Menü Überspringen
Contact
Deutsch
English
Not track
Data Protection
Search
Log in
DIPF News
Research
Infrastructures
Institute
Zurück
Contact
Deutsch
English
Not track
Data Protection
Search
Home
>
Research
>
Publications
>
Publications Data Base
Search results in the DIPF database of publications
Your query:
(Schlagwörter: "Frieden")
Advanced Search
Search term
Only Open Access
Search
Unselect matches
Select all matches
Export
70
items matching your search terms.
Show all details
Capturing affective well‑being in daily life with the day reconstruction method. A refined view on […]
Möwisch, Dave; Schmiedek, Florian; Richter, David; Brose, Annette
Journal Article
| In: Journal of Happiness Studies | 2019
39084 Endnote
Author(s):
Möwisch, Dave; Schmiedek, Florian; Richter, David; Brose, Annette
Title:
Capturing affective well‑being in daily life with the day reconstruction method. A refined view on positive and negative affect
In:
Journal of Happiness Studies, 20 (2019) 2, S. 641-663
DOI:
10.1007/s10902-018-9965-3
URL:
https://link.springer.com/article/10.1007%2Fs10902-018-9965-3
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Alltag; Wohlbefinden; Zufriedenheit; Emotionaler Zustand; Freude; Messung; Messverfahren; Stress; Angst; Tagesablauf; Veränderung; Unterschied; Indikator; Modell; Panel; Strukturgleichungsmodell; Deutschland
Abstract:
In the last years, there has been a shift from traditional measurements of affective well-being to approaches such as the day reconstruction method (DRM). While the traditional approaches often assess trait level differences in well-being, the DRM allows examining affective dynamics in everyday contexts. The latter may ultimately explain why some people feel more happy than others (e.g., because they experience more gratification during everyday experiences). Even though DRM research has increased in the last years, little is known about the structure of affective well-being in everyday life, and potential structural differences of affect at the within- and between-person level have rarely been considered. We thus thoroughly examined the structure of affective well-being in daily life, using data from a nationally representative sample (N = 2401) of the German Socioeconomic Panel Innovation Sample that were obtained with the DRM. Multilevel structural equation models revealed that (1) affective well-being in daily life cannot be reduced to the two global dimensions positive and negative affect (PA and NA) but that the structure of NA is more nuanced; (2) the emerging subfacets of NA have distinct associations with global indicators of well-being (e.g., life satisfaction); (3) there are structural differences of affective well-being at the within- and between-person level, and (4) the relationships between affect subfacets and activities such as "work" can be opposed at the within- and between-person level. These results show that a more differentiated view on the structure of affect contributes to a better understanding of affective well-being in everyday life. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
The importance of peer relatedness at school for affective well‐being in children. Between‐ and […]
Schmidt, Andrea; Dirk, Judith; Schmiedek, Florian
Journal Article
| In: Social Development | 2019
39187 Endnote
Author(s):
Schmidt, Andrea; Dirk, Judith; Schmiedek, Florian
Title:
The importance of peer relatedness at school for affective well‐being in children. Between‐ and within‐person associations
In:
Social Development, 28 (2019) 4, S. 873-892
DOI:
10.1111/sode.12379
URL:
https://onlinelibrary.wiley.com/doi/full/10.1111/sode.12379
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Mehrebenenanalyse; Längsschnittuntersuchung; Deutschland; Schüler; Schüler-Schüler-Beziehung; Einflussfaktor; Wohlbefinden; Zufriedenheit; Grundschule; Gymnasium; Schuljahr 03; Schuljahr 04; Schuljahr 05; Schuljahr 06; Peergroup; Stimmung; Emotionaler Zustand; Soziale Interaktion; Tagesablauf; Messung; Unterschied; Reliabilität
Abstract (english):
Two intensive longitudinal studies examining the association between children's feeling of relatedness to peers at school and their affective well‐being were performed. In Study 1, 110 third and fourth graders reported on their positive affect (PA) and negative affect (NA) 4 times daily and on their peer relatedness once a day over 4 weeks. Multilevel analyses revealed that children who reported higher peer relatedness on average also reported higher PA and lower NA (between‐person associations). Moreover, on days when children reported higher peer relatedness than usual, they also reported higher PA, but they did not necessarily report lower NA (within‐person associations). In Study 2, 55 fourth, fifth, and sixth graders indicated their PA, NA, and peer relatedness once a day over 2 weeks. We replicated the findings of Study 1 on both levels. The studies showed that feeling related to peers is associated with high PA at school and at home on a daily basis, illustrating the function of peer relatedness in promoting positive well‐being. The findings further demonstrated the necessity of intensive longitudinal studies focusing on within‐person associations and the importance of measuring both PA and NA in order to capture effects on affective well‐being thoroughly. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Motivationale Orientierungen und Aspekte schulischen Wohlbefindens vor und nach der Berliner […]
Jansen, Malte; Stäbler, Franziska; Becker, Michael; Neumann, Marko
Book Chapter
| Aus: Neumann, Marko; Becker, Michael; Baumert, Jürgen; Maaz, Kai; Köller, Olaf (Hrsg.): Zweigliedrigkeit im deutschen Schulsystem: Potenziale und Herausforderungen in Berlin | Münster: Waxmann | 2017
37460 Endnote
Author(s):
Jansen, Malte; Stäbler, Franziska; Becker, Michael; Neumann, Marko
Title:
Motivationale Orientierungen und Aspekte schulischen Wohlbefindens vor und nach der Berliner Schulstrukturreform
In:
Neumann, Marko; Becker, Michael; Baumert, Jürgen; Maaz, Kai; Köller, Olaf (Hrsg.): Zweigliedrigkeit im deutschen Schulsystem: Potenziale und Herausforderungen in Berlin, Münster: Waxmann, 2017 , S. 295-320
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Schulsystem; Sekundarbereich; Struktur; Reform; Veränderung; Schüler; Motivation; Orientierung; Selbstkonzept; Wohlbefinden; Psychosoziale Situation; Zufriedenheit; Emotion; Schuljahr 09; Unterrichtsfach; Schulform; Vergleich; Empirische Untersuchung; Berlin
Abstract:
[In diesem Kapitel sollen] die Kontroll- und Reformkohorte der BERLIN-Studie hinsichtlich ausgewählter motivationaler Orientierungen einerseits sowie relevanter Aspekte des schulischen Wohlbefindens andererseits vergleichend gegenübergestellt werden. Im Folgenden werden, für beide Bereiche getrennt, zunächst einige theoretische und konzeptionelle Bezüge hergestellt und die Auswahl der in diesem Kapitel konkret betrachteten Indikatoren hergeleitet und begründet. Danach wird auf ausgewählte mögliche Mechanismen der veränderten schulischen Rahmenbedingungen eingegangen, die zu Veränderungen in den motivationalen Orientierungen und im schulischen Wohlbefinden zwischen den beiden untersuchten Schülerkohorten führen könnten. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Relations between teachers' emotional exhaustion and students' educational outcomes
Arens, A. Katrin; Morin, Alexandre J. S.
Journal Article
| In: Journal of Educational Psychology | 2016
36446 Endnote
Author(s):
Arens, A. Katrin; Morin, Alexandre J. S.
Title:
Relations between teachers' emotional exhaustion and students' educational outcomes
In:
Journal of Educational Psychology, 108 (2016) 6, S. 800-813
DOI:
10.1037/edu0000105
URN:
urn:nbn:de:0111-pedocs-166089
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-166089
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Datenanalyse; Deutschland; Einflussfaktor; Emotionaler Zustand; Kompetenz; Lehrer; Schüler; Schülerleistung; Sekundäranalyse; Selbsteinschätzung; Selbstkonzept; Unterstützung; Wahrnehmung; Zufriedenheit
Abstract (english):
Studies investigating the effects of emotional exhaustion among teachers have primarily focused on its relations with teacher-related outcome variables but little research has been done for examining its relations with student outcomes. Therefore, this study examines the relations between teachers' emotional exhaustion and educational outcomes among students. Students' educational outcomes considered here cover a wide range of cognitive (i.e., achievement in terms of school grades and standardized achievement test scores) and noncognitive (competence self-perceptions, school satisfaction, and perceptions of teacher support) outcomes. The analyses are based on the PIRLS 2006 German data including 380 teachers and 7,899 4th grade students. The results demonstrated direct negative relations between teachers' emotional exhaustion and the class average of students' school grades, standardized achievement test scores, school satisfaction, and perceptions of teacher support, but not competence self-perceptions. At the individual student level, the results showed significant relations between noncognitive outcomes and academic achievement. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Das subjektive Erleben des Übergangs in die weiterführende Schule. Die Bedeutung der Antizipation […]
Knoppick, Henrike; Becker, Michael; Neumann, Marko; Maaz, Kai; Baumert, Jürgen
Journal Article
| In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie | 2016
36727 Endnote
Author(s):
Knoppick, Henrike; Becker, Michael; Neumann, Marko; Maaz, Kai; Baumert, Jürgen
Title:
Das subjektive Erleben des Übergangs in die weiterführende Schule. Die Bedeutung der Antizipation für die Bewältigung dieses kritischen Lebensereignisses
In:
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 48 (2016) 3, S. 129-143
DOI:
10.1026/0049-8637/a000152
URN:
urn:nbn:de:0111-pedocs-149920
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-149920
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Angst; Befragung; Berlin; Bewältigung; Bewertung; Deutschland; Empirische Untersuchung; Grundschule; Prognose; Psychosoziale Situation; Regressionsanalyse; Schüler; Schulform; Schuljahr 06; Schuljahr 07; Selbsteinschätzung; Selbstwertgefühl; Soziale Integration; Stress; Subjektivität; Übergang; Weiterführende Schule; Wohlbefinden; Zufriedenheit
Abstract:
Hinsichtlich der Bewältigung des Übergangs in die weiterführende Schule werden in der Literatur differenzielle Entwicklungsverläufe berichtet. Diesbezüglich wird diskutiert, welche Bedeutung die subjektive Antizipation dieses kritischen Lebensereignisses besitzt. Bezug nehmend auf die kognitiv-transaktionale Theorie von Lazarus und Folkman (1987) untersucht die vorliegende Studie die Zusammenhänge zwischen den Einschätzungen gegenüber dem potentiell stresshaften Ereignis (primary und secondary appraisals) und dem Wohlbefinden nach dem Übergang sowie der retrospektiven Bewertung der Übergangserfahrung. Untersucht wird eine Stichprobe von Berliner Schülerinnen und Schülern beim Übergang von der 6. zur 7. Klasse. Mithilfe latenter Regressionsanalysen kann ein Einfluss der Antizipationen unter Berücksichtigung von Kontrollvariablen bestätigt werden. Insbesondere Antizipationen bezüglich der veränderten Leistungsanforderungen an der weiterführenden Schule erweisen sich als prädiktiv für die Bewältigung des Übergangs. Dabei gehen positive Einschätzungen mit einem positiveren Wohlbefinden und einer positiveren Bewertung des Übergangs einher. Grundlagentheoretische und praktische Implikationen der Resultate werden diskutiert. (DIPF/Orig.)
Abstract (english):
Different coping patterns for children's transition to secondary school have been reported in the literature, and the influence of the subjective anticipation of this critical life event has been discussed. The current study uses cognitive-transactional theory (Lazarus & Folkman, 1987) and establishes a connection between primary and secondary appraisals and well-being after the transition as well as the evaluation of the transition itself while studying a sample of students during the transition from grade 6 (primary school) to grade 7 (secondary school) in the district of Berlin, Germany. Using latent regression analyses, a significant effect was found of the anticipation of the transition on coping after the transition. In particular, positive appraisals were associated with a higher well-being and a more positive evaluation of the transition. Implications for theory and practice are discussed. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
The quest for comparability. Studying the invariance of the Teachers' Sense of Self-Efficacy (TSES) […]
Scherer, Ronny; Jansen, Malte; Nilsen, Trude; Areepattamannil, Shaljan; Marsh, Herbert W.
Journal Article
| In: PLoS ONE | 2016
36332 Endnote
Author(s):
Scherer, Ronny; Jansen, Malte; Nilsen, Trude; Areepattamannil, Shaljan; Marsh, Herbert W.
Title:
The quest for comparability. Studying the invariance of the Teachers' Sense of Self-Efficacy (TSES) measure across countries
In:
PLoS ONE, (2016) , S. 0150829
DOI:
10.1371/journal.pone.0150829
URL:
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0150829
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Arbeitszufriedenheit; Befragung; Berufserfahrung; Empirische Untersuchung; Internationaler Vergleich; Klassenführung; Lehrer; Messung; OECD-Länder; Selbstwirksamkeit; Strukturgleichungsmodell; Überzeugung; Unterricht; Verhalten
Abstract (english):
Teachers' self-efficacy is an important motivational construct that is positively related to a variety of outcomes for both the teachers and their students. This study addresses challenges associated with the commonly used 'Teachers' Sense of Self-Efficacy (TSES)' measure across countries and provides a synergism between substantive research on teachers' self-efficacy and the novel methodological approach of exploratory structural equation modeling (ESEM). These challenges include adequately representing the conceptual overlap between the facets of self-efficacy in a measurement model (cross-loadings) and comparing means and factor structures across countries (measurement invariance). On the basis of the OECD Teaching and Learning International Survey (TALIS) 2013 data set comprising 32 countries (N = 164,687), we investigate the effects of cross-loadings in the TSES measurement model on the results of measurement invariance testing and the estimation of relations to external constructs (i.e., working experience, job satisfaction). To further test the robustness of our results, we replicate the 32-countries analyses for three selected sub-groups of countries (i.e., Nordic, East and South-East Asian, and Anglo-Saxon country clusters). For each of the TALIS 2013 participating countries, we found that the factor structure of the self-efficacy measure is better represented by ESEM than by confirmatory factor analysis (CFA) models that do not allow for cross-loadings. For both ESEM and CFA, only metric invariance could be achieved. Nevertheless, invariance levels beyond metric invariance are better achieved with ESEM within selected country clusters. Moreover, the existence of cross-loadings did not affect the relations between the dimensions of teachers' self-efficacy and external constructs. Overall, this study shows that a conceptual overlap between the facets of self-efficacy exists and can be well-represented by ESEM. We further argue for the cross-cultural generalizability of the corresponding measurement model. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Human rights education (international)
Schulte, Gwendolyn
Working Papers
| 2016
36752 Endnote
Author(s):
Schulte, Gwendolyn
Title:
Human rights education (international)
Published:
Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung, 2016
URL:
http://www.eduserver.de/zeigen_e.html?seite=5784
Publication Type:
5. Arbeits- und Diskussionspapiere; Arbeits- und Diskussionspapier (keine besondere Kategorie)
Language:
Englisch
Keywords:
Bildungssystem; Deutschland; Europa; Friedenserziehung; Internationale Zusammenarbeit; Kolumbien; Kooperation; Menschenrechte; Politische Bildung
Abstract:
Anlässlich des internationalen Tags der Menschenrechte am 10. Dezember wurde das Dossier zur Menschenrechtsbildung aktualisiert und um Quellen zur Bildung in Kolumbien ergänzt. Hintergrund ist hier der Friedensnobelpreis und der Prozess der Entwaffnung in Kolumbien. (DIPF/Autor)
Abstract (english):
To mark International Human Rights Day on December 10, the German Education Server has updated its dossier on human rights education and addeed resources focusing Colombia - Colombia's president Santos is winner of the 2016 Nobel Peace Prize. (DIPF/Autor)
DIPF-Departments:
Informationszentrum Bildung
Tag der Menschenrechte (internationale Perspektive)
Schulte, Gwendolyn
Working Papers
| 2016
36753 Endnote
Author(s):
Schulte, Gwendolyn
Title:
Tag der Menschenrechte (internationale Perspektive)
Published:
Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung, 2016
URL:
http://www.bildungsserver.de/Menschenrechte-internationale-Perspektive--5784.html
Publication Type:
5. Arbeits- und Diskussionspapiere; Arbeits- und Diskussionspapier (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Demokratieerziehung; Europäische Union; Europarat; Friedenserziehung; Kolumbien; Menschenrechte; Politik
Abstract:
Das Dossier informiert über die Allgemeine Erklärung der Menschenrechte und Menschenrechtsbildung sowie den Friedensnobelpreis, der 2016 an den kolumbianischen Präsidenten verliehen wurde. (DIPF/Autor)
DIPF-Departments:
Informationszentrum Bildung
Measurement invariance of the brief multidimensional student's life satisfaction scale among […]
Abubakar, Amina; Vijver, Fons J. R. van de; Alonso-Arbiol, Itziar; He, Jia; Adams, Byran Gregory; […]
Journal Article
| In: Journal of Psychoeducational Assessment | 2015
35972 Endnote
Author(s):
Abubakar, Amina; Vijver, Fons J. R. van de; Alonso-Arbiol, Itziar; He, Jia; Adams, Byran Gregory; Aldhafri, Said; Tair, Ergyul
Title:
Measurement invariance of the brief multidimensional student's life satisfaction scale among adolescents and emerging adults across 23 cultural contexts
In:
Journal of Psychoeducational Assessment, 34 (2015) 1, S. 28-38
DOI:
10.1177/0734282915611284
URN:
urn:nbn:de:0111-pedocs-125735
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-125735
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Adoleszenz; Befragung; Empirische Untersuchung; Ethnische Gruppe; Faktorenanalyse; Interkultureller Vergleich; Internationaler Vergleich; Jugendlicher; Lebensqualität; Psychosoziale Situation; Wohlbefinden; Zufriedenheit
Abstract:
There is hardly any cross-cultural research on the measurement invariance of the Brief Multidimensional Students' Life Satisfaction Scales (BMSLSS). The current article evaluates the measurement invariance of the BMSLSS across cultural contexts. This cross-sectional study sampled 7,739 adolescents and emerging adults in 23 countries. A multi-group confirmatory factor analysis showed a good fit of configural and partial measurement weights invariance models, indicating similar patterns and strengths in factor loading for both adolescents and emerging adults across various countries. We found insufficient evidence for scalar invariance in both the adolescents' and the emerging adults' samples. A multi-level confirmatory factor analysis indicated configural invariance of the structure at country and individual level. Internal consistency, evaluated by alpha and omega coefficients per country, yielded acceptable results. The translated BMSLSS across different cultural contexts presents good psychometric characteristics similar to what has been reported in the original scale, though scalar invariance remains problematic. Our results indicate that the BMSLSS forms a brief measure of life satisfaction, which has accrued substantial evidence of construct validity, thus suitable for use in cross-cultural surveys with adolescents and emerging adults, although evaluation of degree of invariance must be carried out to ensure its suitability for mean comparisons. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Effects of a general response style on cross-cultural comparisons. Evidence from the teaching and […]
He, Jia; Vijver, Fons J. R. van de
Journal Article
| In: Public Opinion Quarterly | 2015
35969 Endnote
Author(s):
He, Jia; Vijver, Fons J. R. van de
Title:
Effects of a general response style on cross-cultural comparisons. Evidence from the teaching and learning international survey
In:
Public Opinion Quarterly, 79 (2015) S1, S. 267-290
DOI:
10.1093/poq/nfv006
URL:
http://poq.oxfordjournals.org/content/79/S1/267.abstract
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Antwort; Arbeitsbedingungen; Faktorenanalyse; Fragebogen; Fragebogenerhebung; Interkultureller Vergleich; Internationaler Vergleich; Kooperation; Lehrer; Lehrerfortbildung; OECD-Länder; Partizipation; Selbstwirksamkeit; Wirkung; Zufriedenheit
Abstract:
This paper investigates the integration of response styles (extreme and midpoint responding and socially desirable responding) and their effects on self-reports among 76,887 teachers from 18 countries in the Teaching and Learning International Survey (TALIS). Socially desirable responding (with a positive and a negative impression management factor) and 17 core constructs related to the teaching profession were measured with Likert scales; extreme and midpoint response styles were derived from these measures. Using factor analysis, a general response style was extracted with socially desirable and extreme response styles as positive indicators and midpoint response style as a negative indicator. This general response style was more strongly correlated with constructs of personal involvement, such as teacher efficacy and job satisfaction, than constructs with less personal involvement, at both the individual and country level; however, statistical correction for response styles had negligible effects on the size of cross-cultural differences and country rankings in any construct. We conclude that the general response style can be interpreted as response amplification versus moderation, and that there is no indication that correcting for the general response style increases the validity of cross-cultural comparisons of TALIS teacher data. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Unselect matches
Select all matches
Export
<
1
2
3
...
7
>
Show all
(70)