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(Personen: "Beißert," und "Hanna")
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Inklusionsentscheidungen deutscher und bildungsinländischer Studierender gegenüber internationalen […]
Flacke, Lea; Beißert, Hanna
Journal Article
| In: Beiträge zur Hochschulforschung | 2022
43516 Endnote
Author(s):
Flacke, Lea; Beißert, Hanna
Title:
Inklusionsentscheidungen deutscher und bildungsinländischer Studierender gegenüber internationalen Studierenden in Deutschland. Die Rolle von Sprachkenntnissen und kultureller Ähnlichkeit
In:
Beiträge zur Hochschulforschung, 44 (2022) 2/3, S. 128-142
URL:
https://www.bzh.bayern.de/archiv/artikelarchiv/artikeldetail/inklusionsentscheidungen-deutscher-und-bildungsinlaendischer-studierender-gegenueber-internationalen-studierenden-in-deutschland-die-rolle-von-sprachkenntnissen-und-kultureller-aehnlichkeit
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Deutsch
Keywords:
Aktivität; Ausländischer Student; Auslandsstudium; Befragung; Datenanalyse; Deutscher; Deutschland; Empirische Untersuchung; Entscheidung; Fragebogen; Freizeit; Herkunft; Hochschule; Inklusion; Kultur; Leistung; Mannheim; Online; Peergroup; Soziale Integration; Sprachfertigkeit; Student; Studium; Varianzanalyse
Abstract:
In der vorliegenden Studie wurde die Rolle von Sprachkenntnissen und kultureller Ähnlichkeit für Inklusionsentscheidungen von deutschen und bildungsinländischen Studierenden (N = 117, 77 % weiblich, MAlter = 21,69, SD = 2,35, Range 18-28 Jahre) gegenüber internationalen Studierenden untersucht. Dabei wurde auch die Rolle des Kontexts (Leistungssituation vs. Freizeitsituation) betrachtet. Mit Hilfe hypothetischer Szenarien konnte gezeigt werden, dass bei der Entscheidung zwischen einer Person, die kulturell ähnlich ist, aber nur über geringe Deutschkenntnisse verfügt, und einer Person, die zwar über gute Deutschkenntnisse verfügt, aber kulturell unähnlich ist, die Wahl eher auf die kulturell unähnliche Person mit guten Deutschkenntnissen fällt. Dies war insbesondre im Leistungskontext der Fall. Auch in den offenen Begründungen der Inklusionsentscheidungen zeichnet sich die Bedeutung von Sprachkenntnissen ab, ebenfalls besonders im Leistungskontext. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Teachers' ratings of social exclusion among students. The role of situational information and the […]
Szekely, Lino; Bonefeld, M.; Beißert, Hanna
Journal Article
| In: Open Psychology | 2022
43517 Endnote
Author(s):
Szekely, Lino; Bonefeld, M.; Beißert, Hanna
Title:
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
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
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-Departments:
Bildung und Entwicklung
Language as a precondition for social integration of migrants in the educational context. Evidence […]
Beißert, Hanna; Bayer, Sofie Leona; Gönültaş, Seçil; Mulvey, Kelly Lynn
Book Chapter
| Aus: Gutzwiller-Helfenfinger, Eveline; Abs, Hermann Josef; Göbel, Kerstin (Hrsg.): The challenge of radicalization and extremism: Integrating research on education and citizenship in the context of migration | Leiden: Brill | 2022
43514 Endnote
Author(s):
Beißert, Hanna; Bayer, Sofie Leona; Gönültaş, Seçil; Mulvey, Kelly Lynn
Title:
Language as a precondition for social integration of migrants in the educational context. Evidence from Germany
In:
Gutzwiller-Helfenfinger, Eveline; Abs, Hermann Josef; Göbel, Kerstin (Hrsg.): The challenge of radicalization and extremism: Integrating research on education and citizenship in the context of migration, Leiden: Brill, 2022 (Moral Development and Citizenship Education, 19), S. 154-178
DOI:
10.1163/9789004525658_007
URL:
https://brill.com/display/book/9789004525658/BP000019.xml
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Ablehnung; Ausländer; Befragung; Berufschance; Bildungserfolg; Deutschland; Diskriminierung; Einstellung <Psy>; Flüchtling; Gesellschaft; Hochschule; Migrant; Offenheit; Peer Group; Schüler; Sekundarstufe II; Soziale Integration; Soziales Klima; Sprachkompetenz; Student
Abstract:
This chapter emphasizes the importance of language for the integration of immigrants. First, we summarize findings on the crucial role of language skills for educational success, occupational opportunities, and social inclusion. As the openness of the host society is also a central factor for integration, we next describe how social categorization can be an important source for the development of prejudice, hostility, and extremism. In this context, we highlight the significant role of language as a social category that has the potential to impact positively the openness of host society members towards immigrants. Finally, we summarize two studies demonstrating the importance of language as an intergroup category. Study 1 found evidence that language skills play an important role in secondary school students' openness towards refugee peers, and Study 2 provided some initial indication that language skills are more relevant than cultural similarity for the openness of host society members towards international students at higher education institutions. In sum, this chapter establishes the crucial role of host society language skills from different perspectives and demonstrates that language has a great potential for promoting the successful integration of immigrants. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Geschlechterunterschiede in den MINT-Fächern
Wilde, Anke; Beißert, Hanna
Working Papers
| 2022
42995 Endnote
Author(s):
Wilde, Anke; Beißert, Hanna
Title:
Geschlechterunterschiede in den MINT-Fächern
Published:
2022
URL:
https://dipfblog.com/2022/04/07/folge-10-in-der-podcast-reihe-sitzenbleiben-geschlechterunterschiede-in-den-mint-fachern/
Publication Type:
7. Blogbeiträge; Pod-; Vidcasts; Pod-/Vidcasts
Language:
Deutsch
Abstract:
Eltern von Jungen haben seltener Probleme damit, ihren Nachwuchs für Themen rund um Mathematik, Informatik, Naturwissenschaften und Technik (MINT) zu begeistern, Eltern von Mädchen dagegen schon eher. Angeboren ist dies nicht, erläutert die DIPF-Forscherin Dr. Hannah Beißert in der neuen Folge von "Sitzenbleiben". Vielmehr seien die Vorstellungen von spezifischen Jungen- und Mädchenthemen fest und oft unbewusst im Denken und Handeln von Eltern, Erzieher*innen und Lehrkräften verankert und würden dann an die Kinder weiter gegeben.
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen; Öffentlichkeitsarbeit
The role of ethnic origin and situational information in teachers' reactions to social exclusion […]
Beißert, Hanna; Staat, Miriam; Bonefeld, Meike
Journal Article
| In: Social Psychology of Education | 2021
42386 Endnote
Author(s):
Beißert, Hanna; Staat, Miriam; Bonefeld, Meike
Title:
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
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
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-Departments:
Bildung und Entwicklung
Erlebnispädagogik meets Moralpsychologie
Beißert, Hanna
Book Chapter
| Aus: Schetten, Peter; Ferstl, Alex; Bous, Barbara (Hrsg.): Einmischen necessary!: Gesellschaftliche Verantwortung und politische Beteiligung in der Erlebnispädagogik | Augsburg: ZIEL-Verlag | 2021
41540 Endnote
Author(s):
Beißert, Hanna
Title:
Erlebnispädagogik meets Moralpsychologie
In:
Schetten, Peter; Ferstl, Alex; Bous, Barbara (Hrsg.): Einmischen necessary!: Gesellschaftliche Verantwortung und politische Beteiligung in der Erlebnispädagogik, Augsburg: ZIEL-Verlag, 2021 , S. 144-157
Publication Type:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Deutsch
DIPF-Departments:
Bildung und Entwicklung
Social Relations in Educational Settings. Why Social Exclusion and Belonging Matter
Beißert, Hanna; Marksteiner, Tamara (Hrsg.)
Compilation Book
| Göttingen: Hogrefe | 2020
42389 Endnote
Editor(s)
Beißert, Hanna; Marksteiner, Tamara
Title:
Social Relations in Educational Settings. Why Social Exclusion and Belonging Matter
Published:
Göttingen: Hogrefe, 2020 (Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 52, 3/4)
URL:
https://econtent.hogrefe.com/toc/zep/52/3-4
Publication Type:
2. Herausgeberschaft; Zeitschriftensonderheft
Language:
Englisch
DIPF-Departments:
Bildung und Entwicklung
German pre-service teachers' evaluations of and reactions to interethnic social exclusion scenarios
Beißert, Hanna; Bonefeld, Meike
Journal Article
| In: Frontiers in Education | 2020
40848 Endnote
Author(s):
Beißert, Hanna; Bonefeld, Meike
Title:
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
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
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-Departments:
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
Journal Article
| In: Journal of Research on Adolescence | 2020
39287 Endnote
Author(s):
Beißert, Hanna; Gönültaş, Seçil; Mulvey, Kelly Lynn
Title:
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
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
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-Departments:
Bildung und Entwicklung
Ein Vergleich traditioneller und computergestützter Methoden zur Erstellung einer deutschsprachigen […]
Beißert, Hanna; Köhler, Meike; Rempel, Marina; Kruyen, Peter M.
Journal Article
| In: Diagnostica | 2020
39771 Endnote
Author(s):
Beißert, Hanna; Köhler, Meike; Rempel, Marina; Kruyen, Peter M.
Title:
Ein Vergleich traditioneller und computergestützter Methoden zur Erstellung einer deutschsprachigen Need for Cognition Kurzskala
In:
Diagnostica, 66 (2020) 1, S. 37-49
DOI:
10.1026/0012-1924/a000242
URN:
urn:nbn:de:0111-dipfdocs-237848
URL:
http://www.dipfdocs.de/volltexte/2022/23784/pdf/Diagnostica_2020_1_Beissert_et_al_Vergleich_traditioneller_und_computergestuetzter_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Skala; Item; Entwicklung; Computerunterstütztes Verfahren; Validierung; Freude; Erkenntnis
Abstract:
Die vorliegende Arbeit dient der Entwicklung einer Kurzskala zur Messung von Need for Cognition (NFC). Neben traditionellen Verfahren der Itemreduktion auf Basis von Itemkennwerten der klassischen Testtheorie wurde in Studie 1 (N = 282) ein neues, computergestütztes Verfahren des "full information approach" vorgestellt. Mithilfe der beiden Verfahren wurden 3 mögliche Skalen mit jeweils 5 Items selektiert, welche in einem unabhängigen Datensatz in Studie 2 (N = 530) Validierungskriterien unterzogen wurden. Aus den 3 Skalen mit ähnlichen Ergebnissen bezüglich der Gütekriterien wurde eine anhand der "full information approach" erstellten Skalen als finale Kurzskala NFC-K ausgewählt. Diese NFC-K weist ein Cronbachs α von .69 auf, eine Korrelation mit der Langskala von .81 und keinen signifikanten Zusammenhang mit sozialer Erwünschtheit. Neben der systematischen und objektiven Selektion und Validierung der Kurzskala NFC-K stellt die vorliegende Arbeit auch eine Fallstudie zu den Herausforderungen der Kurzskalenentwicklung auf Basis klassischer und computergestützter Selektionsverfahren dar. (DIPF/Orig.)
Abstract (english):
The current study presents the development and validation of a Need for Cognition (NFC) short scale. In Study 1 (N = 282), traditional item selection procedures based on classic test theory were used as well as an innovative computational approach, our "full information approach." The procedures led to three different short scales with comparable psychometric quality, which were validated in Study 2 (N = 530). Based on different validation criteria, one of the three scales obtained from the full information approach was selected as the final short scale NFC-K. This NFC-K achieved a Cronbach's α of .69, a correlation of .81 with the original scale, and showed no significant correlation with social desirability. Besides presenting a systematic and objective selection and validation of the NFC-K, this article represents a case study of the challenges of developing a short scale comparing both traditional and computational approaches. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
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