Suchergebnisse

Die Bildungsforschung belegte, dass neben der Lernmotivation auch die damit einhergehende Zielorientierung wichtig für den Lernerfolg von Schülern ist. Da sich die individuelle Ausprägung der Zielorientierung zum einen hinsichtlich der Relevanz sozialen Einflusses unterscheidet und zum anderen sozialen Einflussprozessen unterliegt, verspricht die soziale Netzwerkanalyse wertvolle Erkenntnisse. In der vorgestellten Studie wurden von 3015 Siebtklässlern (M Alter = 13,68 Jahre, 56 % Mädchen) aus 166 Schulklassen Daten zur Zielorientierung in Zusammenhang gebracht mit Freundschaftsnominierungen, welche mithilfe der sozialen Netzwerkanalyse die Untersuchung sozialer Einflussprozesse ermöglichen. In einem Drei-Ebenen-Random-Intercept-Modell (Level 1: Schüler, Level 2: Peergruppe, Level 3: Schulklasse) wurden die schulischen Zielorientierungen durch die Verwendung von Netzwerkparametern vorhergesagt. Die Ergebnisse belegen hypothesenkonform, dass schulische Zielorientierung mit dem Ausmaß sozialen Einflusses und der Art des sozialen Einflusses zusammenhängen. Die Untersuchung veranschaulicht somit den Wert einer sozialen Netzwerkperspektive für die Analyse schulischer Lernmotivation. (DIPF/Orig.).;;;Educational science evidenced not only the positive effect of learning motivation, but also the importance of the associated concept of goal orientation for students' school achievement. Given the facts that the form of goal orientation differs, on the one hand, with regard to the relevance of social influence and is, on the other hand, affected by social influence processes, social network analysis promises valuable insights. In the presented study, a total of 3015 seventh graders (M age = 13.68 years, 56 % girls) from 166 school classes provided information on goal orientation that were related to friendship patterns, which allowed investigating the social influence processes with the help of social network analysis. A three-level-random-intercept model (level 1: students, level 2: peer groups, level 3: school classes) predicted students goal orientations by modelling network parameters. As expected, findings reveal that students goal orientations are associated with the extent of social influence as well as the kind of social influence. Hence the present study underscores the value of a social network perspective for analyzing students' learning motivation. (DIPF/Orig.).

Based on social network theories, outgroup contact does not only improve intergroup relations, but can also facilitate the academic development of students due to the social capital and the uniquely supportive information and resources it provides. In the present study, 12,376 students (14.42 years; 50% girls; 38% immigrant students) from 591 classes across three countries (Germany, the Netherlands, and Sweden) provided information on social network data, academic achievement, socioeconomic status (SES), and cognitive ability. Social network analysis determined the intergroup network connectedness of students. As expected, country-specific multilevel models reveal a positive linear relationship between outgroup contact and academic achievement for immigrant students in all models, and a negative curvilinear (i.e., concave) relationship between outgroup contact and academic achievement for nonimmigrant students in 2 out of 3 models, while controlling for SES, cognitive abilities, and total network integration. These findings suggest the academic value of outgroup contact for immigrant students and signal its potential for nonimmigrant students.

"'Medienhelden' stellt eine der ersten evaluierten Interventions- und Präventionsmaßnahmen gegen Cybermobbing dar. Es bietet eine Langversion (IGL) über zehn Wochen und eine Kurzversion (IGK) von einem Tag. In der vorliegenden Studie wurden die Effekte mit den Werten einer Kontrollgruppe (KG) ohne Intervention verglichen. Längsschnittliche Daten (vor und sechs Monate nach der Intervention) von insgesamt 590 Schülerinnen und Schülern (M=13.30 Jahre, SD=0.96 Jahre; 51.7% Mädchen, 46.1% Jungen) konnten für die vorliegende Fragestellung berücksichtigt werden. Vergleiche wurden mittels MANOVAs, ANOVAs und t-Tests für verbundene Stichproben angestellt. Die Ergebnisse zeigen, dass das Programm in der IGL wirksam Cybermobbing und die Bereitschaft zu Cybermobbing reduziert und zu einer Stagnation der Aggression führt. In der IGK stagnierten alle Werte, während sie sich in der KG verschlechterten. Die IGL zeigte gegenüber der IGK und die IGK gegenüber der KG höhere Effekte. 'Medienhelden' zeigte eine Langzeitwirkung sowohl auf das Verhalten als auch auf zugrundeliegende Risikofaktoren. Auf Grundlage der Ergebnisse wird vor allem der Einsatz der Langversion im Schulkontext empfohlen." (Autorenreferat)

The theory of reasoned action (ToRA) has been proposed as a framework for cyberbullying prevention design, targeting attitudes and norms. In this study effects of a long (10 weekly sessions) and a short (one day, four sessions) cyberbullying prevention program based on the ToRA were compared with a control group over 9 months. Longitudinal data from 722 students (mean age = 13.36) on cyberbullying, somatic symptoms, attitudes, and norms were analyzed within a structural equation model. Participation in the long intervention group significantly reduced cyberbullying (d = −0.584) and somatic symptoms (d = −0.316). No between‐group differences emerged for attitudes and norms. Developmental trajectories and associations were found to be as suggested by ToRA in both cross‐sectional and change‐score analyses.

Research has proposed different models of how contact situations should be structured to maximize contact effects, focusing in particular on the role of categorization during contact. We conducted two experimental field interventions ( Ns = 247 and 247) to test models that integrate different levels of categorization. Each of the tested models was contrasted against a no-intervention control condition. In both studies, we assessed effects shortly after the intervention (1 week later; i.e., posttest) and then after approximately 6 months (i.e., follow-up). In the first study, results generally supported the model where categorization precedes decategorization, showing effects on major dependent measures highlighted in research on intergroup contact: quantity and quality of contact, cross-group friendships, intergroup anxiety (marginal effect at follow-up), outgroup attitudes (only at follow-up). Evidence for follow-up effects for this model was, however, weaker in Study 2, where the delayed effects of the intervention emerged only indirectly, via changes in contact quality, outgroup attitudes, and approach behavioral intentions at posttest. Comparisons of the other two models (decategorization then categorization; and simultaneous categorization and decategorization) with the control condition (only in Study 1) provided weaker and inconsistent results.