Zusammenfassung.Need for Cognition (NFC) beschreibt interindividuelle Unterschiede in der Freude an und der Beschäftigung mit anspruchsvollen kognitiven Aufgaben. Bisherige Forschung im akademischen Kontext untersuchte NFC vorrangig im Zusammenhang mit kognitiven und leistungsbezogenen Variablen. In dieser Studie wurde hingegen die Bedeutung von NFC für Erfolg im Studium insbesondere für subjektives Erleben untersucht. Für ein besseres Verständnis wurde die vermittelnde Rolle der regulativen Merkmale Selbstkontrollkapazität, Strategien der Emotionsregulation und Copingverhalten geprüft. Untersucht wurden Lehramtsstudierende (N = 167) als Gruppe, die bereits im Studium eine erhöhte Beanspruchung zeigt. Erwartungskonform hing NFC mit fast allen regulativen Merkmalen zusammen. Bezogen auf Studienerfolg wurden die Annahmen nur teilweise bestätigt: NFC war mit besseren Studienleistungen und einer höheren subjektiven Leistungsfähigkeit assoziiert. Dabei wurde die Vorhersage wahrgenommener Leistungsfähigkeit über regulative Merkmale vermittelt. Zukünftige Studien sollten untersuchen, weshalb in dieser Stichprobe nur ein Teil der Erlebensaspekte mit NFC zusammenhingen und die Ergebnisse für Studierende anderer Fächer prüfen.

Self-efficacy, commonly seen as an important competence for teachers when intervening in bullying, is a heterogeneous construct. Differences in the specific kinds of self-efficacy under review, its assessment, theoretical foundations, and the samples used when researching it generate diverse results that can be hard to integrate. This systematic review surveys existing literature on the extent of teachers’ self-efficacy in managing bullying and its connection to the likelihood that teachers will intervene in bullying, to their intervention strategies, and the prevention measures they employ, as well as students’ bullying behavior and their experiences of victimization. Thirty-six relevant publications based on 33 studies were included. The quality of their results was assessed, and their findings were systematized and are discussed here. Many studies are of low quality because of incomplete descriptions of underlying theoretical as well as methodological foundations. Almost all results are based on descriptive study designs. Consistent findings show that teachers generally feel confident in managing bullying and that teachers who are more confident intervene more often. Findings were mixed on the connections between teachers’ self-efficacy and intervention strategies, and the prevention measures they used, as well as students’ bullying behavior and experiences of victimization. It was also discovered that the connections between teachers’ self-efficacy and their prevention measures, their students’ bullying behavior, and collective efficacy in general have rarely been addressed in the literature.

The Health Behaviour in School-aged Children (HBSC) study is an international research project in collaboration with the World Health Organization (WHO) for over 35 years. HBSC is the largest study on child and adolescent health and one of the most important sources of data for the WHO’s international comparative health monitoring. Every four years, data on the health and health behaviour of students aged 11, 13 and 15, as well as the social contexts and conditions for growing up healthy, are collected. A total of 50 countries belong to the HBSC network, with 45 countries taking part in the 2017/18 survey. Germany has contributed to the HBSC surveys since 1993/94. For the most recent 2017/18 cycle, students at 146 schools in Germany were interviewed (response rate of schools: 15.6%). A net sample of n = 4,347 girls and boys was achieved for Germany (response rate: 52.7%). Participation was voluntary and the survey was conducted in German school years five, seven and nine (corresponding to ages 11, 13 and 15). A weighting procedure was applied to allow for representative findings on the health of children and adolescents in Germany. HBSC offers a valuable contribution to health monitoring and provides numerous starting points to identify needs, risk groups and fields of action to initiate targeted and actual needs-based measures of prevention and health promotion in the school setting.

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Abstract. Many studies have focused on the effects of teachers’ well-being on the development of students, in particular their academic achievement. To date, little is known about the association between teachers’ well-being and students’ well-being. In the present study, we analyzed this relationship and examined the mediating role of teacher support using linked data from 2,686 students and 805 teachers from 48 schools in Germany. Multilevel regression analyses showed a relationship between teachers’ emotional exhaustion and students’ subjective health complaints and between teachers’ psychological well-being and students’ satisfaction with school. The latter association was mediated by teacher support as perceived by students. This study extends current knowledge about the relevance of teachers’ well-being to their students’ socio-emotional development and the mechanisms that underlie this association. Implications for promoting of mental health in schools and for future research are discussed.