References of "Zurbriggen, Carmen 50040174"
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See detailThe Role of Teachers in Students’ Social Inclusion in the Classroom
Gasser, Luciano; Cillessen, Antonius H.N.; Huber, Christian et al

in Frontiers in Education (in press)

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See detailAn evaluation of the German teacher version of the Developmental Behaviour Checklist in children and adolescents with intellectual disability
Zurbriggen, Carmen UL; Müller, Christoph M.

in Journal of Intellectual and Developmental Disability (2022)

BACKGROUND The Developmental Behaviour Checklist (DBC) is an established, internationally used questionnaire for assessing behavioural and emotional problems among young people with developmental or ... [more ▼]

BACKGROUND The Developmental Behaviour Checklist (DBC) is an established, internationally used questionnaire for assessing behavioural and emotional problems among young people with developmental or intellectual disabilities (ID). The present study aims to evaluate the psychometric properties of its German teacher version (DBC-T). METHOD The German DBC-T was administered to 397 school staff members who reported twice on 1177 children and adolescents with ID over a period of 7–9 months. Data were analysed within an exploratory structural equation modelling framework. RESULTS Our results supported the five-factor structure of the DBC-T and found good reliability for all scales. Analyses on the relationship of DBC-T scores with students’ age, gender, and adaptive behaviour provided further evidence for the validity of the DBC-T. CONCLUSIONS Our study endorses the notion that the German DBC-T is an important instrument both for research and practice. Limitations and further directions are discussed. [less ▲]

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See detailInequalities in teacher reports on students’ inclusion at school
Krischler, Mireille UL; Zurbriggen, Carmen UL; Nusser, Lena et al

Scientific Conference (2021, August)

Theoretical background: With the ratification of the UN Convention of Rights of Persons with Disabilities (CRPD) on 26 March 2009, Germany has made the commitment – as have 181 other countries – to ... [more ▼]

Theoretical background: With the ratification of the UN Convention of Rights of Persons with Disabilities (CRPD) on 26 March 2009, Germany has made the commitment – as have 181 other countries – to guarantee non-discriminatory access to inclusive and high-quality teaching at all levels of the (general) educational system. The much-noticed Article 24 of the UN CRPD demands that participating states ensure, among others, effective and personalized support measures in inclusive learning settings to maximize academic as well as social and emotional development of all learners. Access to the general educational system is a prerequisite, but not a sufficient condition for successful inclusion (Powell & Hadjar, 2016). Students´ wellbeing is regarded as an important indicator of the quality of inclusion and as one of the main aims of inclusive education (Kullmann et al., 2015). As such, responding to student diversity has brought about new challenges for teachers. In order to meet diversity challenges in classroom, it is critical that teachers adapt their instructional practices. In this regard, teacher’s ability to accurately assess a student’s subjective wellbeing is supposed to support each student’s personal and academic development. However, while teachers’ assessment accuracy for students’ academic achievement and cognitive abilities is in general relatively adequate, the agreement between self-reports and teacher reports of socio-emotional aspects is rather low (Machts et al., 2016). The low to moderate consistencies suggest the occurrence of an assessment bias. Recent findings indicate that especially student’s gender and the status special educational needs (SEN) influence teachers’ assessment accuracy of students’ inclusion at school (Schwab et al., 2020). Teacher characteristics such as their self-efficacy and their attitudes towards inclusion are regarded as fundamental for successfully implementing inclusive education (Gebhardt et al., 2015). Teachers’ responsibility is related to the teachers’ belief in their ability to influence students and with positive attitudes towards teaching in heterogenous classrooms (Halvorsen et al., 2009). Furthermore, teachers with more job experience are better able to judge students’ performance (Van Ophuysen, 2006). In this line of thought, teachers’ assessment bias represented as stigmatization effects could ultimately lead to increasing educational inequalities. Even though to date several studies investigated the accuracy of teacher judgments, teachers’ assessment accuracy with respect to students’ emotional inclusion has been largely neglected in previous research. In this regard, the present study investigates, first, the consistency of the self-reports and the teacher reports of students‘ emotional well-being, social inclusion and academic self-concept. Second, we address the question whether students’ gender, first language and SEN can explain teachers’ assessment accuracy of students’ inclusion in school. Third, the possible influence of teachers’ job experience, self-efficacy and attitudes towards inclusion as well as their responsibility for every student on teachers´ assessment accuracy is also part of our study. Method: Data are from the project “Inklusion in der Sekundarstufe I in Deutschland” (INSIDE). The sample consisted of 3772 grade 6 students (Mage = 12.6 years, SDage = 0.62) from 231 schools and 432 teachers. To assess students’ emotional well-being, social participation and academic self-concept, both students and teachers were asked to fill out the German Version of the Perceptions of Inclusion Questionnaire (PIQ; Venetz et al., 2015). In the project INSIDE, the PIQ items with negative wording were not included. Additionally, teachers filled out the Self-efficacy for Inclusive Teaching Questionnaire (Bosse & Spörer, 2014), the Attitudes towards an Inclusive Education System Questionnaire (Lüke & Grosche, 2017) and an adapted version of the Teacher Responsibility Scale (Lauermann & Karabenick, 2013). Analyses were performed in Mplus Version 8.0. Given the nested structure of the data, we used the complex sample option. First, we applied a correlated trait-correlated method minus one [CT-C(M-1)] model (Eid et al., 2003) to examine the consistency of student self-reports and teacher ratings. To address the second and third research questions, we fitted a CT-C(M-1) model with covariates and latent interaction effects (Koch et al., 2018). Results: Research question 1: How consistent are self-reports and teacher reports of students‘ emotional well-being, social inclusion and academic self-concept? Results showed low to moderate consistencies between self-reports and teacher reports (12–33%). The consistency between teachers’ reports and self-reports of students’ emotional well-being and social inclusion is rather low. The consistency for academic self-concept is somewhat higher. Research question 2: Do the students’ gender, first language and the status special educational needs (SEN) predict teachers’ assessment accuracy regarding students’ inclusion? The students’ gender and the status SEN were important predictors for the assessment bias. Teachers underestimate the academic self-concept of students with the status SEN (compared to students without SEN) – and to a smaller extent also their social inclusion and emotional well-being. Moreover, they tend to overestimate girls’ subjective well-being. Research question 3: Do the teachers’ job experience, self-efficacy and attitudes towards inclusion as well as their responsibility for every student predict teachers’ assessment accuracy of students’ inclusion? The bias could partly be explained by teachers’ self-efficacy and attitudes towards inclusion and their responsibility for every student. Teachers’ assessment (in-)accuracy regarding students’ subjective well-being could be predicted only to a small extent by the teachers’ self-efficacy and attitudes towards inclusion and their responsibility for every student. The findings will be discussed in terms of their significance for educational inequalities. Implications for practice and recommendations for future research will be given. [less ▲]

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See detailSocial inclusion, emotional inclusion and academic self-concept of slovenian students with learning disabilities
Schmidt, Madja; Schwab, Susanne; Zurbriggen, Carmen UL

in Sodobna Pedagogika (2021), 72(2), 218234

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See detailSchule und erschwerte Lernsituationen und Lebenslagen
Zurbriggen, Carmen UL; Moser, Vera

in Hascher, Tina; Idel, Till-Sebastian; Helsper, Werner (Eds.) Handbuch Schulforschung (2021)

Erschwerte Lernsituationen sind verknüpfte Gegebenheiten von individuellen Dispositionen, Sozialisationserfahrungen und institutionalisierten Lern- und Entwicklungsumfeldern in Schulen, die sich als ... [more ▼]

Erschwerte Lernsituationen sind verknüpfte Gegebenheiten von individuellen Dispositionen, Sozialisationserfahrungen und institutionalisierten Lern- und Entwicklungsumfeldern in Schulen, die sich als ungünstige Konstellationen im konkreten Klassenraum widerspiegeln. Sie stehen überzufällig häufig mit erschwerten Lebenslagen in Verbindung. Durch schulische Selektion werden zudem differenzielle soziale Lern- und Entwicklungsumfelder gebildet, die Schüler*innen im unteren Bereich des Leistungsspektrums besonders betreffen. Schwache Schulleistungen sind somit kein eigenständiges Charakteristikum eines Schülers bzw. einer Schülerin. [less ▲]

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See detailOperationalisierungen von Beeinträchtigung und Behinderung bei Kindern und Jugendlichen – eine illustrative Replikation aus dem Teilhabebericht
Stöcker, Anne UL; Zurbriggen, Carmen UL

in Empirische Sonderpädagogik (2021), 13(4), 354-364

Der Kurzbeitrag repliziert die dem ersten Teilhabebericht (BMAS, 2013) zugrundeliegende Berechnung von Beeinträchtigung und Behinderung bei Kindern und Jugendlichen auf Basis der für Deutschland ... [more ▼]

Der Kurzbeitrag repliziert die dem ersten Teilhabebericht (BMAS, 2013) zugrundeliegende Berechnung von Beeinträchtigung und Behinderung bei Kindern und Jugendlichen auf Basis der für Deutschland repräsentativen „Studie zur Gesundheit von Kindern und Jugendlichen in Deutschland“ (KiGGS). Ausgangspunkt für die statistische Illustration unterschiedlicher Modelle von Beeinträchtigung ist der „Children with Special Health Care Needs (CSHCN) Screener“. Die Bandbreite der Anteile an Beeinträchtigung bei Kindern und Jugendlichen in Deutschland bewegt sich je nach Operationalisierung zwischen 9.3 % und 23.8 %, wobei die erste Angabe das im Teilhabebericht gewählte Modell darstellt. Der Anteil an Behinderung beläuft sich diesem entsprechend auf 2 %. Die Ergebnisse verdeutlichen die Bedeutsamkeit von Transparenz hinsichtlich der zugrundeliegenden theoretischen Modelle und Operationalisierungen bei statistischen Angaben zu Behinderung und Beeinträchtigung. [less ▲]

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See detailRosy or blue? Change in recall bias of students’ affective experiences during early adolescence
Zurbriggen, Carmen UL; Jendryczko, David; Nussbeck, Fridtjof W.

in Emotion (2021)

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See detailMulti-informant assessment of bullying in Austrian schools
Paljakka, Antonia; Schwab, Susanne; Zurbriggen, Carmen UL

in Frontiers in Education (2021), 6(712318),

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See detailEmotionen im inklusiven Unterricht
Zurbriggen, Carmen UL; Schmidt, Philipp

in Gläser-Zikuda, Michaela; Hofmann, Florian; Frederking, Volker (Eds.) Emotionen im Unterricht. Psychologische, pädagogische und fachdidaktische Perspektiven (2021)

Emotionen im inklusiven Unterricht wurden bislang noch selten untersucht. Erste Untersuchungen weisen darauf hin, dass Binnendifferenzierung, Individualisierung und kooperatives Lernen – als zentrale ... [more ▼]

Emotionen im inklusiven Unterricht wurden bislang noch selten untersucht. Erste Untersuchungen weisen darauf hin, dass Binnendifferenzierung, Individualisierung und kooperatives Lernen – als zentrale Merkmale eines inklusiven Unterrichts – sich positiv auf das emotionale Erleben von Schüler*innen auswirken. Implikationen für die Praxis werden aufgezeigt und weiterführend diskutiert. [less ▲]

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See detailSocial classroom climate and personalised instruction as predictors of students’ social participation
Zurbriggen, Carmen UL; Hofmann, Verena; Lehofer, Mike et al

in International Journal of Inclusive Education (2021)

Previous research has repeatedly confirmed that students with special educational needs (SEN) are generally less accepted by their peers. Although inclusive teaching strategies and classroom ... [more ▼]

Previous research has repeatedly confirmed that students with special educational needs (SEN) are generally less accepted by their peers. Although inclusive teaching strategies and classroom characteristics are frequently hypothesised to improve students’ social participation, empirical evidence is scarce. Therefore, the purpose of this paper is to investigate classroom characteristics and teaching practices that can help foster social participation, in general, and reduce the effect of lower social participation among students with SEN, in particular. The sample includes 518 students in 31 Grade 4 and 7 classes from Austria, of whom 99 are students with SEN. The results show that students with SEN receive fewer peer nominations and perceive their social participation to be lower compared to their peers without SEN. However, the association between SEN and self-perceived social participation is moderated by the social classroom climate, i.e. the difference becomes smaller when the social classroom climate is more positive. Furthermore, the higher the personalised instruction was rated by a student, the higher was his or her social status. The results suggest that interventions should focus not only on the improvement of individual students (with SEN) but also on changing the whole classroom environment. [less ▲]

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See detailEntwicklung und erste empirische Überprüfung des Fragebogens zur Erfassung des generellen emotionalen Selbstkonzepts in der frühen Adoleszenz (FEGESK-A)
Schmidt, Philipp; Zurbriggen, Carmen UL

in Empirische Pädagogik (2021), 35(2), 183201

The general emotional self-concept (GESC) is highly relevant to psychosocial development in adolescence. However, the GESC is hardly considered within empirical education and educational science. This is ... [more ▼]

The general emotional self-concept (GESC) is highly relevant to psychosocial development in adolescence. However, the GESC is hardly considered within empirical education and educational science. This is also mirrored by the lack of appropriate measurement instruments. The aim of this paper is the development and first empirical evaluation of a questionnaire assessing the general emotional self-concept in early ado-lescence (QAGESC-A). The development of the QAGESC-A was based on the hierarchically structured Marsh/Shavelson model of the general self-concept. Two working models were generated. According to working model I, the GESC contains three dimensions (perception, expression, coping), whereas model II comprises two dimensions (perception, modulation). In accordance with these self-concept dimensions, 24 items were generated. Based on a sample of a pilot study with 142 students (MRageR = 10.98 years, SDRageR = 0.89 years), the questionnaire was then reduced stepwise to 12 items and evaluated for factorial validity and reliability. The results of the confirmatory factor analysis provide first evidence that the two-factor model fitted slightly better than the three-factor model. The questionnaire shows good reliability (α = .82, ω = .85) and the scales exhibit acceptable internal consistencies (α / ω = .75). [less ▲]

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See detailHandlungsmöglichkeiten zur Unterstützung von Schülerinnen und Schülern mit Verhaltensauffälligkeiten
Müller, Christoph Michael; Zurbriggen, Carmen UL

in Kunz, André; Luder, Reto; Müller Bösch, Cornelia (Eds.) Inklusive Pädagogik und Didaktik (2021)

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See detailInklusives Klassenklima
Knickenberg, Margarita; Stöcker, Anne UL; Zurbriggen, Carmen UL

in Resch, Katharina; Lindner, Katharina-Theresa; Streese, Bettina (Eds.) et al Inklusive Schulentwicklung (2021)

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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, Monja

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 detailDie Bedeutsamkeit von Peers für Jugendliche in der Sekundarstufe und in der Freizeit
Zurbriggen, Carmen UL; Knickenberg, Margarita

in Hagenauer, Gerda; Raufelder, Diana (Eds.) Soziale Eingebundenheit. Sozialbeziehungen im Fokus von Schule und Lehrer*innenbildung (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

Detailed reference viewed: 42 (3 UL)