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(Schlagwörter: "Schuljahr 06")

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

Examining the relevance of basic numerical skills for mathematical achievement in secondary school […] Blume, Friederike; Dresler, Thomas; Gawrilow, Caterina; Ehlis, Ann-Christine; Goellner, Richard; […] Journal Article | In: Acta Psychologica | 2021 41013 Endnote: Author(s): Blume, Friederike; Dresler, Thomas; Gawrilow, Caterina; Ehlis, Ann-Christine; Goellner, Richard; Moeller, Korbinian
Title: Examining the relevance of basic numerical skills for mathematical achievement in secondary school using a within-task assessment approach
In: Acta Psychologica, 215 (2021) , S. 103289
DOI: 10.1016/j.actpsy.2021.103289
URL: https://www.sciencedirect.com/science/article/pii/S0001691821000391
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Rechnen; Fertigkeit; Mathematische Kompetenz; Mathematikkunterricht; Schulnote; Sekundarstufe I; Schuljahr 05; Schuljahr 06; Schüler; Test; Regessionsanalyse; Baden-Württemberg; Deutschland
Abstract: Previous research repeatedly found basic numerical abilities (e.g., magnitude understanding, arithmetic fact knowledge, etc.) to predict young students' current and later arithmetic achievement as assessed by achievement tests - even when controlling for the influence of domain-general abilities (e.g., intelligence, working memory). However, to the best of our knowledge, previous studies hardly addressed this issue in secondary school students. Additionally, they primarily assessed basic numerical abilities in a between-task approach (i.e., using different tasks for different abilities). Finally, their relevance for real-life academic outcomes such as mathematics grades has only rarely been investigated. The present study therefore pursued an approach using one and the same task (i.e., a within-task approach) to reduce confounding effects driven by between-task differences. In particular, we evaluated the relevance of i) number magnitude understanding, ii) arithmetic fact knowledge, and iii) conceptual and procedural knowledge for the mathematics grades of 81 students aged between ten and thirteen (i.e., in Grades 5 and 6) employing the number bisection task. Results indicated that number magnitude understanding, arithmetic fact knowledge, and conceptual and procedural knowledge contributed to explaining mathematics grades even when controlling for domain-general cognitive abilities. Methodological and practical implications of the results are discussed. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Perceived teacher unfairness and student motivation in math and German. An application of the […] Helm, Friederike; Arens, A. Katrin; Möller, Jens Journal Article | In: Learning and Individual Differences | 2020 40187 Endnote: Author(s): Helm, Friederike; Arens, A. Katrin; Möller, Jens
Title: Perceived teacher unfairness and student motivation in math and German. An application of the generalized internal/external frame of reference model
In: Learning and Individual Differences, 81 (2020) , S. 101891
DOI: 10.1016/j.lindif.2020.101891
URN: urn:nbn:de:0111-pedocs-220413
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-220413
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Schüler; Motivation; Selbstkonzept; Einflussfaktor; Wahrnehmung; Lehrerverhalten; Fairness; Ungerechtigkeit; Modell; Mathematikunterricht; Deutschunterricht; Schuljahr 06; Sekundarstufe I; Empirische Untersuchung; Deutschland
Abstract: The Generalized Internal/External Frame of Reference Model offers a framework according to which the perception of teacher characteristics might impact on students' motivation within and between subjects. In the present study, relations between perceived teacher unfairness and student motivation in math and German were examined. In a sample of N = 1685 German secondary school students, perceived teacher unfairness was found to be negatively related with student self-concept, interest, and importance of doing well on the task within the subjects of math and German, while being positively related with the three aspects of student motivation between subjects. Mediation analyses revealed partial mediation through academic self-concept within, and complete mediation between subjects. The results imply that students' motivation in one subject is not only related to perceived teacher characteristics in the corresponding subject, but also to the experiences that these students make with teachers in another subject. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Quality of teaching in science education. More than three dimensions? Kleickmann, Thilo; Steffensky, Mirjam; Praetorius, Anna-Katharina Journal Article | In: Zeitschrift für Pädagogik. Beiheft | 2020 40725 Endnote: Author(s): Kleickmann, Thilo; Steffensky, Mirjam; Praetorius, Anna-Katharina
Title: Quality of teaching in science education. More than three dimensions?
In: Zeitschrift für Pädagogik. Beiheft, 66 (2020) , S. 37-55
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Naturwissenschaftlicher Unterricht; Qualität; Empirische Forschung; Unterrichtsforschung; Modell; Kognitives Lernen; Aktives Lernen; Schüler; Wahrnehmung; Schuljahr 04; Schulform; Grundschule; Schuljahr 06; Einflussfaktor; Klassenführung; Motivation; Faktorenanalyse; Nordrhein-Westfalen; Deutschland
Abstract: The three basic dimensions framework for assessing quality teaching distinguishes the dimensions of cognitive activation, student support, and classroom management. Research from various disciplines suggest, however, that cognitive support is not sufficiently represented in the framework as yet. In the present study, two-level factor analyses based on student ratings of teaching quality in science education (2,659 students, grades 4 and 6) suggest four dimensions of teaching quality, with cognitive support being a separate dimension. Moreover, cognitive support predicted student achievement. The results suggest that including cognitive support as a separate dimension contributes to a more comprehensive, yet parsimonious framework of teaching quality. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

The bright and the dark side of peer relationships. Differential effects of relatedness […] Schmidt, Andrea; Neubauer, Andreas B.; Dirk, Judith; Schmiedek, Florian Journal Article | In: Developmental Psychology | 2020 40172 Endnote: Author(s): Schmidt, Andrea; Neubauer, Andreas B.; Dirk, Judith; Schmiedek, Florian
Title: The bright and the dark side of peer relationships. Differential effects of relatedness satisfaction and frustration at school on affective well-being in children's daily lives
In: Developmental Psychology, 56 (2020) 8, S. 1532-1546
DOI: 10.1037/dev0000997
URL: https://content.apa.org/fulltext/2020-34331-001.pdf
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Gleichaltriger; Beziehung; Bedürfnis; Gefühlsleben; Wohlbefinden; Selbstbestimmung; Theorie; Schule; Tagebuch; Grundschule; Schüler; Schuljahr 04; Schuljahr 05; Schuljahr 06; Empirische Untersuchung; Frankfurt am Main; Deutschland
Abstract (english): Satisfaction and frustration of the basic psychological need for relatedness have been postulated to play a vital role for affective well-being. Yet, this prediction has not been thoroughly tested in school children's everyday lives. In this work, we examined the association between relatedness satisfaction and frustration at school on daily and average positive affect (PA) and negative affect (NA) using ambulatory assessment in three intensive longitudinal studies with children aged 9-12 (total N = 317). In Study 1, fourth to sixth graders reported their PA and NA two times daily and their relatedness satisfaction and frustration once a day for two weeks. In Study 2 (Study 3), fourth graders (fifth graders) reported their PA and NA four times daily and their relatedness satisfaction and frustration once a day for four weeks. Across the three studies, relatedness satisfaction and frustration were psychometrically separable and exhibited differential effects such that relatedness satisfaction was significantly associated primarily with PA, and relatedness frustration was significantly associated only with NA at between- and within-person levels. Explaining inter-individual differences suggested that the association between daily relatedness and affective well-being was weaker for generally highly integrated children and stronger for usually rather excluded children.
DIPF-Departments: Bildung und Entwicklung

Personality-achievement associations in adolescence. Examining associations across grade levels and […] Tetzner, Julia; Becker, Michael; Brandt, Naemi D. Journal Article | In: Journal of Personality | 2020 40323 Endnote: Author(s): Tetzner, Julia; Becker, Michael; Brandt, Naemi D.
Title: Personality-achievement associations in adolescence. Examining associations across grade levels and learning environments
In: Journal of Personality, 88 (2020) 2, S. 356-372
DOI: 10.1111/jopy.12495
URL: https://onlinelibrary.wiley.com/doi/full/10.1111/jopy.12495
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Persönlichkeit; Persönlichkeitsmerkmal; Jugendlicher; Einflussfaktor; Schulerfolg; Grundschule; Schuljahr 06; Sekundarstufe I; Schuljahr 09; Verhalten; Schulform; Lernumgebung; Indikator; Kognitive Kompetenz; Deutschunterricht; Mathematikunterricht; Englischunterricht; Schülerleistung; Test; Fragebogenerhebung; Strukturgleichungsmodell; Längsschnittuntersuchung; Berlin; Deutschland
Abstract: Objective: This study examined associations between the five‐factor personality traits and indicators of academic achievement (grades and test scores). A particular aim was to investigate whether personality‐achievement associations differ between primary and secondary educational contexts and whether these differences vary between differential learning environments, that is academic versus nonacademic secondary schools. Method: We used two representative random samples from Germany: N = 3,658 6th graders in their last year of primary school and N = 2,129 9th graders attending different secondary school tracks (n = 566 academic track students; n = 1,563 nonacademic track students). Results: First, our results confirmed positive associations between Conscientiousness, Openness, Extraversion, and Agreeableness and academic achievement as well as negative associations between academic achievement and Neuroticism. Second, associations with Conscientiousness were more pronounced for school grades than for test scores. Third, associations were higher for 6th than for 9th graders in the overall sample for all personality traits with the exception of Openness. Fourth, personality‐achievement associations differed between academic and nonacademic track students. Conclusion: In sum, our results suggest the need for an educational stage‐specific perspective and contextually sensitive approach when examining personality‐achievement associations. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

The murky distinction between self-concept and self-efficacy. Beware of lurking jingle-jangle […] Marsh, Herbert W.; Pekrun, Reinhard; Parker, Philip D.; Murayama, Kou; Guo, Jiesi; Dicke, Theresa; […] Journal Article | In: Journal of Educational Psychology | 2019 38961 Endnote: Author(s): Marsh, Herbert W.; Pekrun, Reinhard; Parker, Philip D.; Murayama, Kou; Guo, Jiesi; Dicke, Theresa; Arens, A. Katrin
Title: The murky distinction between self-concept and self-efficacy. Beware of lurking jingle-jangle fallacies
In: Journal of Educational Psychology, 111 (2019) 2, S. 331-353
DOI: 10.1037/edu0000281
URN: urn:nbn:de:0111-pedocs-181258
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-181258
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Selbstkonzept; Selbstwirksamkeit; Unterschied; Theorie; Forschung; Überzeugung; Messung; Vergleich; Mathematikunterricht; Schülerleistung; Schüler; Schuljahr 04; Schuljahr 05; Schuljahr 06; Schuljahr 07; Schuljahr 08; Test; Befragung; Korrelation; Hypothese; Sekundäranalyse; Strukturgleichungsmodell; Empirische Untersuchung; Bayern; Deutschland
Abstract: This study extends the classic constructive dialogue/debate between self-concept and self-efficacy researchers (Marsh, Roche, Pajares, & Miller, 1997) regarding the distinctions between these 2 constructs. The study is a substantive-methodological synergy, bringing together new substantive, theoretical, and statistical models and developing new tests of the classic jingle-jangle fallacy. We demonstrate that in a representative sample of 3,350 students from math classes in 43 German schools, generalized math self-efficacy and math outcome expectancies were indistinguishable from math self-concept, but were distinct from test-related and functional measures of self-efficacy. This is consistent with the jingle-jangle fallacies that are proposed. On the basis of pretest variables, we demonstrate negative frame-of-reference effects in social (big-fish-little-pond effect) and dimensional (internal/external frame-of-reference effect) comparisons for three self-concept-like constructs in each of the first 4 years of secondary school. In contrast, none of the frame-of-reference effects were significantly negative for either of the two self-efficacy-like constructs in any of the 4 years of testing. After controlling for pretest variables, each of the 3 self-concept-like constructs (math self-concept, outcome expectancy, and generalized math self-efficacy) in each of the 4 years of secondary school was more strongly related to posttest outcomes (school grades, test scores, future aspirations) than were the corresponding 2 self-efficacy-like factors. Extending discussion by Marsh et al. (1997), we clarify distinctions between self-efficacy and self-concept; the role of evaluation, worthiness, and outcome expectancy in self-efficacy measures; and complications in generalized and global measures of self-efficacy. (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

Longitudinal big-fish-little-pond effects on academic self-concept development during the […] Becker, Michael; Neumann, Marko Journal Article | In: Journal of Educational Psychology | 2018 38531 Endnote: Author(s): Becker, Michael; Neumann, Marko
Title: Longitudinal big-fish-little-pond effects on academic self-concept development during the transition from elementary to secondary schooling
In: Journal of Educational Psychology, 110 (2018) 6, S. 882-897
DOI: 10.1037/edu0000233
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Leistungssteigerung; Längsschnittuntersuchung; Berlin; Deutschland; Selbstkonzept; Schüler; Einflussfaktor; Übergang; Sekundarstufe I; Gymnasium; Integrierte Sekundarschule; Förderschule; Schuljahr 06; Schuljahr 07; Schuljahr 09; Mathematikunterricht; Englischunterricht; Deutschunterricht; Leseverstehen; Schülerleistung; Wirkung
Abstract (english): Research has shown that academic self-concepts (ASCs) are subject to contextual influences, in particular to the big-fish-little-pond effect (BFLPE). The BFLPE refers to the phenomenon whereby able students report more negative ASC when exposed to learning environments with relatively higher-achieving students. Although the BFLPE has been identified across various educational settings, there is surprisingly little research on its persistence across contexts. The present study fills this gap and explores the lasting consequences of the BFLPE for ASC development after the transition from one educational context to another. It draws on a longitudinal study of N = 1,617 students from Grades 6 to 9, which followed students across the transition from elementary to secondary school. We found indications of cross-sectional BFLPEs in both elementary and secondary schools for all 3 of the ASC dimensions we investigated (general academic, German language arts, and mathematics). Yet, after students had transitioned into secondary schools, the effects of the elementary school context persisted to a certain extent, but this varied by self-concept domain: for general ASC (GASC), some elementary school effects remained during secondary schooling, alongside the new effect of the secondary school context. For German language arts and mathematics self-concepts, the BFLPE from elementary school faded after students transitioned from elementary school. BFLPEs varied by secondary school track for synchronous, cross-sectional effects but not for longitudinal elementary school effects. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Der Übergang als kritisches Lebensereignis. Zur Rolle der Eltern für die Antizipation des Übergangs […] Knoppick, Henrike; Dumont, Hanna; Becker, Michael; Neumann, Marko; Maaz, Kai Journal Article | In: Zeitschrift für Erziehungswissenschaft | 2018 37857 Endnote: Author(s): Knoppick, Henrike; Dumont, Hanna; Becker, Michael; Neumann, Marko; Maaz, Kai
Title: Der Übergang als kritisches Lebensereignis. Zur Rolle der Eltern für die Antizipation des Übergangs und das Wohlbefinden von Kindern auf der weiterführenden Schule
In: Zeitschrift für Erziehungswissenschaft, 21 (2018) 3, S. 487-510
DOI: 10.1007/s11618-017-0782-y
URN: urn:nbn:de:0111-pedocs-170411
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-170411
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Deutsch
Keywords: Grundschule; Weiterführende Schule; Übergang; Schuljahr 06; Schuljahr 07; Schüler; Erfahrung; Belastung; Wohlbefinden; Einflussfaktor; Eltern; Familie; Unterstützung; Befragung; Strukturgleichungsmodell; Empirische Untersuchung; Berlin
Abstract: Während die Bedeutung der Eltern im Rahmen des Übergangs hinsichtlich sozialer Disparitäten wiederholt Gegenstand empirischer Studien war, ist die Rolle der Eltern für das psychische Erleben ihrer Kinder angesichts dieses kritischen Lebensereignisses weniger gut erforscht. Ausgehend von einem kognitivtransaktionalen Stressbegriff sowie empirischer Befunde zur Rolle sozialer Unterstützung im Umgang mit potentiellen Belastungen untersucht die vorliegende Arbeit den Einfluss elterlicher Struktur- und Prozessmerkmale auf die Antizipation des Übergangs und auf das Wohlbefinden auf der weiterführenden Schule. Auf der Basis einer zu zwei Messzeitpunkten (Klasse 6 vor dem Übergang, Klasse 7 nach dem Übergang) befragten Stichprobe von Berliner Schülerinnen und Schülern sowie deren Eltern werden Strukturgleichungsmodelle zur Vorhersage der übergangsbezogenen Antizipation und des Wohlbefindens nach dem Übergang berechnet. Es zeigt sich ein bedeutsamer Einfluss der elterlichen Merkmale auf die Antizipationen und das Wohlbefinden. Dabei erweisen sich die Prozessmerkmale, die sich auf die Eltern-Kind-Interaktionen beziehen, als wichtiger als Strukturmerkmale des elterlichen Hintergrundes. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens