Intergroup friendship and children's intentions for social exclusion in integrative classrooms: The moderating role of teachers' diversity beliefs.

Autor/inn/en	Grütter, Jeanine; Meyer, Bertolt
Titel	Intergroup friendship and children's intentions for social exclusion in integrative classrooms: The moderating role of teachers' diversity beliefs. Gefälligkeitsübersetzung: Intergruppenfreundschaften und Absichten der sozialen Exklusion bei Kindern in integrativen Klassen: Die moderierende Rolle diversitätsbezogener Vorstellungen von Lehrern.
Quelle	In: Journal of applied social psychology, 44 (2014) 7, S. 481-494 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0021-9029; 1559-1816
DOI	10.1111/jasp.12240
Schlagwörter	Soziale Ausgrenzung; Soziale Isolation; Einstellung (Psychologie); Freundschaft; Gruppendynamik; Lehrer; Schulische Integration; Sonderpädagogischer Förderbedarf; Inklusion (Soziologie); Vielfalt
Abstract	Examined children's intentions to socially exclude other children with special educational needs in integrative classrooms. Based on developmental and diversity research, it is hypothesized that intergroup friendship leads to lower intentions to socially exclude. In addition, the moderating role of teachers' diversity beliefs on the proposed relationship was examined. Questionnaires assessing social network, intergroup friendship, intentions for social exclusion, teachers' diversity beliefs (428 primary school pupils from 20 school classes) were analyzed with multilevel modeling. In support of the moderation hypothesis, results show that intergroup friendship was only associated with lower intentions for social exclusion if teachers saw value in diversity for their class. The results offer important insights into intergroup contact theory and its use for designing implications for integrative education. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3