Franziska Reitegger
Biographic Data
| ID | 4415154 |
|---|---|
| NAME | Franziska Reitegger |
| GIVEN NAMES | Franziska |
| FAMILY NAME | Reitegger |
| SIGNATURE | REITEGGER F |
| AFFILIATIONS | University of Graz |
| ORCID | 0000-0003-0502-0089 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
School context matters! The impact of school tracking and classroom factors on the behavioural development of 5th and 6th graders in Austria
This article presents the findings of a longitudinal study on the influence of contextual factors on students' social–emotional development. A total of 1535 students in Grades 5 and 6 were examined at three points of measurement (1 year). The aim was to assess the connection between social–emotional development (i.e., prosocial behaviour, externalizing/internalizing behaviour problems) and school context factors using MLM‐modelling. While behavio…
What Makes Me Happy and what Worries Me? A Cross-national Comparison of Stressors and Resources for Stress Relief Among Youth
Numerous evidence-based programs aim to promote youth mental health. Unfortunately, however, they often fail to engage the target group and lack cultural sensitivity. The present study addresses these issues by using a participatory approach to look at variations of stressors and resources for stress relief among students (12-15 years) in three European countries. Two participatory workshops were conducted in three schools in Austria, Poland and …
Interventions with Digital Tools for Mental Health Promotion among 11–18 Year Olds
The availability of digital tools aiming to promote adolescent mental health is rapidly increasing. However, the field lacks an up-to-date and focused review of current evidence. This study thus looked into the characteristics and efficacy of digital, evidence-based mental health programs for youth (11–18 years). The selection procedure followed the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines and resulted…
Schüchterne und sozial ängstliche Kinder in der Schule
Schüchterne Kinder und Jugendliche werden in der Schule häufig übersehen. Sie stören den Unterricht nicht, sind im Umgang "angenehm". Kinder, die unter Ängsten leiden, sind in fast jeder Klasse zu finden. Der Band gibt einen Überblick über wichtige Aspekte von Schüchternheit im Kontext Schule: Internationale Expertinnen und Experten schreiben über Grundlagen von Schüchternheit und schulspezifische Auswirkungen. Erfolgreiche therapeutische Ansätze…
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Schüchterne und sozial ängstliche Kinder in der Schule
Schüchterne Kinder und Jugendliche werden in der Schule häufig übersehen. Sie stören den Unterricht nicht, sind im Umgang "angenehm". Kinder, die unter Ängsten leiden, sind in fast jeder Klasse zu finden. Der Band gibt einen Überblick über wichtige Aspekte von Schüchternheit im Kontext Schule: Internationale Expertinnen und Experten schreiben über Grundlagen von Schüchternheit und schulspezifische Auswirkungen. Erfolgreiche therapeutische Ansätze…
Interventions with Digital Tools for Mental Health Promotion among 11–18 Year Olds
The availability of digital tools aiming to promote adolescent mental health is rapidly increasing. However, the field lacks an up-to-date and focused review of current evidence. This study thus looked into the characteristics and efficacy of digital, evidence-based mental health programs for youth (11–18 years). The selection procedure followed the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines and resulted…
What Makes Me Happy and what Worries Me? A Cross-national Comparison of Stressors and Resources for Stress Relief Among Youth
Numerous evidence-based programs aim to promote youth mental health. Unfortunately, however, they often fail to engage the target group and lack cultural sensitivity. The present study addresses these issues by using a participatory approach to look at variations of stressors and resources for stress relief among students (12-15 years) in three European countries. Two participatory workshops were conducted in three schools in Austria, Poland and …
School context matters! The impact of school tracking and classroom factors on the behavioural development of 5th and 6th graders in Austria
This article presents the findings of a longitudinal study on the influence of contextual factors on students' social–emotional development. A total of 1535 students in Grades 5 and 6 were examined at three points of measurement (1 year). The aim was to assess the connection between social–emotional development (i.e., prosocial behaviour, externalizing/internalizing behaviour problems) and school context factors using MLM‐modelling. While behavio…
Early Childhood Education and Development (2 works) · Psychology (2 works) · Adolescent development (1 work) · Applied Psychology (1 work) · Applied Psychology (1 work) · Bullying, Victimization, and Aggression (1 work) · Child and Adolescent Psychosocial and Emotional Development (1 work) · Children's Rights and Participation (1 work) · Clinical Psychology (1 work) · Clinical Psychology (1 work)