I started my work as a PhD Research Fellow at UiA in 2019, having graduated from the University of Kiel (Germany) with a Master of Arts in Education and International Comparative Sociology.
My research aims to identify factors which influence adolescent bystanders' judgments in situations of discriminatory peer behaviour on the individual and intergroup level. The findings of my research will contribute to resource-oriented pedagogy and the connection between disciplines such as sociology, social psychology and education.
Democracy and participation in schools
Theory of Planned Behaviour
Social Cognitive Theory
PED148-2 Individ og samfunn (Autumn 2020)
PED240 Democracy and Education - Course responsible (Autumn 2021)
PED432 Democracy and Education - Course responsible (Autumn 2021)
since 2019: PhD Research Fellow, University of Agder
2018 - 2019: Social and Asylum Process Counselor, German Red Cross
2017 - 2018: Teacher, "German B1+ (for the job)" for adult immigrants, DAA Kiel
2014 - 2018: Student Assistant, Leibniz Institute for Science and Mathematics Education (IPN, Kiel)
Adolescents’ bystander intentions in situations of verbal abuse among peers in the school environment
This interdisciplinary Ph. D. project transfers social psychological theories into the educational context. Applying quantitative studies at Southern Norwegian lower secondary schools, it examines the predictability of adolescents' various intentions to intervene in a hypothetical situation of verbal abuse among peers via the constructs known from the Theory of Planned Behaviour (Ajzen) and Social Cognitive Theory (Bandura). The studies to be conducted will examine a) how attitudes, subjective norms and perceived behavioural control predict various subtypes of bystander behaviour, b) how victimisation is related to bullying sensitivity, moral disengagement, and defender self-efficacy and their prediction of bystander intentions, and c) how intergroup relations moderate the previously mentioned effects. Overall, the research projects aims at contributing further knowledge to the role of bystanders in bullying situations to inform resource-oriented practical pedagogical work by teachers and other practitioners.
Last changed: 21.03.2021 20:03