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(Personen: "Dumont%2C(ignoriert!)" und "Hanna")

Judging a book by its cover? Investigating pre-service teacher's stereotypes towards pupils with […] Schell, Charlotte; Dignath, Charlotte; Kleen, Hannah; John, Nathalie; Kunter, Mareike Journal Article | In: Teaching and Teacher Education | 2024 44836 Endnote: Author(s): Schell, Charlotte; Dignath, Charlotte; Kleen, Hannah; John, Nathalie; Kunter, Mareike
Title: Judging a book by its cover? Investigating pre-service teacher's stereotypes towards pupils with special educational needs
In: Teaching and Teacher Education, 142 (2024) , S. 104526
DOI: 10.1016/j.tate.2024.104526
URL: https://www.sciencedirect.com/science/article/pii/S0742051X24000581
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: Stereotypes about pupils with special educational needs are prevalent both in society and among pre- and in-service teachers. However, little is known about the specific stereotypes pre-service teachers associate with autistic pupils, pupils with Down syndrome, and pupils with dyslexia. We explored these in two studies. Study 1 (N=13) involved qualitative interviews to identify potential stereotype content. Study 2 (N=213) used these findings to create a questionnaire to quantify these stereotypes. We found distinct stereotypes associated with all three groups of pupils. For successful inclusion, teachers must recognize the uniqueness of each pupil, including those with different diagnoses. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Personal Gerecht, Marius; Krüger, Heinz-Hermann; Sauerwein, Markus; Schultheiß, Johanna Book Chapter | Aus: Schmidt-Hertha, Bernhard; Teervoren, Anja; Martini, Renate; Züchner, Ivo (Hrsg.): Datenreport Erziehungswissenschaft 2024 | Opladen: Budrich | 2024 44958 Endnote: Author(s): Gerecht, Marius; Krüger, Heinz-Hermann; Sauerwein, Markus; Schultheiß, Johanna
Title: Personal
In: Schmidt-Hertha, Bernhard; Teervoren, Anja; Martini, Renate; Züchner, Ivo (Hrsg.): Datenreport Erziehungswissenschaft 2024, Opladen: Budrich, 2024 (Schriften der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE)), S. 139-172
DOI: 10.25656/01:28701
URN: urn:nbn:de:0111-pedocs-287010
URL: https://www.pedocs.de/frontdoor.php?source_opus=28701
Publication Type: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language: Deutsch
Abstract: Die vorliegende Beschreibung der Personalstruktur der Erziehungswissenschaft schließt an die Kapitel zum Personal bisheriger Datenreporte an […]. Im ersten Abschnitt wird zuerst die Binnenentwicklung der Personalstruktur innerhalb der Erziehungswissenschaft betrachtet. Im Blickpunkt stehen dabei die Situation der Professuren sowie des hauptberuflichen Mittelbaus und ihre Entwicklung seit 1995. Erstmalig wird dabei auch die Entwicklung des Personals an Fachhochschulen zurückgehend bis ins Jahr 2010 berichtet. Durch die Analyse der Struktur der Beschäftigungsverhältnisse und der Finanzierungsstruktur wird die Nachhaltigkeit der herausgearbeiteten Entwicklungen und Trends eingeordnet. Der anschließende Vergleich der Personalstrukturen zu ausgewählten Nachbarfächern […] bettet die Erziehungswissenschaft in einen größeren Bezugsrahmen ein, im Zuge dessen auch Fragen der Geschlechterverhältnisse bzw. Geschlechterparität untersucht werden. Der zweite Abschnitt behandelt die Entwicklungen erziehungswissenschaftlicher Professuren im Spiegel der Stellenausschreibungen seit den 1990er Jahren. Dabei werden ebenfalls Fachhochschulen mit in die Analyse einbezogen sowie Entwicklungen in den alten und neuen Bundesländern über die Zeit skizziert. Dazu wird ein Gesamtüberblick über die ausgeschriebenen Professuren der letzten drei Dekaden herangezogen und eine Differenzierung nach verschiedenen Teildisziplinen der Erziehungswissenschaft an wissenschaftlichen Hochschulen und Fachhochschulen vorgenommen, die sich nicht an den Begriffen der amtlichen Statistik, sondern an denen des disziplinären Diskurses orientiert. Eine Bilanzierung zu den ausgeschriebenen Professuren sowie zu den Chancen des wissenschaftlichen Nachwuchses für das kommende Jahrzehnt rundet diesen Abschnitt ab. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung

The development of intergroup bias. Social-cognitive foundations and pathways forward Beißert, Hanna; Chalik, Lisa; Misch, Antonia (Hrsg.) Compilation Book | Amsterdam: Elsevier | 2023 43930 Endnote: Editor(s) Beißert, Hanna; Chalik, Lisa; Misch, Antonia
Title: The development of intergroup bias. Social-cognitive foundations and pathways forward
Published: Amsterdam: Elsevier, 2023 (Acta Psychologica, 238)
URL: https://www.sciencedirect.com/journal/acta-psychologica/vol/238/suppl/C
Publication Type: 2. Herausgeberschaft; Zeitschriftensonderheft
Language: Englisch
Abstract: The goal of this special issue is to present research that focuses on the development of intergroup bias in childhood, including both the social-cognitive processes and conditions that facilitate the development of group-based biases in the first place, as well as potential ways of counteracting these negative outcomes.Topics may include, but are not limited to:- the development of social categorization, stereotyping, prejudice, and discrimination- the influence of intragroup dynamics on the emergence and manifestation of intergroup attitudes- contextual or intrapersonal factors that facilitate or hinder the emergence and manifestation of intergroup attitudes. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

50 Jahre Schulentwicklung. Leitthemen der empirischen Bildungsforschung McElvany, Nele; Grecu, Alyssa Laureen; Lorenz, Ramona; Becker, Michael; Dignath, Charlotte; […] (Hrsg.) Compilation Book | Weinheim: Beltz Juventa | 2023 44362 Endnote: Editor(s) McElvany, Nele; Grecu, Alyssa Laureen; Lorenz, Ramona; Becker, Michael; Dignath, Charlotte; Gaspard, Hanna; Lauermann, Fani
Title: 50 Jahre Schulentwicklung. Leitthemen der empirischen Bildungsforschung
Published: Weinheim: Beltz Juventa, 2023 (Jahrbuch der Schulentwicklung, 23)
Publication Type: 2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language: Deutsch
Abstract: Das Jahrbuch der Schulentwicklung verbindet als Festschrift zum 50-jährigen Jubiläum des Instituts für Schulentwicklungsforschung (IFS) Themen der Bildungsforschung, die die Forschung des Instituts in der Vergangenheit und Gegenwart prägen. Thematisch wird dabei vor allem auf Schwerpunkte in den Bereichen sich wandelnder Lernbedingungen und sozialer Disparitäten, Schülerkompetenzen in den Domänen Lesen, Mathematik und politische Bildung sowie Einstellungen und Kompetenzen von Lehrkräften fokussiert. Gerahmt wird die Festschrift mit einem Interview zu Perspektiven auf die Forschungsleistung des Instituts. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen; Struktur und Steuerung des Bildungswesens

The development of intergroup bias. Social-cognitive foundations and pathways forward Beißert, Hanna; Chalik, Lisa; Misch, Antonia Journal Article | In: Acta Psychologica | 2023 43931 Endnote: Author(s): Beißert, Hanna; Chalik, Lisa; Misch, Antonia
Title: The development of intergroup bias. Social-cognitive foundations and pathways forward
In: Acta Psychologica, 238 (2023) , S. 103959
DOI: 10.1016/j.actpsy.2023.103959
URL: https://www.sciencedirect.com/science/article/pii/S000169182300135X
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Language: Englisch
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Hinweise auf Langzeiteffekte von Service-Learning. Eine retrospektive Befragung Beißert, Hanna; Derkau, Julia; Waag, Anne-Sophie; Hofer, Manfred Journal Article | In: Journal für LehrerInnenbildung | 2023 44050 Endnote: Author(s): Beißert, Hanna; Derkau, Julia; Waag, Anne-Sophie; Hofer, Manfred
Title: Hinweise auf Langzeiteffekte von Service-Learning. Eine retrospektive Befragung
In: Journal für LehrerInnenbildung, (2023)
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Deutsch
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

The impact of affective information on working memory. A psychometric approach Brose, Annette; Rueschkamp, Johanna M.G.; Kuppens, Peter; Gerstorf, Denis; Schmiedek, Florian Journal Article | In: Journal of Experimental Psychology: Learning, Memory, and Cognition. | 2023 43394 Endnote: Author(s): Brose, Annette; Rueschkamp, Johanna M.G.; Kuppens, Peter; Gerstorf, Denis; Schmiedek, Florian
Title: The impact of affective information on working memory. A psychometric approach
In: Journal of Experimental Psychology: Learning, Memory, and Cognition., 49 (2023) 7, S. 1091-1098
DOI: 10.1037/xlm0001165
URL: https://psycnet.apa.org/record/2022-93068-001
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: It has been debated whether working memory (WM) performance is modulated by the valence of the stimuli that are being processed. A recent meta-analysis revealed that at the behavioral level and in individuals without mental health problems, mean-level performance differences in WM tasks with neutral versus affective conditions are small to negligible. We took this finding an important step further by employing a psychometric approach. This is an important refinement of previous work because even in the absence of mean-level differences, differential processing of affective versus nonaffective information may still be occurring. We examined whether at the construct level, 2 latent WM factors could be distinguished in capturing the processing of neutral and affective stimuli, respectively. Applying confirmatory factor analyses (N = 183 university students) to a battery of 18 tasks (3 n-back paradigms crossed with 3 stimulus types and neutral vs. affective valence), the 2 factors correlated perfectly. This result was replicated when neutral stimuli were analyzed together with either positive or negative stimuli. Based on individual differences, the processing of affective versus nonaffective stimuli in WM therefore cannot be distinguished, at least not in a student sample of younger adults. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Theory-based behavioral indicators for children's purchasing self-control in a computer-based […] Drake, Philine; Hartig, Johannes; Froitzheim, Manuel; Mau, Gunnar; Schramm-Klein, Hanna; […] Journal Article | In: European Journal of Psychological Assessment | 2023 43877 Endnote: Author(s): Drake, Philine; Hartig, Johannes; Froitzheim, Manuel; Mau, Gunnar; Schramm-Klein, Hanna; Schuhen, Michael
Title: Theory-based behavioral indicators for children's purchasing self-control in a computer-based simulated supermarket
In: European Journal of Psychological Assessment, 39 (2023) 4, S. 289-298
DOI: 10.1027/1015-5759/a000757
URL: https://econtent.hogrefe.com/doi/10.1027/1015-5759/a000757
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Abstract: The present study aims to investigate elementary school children's self-control as an important aspect of their purchasing literacy in a simulated supermarket. To this end, 136 children were asked to shop on a limited budget and work through a given shopping list. We processed the data of this task in two ways: First, we combined process and product data into a common score for a differentiated assessment of task performance. Second, we derived theory-based behavioral indicators from the log data. By means of a structural equation model, we confirmed that the covariance between them could be explained by a factor of self-control. Within the structural equation model, we also investigated whether self-controlled behavior mediated the relationship between self-reported impulsivity and task performance. This could not be confirmed, even though self-controlled behavior was positively related to task performance. Self-control and impulsivity both correlated positively with a distrustful attitude toward advertising. Higher self-control was also significantly related to better monitoring one's finances at the point of sale. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Generalised anxiety and panic symptoms in the German National Cohort (NAKO) Erhardt, Angelika; Gelbrich, Götz; Klinger-König, Johanna; Streit, Fabian; Kleineidam, Luca; […] Journal Article | In: World Journal of Biological Psychiatry | 2023 42843 Endnote: Author(s): Erhardt, Angelika; Gelbrich, Götz; Klinger-König, Johanna; Streit, Fabian; Kleineidam, Luca; Riedel-Heller, Steffi G.; Schmidt, Börge; Schmiedek, Florian; Wagner, Michael; Grabe, Hans-J.; Rietschel, Marcella; Berger, Klaus; Deckert, Jürgen
Title: Generalised anxiety and panic symptoms in the German National Cohort (NAKO)
In: World Journal of Biological Psychiatry, 24 (2023) 10, S. 881-896
DOI: 10.1080/15622975.2021.2011409
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: Objectives Anxiety disorders (AD) are common in the general population, leading to high emotional distress and disability. The German National Cohort (NAKO) is a population-based mega-cohort study, examining participants in 16 German regions. The present study includes data of the first 101,667 participants and investigates the frequency and severity of generalised anxiety symptoms and panic attacks (PA). Methods The Generalised Anxiety Disorder Symptoms Scale (GAD-7) and the first part of the Patient Health Questionnaire Panic Disorder (PHQ-PD) were filled out by NAKO participants (93,002). We examined the correlation of GAD-7 and PHQ-PD with demographic variables, stress (PHQ-Stress), depression (PHQ-9) and childhood trauma (CTS). Results The total proportion of prior lifetime diagnoses of AD in the NAKO cohort reached 7.8%. Panic attacks were reported by 6.0% and possible/probable current GAD symptoms in 5.2% of the examined participants. Higher anxiety severity was associated with female sex, lower education level, German as a foreign language and younger age as well as high perceived stress and depression. Conclusions Clinically relevant GAD symptoms as well as panic attacks are frequent in the NAKO and are associated with sociodemographic factors, and high anxiety symptoms are accompanied by pronounced stress and depression levels.
DIPF-Departments: Bildung und Entwicklung

Disentangling the confounding effects of students' ethnicity and socioeconomic background on […] Glock, Sabine; Kleen, Hannah Journal Article | In: International Journal of Intercultural Relations | 2023 43909 Endnote: Author(s): Glock, Sabine; Kleen, Hannah
Title: Disentangling the confounding effects of students' ethnicity and socioeconomic background on preservice teachers' judgments
In: International Journal of Intercultural Relations, 95 (2023) , S. 101830
DOI: 10.1016/j.ijintrel.2023.101830
URL: https://www.sciencedirect.com/science/article/abs/pii/S0147176723000780
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: Ethnic disparities in educational systems are often discussed to be a result of the low socioeconomic status (SES) of the family rather than students' ethnicity. In Germany, it is particularly the students with a Turkish background whose families are associated with low SES. In addition, large-scale studies have consistently shown only small or no effects of ethnicity when controlling for students' SES. However, a correlational field design does not allow researchers to draw stringent conclusions about the superordinate impact of family SES. In the current study, we experimentally varied the SES and ethnicity of a student's family as described in a vignette, resulting in a fully crossed design. A sample of preservice teachers read one of four student descriptions and judged the students' mathematical achievement and German language proficiency. The results showed that ethnicity had a stronger influence than family SES and that a male ethnic minority student was judged to be less competent in German language proficiency, independent of his family's SES. Our study implies that ethnicity should not be neglected or reduced to effects of SES in research on ethnic disparities in education. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen