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Teachers' social and emotional competencies. A lever for social and emotional learning in schools Odak, Iva; Marušić, Iris; Matić Bojić, Jelena; Puzić, Saša; Bakić, Hrvoje; Eliasson, Nina; […] Zeitschriftenbeitrag | In: Sociology and Space | 2023 44272 Endnote: Autor*innen: Odak, Iva; Marušić, Iris; Matić Bojić, Jelena; Puzić, Saša; Bakić, Hrvoje; Eliasson, Nina; Gasteiger Klicpera, Barbara; Gøtzsche, Katinka; Kozina, Ana; Perković, Iva; Roczen, Nina; Tomé, Gina; Veldin, Manja
Titel: Teachers' social and emotional competencies. A lever for social and emotional learning in schools
In: Sociology and Space, 61 (2023) 1, S. 105-122
DOI: 10.5673/sip.61.1.5
URL: https://hrcak.srce.hr/clanak/438194
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract (english): The present paper focuses on social and emotional learning, and highlights empirical findings on its importance for teachers, students and schools. The importance of social and emotional learning in school settings has been a central focus of research for the last 30 years. The development of teachers' social and emotional competencies has been an essential factor for improving social and emotional learning of students. Only when teachers are able to create a school climate in which students feel included and welcome, students can develop and enhance their social and emotional competencies. In this paper, we outline the main conceptual frameworks on social and emotional learning, emphasizing the CASEL framework, relevant for both young people and adults. We proceed by focusing on teachers' social and emotional competencies, as teachers are one of the key figures for fostering and developing social and emotional competencies in school settings. Afterwards, we address the issue of development of teachers' social and emotional competencies in various settings. The last part of the paper links teachers' and students' social and emotional competencies. We stress the importance of teachers' social and emotional competencies for healthy teacher-student relationships, and students' well-being and academic achievement. As teachers also need support for the development of these competencies, we advocate for comprehensive school-wide approach, in order to ensure the successful implementation of social and emotional learning in classrooms.
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Evaluation of the HAND in HAND programme - documentation of the questionnaire scales Roczen, Nina; Rožman, Mojca; Wetzel, Pauline; Hartig, Johannes; Gasteiger-Klicpera, Barbara; […] Forschungsdaten/Instrumente | Pedagoški inštitut | 2023 44655 Endnote: Autor*innen: Roczen, Nina; Rožman, Mojca; Wetzel, Pauline; Hartig, Johannes; Gasteiger-Klicpera, Barbara; Gøtzsche, Katinka; Kozina, Ana; Matić Bojić, Jelena; Oskarsson, Magnus; Tomé, Gina
Titel: Evaluation of the HAND in HAND programme - documentation of the questionnaire scales
Erscheinungsvermerk: Ljubljana: Pedagoški inštitut, 2023
URL: https://handinhand.si/en/
Dokumenttyp: 6. Forschungsdaten; Instrumente; Diagnostische Instrumente (inkl. Testverfahren)
Sprache: Englisch
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

HAND:ET international dataset Rožman, Mojca; Roczen, Nina; Hartig, Johannes; Paleczek, Lisa; Gøtzsche, Katinka; Kozina, Ana; […] Forschungsdaten/Instrumente | Pedagoški inštitut | 2023 44656 Endnote: Autor*innen: Rožman, Mojca; Roczen, Nina; Hartig, Johannes; Paleczek, Lisa; Gøtzsche, Katinka; Kozina, Ana; Matić Bojić, Jelena; Oskarsson, Magnus; Tomé, Gina
Titel: HAND:ET international dataset
Erscheinungsvermerk: Ljubljana: Pedagoški inštitut, 2023
URL: https://handinhand.si/en/
Dokumenttyp: 6. Forschungsdaten; Instrumente; Datenkollektion/Dataset
Sprache: Englisch
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Global Competence - ein Konzept für eine globale zukunftsfähige Bildung? Roczen, Nina; Kater-Wettstädt, Lydia Sammelbandbeitrag | Aus: Genkova, Petia (Hrsg.): Handbuch Globale Kompetenz: Grundlagen - Herausforderungen - Krisen | Wiesbaden: Springer | 2022 42446 Endnote: Autor*innen: Roczen, Nina; Kater-Wettstädt, Lydia
Titel: Global Competence - ein Konzept für eine globale zukunftsfähige Bildung?
Aus: Genkova, Petia (Hrsg.): Handbuch Globale Kompetenz: Grundlagen - Herausforderungen - Krisen, Wiesbaden: Springer, 2022 , S. 1-14
DOI: 10.1007/978-3-658-30684-7_2-1
URL: https://link.springer.com/referenceworkentry/10.1007/978-3-658-30684-7_2-1
Dokumenttyp: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Sprache: Deutsch
Abstract: Die OECD hat sich in PISA 2018 erstmalig dazu entschieden, mit "Global Competence" eine Kompetenz zu testen, in deren Zentrum (auch) Normen und Werte stehen. Der Versuch der Messung eines solchen Konstrukts in einer international vergleichenden Studie durch eine Organisation wie die OECD birgt Chancen, aber auch große Herausforderungen. In diesem Kapitel wird beschrieben, wie das Konstrukt Global Competence im Rahmen der PISA Studie konzeptualisiert und wie die einzelnen Aspekte konkret erfasst wurden. Anschließend werden die Herausforderungen diskutiert, die mit der Erhebung eines Konstrukts wie Global Competence im Rahmen einer international angelegten Studie wie PISA von einer Organisation wie der OECD verbunden sind und welche Konsequenzen sich für eine (globale) Bildung für nachhaltige Entwicklung auf internationaler Ebene ergeben können. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Measuring system competence in education for sustainable development Roczen, Nina; Fischer, Frank; Fögele, Janis; Hartig, Johannes; Mehren, Rainer Zeitschriftenbeitrag | In: Sustainability | 2021 41188 Endnote: Autor*innen: Roczen, Nina; Fischer, Frank; Fögele, Janis; Hartig, Johannes; Mehren, Rainer
Titel: Measuring system competence in education for sustainable development
In: Sustainability, 13 (2021) 9, S. 4932
DOI: 10.3390/su13094932
URN: urn:nbn:de:0111-pedocs-238471
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-238471
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Bildung; Nachhaltige Entwicklung; Systemkompetenz; Testentwicklung; Messung; Bewertung; Schuljahr 08; Schuljahr 09; Gesamtschule; Realschule; Hauptschule; Gymnasium; Bayern; Hessen; Nordrhein-Westfalen; Deutschland
Abstract (english): This paper presents the development of an instrument for the assessment of system competence in the field of Education for Sustainable Development (ESD). Based on an already existing, more complex model of system competence for the school subject geography, we have developed a test that refers to central themes and principles of ESD using exclusively closed answer formats. Building on the results of cognitive laboratories and expert feedback from various fields, the instrument was (further) developed in an iterative process of feedback and revision. We conducted a quantitative pilot study with N = 366 8th and 9th grade students. The results indicate that the development of our system competence test was successful-the overall test yielded a high reliability and only very few items were not working as intended. Furthermore, the difficulties of the items were appropriate for the ability levels of the students and the results of a confirmatory factor analysis (CFA) suggest that the newly developed test measures system competence with one dimension. As the test is compact, easy to interpret, and yet reliable, it is particularly suitable for monitoring purposes in the field of ESD.
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Global competence in PISA 2018. Einstellungen von Fünfzehnjährigen in Deutschland zu globalen und […] Weis, Mirjam; Reiss, Kristina; Mang, Julia; Schiepe-Tiska, Anja; Diedrich, Jenniger; Roczen, Nina; […] Monographie | Münster: Waxmann | 2020 40667 Endnote: Autor*innen: Weis, Mirjam; Reiss, Kristina; Mang, Julia; Schiepe-Tiska, Anja; Diedrich, Jenniger; Roczen, Nina; Jude, Nina
Titel: Global competence in PISA 2018. Einstellungen von Fünfzehnjährigen in Deutschland zu globalen und interkulturellen Themen
Erscheinungsvermerk: Münster: Waxmann, 2020 (Wissenschaft macht Schule, 2)
DOI: 10.31244/978383099300
URN: urn:nbn:de:0111-pedocs-210696
URL: https://www.pedocs.de/frontdoor.php?source_opus=21069
Dokumenttyp: 1. Monographien (Autorenschaft); Monographie
Sprache: Deutsch
Schlagwörter: Deutschland; Einstellung <Psy>; Eltern; Fragebogenerhebung; Globales Denken; Globales Lernen; Globalisierung; Interkulturalität; Interkulturelle Kompetenz; Internationaler Vergleich; Jugendlicher; Lehrer; PISA <Programme for International Student Assessment>; Schüler; Schülerperspektive; Schulform; Schulleiter; Selbsteinschätzung
Abstract: In der PISA-Studie 2018 wurde als innovative Domäne erstmals Global Competence bei fünfzehnjährigen Schülerinnen und Schülern erfasst. In dieser Zusatzerhebung werden das selbsteingeschätzte Wissen von Schülerinnen und Schülern zu Themen mit lokaler und globaler Bedeutung (z. B. Klimawandel, Armut, Pandemien) sowie ihre Einstellungen zu globalen und interkulturellen Themen in den Blick genommen. Dabei geht es beispielsweise um den respektvollen Umgang mit Menschen unterschiedlicher nationaler Herkunft und entsprechendem ethnischen, religiösen, sozialen oder kulturellen Hintergrund. Diese Broschüre stellt die Ergebnisse der Schülerinnen und Schüler in Deutschland aus der Zusatzauswertung Global Competence bei der PISA-Studie 2018 vor und betrachtet diese im internationalen Vergleich. Zusätzlich werden die Sicht der Schulleitungen und Lehrkräfte in den verschiedenen Schularten sowie die Sicht der Eltern einbezogen. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

The structure of conflict styles in adolescents. Psychometric properties of the Adapted Rahim […] Filsecker, Michael; Abs, Hermann Josef; Roczen, Nina Zeitschriftenbeitrag | In: European Journal of Psychological Assessment | 2020 39653 Endnote: Autor*innen: Filsecker, Michael; Abs, Hermann Josef; Roczen, Nina
Titel: The structure of conflict styles in adolescents. Psychometric properties of the Adapted Rahim Organizational Conflict Style Inventory-II (ROCI-II)
In: European Journal of Psychological Assessment, 36 (2020) 4, S. 526-536
DOI: 10.1027/1015-5759/a000527
URN: urn:nbn:de:0111-pedocs-237830
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-237830
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Jugendlicher; Konflikt; Demokratische Erziehung; Konfliktlösung; Messverfahren; Modell; Messung; Unterschied; Einflussfaktor; Erhebungsinstrument; Psychometrie; Struktur; Evaluation; Faktorenanalyse
Abstract (english): This study examines the latent structure of the Rahim Organizational Conflict Inventory - II (ROCI-II) in several samples of secondary school students. Findings from earlier studies conducted in adult populations suggested that the instrument has a four- or five-factor structure; however, the exploratory factor analysis (EFA) in this study yielded a three-factor (integrating, dominating, avoiding) solution, with most of the items associated with a fourth factor (Obliging) failing to load as predicted. A confirmatory factor analysis (CFA) replicated the three-factor solution satisfactorily. A multiple-group CFA indicated that the ROCI-II showed invariant measurement properties in male and female students and corroborated the concurrent validity of the three-factor solution. The integrating factor was related positively to a measure of perspective taking but negatively to a measure of reluctance to participate. The avoiding factor was associated with a measure of reluctance to participate. We discuss the implications of the results for understanding the latent structure of the ROCI-II in adolescents. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

How do the participants evaluate the HAND in HAND programme? Results of semi-structured focus group […] Vieluf, Svenja; Denk, Albert; Rožman, Mojca; Roczen, Nina Sammelbandbeitrag | Aus: Kozina, Ana (Hrsg.): Social, emotional and intercultural competencies for inclusive school environments across Europe: Relationships matter | Hamburg: Kovač | 2020 39656 Endnote: Autor*innen: Vieluf, Svenja; Denk, Albert; Rožman, Mojca; Roczen, Nina
Titel: How do the participants evaluate the HAND in HAND programme? Results of semi-structured focus group interviews
Aus: Kozina, Ana (Hrsg.): Social, emotional and intercultural competencies for inclusive school environments across Europe: Relationships matter, Hamburg: Kovač, 2020 (Studien zur Schulpädagogik, 89), S. 195-218
URL: https://www.verlagdrkovac.de/volltexte/11406/11406_Kozina%20ED%20-%20Social%20emotional%20and%20intercultural%20competencies%20for%20inclusive%20school%20environments%20across%20Europe.pdf#page=196
Dokumenttyp: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Teilnehmer; Evaluation; Programm; Summative Evaluation; Formative Evaluation; Gruppe; Interview; Intervention; Wirkung
Abstract (english): This chapter summarises and discusses how participants evaluated the HAND in HAND programme. It is based on responses to two questions asked during semi-structured focus group interviews which comprised part of a more comprehensive evaluation of the HAND in HAND programme. The findings complement the experimental outcome evaluation but they also serve a formative purpose, i.e. to help identify the starting points for improving the programme. In terms of the summative outcome evaluation, the results show that many participants liked the programme (particularly the teachers, less so the students) and that the programme had positive short-term effects on the participants' mood and on the group atmosphere in several groups. However, only a few participants observed long-term effects. One reason for the latter finding may be that many school staff groups reported difficulties in imple-menting exercises, practices or ideas from the programme within their everyday pedagogical practice. Hence, the programme could probably gain from including longer-term support with respect to implementation. Other suggestions for improvement derived from the interviews are designing the intervention according to a real 'whole-school' approach and better supporting the autonomy of students. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

Development of the assessment for use in evaluation of the HAND in HAND programme Roczen, Nina; Endale, Wubamlak; Vieluf, Svenja; Rožman, Mojca Sammelbandbeitrag | Aus: Kozina, Ana (Hrsg.): Social, emotional and intercultural competencies for inclusive school environments across Europe: Relationships matter | Hamburg: Kovač | 2020 39654 Endnote: Autor*innen: Roczen, Nina; Endale, Wubamlak; Vieluf, Svenja; Rožman, Mojca
Titel: Development of the assessment for use in evaluation of the HAND in HAND programme
Aus: Kozina, Ana (Hrsg.): Social, emotional and intercultural competencies for inclusive school environments across Europe: Relationships matter, Hamburg: Kovač, 2020 (Studien zur Schulpädagogik, 89), S. 131-156
URL: https://www.verlagdrkovac.de/volltexte/11406/11406_Kozina ED - Social emotional and intercultural competencies for inclusive school environments across Europe.pdf#page=132
Dokumenttyp: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Bewertung; Messung; Entwicklung; Pilotstudie; Externe Evaluation; Methode; Vielfalt; Messinstrument
Abstract (english): This chapter presents how the measures targeting social, emotional and intercultural/transcultural (SEI) competencies as well as classroom climate used to externally evaluate the HAND in HAND programme were developed and selected. In the first section, we describe the assessment strategy for our summative and formative evaluation, which consists of applying a multimethod approach that combines self-reports, other-reports, a sociometric measure, vignettes and interviews to measure possible effects of the HAND in HAND programme, find out how participants experienced the programmes and discover levers to help improve the programmes. In the second section, we look at the process of selecting the questionnaire scales based on a pilot study that was conducted in three countries (Slovenia, Croatia, Sweden). We conclude by presenting the final instruments used for the HAND in HAND programme evaluation. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

Evaluation of the HAND in HAND programme. Results from questionnaire scales Rožman, Mojca; Roczen, Nina; Vieluf, Svenja Sammelbandbeitrag | Aus: Kozina, Ana (Hrsg.): Social, emotional and intercultural competencies for inclusive school environments across Europe: Relationships matter | Hamburg: Kovač | 2020 39655 Endnote: Autor*innen: Rožman, Mojca; Roczen, Nina; Vieluf, Svenja
Titel: Evaluation of the HAND in HAND programme. Results from questionnaire scales
Aus: Kozina, Ana (Hrsg.): Social, emotional and intercultural competencies for inclusive school environments across Europe: Relationships matter, Hamburg: Kovač, 2020 (Studien zur Schulpädagogik, 89), S. 157-194
URL: https://www.verlagdrkovac.de/volltexte/11406/11406_Kozina%20ED%20-%20Social%20emotional%20and%20intercultural%20competencies%20for%20inclusive%20school%20environments%20across%20Europe.pdf#page=158
Dokumenttyp: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Externe Evaluation; Fragebogen; Skala; Quantitative Daten; Programm; Effekt
Abstract (english): A principal focus of the evaluation of the HAND in HAND programme is tracing back causal effects on the student and/or school staff programmes. We investigate whether the programme had the expected effects on social, emotional and intercultural competencies (hereinafter SEI competencies) and classroom learning environments. In this chapter, we present results regarding the programme's effectiveness that are based on questionnaire scales from the student and school staff evaluation instrument. These results are part of the experimental outcome evaluation. We compare the experimental groups to the control group in the pre- and post-measurements. Our analysis of the short-term programme effects reveals some of the programme's expected effects in all participating countries. However, many effects in an unexpected direction were also observed. Hence, the HAND in HAND programme may be judged as effective, although its effects are complex and appear to be both positive and negative depending on the specific outcome being examined.
DIPF-Abteilung: Bildungsqualität und Evaluation