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(Schlagwörter: "Faktorenanalyse")
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The structure of conflict styles in adolescents. Psychometric properties of the Adapted Rahim […]
Filsecker, Michael; Abs, Hermann Josef; Roczen, Nina
Journal Article
| In: European Journal of Psychological Assessment | 2020
39653 Endnote
Author(s):
Filsecker, Michael; Abs, Hermann Josef; Roczen, Nina
Title:
The structure of conflict styles in adolescents. Psychometric properties of the Adapted Rahim Organizational Conflict Style Inventory-II (ROCI-II)
In:
European Journal of Psychological Assessment, 36 (2020) 4, S. 526-536
DOI:
10.1027/1015-5759/a000527
URN:
urn:nbn:de:0111-pedocs-237830
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-237830
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Jugendlicher; Konflikt; Demokratische Erziehung; Konfliktlösung; Messverfahren; Modell; Messung; Unterschied; Einflussfaktor; Erhebungsinstrument; Psychometrie; Struktur; Evaluation; Faktorenanalyse
Abstract (english):
This study examines the latent structure of the Rahim Organizational Conflict Inventory - II (ROCI-II) in several samples of secondary school students. Findings from earlier studies conducted in adult populations suggested that the instrument has a four- or five-factor structure; however, the exploratory factor analysis (EFA) in this study yielded a three-factor (integrating, dominating, avoiding) solution, with most of the items associated with a fourth factor (Obliging) failing to load as predicted. A confirmatory factor analysis (CFA) replicated the three-factor solution satisfactorily. A multiple-group CFA indicated that the ROCI-II showed invariant measurement properties in male and female students and corroborated the concurrent validity of the three-factor solution. The integrating factor was related positively to a measure of perspective taking but negatively to a measure of reluctance to participate. The avoiding factor was associated with a measure of reluctance to participate. We discuss the implications of the results for understanding the latent structure of the ROCI-II in adolescents. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
The structure of teaching practices across countries. A combination of factor analysis and network […]
Fischer, Jessica; He, Jia; Klieme, Eckhard
Journal Article
| In: Studies in Educational Evaluation | 2020
39910 Endnote
Author(s):
Fischer, Jessica; He, Jia; Klieme, Eckhard
Title:
The structure of teaching practices across countries. A combination of factor analysis and network analysis
In:
Studies in Educational Evaluation, 65 (2020) , S. 100861
DOI:
10.1016/j.stueduc.2020.100861
URN:
urn:nbn:de:0111-pedocs-203522
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-203522
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Unterrichtspraxis; Schülerleistung; Leistungsbewertung; Faktorenanalyse; Netzwerkanalyse; Datenanalyse; Sekundäranalyse; PISA <Programme for International Student Assessment>; Internationaler Vergleich; Interkultureller Vergleich
Abstract (english):
Teaching practices are pivotal for student learning. Due to pedagogical traditions and national cultures, the structure of teaching practices may differ across countries. This study investigates the structure of teaching practices across 12 countries grouped into four major linguistic/cultural clusters. First, factor analysis is applied to investigate if the theoretical distinction between teacher-directed and student-centred practices is generalizable across countries. Then, network analysis is used to explore how individual classroom assessment practices relate to either teacher-directed or student-centred practices. Main findings include that: (1) teacher-directed and student-centred practices are two distinct factors across countries; (2) the overall structure and connectivity of teaching practices differs across countries, with smaller differences within linguistic/cultural clusters; and (3) assessment practices with the aim to structure and guide learning strongly relate to teacher-directed practices, whereas assessment practices with the aim to individualize instruction more relate to student-centred practices. We discuss the global patterning and implications.
DIPF-Departments:
Bildungsqualität und Evaluation
Do student ratings of classroom management tell us more about teachers or about classroom […]
Göllner, Richard; Fauth, Benjamin; Lenske, Gerlinde; Praetorius, Anna-Katharina; Wagner, Wolfgang
Journal Article
| In: Zeitschrift für Pädagogik. Beiheft | 2020
40729 Endnote
Author(s):
Göllner, Richard; Fauth, Benjamin; Lenske, Gerlinde; Praetorius, Anna-Katharina; Wagner, Wolfgang
Title:
Do student ratings of classroom management tell us more about teachers or about classroom composition?
In:
Zeitschrift für Pädagogik. Beiheft, 66 (2020) , S. 156-172
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Einflussfaktor; Faktorenanalyse; Längsschnittuntersuchung; Deutschland; Klassenführung; Wahrnehmung; Schüler; Bewertung; Geschlechtsspezifischer Unterschied; Lehrer; Schuljahr 09; Schuljahr 10; Zusammensetzung; Mathematikunterricht; Leistungsdifferenzierung; Mathematische Kompetenz; Qualität; Unterrichtsklima; Unterrichtsstörung; Indikator
Abstract:
The present study investigated whether the varying referents (i.e., teacher or student referent) of student ratings of established classroom management measures differ in their associations with compositional classroom characteristics and students' math achievement. Re-analysis of a large-scale dataset (PISA 2003) showed that classrooms with a higher proportion of male students, as well as those with lower math performance, exhibited lower scores on classroom management factors referring more to students than the teacher. These were in turn related to lower pre-adjusted math achievement of students. There were no associations with a measure referring to the teacher. Our results indicate that varying referents tap into different aspects of the classroom management process. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Hierarchical development of early visual-spatial abilities. A taxonomy based assessment using the […]
Jung, Stefanie; Meinhardt, Anna; Braeuning, David; Roesch, Stephanie; Cornu, Véronique; […]
Journal Article
| In: Frontiers in Psychology | 2020
40597 Endnote
Author(s):
Jung, Stefanie; Meinhardt, Anna; Braeuning, David; Roesch, Stephanie; Cornu, Véronique; Pazouki, Tahereh; Schiltz, Christine; Lonnemann, Jan; Moeller, Korbinian
Title:
Hierarchical development of early visual-spatial abilities. A taxonomy based assessment using the MaGrid app
In:
Frontiers in Psychology, (2020) , S. 11:871
DOI:
10.3389/fpsyg.2020.00871
URN:
urn:nbn:de:0111-pedocs-232256
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-232256
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Räumliches Vorstellungsvermögen; Frühe Kindheit; Entwicklung; Entwicklungsdiagnostik; Hierarchie; Taxonomie; Bewertung; Applikation; Tablet-PC; Kindergartenkind; Empirische Untersuchung; Replikation; Faktorenanalyse; Baden-Württemberg; Deutschland
Abstract (english):
Visual-spatial abilities (VSA) are considered a building block of early numerical development. They are intuitively acquired in early childhood and differentiate in further development. However, when children enter school, there already are considerable individual differences in children's visual-spatial and numerical abilities. To better understand this diversity, it is necessary to empirically evaluate the development as well as the latent structure of early VSA as proposed by the 2 by 2 taxonomy of Newcombe and Shipley (2015). In the present study, we report on a tablet-based assessment of VSA using the digital application (app) MaGrid in kindergarten children aged 4-6 years. We investigated whether the visual-spatial tasks implemented in MaGrid are sensitive to replicate previously observed age differences in VSA and thus a hierarchical development of VSA. Additionally, we evaluated whether the selected tasks conform to the taxonomy of VSA by Newcombe and Shipley (2015) applying a confirmatory factor analysis (CFA) approach. Our results indicated that the hierarchical development of VSA can be measured using MaGrid. Furthermore, the CFA substantiated the hypothesized factor structure of VSA in line with the dimensions proposed in the taxonomy of Newcombe and Shipley (2015). Taken together, the present results advance our knowledge to the (hierarchical) development as well as the latent structure of early VSA in kindergarten children. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Effects of student composition in school on young adults' educational pathways
Keyserlingk, Luise von; Becker, Michael; Jansen, Malte; Maaz, Kai
Journal Article
| In: Journal of Educational Psychology | 2020
40922 Endnote
Author(s):
Keyserlingk, Luise von; Becker, Michael; Jansen, Malte; Maaz, Kai
Title:
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
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
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-Departments:
Struktur und Steuerung des Bildungswesens
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
Belonging as compensator. Social belonging moderates the relation between bullying and well-being […]
Marksteiner, Tamara; Janson, Marc Philipp; Beißert, Hanna
Journal Article
| In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie | 2020
42388 Endnote
Author(s):
Marksteiner, Tamara; Janson, Marc Philipp; Beißert, Hanna
Title:
Belonging as compensator. Social belonging moderates the relation between bullying and well-being worldwide
In:
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 52 (2020) 3/4, S. 116-126
DOI:
10.1026/0049-8637/a000221
URL:
https://econtent.hogrefe.com/doi/10.1026/0049-8637/a000221
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Schüler; Jugendlicher; Soziale Beziehung; Soziale Integration; Mobbing; Wirkung; Wohlbefinden; Zufriedenheit; PISA <Programme for International Student Assessment>; Datenanalyse; Mehrebenenanalyse; Regressionsanalyse; Faktorenanalyse; Empirische Untersuchung
Abstract:
Mobbing ist ein ernstes Problem bei Jugendlichen weltweit. Es wird als eine Art physische oder indirekte Peer-Viktimisierung verstanden, die im Laufe der Zeit wiederholt auftritt und durch einen systematischen Machtmissbrauch gekennzeichnet ist. Gemobbt zu werden beeinträchtigt die Gesundheit und das Wohlbefinden der Opfer erheblich. Was schützt die Schüler vor diesen Folgen? Wir untersuchen Zugehörigkeitsgefühle - d.h. das Gefühl, im jeweiligen sozialen Umfeld akzeptiert, einbezogen, respektiert und geschätzt zu werden - als möglichen Kompensator für Mobbing-Konsequenzen in verschiedenen Kulturen. Wir nehmen an, dass es für Schüler mit starkem Zugehörigkeitsgefühl weniger schwerwiegend ist, gemobbt zu werden. Wir verwenden Daten von N = 319.057 15-jährigen Schülern aus 47 Ländern. Mehrebenen-Regressionsanalysen zeigen, dass Mobbing und Wohlbefinden negativ korrelieren. Darüber hinaus zeigen die Ergebnisse erwartungsgemäß, dass Zugehörigkeitsgefühle die negativen Auswirkungen von Mobbing auf das Wohlbefinden kompensieren. Praktische Implikationen sowie Einschränkungen werden diskutiert. (DIPF/Orig.)
Abstract (english):
Bullying is a serious issue among adolescents worldwide. It has been conceptualized as a type of physical or indirect peer victimization that occurs repeatedly over time and is characterized by a systematic abuse of power. Being bullied at school severely affects victims' health and well-being. What protects students from these consequences? We investigate feelings of belonging -i. e., the feeling that one is accepted, included, respected, and valued in the respective social environment - as a possible compensator for bullying consequences across different cultures. We hypothesize that being bullied is less severe for students who have strong feelings of belonging. We use data from 319,057 15-year-old students across 47 countries. Multilevel regression analyses replicated that bullying and well-being are negatively associated. Further, the results indicated, as expected, that feelings of belonging compensate for the negative impact that bullying has on well-being. Practical implications as well as limitations are discussed. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Wissen, Wissensorientierung und die Qualität von Fachkraft-Kind-Interaktionen. Eine Analyse ihrer […]
Peters, Svenja; Wolstein, Katrin; Mischo, Christoph; Ehm, Jan-Henning
Journal Article
| In: Zeitschrift für Erziehungswissenschaft | 2020
40929 Endnote
Author(s):
Peters, Svenja; Wolstein, Katrin; Mischo, Christoph; Ehm, Jan-Henning
Title:
Wissen, Wissensorientierung und die Qualität von Fachkraft-Kind-Interaktionen. Eine Analyse ihrer Zusammenhänge
In:
Zeitschrift für Erziehungswissenschaft, 23 (2020) 6, S. 1227-1250
DOI:
10.1007/s11618-020-00979-1
URN:
urn:nbn:de:0111-pedocs-237155
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-237155
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Beobachtung; Deutschland; Einflussfaktor; Einstellung <Psy>; Erfahrung; Erzieher; Fachkraft; Fachwissen; Faktorenanalyse; Fragebogenerhebung; Frühpädagogik; Handlungskompetenz; Interaktion; Kind; Kindertagesstätte; Korrelation; Orientierung; Pädagogisches Handeln; Praxis; Professionalisierung; Qualität; Strukturgleichungsmodell; Test; Wissen; Wissenstransfer
Abstract:
Wissen und Einstellungen sind Kompetenzfacetten pädagogischer Fachkräfte, deren Einfluss auf die Qualität des Interaktionsverhaltens im Kita-Alltag diskutiert wird. Im Zuge der Forderung nach evidenzbasierter Praxis kommt der Wissensorientierung, als Teilfacette pädagogischer Einstellungen, eine besondere Rolle zu, da Fachkräfte zwar über Wissen verfügen können, sie sich für die praktische Anwendung aber auch über deren Sinnhaftigkeit sicher sein müssen. Darunter werden zwei Orientierungsformen gefasst, die Auskunft darüber geben, welche Relevanz Fachkräfte den eigenen Erfahrungen und Intuitionen (Subjektive Orientierung) bzw. wissenschaftlichen Theorien/Konzepten/empirischen Befunden (Objektive Orientierung) für Entscheidungs- und Handlungsprozesse zusprechen. Ziel des Beitrags ist es zu prüfen, ob a) (theoretisches) Wissen und Wissensorientierung von pädagogischen Fachkräften (N = 120) die Qualität des Interaktionsverhaltens vorhersagen und b), ob die Einstellungsfacetten einen moderierenden Effekt im Einfluss von Wissen auf die Interaktionsqualität haben. Die Analysen ergaben, dass das erfasste Wissen einen Prädiktor für die Qualität des sozial- und lernunterstützenden Interaktionsverhaltens darstellt. Eine handlungsleitende Funktion der Wissensorientierung konnte eingeschränkt bestätigt werden und die Subjektive Orientierung stellte sich als Moderator für den Einfluss von Wissen auf sozial- und lernunterstützendes Interaktionsverhalten heraus. Die Ergebnisse werden mit Blick auf weiterführende Forschung und Qualitätsentwicklung diskutiert. (DIPF/Orig.)
Abstract (english):
Knowledge and beliefs are two of the main facets of early childhood teacher competencies. The influence of these facets on quality of interaction is widely discussed but only little research has been conducted so far. In our study, we took a closer look at this research gap to find out how knowledge and orientation to knowledge (as a special form of teachers' beliefs) are regressed with interaction quality. Orientation to knowledge is conceptualized in two types-subjective as well as objective orientation-and focuses on the relevance early childhood teachers declare to personal experiences (subjective orientation) or results (objective orientation) for decision making and acting in daily work. The results showed that (theoretical) knowledge of German early childhood teachers (N = 120) predicted the quality of interaction in social und instructional support. Orientation to knowledge had a limited effect on social and instructional support, whereas subjective orientation moderated the effect of knowledge on quality of interaction significantly. Implications of our findings concerning quality in early childhood education are discussed and questions for further research are proposed. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Assessing the validity of a learning analytics expectation instrument. A multinational study
Whitelock-Wainwright, Alexander; Gašević, Dragan; Tsai, Yi-Shan; Drachsler, Hendrik; […]
Journal Article
| In: Journal of Computer Assisted Learning | 2020
39876 Endnote
Author(s):
Whitelock-Wainwright, Alexander; Gašević, Dragan; Tsai, Yi-Shan; Drachsler, Hendrik; Scheffel, Maren; Muñoz-Merino, Pedro J.; Tammets, Kairit; Delgado Kloos, Carlos
Title:
Assessing the validity of a learning analytics expectation instrument. A multinational study
In:
Journal of Computer Assisted Learning, 36 (2020) 2, S. 209-240
DOI:
10.1111/jcal.12401
URL:
https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12401?af=R
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Lernprozess; Analyse; Implementierung; Universität; Student; Erwartung; Ethik; Validität; Fragebogen; Erhebungsinstrument; Übersetzung; Lernen; Selbstregulation; Datenanalyse; Faktorenanalyse; Estland; Spanien; Niederlande
Abstract:
To assist higher education institutions in meeting the challenge of limited student engagement in the implementation of Learning Analytics services, the Questionnaire for Student Expectations of Learning Analytics (SELAQ) was developed. This instrument contains 12 items, which are explained by a purported two‐factor structure of "Ethical and Privacy Expectations" and "Service Feature Expectations." As it stands, however, the SELAQ has only been validated with students from UK university, which is problematic on account of the interest in Learning Analytics extending beyond this context. Thus, the aim of the current work was to assess whether the translated SELAQ can be validated in three contexts (an Estonian, a Spanish, and a Dutch University). The findings show that the model provided acceptable fits in both the Spanish and Dutch samples, but was not supported in the Estonian student sample. In addition, an assessment of local fit is undertaken for each sample, which provides important points that need to be considered in future work. Finally, a general comparison of expectations across contexts is undertaken, which are discussed in relation to the General Data Protection Regulation (2018). (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Cross-cultural comparability of noncognitive constructs in TIMSS and PISA
He, Jia; Barrera-Pedemonte, Fabian; Buchholz, Janine
Journal Article
| In: Assessment in Education | 2019
38403 Endnote
Author(s):
He, Jia; Barrera-Pedemonte, Fabian; Buchholz, Janine
Title:
Cross-cultural comparability of noncognitive constructs in TIMSS and PISA
In:
Assessment in Education, 26 (2019) 4, S. 369-385
DOI:
10.1080/0969594X.2018.1469467
URL:
https://www.tandfonline.com/doi/full/10.1080/0969594X.2018.1469467
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
PISA <Programme for International Student Assessment>; TIMSS <Third International Mathematics and Science Study>; Schülerleistung; Leistungsmessung; Mathematikunterricht; Naturwissenschaftlicher Unterricht; Freude; Motivation; Schule; Identifikation <Psy>; Sekundarstufe I; Schüler; Messverfahren; Vergleich; Item-Response-Theory; Faktorenanalyse; OECD-Länder
Abstract:
Noncognitive assessments in Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study share certain similarities and provide complementary information, yet their comparability is seldom checked and convergence not sought. We made use of student self-report data of Instrumental Motivation, Enjoyment of Science and Sense of Belonging to School targeted in both surveys in 29 overlapping countries to (1) demonstrate levels of measurement comparability, (2) check convergence of different scaling methods within survey and (3) check convergence of these constructs with student achievement across surveys. We found that the three scales in either survey (except Sense of Belonging to School in PISA) reached at least metric invariance. The scale scores from the multigroup confirmatory factor analysis and the item response theory analysis were highly correlated, pointing to robustness of scaling methods. The correlations between each construct and achievement was generally positive within each culture in each survey, and the correlational pattern was similar across surveys (except for Sense of Belonging), indicating certain convergence in the cross-survey validation. We stress the importance of checking measurement invariance before making comparative inferences, and we discuss implications on the quality and relevance of these constructs in understating learning. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
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