Informed by a risk and resilience developmental perspective, this study tests individual, family and school level processes as potential explanations of the immigrant academic achievement gap. In total, 1155 adolescents (48% girls; 20% immigrants, 11-14 years) attending grades 5, 6, 7 and 8 in secondary schools participated. Controlling for gender, age, citizenship, country of birth, SES, and school type, immigrant adolescents had lower levels of academic achievement compared to non-immigrants. High levels of scholastic anxiety, low levels of scholastic self-concept, high levels of parental performance expectations, and high school performance expectations helped to explain these associations. In the full model, only scholastic anxiety and self-concept remained significant mediators. Recommendations are to implement positive and growth-oriented student-centred teaching styles to reduce the immigrant academic achievement gap.

Der Band "Sportpsychologie in 60 Minuten" führt kompakt in diesen Teilbereich der Sportwissenschaft ein. Er zeigt, mit welchen Phänomenen sich die Sportpsychologie beschäftigt und welche Themen aus ihrer Sicht relevant sind. Folgende Fragen werden geklärt: Wie ist die Sportpsychologie entstanden, wie hat sie sich bis zum heutigen Stand entwickelt und welche Verbindungen bestehen zu ihrer Mutterwissenschaft? Welche wissenschaftlichen Zielsetzungen und Aufgaben hat die Sportpsychologie und mit welchen Theorien nähert sie sich den für sie relevanten Phänomenen und Themen? Welchen Problem-/Fragestellungen widmet sie sich und welche Methoden kommen dabei typischerweise zum Einsatz? Der Band enthält Lernziele, Kontrollfragen und ein Beispiel aus der Praxis. Jetzt mit sorgfältig ausgewählten und kommentierten Links zu aktuellen Podcasts, Journals und Verbänden.

Man spricht von Mobbing in der Schule, wenn ein/e Jugendliche/r über einen längeren Zeitraum absichtlich negativen, kränkenden oder verletzenden Handlungen von einem oder mehreren anderen Jugendlichen ausgesetzt ist und zwischen Opfer und Täter/inne/n ein Machtungleichgewicht der Kräfte besteht. Da bisher in Österreich nur wenige Daten über Mobbingerfahrungen von Jugendlichen mit und ohne Migrationserfahrungen vorliegen und diese Daten für Oberösterreich gänzlich fehlen, wurden für den vorliegenden Beitrag fünf Datensätze reanalysiert, die von 2007 bis 2015 an der Fachhochschule Oberösterreich in oberösterreichischen Schulen im Rahmen verschiedener Projekte gesammelt wurden. Es standen Daten von insgesamt 5.520 Schüler/inne/n im Alter von 10 bis 21 Jahren für die Reanalyse zur Verfügung, 781 Jugendliche (14,1 % der Gesamtstichprobe) sprachen eine andere Muttersprache als deutsch, das heißt sie waren entweder Migrant/inn/en der ersten oder der zweiten Generation. Die Ergebnisse zeigten, dass der Migrationshintergrund die Täter- und Opferraten nicht moderiert. Erwartungsgemäß wurden jedoch Alters- und Geschlechtseffekte gefunden. Insgesamt legen die Befunde nahe, dass die Umsetzung von evidenzbasierten Mobbingpräventionsprogrammen in oberösterreichischen Schulen vorangetrieben werden sollten.

Zeitschrift fur Padagogik 64 (2018) 2, S. 252-274\nPadagogische Teildisziplin: Empirische Bildungsforschung; Schulpadagogik;

Continuity and discontinuity in the development of social relationships have been investigated by reviewing the course of social bonds and by analyzing the effects of a sound intimate relationship in adulthood in conjunction with recalled maternal bonding on the quality of life among students. A questionnaire-based study of 207 students was conducted. Perceptions of maternal bonding were designated as being representative of one of the two contrasting bonding types "optimal maternal bonding" and "affectionless maternal control" assessed by the Parental Bonding Instrument (PBI) and combined with perceptions of a sound intimate adult relationship measured by the Family Assessment Measure III Dyadic Relationships Scale (FAM-III-D). Quality of life and general health data were determined by using the World Health Organization Quality of Life (WHOQOL-BREF) instrument. Students who reported "optimal maternal bonding" had intimate relationships in adulthood that were of significantly higher quality than those who recalled "affectionless maternal control". Students who recalled "optimal maternal bonding" and described their intimate relationship as sound showed significantly higher scores in all domains of quality of life and indicated having better general health than those who reported "affectionless maternal control" and a sound intimate relationship. A sound intimate relationship in adulthood does not appear to compensate the impact of a recalled maternal bonding behavior in terms of affectionless control, on quality of life. Furthermore, results seem to support the hypothesis of continuity of the development of social relationships among psychologically well individuals based on the association between maternal bonding and later intimate relationships.

Intercultural competence is defined as a lifelong learning task that can be developed in any intergroup situation. A self-regulated learning model is applied to better understand the intercultural learning process that is initiated during the forethought phase, monitored during the performance phase, and evaluated during the self-reflection phase. In each phase, particular psychological constructs are important to initiate, monitor, and evaluate the learning process. The empirical goals of the present study were (1) to develop a self-report questionnaire capturing the three learning phases, (2) to test the theoretical structure of the proposed intercultural learning process, and (3) to examine two theoretically meaningful learning cycles. Data were collected from 188 women and 48 men aged 18-47 years (M = 26.41, SD = 6.19). Structural equation models (SEMs) demonstrated that intercultural learning goals, intercultural self-efficacy, and intercultural intrinsic interest form the latent factor forethought phase. In line with composite models of intercultural competence, the intercultural learning goals had a three-factor structure (knowledge domain, attitude domain, communication domain). Self-monitoring, self-recording, and self-experimentation form the latent factor performance phase. Mediation analyses provided initial evidence of the existence of two distinct learning cycles: (1) The forethought phase precedes the performance phase which precedes both self-evaluation and success attribution on intercultural competence (constructs of the self-reflection phase). (2) The performance phase precedes optimizing future learning (construct of the self-reflection phase) which precedes the forethought phase indicating the emergence of a future learning action. The theoretical and practical value of the newly developed self-assessment of intercultural competence is discussed.

Children are exposed to a gender-specific environment on an everyday basis through media, books, school supplies and especially toys. Children's movies and television programs were found to portray protagonists' occupational and private roles in a very traditional, gender-stereotypical way. The present two studies aimed to investigate gender-specific preferences in childhood and early adolescence. Cross-sectional data (study 1) were compared to longitudinal one (study 2) as we specifically aimed to investigate changes in gender preferences over time. A person-oriented approach, namely Configural Frequency Analysis was applied, to categorically analyze the relationship and development of gender-stereotyped preferences throughout childhood and early adolescence. Consistent with former studies, study 1 showed that gender-stereotypical preferences increased by age, for boys to a higher extent than for girls. By the age of twelve, these preferences had decreased supporting the theory of Kohlberg that children's gender-stereotypic preferences continuously grow until around six years of age to finally lower thereafter. Gender-specific preferences generally became much more flexible over time.

This special issue consists of eight papers addressing specific aspects of BildungPsychology. The concept of Bildung-Psychology was developed by Christiane Spiel and her colleagues to offer a theoretical perspective and a structural model to stimulate use inspired basic research in the field of education and learning. BildungPsychology combines ideas from developmental and educational psychology to describe educational processes over the whole educational career among individuals and has a strong focus on lifelong learning. The concept systematically classifies psychological actions in the field of education and learning and deals with questions like, e.g.,: What is lifelong learning? How can competencies for lifelong learning be fostered throughout the life span? Which measures are needed to sustainably implement evidence-based innovations in educational systems? In the following, we will present the most important principles of BildungPsychology, and describe the emergence of this new concept in a chronological order. Initially, Spiel and Reimann (2005a) published the concept of Bildung-Psychology in the journal Psychologische Rundschau, the official journal of the German association of psychology. In this discussion paper, Spiel and Reimann (2005a) presented four arguments why they decided to develop the new concept of Bildung-Psychology: (1) The term ‘Bildung’ which has no precise equivalent in English, was chosen because the term was well accepted in science as well as in society in the German speaking countries, encompassed the broad area of education and learning, but had implications beyond educational psychology. (2) The internally perceived achievements and potentials of psychology in the educational field were not visible enough in society. (3) The profile of educational psychology was considered as ‘vague’. (4) Previous structural approaches within educational psychology were perceived as failed. Based on these arguments, Spiel and Reimann (2005a) outlined the importance and additional benefit of the new concept of Bildung-Psychology and introduced the structural model of Bildung-Psychology for the first time (see Figure 1). Bildung defines education and learning on both a formative and a substantive level. On the formative level, Bildung is understood as a product as well as a process. Bildung as a product refers to the characteristics of a person which are desirable from a normative perspective. Bildung as a process focuses on the development of these desirable traits. The substantive level of Bildung deals with the question which

Evidence-based interventions to promote lifelong learning are needed not only in continuing education but also in schools, which lay important cornerstones for lifelong learning. The present article reports evaluation results about the effectiveness of one such training programme (TALK). TALK aims to systematically implement the enhancement of lifelong learning in secondary schools by optimizing teaching in terms of developing pupils' competencies for lifelong learning. TALK is conducted within the framework of a three-semester course of studies for secondary school teachers. In order to evaluate the effectiveness of TALK, a questionnaire study with 1144 pupils was conducted in the form of a pretest-posttest-posttest design for both training and control groups. Multivariate multilevel growth curve analyses showed the benefit of TALK in terms of both pupils' perceptions of classroom instructions and their individual motivation. Finally, TALK's contribution to promote lifelong learning in schools is discussed and implications are given.

This paper presents a multi-dimensional approach for conducting an evaluation of a project for school social work. Concretely, the methodological approach of a formative and summative evaluation is described. The methodological approach is based on a multi-dimensional research approach which includes three areas: (1) 'multi-informant approach', (2) 'multi-method approach', and (3) 'multi-evaluation-level approach'. The 'multi-informant approach' was realized by the different target groups in the evaluation sample (school social workers, teachers, and students), the 'multi-method approach' by the different research methods (e.g. interviews, questionnaires, direct change measurement, indirect comparison measurement), the 'multi-evaluation-level approach' by the Kirkpatrick and Kirkpatrick four-stage model (2006) implementing the summative evaluation. Both the methodological approach and the results of the evaluation are illustrated through selected examples and discussed taking into account the specific situation of school social work in Austria.