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(Personen: "Jansen," und "Malte")

Cultural identity and the academic, social, and psychological adjustment of adolescents with […] Baumert, Jürgen; Becker, Michael; Jansen, Malte; Köller, Olaf Journal Article | In: Journal of Youth and Adolescence | 2023 44668 Endnote: Author(s): Baumert, Jürgen; Becker, Michael; Jansen, Malte; Köller, Olaf
Title: 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
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: 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-Departments: 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 Journal Article | In: Journal of Educational Psychology. | 2023 43370 Endnote: Author(s): Baumert, Jürgen; Jansen, Malte; Becker, Michael; Neumann, Marko; Köller, Olaf; Maaz, Kai
Title: 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
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: 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-Departments: Struktur und Steuerung des Bildungswesens

Data for psychological research in the educational field. Spotlights, data, infrastructure and […] Bayer, Sonja; Blask, Katarina; Gnambs, Timo; Jansen, Malte; Maehler, Débora B.; Meyermann, Alexia; […] Journal Article | In: Journal of Open Psychological Data | 2023 44628 Endnote: Author(s): Bayer, Sonja; Blask, Katarina; Gnambs, Timo; Jansen, Malte; Maehler, Débora B.; Meyermann, Alexia; Neuendorf, Claudia
Title: Data for psychological research in the educational field. Spotlights, data, infrastructure and findings from research
In: Journal of Open Psychological Data, 11 (2023) 1, S. 19
DOI: 10.5334/jopd.105
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
DIPF-Departments: Informationszentrum Bildung

Data for psychological research in the educational field. Special collection Bayer, Sonja; Blask, Katarina; Gnambs, Timo; Jansen, Malte; Maehler, Débora; Meyermann, Alexia; […] (Hrsg.) Compilation Book | London: Ubiquity | 2022 44722 Endnote: Editor(s) Bayer, Sonja; Blask, Katarina; Gnambs, Timo; Jansen, Malte; Maehler, Débora; Meyermann, Alexia; Neuendorf, Claudia
Title: Data for psychological research in the educational field. Special collection
Published: London: Ubiquity, 2022 (Journal of Open Psychology Data, Vol. 11, No. 1)
URL: https://openpsychologydata.metajnl.com/collections/data-for-psychological-research
Publication Type: 2. Herausgeberschaft; Zeitschriftensonderheft
Language: Englisch
Abstract: This Special Issue is devoted to psychological research data in the educational field. Research on educational topics is conducted not only in psychology, but in many different disciplines, like pedagogy, linguistics, sociology, political science, economics, or even history. These diverse research communities contribute a multitude of research data that are increasingly available for secondary research and that cover the whole lifespan from early childhood development through school and university education to lifelong learning in adults. Some studies are well-known and used in many contexts, like data from international, large scale assessment studies such as PISA, TIMSS, and PIRLS and panel studies such as SOEP and NEPS. However, many more high-quality datasets exist which are not yet well-known. This special issue provides the opportunity for primary researchers to introduce their outstanding datasets to the community and describe their potential for secondary analyses. The issue further acts as an invitation to secondary researchers to realize this potential. In accordance with the scope of the JOPD, we hope to reward authors for sharing datasets according to FAIR principles, providing structure for the data and papers to be citable, and for reuse to be tracked. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung

Class-average achievement and individual achievement development. Testing achievement composition […] Becker, Michael; Kocaj, Aleksander; Jansen, Malte; Dumont, Hanna; Lüdtke, Oliver Journal Article | In: Journal of Educational Psychology | 2022 43673 Endnote: Author(s): Becker, Michael; Kocaj, Aleksander; Jansen, Malte; Dumont, Hanna; Lüdtke, Oliver
Title: 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
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: 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-Departments: Struktur und Steuerung des Bildungswesens

Handreichung: Forschungsdatenzentren gründen Buck, Daniel; Croisier, Johannes; Eder, Christina; Hoffstätter, Ute; Jansen, Malte; […] Working Papers | 2022 43544 Endnote: Author(s): Buck, Daniel; Croisier, Johannes; Eder, Christina; Hoffstätter, Ute; Jansen, Malte; Meyermann, Alexia; Siegers, Pascal
Title: Handreichung: Forschungsdatenzentren gründen
Published: Berlin: RatSWD, 2022
DOI: 10.17620/02671.70
URL: https://www.konsortswd.de/publikation/wp280-2022/
Publication Type: 5. Arbeits- und Diskussionspapiere; weitere Arbeits- und Diskussionspapiere
Language: Deutsch
DIPF-Departments: Informationszentrum Bildung

The structure of academic self-concept. A methodological review and empirical illustration of […] Arens, A. Katrin; Jansen, Malte; Preckel, Franzis; Schmidt, Isabelle; Brunner, Martin Journal Article | In: Review of Educational Research | 2021 40775 Endnote: Author(s): Arens, A. Katrin; Jansen, Malte; Preckel, Franzis; Schmidt, Isabelle; Brunner, Martin
Title: The structure of academic self-concept. A methodological review and empirical illustration of central models
In: Review of Educational Research, 91 (2021) 1, S. 34-72
DOI: 10.3102/0034654320972186
URL: https://journals.sagepub.com/doi/10.3102/0034654320972186
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Selbstkonzept; Selbstwahrnehmung; Kognitive Kompetenz; Strukturmodell; Mehrdimensionalität; Theorie; Methodologie; Überblick; Datenanalyse; Sekundäranalyse; Schüler; Schuljahr 10; Empirische Forschung; Deutschland
Abstract: The structure of academic self-concept (ASC) is assumed to be multidimensional and hierarchical. This methodological review considers the most central models depicting the structure of ASC: a higher-order factor model, the Marsh/Shavelson model, the nested Marsh/Shavelson model, a bifactor representation based on exploratory structural equation modeling, and a first-order factor model. We elaborate on how these models represent the theoretical assumptions on the structure of ASC and outline their inherent psychometric properties. We analyzed these models using a data set of German 10th-grade students (N = 1,232) including a wide range of domain-specific ASCs as well as general ASC. The correlations among ASCs and between ASCs and academic achievement varied depending on the structural model used. We conclude with discussing recommendations for research purposes and advantages and limitations of each ASC model. Our approach may also guide research on other affective or motivational constructs (e.g., academic anxiety or interest). (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Dimensional comparison effects on (gendered) educational choices Jansen, Malte; Becker, Michael; Neumann, Marko Journal Article | In: Journal of Educational Psychology | 2021 40547 Endnote: Author(s): Jansen, Malte; Becker, Michael; Neumann, Marko
Title: Dimensional comparison effects on (gendered) educational choices
In: Journal of Educational Psychology, 113 (2021) 2, S. 330-350
DOI: 10.25656/01:22045
URN: urn:nbn:de:0111-pedocs-220459
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-220459
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Gymnasium; Mathematikunterricht; Naturwissenschaftlicher Unterricht; Sekundarstufe II; Leistungskurs; Schüler; Erwartung; Wahlpflichtfach; Interesse; Selbstkonzept; Motiv <Psy>; Wirkung; Bildungserfolg; Bildungsaspiration; Studienwahl; Prognose; Geschlechtsspezifischer Unterschied; Vergleich; Längsschnittuntersuchung; Berlin; Deutschland;
Abstract: Expectancy-value theory (EVT) proposes that students' appraisals of success expectancy and task value are the main drivers of their study and career choices. Dimensional comparison theory proposes that these beliefs are themselves affected by students comparing their ability across different domains. However, only a few studies have aimed to integrate these approaches and clarify the role of dimensional comparisons within EVT. Using longitudinal data, we aimed to fill this gap by studying within- and cross-domain effects of achievement (grades and test scores), academic self-concept (as a surrogate for expectancy beliefs), and values on German adolescents' (N = 519) high school course choices and their intentions to major in a STEM subject at university. We show that (a) self-concepts predicted course choices, whereas values predicted STEM study intentions; (b) dimensional comparison patterns (positive within-domain and negative across-domain relations) were present; (c) gender differences in course choices were mediated by differences in achievement, self-concept, and value; and (d) there was an incremental gender effect on STEM study intentions above and beyond achievement, self-concept, value, and previous course choices. Furthermore, overall, a model incorporating cross-domain paths representing dimensional comparisons fit the data better than a model without these paths. We conclude that direct and indirect dimensional comparison effects contribute to predicting choices of high school courses and university majors and to understanding gender differences in these choices. We recommend that studies in the EVT framework include cross-domain effects. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Do social comparisons matter for university major choices? A longitudinal study from a gender […] Keyserlingk, Luise von; Becker, Michael; Jansen, Malte Journal Article | In: International Journal of Gender, Science and Technology | 2020 39993 Endnote: Author(s): Keyserlingk, Luise von; Becker, Michael; Jansen, Malte
Title: Do social comparisons matter for university major choices? A longitudinal study from a gender perspective
In: International Journal of Gender, Science and Technology, 12 (2020) 1, S. 46-64
URL: http://genderandset.open.ac.uk/index.php/genderandset/article/download/676/1117
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Studium; Hauptfach; Studienwahl; Naturwissenschaften; Technik; Ingenieurwissenschaft; Mathematik; Geschlecht; Prädiktor; Schüler; Schülerin; Sozialer Vergleich; Selbstkonzept; Interesse; Längsschnittuntersuchung; Datenanalyse; Sekundäranalyse; Deutschland
Abstract: In Germany, male students are largely overrepresented in STEM majors at university. Gender differences in important predictors of major choices, namely self-concept and interest in math or science have been discussed to explain the gender gap in STEM. For both, self-concept and interest, social comparisons with peers are important (big-fish-little-pond effect - BFLPE). Recent findings have further shown indirect long-term BFLPEs in high school on STEM major choice at university through students' self-concept and interest. We built on these findings and investigated if differential BFLPEs on females' and males' self-concepts and interests in high school could help understand gendered enrollment processes in math intensive university majors. We used a subsample (N = 2182) of a German longitudinal study and used data from two measurement points (T1: 12th grade; T2: two years after high school graduation). Results showed gender differences in math self-concept, math achievement, and enrollment in math intensive university majors. The BFLPE on self-concept, interest and university major choice did not differ between female and male students. These findings point to gender differences in the means of relevant predictors of university major choice, but to gender similarity in the underlying processes of self-concept formation and university major choice. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Effects of student composition in school on young adults' educational pathways Keyserlingk, Luise von; Becker, Michael; Jansen, Malte; Maaz, Kai Journal Article | In: Journal of Educational Psychology | 2020 40922 Endnote: Author(s): Keyserlingk, Luise von; Becker, Michael; Jansen, Malte; Maaz, Kai
Title: Effects of student composition in school on young adults' educational pathways
In: Journal of Educational Psychology, 112 (2020) 6, S. 1261-1272
DOI: 10.1037/edu0000411
URL: https://doi.apa.org/doiLanding?doi=10.1037%2Fedu0000411
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Schüler; Zusammensetzung; Sekundarbereich; Wirkung; Junger Erwachsener; Bildungsbiografie; Bildungserfolg; Einflussfaktor; Fähigkeit; Selbstkonzept; Schülerleistung; Sozioökonomische Lage; Schuljahr 12; Hochschulbildung; Hochschulabschluss; Befragung; Fragebogen; Leistungstest; Panel; Längsschnittuntersuchung; Strukturgleichungsmodell; Faktorenanalyse; Empirische Untersuchung; Deutschland
Abstract (english): Which factors help young adults choose educational pathways leading to higher educational attainment? Academic self-concept (ASC), achievement, and socioeconomic background have all been found to be important predictors of postsecondary educational choices and success. Although research has shown that student composition in secondary school may affect some of these predictors, only a few studies (mostly from the United States) have investigated the effects of student composition on postsecondary educational outcomes. The results showed that students with similar individual achievement had lower postsecondary educational attainment if they graduated from secondary schools with higher mean achievement. It has been proposed that social comparison processes explain this negative context effect (big-fish-little-pond effect [BFLPE]). In contrast, students with the same individual socioeconomic status (SES) had higher postsecondary educational attainment if they graduated from secondary schools with a higher mean SES. In the present study, we investigated the effects of achievement-related and socioeconomic student composition on subsequent educational outcomes using data from a longitudinal study in Germany. Contrary to previous studies, our results showed that student composition had little relevance for later educational pathways. There was a small, long-lasting, indirect BFLPE of achievement-related composition in secondary school on postsecondary educational outcomes through students' ASC. Furthermore, individual SES was strongly related to postsecondary educational outcomes, whereas being in an academic-track school with a higher or lower mean SES was not relevant for postsecondary educational pathways.
DIPF-Departments: Struktur und Steuerung des Bildungswesens