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Featured researches published by Elisabeth Stefanek.


European Journal of Developmental Psychology | 2012

Cyber-victimization and popularity in early adolescence: Stability and predictive associations

Petra Gradinger; Dagmar Strohmeier; Eva-Maria Schiller; Elisabeth Stefanek; Christiane Spiel

The present study examined: (1) the one-year stability of cyber-victimization; (2) the temporal sequence of cyber-victimization and traditional victimization; and (3) popularity and perceived popularity as possible antecedents and consequences of cyber-victimization and traditional victimization. The sample comprised 665 early adolescents (356 boys, 309 girls) aged 11.63 (SD = 0.84) at Time 1. Data were collected using self- and peer reports. To test for the temporal sequence a cross-lagged panel design was used. Traditional victimization, popularity and perceived popularity were moderately stable for both boys and girls. Cyber-victimization was neither stable during a one-year period, nor could it be predicted by traditional victimization, popularity or perceived popularity. Instead, cyber-victimization fostered popularity in girls. The implications of these findings are discussed.


Anxiety Stress and Coping | 2012

Depressive symptoms in native and immigrant adolescents: the role of critical life events and daily hassles.

Elisabeth Stefanek; Dagmar Strohmeier; Hildegunn Fandrem; Christiane Spiel

Abstract The present study compared native Austrian, first and second generation immigrant adolescents regarding their level of depressive symptoms, critical live events, and daily hassles. Furthermore, the associations between these constructs were tested in the three groups. The sample comprised 330 native Austrian (52.1% girls), 120 first generation immigrants (49.2% girls and 159 second generation immigrants (54.2% girls) aged 14–19 (M=15.61). Compared with native adolescents, first generation immigrant adolescents reported more depressive symptoms and daily hassles related to parents, the self, leisure, romantic partner, and future, whilst second generation immigrant adolescents reported more daily hassles related to parents, school, and romantic partner. Controlling for gender, multiple group structural equation models revealed that daily hassles fully mediated the path between critical live events and depressive symptoms in all three groups of adolescents. Implications for future research on immigrant adolescents’ psychological well-being are discussed.


International journal of developmental science | 2011

Bullying and Victimization in Ethnically Diverse Schools: Risk and Protective Factors on the Individual and Class Level

Elisabeth Stefanek; Dagmar Strohmeier; Rens van de Schoot; Christiane Spiel

present study concurrently analyzed risk and protective factors on the individual and the class level related to bullying and victimization in ethnically diverse schools. The sample derived from the pre-test data of a national intervention evaluation study in Austria (ViSC) and comprised 1450 students (48.8% girls) aged 11-15 (M = 12.31) from 77 classes and 11 schools. 748 students were native Austrians, 225 students had a Turkish background, 305 students originate from former Yugoslavia and 173 students were from other countries. Data were collected via internet-based questionnaires. For data analysis hierarchical linear modeling (HLM) was applied. At the individual level being a boy and low responsibility were identified as risk factors for higher bullying scores. On the class level, smaller class size and poor class climate were related to higher bullying scores. At the individual level being Turkish and from former Yugoslavia were associated with lower victimization scores. On the class level, a positive class climate was related to lower victimization scores.


New Directions for Youth Development | 2012

ViSC Social Competence Program.

Dagmar Strohmeier; Christine Hoffmann; Eva-Maria Schiller; Elisabeth Stefanek; Christiane Spiel

The ViSC Social Competence Program has been implemented in Austrian schools within the scope of a national strategy plan, Together Against Violence. The program is a primary preventive program designed for grades 5 to 8. The prevention of aggression and bullying is defined as a school development task, and the initial implementation of the program lasts one school year. The program consists of universal and specific actions that are implemented through in-school teacher training and a class project for students. The program was evaluated with a randomized intervention control group design. Data were collected from teachers and students. Results suggest that the program reduces aggression in schools.


Scandinavian Journal of Psychology | 2012

The goal to be accepted by friends as underlying function of overt aggressive behaviour in immigrant adolescents

Dagmar Strohmeier; Hildegunn Fandrem; Elisabeth Stefanek; Christiane Spiel

This study investigated (1) to what extent the goal to be accepted by friends is an underlying function of overt aggressive behavior in adolescents, and (2) whether this function is more predictive than reactive aggression for overt aggressive behavior in first and second generation immigrants compared with natives. The sample comprised 339 native Austrians (51.6% girls), 126 first generation immigrants (48.4% girls), and 175 second generation immigrants (54.3% girls) aged 14 to 19 (M = 15.61). Data were collected via self-assessments. Multiple group latent means and covariance structures (MACS) models revealed that the goal to be accepted by friends was a stronger predictor than reactive aggression for overt aggressive behavior in first generation immigrants compared with second generation immigrants and natives. Furthermore, gender moderated these associations. The goal to be accepted by friends was a very strong predictor of overt aggressive behavior in first generation immigrant boys, but not in first generation immigrant girls. Results are discussed regarding the process of acculturation in first generation immigrant youth.


Archive | 2012

Bullying and Victimization in Ethnically Diverse Schools

Elisabeth Stefanek; Dagmar Strohmeier; Rens van de Schoot; Christiane Spiel

The present study analyzed risk and protective factors on the individual and the class level related to bullying and victimization in ethnically diverse schools. The sample derived from the pre-test data of a national intervention evaluation study in Austria (ViSC) and comprised 1439 students (48.8% girls) aged 1115 (M 12.31). 747 students were native Austrians, 221 students had a Turkish background, 302 students originated from former Yugoslavia and 169 students were from other countries. Data were collected via internet-based questionnaires. Results of multiple regression analysis revealed that being a boy was a risk factor for higher bullying scores. With respect to ethnicity being Turkish was associated with lower bullying scores and lower victimization scores whereas students from other countries were most vulnerable to victimization. Class climate was most protective for bullying and victimization. Implications of these findings are discussed.


International Journal of Behavioral Development | 2015

Individual and Class Room Predictors of Same-Cultural Friendship Preferences in Multicultural Schools.

Elisabeth Stefanek; Dagmar Strohmeier; Rens van de Schoot

This study was an investigation of individual and contextual predictors for same-cultural friendship preferences among non-immigrant (N = 125), Turkish (N = 196) and former Yugoslavian (N = 256) immigrant youths (M age = 14.39 years) in 36 multicultural classes. At the individual level age, gender, cultural group, number of friends, and acculturation variables, such as immigrant status, cultural pride and racist victimization were investigated. At the class level, predictors drawn from contact theory such as cultural diversity and multicultural education were analyzed. Multilevel analyses have revealed that being a former Yugoslavian first and second generation immigrant, being a Turkish first generation immigrant, having fewer friends, a high level of cultural pride and a high level of cultural diversity in classes are related to more same-cultural friendship preferences. The present findings highlight the importance of acculturation-related and contextual factors for same-cultural friendship preferences.


Zeitschrift für Psychologie | 2014

Measuring implementation of a school-based violence prevention program : Fidelity and teachers' responsiveness as predictors of proximal outcomes

Marie-Therese Schultes; Elisabeth Stefanek; Rens van de Schoot; Dagmar Strohmeier; Christiane Spiel


International journal of developmental science | 2017

Depression in Groups of Bullies and Victims: Evidence for the Differential Importance of Peer Status, Reciprocal Friends, School Liking, Academic Self-Efficacy, School Motivation and Academic Achievement.

Elisabeth Stefanek; Dagmar Strohmeier; Takuya Yanagida


Archive | 2016

Interkulturelle Freundschaften von Jugendlichen in multikulturellen Schulen

Elisabeth Stefanek; Dagmar Strohmeier; Takuya Yanagida

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Marie-Therese Schultes

University of North Carolina at Chapel Hill

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