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50 Jahre Schulentwicklung. Leitthemen der empirischen Bildungsforschung McElvany, Nele; Grecu, Alyssa Laureen; Lorenz, Ramona; Becker, Michael; Dignath, Charlotte; […] (Hrsg.) Sammelband | Weinheim: Beltz Juventa | 2023 44362 Endnote: Herausgeber*innen: McElvany, Nele; Grecu, Alyssa Laureen; Lorenz, Ramona; Becker, Michael; Dignath, Charlotte; Gaspard, Hanna; Lauermann, Fani
Titel: 50 Jahre Schulentwicklung. Leitthemen der empirischen Bildungsforschung
Erscheinungsvermerk: Weinheim: Beltz Juventa, 2023 (Jahrbuch der Schulentwicklung, 23)
Dokumenttyp: 2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Sprache: Deutsch
Abstract: Das Jahrbuch der Schulentwicklung verbindet als Festschrift zum 50-jährigen Jubiläum des Instituts für Schulentwicklungsforschung (IFS) Themen der Bildungsforschung, die die Forschung des Instituts in der Vergangenheit und Gegenwart prägen. Thematisch wird dabei vor allem auf Schwerpunkte in den Bereichen sich wandelnder Lernbedingungen und sozialer Disparitäten, Schülerkompetenzen in den Domänen Lesen, Mathematik und politische Bildung sowie Einstellungen und Kompetenzen von Lehrkräften fokussiert. Gerahmt wird die Festschrift mit einem Interview zu Perspektiven auf die Forschungsleistung des Instituts. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen; Struktur und Steuerung des Bildungswesens

Cultural identity and the academic, social, and psychological adjustment of adolescents with […] Baumert, Jürgen; Becker, Michael; Jansen, Malte; Köller, Olaf Zeitschriftenbeitrag | In: Journal of Youth and Adolescence | 2023 44668 Endnote: Autor*innen: Baumert, Jürgen; Becker, Michael; Jansen, Malte; Köller, Olaf
Titel: Cultural identity and the academic, social, and psychological adjustment of adolescents with immigration background
In: Journal of Youth and Adolescence, (2023) , S. online first
DOI: 10.1007/s10964-023-01853-z
URL: https://link.springer.com/article/10.1007/s10964-023-01853-z
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: As Western societies become more ethnically and culturally diverse, understanding the acculturation of immigrant youth is essential for fostering social cohesion. How the cultural identity formation of ethnic minority adolescents relates to their academic, social, and psychological adjustment is an important and as yet unresolved research question. This study examined to what extent identifying with the heritage and/or host culture is an individual resource or risk factor for the adjustment of immigrant youth in Germany. A random sample of 15-17-year-olds (N = 1992; Mage_w1 = 15.3 years, SD = 0.64; 44.5% girls; 44.7% students with immigrant background) was assessed twice: at the end of 9th and 10th grade. Academic performance and three dimensions of social/psychological adjustment (school attachment, self-esteem, and life satisfaction) were examined. Results showed that biculturalism was the modal identification pattern. Contrary to expectations, cultural identification did not differ systematically with perceived distance from the majority culture. Multivariate structural equation modeling revealed that both heritage and host identification can be developmental resources, but that their effects are dependent on the dimension of adjustment; biculturalism only proved to be a cumulative resource for school attachment. The domain specificity of the findings challenges the generalization claims of predominant acculturation theories. (DIPF/Orig.)
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens

Individually endorsed and socially shared normative beliefs on acculturation. Resources and risk […] Baumert, Jürgen; Jansen, Malte; Becker, Michael; Neumann, Marko; Köller, Olaf; Maaz, Kai Zeitschriftenbeitrag | In: Journal of Educational Psychology. | 2023 43370 Endnote: Autor*innen: Baumert, Jürgen; Jansen, Malte; Becker, Michael; Neumann, Marko; Köller, Olaf; Maaz, Kai
Titel: Individually endorsed and socially shared normative beliefs on acculturation. Resources and risk factors for academic and psychosocial adjustment in mid-adolescence
In: Journal of Educational Psychology., 115 (2023) 4, S. 589-608
DOI: 10.1037/edu0000779
URL: https://psycnet.apa.org/record/2023-35375-001
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Akkulturation; Assimilation; Berlin; Bildungsaspiration; Deutschland; Einflussfaktor; Einstellung <Psy>; Emotionale Entwicklung; Fragebogenerhebung; Integrierte Sekundarschule; Jugendlicher; Längsschnittuntersuchung; Leistungstest; Lernerfolg; Migrationshintergrund; Motivation; Multikulturalität; Multivariate Analyse; Psychosoziale Fähigkeit; Schuljahr 09; Schuljahr 10; Segregation; Selbstwertgefühl; Soziale Anpassung; Soziale Ungleichheit; Überzeugung; Wirkung; Zufriedenheit
Abstract: This article examines the extent to which normative beliefs on acculturation constitute (a) individual resources and risk factors for adolescents facing developmental tasks and (b) institutional norms that define developmental milieus in secondary schools. To what extent do egalitarianism, multiculturalism, assimilationism, and segregationism help or hinder academic and psychosocial adjustment in mid-adolescence? We examined how both individually endorsed beliefs and socially shared beliefs at the 10th-grade cohort level relate to students' academic performance, educational and occupational aspirations, motivational and emotional attachment to school, self-esteem, and life satisfaction. Data came from a random sample of 15- to 17-year-olds in Berlin, Germany, assessed at the end of Grades 9 and 10 (N = 1,992). Multivariate analyses identified egalitarianism and multiculturalism as the most prevalent acculturation beliefs, forming a combined belief pattern that pairs recognition of equality with respect for diversity. At the individual level, this belief pattern was positively related to academic and psychosocial adjustment. Assimilationism beliefs were associated with higher motivational and emotional attachment to school in both minority and majority students. Segregationism beliefs were associated with higher self-esteem in all adolescents regardless of background, but with lower levels of academic performance in immigrant youth. At the grade cohort level, a single bipolar factor (egalitarianism/multiculturalism vs. assimilationism/segregationism) described the institutional diversity culture. An environment characterized by egalitarianism/multiculturalism beliefs was positively associated with motivational and emotional attachment to school but not related to academic adjustment or psychological well-being. (DIPF/Orig.)
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens

Rapid expansion of academic upper secondary graduation in Germany. Changing social inequalities in […] Scharf, Jan; Becker, Michael; Neumann, Marko; Maaz, Kai Zeitschriftenbeitrag | In: Research in Social Stratification and Mobility | 2023 44049 Endnote: Autor*innen: Scharf, Jan; Becker, Michael; Neumann, Marko; Maaz, Kai
Titel: Rapid expansion of academic upper secondary graduation in Germany. Changing social inequalities in the transition to secondary and to tertiary education?
In: Research in Social Stratification and Mobility, 84 (2023) , S. 100771
DOI: 10.1016/j.rssm.2023.100771
URL: https://www.sciencedirect.com/science/article/abs/pii/S027656242300015X
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract (english): aking as its point of departure the rapid expansion in the proportion of students graduating with a university entrance diploma (Abitur) in Germany, this paper adds to research on the mechanisms and effects of academic educational expansion, a worldwide phenomenon in the 20th and 21st century. Drawing on Boudon's theory of primary and secondary effects of social origin, we seek to understand if the educational expansion went along with a decreasing or persisting role of social background. Therefore, we analyze educational inequalities in two respects: first, in the transition from primary school to the academic track (Gymnasium) leading to the Abitur and, second, in the transition to tertiary education after academic upper secondary education. The study is based on two student cohorts (initial N = 13,026 and N = 13,873) who obtained university entrance diplomas in 2005 (cohort 1) and 2011/2012 (cohort 2) in the school system of the federal state of Hamburg (Germany). These cohorts were assessed during secondary education between 1996 (start of cohort 1) and 2012 (end of cohort 2). Employing the KHB decomposition method, we break the total effect of social background down into the relative importance of achievement differentials (primary effects) and educational decisions (secondary effects). Our findings indicate no changes in the total effects of social background and thus suggest that educational inequalities related to social origin persisted in both of the transitions we studied. However, when comparing both cohorts, we noted a clear decrease in secondary effects regarding transitions to the academic secondary track, meaning that achievement-related social differences gained in importance compared to the period before the educational expansion. At the same time, we observed a slight increase in the relative importance of secondary effects for transitions to tertiary education during the expansion. As a further result, our study shows that the rapid expansion of academic upper secondary graduation is mainly the consequence of an increase in the number of Abitur graduates via alternative paths besides the Gymnasium. (DIPF/Orig.)
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens

Personality development in adolescence. Examining big five trait trajectories in differential […] Tetzner, Julia; Becker, Michael; Bihler, Lilly-Marlen Zeitschriftenbeitrag | In: European Journal of Personality | 2023 43672 Endnote: Autor*innen: Tetzner, Julia; Becker, Michael; Bihler, Lilly-Marlen
Titel: Personality development in adolescence. Examining big five trait trajectories in differential learning environments
In: European Journal of Personality, 37 (2023) 6, S. 744-764
DOI: 10.1177/08902070221121178
URL: https://journals.sagepub.com/doi/full/10.1177/08902070221121178
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: This study addresses two questions: Do Big Five traits change from early to middle adolescence? How do developmental trajectories differ between educational environments (i.e., secondary school tracks)? We used a representative random sample from Germany, following 6th graders (T1, N = 1662; age: M = 11.68; SD = 0.63; female = 47.4%; from N = 87 primary schools) to the end of compulsory secondary education over three measurement points (i.e., assessing students in 6th, 7th, and 9th grade). Results of latent change modeling indicated overall increases in mean levels for all personality traits from early to middle adolescence. Regarding selection effects, the results indicated that more conscientious, agreeable, extraverted, open, and emotionally stable sixth graders were more likely to transit into an academic rather than a non-academic secondary school track. Moreover, the results showed that these initial differences in personality traits seemed to diminish between 6th and 9th grade for all personality traits. Additionally, controlling for selection effects, a contextual effect was discernible for conscientiousness. This study highlighted the potential role of differential learning environments for modifying changes in personality traits during adolescence. (DIPF/Orig.)
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens

Student and teacher culture and composition and the development of gender role attitudes among […] Ullrich, Ricarda; Van Houtte, Mieke; Becker, Michael Zeitschriftenbeitrag | In: Journal of Youth and Adolescence | 2023 44666 Endnote: Autor*innen: Ullrich, Ricarda; Van Houtte, Mieke; Becker, Michael
Titel: Student and teacher culture and composition and the development of gender role attitudes among young adolescents
In: Journal of Youth and Adolescence, (2023) , S. online first
DOI: 10.1007/s10964-023-01897-1
URL: https://link.springer.com/article/10.1007/s10964-023-01897-1
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: Research has shown that gender role attitudes develop during adolescence; however, the relevant predictors remain a matter of debate. In adolescence, the school environment gains in importance. Thus, the present study investigates how students' and especially teachers' culture and composition predict the development of gender role attitudes in young adolescents. The study addresses this question using a sample of 7360 Flemish students (44.8% girls), who were surveyed three times after entering secondary education between 2012 (Mage = 13.14, SD = 0.56) and 2014. Latent change models reveal that boys' initial gender role attitudes are associated with the students' gender role culture; however, boys with more traditional gender role attitudes do not develop in an even more traditional direction at the beginning of secondary education. In contexts with a more privileged student SES composition, boys develop less traditional attitudes, while a traditional gender role culture among teachers supports the development of more traditional gender role attitudes among boys. Girls with more traditional gender role attitudes find themselves within student contexts with a more traditional culture. However, the development does not vary with the students' gender role culture. Overall, boys seem more susceptible to students' cultural and compositional characteristics. (DIPF/Orig.)
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens

Association between school contexts and the development of subjective well-being during […] Wu, Yi-Jhen; Becker, Michael Zeitschriftenbeitrag | In: Journal of Youth and Adolescence | 2023 44667 Endnote: Autor*innen: Wu, Yi-Jhen; Becker, Michael
Titel: Association between school contexts and the development of subjective well-being during adolescence. A context-sensitive longitudinal study of life satisfaction and school satisfaction
In: Journal of Youth and Adolescence, 52 (2023) 5, S. 1039-1057
DOI: 10.1007/s10964-022-01727-w
URL: https://link.springer.com/article/10.1007/s10964-022-01727-w
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: The transition to secondary school may negatively impact adolescents' psychosocial and subjective well-being development. However, how subjective well-being develops during secondary school and how school contextual factors, including aspects of ability grouping and achievement composition, are associated with the development of subjective well-being still require clarification. This study examined two measures of subjective well-being, life satisfaction and school satisfaction, to investigate the development of subjective well-being during secondary school. Moreover, school context variations in the form of school tracks and school-level achievement were analyzed to examine the extent to which ability grouping and achievement composition were associated with the development of subjective well-being. A large-scale longitudinal German dataset with four measurement points from grades 6 to 10 was analyzed (Time 1: N = 1,841; Mage = 12.20, SD = 0.81; 48.4% female; 45.3% immigrant students). The latent growth model revealed that life satisfaction and school satisfaction decreased statistically significantly during secondary school, yet school satisfaction showed a temporary increase between the end of primary school and right after the transition to secondary school. School tracks did not statistically significantly predict the magnitude of the decline in life satisfaction or school satisfaction. Only school-level achievement composition significantly negatively predicted the decline in life satisfaction, suggesting that students in schools with higher levels of achievement composition had a greater decrease in life satisfaction than their counterparts in schools with lower levels of achievement composition. Taken together, these findings contribute to the knowledge of how life and school satisfaction develop during secondary school and the long-term associations between subjective well-being and school context factors. (DIPF/Orig.)
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens

Transformed by transformers. Navigating the AI coding revolution for CS education: An ITiCSE […] Prather, James; Denny, Paul; Leinonen, Juho; Becker, Brett A.; Albluwi, Ibrahim; […] Sammelbandbeitrag | Aus: Laakso, Mikko-Jussi; Monga, Mattia (Hrsg.): ITiCSE 2023: Proceedings of the 2023 ACM Conference on Innovation and Technology in Computer Science Education, July 7-12, 2023, Turku, Finland | New York; NY: Association for Computing Machinery | 2023 43764 Endnote: Autor*innen: Prather, James; Denny, Paul; Leinonen, Juho; Becker, Brett A.; Albluwi, Ibrahim; Caspersen, Michael E.; Craig, Michelle; Keuning, Hieke; Kiesler, Natalie; Kohn, Tobias; Luxton-Reilly, Andrew; MacNeil, Stephen; Peterson, Andrew; Pettit, Raymond; Reeves, Brent N.; Savelka, Jaromir
Titel: Transformed by transformers. Navigating the AI coding revolution for CS education: An ITiCSE working group conducted by humans
Aus: Laakso, Mikko-Jussi; Monga, Mattia (Hrsg.): ITiCSE 2023: Proceedings of the 2023 ACM Conference on Innovation and Technology in Computer Science Education, July 7-12, 2023, Turku, Finland, New York; NY: Association for Computing Machinery, 2023 , S. 561-562
DOI: 10.1145/3587103.3594206
URL: https://dl.acm.org/doi/10.1145/3587103.3594206
Dokumenttyp: 4. Beiträge in Sammelbänden; Beiträge in Proceedings mit Peer-Review-System
Sprache: Englisch
Abstract (english): The recent advent of highly accurate and scalable large language models (LLMs) has taken the world by storm. From art to essays to computer code, LLMs are producing novel content that until recently was thought only humans could produce. Recent work in computing education has sought to understand the capabilities of LLMs for solving tasks such as writing code, explaining code, creating novel coding assignments, interpreting programming error messages, and more. However, these technologies continue to evolve at an astonishing rate leaving educators little time to adapt. This working group seeks to document the state-of-the-art for code generation LLMs, detail current opportunities and challenges related to their use, and present actionable approaches to integrating them into computing curricula. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Class-average achievement and individual achievement development. Testing achievement composition […] Becker, Michael; Kocaj, Aleksander; Jansen, Malte; Dumont, Hanna; Lüdtke, Oliver Zeitschriftenbeitrag | In: Journal of Educational Psychology | 2022 43673 Endnote: Autor*innen: Becker, Michael; Kocaj, Aleksander; Jansen, Malte; Dumont, Hanna; Lüdtke, Oliver
Titel: Class-average achievement and individual achievement development. Testing achievement composition and peer spillover effects using five German longitudinal studies
In: Journal of Educational Psychology, 114 (2022) 1, S. 177-197
DOI: 10.1037/edu0000519
URL: https://psycnet.apa.org/record/2022-03037-001
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Datenanalyse; Deutschland; Empirische Untersuchung; Entwicklung; Gegliedertes Schulsystem; Längsschnittuntersuchung; Leistung; Mehrebenenanalyse; Schüler; Schülerleistung; Schuljahr 04; Schuljahr 05; Schuljahr 06; Schuljahr 07; Schuljahr 09; Schuljahr 10; Schulklasse; Strukturgleichungsmodell; Wirkung; Zusammensetzung
Abstract: In recent studies, the existence and relevance of achievement composition effects on students' individual achievement have been called into question because of the methodological challenges arising in multilevel analyses. Our study examined how class-average achievement is related to students' achievement development across one school year. We used data from Germany, which has a secondary school system with large achievement differences between schools and classrooms due to rigid, explicit between-school tracking practices. We accounted for two methodological challenges, controlling for both selection bias and measurement error. Adopting an approach based on integrative data analysis (IDA), we systematically (re)analyzed five German longitudinal large-scale data sets. This IDA approach allowed us to quantify the extent to which results vary across (a) different longitudinal data sets and (b) different analytical strategies (i.e., ways of accounting for confounding variables and measurement reliability). Overall, we found both general achievement composition effects and narrower peer spillover effects (i.e., effects of student composition above and beyond the effects of tracking) in the German setting, even after controlling for measurement error and selection bias. Our results counter recent suggestions that composition effects on achievement development may be mere phantom effects due to methodological misspecifications. However, estimates of composition effects varied substantially based on the analytical approach. We conclude with considerations regarding how to interpret composition effects in multilevel modeling and which effects are of interest for educational research. (DIPF/Orig.)
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens

The development of gender role attitudes during adolescence. Effects of sex, socioeconomic […] Ullrich, Ricarda; Becker, Michael; Scharf, Jan Zeitschriftenbeitrag | In: Journal of Youth and Adolescence | 2022 42902 Endnote: Autor*innen: Ullrich, Ricarda; Becker, Michael; Scharf, Jan
Titel: The development of gender role attitudes during adolescence. Effects of sex, socioeconomic background, and cognitive abilities
In: Journal of Youth and Adolescence, 51 (2022) 11, S. 2114-2129
DOI: 10.1007/s10964-022-01651-z
URL: https://link.springer.com/article/10.1007/s10964-022-01651-z
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract (english): How gender role attitudes develop during adolescence, and how biological, social, and cognitive factors predict this development, remains a matter of debate. This study examines the development of gender role attitudes from early adolescence to emerging adulthood and investigates how the developmental trajectory is affected by sex, socioeconomic status, and cognitive abilities (intelligence). Four waves of the large-scale longitudinal German dataset BIJU between 1991 (grade 7; N = 3828, Mage = 13, SD = 0.61, 53.1% female, 96.4% German nationality), 1995 (grade 10, Mage = 17), 1997 (grade 12, Mage = 19) and 2001/2002 (university/career entry, Mage = 24) were used. Measurement invariance was examined across waves and gender. Latent growth curve models showed that adolescents developed more egalitarian gender role attitudes. Differences between the sexes decreased over time but remained significant. Socioeconomic status seemed less relevant, while adolescents, especially those with lower intelligence scores, developed more egalitarian gender role attitudes during adolescence. The results showed that teenagers developed more open and egalitarian attitudes during adolescence, and that the development trajectories of female and male adolescents converge. (DIPF/Orig.)
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens