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See detailThe Role of Teachers in Students’ Social Inclusion in the Classroom
Gasser, Luciano; Cillessen, Antonius H.N.; Huber, Christian; Mainhard, Tim; Müller, Christoph Michael; Zurbriggen, Carmen

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; 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 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.

See detailInequalities in teacher reports on students’ inclusion at school
Krischler, Mireille; Zurbriggen, Carmen; Nusser, Lena; Schmitt, Monja

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 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.

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

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 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.

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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

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 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).

See detailSchule und erschwerte Lernsituationen und Lebenslagen
Zurbriggen, Carmen; 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 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.

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

in Resch, Katharina; Lindner, Katharina-Theresa; Streese, Bettina; Proyer, Michelle; Schwab, Susanne (Eds.) Inklusive Schulentwicklung (2021)

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See detailEmotionen im inklusiven Unterricht
Zurbriggen, Carmen; 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 Merkmale eines inklusiven Unterrichts – sich positiv auf das emotionale Erleben von Schüler*innen auswirken. Implikationen für die Praxis werden aufgezeigt und weiterführend diskutiert.

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

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

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

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

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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

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

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

in Emotion (2021)

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

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 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.

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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; 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 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.

See detailSocial Participation and Disability in Relation to School and Family
Stöcker, Anne; Zurbriggen, Carmen

Poster (2020, November)

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

Scientific Conference (2020, November)

See detailPeer influence in individuals with developmental disabilities
Zurbriggen, Carmen

Scientific Conference (2020, August)

See detailWohlbefinden on Schülerinnen und Schülern als Indikator von Inklusion – Ergebnisse aus der Schweiz, Deutschland und Österreich
Zurbriggen, Carmen

Presentation (2020, January)

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

in Hagenauer, Gerda; Raufelder, Diana (Eds.) Soziale Eingebundenheit. Sozialbeziehungen im Fokus von Schule und Lehrer*innenbildung (2020)

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See detailPerceptions of Inclusion Questionnaire (PIQ). Ein Feedback-Instrument für die inklusive Schule
Zurbriggen, Carmen; 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; 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; Venetz, Martin; Schwab, Susanne; Gebhardt, Markus

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

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See detailPerceptions of Inclusion. Selbst- und Fremdeinschätzung von Schülerinnen und Schülern mit Bedarf an sonderpädagogischer Unterstützung im Bereich Körperliche und motorische Entwicklung im Übergang von der Primar- in die Sekundarstufe
Stöcker, Anne; Schriber, Susanne; Zurbriggen, Carmen

in Zeitschrift für Heilpädagogik (2019), 70(12), 623-637

See detailQualität schulischer Inklusion aus Perspektive von Kindern und Jugendlichen
Zurbriggen, Carmen

Presentation (2019, November)

See detailQuantitative Erfassung von Behinderung aus der Perspektive von Kindern
Stöcker, Anne; Zurbriggen, Carmen

Poster (2019, September)

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

Scientific Conference (2019, August)

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

Scientific Conference (2019, August)

See detailHeterogener Forschungsstand und heterogene Befunde – Strategien für die eigene Forschungsarbeit
Zurbriggen, Carmen

Presentation (2019, June)

See detailErfassung von Merkmalen inklusiven Unterrichts mit der Experience Sampling Method
Knickenberg, Margarita; Zurbriggen, Carmen

Poster (2019, June)

See detailPerceptions of Inclusion. Selbst-und Fremdeinschätzung von Schülerinnen und Schülern mit Bedarf an sonderpädagogischer Unterstützung im Bereich Körperlich-motorische Entwicklung.
Stöcker, Anne; Zurbriggen, Carmen; Schrieber, Susanne

Poster (2019, June)

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

Scientific Conference (2019, June)

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

Scientific Conference (2019, May)

See detailWohlbefinden und Inklusion – ein Widerspruch?
Zurbriggen, Carmen

Presentation (2019, March)

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

Scientific Conference (2019, March)

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

Scientific Conference (2019, February)

See detailEmotionales Erleben und schulische Inklusion – Untersuchungen mit der Experience Sampling Method
Zurbriggen, Carmen

Presentation (2019, January)

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

in 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; Venetz, Martin; Schwab, Susanne; Hessels, Marco G. P.

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

See detailEntwicklung eines Fragebogens zur Erfassung des emotionalen Selbstkonzepts von Jugendlichen
Schmidt, Philipp; Zurbriggen, Carmen

Poster (2018, November)

See detailQuantitative Erfassung von Behinderung. Entwicklung eines praxisrelevanten Erhebungsinstruments.
Stöcker, Anne; Zurbriggen, Carmen

Poster (2018, October)

See detailSocial interactions in everyday life of students with and without special educational needs.
Zurbriggen, Carmen; Venetz, Martin; Hinni, Chantal

Scientific Conference (2018, September)

See detailConsistency of inclusion assessment: Contrasting students’ reports with teacher and parent ratings
Venetz, Martin; Zurbriggen, Carmen; Schwab, Susanne; Trauntschnig, Mike

Scientific Conference (2018, September)

See detailPerceptions of inclusion and motivational relationships as predictors of emotional well-being
Markus, Stefan; Schwab, Susanne; Zurbriggen, Carmen; Trauntschnig, Mike; Hoffmann, Lisa

Scientific Conference (2018, September)

See detailAssessing dimensions of inclusion – Measurement invariance between students with and without learning disabilities.
Knickenberg, Margarita; Zurbriggen, Carmen; Venetz, Martin; Schwab, Susanne; Gebhardt, Markus

Scientific Conference (2018, September)

See detailConception of the E-CIR “Measuring and supporting students’ social participation”. The 2018 E-CIR Group
Spörer, Nadine; Minnaert, Alexander; Zurbriggen, Carmen; Huber, Christian; Stadtfeld, Christoph; Eberle, Julia; de Boer, Anke; Petry, Katja; Henke, Thorsten

Poster (2018, September)

See detailEmotional well-being in inclusive education and its relation to motivational appraisals
Markus, Stefan; Schwab, Susanne; Zurbriggen, Carmen; Trauntschnig, Mike; Hoffmann, Lisa

Scientific Conference (2018, July)

See detailVeränderung des schulischen Wohlbefindens von Schülerinnen und Schülern im Verlauf eines Schuljahres und Konsistenz von Schüler- und Lehrereinschätzungen
Venetz, Martin; Zurbriggen, Carmen; Altmeyer, Simona

Scientific Conference (2018, June)

See detailPerceptions of inclusion questionnaire – eine psychometrische Analyse der Schüler-, Eltern- und Lehrerversion
Schwab, Susanne; Zurbriggen, Carmen; Venetz, Martin; Trauntschnig, Mike

Scientific Conference (2018, June)

See detailThe emotional experience of students with internalizing behavior during classroom peer interactions
Zurbriggen, Carmen; Venetz, Martin

Scientific Conference (2018, April)

See detailEmotionales Erleben von Schülerinnen und Schülern mit internalisierendem Verhalten bei Peerinteraktionen im Unterricht
Zurbriggen, Carmen; Venetz, Martin

Scientific Conference (2018, February)

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See detailDabei oder nicht dabei? Soziale Partizipation im Jugendalter
Zurbriggen, Carmen

in Sonderpädagogische Förderung heute (2018), 63(4), 408417

See detailSchulklasseneffekte auf Schulleistung und akademisches Selbstkonzept
Zurbriggen, Carmen

in Rathmann, Katharina; Hurrelmann, Klaus (Eds.) Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion (2018)

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See detailMethoden der empirischen Erforschung von Beziehungen und Einflussprozessen zwischen Klassenkameradinnen und -kameraden
Zurbriggen, Carmen

in Vierteljahresschrift für Heilpädagogik und ihre Nachbarsgebiete (2018), 87(3), 205217

In diesem Beitrag werden ausgewählte empirische Erhebungsmethoden für die Erforschung von Beziehungen und Einflussprozessen zwischen Klassenkameradinnen und -kameraden im Überblick dargestellt. Ausgangspunkt für die Auswahl und Darstellung der quantitativen Methoden bildet eine Systematisierung des Forschungsgegenstandes Peerbeziehungen und Peereinflussprozesse in Schulklassen. Neben den beiden klassischen, in der sonderpädagogischen Forschung häufig eingesetzten Verfahren Fragebogen und soziometrische Nominationsmethoden werden drei bislang noch wenig bekannte Erhebungsmethoden vorgestellt: Social Cognitive Mapping, Erlebensstichprobenmethode und Social Sensing. Abschließend werden zentrale methodische Herausforderungen der Erhebung von Peerbeziehungen und Peereinflüssen in Schulklassen aus einer sonderpädagogischen Perspektive diskutiert.

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See detailFortführung des Diskurses „Dabei oder nicht dabei? Soziale Partizipation im Jugendalter“
Zurbriggen, Carmen

in Sonderpädagogische Förderung heute (2018), 63(4), 429434

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See detailDiversität und aktuelles emotionales Erleben von Schülerinnen und Schülern im inklusiven Unterricht
Zurbriggen, Carmen; Venetz, Martin

in Hagenauer, Gerda; Hascher, Tina (Eds.) Emotionen und Emotionsregulation in Schule und Hochschule (2018)

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See detailIntersektionalität in der Sonderpädagogik. Perspektiven für die Analyse der Wechselbeziehungen von Behinderung und anderen Ungleichheitsdimensionen
Hinni, Chantal; Zurbriggen, Carmen

in Vierteljahresschrift für Heilpädagogik und ihre Nachbarsgebiete (2018), 87(2), 167-172

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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
Zurbriggen, Carmen; Venetz, Martin; Hinni, Chantal

in European Journal of Special Needs Education (2018)

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See detailEditorial: Assessing behavior difficulties in students
Zurbriggen, Carmen; Schwab, Susanne; de Boer, Anke; Koglin, Ute

in European Journal of Psychological Assessment (2018), 34(2), 6568

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See detailSpecial issue: Assessing behavior difficulties in students
Zurbriggen, Carmen; Schwab, Susanne; de Boer, Anke; Koglin, Ute

in European Journal of Psychological Assessment (2018), 34(2),

See detailWohlbefinden und emotionales Erleben von Schülerinnen und Schülern im inklusiven Unterricht
Zurbriggen, Carmen

Presentation (2017, November)

See detailErleben positiver Emotionen im inklusiven Unterricht
Zurbriggen, Carmen

Presentation (2017, November)

See detailAffektives Wohlbefinden im Unterricht während der Adoleszenz – Veränderung und Konsistenz aktuell und habituell berichteten Befindens
Venetz, Martin; Zurbriggen, Carmen

Scientific Conference (2017, September)

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

Scientific Conference (2017, September)

See detailThe role of the teachers in evaluating the social outcomes of students in special educational needs in general education
Zurbriggen, Carmen

Scientific Conference (2017, August)

See detailAn overview of classroom composition research on social-emotional outcomes
Müller, Christoph Michael; Zurbriggen, Carmen

Scientific Conference (2017, August)

See detailAre students trapped into the big-fish-little-pond effect? A comparison of the group actor-partner interdependence model and a latent-manifest contextual model
Zurbriggen, Carmen; Gommans, Rob; Venetz

Scientific Conference (2017, August)

See detailInclusion in school: How consistent are students’ self- and teacher reports?
Venetz, Martin; Zurbriggen, Carmen; Schwab, Susanne

Scientific Conference (2017, August)

See detailAre they all the same? A multilevel latent profile analysis of students' disengagement at secondary school
Zurbriggen, Carmen; Venetz

Scientific Conference (2017, June)

See detailMethodeneffekte von Selbstberichten zum emotionalen Erleben von Schülerinnen und Schülern im inklusiven Unterricht
Zurbriggen, Carmen; Venetz

Scientific Conference (2017, June)

See detailMéthode de recherche: Auto-évaluation des élèves sur l’intégration scolaire.
Zurbriggen, Carmen

Presentation (2017, May)

See detailSocial participation and emotional experience in inclusive classrooms
Zurbriggen, Carmen; Venetz, Martin

Scientific Conference (2017, March)

See detailQualität des Erlebens von Schülerinnen und Schülern im inklusiven Unterricht - Untersuchungen mit der Experience Sampling Method (ESM)
Venetz, Martin; Zurbriggen, Carmen

Presentation (2017, February)

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See detailDie ELG Sunnegrund: Eltern und Lehrpersonen gemeinsam in Richtung Erziehungs- und Bildungspartnerschaft
Zurbriggen, Carmen

in Lütje-Klose, Birgit; Miller, Susanne; Schwab, Susanne; Streese, Bettina (Eds.) Inklusion: Profile für Schul- und Unterrichtsentwicklung in Deutschland, Österreich und der Schweiz. Theoretische Grundlagen - Empirische Befunde - Praxisbeispiele (2017)

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See detailZur Variabilität adaptiver Kompetenzen von Erwachsenen mit geistiger Behinderung
Orthmann Bless, Dagmar; Zurbriggen, Carmen

in Vierteljahresschrift für Heilpädagogik und ihre Nachbarsgebiete (2017), 86(1), 4155

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See detailAdaptive Behavior Assessment System II – Eine erste Überprüfung der psychometrischen Eigenschaften der deutschen Erwachsenenversion
Zurbriggen, Carmen; Orthmann Bless, Dagmar

in Empirische Sonderpädagogik (2017), 9(1), 318

See detailUnterschiedliche schulische Lernumfelder und ihre Folgen
Zurbriggen, Carmen

Speeches/Talks (2016)

See detailThe big-fish-little-pond effect on academic self-concept: Are students trapped into the negative social comparison effect?
Zurbriggen, Carmen

Scientific Conference (2016, August)

See detailTwo sides of the same coin? Linking evidence-based assessment and intervention to support students’ social and emotional development throughout the course of child and youth development in schools
Zurbriggen, Carmen

Scientific Conference (2016, August)

See detailTeachers’ self-efficacy beliefs, attitudes and motivation to engage in inclusive education
Zurbriggen, Carmen

Scientific Conference (2016, August)

See detailStability and change in behavioral problems after transition to lower secondary school – A latent transition analysis
Venetz, Martin; Zurbriggen, Carmen

Scientific Conference (2016, August)

See detailMedium-term effects of inclusion on students’ well-being in everyday life and when relating to peers
Venetz, Martin; Zurbriggen, Carmen

Scientific Conference (2016, August)

See detailDisability as an outland in the own country
Zurbriggen, Carmen; Kronig, Winfried

Scientific Conference (2016, June)

See detailEmotionales Erleben und schulische Motivation vor und nach dem Übergang auf die Sekundarstufe I
Zurbriggen, Carmen

Scientific Conference (2016, May)

See detailThe big-fish-little-pond effect on academic self-concept: A comparison of GAPIM and a latent-manifest contextual model
Zurbriggen, Carmen; Gommans, Rob; Venetz, Martin

Scientific Conference (2016, April)

See detailSchwache Schulleistungen beim Übergang auf die Sekundarstufe I als Hypothek?
Zurbriggen, Carmen

Scientific Conference (2016, March)

See detailLeistungsgruppierung und Inklusion? Schülerinnen und Schüler mit schwachen Schulleistungen im Spannungsfeld komparativer und normativer Einflüsse
Zurbriggen, Carmen

Scientific Conference (2016, February)

See detailSchulklasseneffekte. Schülerinnen und Schüler zwischen komparativen und normativen Einflüssen
Zurbriggen, Carmen

Book published by Springer (2016)

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See detailSoziale Partizipation und aktuelles Erleben im gemeinsamen Unterricht
Zurbriggen, Carmen; Venetz, Martin

in Empirische Pädagogik (2016), 30(1), 98112

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See detailAn overview of classroom composition research on social-emotional outcomes – Introduction to the Special Issue
Müller, Christoph Michael; Zurbriggen, Carmen

in Journal of Cognitive Education and Psychology (2016), 15(2), 163-184

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See detailIntensity bias oder rosy view? Zur Diskrepanz habituell und aktuell berichtetem emotionalen Erleben im Unterricht
Venetz, Martin; Zurbriggen, Carmen

in Empirische Pädagogik (2016), 30(1), 2742

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See detailThemenreihe: Intersektionalität in der Sonderpädagogik
Zurbriggen, Carmen; Kronig, Winfried

in Vierteljahresschrift für Heilpädagogik und ihre Nachbarsgebiete (2016), 85(3),

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See detailHäufigkeitsviktimisierung zwischen verschiedenen Bildungsgängen - Das Ergebnis unterschiedlich ausgeprägter Mediennutzung?
Müller, Christoph Michael; Hofmann, Verena; Hinni, Chantal; Müller, Xenia; Begert, Thomas; Zurbriggen, Carmen

in Schweizerische Zeitschrift für Bildungswissenschaften (2016), 38(2), 199-220

See detailPerceptions of Integration Questionnaire (PIQ): Dimensionen der Integration aus Lehrer- und Schülerperspektive
Zurbriggen, Carmen; Venetz, Martin; Schwab, Susanne; Hessels, Marco

Scientific Conference (2015, November)

See detailAktuelle vs. bilanzierende Selbstberichte zum Unterrichtserleben
Zurbriggen, Carmen

Scientific Conference (2015, September)

See detailÜbergang Primar – Sekundar: Wie schwer wiegt die Hypothek schwacher Schulleistungen?
Zurbriggen, Carmen

Scientific Conference (2015, September)

See detailEffects of school-related beliefs on the discrepancy between students’ self-reported state and trait emotions in class
Venetz, Martin; Zurbriggen, Carmen

Scientific Conference (2015, September)

See detailTeachers’ perception of disrupted instruction: person- and teacher-related correlates and effects on emotions
Zurbriggen, Carmen; Venetz, Martin

Scientific Conference (2015, August)

See detailSubjektiv erlebte soziale Partizipation im Unterrichtsalltag inklusiver Schulklassen
Zurbriggen, Carmen; Venetz, Martin

Scientific Conference (2015, March)

See detailZur Bedeutung der schulischen Bezugsgruppe bei schwachen Schulleistungen. Eine Gegenüberstellung von komparativen und normativen Peereffekten auf Schulleistungen, akademisches Selbstkonzept und Berufsaspirationen
Zurbriggen, Carmen

Doctoral thesis (2015)

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See detailRelevance of the reference group for students with low achievement: A contrasting juxtaposition of comparative and normative peer effects (dissertation abstract)
Zurbriggen, Carmen

in Journal of Cognitive Education and Psychology (2015), 14(3), 409410

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See detailSpecial issue: Classroom composition research on social-emotional outcomes
Müller, Christoph Michael; Zurbriggen, Carmen

in Journal of Cognitive Education and Psychology (2015), 15(2),

See detailFaktorenanalyse
Venetz, Martin; Zurbriggen, Carmen

in Koch, Katja; Ellinger, Stephan (Eds.) Empirische Forschungsmethoden in der Heil- und Sonderpädagogik (2015)

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See detailIntensive longitudinal methods – ihre Eignung für die sonderpädagogische Forschung und exemplarische Anwendungsmöglichkeiten
Venetz, Martin; Zurbriggen, Carmen

in Empirische Sonderpädagogik (2015), 7(3), 194205

See detailTransition from primary to secondary school: Mechanisms contributing to educational inequalities
Zurbriggen, Carmen

Scientific Conference (2014, October)

See detailInternalizing and externalizing behaviour: Subjective experiences in different classroom situations
Zurbriggen, Carmen; Venetz, Martin

Scientific Conference (2014, August)

See detailSubgroups of problematic behaviour among students of primary school from teacher perspective: A latent profile analysis
Venetz, Martin; Zurbriggen, Carmen; Liesen, Christian

Scientific Conference (2014, August)

See detailEducational context and occupational aspirations: The role of academic tracking
Zurbriggen, Carmen; Kronig, Winfried; Venetz, Martin

Scientific Conference (2014, July)

See detailZur Bedeutung von Peers für das akademische Selbstkonzept
Zurbriggen, Carmen

Scientific Conference (2014, June)

See detailDifferenzielle soziale Lernumfelder und ihr Einfluss auf die schulische Leistungsentwicklung
Zurbriggen, Carmen

Scientific Conference (2014, May)

See detailSchulische Integration und Schulübergang. Ergebnisse einer Längsschnittuntersuchung
Venetz, Martin; Zurbriggen, Carmen

Presentation (2014, April)

See detailKurzfragebogen zur Erfassung der Dimensionen der Integration von Schülerinnen und Schülern (KFDI)
Venetz, Martin; Zurbriggen, Carmen; Eckhart, Michael

Scientific Conference (2014, January)

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See detailIntegriert während der Primarschule – und dann?
Venetz, Martin; Zurbriggen, Carmen

in Schweizerische Zeitschrift für Heilpädagogik (2014), 20(5), 3844

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

in Luder, Reto; Kunz, André; Müller Bösch, Caroline (Eds.) Inklusive Pädagogik und Didaktik (2014)

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See detailEntwicklung und erste Validierung einer Kurzversion des „Fragebogens zur Erfassung von Dimensionen der Integration von Schülern (FDI)“ von Haeberlin, Moser, Bless und Klaghofer
Venetz, Martin; Zurbriggen, Carmen; Eckhart, Michael

in Empirische Sonderpädagogik (2014), 6(2), 99113

See detailAdaptive Kompetenzen von Erwachsenen mit intellektueller Beeinträchtigung
Zurbriggen, Carmen; Orthmann Bless, D.; Estermann, v.; Duss, I.; Hess, R. C.; Hinni, C.; Wüthrich, L.

Report (2014)

See detailInklusion und Integration – wo steht die Schweiz?
Zurbriggen, Carmen

Presentation (2013, November)

See detailIntegriert während der Primarschule – und dann?
Venetz, Martin; Zurbriggen, Carmen

Scientific Conference (2013, August)

See detailSchulische Integration und Schulübergang
Venetz, Martin; Zurbriggen, Carmen

Scientific Conference (2012, September)

See detailEmotionales Erleben im Unterricht und schulbezogene Selbstbilder. Vergleichende Analysen von Lernenden in integrativen und separativen Schulformen
Venetz, Martin; Tarnutzer, Rupert; Zurbriggen, Carmen; Sempert, Waltraud

Book published by SZH/CSPS (2012)

See detailVerhaltensauffällige Kinder: Wie sie sich selbst sehen und die Schule erleben
Venetz, Martin; Zurbriggen, Carmen

Scientific Conference (2011, September)

See detailIntegriert oder separiert – wie erleben es die Schülerinnen und Schüler?
Venetz, Martin; Zurbriggen, Carmen

Speeches/Talks (2011)

See detailEffekte integrativer und separativer Schulung auf das emotionale Erleben im Unterricht
Tarnutzer, Rupert; Venetz, Martin; Zurbriggen, Carmen

Scientific Conference (2011, January)

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See detailWie Schülerinnen und Schüler in integrativen Klassen den Unterrichtsalltag erleben
Venetz, Martin; Zurbriggen, Carmen

in Schweizerische Zeitschrift für Heilpädagogik (2011), 17(5), 610

See detailThe quality of cooperation experienced by remedial and regular teachers in inclusive schools
Zurbriggen, Carmen

Scientific Conference (2010, September)

See detailWie erleben in Regelklassen integrierte Kinder den Unterrichtsalltag?
Venetz, Martin; Zurbriggen, Carmen

Scientific Conference (2010, August)

See detailDie Erlebensqualität von Kindern in der integrativen und separativen Schulform
Venetz, Martin; Zurbriggen, Carmen; Sempert, Waltraud

Presentation (2010, April)

See detailZusammenarbeit von Klassenlehrpersonen und Lehrpersonen Schulischer Heilpädagogik in integrativen Schulen
Zurbriggen, Carmen

Speeches/Talks (2010)

See detailDer Unterricht in der intergrativen Schulform – Wie erleben ihn die Lernenden?
Venetz, Martin; Tarnutzer, Rupert; Zurbriggen, Carmen; Sempert, Waltraud

Scientific Conference (2010, March)

See detailDie Qualität des Erlebens von Lernenden in integrativen und separativen Schulformen
Venetz, Martin; Tarnutzer, Rupert; Zurbriggen, Carmen; Sempert, Waltraud

Report (2010)

See detailQualität des Erlebens bei der Zusammenarbeit von Klassenlehrpersonen und Lehrkräften Schulischer Heilpädagogik in der Integrativen Schulform
Zurbriggen, Carmen

Presentation (2009, November)

See detailGestresst, gelangweilt oder begeistert? Wie integrativ beschulte Kinder und ihre Lehrpersonen den (Schul-)Alltag erleben
Venetz, Martin; Zurbriggen, Carmen; Audeoud, Mireille

Scientific Conference (2009, September)

See detailQualität des Erlebens beim Unterrichten sowie bei der Zusammenarbeit von Klassenlehrpersonen und Lehrkräften Schulischer Heilpädagogik
Zurbriggen, Carmen

Scientific Conference (2009, July)

See detailEinblicke in das Befinden und Erleben von Lehrpersonen bei der Zusammenarbeit in der integrativen Schulform
Zurbriggen, Carmen

Article for general public (2009)