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1
The mediating role of parents and school in peer aggression problems ; Posredniška vloga staršev in šole pri vrstniškem nasilju
In: CEPS Journal 12 (2022) 1, S. 169-188 (2022)
Abstract: Starting from the ecological framework, the present study aimed to examine the mediating effects of parental supervision and school climate on the relationship between exosystem variables (time spent with media and perceived neighbourhood dangerousness) and peer aggression problems (peer aggression and victimisation). The participants were 880 primary school students. The data were analysed with multiple regression. The results show that both mediators (parental supervision and school climate) have statistically significant partial mediating effects on peer aggression and victimisation. If students experienced more parental supervision, there was a decrease in the relationship between a) time spent with media and peer aggression, and b) perceived neighbourhood dangerousness and peer aggression and victimisation. Identical findings were obtained for positive school climate. Thus, positive school climate and parental supervision served as protective factors against the negative influence of dangerous neighbourhoods and excessive use of media on peer aggression problems. (DIPF/Orig.)
Keyword: Aggression; Aufsicht; Conflict solving; Croatia; ddc:370; Education; Einflussfaktor; Eltern; Elternrolle; Empirische Bildungsforschung; Erziehung; Fragebogenerhebung; Gewalt; Internet; Konfliktlösung; Kroatien; Lower level secondary education; Lower secondary; Lower secondary education; Mediation; Mediennutzung; Parent role; Parental role; Parents; Peer Group; Peer groups; Place of residence; Pupil; Pupils; Questionnaire; Questionnaire survey; Schüler; Schüler-Schüler-Beziehung; Schul- und Bildungswesen; Schulpädagogik; Secondary education lower level; Sekundarstufe I; Sozialer Brennpunkt; Teaching climate; Unterrichtsklima; Utilisation of media; Utilization of media; Verbale Aggression; Violence; Wohnort
URL: http://nbn-resolving.de/urn:nbn:de:0111-pedocs-244015
https://www.pedocs.de/volltexte/2022/24401/pdf/cepsj_2022_1_Velki_The_mediating_role_of_parents.pdf
https://www.pedocs.de/volltexte/2022/24401/
https://doi.org/10.25656/01:24401
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2
Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen
Schastak, Martin. - : Verlag Barbara Budrich, 2020. : Opladen, Berlin, Toronto, 2020. : pedocs-Dokumentenserver/DIPF, 2020
In: Opladen, Berlin, Toronto : Verlag Barbara Budrich 2020, 457 S. - (Mehrsprachigkeit und Bildung; 4) - (Frankfurt am Main, Univ., Diss., 2019) (2020)
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3
Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen ...
Schastak, Martin. - : Verlag Barbara Budrich, 2020
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4
Students’ Responses to the Application of Peer-Editing Group Correction for Cause–Effect Written Assignments
In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 17, Iss 2, Pp 197-208 (2017) (2017)
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5
Student interview for Place-Based WAC/WID writing instruction in Animal Science, clip 5 of 13
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6
Student interview for Place-Based WAC/WID writing instruction in Management, clip 5 of 13
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7
160 students, 20 groups, 1 TA: transforming a large classroom into a small classroom-like environment.
In: The Western Conference on Science Education (2015)
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8
Using Group-Work to Optimize Learning Opportunities for Grade 1 and 2 English Language Learners in the Classroom
Lee, Jennifer. - 2014
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9
Zum Zusammenhang zwischen kollektivem Selbstwert und der Motivation, Deutsch zu lernen. Eine Untersuchung von Schülerinnen und Schülern mit Migrationshintergrund in Deutschland und der Schweiz ...
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10
Zum Zusammenhang zwischen kollektivem Selbstwert und der Motivation, Deutsch zu lernen. Eine Untersuchung von Schülerinnen und Schülern mit Migrationshintergrund in Deutschland und der Schweiz
In: Allemann-Ghionda, Cristina [Hrsg.]; Stanat, Petra [Hrsg.]; Göbel, Kerstin [Hrsg.]; Röhner, Charlotte [Hrsg.]: Migration, Identität, Sprache und Bildungserfolg. Weinheim u.a. : Beltz 2010, S. 59-77. - (Zeitschrift für Pädagogik, Beiheft; 55) (2010)
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11
Examining negotiation in peer group oral assessment : what are the implications?
In: Australian review of applied linguistics. - Wollongong, NSW 31 (2008) 1, 03.1-03.20
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12
Turn-taking practices in multi-party EFL oral proficiency tests
In: Journal of applied linguistics. - Biggleswade : Equinox 5 (2008) 3, 297-320
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13
Checkpoint Literacy. Tagungsband 2 zum 15. Europäischen Lesekongress 2007 in Berlin
Europäischer Lesekongress (15 : 2007 : Berlin). - : Deutsche Gesellschaft für Lesen und Schreiben, 2008. : Berlin, 2008. : pedocs-Dokumentenserver/DIPF, 2008
In: Berlin : Deutsche Gesellschaft für Lesen und Schreiben 2008, 328 S. - (DGLS-Beiträge; 8) (2008)
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14
Two Collaborative Feedback Models in EFL Writing Instruction: Do They Make a Difference?
In: Journal of Applied Linguistics, Vol 1, Iss 3, Pp 134-163 (2008) (2008)
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15
The more knowledgeable peer, target language use, and group participation
In: Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association 64 (2007) 2, 333-354
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16
Dialogic learning in tutorial talk: a case study of semiotic mediation as a learning resource for second language international students.
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17
Collaborative learning and peer-tutoring in mathematics : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Studies (Mathematics), Massey University
Rowe, Kathryn Joy. - : Massey University, 2002
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18
A sociolinguistic investigation of talk and the construction of social identities in peer instructional writing groups.
In: Doctoral Dissertations 1896 - February 2014 (1992)
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19
Research currents : peer group talk in elementary school
In: Language arts. - Urbana, Ill. : Council 61 (1984) 2, 164-169
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20
The Effect of Peer-Editing on the Quality of 11th Grade Composition
In: UNF Graduate Theses and Dissertations (1984)
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