[{"ddc":["370"],"user_id":"105186","volume":16,"_id":"60200","has_accepted_license":"1","status":"public","jel":["I21"],"quality_controlled":"1","file_date_updated":"2025-06-13T08:23:32Z","citation":{"ieee":"M. Knickenberg <i>et al.</i>, “Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland,” <i>Frontiers in Psychology</i>, vol. 16, Art. no. 1530689, 2025, doi: <a href=\"https://doi.org/10.3389/fpsyg.2025.1530689\">10.3389/fpsyg.2025.1530689</a>.","apa":"Knickenberg, M., Kullmann, H., Wüthrich, S., Sahli Lozano, C., Loreman, T., Sharma, U., Avramidis, E., Subban, P., &#38; Woodcock, S. (2025). Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland. <i>Frontiers in Psychology</i>, <i>16</i>, Article 1530689. <a href=\"https://doi.org/10.3389/fpsyg.2025.1530689\">https://doi.org/10.3389/fpsyg.2025.1530689</a>","short":"M. Knickenberg, H. Kullmann, S. Wüthrich, C. Sahli Lozano, T. Loreman, U. Sharma, E. Avramidis, P. Subban, S. Woodcock, Frontiers in Psychology 16 (2025).","chicago":"Knickenberg, Margarita, Harry Kullmann, Sergej Wüthrich, Caroline Sahli Lozano, Tim Loreman, Umesh Sharma, Elias Avramidis, Pearl Subban, and Stuart Woodcock. “Teachers’ Collective Efficacy with Regard to Inclusive Practices—Characteristics of a New Scale and Analyses from Canada, Germany and Switzerland.” <i>Frontiers in Psychology</i> 16 (2025). <a href=\"https://doi.org/10.3389/fpsyg.2025.1530689\">https://doi.org/10.3389/fpsyg.2025.1530689</a>.","mla":"Knickenberg, Margarita, et al. “Teachers’ Collective Efficacy with Regard to Inclusive Practices—Characteristics of a New Scale and Analyses from Canada, Germany and Switzerland.” <i>Frontiers in Psychology</i>, vol. 16, 1530689, 2025, doi:<a href=\"https://doi.org/10.3389/fpsyg.2025.1530689\">10.3389/fpsyg.2025.1530689</a>.","bibtex":"@article{Knickenberg_Kullmann_Wüthrich_Sahli Lozano_Loreman_Sharma_Avramidis_Subban_Woodcock_2025, title={Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland}, volume={16}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2025.1530689\">10.3389/fpsyg.2025.1530689</a>}, number={1530689}, journal={Frontiers in Psychology}, author={Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahli Lozano, Caroline and Loreman, Tim and Sharma, Umesh and Avramidis, Elias and Subban, Pearl and Woodcock, Stuart}, year={2025} }","ama":"Knickenberg M, Kullmann H, Wüthrich S, et al. Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland. <i>Frontiers in Psychology</i>. 2025;16. doi:<a href=\"https://doi.org/10.3389/fpsyg.2025.1530689\">10.3389/fpsyg.2025.1530689</a>"},"doi":"10.3389/fpsyg.2025.1530689","article_number":"1530689","language":[{"iso":"eng"}],"date_updated":"2026-08-29T08:29:40Z","publication_status":"published","intvolume":"        16","title":"Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland","year":"2025","author":[{"id":"12978","full_name":"Knickenberg, Margarita","last_name":"Knickenberg","first_name":"Margarita","orcid":"0000-0001-5521-0417"},{"id":"77972","first_name":"Harry","last_name":"Kullmann","orcid":"0000-0001-5488-5105","full_name":"Kullmann, Harry"},{"last_name":"Wüthrich","first_name":"Sergej","full_name":"Wüthrich, Sergej"},{"full_name":"Sahli Lozano, Caroline","last_name":"Sahli Lozano","first_name":"Caroline"},{"full_name":"Loreman, Tim","first_name":"Tim","last_name":"Loreman"},{"first_name":"Umesh","last_name":"Sharma","full_name":"Sharma, Umesh"},{"first_name":"Elias","last_name":"Avramidis","full_name":"Avramidis, Elias"},{"full_name":"Subban, Pearl","first_name":"Pearl","last_name":"Subban"},{"last_name":"Woodcock","first_name":"Stuart","full_name":"Woodcock, Stuart"}],"type":"journal_article","department":[{"_id":"4"},{"_id":"460"},{"_id":"556"}],"file":[{"success":1,"content_type":"application/pdf","file_id":"60201","date_updated":"2025-06-13T08:23:32Z","relation":"main_file","file_size":1858400,"access_level":"closed","file_name":"Knickenberg et al. (2025).pdf","date_created":"2025-06-13T08:23:32Z","creator":"mknick"}],"date_created":"2025-06-13T08:24:48Z","publication":"Frontiers in Psychology"},{"user_id":"12978","_id":"50531","language":[{"iso":"eng"}],"date_updated":"2024-01-16T09:48:25Z","status":"public","title":"How do attitudes and self-efficacy predict teachers‘ intentions to teach in inclusive classrooms? A cross-national comparison between Canada, Germany, Greece, Italy, and Switzerland. ","year":"2024","author":[{"full_name":"Sahli Lozano, Caroline","last_name":"Sahli Lozano","first_name":"Caroline"},{"first_name":"Sergej","last_name":"Wüthrich","full_name":"Wüthrich, Sergej"},{"first_name":"Harry","last_name":"Kullmann","full_name":"Kullmann, Harry"},{"id":"12978","last_name":"Knickenberg","first_name":"Margarita","full_name":"Knickenberg, Margarita"},{"full_name":"Sharma, Umesh","last_name":"Sharma","first_name":"Umesh"},{"full_name":"Loreman, Tim","last_name":"Loreman","first_name":"Tim"},{"full_name":"Romano, Alessandra","last_name":"Romano","first_name":"Alessandra"},{"full_name":"Avramidis, Elias","last_name":"Avramidis","first_name":"Elias"},{"first_name":"Stuart","last_name":"Woodcock","full_name":"Woodcock, Stuart"},{"last_name":"Subban","first_name":"Pearl","full_name":"Subban, Pearl"}],"conference":{"location":"Philadelphia, PA, United States","name":"AERA (American Educational Research Association) Annual Meeting. “Dismantling racial injustice and constructing educational possibilities: A call to action”","start_date":"2024-04","end_date":"2024-04"},"type":"conference","department":[{"_id":"4"},{"_id":"460"}],"date_created":"2024-01-16T09:45:42Z","citation":{"chicago":"Sahli Lozano, Caroline, Sergej Wüthrich, Harry Kullmann, Margarita Knickenberg, Umesh Sharma, Tim Loreman, Alessandra Romano, Elias Avramidis, Stuart Woodcock, and Pearl Subban. “How Do Attitudes and Self-Efficacy Predict Teachers‘ Intentions to Teach in Inclusive Classrooms? A Cross-National Comparison between Canada, Germany, Greece, Italy, and Switzerland. ,” 2024.","ama":"Sahli Lozano C, Wüthrich S, Kullmann H, et al. How do attitudes and self-efficacy predict teachers‘ intentions to teach in inclusive classrooms? A cross-national comparison between Canada, Germany, Greece, Italy, and Switzerland. . In: ; 2024.","short":"C. Sahli Lozano, S. Wüthrich, H. Kullmann, M. Knickenberg, U. Sharma, T. Loreman, A. Romano, E. Avramidis, S. Woodcock, P. Subban, in: 2024.","bibtex":"@inproceedings{Sahli Lozano_Wüthrich_Kullmann_Knickenberg_Sharma_Loreman_Romano_Avramidis_Woodcock_Subban_2024, title={How do attitudes and self-efficacy predict teachers‘ intentions to teach in inclusive classrooms? A cross-national comparison between Canada, Germany, Greece, Italy, and Switzerland. }, author={Sahli Lozano, Caroline and Wüthrich, Sergej and Kullmann, Harry and Knickenberg, Margarita and Sharma, Umesh and Loreman, Tim and Romano, Alessandra and Avramidis, Elias and Woodcock, Stuart and Subban, Pearl}, year={2024} }","apa":"Sahli Lozano, C., Wüthrich, S., Kullmann, H., Knickenberg, M., Sharma, U., Loreman, T., Romano, A., Avramidis, E., Woodcock, S., &#38; Subban, P. (2024). <i>How do attitudes and self-efficacy predict teachers‘ intentions to teach in inclusive classrooms? A cross-national comparison between Canada, Germany, Greece, Italy, and Switzerland. </i>. AERA (American Educational Research Association) Annual Meeting. “Dismantling racial injustice and constructing educational possibilities: A call to action,” Philadelphia, PA, United States.","mla":"Sahli Lozano, Caroline, et al. <i>How Do Attitudes and Self-Efficacy Predict Teachers‘ Intentions to Teach in Inclusive Classrooms? A Cross-National Comparison between Canada, Germany, Greece, Italy, and Switzerland. </i>. 2024.","ieee":"C. Sahli Lozano <i>et al.</i>, “How do attitudes and self-efficacy predict teachers‘ intentions to teach in inclusive classrooms? A cross-national comparison between Canada, Germany, Greece, Italy, and Switzerland. ,” presented at the AERA (American Educational Research Association) Annual Meeting. “Dismantling racial injustice and constructing educational possibilities: A call to action,” Philadelphia, PA, United States, 2024."}},{"_id":"50972","language":[{"iso":"eng"}],"user_id":"12978","title":"Examining aspects of students’ current academic motivation in relation to peer interactions and social environment in the classroom using the Experience sampling method.","year":"2024","status":"public","author":[{"id":"12978","orcid":"0000-0001-5521-0417","first_name":"Margarita","last_name":"Knickenberg","full_name":"Knickenberg, Margarita"},{"first_name":"Carmen","last_name":"Zurbriggen","full_name":"Zurbriggen, Carmen"}],"conference":{"end_date":"2024-06","location":"University of Michigan, MI, USA","name":"SAA (Society for Ambulatory Assessment) ","start_date":"2024-06"},"publication_status":"submitted","date_updated":"2024-01-29T12:50:38Z","date_created":"2024-01-29T12:50:27Z","type":"conference","department":[{"_id":"4"},{"_id":"460"}],"citation":{"ieee":"M. Knickenberg and C. Zurbriggen, “Examining aspects of students’ current academic motivation in relation to peer interactions and social environment in the classroom using the Experience sampling method.,” presented at the SAA (Society for Ambulatory Assessment) , University of Michigan, MI, USA.","apa":"Knickenberg, M., &#38; Zurbriggen, C. (n.d.). <i>Examining aspects of students’ current academic motivation in relation to peer interactions and social environment in the classroom using the Experience sampling method.</i> SAA (Society for Ambulatory Assessment) , University of Michigan, MI, USA.","short":"M. Knickenberg, C. Zurbriggen, in: n.d.","chicago":"Knickenberg, Margarita, and Carmen Zurbriggen. “Examining Aspects of Students’ Current Academic Motivation in Relation to Peer Interactions and Social Environment in the Classroom Using the Experience Sampling Method.,” n.d.","mla":"Knickenberg, Margarita, and Carmen Zurbriggen. <i>Examining Aspects of Students’ Current Academic Motivation in Relation to Peer Interactions and Social Environment in the Classroom Using the Experience Sampling Method.</i>","bibtex":"@inproceedings{Knickenberg_Zurbriggen, title={Examining aspects of students’ current academic motivation in relation to peer interactions and social environment in the classroom using the Experience sampling method.}, author={Knickenberg, Margarita and Zurbriggen, Carmen} }","ama":"Knickenberg M, Zurbriggen C. Examining aspects of students’ current academic motivation in relation to peer interactions and social environment in the classroom using the Experience sampling method."}},{"date_updated":"2024-01-29T12:54:17Z","author":[{"id":"12978","full_name":"Knickenberg, Margarita","last_name":"Knickenberg","first_name":"Margarita","orcid":"0000-0001-5521-0417"},{"full_name":"Zurbriggen, Carmen","first_name":"Carmen","last_name":"Zurbriggen"}],"conference":{"name":"ECER (European Conference on Educational Research)","start_date":"204-08","location":"University of Cyprus, Nicosia, Cyprus","end_date":"2024-08"},"status":"public","title":"Effects of peer interactions and the social environment on students’ current academic motivation in the classroom: An experience sampling study. ","year":"2024","user_id":"12978","_id":"50974","language":[{"iso":"eng"}],"citation":{"short":"M. Knickenberg, C. Zurbriggen, in: 2024.","chicago":"Knickenberg, Margarita, and Carmen Zurbriggen. “Effects of Peer Interactions and the Social Environment on Students’ Current Academic Motivation in the Classroom: An Experience Sampling Study. ,” 2024.","apa":"Knickenberg, M., &#38; Zurbriggen, C. (2024). <i>Effects of peer interactions and the social environment on students’ current academic motivation in the classroom: An experience sampling study. </i>. ECER (European Conference on Educational Research), University of Cyprus, Nicosia, Cyprus.","ieee":"M. Knickenberg and C. Zurbriggen, “Effects of peer interactions and the social environment on students’ current academic motivation in the classroom: An experience sampling study. ,” presented at the ECER (European Conference on Educational Research), University of Cyprus, Nicosia, Cyprus, 2024.","ama":"Knickenberg M, Zurbriggen C. Effects of peer interactions and the social environment on students’ current academic motivation in the classroom: An experience sampling study. . In: ; 2024.","bibtex":"@inproceedings{Knickenberg_Zurbriggen_2024, title={Effects of peer interactions and the social environment on students’ current academic motivation in the classroom: An experience sampling study. }, author={Knickenberg, Margarita and Zurbriggen, Carmen}, year={2024} }","mla":"Knickenberg, Margarita, and Carmen Zurbriggen. <i>Effects of Peer Interactions and the Social Environment on Students’ Current Academic Motivation in the Classroom: An Experience Sampling Study. </i>. 2024."},"department":[{"_id":"4"},{"_id":"460"}],"type":"conference_abstract","date_created":"2024-01-29T12:54:13Z"},{"language":[{"iso":"eng"}],"_id":"54756","user_id":"12978","author":[{"id":"12978","orcid":"0000-0001-5521-0417","last_name":"Knickenberg","first_name":"Margarita","full_name":"Knickenberg, Margarita"},{"full_name":"Zurbriggen, Carmen","first_name":"Carmen","last_name":"Zurbriggen"}],"conference":{"end_date":"2024-09","name":" EARLI SIG 15 ‘Special Educational Needs’","start_date":"2024-09","location":"Valencia, Spain"},"title":"Students’ academic motivation in relation to peer interactions and social environment considering behavioral problems using the experience sampling method","status":"public","year":"2024","date_updated":"2024-06-18T09:20:00Z","date_created":"2024-06-14T10:21:21Z","department":[{"_id":"4"},{"_id":"460"}],"type":"conference_abstract","citation":{"chicago":"Knickenberg, Margarita, and Carmen Zurbriggen. “Students’ Academic Motivation in Relation to Peer Interactions and Social Environment Considering Behavioral Problems Using the Experience Sampling Method,” 2024.","short":"M. Knickenberg, C. Zurbriggen, in: 2024.","apa":"Knickenberg, M., &#38; Zurbriggen, C. (2024). <i>Students’ academic motivation in relation to peer interactions and social environment considering behavioral problems using the experience sampling method</i>.  EARLI SIG 15 ‘Special Educational Needs,’ Valencia, Spain.","ieee":"M. Knickenberg and C. Zurbriggen, “Students’ academic motivation in relation to peer interactions and social environment considering behavioral problems using the experience sampling method,” presented at the  EARLI SIG 15 ‘Special Educational Needs,’ Valencia, Spain, 2024.","ama":"Knickenberg M, Zurbriggen C. Students’ academic motivation in relation to peer interactions and social environment considering behavioral problems using the experience sampling method. In: ; 2024.","bibtex":"@inproceedings{Knickenberg_Zurbriggen_2024, title={Students’ academic motivation in relation to peer interactions and social environment considering behavioral problems using the experience sampling method}, author={Knickenberg, Margarita and Zurbriggen, Carmen}, year={2024} }","mla":"Knickenberg, Margarita, and Carmen Zurbriggen. <i>Students’ Academic Motivation in Relation to Peer Interactions and Social Environment Considering Behavioral Problems Using the Experience Sampling Method</i>. 2024."}},{"citation":{"mla":"Knickenberg, Margarita, and Carmen Zurbriggen. <i>Effekte von Peerinteraktionen Und Des Sozialen Umfelds Auf Die Aktuelle Motivation von Schüler*innen</i>. 2024.","apa":"Knickenberg, M., &#38; Zurbriggen, C. (2024). <i>Effekte von Peerinteraktionen und des sozialen Umfelds auf die aktuelle Motivation von Schüler*innen</i>. Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Osnabrück.","ieee":"M. Knickenberg and C. Zurbriggen, “Effekte von Peerinteraktionen und des sozialen Umfelds auf die aktuelle Motivation von Schüler*innen,” presented at the Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Osnabrück, 2024.","chicago":"Knickenberg, Margarita, and Carmen Zurbriggen. “Effekte von Peerinteraktionen Und Des Sozialen Umfelds Auf Die Aktuelle Motivation von Schüler*innen,” 2024.","short":"M. Knickenberg, C. Zurbriggen, in: 2024.","ama":"Knickenberg M, Zurbriggen C. Effekte von Peerinteraktionen und des sozialen Umfelds auf die aktuelle Motivation von Schüler*innen. In: ; 2024.","bibtex":"@inproceedings{Knickenberg_Zurbriggen_2024, title={Effekte von Peerinteraktionen und des sozialen Umfelds auf die aktuelle Motivation von Schüler*innen}, author={Knickenberg, Margarita and Zurbriggen, Carmen}, year={2024} }"},"type":"conference_abstract","department":[{"_id":"4"},{"_id":"460"}],"date_created":"2024-06-14T10:19:56Z","date_updated":"2024-06-18T09:20:19Z","title":"Effekte von Peerinteraktionen und des sozialen Umfelds auf die aktuelle Motivation von Schüler*innen","status":"public","year":"2024","conference":{"name":"Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF)","start_date":"2024-09","location":"Osnabrück","end_date":"2024-09"},"author":[{"id":"12978","first_name":"Margarita","orcid":"0000-0001-5521-0417","last_name":"Knickenberg","full_name":"Knickenberg, Margarita"},{"last_name":"Zurbriggen","first_name":"Carmen","full_name":"Zurbriggen, Carmen"}],"user_id":"12978","_id":"54755","language":[{"iso":"eng"}]},{"user_id":"57672","language":[{"iso":"eng"}],"_id":"54810","publisher":"Ludwig-Maximilians-Universität","date_updated":"2024-06-20T06:51:52Z","author":[{"id":"26693","full_name":"Löper, Marwin Felix","first_name":"Marwin Felix","last_name":"Löper"},{"last_name":"Knickenberg","orcid":"0000-0001-5521-0417","first_name":"Margarita","full_name":"Knickenberg, Margarita","id":"12978"},{"id":"85717","first_name":"Theresa","last_name":"Kretzer","full_name":"Kretzer, Theresa"},{"id":"29492","full_name":"Schulze, Jan Roland","last_name":"Schulze","first_name":"Jan Roland"},{"id":"26282","full_name":"Hellmich, Frank","first_name":"Frank","last_name":"Hellmich"}],"status":"public","title":" Adaptives Lernen im inklusiven Unterricht aus der Perspektive von Grund- und Förderschullehrkräften – Ergebnisse aus einer Interviewstudie. Posterpräsentation auf der Herbsttagung 2024 der Arbeitsgruppe Empirische Sonderpädagogische Forschung (AESF).","year":"2024","department":[{"_id":"460"}],"type":"conference_abstract","date_created":"2024-06-18T13:05:25Z","place":"München","citation":{"mla":"Löper, Marwin Felix, et al. <i> Adaptives Lernen Im Inklusiven Unterricht Aus Der Perspektive von Grund- Und Förderschullehrkräften – Ergebnisse Aus Einer Interviewstudie. Posterpräsentation Auf Der Herbsttagung 2024 Der Arbeitsgruppe Empirische Sonderpädagogische Forschung (AESF).</i> Ludwig-Maximilians-Universität, 2024.","ama":"Löper MF, Knickenberg M, Kretzer T, Schulze JR, Hellmich F.  Adaptives Lernen im inklusiven Unterricht aus der Perspektive von Grund- und Förderschullehrkräften – Ergebnisse aus einer Interviewstudie. Posterpräsentation auf der Herbsttagung 2024 der Arbeitsgruppe Empirische Sonderpädagogische Forschung (AESF). In: Ludwig-Maximilians-Universität; 2024.","bibtex":"@inproceedings{Löper_Knickenberg_Kretzer_Schulze_Hellmich_2024, place={München}, title={ Adaptives Lernen im inklusiven Unterricht aus der Perspektive von Grund- und Förderschullehrkräften – Ergebnisse aus einer Interviewstudie. Posterpräsentation auf der Herbsttagung 2024 der Arbeitsgruppe Empirische Sonderpädagogische Forschung (AESF).}, publisher={Ludwig-Maximilians-Universität}, author={Löper, Marwin Felix and Knickenberg, Margarita and Kretzer, Theresa and Schulze, Jan Roland and Hellmich, Frank}, year={2024} }","apa":"Löper, M. F., Knickenberg, M., Kretzer, T., Schulze, J. R., &#38; Hellmich, F. (2024). <i> Adaptives Lernen im inklusiven Unterricht aus der Perspektive von Grund- und Förderschullehrkräften – Ergebnisse aus einer Interviewstudie. Posterpräsentation auf der Herbsttagung 2024 der Arbeitsgruppe Empirische Sonderpädagogische Forschung (AESF).</i>","ieee":"M. F. Löper, M. Knickenberg, T. Kretzer, J. R. Schulze, and F. Hellmich, “ Adaptives Lernen im inklusiven Unterricht aus der Perspektive von Grund- und Förderschullehrkräften – Ergebnisse aus einer Interviewstudie. Posterpräsentation auf der Herbsttagung 2024 der Arbeitsgruppe Empirische Sonderpädagogische Forschung (AESF).,” 2024.","short":"M.F. Löper, M. Knickenberg, T. Kretzer, J.R. Schulze, F. Hellmich, in: Ludwig-Maximilians-Universität, München, 2024.","chicago":"Löper, Marwin Felix, Margarita Knickenberg, Theresa Kretzer, Jan Roland Schulze, and Frank Hellmich. “ Adaptives Lernen Im Inklusiven Unterricht Aus Der Perspektive von Grund- Und Förderschullehrkräften – Ergebnisse Aus Einer Interviewstudie. Posterpräsentation Auf Der Herbsttagung 2024 Der Arbeitsgruppe Empirische Sonderpädagogische Forschung (AESF).” München: Ludwig-Maximilians-Universität, 2024."}},{"citation":{"mla":"Knickenberg, Margarita, and Carmen Zurbriggen. <i>Die Bedeutung von Peers Für Die Aktuelle Akademische Motivation von Schüler*innen Unter Berücksichtigung von Verhaltensproblemen</i>. 2024.","ama":"Knickenberg M, Zurbriggen C. Die Bedeutung von Peers für die aktuelle akademische Motivation von Schüler*innen unter Berücksichtigung von Verhaltensproblemen. In: ; 2024.","bibtex":"@inproceedings{Knickenberg_Zurbriggen_2024, title={Die Bedeutung von Peers für die aktuelle akademische Motivation von Schüler*innen unter Berücksichtigung von Verhaltensproblemen}, author={Knickenberg, Margarita and Zurbriggen, Carmen}, year={2024} }","apa":"Knickenberg, M., &#38; Zurbriggen, C. (2024). <i>Die Bedeutung von Peers für die aktuelle akademische Motivation von Schüler*innen unter Berücksichtigung von Verhaltensproblemen</i>. AESF(Arbeitsgruppe für empirische sonderpädagogische Forschung), München.","ieee":"M. Knickenberg and C. Zurbriggen, “Die Bedeutung von Peers für die aktuelle akademische Motivation von Schüler*innen unter Berücksichtigung von Verhaltensproblemen,” presented at the AESF(Arbeitsgruppe für empirische sonderpädagogische Forschung), München, 2024.","short":"M. Knickenberg, C. Zurbriggen, in: 2024.","chicago":"Knickenberg, Margarita, and Carmen Zurbriggen. “Die Bedeutung von Peers Für Die Aktuelle Akademische Motivation von Schüler*innen Unter Berücksichtigung von Verhaltensproblemen,” 2024."},"type":"conference_abstract","department":[{"_id":"4"},{"_id":"460"}],"date_created":"2024-06-20T12:22:15Z","date_updated":"2024-06-20T12:22:34Z","year":"2024","status":"public","title":"Die Bedeutung von Peers für die aktuelle akademische Motivation von Schüler*innen unter Berücksichtigung von Verhaltensproblemen","author":[{"id":"12978","full_name":"Knickenberg, Margarita","last_name":"Knickenberg","first_name":"Margarita","orcid":"0000-0001-5521-0417"},{"first_name":"Carmen","last_name":"Zurbriggen","full_name":"Zurbriggen, Carmen"}],"conference":{"end_date":"2024-10","start_date":"2024-10","name":"AESF(Arbeitsgruppe für empirische sonderpädagogische Forschung)","location":"München"},"user_id":"12978","language":[{"iso":"eng"}],"_id":"54835"},{"department":[{"_id":"556"}],"type":"journal_article","date_created":"2024-04-25T13:17:00Z","abstract":[{"lang":"eng","text":"Inclusive education is a key goal of modern educational reforms, yet its\r\nimplementation is complex. This study examines the roles of teacher\r\nattitudes and self-efficacy in predicting their intentions to use inclusive\r\npractices across five western countries: Canada, Germany, Greece, Italy,\r\nand Switzerland. The study identified both significant differences and\r\ncommonalities in prediction patterns across these countries. For instance,\r\nbeliefs about inclusion varied in their significance, being the most\r\ninfluential predictor among Italian teachers, while managing challenging behaviour was a key predictor for Swiss teachers only. For the other\r\npredictors, no significant differences were found, and self-efficacy in\r\ncollaboration was the strongest predictor nominally. The study suggests\r\nthat, while aspects such as collaboration seem generally important across\r\ncountries, effective strategies for promoting inclusive education may also\r\nneed to be tailored to each country’s unique context, considering aspects of\r\nhistorical background of inclusive education, teacher training, and support.\r\nIt also emphasizes the need to consider domain-specific aspects of teacher\r\nself-efficacy, as different facets differently affect teachers’ intentions."