Carmen L A Zurbriggen
Biographic Data
| ID | 1172309 |
|---|---|
| NAME | Carmen L A Zurbriggen |
| GIVEN NAMES | Carmen L A |
| FAMILY NAME | Zurbriggen |
| SIGNATURE | ZURBRIGGEN C L A |
| AFFILIATIONS | University of Fribourg |
| ORCID | 0000-0002-0906-2000 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Longitudinal and differential effects of differentiated instruction on academic achievement and subjective well-being in inclusive secondary education
Background Differentiated instruction (DI) is a fundamental component of teaching quality, particularly in diverse and inclusive classrooms. While DI has been shown to enhance students' academic achievement, research at the secondary education level remains limited, and its impact on students’ subjective well-being—widely recognized as essential for learning—has been largely unexplored. Moreover, effects may differ for students with special educa…
Capturing emotional experience of children and adolescents with intellectual disabilities using the experience sampling method
Background While the Experience Sampling Method (ESM) is particularly suitable for assessing subjective views and inner phenomena such as emotional experience, it is still rarely used in research involving individuals with intellectual disabilities (ID)—especially children and adolescents. In an innovative attempt, the present study aimed to develop an ESM survey incorporating self-report measures to assess the emotional experience of children an…
Effects of the parents as teachers home visiting program on children’s adjustment at primary school entry
This longitudinal RCT investigates the impact of the Parents as Teachers (PAT) early home visiting program on the developmental trajectories of children from at-risk families, focusing on their transition from kindergarten to primary school education. The study, conducted as part of the Swiss ZEPPELIN longitudinal project, aims (1) to assess whether PAT directly improves school adjustment, including academic achievement, socio-emotional adjustmen…
School placement trajectories of students with special educational needs—A longitudinal analysis of administrative data
School transfers may be particularly challenging for students with special educational needs (SEN), and may negatively impact academic and social outcomes for these students. In countries with multiple placement options for students with SEN, although transfers between different types of placements are plausible, studies on this phenomenon are rare. The current study investigates individual placement trajectories over 11 years of compulsory educa…
Examining students' current academic motivation in relation to peer interactions and social environment in the classroom using the Experience Sampling Method
IntroductionCurrent academic motivation is affected by personal and situational factors. This highlights the dynamic nature of academic motivation, which is shaped by its social contexts, particularly by peers at school.AimsWe investigated the relationships between peer interactions and three aspects of students' current academic motivation (positive activation, enjoyment of learning and concentration) in real learning situations in the classroom…
Recall bias of students' affective experiences in adolescence
INTRODUCTION: Adolescence is characterized by multiple biopsychosocial changes, associated with a high intraindividual variability of emotional experiences. Previous findings suggest that this intraindividual variability is reflected in a recall bias of adolescents' emotion reports. However, corresponding findings are scarce and inconclusive. Studies on predictors of recall bias in adulthood indicate that personality traits, especially neuroticis…
Friendship networks in inclusive elementary classrooms
Friendships with classmates play a significant role in student’s development. However, only some friendships are maintained for longer than a school year and their formation depend on many factors. One important factor is gender because gender homophily is consistently found in friendship networks. In addition, there is evidence that same-gender friendships are more stable. In the context of inclusive education, friendship can be considered as on…
Teachers' judgment accuracy of students’ subjective well-being in school
This study investigated teachers' judgment accuracy of students' subjective well-being and characteristics explaining the specificity in teacher reports (i.e., non-agreement with student self-reports). We drew from the self-reports of 2592 grade six students and the ratings of 432 teachers. Findings show that teachers' judgement accuracy of students' subjective well-being is low to moderate, indicating considerable specificity in teacher reports.…
Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings
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 gener…
Multi-Informant Assessment of Bullying in Austrian Schools
This study explores the agreement of bullying reports from different perspectives. Nominations and (self and peer) ratings of 721 students (50.5% boys, 49.5% girls, aged 9–11), 46 teachers (91.3% female, 8.7% male; M age = 40.28 years, SD age = 1.6, teaching experience between 2 and 36 years, M experience = 15.16, SD experience = 1.68), 439 mothers, and 363 fathers were analyzed. Measures included a modified version of the Revised Olweus Bully/Vi…
Rosy or blue? Change in recall bias of students’ affective experiences during early adolescence
Changes in the quality of emotional experience are among the various significant developmental challenges that characterize early adolescence. Although retrospective and momentary emotional self-reports are known to differ, adolescents' emotional experiences are mainly assessed retrospectively without knowing if the recall is biased in a positive or negative way. The present study extends research on recall bias by investigating possible changes …
Social classroom climate and personalised instruction as predictors of students’ social participation
Previous research has repeatedly confirmed that students with special educational needs (SEN) are generally less accepted by their peers. Although inclusive teaching strategies and classroom characteristics are frequently hypothesised to improve students’ social participation, empirical evidence is scarce. Therefore, the purpose of this paper is to investigate classroom characteristics and teaching practices that can help foster social participat…
Agreement among student, parent and teacher ratings of school inclusion
One of the central objectives of inclusive education, and education in general, is not only to support every students' academic learning, but also their social and emotional development. It therefore is important to identify difficulties in a child's socio-emotional development at school. The current study investigates students' emotional inclusion and social inclusion, as well as students' academic self-concept from four different perspectives u…
Schulklasseneffekte
Häufigkeitsunterschiede von Cyberviktimisierung zwischen verschiedenen Bildungsgängen – Das Ergebnis unterschiedlich ausgeprägter Mediennutzung
In dieser Studie wurde die Häufigkeit von Cyberviktimisierung unter Schüler(innen)nder Sekundarstufe I untersucht. Diesbezüglich wurden Bildungsgangunterschiede analysiert und geprüft, ob das Ausmass an kommunikativer Nutzung elektronischer Medien unter den Jugendlichen allfällige Unterschiede zwischen den Schultypen erklären kann. Von den teilnehmenden 804 Siebtklässler(inne)n berichteten 17.7% in den letzten zwei Monaten via elektronischer Medi…
Social classroom climate and personalised instruction as predictors of students’ social participation
Previous research has repeatedly confirmed that students with special educational needs (SEN) are generally less accepted by their peers. Although inclusive teaching strategies and classroom characteristics are frequently hypothesised to improve students’ social participation, empirical evidence is scarce. Therefore, the purpose of this paper is to investigate classroom characteristics and teaching practices that can help foster social participat…
Examining students' current academic motivation in relation to peer interactions and social environment in the classroom using the Experience Sampling Method
IntroductionCurrent academic motivation is affected by personal and situational factors. This highlights the dynamic nature of academic motivation, which is shaped by its social contexts, particularly by peers at school.AimsWe investigated the relationships between peer interactions and three aspects of students' current academic motivation (positive activation, enjoyment of learning and concentration) in real learning situations in the classroom…
Friendship networks in inclusive elementary classrooms
Friendships with classmates play a significant role in student’s development. However, only some friendships are maintained for longer than a school year and their formation depend on many factors. One important factor is gender because gender homophily is consistently found in friendship networks. In addition, there is evidence that same-gender friendships are more stable. In the context of inclusive education, friendship can be considered as on…
Teachers' judgment accuracy of students’ subjective well-being in school
This study investigated teachers' judgment accuracy of students' subjective well-being and characteristics explaining the specificity in teacher reports (i.e., non-agreement with student self-reports). We drew from the self-reports of 2592 grade six students and the ratings of 432 teachers. Findings show that teachers' judgement accuracy of students' subjective well-being is low to moderate, indicating considerable specificity in teacher reports.…
Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings
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 gener…
Schulklasseneffekte
Häufigkeitsunterschiede von Cyberviktimisierung zwischen verschiedenen Bildungsgängen – Das Ergebnis unterschiedlich ausgeprägter Mediennutzung
In dieser Studie wurde die Häufigkeit von Cyberviktimisierung unter Schüler(innen)nder Sekundarstufe I untersucht. Diesbezüglich wurden Bildungsgangunterschiede analysiert und geprüft, ob das Ausmass an kommunikativer Nutzung elektronischer Medien unter den Jugendlichen allfällige Unterschiede zwischen den Schultypen erklären kann. Von den teilnehmenden 804 Siebtklässler(inne)n berichteten 17.7% in den letzten zwei Monaten via elektronischer Medi…
Agreement among student, parent and teacher ratings of school inclusion
One of the central objectives of inclusive education, and education in general, is not only to support every students' academic learning, but also their social and emotional development. It therefore is important to identify difficulties in a child's socio-emotional development at school. The current study investigates students' emotional inclusion and social inclusion, as well as students' academic self-concept from four different perspectives u…
Multi-Informant Assessment of Bullying in Austrian Schools
This study explores the agreement of bullying reports from different perspectives. Nominations and (self and peer) ratings of 721 students (50.5% boys, 49.5% girls, aged 9–11), 46 teachers (91.3% female, 8.7% male; M age = 40.28 years, SD age = 1.6, teaching experience between 2 and 36 years, M experience = 15.16, SD experience = 1.68), 439 mothers, and 363 fathers were analyzed. Measures included a modified version of the Revised Olweus Bully/Vi…
Rosy or blue? Change in recall bias of students’ affective experiences during early adolescence
