Eine differenzierte Analyse verschiedener Dimensionen der selbstwahrgenommenen sozialen Integration im Kontext externalisierender und internalisierender Verhaltensprobleme.

Autor/inn/en	Spilles, Markus; Plutz, Raphael; Huber, Christian
Titel	Eine differenzierte Analyse verschiedener Dimensionen der selbstwahrgenommenen sozialen Integration im Kontext externalisierender und internalisierender Verhaltensprobleme. Gefälligkeitsübersetzung: A Differentiated Analysis of Various Dimensions of Self-Perceived Social Integration in the Context of Externalizing and Internalizing Behavior Problems.
Quelle	In: Kindheit und Entwicklung, 35 (2026) 2, S. 101-111Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2190-6246
DOI	10.1026/0942-5403/a000504
Schlagwörter	Externalisierung (Psychologie); Selbstwahrnehmung; Widerstand (Psy); Internalisierung; Soziale Integration; Grundschule; Schüler; Störverhalten; Trotzverhalten; Verhaltensstörung; Partizipation; Verbundenheit
Abstract	Theoretical background: That the social integration of students is negatively related to behavioral problems is a well-known finding. Yet, the self-perception of social integration (SSI) has been considered only in an undifferentiated way. Objective: This study investigates the relationship between six dimensions of SSI and externalizing and internalizing behavior. Method: N = 666 pupils from 17 third- and 17 fourth-grade primary school classes and their class leaders were surveyed in a cross-sectional study. The data were analyzed using multilevel path analyses. Results: Socially withdrawn behavior in particular is negatively related to SSI. Oppositional and disruptive behavior, on the other hand, is hardly associated with SSI overall and even correlates positively with extracurricular contact. Discussion and conclusion: A differentiated analysis of SSI seems appropriate in the school context, and future longitudinal studies should build on this. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3