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Autor*innen: Andersen, Nico; Zehner, Fabian
Titel: shinyReCoR: A shiny application for automatically coding text responses using R
In: Psych, 3 (2021) 3, S. 422-446
DOI: 10.3390/psych3030030
URL: https://www.mdpi.com/2624-8611/3/3/30
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Natürliche Sprache; Sprachverarbeitung; Text; Codierung; Computerprogramm; Methodologie
Abstract (english): In this paper, we introduce shinyReCoR: a new app that utilizes a cluster-based method for automatically coding open-ended text responses. Reliable coding of text responses from educational or psychological assessments requires substantial organizational and human effort. The coding of natural language in responses to tests depends on the texts' complexity, corresponding coding guides, and the guides' quality. Manual coding is thus not only expensive but also error-prone. With shinyReCoR, we provide a more efficient alternative. The use of natural language processing makes texts utilizable for statistical methods. shinyReCoR is a Shiny app deployed as an R-package that allows users with varying technical affinity to create automatic response classifiers through a graphical user interface based on annotated data. The present paper describes the underlying methodology, including machine learning, as well as peculiarities of the processing of language in the assessment context. The app guides users through the workflow with steps like text corpus compilation, semantic space building, preprocessing of the text data, and clustering. Users can adjust each step according to their needs. Finally, users are provided with an automatic response classifier, which can be evaluated and tested within the process. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen
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Autor*innen: Brandt, Naemi D.; Isreal, Anne; Becker, Michael; Wagner, Jenny
Titel: The joint power of personality and motivation dynamics for occupational success. Bridging two largely separated fields
In: European Journal of Personality, 35 (2021) 4, S. 480-509
DOI: 10.1177/0890207021996965
URL: https://journals.sagepub.com/doi/10.1177/0890207021996965
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Arbeitsbedingungen; Berufserfolg; Deutschland; Einflussfaktor; Erwachsener; Erwartung; Faktorenanalyse; Junger Erwachsener; Längsschnittuntersuchung; Latente Wachstumskurvenmodelle; Messverfahren; Motivation; Persönlichkeit; Persönlichkeitsmerkmal; Schulabschluss; Selbstkonzept; Selbstwirksamkeit; Strukturgleichungsmodell; Überzeugung; Veränderung; Zufriedenheit
Abstract (english): When establishing a career in adulthood, two major socioemotional ingredients are expected to affect people's success:
how people act (personality) and what motivates them to act this way (motivation). However, little is known about
whether and how personality and motivation change together and how their possible dynamic interplay predicts success.
We investigated the roles that changes in personality and expectancy beliefs played in explaining occupational success in
4121 participants assessed after high school (Mage ¼ 22.80, SDage ¼ 0.70; 63% female) and about 20 years later. We used
latent change models and moderated structural equation modeling to investigate correlated change and latent change
interactions of personality and expectancy beliefs in predicting success. Results illustrated that besides being related in a
nomological net, personality and expectancy beliefs also illustrated a strong interrelatedness in change across time. We
found the clearest joint change dynamics between emotional stability, conscientiousness, self-concept, and self-efficacy.
Changes in personality and expectancy beliefs were furthermore associated with objective and subjective occupational
success. The results call for a more integrative view on personality-motivation dynamics across time for understanding
the long-term adaptive ingredients of occupational success stories in adulthood.
