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Wertfacetten im Grundschulalter in drei Fächern. Differenzierung, Entwicklung, Geschlechtseffekte […]
Arens, A. Katrin
Zeitschriftenbeitrag
| In: Zeitschrift für Pädagogische Psychologie | 2021
39740 Endnote
Autor*innen:
Arens, A. Katrin
Titel:
Wertfacetten im Grundschulalter in drei Fächern. Differenzierung, Entwicklung, Geschlechtseffekte und Zusammenhänge zu Noten
In:
Zeitschrift für Pädagogische Psychologie, 35 (2021) 1, S. 32-52
DOI:
10.1024/1010-0652/a000257
URL:
https://econtent.hogrefe.com/doi/10.1024/1010-0652/a000257
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Grundschüler; Motivation; Wert; Erwartung; Deutschunterricht; Sachunterricht; Mathematikunterricht; Geschlechtsspezifischer Unterschied; Interesse; Entwicklung; Selbstkonzept; Einflussfaktor; Schulnoten; Schuljahr 03; Schuljahr 04; Übergang; Weiterführende Schule; Relevanz; Differenzierung; Längsschnittuntersuchung; Latente Wachstumskurvenmodelle; Deutschland
Abstract:
Im Rahmen der Erwartungs-Wert-Theorie zur schulischen Motivation betrachtete die Studie die beiden Wertfacetten intrinsischer Wert und Wichtigkeit in den Fächern Mathematik, Deutsch und Sachunterricht. Untersucht wurden die Ausdifferenzierung der beiden Wertfacetten, ihr Entwicklungsverlauf am Ende der Grundschule, Geschlechtseffekte und Zusammenhänge zu Noten. Die Stichprobe bestand aus N = 2.317 Schülern; die Variablen wurden zu drei Messzeitpunkten im Verlauf der dritten und vierten Klassenstufe erfasst. Die Schüler unterschieden in allen drei Fächern zwischen den beiden Wertfacetten; jedoch zeigten die beiden Wertfacetten im Sachunterricht einen besonders hohen positiven Zusammenhang. Die Ausdifferenzierung zwischen beiden Wertfacetten veränderte sich nicht über die drei Messzeitpunkte. In latenten Wachstumskurvenmodellen zeigte sich ein Einbruch in der mittleren Ausprägung des intrinsischen Werts in Mathematik. Zunahmen konnten in den mittleren Ausprägungen der Wichtigkeit in Deutsch und der Wichtigkeit in Sachunterricht verzeichnet werden. Allerdings waren die Veränderungen sehr klein und kaum praktisch bedeutsam, so dass man eher von Stabilität als von Veränderung in der mittleren Ausprägung fachspezifischer Wertfacetten am Ende der Grundschulzeit sprechen kann. Jungen und Mädchen zeigten eine ähnliche Struktur der fachspezifischen Wertfacetten, unterschieden sich aber in den mittleren Ausprägungen. Jungen berichteten höhere Ausprägungen auf beiden Wertfacetten in Mathematik; Mädchen berichteten höhere Ausprägungen auf beiden Wertfacetten in Deutsch. Jungen und Mädchen unterschieden sich nicht in der Wichtigkeit in Sachunterricht; Jungen hatten zu zwei Messzeitpunkten höhere Ausprägungen auf dem intrinsischen Wert in Sachunterricht. In allen drei Fächern zeigten beide Wertfacetten einen ähnlich hohen positiven Zusammenhang zu den fachspezifischen Noten. In allen drei Fächern wirkten sich gute Noten positiv auf den nachfolgenden intrinsischen Wert und auf die nachfolgende Wichtigkeit aus. In Mathematik hatte die Wichtigkeit zudem positive Auswirkungen auf nachfolgende Noten. Die Ergebnisse werden in Zusammenhang gebracht mit den Ergebnissen aus Studien mit Sekundarschülern und vor dem Hintergrund des Grundschulübergangs diskutiert. (DIPF/Orig.)
Abstract (english):
This study built on expectancy-value theory and examined intrinsic value and attainment value related to math, German, and general studies with elementary school students. The research questions addressed the differentiation between the two value facets, their developmental trajectory at the end of elementary school, gender effects, and their relations to school grades. The variables were assessed with N = 2.317 students at three measurement waves during grade levels three and four. Students were found to differentiate between the two value facets in all three domains. However, intrinsic value and attainment value were highly correlated in general studies. The differentiation between the two value facets did not change across time. Latent growth models showed decreasing mean levels of math intrinsic value, but increasing mean levels of attainment values in German and general studies. Yet, the effect sizes for these changes were small indicating that domain-specific value facets are rather stable at the end of elementary school. Boys and girls did not differ in the structure of domain-specific value facets, but displayed different mean levels. Boys showed higher means on intrinsic value and attainment value in math; girls displayed higher means on both value facets in German. Boys and girls did not differ in the mean levels of attainment value in general studies, but boys reported higher mean levels on intrinsic value in general studies at two waves. In all three domains, intrinsic value and attainment value showed similar positive relations to domain-specific school grades. Across time, former school grades were positively related to later intrinsic value and to later attainment value in all three domains. In math, former attainment value also showed positive relations to later school grades. The findings are linked to results obtained with secondary school students and discussed against the background of the transition from elementary school to secondary school. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Der wechselseitige Einfluss von Selbstkonzept und Leistung bei Grundschulkindern im Lichte […]
Ehm, Jan-Henning; Hasselhorn, Marcus; Schmiedek, Florian
Zeitschriftenbeitrag
| In: Zeitschrift für Pädagogische Psychologie | 2021
41007 Endnote
Autor*innen:
Ehm, Jan-Henning; Hasselhorn, Marcus; Schmiedek, Florian
Titel:
Der wechselseitige Einfluss von Selbstkonzept und Leistung bei Grundschulkindern im Lichte verschiedener längsschnittlicher Analysemethoden
In:
Zeitschrift für Pädagogische Psychologie, (2021) , S. online first
DOI:
10.1024/1010-0652/a000303
URL:
https://econtent.hogrefe.com/doi/10.1024/1010-0652/a000303
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Grundschüler; Schuljahr 01; Schuljahr 02; Schuljahr 03; Selbstkonzept; Leistung; Mathematik; Beziehung; Reziprozität; Modell; Längsschnittuntersuchung; Deutschland
Abstract:
Der Zusammenhang zwischen dem akademischen Selbstkonzept und der Leistung wird als reziprok angesehen. Während eine große Anzahl von Studienergebnissen im Sinne einer bidirektionalen Beziehung interpretiert wurden, basieren bisherige Analysen zumeist auf Variationen des klassischen Cross-Lagged-Panel-Modells und beziehen oft nur einen Leistungsindikator in die Modelle mit ein. Ergebnisse basierend auf neueren Modellen, wie beispielsweise dem Random-Intercept Cross-Lagged Panel Model liegen bisher kaum vor. Das Ziel der vorliegenden Studie bestand darin, die längsschnittliche Beziehung zwischen Selbstkonzept und Leistung mit unterschiedlichen Modellen zu analysieren, um herauszufinden, ob die Modelle zu vergleichbaren Ergebnissen hinsichtlich der wechselseitigen Effekte kommen. Basierend auf einer Stichprobe von 1952 Grundschulkindern von Klasse eins bis drei, ergaben sich deutliche Unterschiede. Während Effekte von der Leistung auf das Selbstkonzept in allen Modellen nachgewiesen werden konnten, ist die Evidenz für umgekehrte Effekte eher schwach. Die Ergebnisse werden vor dem Hintergrund theoretischer Annahmen und der Angemessenheit methodischer Verfahren zur Analyse von längschnittlichen Daten diskutiert. (DIPF/Orig.)
Abstract (english):
The association between academic self-concept and achievement is assumed to be reciprocal. Although a large amount of research has been interpreted as demonstrating a bidirectional association, these results are typically based on variants of the classical cross-lagged panel model and often include only one achievement indicator in the models. Results with more recently developed methodological approaches, for example, the random-intercept cross-lagged panel model, are hardly found so far. The present study aimed to test the association between math self-concept and math achievement with different models to evaluate whether positive cross effects can be demonstrated with the alternative models. Drawing on a sample of 1952 elementary students from Grade 1 to Grade 3, results of structural equation modeling yielded noticeable differences. While effects of achievement on self-concept can be demonstrated in all models, the evidence for the reverse effects is rather weak. The results are discussed with regard to the theoretical assumptions and appropriate methodological approaches. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Developmental trajectories of phonological information processing in upper elementary students with […]
Schmidt, Claudia; Brandenburg, Janin; Busch, Jenny; Büttner, Gerhard; Grube, Dietmar; […]
Zeitschriftenbeitrag
| In: Reading Research Quarterly | 2021
40003 Endnote
Autor*innen:
Schmidt, Claudia; Brandenburg, Janin; Busch, Jenny; Büttner, Gerhard; Grube, Dietmar; Mähler, Claudia; Hasselhorn, Marcus
Titel:
Developmental trajectories of phonological information processing in upper elementary students with reading or spelling disabilities
In:
Reading Research Quarterly, 56 (2021) 1, S. 143-171
DOI:
10.1002/rrq.299
URN:
urn:nbn:de:0111-pedocs-227500
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-227500
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Grundschüler; Schüler; Phonologie; Informationsverarbeitung; Lernschwierigkeit; Lesefertigkeit; Rechtschreibung; Entwicklung; Gedächtnis; Kognitive Prozesse; Schuljahr 03; Schuljahr 04; Schuljahr 05; Test; Computerunterstütztes Verfahren; Datenanalyse; Empirische Untersuchung; Längsschnittuntersuchung; Deutschland
Abstract:
Deficits in phonological information processing in upper elementary students with specific learning disabilities in reading or spelling may increase, decrease, or remain stable over time. The authors examined the development of phonological processing longitudinally in 209 students (109 with learning disabilities and 100 typically achieving; n = 127 boys) in Germany, from grade 3 to grade 5 (ages 8-11; mean age at recruitment = 8 years 6.78 months, SD = 5.39 months). Latent change score models revealed that the development of rapid automatized naming was best described as a decreasing deficit, whereas a persistent deficit in phonological awareness was observed. Differences between students with and without learning disabilities regarding the phonological loop increased over time. Further, there were no developmental differences as a function of reading versus spelling deficits. Theoretical and practical implications are discussed. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Which data do elementary school teachers use to determine reading difficulties in their students?
Schmitterer, Alexandra; Brod, Garvin
Zeitschriftenbeitrag
| In: Journal of Learning Disabilities | 2021
40752 Endnote
Autor*innen:
Schmitterer, Alexandra; Brod, Garvin
Titel:
Which data do elementary school teachers use to determine reading difficulties in their students?
In:
Journal of Learning Disabilities, 54 (2021) 5, S. 349-364
DOI:
10.1177/0022219420981990
URN:
urn:nbn:de:0111-pedocs-237621
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-237621
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Lesestörung; Intervention; Grundschullehrer; Entscheidung; Diagnostik; Daten; Lesefertigkeit; Lesetest; Rechtschreibtest; Wortschatztest; Grundschüler; Schuljahr 03; Mehrebenenanalyse; Regressionsanalyse; Empirische Untersuchung; Hessen; Niedersachsen; Deutschland
Abstract:
Small-group interventions allow for tailored instruction for students with learning difficulties. A crucial first step is the accurate identification of students who need such an intervention. This study investigated how teachers decide whether their students need a remedial reading intervention. To this end, 64 teachers of 697 third-grade students from Germany were asked to rate whether a reading intervention for their students was "not necessary," "potentially necessary," or "definitely necessary." Independent experimenters tested the students' reading and spelling abilities with standardized tests, and a subsample of 370 children participated in standardized tests of phonological awareness and vocabulary. Findings show that teachers' decisions with regard to students' needing a reading intervention overlapped more with results from standardized spelling assessments than from reading assessments. Hierarchical linear models indicated that students' spelling abilities, along with phonological awareness and vocabulary, explained variance in teachers' ratings over and above students' reading skills. Teachers, thus, relied on proximal cues such as spelling skills to reach their decision. These findings are discussed in relation to clinical standards and educational contexts. Findings indicate that the teachers' assignment of children to interventions might be underspecified, and starting points for specific teacher training programs are outlined. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Orthographic knowledge predicts reading and spelling skills over and above general intelligence and […]
