Empirische Arbeit: Eine Mehrebenenanalyse zur Schülerwahrnehmung von Störungen im Unterricht der Klassen- und einer Fachlehrperson

Wettstein, Alexander; Ramseier, Erich; Scherzinger, Marion

doi:10.2378/peu2018.art01d

Cited by 5 publications

(4 citation statements)

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“…(Lohaus et al, 2004). Moreover, a recent study from Switzerland revealed that students in the sixth grade reported more student misbehavior, more teacher aggression and less supportive classroom relationships than students from the fifth grade (Wettstein et al, 2016). Therefore, our finding that children's coordination of difficulty type and context increased as children moved to the sixth grade may indicate that children are increasingly sensitive to possible conflicts between academic and social goals during the upper elementary grades.…”

Section: Discussionmentioning

confidence: 51%

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Competitive classroom norms and exclusion of children with academic and behavior difficulties

Gasser

Grütter

Torchetti

et al. 2017

Journal of Applied Developmental Psychology

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We investigated effects of classroom-level norms and individual competitive attitudes on children's exclusion of hypothetical peers with behavior or academic difficulties. Upper elementary school children (N = 1,009) from Switzerland were presented with four scenarios about social exclusion at two time points (fifth and sixth grade). These scenarios varied according to difficulty type of exclusion target (low-achieving vs. hyperactive) and context of exclusion (academic vs. social). Multilevel analyses revealed that children were more likely to exclude hypothetical hyperactive peers than low-achieving peers for reasons of effective group functioning. When children transferred to the sixth grade, they became more likely to coordinate the type of difficulty of the exclusion target with the context of exclusion. Moreover, competitive classroom-level norms and individual attitudes positively predicted the exclusion of low-achieving children. To improve social inclusion, teachers can encourage learning environments, where children learn to integrate effective academic group functioning with fairness principles.

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Section: Discussionmentioning

confidence: 51%

“…During the upper elementary grades, children are selected and streamed according to their grades; thus, students are under growing pressure to perform. This increasing pressure may have negative implications for the social inclusion of children who do not conform to academic and behavioral norms at school (Wettstein, Ramseier, Scherzinger, 2016).…”

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confidence: 99%

Competitive classroom norms and exclusion of children with academic and behavior difficulties

Gasser

Grütter

Torchetti

et al. 2017

Journal of Applied Developmental Psychology

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“…They understand classroom disruptions as impairments or interruption of the teaching-learning process by partly or entirely overriding the conditions under which teaching and learning can occur. Wettstein et al (2018) distinguish between aggressive and non-aggressive classroom disruptions. For teachers, aggressive classroom disruptions, especially attacks against the teacher's authority, seem highly stressful (Lehr, 2004;Scherzinger et al, 2017).…”

Section: Classroom Disruptionsmentioning

confidence: 99%

“…However, since teaching is a reciprocal social event, it is essential to note that teachers can also contribute to classroom disruptions through their behavior and actions in class (Fend, 2008;Helmke, 2009). The most often observed forms of teacher aggression include exposure, denigration, and unfair treatment (Wettstein et al, 2018). Responding to perceived classroom disruptions with this kind of behavior contributes to further disruptions, and lengthy negotiations between teachers and students often follow (Wettstein, 2010).…”

Section: Teacher Aggressionmentioning

confidence: 99%

Teacher Stress: A Psychobiological Approach to Stressful Interactions in the Classroom

et al. 2021

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Teachers report elevated levels of stress and psychosomatic illnesses compared to other professions. Teacher stress has far-reaching consequences on their health outcomes, the student's motivation, and the economy. However, research on teacher stress relies mainly on self-reports, hence, assesses stress on purely subjective perception. Personal or subjective aspects can strongly influence these measures, and biological stress may even be unnoticed. It is, therefore, necessary to include both subjective and objective measures to investigate stress, preferably in real-life situations. This review aims to demonstrate the importance of a psychobiological ambulatory assessment (AA) approach to investigate teacher stress, in contrast to purely subjective measures. We discuss classroom disruptions as the primary stress factor within the classroom and how a multimethod AA approach using psychological measures while simultaneously recording classroom disruptions and biological stress reactions of teachers would enable a much deeper understanding of stressful transactional processes taking place in the classroom that has not been achieved before.

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Classroom disruptions, the teacher–student relationship and classroom management from the perspective of teachers, students and external observers: a multimethod approach

Scherzinger

Wettstein

2018

Learning Environ Res

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Empirische Arbeit: Eine Mehrebenenanalyse zur Schülerwahrnehmung von Störungen im Unterricht der Klassen- und einer Fachlehrperson

Cited by 5 publications

References 0 publications

Competitive classroom norms and exclusion of children with academic and behavior difficulties

Competitive classroom norms and exclusion of children with academic and behavior difficulties

Teacher Stress: A Psychobiological Approach to Stressful Interactions in the Classroom

Classroom disruptions, the teacher–student relationship and classroom management from the perspective of teachers, students and external observers: a multimethod approach

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