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Data for psychological research in the educational field. Spotlights, data, infrastructure and […] Bayer, Sonja; Blask, Katarina; Gnambs, Timo; Jansen, Malte; Maehler, Débora B.; Meyermann, Alexia; […] Zeitschriftenbeitrag | In: Journal of Open Psychological Data | 2023 44628 Endnote: Autor*innen: Bayer, Sonja; Blask, Katarina; Gnambs, Timo; Jansen, Malte; Maehler, Débora B.; Meyermann, Alexia; Neuendorf, Claudia
Titel: Data for psychological research in the educational field. Spotlights, data, infrastructure and findings from research
In: Journal of Open Psychological Data, 11 (2023) 1, S. 19
DOI: 10.5334/jopd.105
URL: https://openpsychologydata.metajnl.com/articles/10.5334/jopd.105
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Schlagwörter: Bildungsforschung; Daten; Infrastruktur; Internationaler Vergleich; Vergleichende Erziehungswissenschaft
Abstract (english): In recent years, there has been a growing emphasis on the importance of open data and data sharing in scientific research (Nosek et al., 2015; van der Zee & Reich, 2018). However, in the educational field, access to FAIR (findable, accessible, interoperable, and reusable) data remains a significant challenge (Wilkinson et al., 2016). This special collection addresses this challenge by highlighting psychological data in educational research and showcasing examples of data that have been shared and made available to the scientific community in accordance with FAIR principles. With this special collection, we aim to explicitly encourage the use of shared research data for individual research projects. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Perspectives on resilience. Trait resilience, correlates of resilience in daily life, and […] Blanke, Elisabeth S.; Schmiedek, Florian; Siebert, Stefan; Richter, David; Brose, Annette Zeitschriftenbeitrag | In: Stress and Health | 2023 43272 Endnote: Autor*innen: Blanke, Elisabeth S.; Schmiedek, Florian; Siebert, Stefan; Richter, David; Brose, Annette
Titel: Perspectives on resilience. Trait resilience, correlates of resilience in daily life, and longer-term change in affective distress
In: Stress and Health, 39 (2023) 1, S. 59-73
DOI: 10.1002/smi.3164
URL: https://onlinelibrary.wiley.com/doi/10.1002/smi.3164
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Schlagwörter: Affekt; Alltag; Anpassung; Deutschland; Empirische Untersuchung; Erlebnis; Fragebogen; Korrelation; Längsschnittuntersuchung; Mehrebenenanalyse; Messung; Persönlichkeitsmerkmal; Regressionsanalyse; Resilienz; Smartphone; Stress; Strukturgleichungsmodell; Veränderung; Wohlbefinden
Abstract: Resilience describes successful adaptation in the face of adversity, commonly inferred from trajectories of well-being following major life events. Alternatively, resilience was conceptualised as a psychological trait, facilitating adaptation through stable individual characteristics. Both perspectives may relate to individual differences in how stress is regulated in daily life. In the present study, we combined these perspectives on resilience. Our sample consisted of N = 132 middle-aged adults, who experienced major life events in between two waves of a longitudinal study. We implemented latent change regression models to predict change in affective distress. As predictors, we investigated trait resilience and correlates of resilience in daily life (stressor occurrence, stress reactivity, positive reappraisal, mindful attention, and acceptance), measured using experience sampling (T = 70 occasions). Unexpectedly, trait resilience was not associated with change in distress. In contrast, resilience correlates in daily life, most notably lower stress reactivity, were associated with more favourable change. Higher trait resilience related to higher average mindfulness, higher reappraisal, and lower negative affect. Overall, while trait resilience translated into everyday correlates of resilience, it was not predictive of changes in affective distress. Instead, precursors of changes in well-being may be found in correlates of resilience in daily life. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Theory-based behavioral indicators for children's purchasing self-control in a computer-based […] Drake, Philine; Hartig, Johannes; Froitzheim, Manuel; Mau, Gunnar; Schramm-Klein, Hanna; […] Zeitschriftenbeitrag | In: European Journal of Psychological Assessment | 2023 43877 Endnote: Autor*innen: Drake, Philine; Hartig, Johannes; Froitzheim, Manuel; Mau, Gunnar; Schramm-Klein, Hanna; Schuhen, Michael
Titel: Theory-based behavioral indicators for children's purchasing self-control in a computer-based simulated supermarket
In: European Journal of Psychological Assessment, 39 (2023) 4, S. 289-298
DOI: 10.1027/1015-5759/a000757
URL: https://econtent.hogrefe.com/doi/10.1027/1015-5759/a000757
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Schlagwörter: Aufgabe; Computerunterstütztes Verfahren; Deutschland; Empirische Untersuchung; Grundschule; Impulsivität; Indikator; Kind; Kompetenz; Konsum; Korrelation; Logdatei; Schuljahr 03; Schuljahr 04; Selbstbeherrschung; Simulation; Strukturgleichungsmodell; Test; Verhalten
Abstract: The present study aims to investigate elementary school children's self-control as an important aspect of their purchasing literacy in a simulated supermarket. To this end, 136 children were asked to shop on a limited budget and work through a given shopping list. We processed the data of this task in two ways: First, we combined process and product data into a common score for a differentiated assessment of task performance. Second, we derived theory-based behavioral indicators from the log data. By means of a structural equation model, we confirmed that the covariance between them could be explained by a factor of self-control. Within the structural equation model, we also investigated whether self-controlled behavior mediated the relationship between self-reported impulsivity and task performance. This could not be confirmed, even though self-controlled behavior was positively related to task performance. Self-control and impulsivity both correlated positively with a distrustful attitude toward advertising. Higher self-control was also significantly related to better monitoring one's finances at the point of sale. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Associations between youth's daily social media use and well-being are mediated by upward […] Irmer, Andrea; Schmiedek, Florian Zeitschriftenbeitrag | In: Communications Psychology | 2023 44024 Endnote: Autor*innen: Irmer, Andrea; Schmiedek, Florian
Titel: Associations between youth's daily social media use and well-being are mediated by upward comparisons
In: Communications Psychology, 1 (2023) , S. 12
DOI: 10.1038/s44271-023-00013-0
URL: https://www.nature.com/articles/s44271-023-00013-0
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Schlagwörter: Affekt; Deutschland; Faktorenanalyse; Jugendlicher; Kind; Mediennutzung; Mehrebenenanalyse; Selbstwertgefühl; Sozialer Vergleich; Soziale Software; Strukturgleichungsmodell; Tagebuch; Wohlbefinden
Abstract (english): Studies examining the associations between social media use and subjective well-being have revealed inconsistent results and mainly refer to the between-person level. We conducted a 14-day diary study among 200 youths ages 10 to 14 to examine within- and between-person associations of social media use (Instagram, TikTok, and YouTube), subjective well-being (positive/negative self-worth, positive/negative affect), and upward social comparisons (general impression of others being better off). Multilevel structural equation models showed that social media use was linked to lower positive and higher negative self-worth on a daily basis, and that upward social comparisons were linked to diminished subjective well-being on all dimensions. Furthermore, our findings were consistent with (partial) mediation of the effect of social media use on subjective well-being by upward social comparisons on the between- and within-person levels. Youths' feelings that others are better off than themselves may help explain part of the heterogeneity of previous findings. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

School alienation among adolescents in Switzerland and Luxembourg. The role of parent and peer […] Morinaj, Julia; De Moll, Frederick; Hascher, Tina; Hadjar, Andreas; Grecu, Alyssa; Scharf, Jan Zeitschriftenbeitrag | In: Youth & Society | 2023 41470 Endnote: Autor*innen: Morinaj, Julia; De Moll, Frederick; Hascher, Tina; Hadjar, Andreas; Grecu, Alyssa; Scharf, Jan
Titel: School alienation among adolescents in Switzerland and Luxembourg. The role of parent and peer supportive attitudes toward school and teacher autonomy support
In: Youth & Society, 55 (2023) 2, S. 187-212
DOI: 10.1177/0044118X211043902
URL: https://journals.sagepub.com/doi/full/10.1177/0044118X211043902
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Schlagwörter: Akteur; Bern <Kanton>; Einstellung <Psy>; Eltern; Empirische Untersuchung; Entfremdung; Fragebogenerhebung; Jugendlicher; Längsschnittuntersuchung; Lehrer; Luxemburg; Peergroup; Schule; Schüler; Schuljahr 07; Schuljahr 08; Schuljahr 09; Schweiz; Sekundarbereich; Sozialisation; Strukturgleichungsmodell; Unterstützung; Vergleichsuntersuchung
Abstract (english): Prior research has shown that socialization agents such as parents, peers, and teachers can play a significant role in adolescents' educational outcomes, both through direct support or indirectly via supportive attitudes that foster students' bonding to school and academic motivation. However, less is known about the effects of parent and peer supportive attitudes and teacher autonomy support on unfavorable educational outcomes such as school alienation. This study investigated the role of socialization agents in the development of school alienation among 544 secondary school students in Switzerland and 535 secondary school students in Luxembourg in grades 7 to 9. Results of structural equation modeling showed that the role of socialization agents varies across the school alienation domains and educational contexts, with peers having the most substantial impact on all three domains of alienation in both countries. (DIPF/Orig.)
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens

Practice-related changes in perceptual evidence accumulation correlate with changes in working […] Schmiedek, Florian; Lövdén, Martin; Ratcliff, Roger; Lindenberger, Ulman Zeitschriftenbeitrag | In: Journal of Experimental Psychology: General | 2023 43393 Endnote: Autor*innen: Schmiedek, Florian; Lövdén, Martin; Ratcliff, Roger; Lindenberger, Ulman
Titel: Practice-related changes in perceptual evidence accumulation correlate with changes in working memory
In: Journal of Experimental Psychology: General, 152 (2023) 3, S. 763-779
DOI: 10.1037/xge0001290
URL: https://psycnet.apa.org/record/2023-03396-001
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Schlagwörter: Arbeitsgedächtnis; Entscheidung; Kognition; Strukturgleichungsmodell; Training; Wahrnehmung
Abstract: It has been proposed that evidence accumulation determines not only the speed and accuracy of simple perceptual decisions but also influences performance on tasks assessing higher-order cognitive abilities, such as working memory (WM). Accordingly, estimates of evidence accumulation based on diffusion decision modeling of perceptual decision-making tasks have been found to correlate with WM performance. Here we use diffusion decision modeling in combination with latent factor modeling to test the stronger prediction that practice-induced changes in evidence accumulation correlate with changes in WM performance. Analyses are based on data from the COGITO Study, in which 101 young adults practiced a battery of cognitive tasks, including three simple two-choice reaction time tasks and three WM tasks, in 100 day-to-day training sessions distributed over 6 months. In initial analyses, drift rates were found to correlate across the three choice tasks, such that latent factors of evidence accumulation could be established. These latent factors of evidence accumulation were positively correlated with latent factors of practiced and unpracticed WM tasks, both before and after practice. As predicted, individual differences in changes of evidence accumulation correlated positively with changes in WM performance. Our findings support the proposition that decision making and WM both rely on the active maintenance of task-relevant internal representations. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Die Neuauflage des Sozialindex für Hamburger Schulen auf amtlicher Basis. Gründe, Verfahren und […] Schulte, Klaudia; Lücken, Markus; Warmt, Maike; Hartig, Johannes Zeitschriftenbeitrag | In: Die Deutsche Schule | 2023 44614 Endnote: Autor*innen: Schulte, Klaudia; Lücken, Markus; Warmt, Maike; Hartig, Johannes
Titel: Die Neuauflage des Sozialindex für Hamburger Schulen auf amtlicher Basis. Gründe, Verfahren und Zusammenhänge
In: Die Deutsche Schule, 115 (2023) 4, S. 384-397
DOI: 10.31244/dds.2023.04.08
URN: urn:nbn:de:0111-pedocs-284189
URL: https://www.pedocs.de/frontdoor.php?source_opus=28418
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Deutsch
Schlagwörter: Berechnung; Bildungspolitik; Hamburg; Index; Ressourcenallokation; Schule; Schülerleistung; Schulstruktur; Sozialer Indikator; Sozialer Status; Sozioökonomische Lage; Variable
Abstract: In Hamburg bildet der Sozialindex die Grundlage für differenzierte Ressourcenallokationen an Schulen. 2021 wurde der Sozialindex für Hamburger Schulen zum ersten Mal allein auf der Grundlage amtlicher Daten berechnet. Im vorliegenden Artikel werden die Gründe für den Verfahrenswechsel, Kriterien für die Variablenauswahl sowie das Berechnungsverfahren vorgestellt. Das berechnete Modell mit acht Variablen weist eine sehr hohe Güte und eine hohe Stabilität im Vergleich zum bestehenden Index auf. In einem zweiten Teil des Artikels wird dargestellt, dass sich bei dem neu konstruierten Sozialindex die bewährten hohen Zusammenhänge zu Leistungsdaten zeigen.
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Interaktionsbezogene Selbstwirksamkeitserwartungen frühpädagogischer Fachkräfte Wolstein, Katrin; Peters, Svenja; Mischo, Christoph; Ehm, Jan-Henning Zeitschriftenbeitrag | In: Frühe Bildung | 2023 43969 Endnote: Autor*innen: Wolstein, Katrin; Peters, Svenja; Mischo, Christoph; Ehm, Jan-Henning
Titel: Interaktionsbezogene Selbstwirksamkeitserwartungen frühpädagogischer Fachkräfte
In: Frühe Bildung, 12 (2023) 3, S. 160-169
DOI: 10.1026/2191-9186/a000617
URL: https://econtent.hogrefe.com/doi/10.1026/2191-9186/a000617
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Deutsch
Schlagwörter: Deutschland; Emotion; Empirische Untersuchung; Erwartung; Fachkraft; Faktorenanalyse; Fragebogen; Frühpädagogik; Interaktion; Kindertagesstätte; Lernen; Messverfahren; Organisation; Pädagogisches Handeln; Qualität; Selbstwirksamkeit; Strukturgleichungsmodell; Unterstützung; Validität
Abstract: Befunde aus der Schulforschung verweisen auf die Relevanz berufsbezogener Selbstwirksamkeitserwartungen für die pädagogische Interaktionsqualität. Für den Kita-Alltag liegt hierzu bislang kaum Forschung vor. In dieser Studie wurde ein Fragebogen entwickelt und die interaktionsbezogenen Selbstwirksamkeitserwartungen an N = 120 (angehenden) frühpädagogischen Fachkräften in drei Bereichen der Interaktionsqualität erfasst (Emotionale Unterstützung, Organisation des Kita-Alltags und Lernunterstützung). Die Analysen verglichen dreifaktorielle und bifaktorielle konfirmatorische Faktorenanalysen (3-CFA, B-CFA) mit explorativen Strukturgleichungsmodellen (3-ESEM, B-ESEM). Die Ergebnisse zeigen eine ausreichende Differenzierung der drei Bereiche und eine gute Passung des konfirmatorischen dreifaktoriellen Modells (3-CFA) und bifaktoriellen Modells (B-CFA). Eine erste Validierung ergab einen signifikanten Zusammenhang von Selbstwirksamkeitserwartungen mit Berufserfahrung, nicht aber mit der Qualifikation (3-CFA) sowie einen Zusammenhang mit dem Generalfaktor, nicht aber den spezifischen Faktoren (B-CFA). Konsequenzen für die weitere Anwendung des Fragebogenverfahrens und die inhaltliche Bedeutung der Ergebnisse für die alltägliche Interaktionsqualität frühpädagogischer Fachkräfte in Kindertageseinrichtungen werden diskutiert. (DIPF/Orig.)
Abstract (english): Teacher research shows relevant relationships between self-efficacy beliefs and interaction quality, whereas the interaction-related self-efficacy beliefs of preschool teachers have remained unexplored. We constructed a questionnaire measuring interaction-related self-efficacy beliefs in three domains of interaction quality (Emotional Support, Classroom Organisation, and Instructional Support) and assessed them in a sample of N = 120 (prospective) preschool teachers. We compared three-factor and bifactor confirmatory factor analyses (3-CFA, B-CFA) using exploratory structural equation models (3-ESEM, B-ESEM). Our results show a sufficient differentiation of the three domains and good model fits of the confirmatory three-factor model (3-CFA) and bifactor model (B-CFA). A first validation revealed a significant correlation between self-efficacy beliefs and vocational experience but not qualification (3-CFA). There was also a relationship with the general factor but not with the specific factors (B-CFA). We discuss the consequences for further implementations and the meaning of the results for the daily interaction quality of preschool teachers. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

QualidataNet - a federated archiving infrastructure for qualitative research data Mozygemba, Kati; Betancort-Cabrera, Noemi; Gebel, Tobias; Hedeland, Hanna; Heuer, Jan-Ocko; […] Verschiedenartige Dokumente | 2022 43625 Endnote: Autor*innen: Mozygemba, Kati; Betancort-Cabrera, Noemi; Gebel, Tobias; Hedeland, Hanna; Heuer, Jan-Ocko; Ikiz-Akinci, Dilek; Klauke, Susanne; Meyermann, Alexia; Reineke, Silke; Weisbrod, Dirk; Hollstein, Betina
Titel: QualidataNet - a federated archiving infrastructure for qualitative research data
Erscheinungsvermerk: Genève: Zenodo, 2022
DOI: 10.5281/zenodo.6627515
URL: https://zenodo.org/record/6627515#.ZCMEnkzP2Uk
Dokumenttyp: Arbeitspapiere; dokumentarische und Diskussionsbeiträge; weitere Arbeits- und Diskussionspapiere
Sprache: Englisch
Schlagwörter: Archivierung; Datenmanagement; Forschungsdaten; Infrastruktur; Metadaten; Qualitative Daten
DIPF-Abteilung: Informationszentrum Bildung

Reflecting open practices on digital infrastructures Hiebl, Johannes; Heck, Tamara; Kullmann, Sylvia; Rittberger, Marc Sammelbandbeitrag | Aus: Leibniz-Informationszentrum Wirtschaft (Hrsg.): Open Science Conference 2022, online conference, 8-10 March, 2022 | Genève: Zenodo | 2022 43444 Endnote: Autor*innen: Hiebl, Johannes; Heck, Tamara; Kullmann, Sylvia; Rittberger, Marc
Titel: Reflecting open practices on digital infrastructures
Aus: Leibniz-Informationszentrum Wirtschaft (Hrsg.): Open Science Conference 2022, online conference, 8-10 March, 2022, Genève: Zenodo, 2022 , S. #6365759
DOI: 10.5281/zenodo.6365759
URL: https://zenodo.org/record/6365759
Dokumenttyp: Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Sprache: Englisch
Schlagwörter: Digitales System; Educational Resources; Funktionalität; Infrastruktur; Open Science; Poster
DIPF-Abteilung: Informationszentrum Bildung