}],"publication":"Exceptionality Education International","issue":"1","doi":"10.5206/eei.v34i1.16803","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://research-repository.griffith.edu.au/server/api/core/bitstreams/6edca5b5-0e7a-4507-918e-1ce84239df4b/content","open_access":"1"}],"intvolume":"        34","article_type":"original","date_updated":"2026-09-01T10:10:38Z","publication_status":"published","publication_identifier":{"issn":["1918-5227"]},"author":[{"full_name":"Sahli Lozano, Caroline","last_name":"Sahli Lozano","first_name":"Caroline"},{"full_name":"Wüthrich, Sergej","first_name":"Sergej","last_name":"Wüthrich"},{"id":"77972","orcid":"0000-0001-5488-5105","first_name":"Harry","last_name":"Kullmann","full_name":"Kullmann, Harry"},{"id":"12978","last_name":"Knickenberg","orcid":"0000-0001-5521-0417","first_name":"Margarita","full_name":"Knickenberg, Margarita"},{"full_name":"Sharma, Umesh","first_name":"Umesh","last_name":"Sharma"},{"full_name":"Loreman, Tim","last_name":"Loreman","first_name":"Tim"},{"full_name":"Romano, Alessandra","last_name":"Romano","first_name":"Alessandra"},{"last_name":"Avramidis","first_name":"Elias","full_name":"Avramidis, Elias"},{"first_name":"Stuart","last_name":"Woodcock","full_name":"Woodcock, Stuart"},{"full_name":"Subban, Pearl","last_name":"Subban","first_name":"Pearl"}],"year":"2024","title":"How Do Attitudes and Self-Efficacy Predict Teachers’Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany,  Greece, Italy, and Switzerland","oa":"1","quality_controlled":"1","citation":{"mla":"Sahli Lozano, Caroline, et al. “How Do Attitudes and Self-Efficacy Predict Teachers’Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany,  Greece, Italy, and Switzerland.” <i>Exceptionality Education International</i>, vol. 34, no. 1, 2024, pp. 17–41, doi:<a href=\"https://doi.org/10.5206/eei.v34i1.16803\">10.5206/eei.v34i1.16803</a>.","ama":"Sahli Lozano C, Wüthrich S, Kullmann H, et al. How Do Attitudes and Self-Efficacy Predict Teachers’Intentions to Use Inclusive Practices? 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A Cross-National Comparison Between Canada, Germany,  Greece, Italy, and Switzerland}, volume={34}, DOI={<a href=\"https://doi.org/10.5206/eei.v34i1.16803\">10.5206/eei.v34i1.16803</a>}, number={1}, journal={Exceptionality Education International}, author={Sahli Lozano, Caroline and Wüthrich, Sergej and Kullmann, Harry and Knickenberg, Margarita and Sharma, Umesh and Loreman, Tim and Romano, Alessandra and Avramidis, Elias and Woodcock, Stuart and Subban, Pearl}, year={2024}, pages={17–41} }","apa":"Sahli Lozano, C., Wüthrich, S., Kullmann, H., Knickenberg, M., Sharma, U., Loreman, T., Romano, A., Avramidis, E., Woodcock, S., &#38; Subban, P. (2024). How Do Attitudes and Self-Efficacy Predict Teachers’Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany,  Greece, Italy, and Switzerland. <i>Exceptionality Education International</i>, <i>34</i>(1), 17–41. <a href=\"https://doi.org/10.5206/eei.v34i1.16803\">https://doi.org/10.5206/eei.v34i1.16803</a>","ieee":"C. Sahli Lozano <i>et al.</i>, “How Do Attitudes and Self-Efficacy Predict Teachers’Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany,  Greece, Italy, and Switzerland,” <i>Exceptionality Education International</i>, vol. 34, no. 1, pp. 17–41, 2024, doi: <a href=\"https://doi.org/10.5206/eei.v34i1.16803\">10.5206/eei.v34i1.16803</a>.","short":"C. Sahli Lozano, S. Wüthrich, H. Kullmann, M. Knickenberg, U. Sharma, T. Loreman, A. Romano, E. Avramidis, S. Woodcock, P. 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A Cross-National Comparison Between Canada, Germany,  Greece, Italy, and Switzerland.” <i>Exceptionality Education International</i> 34, no. 1 (2024): 17–41. <a href=\"https://doi.org/10.5206/eei.v34i1.16803\">https://doi.org/10.5206/eei.v34i1.16803</a>."},"volume":34,"user_id":"105186","_id":"53661","page":"17-41","jel":["I24"],"status":"public"},{"_id":"50973","language":[{"iso":"eng"}],"user_id":"105186","year":"2024","status":"public","title":"Teachers’ individual and collective efficacy in relation to their attitudes towards inclusion –Analyses from an international study comprising Canada, Germany & Switzerland.","author":[{"full_name":"Knickenberg, Margarita","last_name":"Knickenberg","first_name":"Margarita","orcid":"0000-0001-5521-0417","id":"12978"},{"first_name":"Harry","last_name":"Kullmann","orcid":"0000-0001-5488-5105","full_name":"Kullmann, Harry","id":"77972"},{"last_name":"Wüthrich","first_name":"Sergej","full_name":"Wüthrich, Sergej"},{"first_name":"Caroline","last_name":"Sahli Lozano","full_name":"Sahli Lozano, Caroline"}],"jel":["I24"],"conference":{"end_date":"2024-08","location":"University of Cyprus, Nicosia, Cyprus","start_date":"2024-08","name":"ECER (European Conference on Educational Research)"},"publication_status":"submitted","date_updated":"2026-09-01T10:09:00Z","date_created":"2024-01-29T12:53:08Z","type":"conference_abstract","department":[{"_id":"4"},{"_id":"460"},{"_id":"556"}],"citation":{"bibtex":"@inproceedings{Knickenberg_Kullmann_Wüthrich_Sahli Lozano, title={Teachers’ individual and collective efficacy in relation to their attitudes towards inclusion –Analyses from an international study comprising Canada, Germany &#38; Switzerland.}, author={Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahli Lozano, Caroline} }","ama":"Knickenberg M, Kullmann H, Wüthrich S, Sahli Lozano C. 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Vortrag Auf Der Sektionstagung Empirische Bildungsforschung Der Arbeitsgruppe Für Empirische Pädagogische Forschung (AEPF) Und Der Kommission Bildungsplanung, Bildungsorganisation Und Bildungsrecht (KBBB). Thema: „Schule Und Lehrkräfte. Bildung Neu Denken“</i>. Universität Potsdam, 2023.","ama":"Knickenberg M, Finke N, Hellmich F. Mathematikleistungen von Grundschulkindern im Zusammenhang mit dem von ihnen wahrgenommenen Feedback und ihren selbstbezogenen Kognitionen. Vortrag auf der Sektionstagung Empirische Bildungsforschung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) und der Kommission Bildungsplanung, Bildungsorganisation und Bildungsrecht (KBBB). Thema: „Schule und Lehrkräfte. Bildung neu denken“. In: Universität Potsdam; 2023.","bibtex":"@inproceedings{Knickenberg_Finke_Hellmich_2023, place={Potsdam}, title={Mathematikleistungen von Grundschulkindern im Zusammenhang mit dem von ihnen wahrgenommenen Feedback und ihren selbstbezogenen Kognitionen. Vortrag auf der Sektionstagung Empirische Bildungsforschung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) und der Kommission Bildungsplanung, Bildungsorganisation und Bildungsrecht (KBBB). Thema: „Schule und Lehrkräfte. Bildung neu denken“}, publisher={Universität Potsdam}, author={Knickenberg, Margarita and Finke, Nils and Hellmich, Frank}, year={2023} }"},"user_id":"12978","publisher":"Universität Potsdam","_id":"54219","language":[{"iso":"eng"}],"date_updated":"2025-06-02T12:13:49Z","author":[{"first_name":"Margarita","last_name":"Knickenberg","orcid":"0000-0001-5521-0417","full_name":"Knickenberg, Margarita","id":"12978"},{"id":"57672","first_name":"Nils","last_name":"Finke","full_name":"Finke, Nils"},{"last_name":"Hellmich","first_name":"Frank","full_name":"Hellmich, Frank","id":"26282"}],"title":"Mathematikleistungen von Grundschulkindern im Zusammenhang mit dem von ihnen wahrgenommenen Feedback und ihren selbstbezogenen Kognitionen. Vortrag auf der Sektionstagung Empirische Bildungsforschung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) und der Kommission Bildungsplanung, Bildungsorganisation und Bildungsrecht (KBBB). Thema: „Schule und Lehrkräfte. Bildung neu denken“","status":"public","year":"2023"},{"citation":{"chicago":"Sahli Lozano, Caroline, Caroline Wüthrich, Harry Kullmann, and Margarita Knickenberg. “How Do Attitudes and Self-Efficacy Predict Teachers’ Intentions to Teach in Inclusive Class-Rooms? A Cross-National Comparison Across Five Countries,” 2023.","short":"C. Sahli Lozano, C. Wüthrich, H. Kullmann, M. Knickenberg, in: 2023.","ieee":"C. Sahli Lozano, C. Wüthrich, H. Kullmann, and M. Knickenberg, “How do attitudes and self-efficacy predict teachers’ intentions to teach in inclusive class-rooms? A Cross-national Comparison Across Five Countries,” presented at the 30. European Conference on Educational Research (ECER), Glasgow UK, 2023.","apa":"Sahli Lozano, C., Wüthrich, C., Kullmann, H., &#38; Knickenberg, M. (2023). <i>How do attitudes and self-efficacy predict teachers’ intentions to teach in inclusive class-rooms? A Cross-national Comparison Across Five Countries</i>. 30. European Conference on Educational Research (ECER), Glasgow UK.","bibtex":"@inproceedings{Sahli Lozano_Wüthrich_Kullmann_Knickenberg_2023, title={How do attitudes and self-efficacy predict teachers’ intentions to teach in inclusive class-rooms? A Cross-national Comparison Across Five Countries}, author={Sahli Lozano, Caroline and Wüthrich, Caroline and Kullmann, Harry and Knickenberg, Margarita}, year={2023} }","ama":"Sahli Lozano C, Wüthrich C, Kullmann H, Knickenberg M. How do attitudes and self-efficacy predict teachers’ intentions to teach in inclusive class-rooms? A Cross-national Comparison Across Five Countries. In: ; 2023.","mla":"Sahli Lozano, Caroline, et al. <i>How Do Attitudes and Self-Efficacy Predict Teachers’ Intentions to Teach in Inclusive Class-Rooms? A Cross-National Comparison Across Five Countries</i>. 2023."},"quality_controlled":"1","date_created":"2026-09-01T10:33:19Z","department":[{"_id":"460"},{"_id":"450"},{"_id":"556"}],"type":"conference","author":[{"full_name":"Sahli Lozano, Caroline","first_name":"Caroline","last_name":"Sahli Lozano"},{"full_name":"Wüthrich, Caroline","last_name":"Wüthrich","first_name":"Caroline"},{"id":"77972","full_name":"Kullmann, Harry","last_name":"Kullmann","orcid":"0000-0001-5488-5105","first_name":"Harry"},{"full_name":"Knickenberg, Margarita","orcid":"0000-0001-5521-0417","first_name":"Margarita","last_name":"Knickenberg","id":"12978"}],"jel":["I24"],"conference":{"name":"30. European Conference on Educational Research (ECER)","start_date":"2023-08-22","location":"Glasgow UK","end_date":"2023-08-22"},"status":"public","title":"How do attitudes and self-efficacy predict teachers' intentions to teach in inclusive class-rooms? A Cross-national Comparison Across Five Countries","year":"2023","date_updated":"2026-09-01T10:35:49Z","language":[{"iso":"eng"}],"_id":"66907","user_id":"105186"},{"publication":"SAGE Open","issue":"1","abstract":[{"text":"Considering students’ voices and perspectives is indispensable in educational contexts. Therefore, instruments of measurement that are reliable and valid and can be used easily without complications are needed in schools. The Perceptions of Inclusion Questionnaire (PIQ) is a short instrument used to assess three central dimensions of inclusion, namely emotional and social inclusion and academic self-concept. Previous evaluations indicate in general high psychometric properties. This study aimed to evaluate the construct validity of the three scales of the PIQ’s student version using different approaches in two samples from primary (grade 4, N = 721) and secondary (grade 7, N = 393) schools. The results of confirmatory factorial analyses confirmed the PIQ’s three factors in both samples which are also measurement equivalent across grades. Plausible correlations with additional divergent and convergent scales reveal that the PIQ measures the theoretically assumed constructs—emotional and social inclusion as well as academic self-concept—validly. ","lang":"eng"}],"date_created":"2023-01-11T13:10:44Z","department":[{"_id":"4"},{"_id":"556"}],"keyword":["General Social Sciences","General Arts and Humanities"],"type":"journal_article","publication_identifier":{"issn":["2158-2440","2158-2440"]},"author":[{"id":"12978","full_name":"Knickenberg, Margarita","last_name":"Knickenberg","first_name":"Margarita"},{"full_name":"Zurbriggen, Carmen L. A.","first_name":"Carmen L. A.","last_name":"Zurbriggen"},{"first_name":"Susanne","last_name":"Schwab","full_name":"Schwab, Susanne"}],"year":"2022","title":"Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings","intvolume":"        12","article_type":"original","date_updated":"2023-01-11T13:12:33Z","publication_status":"published","language":[{"iso":"eng"}],"article_number":"215824402210798","doi":"10.1177/21582440221079896","citation":{"ama":"Knickenberg M, Zurbriggen CLA, Schwab S. Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings. <i>SAGE Open</i>. 2022;12(1). doi:<a href=\"https://doi.org/10.1177/21582440221079896\">10.1177/21582440221079896</a>","bibtex":"@article{Knickenberg_Zurbriggen_Schwab_2022, title={Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings}, volume={12}, DOI={<a href=\"https://doi.org/10.1177/21582440221079896\">10.1177/21582440221079896</a>}, number={1215824402210798}, journal={SAGE Open}, publisher={SAGE Publications}, author={Knickenberg, Margarita and Zurbriggen, Carmen L. A. and Schwab, Susanne}, year={2022} }","mla":"Knickenberg, Margarita, et al. “Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings.” <i>SAGE Open</i>, vol. 12, no. 1, 215824402210798, SAGE Publications, 2022, doi:<a href=\"https://doi.org/10.1177/21582440221079896\">10.1177/21582440221079896</a>.","chicago":"Knickenberg, Margarita, Carmen L. A. Zurbriggen, and Susanne Schwab. “Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings.” <i>SAGE Open</i> 12, no. 1 (2022). <a href=\"https://doi.org/10.1177/21582440221079896\">https://doi.org/10.1177/21582440221079896</a>.","short":"M. Knickenberg, C.L.A. Zurbriggen, S. Schwab, SAGE Open 12 (2022).","apa":"Knickenberg, M., Zurbriggen, C. L. A., &#38; Schwab, S. (2022). Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings. <i>SAGE Open</i>, <i>12</i>(1), Article 215824402210798. <a href=\"https://doi.org/10.1177/21582440221079896\">https://doi.org/10.1177/21582440221079896</a>","ieee":"M. Knickenberg, C. L. A. Zurbriggen, and S. Schwab, “Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings,” <i>SAGE Open</i>, vol. 12, no. 1, Art. no. 215824402210798, 2022, doi: <a href=\"https://doi.org/10.1177/21582440221079896\">10.1177/21582440221079896</a>."},"status":"public","_id":"36133","publisher":"SAGE Publications","volume":12,"user_id":"12978"},{"_id":"33433","language":[{"iso":"ger"}],"publisher":"Waxmann","user_id":"74211","editor":[{"full_name":"Resch, K","last_name":"Resch","first_name":"K"},{"full_name":"Lindner, K.-T.","first_name":"K.-T.","last_name":"Lindner"},{"full_name":"Streese, B","last_name":"Streese","first_name":"B"},{"first_name":"M","last_name":"Proyer","full_name":"Proyer, M"},{"last_name":"Schwab","first_name":"S","full_name":"Schwab, S"}],"title":"Inklusives Klassenklima. Zur Bedeutung der sozialen Dimension des Klassenklimas unter Berücksichtigung von Heterogenität","status":"public","year":"2021","author":[{"last_name":"Knickenberg","first_name":"Margarita","full_name":"Knickenberg, Margarita","id":"12978"},{"last_name":"Stöcker","first_name":"A","full_name":"Stöcker, A"},{"last_name":"Zurbriggen","first_name":"Carmen","full_name":"Zurbriggen, Carmen"}],"publication_status":"published","date_updated":"2022-09-17T09:24:17Z","date_created":"2022-09-17T09:14:38Z","place":"Münster","type":"book_chapter","publication":"Inklusive Schule und Schulentwicklung Theoretische Grundlagen, empirische Befunde und Praxisbeispiele aus Deutschland, Österreich und der Schweiz.","citation":{"ieee":"M. Knickenberg, A. Stöcker, and C. Zurbriggen, “Inklusives Klassenklima. Zur Bedeutung der sozialen Dimension des Klassenklimas unter Berücksichtigung von Heterogenität,” in <i>Inklusive Schule und Schulentwicklung Theoretische Grundlagen, empirische Befunde und Praxisbeispiele aus Deutschland, Österreich und der Schweiz.</i>, K. Resch, K.-T. Lindner, B. Streese, M. Proyer, and S. Schwab, Eds. Münster: Waxmann, 2021.","apa":"Knickenberg, M., Stöcker, A., &#38; Zurbriggen, C. (2021). Inklusives Klassenklima. Zur Bedeutung der sozialen Dimension des Klassenklimas unter Berücksichtigung von Heterogenität. In K. Resch, K.-T. Lindner, B. Streese, M. Proyer, &#38; S. Schwab (Eds.), <i>Inklusive Schule und Schulentwicklung Theoretische Grundlagen, empirische Befunde und Praxisbeispiele aus Deutschland, Österreich und der Schweiz.</i> Waxmann.","short":"M. Knickenberg, A. Stöcker, C. Zurbriggen, in: K. Resch, K.-T. Lindner, B. Streese, M. Proyer, S. Schwab (Eds.), Inklusive Schule und Schulentwicklung Theoretische Grundlagen, empirische Befunde und Praxisbeispiele aus Deutschland, Österreich und der Schweiz., Waxmann, Münster, 2021.","chicago":"Knickenberg, Margarita, A Stöcker, and Carmen Zurbriggen. “Inklusives Klassenklima. Zur Bedeutung der sozialen Dimension des Klassenklimas unter Berücksichtigung von Heterogenität.” In <i>Inklusive Schule und Schulentwicklung Theoretische Grundlagen, empirische Befunde und Praxisbeispiele aus Deutschland, Österreich und der Schweiz.</i>, edited by K Resch, K.-T. Lindner, B Streese, M Proyer, and S Schwab. Münster: Waxmann, 2021.","mla":"Knickenberg, Margarita, et al. “Inklusives Klassenklima. Zur Bedeutung der sozialen Dimension des Klassenklimas unter Berücksichtigung von Heterogenität.” <i>Inklusive Schule und Schulentwicklung Theoretische Grundlagen, empirische Befunde und Praxisbeispiele aus Deutschland, Österreich und der Schweiz.</i>, edited by K Resch et al., Waxmann, 2021.","bibtex":"@inbook{Knickenberg_Stöcker_Zurbriggen_2021, place={Münster}, title={Inklusives Klassenklima. Zur Bedeutung der sozialen Dimension des Klassenklimas unter Berücksichtigung von Heterogenität}, booktitle={Inklusive Schule und Schulentwicklung Theoretische Grundlagen, empirische Befunde und Praxisbeispiele aus Deutschland, Österreich und der Schweiz.}, publisher={Waxmann}, author={Knickenberg, Margarita and Stöcker, A and Zurbriggen, Carmen}, editor={Resch, K and Lindner, K.-T. and Streese, B and Proyer, M and Schwab, S}, year={2021} }","ama":"Knickenberg M, Stöcker A, Zurbriggen C. Inklusives Klassenklima. Zur Bedeutung der sozialen Dimension des Klassenklimas unter Berücksichtigung von Heterogenität. In: Resch K, Lindner K-T, Streese B, Proyer M, Schwab S, eds. <i>Inklusive Schule und Schulentwicklung Theoretische Grundlagen, empirische Befunde und Praxisbeispiele aus Deutschland, Österreich und der Schweiz.</i> Waxmann; 2021."},"extern":"1"},{"page":"335-350","language":[{"iso":"ger"}],"_id":"33434","publisher":"Waxmann","user_id":"74211","editor":[{"first_name":"G","last_name":"Hagenauer","full_name":"Hagenauer, G"},{"full_name":"Raufelder, D","last_name":"Raufelder","first_name":"D"}],"year":"2021","title":"Die Bedeutsamkeit von Peers für Jugendliche in der Sekundarstufe und in der Freizeit","status":"public","author":[{"last_name":"Knickenberg","first_name":"Margarita","full_name":"Knickenberg, Margarita","id":"12978"},{"first_name":"Carmen","last_name":"Zurbriggen","full_name":"Zurbriggen, Carmen"}],"date_updated":"2022-09-17T09:25:22Z","publication_status":"published","place":"Münster / New York","date_created":"2022-09-17T09:17:48Z","type":"book_chapter","publication":"G. Hagenauer & D. Raufelder (Hrsg.), Soziale Eingebundenheit. Sozialbeziehungen im Fokus von Schule und Lehrer*innenbildung","citation":{"mla":"Knickenberg, Margarita, and Carmen Zurbriggen. “Die Bedeutsamkeit von Peers für Jugendliche in der Sekundarstufe und in der Freizeit.” <i>G. Hagenauer &#38; D. Raufelder (Hrsg.), Soziale Eingebundenheit. Sozialbeziehungen im Fokus von Schule und Lehrer*innenbildung</i>, edited by G Hagenauer and D Raufelder, Waxmann, 2021, pp. 335–50.","apa":"Knickenberg, M., &#38; Zurbriggen, C. (2021). Die Bedeutsamkeit von Peers für Jugendliche in der Sekundarstufe und in der Freizeit. In G. Hagenauer &#38; D. Raufelder (Eds.), <i>G. Hagenauer &#38; D. Raufelder (Hrsg.), Soziale Eingebundenheit. Sozialbeziehungen im Fokus von Schule und Lehrer*innenbildung</i> (pp. 335–350). Waxmann.","ieee":"M. Knickenberg and C. Zurbriggen, “Die Bedeutsamkeit von Peers für Jugendliche in der Sekundarstufe und in der Freizeit,” in <i>G. Hagenauer &#38; D. Raufelder (Hrsg.), Soziale Eingebundenheit. Sozialbeziehungen im Fokus von Schule und Lehrer*innenbildung</i>, G. Hagenauer and D. Raufelder, Eds. Münster / New York: Waxmann, 2021, pp. 335–350.","chicago":"Knickenberg, Margarita, and Carmen Zurbriggen. “Die Bedeutsamkeit von Peers für Jugendliche in der Sekundarstufe und in der Freizeit.” In <i>G. Hagenauer &#38; D. Raufelder (Hrsg.), Soziale Eingebundenheit. Sozialbeziehungen im Fokus von Schule und Lehrer*innenbildung</i>, edited by G Hagenauer and D Raufelder, 335–50. Münster / New York: Waxmann, 2021.","ama":"Knickenberg M, Zurbriggen C. Die Bedeutsamkeit von Peers für Jugendliche in der Sekundarstufe und in der Freizeit. In: Hagenauer G, Raufelder D, eds. <i>G. Hagenauer &#38; D. Raufelder (Hrsg.), Soziale Eingebundenheit. Sozialbeziehungen im Fokus von Schule und Lehrer*innenbildung</i>. Waxmann; 2021:335-350.","short":"M. Knickenberg, C. Zurbriggen, in: G. Hagenauer, D. Raufelder (Eds.), G. Hagenauer &#38; D. Raufelder (Hrsg.), Soziale Eingebundenheit. Sozialbeziehungen im Fokus von Schule und Lehrer*innenbildung, Waxmann, Münster / New York, 2021, pp. 335–350.","bibtex":"@inbook{Knickenberg_Zurbriggen_2021, place={Münster / New York}, title={Die Bedeutsamkeit von Peers für Jugendliche in der Sekundarstufe und in der Freizeit}, booktitle={G. Hagenauer &#38; D. Raufelder (Hrsg.), Soziale Eingebundenheit. Sozialbeziehungen im Fokus von Schule und Lehrer*innenbildung}, publisher={Waxmann}, author={Knickenberg, Margarita and Zurbriggen, Carmen}, editor={Hagenauer, G and Raufelder, D}, year={2021}, pages={335–350} }"},"extern":"1"},{"date_updated":"2024-01-16T10:03:28Z","title":"Qualität sozialer Interaktionen von Jugendlichen mit emotionalen Problemen oder Problemen im Umgang mit Peers im Unterricht – Eine Pilotstudie mit der Experience Sampling Method","status":"public","year":"2021","conference":{"end_date":"2021-09","start_date":"2021-09","name":"digiGEBF-Thementagung „Inklusion und Bildung als Thema der empirischen Bildungsforschung: Theoretische Ansätze und empirische Befunde“","location":"online"},"author":[{"first_name":"Margarita","last_name":"Knickenberg","full_name":"Knickenberg, Margarita","id":"12978"},{"last_name":"Zurbriggen","first_name":"Carmen","full_name":"Zurbriggen, Carmen"}],"user_id":"12978","language":[{"iso":"eng"}],"_id":"50537","citation":{"bibtex":"@inproceedings{Knickenberg_Zurbriggen_2021, title={Qualität sozialer Interaktionen von Jugendlichen mit emotionalen Problemen oder Problemen im Umgang mit Peers im Unterricht – Eine Pilotstudie mit der Experience Sampling Method}, author={Knickenberg, Margarita and Zurbriggen, Carmen}, year={2021} }","ama":"Knickenberg M, Zurbriggen C. Qualität sozialer Interaktionen von Jugendlichen mit emotionalen Problemen oder Problemen im Umgang mit Peers im Unterricht – Eine Pilotstudie mit der Experience Sampling Method. In: ; 2021.","mla":"Knickenberg, Margarita, and Carmen Zurbriggen. <i>Qualität Sozialer Interaktionen von Jugendlichen Mit Emotionalen Problemen Oder Problemen Im Umgang Mit Peers Im Unterricht – Eine Pilotstudie Mit Der Experience Sampling Method</i>. 2021.","chicago":"Knickenberg, Margarita, and Carmen Zurbriggen. “Qualität Sozialer Interaktionen von Jugendlichen Mit Emotionalen Problemen Oder Problemen Im Umgang Mit Peers Im Unterricht – Eine Pilotstudie Mit Der Experience Sampling Method,” 2021.","short":"M. Knickenberg, C. Zurbriggen, in: 2021.","ieee":"M. Knickenberg and C. Zurbriggen, “Qualität sozialer Interaktionen von Jugendlichen mit emotionalen Problemen oder Problemen im Umgang mit Peers im Unterricht – Eine Pilotstudie mit der Experience Sampling Method,” presented at the digiGEBF-Thementagung „Inklusion und Bildung als Thema der empirischen Bildungsforschung: Theoretische Ansätze und empirische Befunde“, online, 2021.","apa":"Knickenberg, M., &#38; Zurbriggen, C. (2021). <i>Qualität sozialer Interaktionen von Jugendlichen mit emotionalen Problemen oder Problemen im Umgang mit Peers im Unterricht – Eine Pilotstudie mit der Experience Sampling Method</i>. digiGEBF-Thementagung „Inklusion und Bildung als Thema der empirischen Bildungsforschung: Theoretische Ansätze und empirische Befunde“, online."},"type":"conference","department":[{"_id":"4"},{"_id":"460"}],"date_created":"2024-01-16T10:03:24Z"}]