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens
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Autor*innen: Brod, Garvin
Titel: How can we make active learning work in K-12 education? Considering prerequisites for a successful construction of understanding
In: Psychological Science in the Public Interest, 22 (2021) 1, S. 1-7
DOI: 10.1177/1529100621997376
URL: https://journals.sagepub.com/doi/full/10.1177/1529100621997376
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Aktives Lernen; Lernmethode; Schüler; Naturwissenschaftliche Bildung; Entdeckendes Lernen; Grundschule; Sekundarstufe I; Sekundarstufe II; Vorwissen; Einflussfaktor; Lernerfolg; Arbeitsgedächtnis; Lernvoraussetzungen; Unterstützung; Kognitive Kompetenz; Metakognition; Lernforschung; Empirische Forschung
Abstract (english): The construction-of-understanding ecosystem proves particularly useful because it provides an actionable framework of active learning that can be applied across disciplines. An assumption inherent in the framework is that active-learning practices are beneficial for student achievement in STEM. In this commentary, I have argued that there are prerequisites for this benefit to occur. Active-learning practices are demanding in that students need advanced cognitive and metacognitive capacities to be able to profit from them without being closely guided. The effects of insufficient cognitive and metacognitive capacities become most visible in younger students for whom these capacities are still developing. For example, elementary-school students struggle with constructing examples or drawings of abstract concepts as a result of their immature analogical reasoning skills (Breitwieser & Brod, 2021; Van Meter et al., 2006). This should not be taken to mean that active-learning practices cannot be beneficial for K-12 students, however. Prerequisites differ between practices, and a lack of them can often be counteracted with additional guidance. Instead, this commentary is intended as a pledge to consider prerequisites in order to choose those active-learning practices that are likely to work best for a particular group of students. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Grützmacher, Luisa; Vieluf, Svenja; Hartig, Johannes
Titel: Are questionnaire scales which measure non-cognitive constructs suitable as school effectiveness criteria? A measurement invariance analysis
In: School Effectiveness and School Improvement, 32 (2021) 3, S. 430-447
DOI: 10.1080/09243453.2021.1903511
URL: https://www.tandfonline.com/doi/full/10.1080/09243453.2021.1903511
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Schule; Effektivität; Messverfahren; Fragebogen; Reliabilität; Validität; Schüler; Sekundarbereich; Deutschunterricht; Lesen; Einstellung <Psy>; Mathematikunterricht; Interesse; Selbstkonzept; Mitarbeit; Längsschnittuntersuchung; Datenanalyse; Hamburg; Deutschland
Abstract (english): This study aimed at examining the suitability of questionnaire instruments commonly used in large-scale assessments for measuring non-cognitive school effectiveness criteria. It focused on questions of reliability and validity for capturing changes in students within schools across time and the instruments' sensitivity to school effects. The aim was also to propose an approach for analyzing measurement invariance across levels and time simultaneously. The study used longitudinal data from the KESS (Kompetenzen und Einstellungen von Schülerinnen und Schülern [competencies and attitudes of students]) study, conducted in Hamburg, Germany. The sample is comprised of 17,926 students in 189 secondary schools. Data were collected three or four times. The results of the analyses show that all investigated scales are suitable in terms of reliability and validity. However, only the scale interest in mathematics is sensitive to school effects and therefore suitable as a school effectiveness criterion. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen
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Autor*innen: Hahnel, Carolin; Goldhammer, Frank; Kroehne, Ulf; Mahlow, Nina; Artelt, Cordula; Schoor, Cornelia
Titel: Automated and controlled processes in comprehending multiple documents
In: Studies in Higher Education, 46 (2021) 10, S. 2074-2086
DOI: 10.1080/03075079.2021.1953333
URN: urn:nbn:de:0111-pedocs-243880
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-243880
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Student; Lesen; Dokument; Vielfalt; Informationsverarbeitung; Verhalten; Lesegeschwindigkeit; Kognitive Prozesse; Arbeitsgedächtnis; Leseverstehen; Kognitive Kompetenz; Test; Computerunterstütztes Verfahren; Datenanalyse; Empirische Untersuchung; Deutschland
Abstract: The study investigates automated and controlled cognitive processes that occur when university students read multiple documents (MDs). We examined data of 401 students dealing with two MD sets in a digital environment. Performance was assessed through several comprehension questions. Recorded log data gave indications about students' time allocation, corroboration, and sourcing. Independent measures were used for reading speed to tap the effects of automatic processing and for working memory and single-text reading comprehension to tap effects of controlled processing, with working memory considered the mental capacity for performing controlled processing. We found that faster readers completed the MD tasks faster and showed more corroboration behavior. At the same time, students skilled in comprehension allocated more time to processing MD tasks and were more likely to show MD-specific behaviors of corroboration and sourcing. Students' success in MD tasks was predicted by reading speed and working memory, with the effect of working memory being mediated by single-text comprehension. Behavioral indicators contributed independently in predicting students' MD comprehension. Results suggest that reading MDs resembles a problem-solving situation where students need to engage in controlled, non-routine processing to build up a comprehensive representation of MDs and benefit from highly automated, lower-level reading processes. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen
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Autor*innen: Holzberger, Doris; Maurer, Christina; Kunina-Habenicht, Olga; Kunter, Mareike
Titel: Ready to teach? A profile analysis on cognitive and motivational-affective teacher characteristics at the end of pre-service teacher education and long-term effects on teachers' occupational well-being
In: Teaching and Teacher Education, 100 (2021) , S. 103285
DOI: 10.1016/j.tate.2021.103285
URL: https://www.sciencedirect.com/science/article/abs/pii/S0742051X21000093
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Lehramtsstudent; Eigenschaft; Vorbereitungsdienst; Kompetenz; Wissen; Einstellung <Psy>; Überzeugung; Wirkung; Lehrer; Arbeitszufriedenheit; Wohlbefinden; Deutschland
Abstract: The present study explores how multiple teacher characteristics (i.e., knowledge, beliefs, self-efficacy, and self-regulation) co-occur within 649 German teacher candidates at the end of pre-service teacher education and how these profiles are related to teachers' future occupational well-being. A latent profile analysis identified one highly knowledgeable and engaged profile, one profile with below average knowledge, and one profile with below average beliefs, motivation, and self-regulation. These profiles also differed in their emotional exhaustion and job satisfaction. Thefindings emphasize how teacher candidates differ qualitatively in their pattern of "starting competence" what may have consequences with regard to specific interventions.
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen
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Autor*innen: Kolleck, Nina; Schuster, Johannes; Hartmann, Ulrike; Gräsel, Cornelia
Titel: Teachers' professional collaboration and trust relationships. An inferential social network analysis of teacher teams
In: Research in Education, 111 (2021) 1, S. 89-107
DOI: 10.1177/00345237211031585
URL: https://journals.sagepub.com/doi/10.1177/00345237211031585
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Lehrer; Kooperation; Teamarbeit; Unterricht; Zwischenmenschliche Beziehung; Vertrauen; Professionalisierung; Soziales Netzwerk; Analyse; Zufall; Modell
Abstract (english): In recent years, teachers around the world have been increasingly confronted with various expectations concerning the improvement of their classroom practices and school activities. One factor widely acknowledged to facilitate school and classroom improvement is a strong collaborative culture among teachers. As such, teachers are expected to work in teacher teams, to collaborate closely with colleagues, to co-construct classroom practices, and thus to strengthen trust relationships within the team. A growing number of researchers has analyzed how teachers address these expectations. They suggest that there is a link between teachers' embeddedness in collaboration networks and teachers' trust relationships. The present study seeks to contribute to the research literature by presenting results of Social Network Analyses (SNA) and exponential random graph models (ERGMs) on teacher collaboration in nine secondary schools in Germany (N = 366 teachers). We investigate how the involvement of teachers in co-constructive collaboration in schools, measured by the amount of team teaching (TT), relates to teachers' trust levels. Results of our analyses suggest that a high amount of TT is not necessarily related to a higher degree of trust among teachers at the school level. However, a high involvement of teachers in TT is related positively to their being perceived as trustworthy. Furthermore, the emergence of trust relations in teacher networks depends on general network characteristics, such as homophily, reciprocity and transitivity. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen
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Autor*innen: Korinth, Sebastian; Nagler, Telse
Titel: Improving reading rates and comprehension? Benefits and limitations of the reading acceleration approach
In: Language and Linguistics Compass, 15 (2021) 3, S. e12408
DOI: 10.1111/lnc3.12408
URL: https://onlinelibrary.wiley.com/doi/10.1111/lnc3.12408
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Empirische Forschung; Lesen; Leseverstehen; Lesegeschwindigkeit; Leistungssteigerung; Lesekompetenz; Schulanfänger; Unterrichtsmethode; Wirkung; Validität; Messverfahren; Aufmerksamkeit; Arbeitsgedächtnis; Einflussfaktor; Grundschüler; Sprache; Forschungsstand