Changes in the quality of emotional experience are among the various significant developmental challenges that characterize early adolescence. Although retrospective and momentary emotional self-reports are known to differ, adolescents' emotional experiences are mainly assessed retrospectively without knowing if the recall is biased in a positive or negative way. The present study extends research on recall bias by investigating possible changes …
Social classroom climate and personalised instruction as predictors of students’ social participation
Previous research has repeatedly confirmed that students with special educational needs (SEN) are generally less accepted by their peers. Although inclusive teaching strategies and classroom characteristics are frequently hypothesised to improve students’ social participation, empirical evidence is scarce. Therefore, the purpose of this paper is to investigate classroom characteristics and teaching practices that can help foster social participat…
Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings
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 gener…
Recall bias of students' affective experiences in adolescence
INTRODUCTION: Adolescence is characterized by multiple biopsychosocial changes, associated with a high intraindividual variability of emotional experiences. Previous findings suggest that this intraindividual variability is reflected in a recall bias of adolescents' emotion reports. However, corresponding findings are scarce and inconclusive. Studies on predictors of recall bias in adulthood indicate that personality traits, especially neuroticis…
Friendship networks in inclusive elementary classrooms
Friendships with classmates play a significant role in student’s development. However, only some friendships are maintained for longer than a school year and their formation depend on many factors. One important factor is gender because gender homophily is consistently found in friendship networks. In addition, there is evidence that same-gender friendships are more stable. In the context of inclusive education, friendship can be considered as on…
Teachers' judgment accuracy of students’ subjective well-being in school
This study investigated teachers' judgment accuracy of students' subjective well-being and characteristics explaining the specificity in teacher reports (i.e., non-agreement with student self-reports). We drew from the self-reports of 2592 grade six students and the ratings of 432 teachers. Findings show that teachers' judgement accuracy of students' subjective well-being is low to moderate, indicating considerable specificity in teacher reports.…
School placement trajectories of students with special educational needs—A longitudinal analysis of administrative data
School transfers may be particularly challenging for students with special educational needs (SEN), and may negatively impact academic and social outcomes for these students. In countries with multiple placement options for students with SEN, although transfers between different types of placements are plausible, studies on this phenomenon are rare. The current study investigates individual placement trajectories over 11 years of compulsory educa…
Examining students' current academic motivation in relation to peer interactions and social environment in the classroom using the Experience Sampling Method
IntroductionCurrent academic motivation is affected by personal and situational factors. This highlights the dynamic nature of academic motivation, which is shaped by its social contexts, particularly by peers at school.AimsWe investigated the relationships between peer interactions and three aspects of students' current academic motivation (positive activation, enjoyment of learning and concentration) in real learning situations in the classroom…
Longitudinal and differential effects of differentiated instruction on academic achievement and subjective well-being in inclusive secondary education
Background Differentiated instruction (DI) is a fundamental component of teaching quality, particularly in diverse and inclusive classrooms. While DI has been shown to enhance students' academic achievement, research at the secondary education level remains limited, and its impact on students’ subjective well-being—widely recognized as essential for learning—has been largely unexplored. Moreover, effects may differ for students with special educa…
Capturing emotional experience of children and adolescents with intellectual disabilities using the experience sampling method
Background While the Experience Sampling Method (ESM) is particularly suitable for assessing subjective views and inner phenomena such as emotional experience, it is still rarely used in research involving individuals with intellectual disabilities (ID)—especially children and adolescents. In an innovative attempt, the present study aimed to develop an ESM survey incorporating self-report measures to assess the emotional experience of children an…
Effects of the parents as teachers home visiting program on children’s adjustment at primary school entry
This longitudinal RCT investigates the impact of the Parents as Teachers (PAT) early home visiting program on the developmental trajectories of children from at-risk families, focusing on their transition from kindergarten to primary school education. The study, conducted as part of the Swiss ZEPPELIN longitudinal project, aims (1) to assess whether PAT directly improves school adjustment, including academic achievement, socio-emotional adjustmen…
Psychology (10 works) · Social Psychology (9 works) · Developmental psychology (8 works) · Child and Adolescent Psychosocial and Emotional Development (4 works) · Early Childhood Education and Development (4 works) · Mathematics education (4 works) · Social Psychology (4 works) · Bullying, Victimization, and Aggression (3 works) · Clinical Psychology (3 works) · Disability Education and Employment (3 works)