Zarić, Jelena; Hasselhorn, Marcus; Nagler, Telse
Zeitschriftenbeitrag
| In: European Journal of Psychology of Education | 2021
39952 Endnote
Autor*innen:
Zarić, Jelena; Hasselhorn, Marcus; Nagler, Telse
Titel:
Orthographic knowledge predicts reading and spelling skills over and above general intelligence and phonological awareness
In:
European Journal of Psychology of Education, 36 (2021) 1, S. 21-43
DOI:
10.1007/s10212-020-00464-7
URN:
urn:nbn:de:0111-pedocs-227493
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-227493
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Rechtschreibung; Wissen; Schreibkompetenz; Lesekompetenz; Phonologie; Sprachbewusstheit; Intelligenz; Grundschüler; Schuljahr 03; Test; Empirische Untersuchung; Frankfurt am Main; Deutschland
Abstract (english):
It is widely accepted that general intelligence and phonological awareness contribute to children's acquisition of reading and spelling skills. A further candidate in this regard is orthographic knowledge (i.e., the knowledge about permissible letter patterns). It consists of two components, word-specific (i.e., the knowledge of the spelling of specific words) and general orthographic knowledge (i.e., the knowledge about legal letter patterns of a writing system). Among German students, previous studies have shown that word-specific orthographic knowledge contributes to both reading and spelling. The results regarding general orthographic knowledge and its contribution to reading and spelling are inconsistent. The major goal of the present study was to determine the incremental predictive value of orthographic knowledge for reading and spelling skills among German elementary-school children (N= 66), over and above the contribution of general intelligence and phonological awareness. The second goal was to examine whether there is a difference between the two subtypes of orthographic knowledge in the amount of their respective contribution to reading and spelling performance. The results show that word-specific as well as general orthographic knowledge con- tribute to both reading and spelling performance, over and above intelligence and phonological awareness. Furthermore, it reveals that both word-specific and general orthographic knowledge explain more variance of spelling compared to reading. Possible explanations for these results, limitations, and implications of the study are being discussed. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Lernleistungen an Grundschulen in Rheinland-Pfalz - Teil 1. IQB-Bildungstrend und […]
Kraus, Thorben; Weishaupt, Horst; Hosenfeld, Ingmar
Zeitschriftenbeitrag
| In: SchulVerwaltung. Ausgabe Hessen und Rheinland-Pfalz | 2021
41247 Endnote
Autor*innen:
Kraus, Thorben; Weishaupt, Horst; Hosenfeld, Ingmar
Titel:
Lernleistungen an Grundschulen in Rheinland-Pfalz - Teil 1. IQB-Bildungstrend und VERA-Vergleichsarbeiten
In:
SchulVerwaltung. Ausgabe Hessen und Rheinland-Pfalz, 26 (2021) 7/8, S. 225-228
Dokumenttyp:
3b. Beiträge in weiteren Zeitschriften; wissenschaftsorientiert
Sprache:
Deutsch
Schlagwörter:
Grundschule; Schülerleistung; Kompetenz; Lernstandserhebung; Bildungsmonitoring; Mathematikunterricht; Deutschunterricht; Leseverstehen; Soziale Herkunft; Migrationshintergrund; Schuljahr 03; Schuljahr 04; Empirische Untersuchung; Rheinland-Pfalz; Deutschland
Abstract:
Die landesweiten Ergebnisse der VERA-Vergleichsarbeiten 2016 werden mit den Ergebnissen des IQB-Bildungstrends für Rheinland-Pfalz verglichen und hinsichtlich ihrer Bedeutung für ein regelmäßiges Monitoring der Leistungen der Schülerinnen und Schüler diskutiert. (DIPF/Autor)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Comorbidities between specific learning disorders and psychopathology in elementary school children […]
Visser, Linda; Kalmar, Julia; Linkersdörfer, Janosch; Görgen, Ruth; Rothe, Josefine; […]
Zeitschriftenbeitrag
| In: Frontiers in Psychiatry | 2020
39954 Endnote
Autor*innen:
Visser, Linda; Kalmar, Julia; Linkersdörfer, Janosch; Görgen, Ruth; Rothe, Josefine; Hasselhorn, Marcus; Schulte-Körne, Gerd
Titel:
Comorbidities between specific learning disorders and psychopathology in elementary school children in Germany
In:
Frontiers in Psychiatry, (2020) , S. 11:292
DOI:
10.3389/fpsyt.2020.00292
URN:
urn:nbn:de:0111-pedocs-229558
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-229558
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Depression; Angststörung; Verhaltensstörung; Lese-Rechtschreib-Schwäche; Rechenschwäche; Lernschwäche; Sekundärkrankheit; Psychopathologie; Empirische Untersuchung; Schüler; Grundschule; Schuljahr 03; Schuljahr 04; Test; Computerunterstütztes Verfahren; Eltern; Befragung; Fragebogenerhebung; D-Hesssen; D-Bayern; Deutschland
Abstract (english):
Children with reading and/or spelling disorders have increased rates of behavioral and emotional problems and combinations of these. Some studies also find increased rates of attention-deficit-/hyperactivity disorder (ADHD), conduct disorder, anxiety disorder, and depression. However, the comorbidities of e.g. arithmetic disorders with ADHD, anxiety, and depression have been addressed only rarely. The current study explored the probability of children with specific learning disorders (SLD) in reading, spelling, and/or arithmetic to also have anxiety, depression, ADHD, and/or conduct disorder. The sample consisted of 3014 German children from grades 3 and 4 (mean age 9;9 years) who completed tests assessing reading, spelling as well as arithmetic achievement and intelligence via a web-based application. Psychopathology was assessed using questionnaires filled in by the parents. In children with a SLD we found high rates of anxiety (21%), depression (28%), ADHD (28%), and conduct disorder (22%). Children with SLD in multiple learning domains had a higher risk for psychopathology and had a broader spectrum of psychopathology than children with an isolated SLD. The results highlight the importance of screening for and diagnosing psychiatric comorbidities in children with SLD.
DIPF-Abteilung:
Bildung und Entwicklung
School attitude and perceived teacher acceptance. Developmental trajectories, temporal relations, […]
Arens, A. Katrin; Niepel, Christoph
Zeitschriftenbeitrag
| In: British Journal of Educational Psychology | 2019
38725 Endnote
Autor*innen:
Arens, A. Katrin; Niepel, Christoph
Titel:
School attitude and perceived teacher acceptance. Developmental trajectories, temporal relations, and gender differences
In:
British Journal of Educational Psychology, 89 (2019) 4, S. 689-706
DOI:
10.1111/bjep.12252
URN:
urn:nbn:de:0111-dipfdocs-188733
URL:
http://www.dipfdocs.de/volltexte/2021/18873/pdf/Arens_Niepel_2019_School_attitude_and_perceived_teacher_acceptance_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Geschlechtsspezifischer Unterschied; Befragung; Längsschnittuntersuchung; Latente Wachstumskurvenmodelle; Hessen; Bayern; Deutschland; Grundschule; Einstellung <Psy>; Grundschüler; Lehrer; Akzeptanz; Wahrnehmung; Schüler-Schüler-Beziehung; Schüler-Lehrer-Beziehung; Einflussfaktor; Lernverhalten; Schuljahr 03; Schuljahr 04; Persönlichkeitsentwicklung; Lernbedingungen; Veränderung
Abstract:
Background: Positive school attitudes defined as students' school liking and school attachment are positively related to many desirable outcomes. Student-teacher relations have often been considered to be an important determinant of school attitudes. Aims: Students' perceived teacher acceptance was used as an indicator for student-teacher relations. Using a longitudinal data set, we examined the developmental trajectories of school attitudes and perceived teacher acceptance. In addition, we studied the temporal relations between both constructs.. We also examined gender differences in the mean levels, mean level development, and relations of school attitudes and teacher acceptance. Sample: The sample consisted of 2,376 German elementary school students. Methods: The students rated their school attitudes and perceived teacher acceptance three times across grade levels 3-4. Latent growth curve models were used to examine the developmental trajectories of both constructs. Cross‐lagged panel models were used to examine the temporal relations between both constructs. Results: Positive school attitudes and perceived teacher acceptance declined across time. School attitudes and perceived teacher acceptance were positively and reciprocally related across the three waves. Boys and girls did not differ in their temporal relations between school attitudes and perceived teacher acceptance and in the developmental trajectories of both constructs. Girls were found to display higher mean levels of school attitudes and perceived teacher acceptance. Conclusions: Research and practice should seek for effective means to counteract the decline of students' positive school attitudes and perceived teacher acceptance. Interventions to foster students' school attitudes might benefit from enhancing student-teacher relations, and vice versa. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Momentary working memory performance is coupled with different dimensions of affect for different […]
Neubauer, Andreas B.; Dirk, Judith; Schmiedek, Florian
Zeitschriftenbeitrag
| In: Developmental Psychology | 2019
38831 Endnote
Autor*innen:
Neubauer, Andreas B.; Dirk, Judith; Schmiedek, Florian
Titel:
Momentary working memory performance is coupled with different dimensions of affect for different children: A mixture model analysis of ambulatory assessment data.
In:
Developmental Psychology, 55 (2019) 4, S. 754-766
DOI:
10.1037/dev0000668
URN:
urn:nbn:de:0111-pedocs-181292
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-181292
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Grundschüler; Arbeitsgedächtnis; Schuljahr 03; Schuljahr 04; Leistungsfähigkeit; Tagesablauf; Unterschied; Messung; Wohlbefinden; Affekt; Emotionaler Zustand; Wirkung; Kognitive Prozesse; Umwelteinfluss; Einflussfaktor; Faktorenanalyse
Abstract (english):
Elementary schoolchildren's working memory performance (WMP) fluctuates from moment to moment and day to day, yet the underlying mechanisms are not well understood. In the present study, affective states were investigated as predictors of these fluctuations. Interindividual differences in the intraindividual affect-WMP associations were expected, and their structure was explored. One hundred nine children (8-11 years) were investigated in an ambulatory assessment. Affective states (positive affect [PA], negative affect [NA], activation, deactivation) and WMP were assessed 3 times daily for up to 31 consecutive days. In the whole sample, WMP was lower at occasions with higher NA or deactivation, while there was no overall effect of PA or activation. Results of a mixture model analysis revealed meaningful heterogeneity in these effects: Approximately half of the children showed comparably weaker effects of affect on WMP, while the other three groups showed (1) comparably stronger negative effects of NA and deactivation; (2) a comparably stronger positive effect of activation; or (3) comparably stronger negative effects of NA and deactivation and stronger positive effects of PA and activation. Findings emphasize the importance of explicitly considering interindividual differences in intraindividual associations. They are discussed in the context of current frameworks of interindividual differences in environmental sensitivity. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
The importance of peer relatedness at school for affective well‐being in children. Between‐ and […]
Schmidt, Andrea; Dirk, Judith; Schmiedek, Florian
Zeitschriftenbeitrag
| In: Social Development | 2019
39187 Endnote
Autor*innen:
Schmidt, Andrea; Dirk, Judith; Schmiedek, Florian
Titel:
The importance of peer relatedness at school for affective well‐being in children. Between‐ and within‐person associations
In:
Social Development, 28 (2019) 4, S. 873-892
DOI:
10.1111/sode.12379
URL:
https://onlinelibrary.wiley.com/doi/full/10.1111/sode.12379
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Mehrebenenanalyse; Längsschnittuntersuchung; Deutschland; Schüler; Schüler-Schüler-Beziehung; Einflussfaktor; Wohlbefinden; Zufriedenheit; Grundschule; Gymnasium; Schuljahr 03; Schuljahr 04; Schuljahr 05; Schuljahr 06; Peergroup; Stimmung; Emotionaler Zustand; Soziale Interaktion; Tagesablauf; Messung; Unterschied; Reliabilität
Abstract (english):
Two intensive longitudinal studies examining the association between children's feeling of relatedness to peers at school and their affective well‐being were performed. In Study 1, 110 third and fourth graders reported on their positive affect (PA) and negative affect (NA) 4 times daily and on their peer relatedness once a day over 4 weeks. Multilevel analyses revealed that children who reported higher peer relatedness on average also reported higher PA and lower NA (between‐person associations). Moreover, on days when children reported higher peer relatedness than usual, they also reported higher PA, but they did not necessarily report lower NA (within‐person associations). In Study 2, 55 fourth, fifth, and sixth graders indicated their PA, NA, and peer relatedness once a day over 2 weeks. We replicated the findings of Study 1 on both levels. The studies showed that feeling related to peers is associated with high PA at school and at home on a daily basis, illustrating the function of peer relatedness in promoting positive well‐being. The findings further demonstrated the necessity of intensive longitudinal studies focusing on within‐person associations and the importance of measuring both PA and NA in order to capture effects on affective well‐being thoroughly. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
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