Institut Forschung und Entwicklung

Dauerhafte URI für die Sammlunghttps://irf.fhnw.ch/handle/11654/59

Listen

Filter

2014 - 201932020 - 202418

Einstellungen

Autor:in: search.filters.author.Garrote, ArianaDateien dazu vorhanden?: Ja

Ergebnisse nach Hochschule und Institut

Gerade angezeigt 1 - 10 von 21
  • Vorschaubild
    Publikation
    Lehrstellensuche mit tiefen Leistungen
    (Aargauischer Lehrerinnen- und Lehrerverband (alv), 2024) Neuenschwander, Markus; Garrote, Ariana
    01B - Beitrag in Magazin oder Zeitung
  • Vorschaubild
    Publikation
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    The cycle of violence. Effects of violence experience, behavior, and attitudes on adolescents’ peer rejection networks
    (Frontiers Research Foundation, 2024) Favre, Céline Anne; Garrote, Ariana; Kassis, Wassilis; Bacher, Janine; Wullschleger, Andrea; Aksoy, Dilan
    Previous research on adolescent peer networks has mainly focused on friendship networks and their association with violence, but very limited research is available on peer rejection networks. This lack of knowledge hinders the effectiveness of preventing peer rejection and its negative effects. Based on the theory of the cycle of violence, the present study examines the extent to which parental physical abuse experiences, aggressive behavior toward peers and acceptance of violence are related to peer rejection networks at school. Social network analysis with a stochastic actor-oriented model of longitudinal data collected from high school students (Wave 1, n = 620; Wave 2, n = 590) confirms that adolescents who frequently use aggression toward their peers are more likely to be rejected, especially if those adolescents have experienced abuse. Similarly, peers are more likely to reject adolescents with high levels of accepting violence. The results also show that aggression toward peers generally tends to decrease over time but not for adolescents who reject a larger number of students. For students who reject many peers, aggression frequency increases. From the perspective of resilience theory, peer rejection, when combined with aggression toward peers and acceptance of violence, particularly in female adolescents, creates a significant risk factor for socio-emotional development. Therefore, tackling violence attitudes, experiences and behavior in the school environment and at home is crucial in overcoming the cycle of violence.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    Grouping nationalities based on students’ estimation of stereotype contents in Switzerland
    (Springer, 26.03.2024) Neuenschwander, Markus; Garrote, Ariana; Huttasch, Michelle
    Social stereotypes influence people’s perceptions of nationalities. To categorize the stereotypes about existing nationalities in Switzerland, the stereotype content model can be used. People with nationalities that are associated with low warmth and competence are at risk of being perceived as outgroup members and of being discriminated against, whereas people with nationalities that are rated as high in warmth and competence are more likely to be perceived as ingroup members and are therefore better accepted. Warmth is negatively associated with competition while competence is positively associated with status. Students (N = 101) from various universities in the German-speaking part of Switzerland rated 70 nationalities along the dimensions of warmth, competence, competition, and status. The cluster analyses revealed four groups of nationalities along the dimensions warmth and competence. Levels in status and competition differed between those four clusters. In line with prior research, a negative relationship was found between competition and warmth and a positive relationship between status and competence. These findings allow to understand social stereotypes of nationalities based on empirical evidence. More importantly, the clusters can be used in future studies to compare groups of people with different nationalities who have specific stereotyping experiences.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    Fernunterricht - Lehren für den Unterricht
    (Aargauischer Lehrerinnen- und Lehrerverband (alv), 2021) Garrote, Ariana; Neuenschwander, Markus
    01B - Beitrag in Magazin oder Zeitung
  • Vorschaubild
    Publikation
    Mathematische Kompetenzen von Schülerinnen und Schülern mit dem Förderschwerpunkt geistige Entwicklung. Eine Querschnittstudie
    (Pabst Science Publishers, 01.01.2015) Garrote, Ariana; Moser Opitz, Elisabeth; Ratz, Christoph
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    The relationship between the social participation and social skills of pupils with an intellectual disability. A study in inclusive classrooms
    (European Association for Research on Learning and Instruction, 01.01.2017) Garrote, Ariana
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    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
  • Vorschaubild
    Publikation
    Peer status as a potential risk or protective factor. A latent profile analysis on peer status and Its association with internalizing symptoms in adolescents with and without parental physical abuse experience
    (MDPI, 22.04.2022) Favre, Céline Anne; Aksoy, Dilan; Garrote, Ariana; Janousch, Clarissa
    Research has well established that parental physical abuse experiences can lead to devastating consequences for adolescents, with peer relationships acting as both protective and risk factors. With the person-centered latent profile analysis (LPA), we analyzed questionnaire data from a cross-sectional study in 2020 composed of a sample of 1959 seventh-grade high school students from Switzerland. This study investigated and compared peer-status profiles combining peer acceptance and peer popularity for adolescents with and without parental physical abuse experiences. We conducted a multinomial logistic regression analysis to investigate further depression, anxiety, and dissociation as predictors of profile membership. With LPA, we identified three distinct profiles for adolescents within the subgroup with experiences of parental physical abuse (n = 344), namely liked, liked-popular, and rejected-unpopular. Within the subgroup of adolescents without parental physical abuse experiences (n = 1565), LPA revealed four profiles, namely liked, liked-popular, rejected-unpopular, and average. For adolescents with parental physical abuse experiences, higher levels of dissociation significantly indicated they were more likely to belong to the rejected-unpopular group than belong to the liked group. Anxious students without experiences of parental physical abuse were more likely to belong to the rejected-unpopular and liked profiles than belong to the liked-popular and average profiles. These findings clearly argue for a deeper understanding of the role of parental physical abuse when analyzing the relationship between dissociation and anxiety and peer status. Operationalizing peer status with the four individual dimensions of likeability, rejection, popularity, and unpopularity was valuable in that the role of peer rejection with respect to different internalizing symptoms became apparent.
    01A - Beitrag in wissenschaftlicher Zeitschrift