Luciano Gasser
Biographic Data
| ID | 5128144 |
|---|---|
| NAME | Luciano Gasser |
| GIVEN NAMES | Luciano |
| FAMILY NAME | Gasser |
| SIGNATURE | GASSER L |
| AFFILIATIONS | University of Teacher Education Lucerne |
| ORCID | 0000-0003-0407-7243 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Promoting social perspective-taking performance in late childhood through literary discussions
Effects of a literary intervention on teachers’ monologic and dialogic practices and the quality of students’ contributions
This quasi-experimental study examines the effects of a literary intervention based on the Quality Talk (QT) approach aimed at promoting dialogic discussions about a moral dilemma. Nine teachers and 104 fourth- and fifth-grade students from Switzerland participated in the study. Over the course of one school year, students in the intervention group read and discussed four literary fiction books in small groups. Teachers received video-based coach…
Promoting intergroup inclusion through literary discussions in fourth and fifth grades
Empirisches wissenschaftliches Arbeiten
Daten erheben, verstehen, darstellen Wie geht man bei der Durchführung einer empirischen Studie in den Bildungswissenschaften vor? Dieses Buch spannt einen prozesshaften Bogen von der Entwicklung einer stilvollen und überprüfbaren Fragestellung und Konzeption über verschiedene Datenerhebungsmethoden
How controllable versus uncontrollable cognitions affect emotion processing during classroom disruptions
Links Between Teachers’ Liking of Students, Peer Inclusion, and Students’ Academic Achievement
Empirisches wissenschaftliches Arbeiten ein Studienbuch für die Bildungswissenschaften
Daten erheben, verstehen, darstellen Wie geht man bei der Durchführung einer empirischen Studie in den Bildungswissenschaften vor? Dieses Buch spannt einen prozesshaften Bogen von der Entwicklung einer stilvollen und überprüfbaren Fragestellung und Konzeption über verschiedene Datenerhebungsmethoden
Moral emotions and moral judgments in children's narratives
How children make meaning of their own social experiences in situations involving moral issues is central to their subsequent affective and cognitive moral learning. Our study of young children's narratives describing their interpersonal conflicts shows that the emotions and judgments constructed in the course of these real-life narratives differ from the emotions and judgments generated in the context of hypothetical transgressions. In the narra…
Are the Competent the Morally Good? Perspective Taking and Moral Motivation of Children Involved in Bullying
The present study tested the hypothesis of the cognitively competent but morally insensitive bully. On the basis of teacher and peer ratings, 212 young elementary school children were selected and categorized as bullies, bully–victims, victims, and prosocial children. Children's perspective‐taking skills were assessed using theory‐of‐mind tasks, and moral motivation was assessed with a task about moral emotion attributions after moral rule transg…
Aggressive and prosocial children's emotion attributions and moral reasoning
Aggressive and prosocial children's emotion attributions and moral reasoning were investigated. Participants were 235 kindergarten children ( M =6.2 years) and 136 elementary‐school children ( M =7.6 years) who were selected as aggressive or prosocial based on (kindergarten) teacher ratings. The children were asked to evaluate hypothetical rule violations, attribute emotions they would feel in the role of the victimizer, and justify their respons…
Are the Competent the Morally Good? Perspective Taking and Moral Motivation of Children Involved in Bullying
The present study tested the hypothesis of the cognitively competent but morally insensitive bully. On the basis of teacher and peer ratings, 212 young elementary school children were selected and categorized as bullies, bully–victims, victims, and prosocial children. Children's perspective‐taking skills were assessed using theory‐of‐mind tasks, and moral motivation was assessed with a task about moral emotion attributions after moral rule transg…
Links Between Teachers’ Liking of Students, Peer Inclusion, and Students’ Academic Achievement
How controllable versus uncontrollable cognitions affect emotion processing during classroom disruptions
Aggressive and prosocial children's emotion attributions and moral reasoning
Aggressive and prosocial children's emotion attributions and moral reasoning were investigated. Participants were 235 kindergarten children ( M =6.2 years) and 136 elementary‐school children ( M =7.6 years) who were selected as aggressive or prosocial based on (kindergarten) teacher ratings. The children were asked to evaluate hypothetical rule violations, attribute emotions they would feel in the role of the victimizer, and justify their respons…
Are the Competent the Morally Good? Perspective Taking and Moral Motivation of Children Involved in Bullying
The present study tested the hypothesis of the cognitively competent but morally insensitive bully. On the basis of teacher and peer ratings, 212 young elementary school children were selected and categorized as bullies, bully–victims, victims, and prosocial children. Children's perspective‐taking skills were assessed using theory‐of‐mind tasks, and moral motivation was assessed with a task about moral emotion attributions after moral rule transg…
Aggressive and prosocial children's emotion attributions and moral reasoning
Aggressive and prosocial children's emotion attributions and moral reasoning were investigated. Participants were 235 kindergarten children ( M =6.2 years) and 136 elementary‐school children ( M =7.6 years) who were selected as aggressive or prosocial based on (kindergarten) teacher ratings. The children were asked to evaluate hypothetical rule violations, attribute emotions they would feel in the role of the victimizer, and justify their respons…
Moral emotions and moral judgments in children's narratives
How children make meaning of their own social experiences in situations involving moral issues is central to their subsequent affective and cognitive moral learning. Our study of young children's narratives describing their interpersonal conflicts shows that the emotions and judgments constructed in the course of these real-life narratives differ from the emotions and judgments generated in the context of hypothetical transgressions. In the narra…
Empirisches wissenschaftliches Arbeiten ein Studienbuch für die Bildungswissenschaften
Daten erheben, verstehen, darstellen Wie geht man bei der Durchführung einer empirischen Studie in den Bildungswissenschaften vor? Dieses Buch spannt einen prozesshaften Bogen von der Entwicklung einer stilvollen und überprüfbaren Fragestellung und Konzeption über verschiedene Datenerhebungsmethoden
Links Between Teachers’ Liking of Students, Peer Inclusion, and Students’ Academic Achievement
Empirisches wissenschaftliches Arbeiten
Daten erheben, verstehen, darstellen Wie geht man bei der Durchführung einer empirischen Studie in den Bildungswissenschaften vor? Dieses Buch spannt einen prozesshaften Bogen von der Entwicklung einer stilvollen und überprüfbaren Fragestellung und Konzeption über verschiedene Datenerhebungsmethoden
How controllable versus uncontrollable cognitions affect emotion processing during classroom disruptions
Promoting social perspective-taking performance in late childhood through literary discussions
Effects of a literary intervention on teachers’ monologic and dialogic practices and the quality of students’ contributions
This quasi-experimental study examines the effects of a literary intervention based on the Quality Talk (QT) approach aimed at promoting dialogic discussions about a moral dilemma. Nine teachers and 104 fourth- and fifth-grade students from Switzerland participated in the study. Over the course of one school year, students in the intervention group read and discussed four literary fiction books in small groups. Teachers received video-based coach…
Promoting intergroup inclusion through literary discussions in fourth and fifth grades
Developmental psychology (5 works) · Psychology (5 works) · Social Psychology (5 works) · Social Psychology (5 works) · Cognition (3 works) · Early Childhood Education and Development (3 works) · Moral development (3 works) · Moral reasoning (3 works) · Attribution (2 works) · Bullying, Victimization, and Aggression (2 works)