Université de Fribourg

Students' Problem Behaviors as Sources of Teacher Stress in Special Needs Schools for Individuals With Intellectual Disabilities

Amstad, Meta ; Müller, Christoph Michael

In: Frontiers in Education, 2020, vol. 4, p. 1-11

Students with intellectual disabilities in special needs schools often exhibit high levels of problem behaviors. Besides of the challenges for the concerned individuals, peers, and their caregivers, problem behaviors can also be a source of stress for teachers. However, less is known on which exact behaviors are perceived as how stressful in special needs schools for students with...

Université de Fribourg

„Sag' mir, was Deine Klassenkameraden tun und ich sage Dir, was Du tun wirst“? Zum Einfluss der Klassenzusammensetzung auf die Entwicklung von schulischem Problemverhalten

Müller, Christoph Michael ; Hofmann, Verena ; Fleischli, Janine ; Studer, Felix

In: Zeitschrift für Erziehungswissenschaft, 2015, vol. 18, p. 569-589

Die Klassenkamerad(inn)en bilden für Jugendliche eine wichtige Ressource für sozialen Austausch und die Netzwerkbildung unter Gleichaltrigen. Aus diesem Grund könnten sie einen spezifischen Einfluss auf die individuelle Verhaltensentwicklung von Schüler(inne)n haben. Es wurde daher untersucht, ob die Klassenzusammensetzung bezüglich des Niveaus an schulischem Problemverhalten einen...

Université de Fribourg

Avoiding antisocial behavior among adolescents : The positive influence of classmates’ prosocial behavior

Hofmann, Verena ; Müller, Christoph Michael

In: Journal of Adolescence, 2018, vol. 68, p. 136-145

Introduction. Prior research has shown that classmates’ behavior serves as a descriptive norm for adolescents’ individual behavior. While earlier studies primarily focused on negative peer influence, classmates’ prosocial behavior might be associated with positive individual development. We hypothesized more classroom- level prosocial behavior predicts a lower likelihood of future...

Université de Fribourg

Peer influence on disruptive classroom behavior depends on teachers' instructional practice

Müller, Christoph Michael ; Hofmann, Verena ; Begert, Thomas ; Cillessen, Antonius H. N.

In: Journal of Applied Developmental Psychology, 2018, vol. 56, p. 99-108

This study investigated whether early adolescents’ disruptive classroom behavior is predicted by descriptive classroom norms for such behavior (i.e., mean level of classmates’ disruptive behaviors). We further examined whether classmates’ influence on a student’s disruptive behavior varies based on teacher’s instructional practice. Participants were 701 adolescents (M = 13.12 years;...

Université de Fribourg

Einfluss der Klassenkameraden auf Verhaltensprobleme : Ergebnis-zusammenfassung der Freiburger Studie zum Peereinfluss in Schulen (FRI-PEERS)

Müller, Christoph Michael ; Bless, Gérard

In: Zeitschrift für Heilpädagogik, 2017, vol. 68, p. 580-591

Im Beitrag werden die Ergebnisse einer Längsschnittstudie zur Frage des Einflusses der Klassenkameradinnen und Klassenkameraden auf die Entwicklung individueller Verhaltensprobleme zusammengefasst (n = 864; 6 Messzeitpunkte). Die Studie zeigt, dass das Niveau an Verhaltensproblemen und prosozialem Verhalten in der Klasse die individuelle Verhaltensentwicklung von Schülerinnen und Schülern...

Université de Fribourg

Attitude Transference Among Adolescents : The Relationship Between Injunctive Classroom Norms and Individual Antisocial Attitudes

Hofmann, Verena ; Müller, Christoph Michael

In: Journal of Cognitive Education and Psychology, 2016, vol. 15, p. 206-224

Cognition plays a major role in the development of antisocial behavior. The aim of this study was to extend the current state of research regarding the mechanisms of negative peer influence in adolescence by testing whether aggregated classroom attitudes (injunctive norms) predict individual attitudes towards antisocial behavior and vice versa. For that purpose, attitudes towards a broad...

Université de Fribourg

Does being assigned to a low school track negatively affect psychological adjustment?

Müller, Christoph Michael ; Hofmann, Verena

In: School Effectiveness and School Improvement, 2016, vol. 27, p. 95-115

Previous research suggests that the 1st year in secondary school for some students goes hand in hand with an increase in adjustment difficulties. One factor that might influence this process on an individual, compositional, and institutional level is the academic track a student attends. It was hypothesized that being assigned to a lowqualifying track predicts a stronger increase in...

Université de Fribourg

Effects of Classroom Composition on the Development of Antisocial Behavior in Lower Secondary School

Müller, Christoph Michael ; Hofmann, Verena ; Fleischli, Janine ; Studer, Felix

In: Journal of Research on Adolescence, 2015, vol. 26, p. 345-359

Early adolescence is a critical period during which classroom composition may affect behavioral development. This study investigated whether classmates' levels of aggression and delinquency influenced individual behavior during the first year of secondary school. At this point, students had just transitioned to a new classroom peer environment. A short-term longitudinal design with four...