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Responsiveness, social connection, hope, and life satisfaction in everyday social interaction. An […] Merolla, Andy J.; Neubauer, Andreas B.; Otmar, Christopher D. Journal Article | In: Journal of Happiness Studies | 2024 44800 Endnote: Author(s): Merolla, Andy J.; Neubauer, Andreas B.; Otmar, Christopher D.
Title: Responsiveness, social connection, hope, and life satisfaction in everyday social interaction. An experience sampling study
In: Journal of Happiness Studies, 25 (2024) 1/2, S. Article 7
DOI: 10.1007/s10902-024-00710-5
URL: https://link.springer.com/article/10.1007/s10902-024-00710-5
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: What are the specific everyday communication experiences-from across people's social networks-that contribute to well-being? In the present work, we focus on the effects of perceived partner responsiveness in social interactions on various well-being outcomes. We hypothesized that everyday moments of responsiveness indirectly support two key estimates of well-being (hope and life satisfaction) through feelings of social connection. Data were obtained in an experience sampling study collected across ten days (N = 120). Results of dynamic structural equation modeling (DSEM) showed that responsive interaction predicted increases in hope (but not life satisfaction) through social connection. Results also identified reciprocal within-person links between responsive interaction and social connection throughout the day. These findings underscore the importance of responsive everyday communication for fostering social connection across different types of relationships and for supporting people's capacity for a hopeful life. We discuss the implications of these results for continued research of responsiveness, hope theory, and well-being from a social interaction lens. On a practical level, the mediation pathway involving hope suggests how small changes in our patterns of everyday social interaction can be consequential to the quality of our lives. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

What's new? Ethnographische Forschung im Kontext neuer Forschungs(daten)infrastrukturen. Ethik, […] Bauder, Tristan; Bollig, Sabine; Eßer, Florian; Hünersdorf, Bettina; Imeri, Sabine; […] Book Chapter | Aus: Budde, Jürgen; Rißler, Georg; Meier-Sternberg, Michael; Wischmann, Anke (Hrsg.): What's new?: Neue Perspektiven in ethnographischer Erziehungswissenschaft | Opladen: Budrich | 2024 45002 Endnote: Author(s): Bauder, Tristan; Bollig, Sabine; Eßer, Florian; Hünersdorf, Bettina; Imeri, Sabine; Leser, Christoph; Machold, Claudia
Title: What's new? Ethnographische Forschung im Kontext neuer Forschungs(daten)infrastrukturen. Ethik, Datenmanagement und Nachnutzung
In: Budde, Jürgen; Rißler, Georg; Meier-Sternberg, Michael; Wischmann, Anke (Hrsg.): What's new?: Neue Perspektiven in ethnographischer Erziehungswissenschaft, Opladen: Budrich, 2024 , S. 35-60
Publication Type: 4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Language: Deutsch
DIPF-Departments: Informationszentrum Bildung

Abitur und Abituraufsätze zwischen 1882 und 1972. Prüfungspraktiken, professionelle Debatten und […] Kämper-van den Boogaart, Michael; Reh, Sabine; Schindler, Christoph; Scholz, Joachim (Hrsg.) Compilation Book | Bad Heilbrunn: Klinkhardt | 2023 44624 Endnote: Editor(s) Kämper-van den Boogaart, Michael; Reh, Sabine; Schindler, Christoph; Scholz, Joachim
Title: Abitur und Abituraufsätze zwischen 1882 und 1972. Prüfungspraktiken, professionelle Debatten und Aufsatztexte
Published: Bad Heilbrunn: Klinkhardt, 2023
DOI: 10.25656/01:28311
URN: urn:nbn:de:0111-pedocs-283113
URL: https://www.pedocs.de/frontdoor.php?source_opus=28311
Publication Type: 2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language: Deutsch
DIPF-Departments: Bibliothek für Bildungsgeschichtliche Forschung; Informationszentrum Bildung

Formation of academic self-concept and intrinsic value within and across three domains. Extending […] Arens, A. Katrin; Niepel, Christoph Journal Article | In: British Journal of Educational Psychology | 2023 43933 Endnote: Author(s): Arens, A. Katrin; Niepel, Christoph
Title: Formation of academic self-concept and intrinsic value within and across three domains. Extending the reciprocal internal/external frame of reference model
In: British Journal of Educational Psychology, 93 (2023) 2, S. 545-570
DOI: 10.1111/bjep.12578
URL: https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bjep.12578
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: Background: The reciprocal internal/external frame of reference (RI/E) combines two models of academic self-concept formation, namely the reciprocal effects model (REM) and the internal/external frame of reference (I/E) model. The REM assumes reciprocal relations between achievement and academic self-concept. The I/E model assumes contrast effects between achievement and self-concept across math and verbal domains. The RI/E model can be extended to more school subjects than one math and one verbal domain, and to other motivational constructs. Aims: We examined an extended RI/E model considering achievement, academic self-concept, and intrinsic value related to math, German and English. Sample: The sample consisted of 1939 German secondary school students. Methods: The three measurement waves covered Grades 5 to 7. Cross-lagged panel models were used to analyse the data. Results: Within domains, there were reciprocal relations between achievement and academic self-concept but only unidirectional relations between former achievements and later intrinsic values. Across domains, there were significant negative relations between former math achievement and later self-concepts and intrinsic values in German and English, and between former German and English achievements and later self-concept and intrinsic value in math. These findings imply contrast effects across math and verbal domains. The pattern of relations among constructs was found to be generalizable across gender and school tracks and stable across measurement waves. Conclusion: The study provides further support for the validity of the RI/E model and its extension to English as another school subject and intrinsic value as another motivational construct. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

The formation of academic self-concept and interest in primary school. Examining the generalized […] Westhuizen, Lindie van der; Arens, A. Katrin; Keller, Ulrich; Greiff, Samuel; Fischbach, Antoine; […] Journal Article | In: Contemporary Educational Psychology | 2023 43932 Endnote: Author(s): Westhuizen, Lindie van der; Arens, A. Katrin; Keller, Ulrich; Greiff, Samuel; Fischbach, Antoine; Niepel, Christoph
Title: The formation of academic self-concept and interest in primary school. Examining the generalized internal/external frame of reference model with first- and third-grade children
In: Contemporary Educational Psychology, 73 (2023) , S. 102167
DOI: 10.1016/j.cedpsych.2023.102167
URL: https://www.sciencedirect.com/science/article/abs/pii/S0361476X23000218
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: The generalized internal/external frame-of-reference (GI/E) model explains the formation of self-perceptions and motivational constructs through social and dimensional comparisons. Research examining the GI/E model with primary school children is scarce, especially with first-grade children. Using two fully representative first-grade cohorts and two fully representative third-grade cohorts (N = 21,162; 48% girls) from Luxembourg, we examined the relations between math and verbal achievements and corresponding domain-specific academic self-concepts (ASCs) and interests. In addition, we tested whether the relations between domain-specific achievements and interests are cross-sectionally mediated through ASCs. Positive achievement-ASC and achievement-interest relations were found within matching domains in both grade levels, while the relations between achievements and ASCs and between achievements and interests across nonmatching domains were significantly negative for third-grade children. For first-grade children, the majority of cross-domain relations were nonsignificant, except for the path between math achievement and verbal interest. For school children in both grade levels, domain-specific ASCs were found to mediate the relation between achievements and interests. Overall, the findings indicate that social comparisons play an important role in the formation of domain-specific ASCs and interests for both grade levels, while dimensional comparisons are not as important in the first school year as it is later in the third grade. Gender and cohort invariance were established in both grade levels. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

The big-fish-little-pond effect on academic self-concept and interest in first- and third-grade […] Westhuizen, Lindie van der; Niepel, Christoph; Greiff, Samuel; Fischbach, Antoine; Arens, A. Katrin Journal Article | In: Learning and Instruction | 2023 43934 Endnote: Author(s): Westhuizen, Lindie van der; Niepel, Christoph; Greiff, Samuel; Fischbach, Antoine; Arens, A. Katrin
Title: The big-fish-little-pond effect on academic self-concept and interest in first- and third-grade students
In: Learning and Instruction, 87 (2023) , S. 101802
DOI: 10.1016/j.learninstruc.2023.101802
URL: https://www.sciencedirect.com/science/article/abs/pii/S0959475223000713
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: Background: The big-fish-little-pond effect (BFLPE) postulates that class-average achievement has a negative effect on students' academic self-concept. Research examining the BFLPE with elementary school students is scarce, especially with first graders. Aims: This study examined the BFLPE of class-average achievement on academic self-concept and interest in the math domain with first and third graders. Sample: Participants were Luxembourgish first graders (N = 5057) and third graders (N = 4925). Methods: A multilevel, doubly latent approach was used to assess a BFLPE model containing achievement (as the predictor) and ASC and interest (as outcomes) in the math domain. Results: The BFLPE on math self-concept was supported in both grades, whereas the BFLPE on math interest was supported only for third graders. In both grades, larger effect sizes were observed for the BFLPE on math self-concept than on math interest. Conclusion: Our results suggest that the social comparisons underlying the BFLPE play an important role in the formation of math self-concept in both grades, but they play a less substantial-and probably later-role in the formation of math interest in elementary school. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Interaktionsbezogene Selbstwirksamkeitserwartungen frühpädagogischer Fachkräfte Wolstein, Katrin; Peters, Svenja; Mischo, Christoph; Ehm, Jan-Henning Journal Article | In: Frühe Bildung | 2023 43969 Endnote: Author(s): Wolstein, Katrin; Peters, Svenja; Mischo, Christoph; Ehm, Jan-Henning
Title: Interaktionsbezogene Selbstwirksamkeitserwartungen frühpädagogischer Fachkräfte
In: Frühe Bildung, 12 (2023) 3, S. 160-169
DOI: 10.1026/2191-9186/a000617
URL: https://econtent.hogrefe.com/doi/10.1026/2191-9186/a000617
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Deutsch
Abstract: Befunde aus der Schulforschung verweisen auf die Relevanz berufsbezogener Selbstwirksamkeitserwartungen für die pädagogische Interaktionsqualität. Für den Kita-Alltag liegt hierzu bislang kaum Forschung vor. In dieser Studie wurde ein Fragebogen entwickelt und die interaktionsbezogenen Selbstwirksamkeitserwartungen an N = 120 (angehenden) frühpädagogischen Fachkräften in drei Bereichen der Interaktionsqualität erfasst (Emotionale Unterstützung, Organisation des Kita-Alltags und Lernunterstützung). Die Analysen verglichen dreifaktorielle und bifaktorielle konfirmatorische Faktorenanalysen (3-CFA, B-CFA) mit explorativen Strukturgleichungsmodellen (3-ESEM, B-ESEM). Die Ergebnisse zeigen eine ausreichende Differenzierung der drei Bereiche und eine gute Passung des konfirmatorischen dreifaktoriellen Modells (3-CFA) und bifaktoriellen Modells (B-CFA). Eine erste Validierung ergab einen signifikanten Zusammenhang von Selbstwirksamkeitserwartungen mit Berufserfahrung, nicht aber mit der Qualifikation (3-CFA) sowie einen Zusammenhang mit dem Generalfaktor, nicht aber den spezifischen Faktoren (B-CFA). Konsequenzen für die weitere Anwendung des Fragebogenverfahrens und die inhaltliche Bedeutung der Ergebnisse für die alltägliche Interaktionsqualität frühpädagogischer Fachkräfte in Kindertageseinrichtungen werden diskutiert. (DIPF/Orig.)
Abstract (english): Teacher research shows relevant relationships between self-efficacy beliefs and interaction quality, whereas the interaction-related self-efficacy beliefs of preschool teachers have remained unexplored. We constructed a questionnaire measuring interaction-related self-efficacy beliefs in three domains of interaction quality (Emotional Support, Classroom Organisation, and Instructional Support) and assessed them in a sample of N = 120 (prospective) preschool teachers. We compared three-factor and bifactor confirmatory factor analyses (3-CFA, B-CFA) using exploratory structural equation models (3-ESEM, B-ESEM). Our results show a sufficient differentiation of the three domains and good model fits of the confirmatory three-factor model (3-CFA) and bifactor model (B-CFA). A first validation revealed a significant correlation between self-efficacy beliefs and vocational experience but not qualification (3-CFA). There was also a relationship with the general factor but not with the specific factors (B-CFA). We discuss the consequences for further implementations and the meaning of the results for the daily interaction quality of preschool teachers. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Digitale Forschungsinfrastrukturen. Potentiale virtueller Forschungsumgebungen für die […] Hocker, Julian; Schindler, Christoph; Löwe, Denise Book Chapter | Aus: Kämper-van den Boogaart, Michael; Reh, Sabine; Schindler, Christoph; Scholz, Joachim (Hrsg.): Abitur und Abituraufsätze zwischen 1882 und 1972: Prüfungspraktiken, professionelle Debatten und Aufsatztexte | Bad Heilbrunn: Klinkhardt | 2023 44606 Endnote: Author(s): Hocker, Julian; Schindler, Christoph; Löwe, Denise
Title: Digitale Forschungsinfrastrukturen. Potentiale virtueller Forschungsumgebungen für die Bereitstellung und Analyse von Abituraufsätzen
In: Kämper-van den Boogaart, Michael; Reh, Sabine; Schindler, Christoph; Scholz, Joachim (Hrsg.): Abitur und Abituraufsätze zwischen 1882 und 1972: Prüfungspraktiken, professionelle Debatten und Aufsatztexte, Bad Heilbrunn: Klinkhardt, 2023 , S. 324-348
DOI: 10.35468/6052-15
URL: https://www.pedocs.de/volltexte/2023/28311/pdf/Kaemper-vandenBoogaart_et_al_2023_Abitur_und_Abituraufsaetze.pdf#page=326
Publication Type: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language: Deutsch
DIPF-Departments: Bibliothek für Bildungsgeschichtliche Forschung; Informationszentrum Bildung

Current status of open access transformation in educational sciences - core journals in Germany, […] Rettelbach, Simon; Schindler, Christoph Book Chapter | Aus: European Educational Research Association (Hrsg.): European Conference on Educational Research, ECER 2023, August 22-25, Glasgow, abstracts | Berlin: European Educational Research Association | 2023 44393 Endnote: Author(s): Rettelbach, Simon; Schindler, Christoph
Title: Current status of open access transformation in educational sciences - core journals in Germany, Austria, and Switzerland
In: European Educational Research Association (Hrsg.): European Conference on Educational Research, ECER 2023, August 22-25, Glasgow, abstracts, Berlin: European Educational Research Association, 2023 , S. Article 57254
URL: https://eera-ecer.de/ecer-programmes/conference/28/contribution/57254
Publication Type: 4. Beiträge in Sammelbänden; Beiträge in Proceedings mit Peer-Review-System
Language: Englisch
DIPF-Departments: Frankfurter Forschungsbibliothek; Informationszentrum Bildung

Country-specific participation and collaboration at the European Conference on Educational Research Röschlein, Jens; Schindler, Christoph Book Chapter | Aus: European Educational Research Association (Hrsg.): European Conference on Educational Research, ECER 2023, August 22-25, Glasgow, abstracts | Berlin: European Educational Research Association | 2023 44748 Endnote: Author(s): Röschlein, Jens; Schindler, Christoph
Title: Country-specific participation and collaboration at the European Conference on Educational Research
In: European Educational Research Association (Hrsg.): European Conference on Educational Research, ECER 2023, August 22-25, Glasgow, abstracts, Berlin: European Educational Research Association, 2023 , S. Article 57552
URL: https://eera-ecer.de/ecer-programmes/conference/28/contribution/57552
Publication Type: 4. Beiträge in Sammelbänden; Beiträge in Proceedings mit Peer-Review-System
Language: Englisch
DIPF-Departments: Informationszentrum Bildung

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