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Autor*innen: Keyserlingk, Luise von; Dicke, Anna-Lena; Becker, Michael; Eccles, Jacquelynne J.
Titel: What matters when? Social and dimensional comparisons in the context of university major choice
In: AERA Open, 7 (2021)
DOI: 10.1177/23328584211020711
URN: urn:nbn:de:0111-pedocs-251726
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-251726
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Schüler; Student; Studienfach; Fächerwahl; Leistung; Vergleich; Standard; Fähigkeit; Selbstkonzept; Mathematik; Deutsch; Sekundarbereich; Schuljahr 12; Universität; Längsschnittuntersuchung; Leistungstest; Messung; Befragung; Datenanalyse; Strukturgleichungsmodell; Mehrebenenanalyse; Empirische Untersuchung; Deutschland
Abstract: Students compare their achievement to different standards in order to evaluate their ability. We built on the theoretical frameworks of situated expectancy-value theory, dimensional comparison theory, and the big-fish-little-pond effect literature to examine the role of social and dimensional comparisons for ability self-concept and subjective task value (STV) in secondary school and university major choice. We used two German longitudinal data sets from different cohorts with data collection in 12th grade and 2 years after high school graduation (Study 1: N = 2,207, Study 2: N = 1,710). Dimensional and social comparisons predicted students' self-concept and domain-specific STV in school: Individual achievement was positively related to ability self-concept and STV in the corresponding domain and negatively related in the noncorresponding domain. School-level mean achievement was negatively related to ability self-concept and STV in the corresponding domain. Dimensional comparisons were directly related to university major choice, social comparisons were only indirectly related. (DIPF/Orig.)
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens
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Autor*innen: Keyserlingk, Luise von; Becker, Michael; Jansen, Malte; Maaz, Kai
Titel: 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
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: 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-Abteilung: Struktur und Steuerung des Bildungswesens
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Autor*innen: Keyserlingk, Luise von; Becker, Michael; Jansen, Malte; Maaz, Kai
Titel: Leaving the pond - choosing an ocean. Effects of student composition on STEM major choices at university
In: Journal of Educational Psychology, 112 (2020) 4, S. 751-764
DOI: 10.1037/edu0000378
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Schüler; Mathematik; Selbstkonzept; Interesse; Schülerleistung; Zusammensetzung; Wirkung; Schuljahr 12; Universität; Studienwahl; Studienfach; Naturwissenschaften; Ingenieurwissenschaft; Fragebogen; Leistungstest; Datenanalyse; Strukturgleichungsmodell; Längsschnittuntersuchung; Empirische Untersuchung; Deutschland
Abstract: Self-concept in mathematics (MSC) and interest in mathematics are important predictors of whether a student will choose to major in a science, technology, engineering, or mathematics (STEM) field at university. Research on the big-fish-little-pond effect (BFLPE) has shown that both predictors are affected by the achievement composition of students in schools. That is, given the same individual ability, students in higher achieving schools exhibit lower MSC and interest in mathematics than students in lower achieving schools due to social comparison processes. The BFLPE has been replicated in high school settings many times, but less is known about the long-term effects of this context effect. In the present study, we investigated the long-term effects of the BFLPE on the aspiration to major in and the actual decision to major in a STEM field at university. We used data from a German longitudinal study. The results showed no direct BFLPE on the aspiration to enroll in a STEM major at the end of high school or on actual enrollment in a STEM major 2 years after graduating from high school. However, small negative indirect effects of the BFLPE via MSC and interest in mathematics on the aspiration to and enrollment in a STEM major occurred. In sum, the longitudinal BFLPE on STEM major choice was small. (DIPF/Orig.)
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens
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Autor*innen: Keyserlingk, Luise von; Becker, Michael; Jansen, Malte
Titel: Academic self-concept during the transition to upper secondary school
In: Contemporary Educational Psychology, 56 (2019) , S. 152-160
DOI: 10.1016/j.cedpsych.2019.01.001
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Längsschnittuntersuchung; Deutschland; Übergang; Sekundarstufe I; Sekundarstufe II; Selbstkonzept; Mathematische Kompetenz; Schülerleistung; Leistungstest; Schulnoten; Leistungskurs; Grundkurs; Schuljahr 10; Schuljahr 12; Einflussfaktor; Vergleich; Faktorenanalyse
Abstract (english): Research on the big-fish-little-pond effect (BFLPE) has shown that the learning environment is important for the development of academic self-concept (ASC) because students use social comparisons to evaluate their ability level. Whereas cross-sectional studies have often replicated the BFLPE, less is known about this effect from a longitudinal perspective during times when changes occur in students' learning environments. Thus, we focused on a timespan during which a student's learning environment changes - the transition from lower to upper secondary school. In upper secondary school in Germany, students leave their former classes and take either advanced or basic courses. Advanced courses are characterized by more demanding curricula and a higher achieving student body. Consequently, the compositions of the student groups change. We examined the BFLPE in the context of math self-concept (MSC) in N=1330 students during the transition from lower secondary (10th grade) to upper secondary school (12th grade) in Germany using longitudinal, large-scale data. We focused on contrast and assimilation effects as well as on the longitudinal persistence of the BFLPE from lower to upper secondary school. The BFLPE occurred at both measurement points, and there was an assimilation effect of the enrollment in advanced courses in 12th grade. The BFLPE from 10th grade did not persist into 12th grade, indicating that the BFLPE does not persist through contextual changes. Instead, information about the current frame of reference (i.e., average course achievement and course level) seems to overwrite context effects from previous learning environments, even if this change occurs within schools as constant macro-contexts. (DIPF/Orig.)
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens
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Autor*innen: Goldhammer, Frank; Kröhne, Ulf
Titel: Controlling individuals' time spent on task in speeded performance measures. Experimental time limits, posterior time limits, and response time modeling
In: Applied Psychological Measurement, 38 (2014) 4, S. 255-267
DOI: 10.1177/0146621613517164
URN: urn:nbn:de:0111-pedocs-127839
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-127839
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Adaptives Testen; Deutschland; Empirische Untersuchung; Item-Response-Theory; Leistungsdruck; Leistungsmessung; Modell; Reliabilität; Schüler; Schülerleistung; Schuljahr 12; Technologiebasiertes Testen; Testaufgabe; Validität; Zeit
Abstract: The speed-ability trade-off becomes a measurement problem if there is between-subject variation in the speed-ability compromise, as this may affect the comparability of ability estimates. To control individual speed differences, the response-signal (RS) paradigm was applied requiring an immediate response as soon as an acoustic signal is presented. A figural discrimination task and a word recognition task were completed both in an untimed condition allowing individual differences in time spent on task and in several timed conditions where the time available for item completion was limited using the RS paradigm. Thus, speed was manipulated by varying the available time between stimulus-onset and RS. A total of N = 205 high school students participated in the study. Results showed that across timed conditions with decreasing time on task, the ability level and ability variance decreased substantially. Ability correlations between timed conditions were high, whereas correlations between untimed and timed conditions were low. This finding suggested that ability differences being inconsistent to those found in the timed condition are due to individual differences in time on task in the untimed condition. To eliminate these differences, two ways were considered. First, untimed responses were recoded using two-tailed posterior time limits. As expected, correlations between timed and untimed conditions were increased. Second, the log-transformed item response times were included in the item response model, which led to even higher correlations between timed and untimed conditions. Validity and generalizability of the proposed testing procedure are discussed.
DIPF-Abteilung: Bildungsqualität und Evaluation
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Autor*innen: Warwas, Jasmin; Watermann, Rainer; Hasselhorn, Marcus
Titel: Leistungsentwicklungen in Mathematik und Englisch im ersten Jahr an einem Fachgymnasium
In: Unterrichtswissenschaft, 9 (2009) 1, S. 2-16
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Sekundarstufe II; Gymnasiale Oberstufe; Schülerleistung; Entwicklung; Mathematikunterricht; Englischunterricht; Fachgymnasium; Schuljahr 11; Schuljahr 12; Empirische Untersuchung; Deutschland; Niedersachsen
Abstract: Aus Längsschnittstudien liegen bereits erste Ergebnisse zur Entwicklung fachlicher Leistungen in der gymnasialen Oberstufe vor. Während mathematische Grundbildung teils konstant blieb, teils anstieg, zeigten sich für Englisch überwiegend positive Leistungsentwicklungen. Ebenso sind Leistungsunterschiede zwischen Schülern in einem Kurs mit erhöhten Anforderungen vs. grundlegenden Anforderungen am Ende der gymnasialen Oberstufe hinlänglich bekannt. Gründe hierfür sind unterschiedliche Eingangsvoraussetzungen und weitere Leistungsdifferenzierungen im Verlauf des Kurssystems. Daran anknüpfend wurden in dieser explorativen Studie erstmals Leistungsentwicklungen von Schülern innerhalb der 11. Klasse an einem Fachgymnasium untersucht. Zwei aufeinander folgende Jahrgänge (N = 135) eines Fachgymnasiums nahmen in Mathematik und Englisch zweimalig an Erhebungen mit standardisierten Leistungstests teil. Es zeigte sich, dass sich mathematische Grundbildung im Mittel verringerte, die Englischleistung hingegen bedeutsam anstieg. Bei einer differenzierten Betrachtung in Abhängigkeit vom angestrebten Kursniveau der Schüler ab der 12. Klasse resultierten sowohl fach- als auch messzeitpunktübergreifend die erwartbaren Unterschiede in den mittleren Leistungen beider Schülergruppen. Die Leistungsschere ging in beiden Fächern nicht weiter auf.(DIPF/Orig.)
Abstract (english): Longitudinal studies have investigated the development of students' achievement in upper secondary level in Germany. While mathematical literacy partly remains stable regarding the mean, partly increased, English achievement mainly increased. Furthermore, huge differences in achievement between students in basic courses compared to those in advanced courses are well known. These differences can be traced back to different achievement levels at the beginning of the upper secondary level and an additional differentiation within the two different course levels. We conducted an exploratory study to investigate the development of students' achievement within the first year after transition in a German academic track school. Students of two consecutive cohorts (N = 135) participated twice in standardized achievement tests in mathematics and English. Results showed mathematical literacy significantly decreasing, while English achievement increased substantially. For a more differentiated view on the development we split students in two groups, depending on which course level (basic or advanced) they intended to choose in the 12th grade. For both subjects and points of measurements students who intended to choose an advanced course outperformed the other students. But there was no interaction effect between course level and students' achievement over time within the11th grade.(DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation; Bildung und Entwicklung