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Autor*innen: Arens, A. Katrin; Marsh, Herbert W.; Craven, Rhonda G.; Yeung, Alexander Seeshing; Randhawa, Eva; Hasselhorn, Marcus
Titel: Math self-concept in preschool children. Structure, achievement relations, and generalizability across gender
In: Early Childhood Research Quarterly, 36 (2016) , S. 391-403
DOI: 10.1016/j.ecresq.2015.12.024
URN: urn:nbn:de:0111-pedocs-193274
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-193274
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Affekt; Baden-Württemberg; Datenanalyse; Deutschland; Geschlechtsspezifischer Unterschied; Längsschnittuntersuchung; Leistung; Mathematische Kompetenz; Sekundäranalyse; Selbstkonzept; Vorschulalter; Vorschulkind
Abstract: This three-wave, longitudinal study explored the math self-concept of German preschool children (N = 420) with respect to its differentiation into competence and affect components, cross-sectional and longitudinal relations to early math achievement, and invariance across gender. Findings demonstrated that preschool children's math self-concept can be separated into competence and affect components, with the competence component displaying higher relations to early math achievement than the affect component. The competence component but not the affect component was found to be related to prior math achievement, providing evidence of the skill-development model of self-concept-achievement relations in preschool years. Boys and girls demonstrated similar self-concept-achievement relations and mean levels in the competence and affect components of math self-concept. Given so far little research on self-concept in preschool children, this study offers important insights and expands current knowledge. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Leonhardt, Anja; Könen, Tanja; Dirk, Judith; Schmiedek, Florian
Titel: How differentiated do children experience affect? An investigation of the within- and between-person structure of children's affect
In: Psychological Assessment, 28 (2016) 5, S. 575-585
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Affekt; Befragung; Emotionale Kompetenz; Emotionaler Zustand; Faktorenanalyse; Grundschulalter; Kind; Kognitive Kompetenz; Modell; Schuljahr 03; Schuljahr 04; Selbstreflexion; Selbstregulation; Stimmung; Vergleich
Abstract: Research on the structure of children's affect is limited. It is possible that children's perception of their own affect might be less differentiated than that of adults. Support for the 2-factor model of positive and negative affect and the pleasure-arousal model suggests that children in middle childhood can distinguish positive and negative affect as well as valence and arousal. Whether children are able to differentiate further aspects of affect, as proposed by the 3-dimensional model of affect (good-bad mood, alertness-tiredness, calmness-tension), is an unresolved issue. The aim of our study was the comparison of these 3 affect models to establish how differentiated children experience their affect and which model best describes affect in children. We examined affect structures on the between- and within-person level, acknowledging that affect varies across time and that no valid interpretation of either level is feasible if both are confounded. For this purpose, 214 children (age 8 -11 years) answered affect items once a day for 5 consecutive days on smartphones. We tested all affect models by means of 2-level confirmatory factor analysis. Although all affect models had an acceptable fit, the 3-dimensional model best described affect in children on both the within- and between-person level. Thus, children in middle childhood can already describe affect in a differentiated way. Also, affect structures were similar on the within- and between-person level. We conclude that in order to acquire a thorough picture of children's affect, measures for children should include items of all 3 affect dimensions. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Yang, Lan; Arens, A. Katrin; Watkins, David A.
Titel: Testing the twofold multidimensionality of academic self-concept. A study with Chinese vocational students
In: Educational Psychology, 36 (2016) 9, S. 1651-1669
DOI: 10.1080/01443410.2014.995597
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Affekt; Berufsbildung; Berufsschule; China; Chinese; Chinesisch; Englisch; Kompetenz; Leistung; Mathematische Kompetenz; Sekundarbereich; Selbsteinschätzung; Selbstkonzept; Sprachkompetenz; Validität; Wahrnehmung
Abstract: In order to extend previous research on the twofold multidimensionality of academic self-concept (i.e. its domain-specific structure and separation into competence and affect components), the present study tests its generalisability among vocational students from mainland China. A Chinese version of self-description questionnaire I was administered to Year 1 secondary vocational students in three academic years (2006, 2007, 2008; N = 1053) measuring the self-concepts in Chinese (native language), English (non-native language), math and general school. Confirmatory factor analyses showed that models separating competence and affect components within each domain fitted better than pure domain-specific models. This pattern was consistent across the subsamples of students studying in the three academic years. Thus, the present findings support the generalisability of the twofold multidimensionality of academic self-concept to Chinese vocational students and to students' native and non-native languages. Theoretical and practical implications of these findings for self-concept research and practice are discussed. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Fauth, Benjamin; Decristan, Jasmin; Rieser, Svenja; Klieme, Eckhard; Büttner, Gerhard
Titel: Urteile zur Unterrichtsqualität von Grundschüler/innen. Mehr als "Ich mag meine Lehrerin"?
