Institut Forschung und Entwicklung

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A dynamic and gender sensitive understanding of adolescents’ personal and school resilience characteristics
(University of Victoria, School of Child and Youth Care, 2015) Kassis, Wassilis; Artz, Sibylle; Moldenhauer, Stephanie; Géczy, István; Rossiter, Katherine
01A - Beitrag in wissenschaftlicher Zeitschrift
Belastungen und Ressourcen bei Burnout von Lehrkräften der Sekundarstufe I und II
(Reinhardt, 2003) Neuenschwander, Markus
01A - Beitrag in wissenschaftlicher Zeitschrift
Competence and the need for transferable skills
(2017) Nägele, Christof; Stalder, Barbara E.; Mulder, Martin
Transferable skills are skills that are relevant and helpful across different situations and areas of life. Such skills are often seen as a crucial factor adding to the employability of individuals. It is often assumed that transferable skills can be re-used after transition to a new situation. In this chapter, these assumptions are being discussed. Important questions are: ‘What is the value of transferable skills?’, ‘What restricts the transferability of transferable skills?’ and ‘How can transferable skills be fostered through education and training?’. The chapter starts with an overview of the manifold definitions of ‘transferable skills’, which are used in research, practice and policy. It will be argued that transferable skills play an important role in the recruitment and selection process, as well as during organizational entry. The assumption that transferable skills are (easily) transferable will be questioned, as this transfer depends on individual and contextual factors. The chapter concludes with a reflection on how transferable skills can be developed in school based and company based education and training.
04A - Beitrag Sammelband
Crisis migration adverse childhood events. A new category of youth adversity for crisis migrant children and adolescents
(Springer, 10.01.2023) Cobb, Cory L.; Unger, Jennifer B.; Celada-Dalton, Teresa; West, Amy E.; Zeledon, Ingrid; Perazzo, Patrizia A.; Cano, Miguel Ángel; Des Rosiers, Sabrina E.; Duque, Maria C.; Ozer, Simon; Cruz, Natalie; Scaramutti, Carolina; Vos, Saskia R.; Salas-Wright, Christopher P.; Maldonado-Molina, Mildred M.; Nehme, Lea; Martinez, Charles R.; Zayas, Luis H.; Schwartz, Seth J.; Ertanir, Beyhan
The present article proposes an extension of the concept of adverse childhood experiences (ACEs) to apply to crisis migration – where youth and families are fleeing armed conflicts, natural disasters, community violence, government repression, and other large-scale emergencies. We propose that adverse events occurring prior to, during, and following migration can be classified as crisis-migration-related ACEs, and that the developmental logic underlying ACEs can be extended to the new class of crisis-migration-related ACEs. Specifically, greater numbers, severity, and chronicity of crisis-migration-related ACEs would be expected to predict greater impairments in mental and physical health, poorer interpersonal relationships, and less job stability later on. We propose a research agenda centered around definitional clarity, rigorous measurement development, prospective longitudinal studies to establish predictive validity, and collaborations among researchers, practitioners, and policymakers.
01A - Beitrag in wissenschaftlicher Zeitschrift
A cross-national validation of the shortened version of the adolescent stress questionnaire (ASQ-S) among adolescents from Switzerland, Germany, and Greece
(Frontiers Research Foundation, 09.04.2021) Ertanir, Beyhan; Rietz, Christian; Graf, Ulrike; Kassis, Wassilis
The experience of stress is receiving increasing attention in the context of adolescent mental health, which is why a valid and reliable stress assessment instrument is of great importance. For this purpose, an English-language adolescent stress questionnaire (ASQ) was developed, which assesses the subjective stress experience of adolescents in different areas of life (e.g., at home, at school, and during leisure time). However, the latest long version of the questionnaire with 56 items (ASQ-2) was found to be too extensive, so a more economical short version ASQ-S with 27 items was developed. The aim of this study was to validate a German and a Greek version of the ASQ-S. In order to investigate the psychometric properties of the German and Greek ASQ-S confirmatory factor analysis, analyses of variance and correlations were applied to sample data from Switzerland, Germany, and Greece ( = 1,071 seventh-grade students; = 12.53; = 0.76). The results yielded only poor to moderate internal reliability across all three countries and the suggested 9-dimensional factor structure could not be confirmed. Instead, a modified 6-factor structure was tested which showed acceptable model fits while demonstrating form invariance across the three countries. Furthermore, the ASQ-S scales correlated positively with depressive symptoms and anxiety and negatively with self-esteem and life satisfaction, all of which supported adequate concurrent validity. The results revealed that the utility of the ASQ-S appears to be limited when translated to other languages and should be used with caution when administered in international contexts.
