A5072811629- Bullying, Victimization, and Aggression
- Early Childhood Education and Development
- Inclusion and Disability in Education and Sport
- Sociology and Education Studies
- Child and Adolescent Psychosocial and Emotional Development
- Social and Intergroup Psychology
- Hearing Impairment and Communication
- Child Development and Digital Technology
- Values and Moral Education
- Parental Involvement in Education
- Emotions and Moral Behavior
- Teacher Education and Leadership Studies
- Psychology of Moral and Emotional Judgment
- Education and Critical Thinking Development
- Behavioral and Psychological Studies
- Education Discipline and Inequality
- Youth Development and Social Support
- Ethics and Legal Issues in Pediatric Healthcare
- Disability Rights and Representation
- Digital Storytelling and Education
- Family and Disability Support Research
- Psychology, Coaching, and Therapy
- Child and Animal Learning Development
- Teacher Professional Development and Motivation
- Gender Studies in Language
Pädagogische Hochschule Bern
2022-2023
University of Teacher Education Lucerne
2009-2020
University of Lucerne
2014
DIPF | Leibniz Institute for Research and Information in Education
2013
University of Toronto
2010
Zurich University of Teacher Education
2009
The study investigated interpretive understanding, moral judgments, and emotion attributions in relation to social behaviour a sample of 59 5-year-old, 123 7-year-old, 130 9-year-old children. Interpretive understanding was assessed by two tasks measuring children's ambiguous situations. Moral judgments were measured using rule transgressions. Social teachers' ratings aggressive prosocial behaviour. Aggressive positively related negatively reasoning. Prosocial associated with attribution...
Abstract The present study tested the hypothesis of cognitively competent but morally insensitive bully. On basis teacher and peer ratings, 212 young elementary school children were selected categorized as bullies, bully–victims, victims, prosocial children. Children's perspective‐taking skills assessed using theory‐of‐mind tasks, moral motivation was with a task about emotion attributions after rule transgressions. Analyses at group level revealed that only not characterized by deficit in...
Abstract Aggressive and prosocial children's emotion attributions moral reasoning were investigated. Participants 235 kindergarten children ( M =6.2 years) 136 elementary‐school =7.6 who selected as aggressive or based on (kindergarten) teacher ratings. The asked to evaluate hypothetical rule violations, attribute emotions they would feel in the role of victimizer, justify their responses. Compared with younger children, attributed fewer negative more likely provide sanction‐oriented...
Adolescents’ social judgments and emotion attributions about exclusion in three contexts, nationality, gender, personality, were measured a sample of 12‐ 15‐year‐old Swiss non‐Swiss adolescents ( N = 247). Overall, judged based on nationality as less acceptable than gender or personality. Non‐Swiss participants, however, who reflected newly immigrated children to Switzerland, viewed more wrong did participants attributed positive emotions the excluder participants. Girls personality contexts...
Children's judgments about inclusion and exclusion of children with disabilities were investigated in a Swiss sample 6‐, 9‐, 12‐year‐old from inclusive noninclusive classrooms ( N = 422). Overall, the majority judged it as morally wrong to exclude disabilities. Yet, participants less likely expect mental or physical academic athletic contexts compared social contexts. Moreover, older more consistently coordinated disability type context exclusion. There also significant differences depending...
ABSTRACT The authors investigated 7- and 9-year-old children's moral understanding of retaliation as compared to unprovoked aggression with regard their aggressive behavior status. Based on peer ratings, 48 children were selected overtly 91 nonaggressive. Their was assessed by an interview including questions about judgments emotion attributions. Aggressive judged retaliations less serious than did nonaggressive children. They also referred often the harmful consequences more likely excuse...
To understand the conditions fostering positive outcomes of inclusive schooling, this two‐wave study examined role individual change in trust and sympathy for adolescents' cross‐group friendships attitudes toward students with low academic achievement. Cross‐group friendships, intergroup trust, sympathy, were obtained from surveys completed by 1,122 Swiss adolescents ( M age T1 = 11.54 years, T2 12.58 years) 61 school classes. Results a parallel latent score model revealed that number...
Friends’ moral characteristics such as their reasoning represent an important social contextual factor for children’s behavioral socialization. Guided by this assumption, we compared the effects of and friends’ on aggressive behavior in a low-risk sample elementary school children. Peer nominations teacher reports were used to assess friendships. During individual interviews, was measured justifications following judgments emotion attributions. Results revealed that, individuals’ reasoning,...
How children make meaning of their own social experiences in situations involving moral issues is central to subsequent affective and cognitive learning. Our study young children's narratives describing interpersonal conflicts shows that the emotions judgments constructed course these real-life differ from generated context hypothetical transgressions. In narratives, all mentioned spontaneously were negative. contrast, attributed interview part covered a broader spectrum. One's...
Zusammenfassung. Unterrichtsstörungen belasten sowohl Lehrpersonen als auch Schülerinnen und Schüler. Gleichzeitig ist davon auszugehen, dass Lernende Störungen anders wahrnehmen. Mit einem Fragebogen wurden Unterrichtsstörungen, Beziehung Klassenführung an 83 Klassen mehrperspektivisch aus Sicht der Klassenlehrperson (N = 83), einer ausgewählten Fachlehrperson 83) Schüler 1290) erfasst. Die Daten in Multitrait-Multimethod-Design ausgewertet. Ergebnisse weisen auf eine sehr hohe Reliabilität...
Children and adolescents with hearing impairments are at risk of being excluded from activities peers. Moral emotion attributions may represent important indicators for children's identification the moral norm not to exclude peers based on disability. Against this background, we investigated how 10-, 12- 15-year-olds (N = 215) feel judge about social exclusion impairments. Emotion judgements were assessed using four different hypothetical scenarios (school vs. leisure time, group dyad)....
Zusammenfassung:Die Studie untersucht, wie 70 Kindergartenkinder im Vergleich zu 71 Fünft- und Sechstklässler über Situationen denken, in welchen sich ein Protagonist für die Wahl eines behinderten oder nicht Kindes seine Gruppe entscheiden musste. Die wurden nach Behinderungsform des (geistig behindert, körperbehindert) Gruppenaktivität (schulisch, sozial, sportlich) variiert. Kinder sollten Protagonisten vorhersagen begründen. älteren berücksichtigten ihren Überlegungen stärker den...
Zusammenfassung. Diese Studie untersucht Zusammenhänge zwischen physischer und relationaler Aggression einerseits andererseits moralischem Wissen moralischen Gefühlen bei 237 7- 9-jährigen Grundschulkindern. Es wurde zum einen erwartet, dass physische mit Defiziten in einhergeht. Zum anderen angenommen, relationale negative Gefühlen, nicht aber aufweist. Zur Erfassung wurden Gleichaltrigennennungen Lehrereinschätzungen verwendet. Moralisches über moralische Urteile Urteilsbegründungen,...