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(Schlagwörter: "Selbstbeurteilung")

Evaluating sociometer theory in children's everyday lives. Inclusion, but not exclusion by peers at […] Schmidt, Andrea; Dirk, Judith; Neubauer, A. B.; Schmiedek, Florian Journal Article | In: European Journal of Personality | 2021 40786 Endnote: Author(s): Schmidt, Andrea; Dirk, Judith; Neubauer, A. B.; Schmiedek, Florian
Title: Evaluating sociometer theory in children's everyday lives. Inclusion, but not exclusion by peers at school is related to within-day change in self-esteem
In: European Journal of Personality, 35 (2021) 5, S. 736-753
DOI: 10.1177/0890207020962328
URN: urn:nbn:de:0111-dipfdocs-236877
URL: https://www.pedocs.de/volltexte/2022/23687/pdf/EJP_2021_5_Schmidt_et_al_Evaluating_sociometer_theory_A.pdf
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Selbstwertgefühl; Soziale Anerkennung; Soziale Integration; Soziale Ausgrenzung; Einflussfaktor; Schule; Peer Group; Selbstbeurteilung; Soziometrie; Theorie; Längsschnittstudie; Deutschland
Abstract: Sociometer theory proposes that a person's self-esteem is a permanent monitor of perceived social inclusion and exclusion in a given situation. Despite this within-person perspective, respective research in children's everyday lives is lacking. In three intensive longitudinal studies, we examined whether children's self-esteem was associated with social inclusion and exclusion by peers at school. Based on sociometer theory, we expected social inclusion to positively predict self-esteem and social exclusion to negatively predict self-esteem on within- and between-person levels. Children aged 9-12 years reported state self-esteem twice per day (morning and evening) and social inclusion and exclusion once per day for two (Study 1) and four weeks (Studies 2-3). Consistently across studies, we found that social inclusion positively predicted evening self-esteem on within- and between-person levels. By contrast, social exclusion was not associated with evening self-esteem on the within-person level. On the between-person level, social exclusion was negatively linked to evening self-esteem only in Study 1. Multilevel latent change score models revealed that children's self-esteem changed from mornings (before school) to evenings (after school) depending on their perceived daily social inclusion, but not exclusion. The findings are discussed in light of sociometer theory and the bad-is-stronger-than-good phenomenon.
DIPF-Departments: Bildung und Entwicklung

Construction and validation of a test to assess (pre-service) teachers' technological pedagogical […] Baier, Franziska; Kunter, Mareike Journal Article | In: Studies in Educational Evaluation | 2020 40716 Endnote: Author(s): Baier, Franziska; Kunter, Mareike
Title: Construction and validation of a test to assess (pre-service) teachers' technological pedagogical knowledge (TPK)
In: Studies in Educational Evaluation, 67 (2020) , S. 100936
DOI: 10.1016/j.stueduc.2020.100936
URL: https://www.sciencedirect.com/science/article/abs/pii/S0191491X2030184X?via%3Dihub
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Deutschland; Lehramtsanwärter; Referendariat; Informationstechnologische Bildung; Unterricht; Unterrichtsqualität; Digitale Medien; Pädagogische Kompetenz; Wissen; Selbstbeurteilung; Bildungsforschung; Forscher; Bewertung; Testvalidität; Kompetenzmessung; Kompetenzentwicklung;
Abstract: As society becomes increasingly digital, teachers must be trained to integrate technology effectively into their classrooms. Teachers' technological pedagogical knowledge (TPK), as defined in the TPACK framework, is considered an important prerequisite for effectively integrating technology. The TPACK framework has received a great deal of attention, yet few knowledge tests have been developed that directly assess TPK. However, those tests are crucial for evaluating the effectiveness of teacher education courses on technology integration. We have developed a 17-item test that covers teacher knowledge about various digital technologies as employed in teaching. Experts rated the items to represent the construct adequately. Data obtained from 245 pre-service teachers supports the test's internal structure. Concerning convergent and discriminant validity, the pre-service teachers' test scores were not related to their self-reported TPK, but to their self-reported technological knowledge. The test was sensitive to changes in pre-service teachers' TPK through teacher education courses. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

Ambulatory assessment for physical activity research. State of the science, best practices and […] Reichert, Markus; Giurgiu, Giurgiu; Koch, Elena; Wieland, Lena M.; Lautenbach, Sven; […] Journal Article | In: Psychology of Sport and Exercise | 2020 40289 Endnote: Author(s): Reichert, Markus; Giurgiu, Giurgiu; Koch, Elena; Wieland, Lena M.; Lautenbach, Sven; Neubauer, Andreas B.; Haaren-Mack, Birte von; Schilling, Renè; Timm, Irina; Notthoff, Nanna; Marzi, Isabel; Hill, Holger; Brüßler, Sarah; Eckert, Tobias; Fiedler, Janis; Burchartz, Alexander; Anedda, Bastian; Wunsch, Kathrin; Gerber, Markus; Jekauc, Darko; Woll, Alexander; Dunton, Genevieve F.; Kanning, Martina; Nigg, Claudio R.; Ebner-Priemer, Ulrich; Liao, Yue
Title: Ambulatory assessment for physical activity research. State of the science, best practices and future directions
In: Psychology of Sport and Exercise, 50 (2020) , S. 101742
DOI: 10.1016/j.psychsport.2020.101742
URN: urn:nbn:de:0111-dipfdocs-228896
URL: https://www.pedocs.de/volltexte/2022/22889/pdf/Neubauer_2020_Ambulatory_Assessment_for_Physical_Activity_Research_A.pdf
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Computerunterstütztes Verfahren; Selbstbeurteilung; Körper <Biol>; Aktivität; Lebensnähe; Lebenswirklichkeit; Alltagssituation; Technologie; Digitalisierung; Datenerhebungstechnik; Tagebuch; Methode; Verfolgung; Best-Practice-Modell; Zukunftsorientierung; Forschungsstand
Abstract: Technological and digital progress benefits physical activity (PA) research. Here we compiled expert knowledge on how Ambulatory Assessment (AA) is utilized to advance PA research, i.e., we present results of the 2nd International CAPA Workshop 2019 "Physical Activity Assessment - State of the Science, Best Practices, Future Directions" where invited researchers with experience in PA assessment, evaluation, technology and application participated. First, we provide readers with the state of the AA science, then we give best practice recommendations on how to measure PA via AA and shed light on methodological frontiers, and we furthermore discuss future directions. AA encompasses a class of methods that allows the study of PA and its behavioral, biological and physiological correlates as they unfold in everyday life. AA includes monitoring of movement (e.g., via accelerometry), physiological function (e.g., via mobile electrocardiogram), contextual information (e.g., via geolocation-tracking), and ecological momentary assessment (EMA; e.g., electronic diaries) to capture self-reported information. The strengths of AA are data assessment that near real-time, which minimizes retrospective biases in real-world settings, consequentially enabling ecological valid findings. Importantly, AA enables multiple assessments across time within subjects resulting in intensive longitudinal data (ILD), which allows unraveling within-person determinants of PA in everyday life. In this paper, we show how AA methods such as triggered e-diaries and geolocation-tracking can be used to measure PA and its correlates, and furthermore how these findings may translate into real-life interventions. In sum, AA provides numerous possibilities for PA research, especially the opportunity to tackle within-subject antecedents, concomitants, and consequences of PA as they unfold in everyday life. In-depth insights on determinants of PA could help us design and deliver impactful interventions in real-world contexts, thus enabling us to solve critical health issues in the 21st century such as insufficient PA and high levels of sedentary behavior. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung