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Test-taking engagement in PIAAC Goldhammer, Frank; Martens, Thomas; Christoph, Gabriela; Lüdtke, Oliver Verschiedenartige Dokumente | 2016 36259 Endnote: Autor*innen: Goldhammer, Frank; Martens, Thomas; Christoph, Gabriela; Lüdtke, Oliver
Titel: Test-taking engagement in PIAAC
Erscheinungsvermerk: Paris: OECD, 2016
DOI: 10.1787/5jlzfl6fhxs2-en
URL: http://www.oecd-ilibrary.org/education/test-taking-engagement-in-piaac_5jlzfl6fhxs2-en
Dokumenttyp: 5. Arbeits- und Diskussionspapiere; Arbeits- und Diskussionspapier (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Antwort; Frage; Internationaler Vergleich; PIAAC <Programme for the International Assessment of Adult Competencies>; Test; Thema; Verhalten; Zeit
Abstract (english): In this study, we investigated how empirical indicators of test-taking engagement can be defined, empirically validated, and used to describe group differences in the context of the Programme of International Assessment of Adult Competences (PIAAC). The approach was to distinguish between disengaged and engaged response behavior by means of response time thresholds. Constant thresholds of 3000 ms and 5000 ms were considered, as well as item-specific thresholds based on the visual inspection of (bimodal) response time distributions (VI method) and the proportion correct conditional on response time (P+>0% method). Overall, the validity checks comparing the proportion correct of engaged and disengaged response behavior by domain and by item showed that the P+>0% method performed slightly better than the VI method and the methods assuming constant thresholds. The results for Literacy and Numeracy by module revealed that there was an increase from Module 1 to Module 2 in the proportion of disengaged responses, suggesting a drop in test-taking engagement. The investigation of country differences in test-taking engagement by domain using the P+>0% method showed that the proportion of responses classified as disengaged was quite low. For Literacy, the proportion was well below 5% for the majority of countries; in Numeracy, the proportion was even smaller than 1% for almost all countries; while for Problem solving, the proportion of disengaged responses was more than 5% but usually well below 10%. There were significant differences in test-taking engagement between countries; the obtained effect sizes were small to medium. Population differences in test-taking engagement were highly correlated between the three domains, suggesting that test-taking engagement can be conceived as a consistent characteristic. Furthermore, there was a clear negative association between test-taking disengagement and proficiency in Literacy, Numeracy and Problem solving, respectively. Finally, subgroup differences for gender, age, educational attainment, and language proved to be insignificant or very small. Results suggest that males tend to be more disengaged, that disengagement increases with age in Problem solving, with lower educational attainment and when the test language is not the same as a testee's native language. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

Adolescents' computer performance. The role of self-concept and motivational aspects Christoph, Gabriela; Goldhammer, Frank; Zylka, Johannes; Hartig, Johannes Zeitschriftenbeitrag | In: Computers & Education | 2015 34959 Endnote: Autor*innen: Christoph, Gabriela; Goldhammer, Frank; Zylka, Johannes; Hartig, Johannes
Titel: Adolescents' computer performance. The role of self-concept and motivational aspects
In: Computers & Education, 81 (2015) , S. 1-12
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Baden-Württemberg; Computer; Datenanalyse; Deutschland; Geschlecht; Informations- und Kommunikationstechnologie; Interesse; Jugendlicher; Kompetenz; Leistung; Motivation; Psychometrie; Sekundarbereich; Selbstkonzept; Soziales Handeln; Strukturgleichungsmodell; Wissen
Abstract: This study focuses on the correlational structure between adolescents' computer self-concept and different computer-related performance outcomes, following expectancy-value theory (e.g. Wigfield & Eccles, 2000). More specifically, computer interest and ICT-related social engagement were considered as mediators by which the link of computer self-concept and basic computer skills as well as theoretical computer knowledge should be established. Extending this research, the role of gender was additionally examined, testing the extent to which the proposed structural patterns are similar or dissimilar. Based on a sample of 445 German secondary school boys and girls, we applied latent mediation as well as group-based analysis. Results showed that computer self-concept plays a significant role in regard to ICT-related motivational characteristics and computer performance outcomes. As to basic computer skills, the self-concept to performance relation was mediated by computer interest but not by ICT-related social engagement. Regarding the computer self-concept to theoretical computer knowledge relation, only ICT-related social engagement (not computer interest) emerged as a significant mediator. Exploring the role of gender, a gender-specific rather than a gender-invariant model seems better applicable. Thus, mean-level differences as well as differences in the underlying correlational structure could be asserted. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

Moving beyond cognitive elements of ICT literacy. First evidence on the structure of ICT engagement Zylka, Johannes; Christoph, Gabriela; Kröhne, Ulf; Hartig, Johannes; Goldhammer, Frank Zeitschriftenbeitrag | In: Computers in Human Behavior | 2015 35600 Endnote: Autor*innen: Zylka, Johannes; Christoph, Gabriela; Kröhne, Ulf; Hartig, Johannes; Goldhammer, Frank
Titel: Moving beyond cognitive elements of ICT literacy. First evidence on the structure of ICT engagement
In: Computers in Human Behavior, 53 (2015) , S. 149-160
DOI: 10.1016/j.chb.2015.07.008
URN: urn:nbn:de:0111-pedocs-179844
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-179844
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Befragung; Deutschland; Digitale Medien; Empirische Untersuchung; Faktorenanalyse; Informations- und Kommunikationstechnologie; Interesse; Jugendlicher; Medienkompetenz; Mediennutzung; Medienverhalten; Metakognition; Motivation; Selbstkonzept; Soziale Interaktion
Abstract: The use of Information and Communication Technology (ICT) is of immense importance in today's digital knowledge society. As a basis for private and vocational participation in society, ICT literacy has been widely discussed in recent decades. Although motivational and metacognitive facets play an important role in developing ICT literacy and competence, studies assessing media, computer or ICT literacy often fail to present a comprehensive concept on these motivational and metacognitive facets. This article addresses this issue by integrating them into the concept of ICT engagement. Its theoretically deduced dimensions of ICT-related interest, self-concept related to the use of ICT, and social exposure to ICT were analyzed in an explorative study assessing N = 445 students aged between 14 and 17 years in the German federal state of Baden-Wuerttemberg. The obtained dimensional structure included the assumed factors, and suggested to distinguish a positive and a negative self-concept on using ICT as well as to separate interest in computers and interest in mobile devices factor. The ICT engagement dimensions were related to individual differences in behavioral, cognitive and emotional ICT constructs as expected. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

How does community service promote prosocial behavior? Examining the role of agency and ideology […] Christoph, Gabriela; Gniewosz, Burkhard; Reinders, Heinz Zeitschriftenbeitrag | In: International Journal of Behavioral Development | 2014 34482 Endnote: Autor*innen: Christoph, Gabriela; Gniewosz, Burkhard; Reinders, Heinz
Titel: How does community service promote prosocial behavior? Examining the role of agency and ideology experience
In: International Journal of Behavioral Development, 38 (2014) 6, S. 499-508
DOI: 10.1177/0165025414531465
URN: urn:nbn:de:0111-pedocs-127934
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-127934
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Deutschland; Dienstleistung; Erfahrung; Gemeinde <Kommune>; Handlungsforschung; Jugendlicher; Längsschnittuntersuchung; Messung; Soziales Verhalten; Weltanschauung; Wirkung; Wirkungsforschung
Abstract: This study examines community service effects on adolescents' prosocial behaviors as mediated through experiences made during service. Based on theoretical assumptions by Youniss and Yates, we suggest that personal agency experiences and being confronted with situations that can challenge the own world views (ideology experiences) serve as mediators. The data were collected in a two-wave longitudinal study surveying 2,408 German adolescents aged between 14 and 15 years. Based on true intraindividual change models, the results support the expected mediation of service effects on prosocial behaviors through agency, but not ideology experiences. The findings suggest that community service affects prosocial behaviors through a behavioral pathway.
DIPF-Abteilung: Bildungsqualität und Evaluation