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Handbuch Mehrsprachigkeit und Bildung
Gogolin, Ingrid; Hansen, Antje; McMonagle, Sarah; Rauch, Dominique (Hrsg.)
Compilation Book
| Wiesbaden: Springer VS | 2020
41617 Endnote
Editor(s)
Gogolin, Ingrid; Hansen, Antje; McMonagle, Sarah; Rauch, Dominique
Title:
Handbuch Mehrsprachigkeit und Bildung
Published:
Wiesbaden: Springer VS, 2020
DOI:
10.1007/978-3-658-20285-9
URL:
https://link.springer.com/book/10.1007/978-3-658-20285-9
Publication Type:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Alter; Asylant; Bewertung; Bildung; Bildungserfolg; Bildungssprache; Computerunterstütztes Lernen; Deutschunterricht; Diagnostik; Didaktisches Prinzip; Empirische Forschung; Erwachsener; Erzieher; Erziehungswissenschaft; Ethnische Minderheit; Fachunterricht; Familie; Flüchtling; Fremdsprache; Fremdsprachenunterricht; Geschlecht; Grammatik; Handbuch; Identität; Inklusion; Kind; Konzeption; Lehren; Leistungsmessung; Lernen; Literalität; Mathematikunterricht; Mehrsprachigkeit; Minderheitensprache; Modell; Multikulturalität; Muttersprachlicher Unterricht; Qualifizierung; Schulentwicklung; Spracherwerb; Sprachpolitik; Tertiärer Bereich; Theorie; Therapie; Unterricht; Vorschulalter; Wirkung; Wissenstransfer
Abstract:
Das Handbuch funktioniert als Nachschlagewerk, das Theorie, empirische Forschung und praxisrelevante Erkenntnisse aus den dynamischen Forschungsfeldern Mehrsprachigkeit und Bildung in ihrer Verschränkung präsentiert. Die behandelten Themen schließen den internationalen Stand der Forschung und Entwicklung ein. Beiträge über Traditionen der Konzeptualisierung von Sprache und Bildung ermöglichen ein besseres Verstehen heutiger 'Normalvorstellungen' und repräsentieren multidisziplinäre Perspektiven. In Zeiten der Globalisierung und großräumiger individueller Mobilität ist dieses Werk nicht nur von aktueller Bedeutung, sondern auch zukunftsrelevant. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Social and dimensional comparisons in the formation of German students' language self-concepts
Arens, A. Katrin; Helm, Friederike; Wolff, Fabian; Möller, Jens
Journal Article
| In: Journal of Experimental Education | 2020
39360 Endnote
Author(s):
Arens, A. Katrin; Helm, Friederike; Wolff, Fabian; Möller, Jens
Title:
Social and dimensional comparisons in the formation of German students' language self-concepts
In:
Journal of Experimental Education, 88 (2020) 2, S. 245-264
DOI:
10.1080/00220973.2019.1635069
URN:
urn:nbn:de:0111-pedocs-190075
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-190075
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Empirische Untersuchung; Schleswig-Holstein; Deutschland; Schüler; Sprache; Selbstkonzept; Leistung; Unterrichtssprache; Deutsch; Erste Fremdsprache; Englisch; Zweite Fremdsprache; Französisch; Latein; Mathematik; Vergleich; Gymnasium; Sekundarbereich; Fragebogen; Schulnoten; Strukturgleichungsmodell; Faktorenanalyse
Abstract (english):
This study extended the internal/external reference model to multiple languages including students' language of instruction, first foreign language, and second foreign language. We examined whether social and dimensional comparisons play similar roles in the formation of students' self-concept related to different languages and whether dimensional comparisons result in contrast or assimilation effects. All students had German as the language of instruction and English as the first foreign language. Students were divided into a subsample (N = 487) learning French as a second foreign language and a subsample (N = 481) learning Latin. Invariance tests demonstrated that the achievement-self-concept relations were similar across the subsamples, but interesting group differences became apparent when analyzing the French and Latin subsamples separately. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Foreign language learning in older age does not improve memory or intelligence. Evidence from a […]
Berggren, Rasmus; Nilsson, Jonna; Brehmer, Yvonne; Schmiedek, Florian; Lövdén, Martin
Journal Article
| In: Psychology and Aging | 2020
39899 Endnote
Author(s):
Berggren, Rasmus; Nilsson, Jonna; Brehmer, Yvonne; Schmiedek, Florian; Lövdén, Martin
Title:
Foreign language learning in older age does not improve memory or intelligence. Evidence from a randomized controlled study
In:
Psychology and Aging, 35 (2020) 2, S. 212-219
DOI:
10.1037/pag0000439
URL:
https://psycnet.apa.org/doiLanding?doi=10.1037%2Fpag0000439
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Alter Mensch; Fremdsprache; Lernen; Wirkung; Kognitive Kompetenz; Intelligenz; Arbeitsgedächtnis; Wortschatz; Assoziation; Leistungstest; Testkonstruktion; Strukturgleichungsmodell:Schweden
Abstract:
Foreign language learning in older age has been proposed as a promising avenue for combatting age-related cognitive decline. We tested this hypothesis in a randomized controlled study in a sample of 160 healthy older participants (aged 65-75 years) who were randomized to 11 weeks of either language learning or relaxation training. Participants in the language learning condition obtained some basic knowledge in the new language (Italian), but between-groups differences in improvements on latent factors of verbal intelligence, spatial intelligence, working memory, item memory, or associative memory were negligible. We argue that this is not due to either poor measurement, low course intensity, or low statistical power, but that basic studies in foreign languages in older age are likely to have no or trivially small effects on cognitive abilities. We place this in the context of the cognitive training and engagement literature and conclude that while foreign language learning may expand the behavioral repertoire, it does little to improve cognitive processing abilities.
DIPF-Departments:
Bildung und Entwicklung
The significance of dealing with mistakes for student achievement and motivation. Results of doubly […]
Käfer, Julia; Kuger, Susanne; Klieme, Eckhard; Kunter, Mareike
Journal Article
| In: European Journal of Psychology of Education | 2019
38798 Endnote
Author(s):
Käfer, Julia; Kuger, Susanne; Klieme, Eckhard; Kunter, Mareike
Title:
The significance of dealing with mistakes for student achievement and motivation. Results of doubly latent multilevel analyses
In:
European Journal of Psychology of Education, 34 (2019) 4, S. 731-753
DOI:
10.1007/s10212-018-0408-7
URN:
urn:nbn:de:0111-pedocs-181284
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-181284
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Einstellung <Psy>; Schuljahr 09; Schulform; Leistungstest; Mehrebenenanalyse; Deutschland; Englischunterricht; Fremdsprachenunterricht; Fehler; Schüler; Lernerfolg; Einflussfaktor; Motivation; Wahrnehmung; Lehrer;
Abstract:
Entsprechend der konstruktivistischen Lerntheorie werden Fehler als natürliche Bestandteile von Lernprozessen gesehen. Ein unterstützender und konstruktiver Umgang mit Schülerfehlern erweist sich dabei als besonders geeignet um motivationale wie kognitive Lernergebnisse von Lernenden positiv zu beeinflussen. Im Klassenkontext ist das Fehlermachen jedoch nicht nur ein individuelles, sondern auch ein soziales Ereignis. Der Umgang mit Fehlern sollte entsprechend auf Schüler- und auf Klassenebene betrachtet werden. Diese Studie untersucht drei Aspekte des Umgangs mit Fehlern und deren Relevanz für die Leistung und Motivation von Schülerinnen und Schülern im deutschen Englischunterricht. Die Aspekte werden dabei auf sowohl auf Schüler- wie auch auf Klassenebene analysiert. Die untersuchten Aspekte sind (a) die Einstellung des Lehrers zu Fehlern, (b) die Reaktion des Lehrers auf Fehler der Schüler und (c) die Wahrnehmung der Schüler hinsichtlich der Nützlichkeit von Fehlern im Lernprozess. Ausgewertet wurden Daten von 5266 Schülerinnen und Schülern aus 427 Klassen aller Schulformen in Deutschland. Die Ergebnisse zeigen, dass auf Schülerebene alle drei Aspekte die individuelle Leistung und die individuelle Motivation der Schüler im Englischunterricht beeinflussen. Auf Klassenebene beeinflusst keiner der Aspekte die durchschnittliche Leistung der Schüler. Zwei Aspekte beeinflussen die durchschnittliche Motivation der Schüler, nämlich (a) die Einstellung des Lehrers zu Fehlern und (c) die geteilte Wahrnehmung der Schüler hinsichtlich der Nützlichkeit von Fehlern im Lernprozess. Unsere Ergebnisse zeigen, dass die individuelle und die geteilte Wahrnehmung des Umgangs mit Fehlern die motivationalen und kognitiven Lernergebnisse von Schülerinnen und Schülern auf unterschiedliche Weise beeinflusst. Darüber hinaus unterstreichen unsere Ergebnisse die Relevanz der Lehrereinstellung sowie der Wahrnehmung der Lernenden hinsichtlich des Fehlermachens im Lernprozess für die Motivation der Schüler im Englischunterricht. (DIPF/Autor)
Abstract (english):
From a constructivist perspective on learning, mistakes are seen as natural elements of learning processes. A supportive and constructive way of dealing with student mistakes has shown to affect students' individual motivation and learning performances in a favorable way. In classroom settings, however, making mistakes is not just a personal but also a social event. Dealing with mistakes should therefore be considered as both student-level and classroom-level characteristic. This study investigates three aspects of dealing with mistakes and their relevance for students' achievement and motivation in English as a foreign language by analyzing the aspects at student and classroom level. The aspects are (a) teacher attitude toward mistakes, (b) teacher response to student mistakes, and (c) students' perception of mistakes as useful for learning. Analyzing data of 5266 students from 427 classes in German secondary schools, the results demonstrate that at student level, all three aspects of dealing with mistakes affect students' individual achievement as well as motivation in English language class. At classroom level, none of the aspects affect student average achievement. Two aspects affect student average motivation at the classroom level, namely (a) teacher attitude toward mistakes and (c) students' shared perception of the usefulness of mistakes for learning. Our results show that students' individual and shared perception of dealing with mistakes affect students' motivational and cognitive learning outcomes in different ways. Furthermore, our findings underline the relevance of teachers' attitudes as well as students' perceptions concerning mistakes for student learning and motivation in English as a foreign language class. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Predicting the difficulty of exercise items for dynamic difficulty adaptation in adaptive language […]
Pandarova, Irina; Schmidt, Torben; Hartig, Johannes; Boubekki, Ahcène; Jones, Roger Dale; […]
Journal Article
| In: International Journal of Artificial Intelligence in Education | 2019
39472 Endnote
Author(s):
Pandarova, Irina; Schmidt, Torben; Hartig, Johannes; Boubekki, Ahcène; Jones, Roger Dale; Brefeld, Ulf
Title:
Predicting the difficulty of exercise items for dynamic difficulty adaptation in adaptive language tutoring
In:
International Journal of Artificial Intelligence in Education, 29 (2019) 3, S. 342-367
DOI:
10.1007/s40593-019-00180-4
URL:
https://link.springer.com/article/10.1007%2Fs40593-019-00180-4
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Fremdsprachenunterricht; Englischunterricht; Digitale Medien; Künstliche Intelligenz; Tutorensystem; Grammatik; Aufgabe; Zweitsprachenerwerb; Problemlösen; Schwierigkeit; Prognose; Messung; Computerunterstütztes Lernen; Schüler; Schuljahr 09; Schuljahr 10; Papier-Bleistift-Test; Gymnasium; Integrierte Gesamtschule; Item-Response-Theory; Itemanalyse; Niedersachsen; Deutschland
Abstract:
Advances in computer technology and artificial intelligence create opportunities for developing adaptive language learning technologies which are sensitive to individual learner characteristics. This paper focuses on one form of adaptivity in which the difficulty of learning content is dynamically adjusted to the learner's evolving language ability. A pilot study is presented which aims to advance the (semi-)automatic difficulty scoring of grammar exercise items to be used in dynamic difficulty adaptation in an intelligent language tutoring system for practicing English tenses. In it, methods from item response theory and machine learning are combined with linguistic item analysis in order to calibrate the difficulty of an initial exercise pool of cued gap-filling items (CGFIs) and isolate CGFI features predictive of item difficulty. Multiple item features at the gap, context and CGFI levels are tested and relevant predictors are identified at all three levels. Our pilot regression models reach encouraging prediction accuracy levels which could, pending additional validation, enable the dynamic selection of newly generated items ranging from moderately easy to moderately difficult. The paper highlights further applications of the proposed methodology in the area of adapting language tutoring, item design and second language acquisition, and sketches out issues for future research. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Do students' language backgrounds explain achievement differences in the Luxembourgish education […]
Simoes Loureiro, Kevin; Hadjar, Andreas; Scharf, Jan; Grecu, Alyssa
Journal Article
| In: Ethnicities | 2019
39687 Endnote
Author(s):
Simoes Loureiro, Kevin; Hadjar, Andreas; Scharf, Jan; Grecu, Alyssa
Title:
Do students' language backgrounds explain achievement differences in the Luxembourgish education system?
In:
Ethnicities, 19 (2019) 6, S. 1202-1228
DOI:
10.1177/1468796819840734
URN:
urn:nbn:de:0111-pedocs-193243
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-193243
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Mehrsprachigkeit; Fremdsprachenunterricht; Mathematikunterricht; Schulnoten; Schuljahr 05; Schuljahr 08; Panel; Längsschnittuntersuchung; Luxemburg; Sprachkompetenz; Schüler; Wirkung; Schülerleistung; Soziale Herkunft; Migrationshintergrund; Soziale Ungleichheit; Bildungssystem; Bourdieu; Pierre; Grundschule; Übergang; Sekundarbereich; Gegliedertes Schulsystem; Bildungsgang; Schulform; Schülerauslese; Curriculum
Abstract:
What is the role of students' language background in school success within the multilingual and highly stratified education system in Luxembourg? Considering achievement differences in terms of the primary effects of social and ethnic origin, we assume that students of a disadvantaged social origin (e.g. working class), with an immigrant background, who speak languages at home other than Luxembourg's official languages show lower school achievements and are placed into lower school tracks. Analyses are based on the data of Luxembourgish primary (grades 4/5) and secondary students (grades 7/8) from two consecutive survey waves in 2016/2017 (for the international project SASAL - School Alienation in Switzerland and Luxembourg). The results indicate language background has only marginal effects, but social and immigrant origin has stronger effects. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Indonesian adolescents' EFL reading comprehension. Gender differences and the influence of parental […]
Aditomo, Anindito; Hasugian, Eko Jatmiko
Journal Article
| In: Indonesian Journal of Applied Linguistics | 2018
39454 Endnote
Author(s):
Aditomo, Anindito; Hasugian, Eko Jatmiko
Title:
Indonesian adolescents' EFL reading comprehension. Gender differences and the influence of parental background
In:
Indonesian Journal of Applied Linguistics, 8 (2018) 2, S. 325-335
DOI:
10.17509/ijal.v8i2.13279
URL:
http://ejournal.upi.edu/index.php/IJAL/article/view/13279
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Englisch; Fremdsprache; Leseverstehen; Lesefertigkeit; Einflussfaktor; Sozioökonomische Lage; Eltern; Mutter; Bildungsniveau; Geschlechtsspezifischer Unterschied; Sekundarstufe I; Lesetest; Empirische Untersuchung; Indonesien
Abstract:
This article presents findings on gender differences and the influence of family background on students' EFL reading comprehension in Indonesia. A total of 265 students (48.3% female, average age 13.6 years) from grades 7 to 8 in four schools anonymously completed an EFL reading comprehension test. In contrast to prior findings showing girls' advantage of first language literacy, this study found no gender differences in EFL reading comprehension. In line with prior studies on the effect of socioeconomic status on student achievements, parents' level of education influenced students' EFL reading comprehension. For boys, the effect of mother's education occurred through the provision of literacy resources. For girls, by contrast, the effect occurred through mother's involvement in their daughters' reading activities, which in turn encouraged reading engagement and comprehension. These findings underscore the importance of gender-appropriate strategies to facilitate adolescents' EFL reading engagement and comprehension. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Understanding innovative pedagogies. Key themes to analyse new approaches to teaching and learning
Peterson, Amelia; Dumont, Hanna; Lafuente, Marc; Law, Nancy
Working Papers
| 2018
38585 Endnote
Author(s):
Peterson, Amelia; Dumont, Hanna; Lafuente, Marc; Law, Nancy
Title:
Understanding innovative pedagogies. Key themes to analyse new approaches to teaching and learning
Published:
Paris: OECD Publishing, 2018
DOI:
10.1787/19939019
URL:
https://www.oecd-ilibrary.org/education/understanding-innovative-pedagogies_9f843a6e-en
Publication Type:
5. Arbeits- und Diskussionspapiere; Arbeits- und Diskussionspapier (keine besondere Kategorie)
Language:
Englisch
Keywords:
Pädagogik; Innovation; Reform; Schule; Unterricht; Adaptiver Unterricht; Erziehungsziel; Veränderung; Netzwerk; Beispiel; Lernziel; Kompetenz; Mathematikunterricht; Fremdsprachenunterricht; Soziale Kompetenz; Informations- und Kommunikationstechnologie; Multimedia; Computerunterstütztes Lernen; Bildungssystem; Umsetzung
Abstract:
Pedagogy is at the heart of teaching and learning. Preparing young people to meet new contemporary challenges means to review and update the pedagogies teachers use. However, despite the increased reporting of teachers and schools that are innovating, schools remain largely seen as very resistant places for innovation. To address the importance and challenges of implementing new pedagogies, this paper brings together leading experts to reflect on key areas of pedagogy. In particular, each chapter addresses a pedagogical dimension that together offers a conceptual framework for action. This framework moves beyond a fragmented focus on specific innovations. In doing so, it helps explain how innovative pedagogies may be developed, applied and scaled. Amelia Peterson's first contribution shows how fundamental purpose is to pedagogy, while Hanna Dumont's section explores adaptive teaching as a cross-cutting concept over a range of different pedagogical approaches. Then the paper moves to discuss the importance of understanding pedagogies as combinations, which Amelia Peterson defines as two layers: one combining discrete teaching practices and another that combines approaches to meet long-term educational goals. Marc Lafuente looks first at content domains (mathematics, non-native languages, and socio-emotional learning) and how they relate to pedagogies. He then contributes to the thinking on "new learners" and technology, as important context influencing pedagogical choices and implementation. The final section by Nancy Law is focused on change, through the particular prism of technology-enhanced pedagogical innovations. Her analysis moves towards a theory of change that takes account of the need for alignment at the different levels of the educational system. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Specific effects of language transfer promoting teaching and insights into the implementation in […]
Göbel, Kerstin; Vieluf, Svenja
Journal Article
| In: Orbis scholae | 2017
38535 Endnote
Author(s):
Göbel, Kerstin; Vieluf, Svenja
Title:
Specific effects of language transfer promoting teaching and insights into the implementation in EFL-teaching
In:
Orbis scholae, 11 (2017) 3, S. 103-122
DOI:
10.14712/23363177.2018.279
URL:
http://www.cupress.cuni.cz/ink2_stat/index.jsp?include=AUC_clanek&id=5944&id=6683&casopis=1201&zalozka=1&predkl=0
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Englischunterricht; Fremdsprachenunterricht; Schuljahr 09; Schulform; Mehrsprachigkeit; Einsprachigkeit; Unterrichtsmethode; Transfer; Sprachkompetenz; Lernstrategie; DESI <Deutsch-Englisch-Schülerleistungen-International>; Schüler; Migrationshintergrund; Schülerleistung; Einflussfaktor; Deutschunterricht; Bilingualer Unterricht; Schülerleistungstest; Regressionsanalyse; Deutschland
Abstract (english):
The following contribution analyzes language transfer promoting instruction in the context of English as a foreign language (EFL) instruction in 9th grade secondary classes in Germany. By combining data from questionnaires, tests, and video-data, the article sheds light on learning outcomes in the context of language transfer promoting instruction and presents teaching practice of interlanguage reflection in ESL-teaching. Results indicate a positive correlation of language transfer promoting teaching with EFL listening comprehension at the beginning of grade 9. A correlation between language transfer promoting teaching did not show up with text reconstruction. The analysis of selected videos revealed sequences that hint at an attempt to promoting language transfer actually take place in classes of teachers reporting high importance for language transfer promoting teaching. However, these sequences do not display an elaborated language transfer promoting teaching. Language transfer promotion is implemented in a rather implicit way, while referring to German language only. Results indicate the need for elaborated strategies of implementation of language transfer promoting teaching. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Self-concepts in reading, writing, listening and speaking. A multidimensional and hierarchical […]
Arens, A. Katrin; Jansen, Malte
Journal Article
| In: Journal of Educational Psychology | 2016
35951 Endnote
Author(s):
Arens, A. Katrin; Jansen, Malte
Title:
Self-concepts in reading, writing, listening and speaking. A multidimensional and hierarchical structure and its generalizability across native and foreign languages
In:
Journal of Educational Psychology, 108 (2016) 5, S. 646-664
DOI:
10.1037/edu0000081
URN:
urn:nbn:de:0111-dipfdocs-166093
URL:
http://www.dipfdocs.de/volltexte/2019/16609/pdf/Arens_2016_Self-concepts_in_reading_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Befragung; Datenanalyse; Deutsch; Deutschland; Englisch; Faktorenanalyse; Fragebogenerhebung; Französisch; Fremdsprache; Gesamtschule; Geschlechtsspezifischer Unterschied; Gymnasium; Hauptschule; Mittelschule; Muttersprache; Realschule; Schüler; Schülerleistungstest; Schuljahr 09; Sekundarschule; Selbstkonzept; Sprache; Strukturgleichungsmodell
Abstract:
Academic self-concept has been conceptualized as a multidimensional and hierarchical construct. Previous research has mostly focused on its multidimensionality, distinguishing between verbal and mathematical self-concept domains, and only a few studies have examined the factorial structure within specific self-concept domains. The present study aims to extend the scarce evidence of the simultaneous operation of multidimensionality and hierarchy within language self-concepts. Skill-specific (i.e., reading, listening, speaking, and writing) and global self-concept measures for German as students' native language and English and French as students' foreign languages were administered to a sample of 4,257 ninth-grade German students. Confirmatory factor analyses demonstrated better levels of fit for multidimensional models with highly correlated but separate factors for each skill-specific self-concept compared to unidimensional models. The skill-specific facets could be aggregated into a higher order factor for each language, demonstrating a hierarchical structure. Differential gender effects on the various skill-specific self-concept facets provided further evidence of the multidimensional nature of language self-concepts, although differential relations to skill-specific achievement measures were not found. The high correlation between the higher order and global self-concept factors as well as similar gender effects and relations to achievement supported the notion of the similarity of both constructs. A comparable pattern of results emerged across the 3 languages, but detailed inspection indicated that multidimensionality seems to be more pronounced in the native language domain (German). The findings of the study are discussed regarding their implications for the assessment of language self-concepts and future research on the structure of language self-concepts. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung; Struktur und Steuerung des Bildungswesens
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