht}, number = {2}, publisher = {VdP}, address = {Wesel}, issn = {0176-179X}, pages = {36 -- 41}, language = {de} } @article{Hurrelmann, author = {Hurrelmann, Klaus}, title = {Die Entwicklungsaufgaben des Jugendalters. Vor welchen Herausforderungen stehen die Generationen Y und Z}, series = {P{\"a}dagogikunterricht}, journal = {P{\"a}dagogikunterricht}, number = {1}, publisher = {VdP}, address = {Wesel}, issn = {0176-179X}, pages = {10 -- 18}, language = {de} } @misc{HurrelmannAndresenFegteretal., author = {Hurrelmann, Klaus and Andresen, Sabine and Fegter, Susann and Schneekloth, Ulrich}, title = {Well-being, Poverty and Justice from a Child's Perspective}, volume = {17}, edition = {1}, publisher = {Springer International Publishing}, address = {Cham}, isbn = {978-3-319-57574-2}, issn = {1879-5196}, doi = {10.1007/978-3-319-57574-2}, pages = {228}, language = {en} }