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Teachers' ratings of social exclusion among students. The role of situational information and the […] Szekely, Lino; Bonefeld, M.; Beißert, Hanna Zeitschriftenbeitrag | In: Open Psychology | 2022 43517 Endnote: Autor*innen: Szekely, Lino; Bonefeld, M.; Beißert, Hanna
Titel: Teachers' ratings of social exclusion among students. The role of situational information and the ethnic origin of the excluded student based on the example of Syrian refugees
In: Open Psychology, 4 (2022) 1, S. 132-151
DOI: 10.1515/psych-2022-0007
URL: https://www.degruyter.com/document/doi/10.1515/psych-2022-0007/html
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Bewertung; Deutschland; Ethnische Herkunft; Flüchtling; Information; Intervention; Kind; Lehrer; Online; Schule; Schüler; Situation; Soziale Ausgrenzung; Umfrage
Abstract (english): In the current study, we examined teachers' ratings of social exclusion among students. 120 teachers (Mage=24.00, SD=3.71, 88% female) evaluated a hypothetical exclusion in which the excluded student's origin (German vs. Syrian refugee) was varied as well as whether participants received additional situational information about prior norm-violating behavior of the excluded student or not. Additionally, participants rated how likely they would intervene in the situation. For the evaluation of exclusion and the likelihood of intervention, there was a main effect of additional situational information, revealing that participants evaluated exclusion as less acceptable and were more likely to intervene if there was no additional situational information. Regarding the evaluation of exclusion, there was an interaction of additional situational information and the origin of the excluded student as the effect of additional situational information was bigger if the excluded student was German. For the likelihood of intervention, this interaction was not significant; but descriptively a similar pattern emerged. Results indicate that information about prior norm-violating behavior is more relevant for teachers' reactions to social exclusion than the origin of the excluded student. However, in situations with an understandable reason for exclusion, teachers do include the origin of the excluded student in their consideration. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

The role of ethnic origin and situational information in teachers' reactions to social exclusion […] Beißert, Hanna; Staat, Miriam; Bonefeld, Meike Zeitschriftenbeitrag | In: Social Psychology of Education | 2021 42386 Endnote: Autor*innen: Beißert, Hanna; Staat, Miriam; Bonefeld, Meike
Titel: The role of ethnic origin and situational information in teachers' reactions to social exclusion among students
In: Social Psychology of Education, 24 (2021) 6, S. 1511-1533
DOI: 10.1007/s11218-021-09656-5
URL: https://link.springer.com/article/10.1007/s11218-021-09656-5
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Lehrer; Lehramtsstudent; Reaktion; Verhalten; Intervention; Schüler; Ausgrenzung; Ethnische Gruppe; Migrationshintergrund; Schulform; Befragung; Deutschland
Abstract (english): The current study investigated pre- and in-service teachers' reactions to interethnic exclusion in Germany. Using hypothetical scenarios, we examined a sample of 482 teachers (84 males, 398 females; 59% pre-service teachers, 41% in-service teachers) as observers of exclusion among students. In these scenarios, we varied the ethnic origin of the excluded student (German vs. Turkish) and the background information, providing participants either with no additional background information or with information specifying that the excluded student had shown prior norm-violating behavior (insult of another student). We assessed the teachers' evaluations of the scenarios and their anticipated reactions. The aim of the study was to replicate and extend previous research on teachers' reactions to social exclusion. As expected, the analyses revealed a strong effect of the background information on teachers' evaluations and reactions. The teachers evaluated exclusion as much more acceptable and were less likely to intervene in the scenarios with negative background information compared to those without additional information. Teachers seem to view exclusion in these situations as an understandable consequence of norm-violating behavior. However, in contrast to our expectations, the ethnic origin of the excluded student in the scenarios had no impact on teachers' reactions. That is, situational information seems to be much more important for teachers' reactions to social exclusion than the ethnic origin of an excluded student. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Within-person effects of inclusion and exclusion on well-being in daily life Bernstein, Michael; Neubauer, Andreas B.; Benfield, Jacob A.; Potter, Lindey; Smyth, Joshua M. Zeitschriftenbeitrag | In: Personal Relationships | 2021 41485 Endnote: Autor*innen: Bernstein, Michael; Neubauer, Andreas B.; Benfield, Jacob A.; Potter, Lindey; Smyth, Joshua M.
Titel: Within-person effects of inclusion and exclusion on well-being in daily life
In: Personal Relationships, 28 (2021) 4, S. 940-960
DOI: 10.1111/pere.12399
URL: https://onlinelibrary.wiley.com/doi/10.1111/pere.12399
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Zwischenmenschliche Beziehung; Soziale Beziehung; Inklusion; Ausgrenzung; Wirkung; Emotionaler Zustand; Alltag; Wohlbefinden; Angst; Depression; Selbstwertgefühl; Soziale Interaktion; Student; Befragung; Mehrebenenanalyse
Abstract: Whether exclusion hurts or inclusion feels good is debated within social psychology, and research designs often compare people who are excluded from those who are included. Here, we examined how participants differ when they are excluded or included relative to when they are not engaging in social interactions. Participants completed an ecological momentary assessment study (7 days, six measures a day). Participants indicated if they were having a social interaction, whether the interaction was inclusionary or exclusionary, and their mood and basic needs. We found that when people were excluded, relative to no interaction, they had lower basic needs and worsened mood; the reverse was true during inclusion episodes. We also found that the within-person effect of exclusion was larger than the within-person effect of inclusion and that exclusion experiences were relatively uncommon (≈10% of all reported social interactions). Future research and the importance of examining within-person effects are discussed. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Evaluating sociometer theory in children's everyday lives. Inclusion, but not exclusion by peers at […] Schmidt, Andrea; Dirk, Judith; Neubauer, A. B.; Schmiedek, Florian Zeitschriftenbeitrag | In: European Journal of Personality | 2021 40786 Endnote: Autor*innen: Schmidt, Andrea; Dirk, Judith; Neubauer, A. B.; Schmiedek, Florian
Titel: Evaluating sociometer theory in children's everyday lives. Inclusion, but not exclusion by peers at school is related to within-day change in self-esteem
In: European Journal of Personality, 35 (2021) 5, S. 736-753
DOI: 10.1177/0890207020962328
URN: urn:nbn:de:0111-dipfdocs-236877
URL: https://www.pedocs.de/volltexte/2022/23687/pdf/EJP_2021_5_Schmidt_et_al_Evaluating_sociometer_theory_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Selbstwertgefühl; Soziale Anerkennung; Soziale Integration; Soziale Ausgrenzung; Einflussfaktor; Schule; Peer Group; Selbstbeurteilung; Soziometrie; Theorie; Längsschnittstudie; Deutschland
Abstract: Sociometer theory proposes that a person's self-esteem is a permanent monitor of perceived social inclusion and exclusion in a given situation. Despite this within-person perspective, respective research in children's everyday lives is lacking. In three intensive longitudinal studies, we examined whether children's self-esteem was associated with social inclusion and exclusion by peers at school. Based on sociometer theory, we expected social inclusion to positively predict self-esteem and social exclusion to negatively predict self-esteem on within- and between-person levels. Children aged 9-12 years reported state self-esteem twice per day (morning and evening) and social inclusion and exclusion once per day for two (Study 1) and four weeks (Studies 2-3). Consistently across studies, we found that social inclusion positively predicted evening self-esteem on within- and between-person levels. By contrast, social exclusion was not associated with evening self-esteem on the within-person level. On the between-person level, social exclusion was negatively linked to evening self-esteem only in Study 1. Multilevel latent change score models revealed that children's self-esteem changed from mornings (before school) to evenings (after school) depending on their perceived daily social inclusion, but not exclusion. The findings are discussed in light of sociometer theory and the bad-is-stronger-than-good phenomenon.
DIPF-Abteilung: Bildung und Entwicklung

The power of everyday peer relatedness in predicting subjective well-being after school transition Schmidt, Andrea; Dirk, Judith; Schmiedek, Florian Zeitschriftenbeitrag | In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie | 2021 41619 Endnote: Autor*innen: Schmidt, Andrea; Dirk, Judith; Schmiedek, Florian
Titel: The power of everyday peer relatedness in predicting subjective well-being after school transition
In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 52 (2021) 3/4, S. 64-74
DOI: 10.1026/0049-8637/a000220
URL: https://econtent.hogrefe.com/doi/10.1026/0049-8637/a000220
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Gymnasium; Weiterführende Schule; Übergang; Schüler; Wohlbefinden; Peergroup; Soziale Beziehung; Gemeinschaft; Ausgrenzung; Affekt; Emotion; Anpassung; Verhaltensauffälligkeit; Schulangst; Zufriedenheit; Frustration; Forschungsprojekt; Schuljahr 05; Messung; Smartphone; Lehrer; Fragebogen; Datenanalyse; Strukturgleichungsmodell; Mehrebenenanalyse; Hessen; Deutschland
Abstract: Der Übergang an die weiterführende Schule stellt ein kritisches Lebensereignis für viele Kinder dar. Diese Studie untersuchte 108 Kinder (M=10.11 Jahre, SD=0.44) in Deutschland innerhalb der ersten 12 Wochen nach dem Übergang ans Gymnasium. Tägliche Erfüllung und Frustration des Bedürfnisses nach sozialer Zugehörigkeit in die Klassengemeinschaft dienten als Prädiktoren der Verläufe kindlichen Wohlbefindens sowie psychologischer Anpassung/Psychopathologie. Subjektives Wohlbefinden wurde in den Wochen 3 - 4 sowie in Woche 11 des Schuljahres erhoben. Dazwischen berichteten Kinder über 4 Wochen hinweg täglich ihre wahrgenommene soziale Eingebundenheit und Ausgrenzung in der Schule. Lehrkräfte berichteten die psychologische Anpassung/Psychopathologie jedes Kindes in den Wochen 11 - 12. Tägliche soziale Eingebundenheit ging mit einem Anstieg des positiven Affekts von Woche 3/4 zu Woche 11 einher, während tägliche soziale Ausgrenzung Anstiege des negativen Affekts und der Schulangst vorhersagte. Höhere soziale Eingebundenheit hing mit geringeren Lehrkraft-berichteten emotionalen Symptomen und Problemen mit Gleichaltrigen zusammen, während höhere soziale Ausgrenzung stärkere Verhaltensprobleme und Hyperaktivität-Unaufmerksamkeit vorhersagte. (DIPF/Orig.)
Abstract (english): The transition from primary to secondary school represents a challenging life event. This study examined 108 children (age M = 10.11 years, SD = 0.44) in Germany during the first 12 weeks at a new school. Daily satisfaction and frustration of the basic need for relatedness were examined as predictors of subjective well-being versus ill-being and adjustment versus psychopathology. Subjective well-being or ill-being was assessed at weeks 3 - 4 and week 11 of the school year. In between, there was a 4-week period of daily assessments of perceived relatedness satisfaction and frustration. Teachers indicated each child's psychological adjustment or psychopathology (e. g., emotional symptoms) in weeks 11 - 12. Daily relatedness satisfaction was associated with increases in positive affect from weeks 3 - 4 to week 11, while daily relatedness frustration was linked to an increase in negative affect and school anxiety. Furthermore, daily relatedness satisfaction was negatively linked to teacher-reported emotional symptoms and peer problems at weeks 11 - 12, and daily relatedness frustration was positively associated with teacher-reported conduct problems and hyperactivity-inattention. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

German pre-service teachers' evaluations of and reactions to interethnic social exclusion scenarios Beißert, Hanna; Bonefeld, Meike Zeitschriftenbeitrag | In: Frontiers in Education | 2020 40848 Endnote: Autor*innen: Beißert, Hanna; Bonefeld, Meike
Titel: German pre-service teachers' evaluations of and reactions to interethnic social exclusion scenarios
In: Frontiers in Education, (2020) , S. 5:586962
DOI: 10.3389/feduc.2020.586962
URN: urn:nbn:de:0111-pedocs-231031
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-231031
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Schüler; Soziale Ausgrenzung; Ethnischer Aspekt; Lehramtsstudent; Bewertung; Reaktion; Intervention; Befragung; Szenarium; Deutschland
Abstract (english): This study investigated pre-service teachers' evaluations, reactions, and interventions with regard to interethnic exclusion scenarios in Germany. More specifically, we focused on pre-service teachers (N = 145, 99 female, Mage= 21.34) in the role of observers of exclusion among students. Using hypothetical scenarios in which either a German or a Turkish boy was excluded by other children of his class, we assessed teachers' evaluations of this exclusion behavior. This included evaluating how likely teachers were to intervene in the situation and what they would specifically do. The aim of this research was to examine whether the origin of an excluded student represents a relevant category for teachers' evaluations of and reactions to social exclusion. In addition, we aimed to determine whether teachers include aspects related to group functioning in their considerations. The analyses demonstrated that teachers generally reject social exclusion, with female participants rejecting exclusion even more than male participants. Further, participants evaluated the exclusion of a Turkish protagonist as more reprehensible than the exclusion of a German protagonist. Regarding the likelihood of intervention, the origin of the excluded person was only relevant for male participants; i.e., they were less likely to intervene when the excluded person was German than when the excluded person was Turkish. Analyses of teachers' reasoning revealed their strong focus on inclusion as a social norm, especially in cases of interethnic exclusion. That is, when participants reasoned about the exclusion of the Turkish protagonist, they referred to the social norm of inclusion much more than when talking about the German protagonist. In contrast, aspects related to group functioning were scarcely of importance. In terms of the specific actions that participants would undertake as a reaction to the exclusion situation, no differences related to the origin of the excluded person were found. Hence, the origin of the excluded person factored into both the evaluation of the exclusion and the likelihood of intervention, but once the decision to intervene was made, there were no differences in the specific actions. The results are discussed in light of practical implications and teacher training as well as in terms of implications for future research.
DIPF-Abteilung: Bildung und Entwicklung

Social inclusion of refugee and native peers among adolescents. It is the language that matters! Beißert, Hanna; Gönültaş, Seçil; Mulvey, Kelly Lynn Zeitschriftenbeitrag | In: Journal of Research on Adolescence | 2020 39287 Endnote: Autor*innen: Beißert, Hanna; Gönültaş, Seçil; Mulvey, Kelly Lynn
Titel: Social inclusion of refugee and native peers among adolescents. It is the language that matters!
In: Journal of Research on Adolescence, 30 (2020) 1, S. 219-233
DOI: 10.1111/jora.12518
URN: urn:nbn:de:0111-dipfdocs-191435
URL: http://www.dipfdocs.de/volltexte/2020/19143/pdf/jora_2020_1_Beissert_Goenueltas_Mulvey_Social_inclusion_of_refugee_and_native_peers_among_adolescents_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Flüchtlingsjugend; Sprachkompetenz; Einflussfaktor; Soziale Interaktion; Peergroup; Jugendlicher; Migrationshintergrund; Inklusion; Ausgrenzung; Akkulturation; Soziale Integration; Wirkung; Gesundheit; Wohlbefinden; Kommunikation; Entscheidung; Gymnasium; Sekundarstufe I; Herkunftsland; Befragung; Syrien; Deutschland
Abstract (english): This study investigated the role of refugee status and language skills for adolescents' inclusion or exclusion decisions in hypothetical intergroup scenarios. 100 German adolescents (Mage = 13.65 years, SD = 1.93) were presented three scenarios in which groups of adolescents are planning leisure time activities, and peers from their own country (Germany) versus another country (Syrian refugees) with either good or bad German skills want to join them. Whereas adolescents' inclusion decisions did not differ between the German protagonist and the Syrian one with good German skills, the Syrian protagonist with bad German skills was less likely to be included than either of the other two. These findings have implications for understanding the role of language in adolescents' inclusion decisions. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Soziale Ausgrenzung und Mobbing. Gemeinsamkeiten und Unterschiede bei Mädchen und Jungen Beißert, Hanna; Gutzwiller-Helfenfinger, Eveline Zeitschriftenbeitrag | In: In-Mind Magazin | 2019 39092 Endnote: Autor*innen: Beißert, Hanna; Gutzwiller-Helfenfinger, Eveline
Titel: Soziale Ausgrenzung und Mobbing. Gemeinsamkeiten und Unterschiede bei Mädchen und Jungen
In: In-Mind Magazin, 10 (2019) 2
URN: urn:nbn:de:0111-pedocs-180856
URL: http://de.in-mind.org/article/soziale-ausgrenzung-und-mobbing-gemeinsamkeiten-und-unterschiede-bei-maedchen-und-jungen
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Deutsch
Schlagwörter: Ausgrenzung; Mobbing; Soziales Verhalten; Junge; Mädchen; Geschlechtsspezifischer Unterschied; Geschlechterrolle; Schule; Peergroup
Abstract: Eine Szene aus dem Alltag: Lisa ist als einzige nicht in den "Fun"-Klassenchat aufgenommen worden. Sie hört, wie sich einige Klassenkameradinnen auf dem Schulweg immer wieder über den Chat unterhalten, auf ihre Handys schauen, die Köpfe zusammenstecken, kichern und ihr Blicke zuwerfen. Soziale Ausgrenzung im Allgemeinen und Mobbing im Spezifischen spielen eine wichtige Rolle im Alltag vieler Menschen und stellen besonders bei Kindern und Jugendlichen ein hoch relevantes Thema dar. Dabei gibt es erstaunlich viele Gemeinsamkeiten zwischen Jungen und Mädchen, aber auch einige wichtige Unterschiede. In diesem Text geht es um beides. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Chancengerechtigkeit im deutschen Bildungssystem Maaz, Kai Zeitschriftenbeitrag | In: Huffingtonpost | 2017 37696 Endnote: Autor*innen: Maaz, Kai
Titel: Chancengerechtigkeit im deutschen Bildungssystem
In: Huffingtonpost, (2017)
URL: http://www.huffingtonpost.de/kai-maaz/chancengerechtigkeit-deutsches-bildungssystem_b_15823740.html
Dokumenttyp: 3b. Beiträge in weiteren Zeitschriften; Zeitungsartikel
Sprache: Deutsch
Schlagwörter: Ausgrenzung; Berufsausbildung; Bildungsbericht; Bildungsbeteiligung; Bildungseinrichtung; Bildungserfolg; Bildungssystem; Deutschland; Kompetenz; Migration; Privatisierung; Regionalstruktur; Soziale Herkunft; Soziale Ungleichheit; Studium; Unterschied
Abstract: Der Artikel ist eine Kurzfassung des gleichnamigen Beitrags der DUK-Publikationsreihe "Blickwinkel", in welcher der Autor anhand des nationalen Bildungsberichts 2016 die Chancengerechtigkeit im deutschen Bildungssystem untersucht. Folgt man der Analyse des Berichts, befindet sich das deutsche Bildungssystem gegenwärtig in einer Situation zwischen Bildungsexpansion und Bildungsintegration. In einer Vielzahl von Bildungsbereichen sind in den vergangenen Jahren wichtige strukturelle Veränderungsprozesse eingeleitet worden. Trotz dieser positiven Entwicklung steht das deutsche Bildungssystem aber auch künftig vor großen Herausforderungen, die sich in sechs Handlungsfeldern für Bildungspolitik und Bildungsinstitutionen beschreiben lassen.
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens

Sense of belonging to school in 15-year old students: The role of parental education and students' […] Marksteiner, Tamara; Kuger, Susanne Zeitschriftenbeitrag | In: European Journal of Psychological Assessment | 2016 36227 Endnote: Autor*innen: Marksteiner, Tamara; Kuger, Susanne
Titel: Sense of belonging to school in 15-year old students: The role of parental education and students' attitudes toward school
In: European Journal of Psychological Assessment, 32 (2016) 1, S. 68-74
DOI: 10.1027/1015-5759/a000333
URN: urn:nbn:de:0111-pedocs-149859
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-149859
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Ausgrenzung; Bildungsabschluss; Datenanalyse; Einstellung <Psy>; Eltern; Empirische Untersuchung; Gruppe; Internationaler Vergleich; PISA <Programme for International Student Assessment>; Schule; Schüler; Soziale Herkunft; Wahrnehmung
Abstract (english): Worldwide, students' health and subjective well-being increasingly are regarded as important. One central noncognitive aspect that threatens students' well-being and that is related to students' socioeconomic background is whether they feel they belong to their social context (e.g., school) or instead feel socially ostracized. The present study investigated the relation between parents' education and students' sense of belonging to school and the role of students' and parents' attitudes toward school as mediators across different countries. The results indicate that students whose parents have a higher education level feel less socially excluded. As expected, students' attitude functions as a mediator: The more educated the students' parents, the more positive the students' attitudes toward school. Likewise, the more positive their attitude, the stronger they indicated a feeling of social belonging and the less they indicated feeling socially excluded. Further, more individualistic countries show a weaker effect. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation