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The development of intergroup bias. Social-cognitive foundations and pathways forward
Beißert, Hanna; Chalik, Lisa; Misch, Antonia (Hrsg.)
Sammelband
| Amsterdam: Elsevier | 2023
43930 Endnote
Herausgeber*innen:
Beißert, Hanna; Chalik, Lisa; Misch, Antonia
Titel:
The development of intergroup bias. Social-cognitive foundations and pathways forward
Erscheinungsvermerk:
Amsterdam: Elsevier, 2023 (Acta Psychologica, 238)
URL:
https://www.sciencedirect.com/journal/acta-psychologica/vol/238/suppl/C
Dokumenttyp:
2. Herausgeberschaft; Zeitschriftensonderheft
Sprache:
Englisch
Abstract:
The goal of this special issue is to present research that focuses on the development of intergroup bias in childhood, including both the social-cognitive processes and conditions that facilitate the development of group-based biases in the first place, as well as potential ways of counteracting these negative outcomes.Topics may include, but are not limited to:- the development of social categorization, stereotyping, prejudice, and discrimination- the influence of intragroup dynamics on the emergence and manifestation of intergroup attitudes- contextual or intrapersonal factors that facilitate or hinder the emergence and manifestation of intergroup attitudes. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
The development of intergroup bias. Social-cognitive foundations and pathways forward
Beißert, Hanna; Chalik, Lisa; Misch, Antonia
Zeitschriftenbeitrag
| In: Acta Psychologica | 2023
43931 Endnote
Autor*innen:
Beißert, Hanna; Chalik, Lisa; Misch, Antonia
Titel:
The development of intergroup bias. Social-cognitive foundations and pathways forward
In:
Acta Psychologica, 238 (2023) , S. 103959
DOI:
10.1016/j.actpsy.2023.103959
URL:
https://www.sciencedirect.com/science/article/pii/S000169182300135X
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Sprache:
Englisch
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Hinweise auf Langzeiteffekte von Service-Learning. Eine retrospektive Befragung
Beißert, Hanna; Derkau, Julia; Waag, Anne-Sophie; Hofer, Manfred
Zeitschriftenbeitrag
| In: Journal für LehrerInnenbildung | 2023
44050 Endnote
Autor*innen:
Beißert, Hanna; Derkau, Julia; Waag, Anne-Sophie; Hofer, Manfred
Titel:
Hinweise auf Langzeiteffekte von Service-Learning. Eine retrospektive Befragung
In:
Journal für LehrerInnenbildung, (2023)
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Deutsch
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Frauen in MINT-Studiengängen. Genderideologien, Gender-Science-Stereotypen und Zugehörigkeitsgefühl
Weiß, Hanna; Beißert, Hanna
Zeitschriftenbeitrag
| In: Beiträge zur Hochschulforschung | 2023
44223 Endnote
Autor*innen:
Weiß, Hanna; Beißert, Hanna
Titel:
Frauen in MINT-Studiengängen. Genderideologien, Gender-Science-Stereotypen und Zugehörigkeitsgefühl
In:
Beiträge zur Hochschulforschung, (2023)
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Deutsch
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Das Gerechtigkeitsempfinden von Kindern. Interview mit Hanna Beißert
Wilde, Anke; Beißert, Hanna
Verschiedenartige Dokumente
| 2023
43767 Endnote
Autor*innen:
Wilde, Anke; Beißert, Hanna
Titel:
Das Gerechtigkeitsempfinden von Kindern. Interview mit Hanna Beißert
Erscheinungsvermerk:
2023
URL:
https://dipfblog.com/2023/05/04/folge-20-der-podcastreihe-sitzenbleiben-das-gerechtigkeitsempfinden-von-kindern/
Dokumenttyp:
7. Blogbeiträge; Pod-; Vidcasts; Pod-/Vidcasts
Sprache:
Deutsch
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen; Öffentlichkeitsarbeit
Group norms and moral development. Reasoning & cognition across the lifespan
Conry-Murray, Clare; McGuire, Luke; Hitti, Aline; Beißert, Hanna (Hrsg.)
Sammelband
| Lausanne: Frontiers Media | 2022
43515 Endnote
Herausgeber*innen:
Conry-Murray, Clare; McGuire, Luke; Hitti, Aline; Beißert, Hanna
Titel:
Group norms and moral development. Reasoning & cognition across the lifespan
Erscheinungsvermerk:
Lausanne: Frontiers Media, 2022 (Frontiers in Psychology)
URL:
https://www.frontiersin.org/research-topics/22191/group-norms-and-moral-development-reasoning-cognition-across-the-lifespan
Dokumenttyp:
2. Herausgeberschaft; Zeitschriftensonderheft
Sprache:
Englisch
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Inclusion of refugee peers. Differences between own preferences and expectations of the peer group
Beißert, Hanna; Mulvey, Kelly Lynn
Zeitschriftenbeitrag
| In: Frontiers in Psychology | 2022
42855 Endnote
Autor*innen:
Beißert, Hanna; Mulvey, Kelly Lynn
Titel:
Inclusion of refugee peers. Differences between own preferences and expectations of the peer group
In:
Frontiers in Psychology, 13 (2022) , S. 855171
DOI:
10.3389/fpsyg.2022.855171
URL:
https://www.frontiersin.org/articles/10.3389/fpsyg.2022.855171/full
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Abstract:
Given the high numbers of refugees from Syria entering Germany in the recent years, the social integration of refugee youth has become an increasingly important issue in Germany. Thus, the current study examines adolescents' decisions and reasoning around the inclusion of Syrian peers in Germany. Using a hypothetical scenario, we assessed adolescents' (N = 100, M = 13.65 years, SD = 1.93, 51 females, 49 males) peer inclusion decisions and reasoning with attention to comparing inclusion of a Syrian refugee peer and a German peer. Given the importance of group norms for adolescents, we assessed not only adolescents' own inclusion decisions, but also what they would expect their peer group to decide and what they think their peer group should do. Moreover, adolescents' underlying reasoning was assessed. The analyses revealed that adolescents thought they would be more inclusive of a Syrian peer than a German peer and that their peer group should be more inclusive of a Syrian peer than a German peer. These tendencies toward including refugees were justified with references to morality as well as social-conventions. In contrast to their own decisions and to what they think their peer group should, participants expected their group would be more inclusive toward a German peer than a Syrian peer. This was mainly justified by referencing aspects of group functioning and psychological information about the peers, whereas moral and prosocial reasoning was very rarely used for the expected group decision. In sum, these findings document that adolescents in Germany wish to be inclusive regarding refugee peers and that they balance attention to morality and other domains of social reasoning when thinking about inclusion decisions while they expect that their peers will not consider morally relevant information when making these decisions. These findings have important practical implications as they indicate the importance of interventions that focus on promoting inclusive peer group norms. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
The role of gender for teachers' reactions to social exclusion among students
Beißert, Hanna; Staat, Miriam; Bonefeld, Meike
Zeitschriftenbeitrag
| In: Frontiers in Education | 2022
42661 Endnote
Autor*innen:
Beißert, Hanna; Staat, Miriam; Bonefeld, Meike
Titel:
The role of gender for teachers' reactions to social exclusion among students
In:
Frontiers in Education, 7 (2022) , S. 819922
DOI:
10.3389/feduc.2022.819922
URL:
https://www.frontiersin.org/articles/10.3389/feduc.2022.819922/full
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Abstract (english):
Social exclusion, i.e., being kept apart from others and not being allowed to join, is a common phenomenon at school and can have severe consequences for students' healthy development and success at school. This study examined teachers' reactions to social exclusion among students focusing on the role of gender. Specifically, we were interested in potential effects of gender-specific socialization and social expectations linked to gender for teachers' reactions to social exclusion among students. We used hypothetical scenarios in which a student is being excluded from a study group by other students. We focused on the gender of the teacher (as an observer of exclusion) on the one hand and on the gender of the excluded student on the other hand. In the hypothetical scenarios, we varied the gender of the excluded student by using either a typical female or male name. The study included 101 teachers from different school tracks in Germany (Mage = 36.93, SD = 9.84; 84 females, 17 males). We assessed teachers' evaluations of the exclusion scenario and their anticipated reactions, i.e., how likely they were to intervene in such a situation and what they would specifically do. As expected, the participating teachers showed a general tendency to reject exclusion among students. This tendency was even more pronounced among female teachers compared to male teachers. Interestingly, these gender differences on the attitudinal side did not translate into differences in teachers' behavioral intentions: for the likelihood to intervene, we did not find any differences based on the gender of the teacher. In terms of the gender of the excluded student, things were different: The gender of the excluded student did not affect teachers' evaluations of the exclusion scenario. Yet, the gender of the excluded was relevant for participants' behavioral intentions. Namely, teachers were less likely to intervene in the scenario if a boy was excluded. These findings are in line with considerations related to gender-specific socialization and social expectations linked to gender. Overall, the study demonstrates that gender is an important aspect in the context of social exclusion and further research should explicitly focus on how socialization and gender expectations can explain these findings. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Opportunities and limitations of using the linguistic category model as a measure of teachers' […]
Bonefeld, Meike; Beißert, Hanna
Zeitschriftenbeitrag
| In: Learning and Instruction | 2022
41338 Endnote
Autor*innen:
Bonefeld, Meike; Beißert, Hanna
Titel:
Opportunities and limitations of using the linguistic category model as a measure of teachers' implicit stereotypes in Germany
In:
Learning and Instruction, 78 (2022) , S. 101501
DOI:
10.1016/j.learninstruc.2021.101501
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0959475221000608
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Abstract (english):
The current work focused on how ethnic stereotypes manifest themselves in language. The aim of our research was to investigate whether the Linguistic Category Model (LCM) is applicable to German teachers' language. More precisely, we investigated whether the categories proposed by Semin and Fiedler (1988) and mostly tested in the English-speaking world are applicable to German teachers' language and whether the pattern of Linguistic Intergroup Bias is evident in teachers' language. The analyses of two samples including in- and pre-service teachers (Study 1: N = 124, 76.6% female; Study 2: N = 104, 67.6% female) revealed difficulties in applying the LCM to German teachers' language. Further, neither of the two conducted studies found patterns of Linguistic Intergroup Bias in teachers' language. We attribute this to a mismatch between the LCM and the German language and discuss the difficulties and limitations of applying the category system to other languages. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Editorial: Group norms and moral development. Reasoning and cognition across the lifespan
Conry-Murray, Clare; McGuire, Luke; Hitti, Aline; Beißert, Hanna
Zeitschriftenbeitrag
| In: Frontiers in Psychology | 2022
43521 Endnote
Autor*innen:
Conry-Murray, Clare; McGuire, Luke; Hitti, Aline; Beißert, Hanna
Titel:
Editorial: Group norms and moral development. Reasoning and cognition across the lifespan
In:
Frontiers in Psychology, 13 (2022) , S. 1035999
DOI:
10.3389/fpsyg.2022.1035999
URL:
https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1035999/full
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Sprache:
Englisch
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
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