01A - Beitrag in wissenschaftlicher Zeitschrift
Disentangling the relationship between mathematical achievement, social skills, and social status in inclusive classrooms
(Pabst Science Publishers, 2021) Schnepel, Susanne; Garrote, Ariana; Moser Opitz, Elisabeth
01A - Beitrag in wissenschaftlicher Zeitschrift
Eltern und Lehrpersonen als Gewalt-Risikofaktoren Jugendlicher
(Psychosozial Verlag, 2010) Kassis, Wassilis; Abril, Paco; Bohne, Sabine; Busche, Mart; Hrzenjak, Majda; Humer, Ziva; Puchert, Ralf; Romero, Alfons; Scambor, Christian; Scambor, Elli
01A - Beitrag in wissenschaftlicher Zeitschrift
Exploring parenting styles patterns and children’s socio-emotional skills
(MDPI, 29.06.2023) Vasiou, Aikaterini; Kassis, Wassilis; Krasanaki, Anastasia; Aksoy, Dilan; Favre, Céline Anne; Tantaros, Spyridon
In this study, we adopted parenting styles as a multidimensional and latent construct that includes different aspects of parenting, rather than solely focusing on a single parenting style. In a Web-based survey with 1203 Greek parents, we identified parenting styles and their SDQ reports on their children. According to our results by Latent Profile Analysis, we must use a more complex approach concerning parenting styles. We identified a “Highly Authoritative style” profile with high levels of authoritative, low levels of authoritarian and middle levels of permissive parenting styles. We additionally identified a profile called “Relaxed Authoritative style”, with still high but lower levels of authoritative style, low but slightly heightened levels of authoritarian style, and middle levels of permissive style. A further profile, named “Permissive Focused Authoritative style”, had a mix of high levels of authoritative, moderate levels of permissive, and elevated levels of authoritarian parenting styles. Finally, in a profile named “Inconsistent Parenting style”, we identified parents with a blend of still high, but the lowest of all four levels of authoritative and highest levels of permissive and authoritarian parenting styles. When combining the four identified parenting patterns with the SDQ results, we identified the “highly authoritative parenting style” profile to be the least connected to internalizing or externalizing problems of the respective children.
01A - Beitrag in wissenschaftlicher Zeitschrift
Exposure to intimate-partner violence and resilience trajectories of adolescents. A two-wave longitudinal latent transition analysis
(MDPI, 28.04.2023) Aksoy, Dilan; Favre, Céline Anne; Simões, Celeste
Despite the serious emotional and social consequences of adolescents’ exposure to intimate-partner violence (IPV) and the high prevalence of this exposure, few analyses have focused on person-centered models or considered psychological IPV. Studies that address exposure to violence tend to focus on physical IPV. Therefore, in this study, we examine (across two waves) the trajectories of resilience among adolescents who have witnessed psychological IPV by conducting a latent transition analysis and predicting class membership through socio-demographic and individual-level protective factors. Using a sample of 879 (T1, fall 2020) and 770 (T2, spring 2022) adolescent Swiss students with mean ages of 11.74 (SD = 0.64) and 13.77 (SD = 0.53), we identified four distinct time-invariant resilience classes: comorbid-frustrated, internalizing-frustrated, comorbid-satisfied, and resilient. The classes characterized by some level of psychopathological symptoms and basic psychological-needs frustration were the most stable over time. Furthermore, we found the four typical resilience trajectories: recovery, chronic, delayed, and improving. Gender, socioeconomic background, and protective factors showed a significant prediction of class membership in wave 1, highlighting the importance of increasing sensitivity to psychological-IPV exposure on the one hand, and reinforcing the relevance of prevention in schools regarding the promotion of protective factors on the other.
01A - Beitrag in wissenschaftlicher Zeitschrift
Finding the way out: A non-dichotomous understanding of resilience of adolescents
(Elsevier, 2013) Kassis, Wassilis; Artz, Sibylle; Scambor, Christian; Scambor, Elli; Moldenhauer, Stephanie
01A - Beitrag in wissenschaftlicher Zeitschrift
Förderung von Kindern mit Verhaltensauffälligkeiten und Unaufmerksamkeit in der Schule (FOKUS)
(23.11.2016) Neuenschwander, Markus; Benini, Sara; Fräulin, Jennifer
06 - Präsentation
Friendship networks in inclusive elementary classrooms. Changes and stability related to students’ gender and self-perceived social inclusion
(Springer, 10.06.2023) Garrote, Ariana; Zurbriggen, Carmen L. A.; Schwab, Susanne
Friendships with classmates play a significant role in student’s development. However, only some friendships are maintained for longer than a school year and their formation depend on many factors. One important factor is gender because gender homophily is consistently found in friendship networks. In addition, there is evidence that same-gender friendships are more stable. In the context of inclusive education, friendship can be considered as one of four key dimensions of social inclusion. While three of these dimensions are assessed from others’ perspective, self-perception of social inclusion focuses solely on the individual students’ view. However, hardly any studies investigated how students’ self-perception of social inclusion is related to friendships, and more specifically, whether and how self-perceived social inclusion is related to changes in friendship networks in the classroom. To contribute to this research gap, friendship networks of 280 students aged 9–11 years (49% girls) in 15 classes of Grade 4 were examined at the beginning and at the end of one school year. Network changes were analyzed with longitudinal social network analyses. Students’ gender and self-perception of inclusion were added as predictors of changes in the friendship networks. The results confirmed gender homophily for formation and stability. The analyses also showed that students who perceived themselves as socially included nominated more best friends at the end of the school year but were not necessarily perceived as best friends by their peers. This highlights the importance of considering different perspectives to better understand social inclusion in classrooms.
01A - Beitrag in wissenschaftlicher Zeitschrift
Gender gap in STEM and gender portrayal in science textbooks for upper secondary education
(2018) Makarova, Elena; Wenger, Nadine
06 - Präsentation
Gender-atypical professions in short-term internships: the influential role of parents
(11.10.2018) Hofmann, Jan
06 - Präsentation
Internalizing and externalizing symptoms in adolescents with and without experiences of physical parental violence, a latent profile analysis on violence resilience
(Frontiers, 31.03.2022) Aksoy, Dilan; Favre, Céline Anne; Janousch, Clarissa; Ertanir, Beyhan
Questionnaire data from a cross-sectional study on social resilience in adolescence, with a sample of N = 1,974 Swiss seventh grade high school students ages 12–14 (M = 11.76; SD = 0.65) was used to identify and compare violence resilience profiles. Person-centered latent profile analysis (LPA) was applied and allowed for the grouping of adolescents into profiles of internalizing (depression/anxiety, dissociation) and externalizing symptoms (peer aggression, peer victimization, classroom disruption) and differentiation of adolescents with (n = 403) and without (n = 1,571) physical parental violence experiences. Subsequently, a multinomial logistic regression analysis was conducted to further investigate the sociodemographic predictors of violence resilience profiles. With LPA, we identified four distinct profiles for both adolescent groups (with and without parental physical violence experiences). The results showed three particularly burdened profiles of adolescents, one with higher externalizing and one with higher internalizing symptoms, which did not occur simultaneously to the same extent. Furthermore, the third profile contained adolescents with both elevated internalizing and externalizing symptoms, the comorbid profile. The fourth profile consisted of the majority of adolescents, who exhibited little or no internalizing and externalizing symptoms, the so-called no/low symptomatic profile. A differentiated view of the symptoms can create added value regarding the understanding of violence resilience. Moreover, in the multinomial logistic regression, significant associations were found between the profiles and adolescents’ gender in the group of adolescents with parental physical violence experiences, but none were found in relation to sociocultural status and migration background.
01A - Beitrag in wissenschaftlicher Zeitschrift
Kinder brauchen Freunde
(Schulverlag plus, 2018) Kappeler Suter, Silvana
01B - Beitrag in Magazin oder Zeitung
Laying Down the Family Burden: A Cross-Cultural Analysis of Resilience
(Taylor & Francis, 2013) Kassis, Wassilis; Artz, Sibylle; Moldenhauer, Stephanie
01A - Beitrag in wissenschaftlicher Zeitschrift
Longitudinal changes in Swiss adolescent’s mental health outcomes from before and during the COVID-19 pandemic
(MDPI, 02.12.2021) Ertanir, Beyhan; Kassis, Wassilis; Garrote, Ariana
This study aimed to explore changes in mental health outcomes (depression, anxiety, home, and school stress) from before the first COVID-19 wave (autumn 2019) to the later stages of the same wave (autumn 2020) in a sample of N = 377 Swiss adolescents (Mage = 12.67; 47% female. The results showed that the expected impact of the pandemic on mental health was not noticeable in the later stages of the first COVID-19 wave. Only two effects were demonstrated in terms of intra-individual changes, namely, an effect of gender on depression and anxiety symptoms and an effect of reported COVID-19 burden on school stress symptoms. Moreover, few associations were found for selected predictors and students’ mean level scores, averaged across both time points.
01A - Beitrag in wissenschaftlicher Zeitschrift
Minority and majority adolescents’ attitudes toward mutual acculturation and its association with psychological adjustment
(Springer, 06.04.2022) Sidler, Petra; Baysu, Gülseli; Kassis, Wassilis; Janousch, Clarissa; Chouvati, Raia; Govaris, Christos; Graf, Ulrike; Rietz, Christian
Although acculturation is considered a mutual process, no measure assesses attitudes toward mutual acculturation. Through a novel four-dimensional measurement, this study addresses this research gap by assessing attitudes toward minority and majority acculturation and its relation to psychological adjustment for immigrant-background minority and non-immigrant majority adolescents in public secondary schools in three European countries: in Germany (n = 346, 46% female, Mage = 12.78 years, range 11–16), Greece (n = 439, 56% female, Mage = 12.29 years, range 11–20), and Switzerland (n = 375, 47% female, Mage = 12.67 years, range 11–15). Latent profile analyses led to three distinct acculturation profiles in all three countries: strong and mild mutual integration profiles, where both migrant and majority students are expected to integrate, and a third profile assuming lower responsibility upon the majority. Additionally, those in the strong- and mild-integration profiles reported stronger psychological adjustment than those assuming lower responsibility upon the majority, which held for all students in Switzerland and mostly for those without a migration background in Germany. The findings demonstrate the importance of a mutual acculturation framework for future research. Moreover, as most adolescents fit in with one of the mutual integration patterns, findings stress that no matter their migration background, adolescents favor mutual integration including the expectation on schools to enhance intercultural contact.
01A - Beitrag in wissenschaftlicher Zeitschrift
Monolingual and bilingual children's resolution of referential conflicts: Effects of bilingualism and relative language proficiency
(Elsevier, 03/2017) Verhagen, Josje; Grassmann, Susanne; Küntay, Aylin
Monolingual children follow pointing over labeling when these are in conflict in object selection tasks. Specifically, when a speaker labels one object, but points at another object, monolinguals select the object pointed at. Here, we ask whether (i) bilingual children show the same behavior as monolinguals and (ii) relative language proficiency affects bilinguals’ conflict resolution. 35 monolingual and 32 bilingual two- to four-year-olds performed an experiment involving a conflict between pointing and labeling. The bilinguals were tested in Dutch and in English. The bilinguals had a stronger preference for pointing over labeling and selected both objects less often than the monolinguals. Point following was stronger in the bilinguals’ weaker language than in their stronger language. These results support earlier findings on bilinguals’ increased sensitivity to socio-pragmatic cues and weaker reliance on mutual exclusivity, and show that previously acquired language knowledge affects how children weigh socio-pragmatic and lexical cues.
01A - Beitrag in wissenschaftlicher Zeitschrift