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(Schlagwörter: "Einflussfaktor")
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Extracurricular participation and the development of school attachment and learning goal […]
Fischer, Natalie; Theis, Désirée
Journal Article
| In: Developmental Psychology | 2014
34489 Endnote
Author(s):
Fischer, Natalie; Theis, Désirée
Title:
Extracurricular participation and the development of school attachment and learning goal orientation. The impact of school quality
In:
Developmental Psychology, 50 (2014) 6, S. 1788-1793
DOI:
10.1037/a0036705
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Außerunterrichtliche Aktivität; Befragung; Deutschland; Einflussfaktor; Entwicklung; Fragebogenerhebung; Ganztagsschule; Jugendlicher; Längsschnittuntersuchung; Lernziel; Motivation; Qualität; Schule; Schuljahr 05; Schuljahr 07; Schuljahr 09; Sekundarstufe I; Wahrnehmung; Wirkung
Abstract (english):
School motivation and attachment typically decline after the transition to middle school. According to the stage- environment fit approach, extracurricular activities are supposed to promote motivation. However, research has shown that the effects depend on the quality of the activities, which usually is measured by assessing students' individual perceptions. This article adds to previous studies in examining effects of school-based extracurricular participation on the development of individual motivation (learning goal orientation) and school attachment depending on the quality of the activities (i.e., amounts of challenge and social support) at the school level. We focused on the motivation development of 3,230 students at 98 schools who filled in questionnaires in Grades 5 (2005), 7 (2007), and 9 (2009). The quality of extracurricular activities was assessed on the basis of responses from 4,270 students in Grades 5, 7, and 9 at the same schools at the first measurement point (2005). Thus, individual development of the longitudinal sample was predicted by aggregated quality measures at the school level. Three-level hierarchical linear growth-curve models including school level, student level, and time were calculated. Cross-level interactions were analyzed to examine the influence of extracurricular participation on individual development as a function of school quality. Results show that the effects of extracurricular participation on the development of learning goal orientation are dependent on both features of school quality, whereas the development of school attachment in particular is influenced by activities offering social support. Thus, the effects of extracurricular activities are based not only on individual perceptions of activity features but also on school quality.
DIPF-Departments:
Bildungsqualität und Evaluation
Quality of extracurricular activities. Considering developmental changes in the impact on school […]
Fischer, Natalie; Theis, Désirée
Journal Article
| In: Journal for Educational Research Online | 2014
34761 Endnote
Author(s):
Fischer, Natalie; Theis, Désirée
Title:
Quality of extracurricular activities. Considering developmental changes in the impact on school attachment and achievement
In:
Journal for Educational Research Online, 6 (2014) 3, S. 54-75
URN:
urn:nbn:de:0111-pedocs-96872
URL:
http://nbn-resolving.org/nbn:de:0111-pedocs-96872
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Außerunterrichtliche Aktivität; Befragung; Bildungsangebot; Bindung; Deutschland; Einflussfaktor; Empirische Untersuchung; Faktorenanalyse; Forschungsstand; Ganztagsschule; Qualität; Schüler; Schulerfolg; Schuljahr 05; Schuljahr 07; Schuljahr 09; Sekundarstufe I; Wirkung
Abstract:
Nach dem Stage-Environment-Fit-Ansatz wird die Entwicklung schulischer Motivation durch die Passung zwischen der Lernumgebung und den Grundbedürfnissen des Lernenden beeinflusst. Es wird angenommen, dass in außerunterrichtlichen Angeboten der Ganztagsschule die Berücksichtigung dieser Bedürfnisse leichter möglich ist als im Unterricht. Zusammenhänge zwischen dem Erleben von Autonomie, Kompetenz und sozialer Unterstützung in Ganztagsangeboten einerseits und Schulbindung und -leistung andererseits sind bisher selten untersucht. Der vorliegende Artikel untersucht diese Beziehungen in der Sekundarstufe I. Zudem wird analysiert, ob sich die relative Bedeutung der einzelnen Bedürfnisse mit dem Alter ändert. Über 3000 Schülerinnen und Schüler wurden in den Jahrgangsstufen 5, 7 und 9 befragt. Anhand von Wachstumskurvenmodellen kann gezeigt werden, dass die untersuchten Merkmale zwar die Schulbindung beeinflussen, aber kaum direkt mit den Noten zusammenhängen. Soziale Unterstützung ist dabei in allen Altersgruppen der wichtigste Prädiktor. Die Entwicklung der Schulbindung beeinflusst die Leistungsentwicklung signifikant. Somit sollte die Förderung der Schulbindung über Ganztagsangebote, die die Grundbedürfnisse von Lernenden ansprechen, auch positive Konsequenzen in Bezug auf die Schulleistungen haben.
Abstract (english):
According to the stage-environment fit approach, the development of motivation is influenced by the fit between learning context and basic needs (i.e., the needs for autonomy, competence, and social relatedness). It is supposed that school-based extracurricular activities are especially suitable for fostering motivation and, thus, achievement by providing developmentally appropriate learning contexts. Until now, the influence of need fulfillment in extracurricular activities on school attachment and achievement has not been investigated. The aim of this study is to examine these relationships in German all-day schools and to explore the specific impact of each need across age. The longitudinal research sample consists of more than 3,000 students in Grades 5, 7 and 9. The students' perceptions of autonomy, competence (challenge) and social relatedness (student-staff-relationship) are analyzed as predictors of school attachment and achievement (i.e., grades). A conditional growth curve model reveals that the three quality features influence school attachment across age, but barely relate to achievement. Student-staff-relationship proves to be the most influential predictor in all age groups. However, the development of school attachment significantly influences achievement. Thus, promoting school attachment by means of high quality extracurricular activities should lead to the positive development of academic achievement.
DIPF-Departments:
Bildungsqualität und Evaluation
Children at risk of poor educational outcomes. Theoretical concepts and empirical results
Hasselhorn, Marcus; Andresen, Sabine; Becker, Birgit; Betz, Tanja; Leuzinger- Bohleber, Marianne; […]
Journal Article
| In: Child Indicators Research | 2014
35143 Endnote
Author(s):
Hasselhorn, Marcus; Andresen, Sabine; Becker, Birgit; Betz, Tanja; Leuzinger- Bohleber, Marianne; Schmid, Johanna
Title:
Children at risk of poor educational outcomes. Theoretical concepts and empirical results
In:
Child Indicators Research, 7 (2014) 4, S. 695-697
DOI:
10.1007/s12187-014-9262-6
URN:
urn:nbn:de:0111-dipfdocs-191229
URL:
http://www.dipfdocs.de/volltexte/2020/19122/pdf/Child_Ind_Res_2014_7_Hasselhorn_et_al_Children_at_risk_of_poor_educational_outcomes_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Bildungserfolg; Bildungsforschung; Einflussfaktor; Empirische Forschung; Misserfolg; Risikokind; Theorie
Abstract:
A substantial proportion of children in western countries do not acquire the level of achievement in literacy, mathematics or science required to participate effectively in today's knowledge-based society (OECD 2006, 2010). These children also face a disproportionally high risk to fall behind their age-appropriate class, to be on a low educational track, to attain only a low educational qualification or even to drop out of school without any formal qualification. Different disciplines have studied these "children at risk of poor educational outcomes" using various concepts and methodological approaches. The aim of this special issue is to bring together these various perspectives and therefore to provide a more comprehensive picture of the diverse "risk factors" that are associated with poor educational outcomes. Theoretical as well as empirical contributions are included. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Linktipps zum Thema "Die Rolle der Lehrkraft für die Unterrichtsqualität und den Lernerfolg von […]
Höhler, Matthias; Massar, Tamara
Journal Article
| In: Zeitschrift für Pädagogik | 2014
34340 Endnote
Author(s):
Höhler, Matthias; Massar, Tamara
Title:
Linktipps zum Thema "Die Rolle der Lehrkraft für die Unterrichtsqualität und den Lernerfolg von Schülerinnen und Schülern"
In:
Zeitschrift für Pädagogik, 60 (2014) 2, S. 264-270
URL:
http://www.bildungsserver.de/Zeitschrift-fuer-Paedagogik-Heft-2-2014-Linktipps-zum-Thema-Die-Rolle-der-Lehrkraft-fuer-die-Unterrichtsqualitaet-und-den-Lernerfolg-von-Schuelerinnen-und-Schuelern--11048.html
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Language:
Deutsch
Keywords:
Einflussfaktor; Fachkompetenz; Lehrer; Lehrerrolle; Lernerfolg; Qualität; Quellensammlung; Schülerleistung; Unterricht
Abstract:
Die Linksammlung bietet eine Auswahl an Quellen, die sich mit der professionellen Kompetenz von Lehrkräften und der Qualität bzw. der Wirksamkeit von Unterricht, also dem Lernerfolg von Schülerinnen und Schülern, beschäftigen. Dabei wurde versucht, bei der Auswahl Aktualität und Relevanz der Dokumente zu berücksichtigen. Überwiegend handelt es sich um Volltexte, die online frei verfügbar sind. Daneben wird auf Webseiten verwiesen, die aktuelle Projekte oder Studien darstellen. Da die Auswahl der Volltexte davon bestimmt ist, welche Dokumente tatsächlich frei zugänglich sind, sei an dieser Stelle auf die Recherchemöglichkeit innerhalb der Literaturdatenbank der FIS Bildung hingewiesen, um nach aktuellen gedruckt und/oder online vorhandenen Publikationen zu suchen.
DIPF-Departments:
Informationszentrum Bildung
The impact of reading material's lexical accessibility on text fading effects in children's reading […]
Nagler, Telse; Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven
Journal Article
| In: Reading and Writing | 2014
33754 Endnote
Author(s):
Nagler, Telse; Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven
Title:
The impact of reading material's lexical accessibility on text fading effects in children's reading performance
In:
Reading and Writing, 27 (2014) 5, S. 841-853
DOI:
10.1007/s11145-013-9468-x
URN:
urn:nbn:de:0111-dipfdocs-192117
URL:
http://www.dipfdocs.de/volltexte/2020/19211/pdf/Read_Writ_2014_5_Nagler_et_al_The_impact_of_reading_materials_lexical_accessibility_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Einflussfaktor; Kind; Lesegeschwindigkeit; Lesekompetenz; Lesetest; Leseverstehen; Messung; Schuljahr 03; Text
Abstract:
The acceleration phenomenon (AP) is defined by improvements in reading speed and reading comprehension, induced by an artificial text fading procedure corresponding to the previously determined fastest individual reading rate. Recent results, however, indicated that fading that is slower than the self-paced reading rate can produce comparable reading enhancements. As reading performance can be strongly influenced by the reading material, this study aimed at investigating to which extent reading enhancements induced by text fading depend on the reading material's characteristics. We confronted 39 German third graders with a previously utilized text fading procedure, which was slower than their self-paced reading rate. Included text varied regarding to the lexical accessibility (LA), representing how well information can be accessed from the mental lexicon. Children's reading rates increased statistically significant due to text fading for all LA levels. However, reading comprehension was sensitive to the text material's characteristics: Reading comprehension enhancements were observable for easily accessible reading material, but not for material with intermediate or difficult levels of LA. Material that was difficult to retrieve from the mental lexicon even resulted in reduced reading comprehension in the fading condition. Possible influences on immediate lexical access, the impact of working memory capacity and implications for future AP research are discussed.
DIPF-Departments:
Bildung und Entwicklung
Soziale Ungleichheiten in der Kompetenzentwicklung in der Grundschule und der Sekundarstufe I
Neumann, Marko; Becker, Michael; Maaz, Kai
Journal Article
| In: Zeitschrift für Erziehungswissenschaft. Sonderheft | 2014
34357 Endnote
Author(s):
Neumann, Marko; Becker, Michael; Maaz, Kai
Title:
Soziale Ungleichheiten in der Kompetenzentwicklung in der Grundschule und der Sekundarstufe I
In:
Zeitschrift für Erziehungswissenschaft. Sonderheft, 24 (2014) , S. 167-203
DOI:
10.1007/s11618-013-0468-z
URN:
urn:nbn:de:0111-pedocs-123749
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-123749
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Deutsch
Keywords:
Einflussfaktor; Entwicklung; Forschungsstand; Grundschule; Kompetenz; Kompetenzerwerb; Längsschnittuntersuchung; Leistung; Schulsystem; Sekundarstufe I; Soziale Benachteiligung; Soziale Herkunft; Soziale Ungleichheit
Abstract:
Im Zentrum des vorliegenden Beitrags steht die Frage, wie sich die Kompetenzen von Schülerinnen und Schülern unterschiedlicher sozialer Herkunft während der Grundschule und der Sekundarstufe I entwickeln. Dabei ist vor allem von Interesse, inwieweit bereits zu Beginn der Schullaufbahn bestehende Leistungsunterschiede zwischen Schülerinnen und Schülern mit unterschiedlichem sozialem Hintergrund im Laufe der Schulzeit weiter zunehmen, stabil bleiben oder eventuell sogar konvergierende Entwicklungsverläufe zu beobachten sind. Vor diesem Hintergrund werden vorhandene nationale und internationale Längsschnittstudien herangezogen, um ein Bild über empirisch vorzufindende Entwicklungsverläufe zeichnen zu können. Eine Reihe der vorliegenden Befunde deutet auf eine Öffnung der Leistungsschere zwischen Schülerinnen und Schülern unterschiedlicher sozialer Herkunft während der Schulzeit hin, wobei die diesbezügliche Befundlage für die Grundschule konsistenter ausfällt als für die weiterführenden Schulen. Darüber hinaus finden sich auch Hinweise dafür, dass die Schule und die institutionelle Ausgestaltung des Bildungssystems mit zur Öffnung der Leistungsschere beitragen.
Abstract (english):
The article focuses on the question how competencies of students with different social backgrounds develop during elementary and secondary school. In particular, it addresses if achievement disparities which exist before school entrance increase, remain stable, or even diminish during schooling. The article draws on both national and international studies with longitudinal designs examining the achievement development of students of different social backgrounds during primary or secondary school. Although the results are mixed to some extent, a large part indicates that differences in achievement increase during the time of schooling. The evidence seems more consistent for achievement development during elementary school. Additionally, there is some indication that schools and features of the educational system contribute to increasing achievement disparities between students of different social backgrounds.
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Factor structure and measurement invariance of the Patient Health Questionnaire-9 for female and […]
Petersen, Juliana J.; Paulitsch, Michael A.; Hartig, Johannes; Mergenthal, Karola; […]
Journal Article
| In: Journal of Affective Disorders | 2014
35102 Endnote
Author(s):
Petersen, Juliana J.; Paulitsch, Michael A.; Hartig, Johannes; Mergenthal, Karola; Gerlach, Ferdinand M.; Gensichen, Jochen
Title:
Factor structure and measurement invariance of the Patient Health Questionnaire-9 for female and male primary care patients with major depression in Germany
In:
Journal of Affective Disorders, 170 (2014) , S. 138-142
DOI:
10.1016/j.jad.2014.08.053
URL:
http://www.sciencedirect.com/science/article/pii/S0165032714005424
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Befragung; Depression; Deutschland; Einflussfaktor; Evaluation; Faktorenanalyse; Fragebogen; Frau; Geschlechtsspezifischer Unterschied; Kranker; Mann; Messverfahren; Modell
Abstract (english):
Background: Depression is characterized by gender-specific distinctions, with women being affected more often than men. The Patient Health Questionnaire-9 (PHQ-9) is frequently used to assess depression in primary healthcare. Previous research has yielded heterogeneous findings on the factor structure, and little is known of its measurement invariance across gender. The aim of this study was 1) to evaluate the fit of four previously hypothesized models of PHQ-9 factor structure in patients with major depression in German family practices, and 2) to test the measurement invariance of the bestfitting model across gender. Methods: We used the baseline data from a cluster-randomized controlled trial. The diagnosis of major depression was based on the PHQ-9 and confirmed by the family physician. We calculated Confirmatory Factor Analyses (CFA) to assess which of the previously hypothesized factor structures (a one- and three different two-factor solutions) would best fit our data.We also calculated Complex Survey Analyses (CSA) and Multi Sample Analyses (MSA). Results: We included 626 participants (75.4% women and 24.6% men). A two-factor model with five 'somatic' labeled items and four 'non-somatic' labeled items presented the best fit indices. The model measurement was invariant across gender. Limitations: The inclusion criteria used in the main trial mean the study sample was not representative of all patients with major depression in German family practices. Conclusions: The measurement invariance across gender revealed by this study is a precondition for the use of the PHQ-9 without gender-specific adaptation in patients with major depression in German family practices. (DIPF/Autor)
DIPF-Departments:
Bildungsqualität und Evaluation
Schulbibliotheken in Deutschland. Eine empirische Analyse des Vorhandenseins und der Qualität von […]
Richter, Marisa
Journal Article
| In: Die Deutsche Schule | 2014
35079 Endnote
Author(s):
Richter, Marisa
Title:
Schulbibliotheken in Deutschland. Eine empirische Analyse des Vorhandenseins und der Qualität von Schulbibliotheken nach Schulstrukturmerkmalen
In:
Die Deutsche Schule, 106 (2014) 3, S. 252-263
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Befragung; Deutschland; Einflussfaktor; Empirische Untersuchung; Fragebogenerhebung; Multivariate Analyse; Qualität; Schulbibliothek; Schule; Schulform; Schulleiter; Struktur
Abstract:
Obwohl die Bedeutung der Schulbibliothek als Instrument der Leseförderung international bereits herausgestellt wurde, ist sie im deutschen Bildungssystem und in der Wissenschaft bislang ein "blinder Fleck". Eine Schulleitungsbefragung im Rahmen der nationalen Bildungsberichterstattung liefert nun aktuelle datengestützte Informationen über Schulbibliotheken. Der Beitrag berichtet über die Ergebnisse der Befragung und stellt die Schulbibliothek als neues Themenfeld der pädagogischen Forschung vor. (DIPF/Orig.)
Abstract (english):
International studies have shown that school libraries are a suitable instrument to promote literacy. However, in Germany school libraries have not been in the educational and scientific focus so far. A survey of school principals was performed in the context of the National Report on Education in 2012, thus contributing current data on school libraries. This article reports on the results of this survey and introduces the school library as a new field in educational research. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Outside of the laboratory. Associations of working-memory performance with psychological and […]
Riediger, Michaela; Wrzus, Cornelia; Klipker, Kathrin; Müller, Viktor; Schmiedek, Florian; […]
Journal Article
| In: Psychology and Aging | 2014
34432 Endnote
Author(s):
Riediger, Michaela; Wrzus, Cornelia; Klipker, Kathrin; Müller, Viktor; Schmiedek, Florian; Wagner, Gert
Title:
Outside of the laboratory. Associations of working-memory performance with psychological and physiological arousal vary with age
In:
Psychology and Aging, 29 (2014) 1, S. 103-114
DOI:
10.1037/a0035766
URN:
urn:nbn:de:0111-dipfdocs-180824
URL:
http://www.dipfdocs.de/volltexte/2020/18082/pdf/Riediger_et_al_2014_Outside_of_the_laboratory_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Alltag; Altersgruppe; Arbeitsgedächtnis; Einflussfaktor; Kognitive Prozesse; Lebensalter; Leistungsfähigkeit; Leistungstest; Messung; Psychophysiologie; Rhythmus; Tagesablauf; Vergleich
Abstract:
We investigated age differences in associations among self-reported experiences of tense and energetic arousal, physiological activation indicated by heart rate, and working-memory performance in everyday life. The sample comprised 92 participants aged 14-83 years. Data were collected for 24 hr while participants pursued their normal daily routines. Participants wore an ambulatory biomonitoring system that recorded their cardiac and physical activity. Using mobile phones as assessment devices, they also provided an average of 7 assessments of their momentary experiences of tense arousal (feeling nervous) and energetic arousal (feeling wide-awake) and completed 2 trials of a well-practiced working-memory task. Experiences of higher energetic arousal were associated with higher heart rate in participants younger than 50 years of age but not in participants older than that, and energetic arousal was unrelated to within-person fluctuations in working-memory performance. Experiences of tense arousal were associated with higher heart rate independent of participants' age. Tense arousal and physiological activation were accompanied by momentary impairments in working-memory performance in middleaged and older adults but not in younger individuals. Results suggest that psychological arousal experiences are associated with lower working-memory performance in middle-aged and older adults when they are accompanied by increased physiological activation and that the same is true for physiological activation deriving from other influences. Hence, age differences in cognitive performance may be exaggerated when the assessment situation itself elicits tense arousal or occurs in situations with higher physiological arousal arising from affective experiences, physical activity, or circadian rhythms.
DIPF-Departments:
Bildung und Entwicklung
Socioeconomic and language minority classroom composition and individual reading achievement. The […]
Rjosk, Camilla; Richter, Dirk; Hochweber, Jan; Lüdtke, Oliver; Klieme, Eckhard; Stanat, Petra
Journal Article
| In: Learning and Instruction | 2014
34599 Endnote
Author(s):
Rjosk, Camilla; Richter, Dirk; Hochweber, Jan; Lüdtke, Oliver; Klieme, Eckhard; Stanat, Petra
Title:
Socioeconomic and language minority classroom composition and individual reading achievement. The mediating role of instructional quality
In:
Learning and Instruction, 32 (2014) , S. 63-72
DOI:
10.1016/j.learninstruc.2014.01.007
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Deutsch als Zweitsprache; Einflussfaktor; Empirische Untersuchung; Heterogenität; Lesekompetenz; Migrationshintergrund; Muttersprache; Qualität; Schüler; Schuljahr 09; Sozioökonomische Lage; Unterricht; Unterrichtsklima; Zusammensetzung
Abstract:
In this study, we investigated effects of socioeconomic and language minority classroom composition on students' reading achievement and explored the mediating role of central features of instructional quality, namely focus on language, student-oriented climate, and structured classroom management. Analyses were based on data collected from 352 German ninth-grade classrooms across two measurement points (t1, t2) in a multilevel framework. We found socioeconomic composition to be related to individual reading achievement at t2 after accounting for the corresponding baseline assessment at t1. However, the proportion of German language learners had no additional effect on reading achievement. Our results also suggest that the effect of the socioeconomic composition on achievement may be mediated partially by the teacher's focus on language during instruction. We conclude that more attention has to be paid to providing equal opportunities to all students in language classes.
DIPF-Departments:
Bildungsqualität und Evaluation
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