Abstract (english): The reading acceleration phenomenon refers to the effect that experimentally induced time constraints can generate instantaneous improvements of reading rate, accuracy and comprehension among typical and reading impaired readers of different age groups. An overview of studies applying the fading manipulation (i.e., letters are erased in reading direction), which induces the time constraints causing the acceleration phenomenon, is provided in the first part of this review. The second part summarises the outcomes of studies using a training approach called the reading acceleration program (RAP) that integrated core principles of the acceleration phenomenon to generate persistent reading performance improvements. Our review shows ample evidence for the validity of the acceleration phenomenon, since it has been replicated across various languages and populations. However, although there are several explanatory approaches for underlying mechanisms, none of them is well substantiated by empirical evidence so far. Similarly, although generally positive effects of RAP training were reported for several languages and groups of readers, the exact mechanisms causing improved reading rates and comprehension are not well understood. Our critical discussion points out several limitations of RAP that call for further research. However, we also highlight several benefits regarding RAP's potential as an intervention approach for enhancements in reading performance. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; Schmiedek, Florian
Titel: Ambulatory assessment of rumination and worry. Capturing perseverative cognitions in children's daily life
In: Psychological Assessment, 33 (2021) 9, S. 827-842
DOI: 10.1037/pas0001020
URN: urn:nbn:de:0111-pedocs-243171
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-243171
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Kind; Denken; Wiederholung; Negativität; Kognition; Affekt; Wohlbefinden; Arbeitsgedächtnis; Leistung; Messverfahren; Validität; Psychometrie; Grundschüler; Fragebogen; Test; Smartphone; Empirische Untersuchung; Frankfurt a.M.; Deutschland
Abstract: Rumination and worry are common forms of perseverative cognition in children. Research has started to target perseverative cognitions in the everyday life of children, however, valid measurement instruments reliably capturing rumination and worry in children's daily life are still missing. We conducted two ambulatory assessment studies validating short scales suitable for the measurement of rumination and worry in children's daily life. Results of the first study (N = 110, 8-11 year-olds, 31 days, up to 4 daily measurements) supported a unidimensional structure of the rumination scale. Rumination was associated with negative affect (but not positive affect) on the within- and on the between-person level. On the between-person level, children who ruminated more showed poorer working memory performance. In the second study (N = 84, 8-10 year-olds, 21 days, up to 3 daily measurements), findings of Study 1 were largely replicated. Moreover, we established a unidimensional worry scale in Study 2 reliably capturing worry in children's daily life. Importantly, Study 2 showed that worry and rumination share common variance but can be differentiated in children. On the within-person level, higher levels of worry were associated with higher levels of negative affect and lower levels of positive affect. On the between-person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children's daily life.person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children's daily life. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Praharaj, Sambit; Scheffel, Maren; Drachsler, Hendrik; Specht, Marcus
Titel: Literature review on co-located collaboration modeling using multimodal learning analytics. Can we go the whole nine yards?
In: IEEE Transactions on Learning Technologies, 14 (2021) 3, S. 367-385
DOI: 10.1109/TLT.2021.3097766
URL: https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=9490371
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Learning Analytics; Modell; Kooperation; Gruppenarbeit; Qualität; Indikator; Einflussfaktor; Situation; Soziale Interaktion; Verhalten; Kommunikation; Nonverbale Kommunikation; Raum; Systematic Review
Abstract: Collaboration is one of the important 21st-century skills. It can take place in remote or co-located settings. Co-located collaboration (CC) is a very complex process that involves subtle human interactions that can be described with indicators like eye gaze, speaking time, pitch, and social skills from different modalities. With the advent of sensors, multimodal learning analytics has gained momentum to detect CC quality. Indicators (or low-level events) can be used to detect CC quality with the help of measurable markers (i.e., indexes composed of one or more indicators) which give the high-level collaboration process definition. However, this understanding is incomplete without considering the scenarios (such as problem solving or meetings) of CC. The scenario of CC affects the set of indicators considered: for instance, in collaborative programming, grabbing the mouse from the partner is an indicator of collaboration; whereas in collaborative meetings, eye gaze, and audio level are indicators of collaboration. This can be a result of the differing goals and fundamental parameters (such as group behavior, interaction, or composition) in each scenario. In this review, we present our work on profiles of indicators on the basis of a scenario-driven prioritization, the parameters in different CC scenarios are mapped onto the indicators and the available indexes. This defines the conceptual model to support the design of a CC quality detection and prediction system. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung