25
views
0
recommends
+1 Recommend
2 collections
    0
    shares

      For submission information please click on this link: https://www.hogrefe.com/eu/service/for-journal-authors

      • Record: found
      • Abstract: found
      • Article: found

      Erfassung von sozialer Partizipation – Übereinstimmung zwischen Selbst- und Fremdsicht von Schülern mitundohne sonderpädagogischen Förderbedarf :

      research-article

      Read this article at

      ScienceOpenPublisher
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Zusammenfassung. Im Rahmen der vorliegenden Studie wurde untersucht, ob Schüler mit sonderpädagogischem Förderbedarf (SPF) im Vergleich zu Schülern ohne SPF weniger Interaktionen und Freundschaften mit ihren Peers haben. Zudem stand die Übereinstimmung zwischen der Selbst- und Fremdeinschätzung der sozialen Partizipation im Fokus. Als Untersuchungsgrundlage wurden die Daten von 616 Schülern der 4. und 7. Schulstufe analysiert, darunter auch jene von 129 Schülern mit SPF. Die Interaktionen wurden, im Hinblick auf die Häufigkeit von Pausenkontakten mit allen Peers, anhand eines soziometrischen Ratings operationalisiert. Für die Operationalisierung der Freundschaft wurden soziometrische Nennungen ausgewertet. Die Ergebnisse zeigten erwartungsgemäß, dass Schüler mit SPF in beiden Bereichen der sozialen Partizipation geringere Werte erzielten. Dies gilt sowohl für die Selbst- als auch für die Peerratings der Interaktionen und die Anzahl der Freundschaften. Darüber hinaus war die Übereinstimmung zwischen Selbst- und Fremdeinschätzung zur sozialen Partizipation bei Schülern mit SPF geringer als bei den Peers ohne SPF.

          Assessment of social participation – Agreement between self- and other perceptions of social participation of students with and without special educational needs

          Abstract. In this study, it is examined if pupils with Special Educational Needs (SEN) have less interactions and friendships with their peers compared with pupils without SEN. Moreover, the interrater agreement of self- and peer-ratings were analysed. The data were collected from a sample of 616 pupils in fourth and seventh grade, comprising 129 students with SEN. Interactions were operationalized by means of sociometric ratings of the number of contacts with all peers during the breaks and friendships were operationalized by means of mutual sociometric nominations. As expected, the results showed that pupils with SEN had lower scores on both aspects of social participation. This was observed with both the self- and peer-ratings of the interactions and the number of friendships. Furthermore, the agreement of the self- and peer-ratings of social participation of pupils with SEN was lower than those of students without SEN.

          Related collections

          Most cited references65

          • Record: found
          • Abstract: found
          • Article: not found

          A power primer.

          One possible reason for the continued neglect of statistical power analysis in research in the behavioral sciences is the inaccessibility of or difficulty with the standard material. A convenient, although not comprehensive, presentation of required sample sizes is provided here. Effect-size indexes and conventional values for these are given for operationally defined small, medium, and large effects. The sample sizes necessary for .80 power to detect effects at these levels are tabled for eight standard statistical tests: (a) the difference between independent means, (b) the significance of a product-moment correlation, (c) the difference between independent rs, (d) the sign test, (e) the difference between independent proportions, (f) chi-square tests for goodness of fit and contingency tables, (g) one-way analysis of variance, and (h) the significance of a multiple or multiple partial correlation.
            Bookmark
            • Record: found
            • Abstract: not found
            • Book: not found

            Social Network Analysis

              Bookmark
              • Record: found
              • Abstract: found
              • Article: not found

              Social network changes and life events across the life span: a meta-analysis.

              For researchers and practitioners interested in social relationships, the question remains as to how large social networks typically are, and how their size and composition change across adulthood. On the basis of predictions of socioemotional selectivity theory and social convoy theory, we conducted a meta-analysis on age-related social network changes and the effects of life events on social networks using 277 studies with 177,635 participants from adolescence to old age. Cross-sectional as well as longitudinal studies consistently showed that (a) the global social network increased up until young adulthood and then decreased steadily, (b) both the personal network and the friendship network decreased throughout adulthood, (c) the family network was stable in size from adolescence to old age, and (d) other networks with coworkers or neighbors were important only in specific age ranges. Studies focusing on life events that occur at specific ages, such as transition to parenthood, job entry, or widowhood, demonstrated network changes similar to such age-related network changes. Moderator analyses detected that the type of network assessment affected the reported size of global, personal, and family networks. Period effects on network sizes occurred for personal and friendship networks, which have decreased in size over the last 35 years. Together the findings are consistent with the view that a portion of normative, age-related social network changes are due to normative, age-related life events. We discuss how these patterns of normative social network development inform research in social, evolutionary, cultural, and personality psychology. (PsycINFO Database Record (c) 2013 APA, all rights reserved).
                Bookmark

                Author and article information

                Contributors
                Journal
                zpp
                Zeitschrift für Pädagogische Psychologie
                Hogrefe AG, Bern
                1010-0652
                1664-2910
                Oktober 2016
                : 30
                : 4
                : 227-236
                Affiliations
                [ 1 ]Vertretung der Professur Empirische Schulforschung mit dem Schwerpunkt Schul- und Unterrichtsentwicklung, Integration, Didaktik, Schultheorie, Universität Bielefeld, Fakultät für Erziehungswissenschaft/AG 4, Schulentwicklung und Schulforschung
                [ 2 ]Extraordinary Researcher in the Research Focus Area Optentia, North-West University, Vanderbijlpark, South Africa
                Author notes
                Susanne Schwab, Vertretung der Professur Empirische Schulforschung mit demSchwerpunkt Schul- und Unterrichtsentwicklung, Integration, Didaktik, Schultheorie, Universität Bielefeld, Fakultät für Erziehungswissenschaft/AG 4 – Schulentwicklung und Schulforschung, Universitätsstr. 25, 33615 Bielefeld, Deutschland, E-Mail susanne.schwab@ 123456uni-bielefeld.de
                Extraordinary Researcher in the Research Focus Area Optentia, North-West University, Vanderbijlpark, South Africa
                Article
                zpp_30_4_227
                10.1024/1010-0652/a000187
                822a59a9-d60f-47fa-aed8-3a29737a4066
                Copyright @ 2016
                History
                : 24. Februar 2015
                : 20. Mai 2016
                Categories
                Originalartikel

                Pediatrics,Psychology,Clinical Psychology & Psychiatry
                interactions,soziale Partizipation,Integration,social participation,sonderpädagogischer Förderbedarf,Interaktionen,Freundschaften,special educational needs,friendships,integration

                Comments

                Comment on this article

                scite_

                Similar content182

                Cited by7

                Most referenced authors278