About
34
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Introduction
How do children and adolescents develop respect for diversity? Do they rely on social categories and stereotypes when choosing their peers? And more importantly, how can negative effects of prejudice be prevented?
To answer these questions, my research interests focus on the development of social categories, stereotypes and prejudice in childhood and adolescence and their correlation with social-emotional and moral development.
Current institution
Additional affiliations
January 2015 - December 2015
September 2014 - December 2014
Position
- Lecturer
Description
- Diversity in small groups and leadership (M.A. level course)
Publications
Publications (34)
To understand the conditions fostering positive outcomes of inclusive schooling, this two-wave study examined the role of individual change in trust and sympathy for adolescents' cross-group friendships and inclusive attitudes toward students with low academic achievement. Cross-group friendships, intergroup trust, intergroup sympathy, and inclusiv...
Emotionally supportive classrooms represent an important interactional context for the development of positive perceptions of student-teacher relationships. The present study investigated how students' perceptions of teacher care and justice develop over the upper elementary grades. Moreover, we studied to what degree teachers' observed emotional s...
The dynamic interplay of parental educational aspirations and children's academic self‐concept was examined from late childhood through mid‐adolescence within a transactional socialization framework. Parental and child data were gained from a representative Swiss sample within 3‐year intervals (NT1 = 1118; 51% females; 28% migration background; Mag...
Investigating socioeconomic status (SES) biases, Nepalese children and adolescents (N = 605, 52% girls, Mage = 13.21, SDage = 1.74) attending schools that varied by SES composition were asked to anticipate whether a peer would include a high or low SES character as a math partner. Novel findings were that students attending mixed SES schools were m...
To investigate children’s and adolescents’ reasoning about distributive fairness in a rural area of Nepal, we asked participants (53% girls, N = 706, Mage = 13.48; SDage = 1.79) to distribute educational resources to schools that varied by social class (SC) and to justify their allocation. Most participants allocated equally or equitably; only a mi...
COCON (COmpetence and CONtext) is an interdisciplinary longitudinal multi-cohort and multi-informant study with a focus on how children, adolescents, and young adults in Switzerland master developmental tasks and transitions in the institutionalized early life course, given unequal resources and opportunities inherent in their contexts of growing u...
Die Lernunterstützung von Kindern mit sonderpädagogischem Förderbedarf (SFB) durch die Lehrpersonen ist ein zentrales Element des inklusiven Unterrichts. Dieser Beitrag widmet sich der Frage, welche Faktoren die elterliche Einschätzung der Lernunterstützung ihrer Kinder prägen. Als bedeutsame Faktoren wurden der Grad der partizipativen Zusammenarbe...
Wie Schüler*innen mit sonderpädagogischem Förderbedarf (SPF) in Schulklassen sozial integriert werden, hängt unter anderem auch davon ab, wie ihre Lehrpersonen im Umgang mit diesen Schüler*innen von der Klasse wahrgenommen werden. Da bisher wenig darüber bekannt ist, wie (angehende) Lehrpersonen auf sozialen Ausschluss von Schüler*innen mit SPF rea...
Die soziale Teilhabe innerhalb einer Schulklasse ist bedeutsam für die sozio-emotionale und kognitive Entwicklung eines Kindes. Kinder mit heilpädagogischem Förderbedarf stehen unter einem erhöhten Risiko, in eine Aussenseiterposition zu rutschen. Die soziale Teilhabe aller Kinder zu unterstützen und zu fördern, ist Aufgabe der Lehrpersonen sowie d...
Children’s emerging understanding of morality, including moral principles such as fairness and the welfare of others, is central to how children begin to evaluate and reason about social exclusion. Yet children also develop an understanding that social exclusion within intergroup contexts (i.e., when in-groups and out-groups are salient in the cont...
Zusammenfassung. Theoretischer Hintergrund: Die Familie stellt in Krisen einen zentralen Schutzfaktor für Jugendliche dar. Fragestellung: Diese Studie untersuchte die Zusammenhänge zwischen familiärer Unterstützung, der Sorge um die Gesundheit anderer und der psychischen Belastung von Jugendlichen. Methode: Daten einer Online-Studie zum Ende des 1....
Investigating whether changing societal circumstances have altered the development of civic engagement, this study compared developmental changes from mid‐ to late adolescence (i.e., age 15–18) across two cohorts of representative Swiss samples (born in 1991, N = 1258, Mage T1 = 15.30, 54% female, 33% migration background representing diverse ethni...
This study investigated whether school closures and health-related uncertainties in the early phases of the COVID-19 pandemic posed risk factors for adolescents’ mental health and whether perceived social support by parents, teachers, and friends functioned as protective factors. In particular, we argued that perceived social support would buffer n...
Theoretical background: The COVID-19 pandemic led to widespread limitations in adolescents’ daily life, inclusive school closures, and thus to negative effects on their mental health in German-speaking countries from spring 2020 onwards. Objective: This study examined the associations between family support, psychological distress, and concern for...
This study investigated adolescents’ expectations about friendships between peers from different socioeconomic status (SES) in Nepal. Overall, Nepalese adolescents (N = 389, Mage = 14.08; grades: 7–10) attributed more negative intentions to high‐SES than to low‐SES peers and expected that parents of high‐SES targets would disapprove of cross‐group...
This study profile describes COCON – the acronym for COmpetence and CONtext. This is an interdisciplinary, multi-cohort and multi-informant longitudinal study with a primary focus on how children and adolescents cope with the developmental tasks of early life course transitions. It strives to detect the social and individual antecedents and consequ...
This study explored characteristics of young adults’ solidarity during the Covid‐19 pandemic by identifying three different profiles, characterized by low (23%), average (54%), and high solidarity (23%). Based on longitudinal Swiss panel data (NT1 = 797, Mage T1 = 12.15 years, 51% female; 28% migration background representing diverse ethnicities; N...
Civic competencies are essential prerequisites for adolescents’ active citizenship; however, little is known about their developmental precursors. In order to address this research gap, this study examined the role of sympathy in late childhood, early, and mid adolescence for civic competencies in mid and late adolescence. Based on a representative...
Drawing on the role of teachers for peer ecologies, we investigated whether students favored ethnically homogenous over ethnically diverse relationships, depending on classroom diversity and perceived teacher care. We specifically studied students' intra- and interethnic relationships in classrooms with different ethnic compositions, accounting for...
Die Sozialisation von Schüler*innen in Bildungssettings ist von ethnischer und kultureller Diversität geprägt. Aus solchen interkulturellen Bildungssettings ergeben sich eine Reihe von Vorteilen, wie die Möglichkeit zum Abbau von Vorurteilen. Sie können allerdings auch Nachteile mit sich bringen, insbesondere für soziale Minderheiten. Überwiegen ne...
Students who are more liked by their teachers tend to be included by their peers and to perform successfully at school. Yet, very little is known whether peer inclusion can mediate the effect of teachers’ liking of students on students’ academic achievement. Teachers from Grades 5 and 6 reported their liking of each student and academic achievement...
We examined how two different definitions of cross-ethnic friendships, namely reciprocal peer nominations for shared activities and mutual trust, predict attitudes towards immigrant students among non-immigrant Swiss children and early adolescents (N = 309). Among both Swiss children and early adolescents, only the number of mutually trusting peer...
As the classroom represents an important social context for the development of out-group attitudes, the current study investigated the role of inclusive classroom norms for students' attitudes toward hyperactive peers. The study included 1209 Swiss children from 61 school classes who were surveyed in the fifth grade (T1) and in the sixth grade (T2)...
The working paper discribes the configuration of the mindfulness based teacher Training, the design of the Intervention study and shows the results of the study.
We investigated effects of classroom-level norms and individual competitive attitudes on children's exclusion of hypothetical peers with behavior or academic difficulties. Upper elementary school children (N = 1009) from Switzerland were presented with four scenarios about social exclusion at two time points (fifth and sixth grade). These scenarios...
Background:
Most countries have started to educate students with special educational needs (SEN) in mainstream schools, but it remains unclear how inclusive attitudes towards students with SEN can be promoted.
Aims:
This study investigated the role of adolescents' friendships and socio-moral competencies for their attitudes towards the inclusion...
The present study compares different measures of social inclusion of children with special educational needs (SEN). We review common measures for social inclusion and propose a new measure taking mutual relationships and the social participation in peer groups of a given child into account. We hypothesize that the type of measure of social inclusio...
We examine children’s intentions to socially exclude other children with special educational needs in integrative classrooms. Based on developmental and diversity research, we hypothesize that intergroup friendship leads to lower intentions to socially exclude. We also examine the moderating role of teachers’ diversity beliefs on the proposed relat...
Diese Studie vergleicht verschiedene soziometrische Maße, welche die soziale Inklusion von Kindern mit sonderpädagogischem Förderbedarf (SFB) erfassen. Wir nehmen an, dass die soziale Teilhabe auch davon abhängt, wie sie gemessen wurde. Zudem testen wir, ob mit zunehmender Heterogenität der Klasse eine höhere Akzeptanz der Kinder einhergeht. Die An...