Aus: Liebers, Katrin;Landwehr, Brunhild;Reinhold, Simone;Riegler, Susanne;Schmidt, Romina (Hrsg.): Facetten grundschulpädagogischer und -didaktischer Forschung, Wiesbaden: Springer VS, 2016 (Jahrbuch Grundschulforschung, 20), S. 157-162
DOI: 10.1007/978-3-658-11944-7_25
Dokumenttyp: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Deutschland; Grundschüler; Schülerurteil; Unterricht; Qualität; Sachunterricht; Bewertung; Lehrer; Schüler-Lehrer-Beziehung; Affekt; Befragung; Fragebogen; Unterrichtsbeobachtung; Mehrebenenanalyse; Faktorenanalyse; Regressionsanalyse; Empirische Untersuchung; Hessen
Abstract: Um einen Einblick in die Prozessqualität von Schulunterricht zu bekommen, werden in der bildungswissenschaftlichen Forschung und in der pädagogischen Praxis häufig Schülerurteile verwendet. […] Allerdings ist die Validität von Schülerurteilen in der wissenschaftlichen Debatte ein kontroverses Thema. Häufig wird die Befürchtung geäußert, dass Schülerurteile zum Unterricht durch die Beliebtheit (oder Popularität) der Lehrperson verzerrt seien. […] In der vorliegenden Arbeit wird die Popularität der Lehrperson als das affektiv gefärbte Globalurteil gesehen, das Schülerinnen und Schüler zu ihrer Lehrperson abgeben. […] Auf der Individualebene werden Aspekte der je individuellen Schüler-Lehrer-Beziehung erfasst. Fasst man die individuellen Urteile jedoch auf Klassenebene zusammen, so erhält man das eigentliche Konstrukt "Lehrerpopularität". […] Betrachtet man die Beziehung zwischen der Popularität von Lehrpersonen und Schülerurteilen zu ihrem Unterricht, so ist zum einen interessant, ob sich beide Konstrukte in fragebogengestützten Erhebungen differenzieren lassen. Zum anderen steht in Frage, ob in den Schülerurteilen zur Unterrichtsqualität wirklich "nichts mehr" als die Popularität von der Lehrperson steckt. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation
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Autor*innen: Arens, A. Katrin; Hasselhorn, Marcus
Titel: Differentiation of competence and affect self-perceptions in elementary school students. Extending empirical evidence
In: European Journal of Psychology of Education, 30 (2015) 4, S. 405-419
DOI: 10.1007/s10212-015-0247-8
URN: urn:nbn:de:0111-pedocs-179967
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-179967
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Affekt; Befragung; Deutschland; Differenzierung; Faktorenanalyse; Fleiß; Forschungsstand; Grundschüler; Kompetenz; Likert-Fragebogen; Mathematische Kompetenz; Messung; Pädagogische Psychologie; Psychometrie; Regressionsanalyse; Schülerleistung; Schuljahr 03; Selbsteinschätzung; Selbsterkenntnis; Sprachkompetenz
Abstract (english): This study aimed to address two underexplored research questions regarding support for the separation between competence and affect self-perceptions due to differential relations to outcome criteria. First, it is tested whether higher relations between affect self-perceptions and effort than between competence self-perceptions and effort can also be found for elementary school students. Second, this study examines the generalizability of such differential outcome relations to the verbal domain. Students' competence and affect self-perceptions in math and verbal domains and self-reported effort at school were measured in a sample of 156 German 3rd-grade elementary school students. Confirmatory factor analyses demonstrated separate factors for competence and affect self-perceptions in both math and verbal domains. Latent regression analyses showed that affect self-perceptions were more highly related to effort than competence self-perceptions. With these findings, the present study adds further support to the commonly accepted separation between competence and affect self-perceptions by demonstrating their differential relations to effort and extending this finding to elementary school students and the verbal domain. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Brose, Annette; Schmiedek, Florian; Koval, Peter; Kuppens, Peter
Titel: Emotional inertia contributes to depressive symptoms beyond perseverative thinking
In: Cognition and Emotion, 29 (2015) 3, S. 527-538
DOI: 10.1080/02699931.2014.916252
URL: http://dx.doi.org/10.1080/02699931.2014.916252
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Affekt; Depression; Deutschland; Emotionaler Zustand; Längsschnittuntersuchung; Negativität; Prognose; Psychologische Forschung; Tagebuch; Zeit
Abstract: The autocorrelation or inertia of negative affect reflects how much negative emotions carry over from moment to moment and has been associated with increased depressive symptoms. In this study, we posed three challenges to this association by examining: (1) whether emotional inertia is relevant for depressive symptoms when assessed on a longer timescale than usual; (2) whether inertia is uniquely related to depressive symptoms after controlling for perseverative thoughts; and (3) whether inertia is related to depressive symptoms over and above the within-person association between affect and perseverative thoughts. Participants (N = 101) provided ratings of affect and perseverative thoughts for 100 days; depressive symptoms were reported before and after the study, and again after 2.5 years. Day-to-day emotional inertia was related to depressive symptoms over and above trait and state perseverative thoughts. Moreover, inertia predicted depressive symptoms when adjusting for its association with perseverative thoughts. These findings establish the relevance of emotional inertia in depressive symptoms independent of perseverative thoughts. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Brose, Annette; Voelke, Manuel C.; Lövdén, Martin; Lindenberger, Ulman; Schmiedek, Florian
Titel: Differences in the between-person and within-person structures of affect are a matter of degree
In: European Journal of Personality, 29 (2015) 1, S. 55-71
DOI: 10.1002/per.1961
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Affekt; Emotionaler Zustand; Interaktion; Junger Erwachsener; Messung; Messverfahren; Persönlichkeit; Stress; Struktur; Strukturgleichungsmodell; Test; Wohlbefinden; Zwischenmenschliche Beziehung
Abstract: This study tested whether the structure of affect observed on the basis of between-person (BP) differences is equivalent to the affect structures that organize the variability of affective states within persons (WP) over time. Further aims were to identify individual differences in the degree of divergence between the WP and BP structure and examine its association to dispositional and contextual variables (neuroticism, extraversion, well-being and stress). In 100 daily sessions, 101 younger adults rated their mood on the Positive and Negative Affect Schedule. Variability of five negative affect items across time was so low that they were excluded from the analyses. We thus worked with a modified negative affect subscale. WP affect structures diverged reliably from the BP structure, with individual differences in the degree of divergence. Differences in the WP structural characteristics and the degree of divergence could be predicted by well-being and stress. We conclude that BP and WP structures of affect are not equivalent and that BP and WP variation should be considered as distinct phenomena. It would be wrong, for example, to conceive of positive and negative affect as independent at the WP level, as suggested by BP findings. Yet, individual differences in WP structural characteristics are related to stable BP differences, and the degree to which individuals' affect structures diverge from the BP structure can provide important insights into intraindividual functioning. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Arens, A. Katrin; Bodkin-Andrews, Gawaian; Craven, Rhonda G.; Yeung, Alexander Seeshing
Titel: Self-concept of indigenous and non-indigenous Australian students. Competence and affect components and relations to achievement
In: Learning and Individual Differences, 32 (2014) 4, S. 93-103
DOI: 10.1016/j.lindif.2014.03.019
URN: urn:nbn:de:0111-pedocs-181267
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-181267
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Aborigines; Affekt; Australien; Empirische Untersuchung; Faktorenanalyse; Fragebogen; Indigenes Volk; Kompetenz; Leistungstest; Messung; Schüler; Schülerleistung; Sekundarbereich; Selbstkonzept
Abstract: Previous research on differences and similarities in self-concept of Indigenous and non-Indigenous Australian students did not consider the possible differentiation between competence and affect components. As a result, it is unknown whether previously found differences between Indigenous and non-Indigenous students' self-concepts are the result of their beliefs about their abilities or their feelings about specific domains. Thus, the present study aims to examine and compare the structure, the mean levels, and the relations to achievement measures of Indigenous and non-Indigenous Australian students' self-concepts in academic and non-academic domains when taking the competence-affect separation into account. Self-concepts in math, English, school, physical ability, and art were measured with 1809 secondary school students including 343 Indigenous students. For Indigenous and non-Indigenous students, confirmatory factor analyses demonstrated that all self-concept facets measured could be separated into competence and affect components although the correlations between competence and affect components were high, particularly for art and physical ability self-concepts. Non-Indigenous students demonstrated higher levels of school competence, English competence, English affect, and math competence self-concepts. Indigenous students displayed higher levels of physical ability competence self-concept while no group differences could be found for school affect, math affect, physical ability affect, and art competence and art affect self-concepts. Invariance tests revealed an invariant factor structure and invariant relations between the multiple self-concept facets and achievement factors across Indigenous and non-Indigenous students. Hence, the present study adds to our understanding of the similarities and differences regarding Indigenous and non-Indigenous Australian students' self-concepts.
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Brose, Annette; Lövdén, Martin; Schmiedek, Florian
Titel: Daily fluctuations in positive affect positively co-vary with working memory performance
In: Emotion, 14 (2014) 1, S. 1-6
DOI: 10.1037/a0035210
URN: urn:nbn:de:0111-dipfdocs-165901
URL: http://www.dipfdocs.de/volltexte/2019/16590/pdf/2014_Schmiedek_Daily_fluctuations_in_positive_affect_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Affekt; Alltag; Arbeitsgedächtnis; Einflussfaktor; Emotionaler Zustand; Junger Erwachsener; Kognitive Kompetenz; Leistungsfähigkeit; Motivation; Test; Testaufgabe; Wohlbefinden
Abstract: Positive affect is related to cognitive performance in multiple ways. It is associated with motivational aspects of performance, affective states capture attention, and information processing modes are a function of affect. In this study, we examined whether these links are relevant within individuals across time when they experience minor ups and downs of positive affect and work on cognitive tasks in the laboratory on a day-to-day basis. Using a microlongitudinal design, 101 younger adults (20-31 years of age) worked on 3 working memory tasks on about 100 occasions. Every day, they also reported on their momentary affect and their motivation to work on the tasks. In 2 of the 3 tasks, performance was enhanced on days when positive affect was above average. This performance enhancement was also associated with more motivation. Importantly, increases in task performance on days with above-average positive affect were mainly unrelated to variations in negative affect. This study's results are in line with between-person findings suggesting that high levels of well-being are associated with successful outcomes. They imply that success on cognitively demanding tasks is more likely on days when feeling happier.
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Tracey, Danielle; Yeung, Alexander S.; Arens, A. Katrin; Ng, Christina
Titel: Young second language learners' competence and affective self-concept
In: Asian EFL Journal, 15 (2014) 4, S. 1-22
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Affekt; Empirische Untersuchung; Englisch als Zweitsprache; Englischunterricht; Grundschule; Grundschüler; Hongkong; Kompetenz; Lesen; Schreiben; Schuljahr 01; Selbstkonzept; Sprechen
Abstract: Recent research has distinguished between the competence and affective components of self-concept. Young learners of English as a second language (L2) in Hong Kong (N = 110) completed survey items on both the competence and affective components and their L2 skills. In support of the domain specificity of self-concept, both components were associated with L2-related variables but not with other academic areas. Analyses of variance found significant effects of both components on classwork and homework. The main effect of competence was significant for reading, writing and speaking whereas the main effect of affective was significant for writing, speaking, and listening. Results support the importance of both components of self-concept but also imply some subtly differential effects on young L2 learners. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung