References of "Zurbriggen, Carmen 50040174"
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See detailPeers als Quelle aktueller Motivation? Wie Jugendliche mit heterogenen Verhaltensweisen Peerinteraktionen in Abhängigkeit des behavioralen Klassenumfeldes erleben
Knickenberg, Margarita; Zurbriggen, Carmen UL; Schmidt, Philipp

in Zeitschrift für Pädagogische Psychologie (2020)

The relevance of peers for adolescents' development has already been confirmed in various studies. Among other things, adolescents indicated higher situational motivation and joy as well as less feelings ... [more ▼]

The relevance of peers for adolescents' development has already been confirmed in various studies. Among other things, adolescents indicated higher situational motivation and joy as well as less feelings of stress during social interactions with classmates compared to indi- vidual work settings. However, it turned out that adolescents with behavioural problems have difficulties in making and maintaining social contacts and friendships. While in previous studies behaviour was investigated as dichotomous variable, this study chose a dimensional, person-centered approach to identify adolescents with heterogeneous behaviour. Therefore, this paper aims at analysing effects of social inter- actions at school on emotional experiences of adolescents with heterogeneous behavioural profiles. In addition, a potential moderating effect of the classroom environment regarding behaviour will be tested. The sample comprised N = 719 students of grade five and six. Data were collected using the experience sampling method. In detail, the students completed a short questionnaire concerning their momentary emo- tional experience and their social context two to three times a day on five consecutive days at school. Thus, 8870 snapshots of the adolescents' emotional experiences and situations in class were available. Using teacher ratings regarding the students' behaviour, latent profile analyses were calculated and three different profiles within the sample were identified: students with adaptive, with internalising and with externalising behaviour. Findings of multilevel structural equation models show, first, that students are more motivated and less stressed while interacting with others during lessons (e.g. in partner or group activities) compared to individual working situations. This effect is more pronounced for students with internalising and externalising behavioural profiles. Second, the small differential moderating, but not significant effects indi- cate that the relation between adolescents' emotional experiences and peer interactions is not moderated by the classroom environment regarding prosocial or problem behaviour. The results will be discussed from methodological and content-related perspectives. [less ▲]

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See detailInequalities in teacher reports on students’ inclusion at school
Zurbriggen, Carmen UL; Nusser, Lena; Schmitt, M.

Scientific Conference (2020, November)

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See detailPeer influence in individuals with developmental disabilities
Zurbriggen, Carmen UL

Scientific Conference (2020, August)

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See detailPerceptions of Inclusion Questionnaire (PIQ). Ein Feedback-Instrument für die inklusive Schule
Zurbriggen, Carmen UL; Knickenberg, Margarita

Article for general public (2020)

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See detailSelf-reports of students’ inclusion at school compared with teacher, mother and father ratings: A multitrait-multimethod analysis
Schwab, Susanne; Zurbriggen, Carmen UL; Venetz, Martin

in Journal of School Psychology (2020), 82(1), 116

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See detailAssessing dimensions of inclusion from students’ perspective – measurement invariance across students with learning disabilities in different educational settings
Knickenberg, Margarita; Zurbriggen, Carmen UL; Venetz, Martin et al

in European Journal of Special Needs Education (2020), 35(3), 187302

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See detailBeyond mere counting: How experience sampling can help to understand social interactions
Zurbriggen, Carmen UL; Huber, Christian

Scientific Conference (2019, August)

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See detailApplicability of ESM in school: Quality of students’ social interactions
Knickenberg, Margarita; Zurbriggen, Carmen UL; Hinni, Chantal et al

Scientific Conference (2019, August)

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See detailPeer interactions in everyday school life versus leisure time of adolescents and their emotional experience
Knickenberg, Margarita; Zurbriggen, Carmen UL; Hinni, Chantal

Scientific Conference (2019, June)

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See detailAssessing social interaction quality with the Experience Sampling Method
Knickenberg, Margarita; Zurbriggen, Carmen UL; Venetz, Martin

Scientific Conference (2019, May)

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See detailStudents with emotional and behavioral problems: Their emotional experience in the classroom during peer interactions
Zurbriggen, Carmen UL; Knickenberg, Margarita; Venetz, Martin

Scientific Conference (2019, March)

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See detailInklusion aus der Sicht von Kindern mit dem Förderschwerpunkt Lernen – Überprüfung von Messinvarianz in verschiedenen schulischen Kontexten
Knickenberg, Margarita; Zurbriggen, Carmen UL; Venetz, Martin

Scientific Conference (2019, February)

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See detailThe quality of experience of students with and without special educational needs in everyday life and when relating to peers (Reprint)
Zurbriggen, Carmen UL; Venetz, Martin; Hinni, Chantal

in Schwab, Susanne; Nel, Mirna; Hellmich, Frank (Eds.) Social participation of students with special educational needs in mainstream education (2019)

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See detailWhat do teachers think about their students’ inclusion? Consistency of students’ self-reports and teacher ratings
Venetz, Martin; Zurbriggen, Carmen UL; Schwab, Susanne

in Frontiers in Psychology (2019), 10(1637), 114

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See detailEditorial: Fachdidaktische und bildungswissenschaftliche Ansätze der Lehrerinnen- und Lehrerbildung für die inklusive Schule
Gorges, Julia; Lütje-Klose, Birgit; Zurbriggen, Carmen UL

in HLZ –Herausforderung Lehrer*innenbildung (2019), 2(3),

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See detailA psychometric analysis of the student version of the Perceptions of Inclusion Questionnaire (PIQ)
Zurbriggen, Carmen UL; Venetz, Martin; Schwab, Susanne et al

in European Journal of Psychological Assessment (2019), 35(5), 641649

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