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Analyzing organizational growth in repeated cross-sectional designs using multilevel structural […]
Hochweber, Jan; Hartig, Johannes
Zeitschriftenbeitrag
| In: Methodology | 2017
37972 Endnote
Autor*innen:
Hochweber, Jan; Hartig, Johannes
Titel:
Analyzing organizational growth in repeated cross-sectional designs using multilevel structural equation modeling
In:
Methodology, 13 (2017) 3, S. 83-97
DOI:
10.1027/1614-2241/a000133
URN:
urn:nbn:de:0111-pedocs-158678
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-158678
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Methodologie; Organisation; Wachstum; Längsschnittuntersuchung; Daten; Datenanalyse; Strukturgleichungsmodell; Mehrebenenanalyse; Latente Wachstumskurvenmodelle; PISA <Programme for International Student Assessment>; Simulation; Statistische Methode
Abstract (english):
In repeated cross-sections of organizations, different individuals are sampled from the same set of organizations at each time point of measurement. As a result, common longitudinal data analysis methods (e.g., latent growth curve models) cannot be applied in the usual way. In this contribution, a multilevel structural equation modeling approach to analyze data from repeated cross-sections is presented. Results from a simulation study are reported which aimed at obtaining guidelines on appropriate sample sizes. We focused on a situation where linear growth occurs at the organizational level, and organizational growth is predicted by a single organizational level variable. The power to identify an effect of this organizational level variable was moderately to strongly positively related to number of measurement occasions, number of groups, group size, intraclass correlation, effect size, and growth curve reliability. The Type I error rate was close to the nominal alpha level under all conditions. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Mathematikunterricht und Schülerleistung in der Sekundarstufe. Zur Validität von Schülerbefragungen […]
Kuger, Susanne; Klieme, Eckhard; Lüdtke, Oliver; Schiepe-Tiska, Anja; Reiss, Kristina
Zeitschriftenbeitrag
| In: Zeitschrift für Erziehungswissenschaft. Sonderheft | 2017
37332 Endnote
Autor*innen:
Kuger, Susanne; Klieme, Eckhard; Lüdtke, Oliver; Schiepe-Tiska, Anja; Reiss, Kristina
Titel:
Mathematikunterricht und Schülerleistung in der Sekundarstufe. Zur Validität von Schülerbefragungen in Schulleistungsstudien
In:
Zeitschrift für Erziehungswissenschaft. Sonderheft, 33 (2017) , S. 61-98
DOI:
10.1007/s11618-017-0750-6
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Deutsch
Schlagwörter:
Längsschnittuntersuchung; Mehrebenenanalyse; Strukturgleichungsmodell; Deutschland; Mathematikunterricht; Qualität; Unterrichtsinhalt; Aktivität; Schüler; Befragung; Validität; Prognose; Schülerleistung; Schuljahr 09; Schuljahr 10; Vergleichsuntersuchung; PISA <Programme for International Student Assessment>; Querschnittuntersuchung
Abstract:
Daten internationaler Schulleistungsstudien werden immer häufiger für Analysen des Unterrichtsgeschehens (auch im Mathematikunterricht) genutzt. Diese Daten erlauben allerdings in der Regel nur begrenzte Interpretationen der Wirksamkeit von Unterricht. Entsprechend untersucht dieser Beitrag, wie groß bei der Nutzung von Daten aus solchen Studien die Gefahr ist, die Bedeutung einzelner Unterrichtsmerkmale zu überschätzen. Zwei Erweiterungen der PISA 2012 Studie in Deutschland - zum einen die Erhebung ganzer Klassenverbände und zum anderen eine follow-up Studie ein Jahr später-wurden genutzt um die Bedeutung von acht Merkmalen der Qualität, der Aktivitäten und der Inhalte des Mathematikunterrichts zu untersuchen. In latenten Mehrebenenstrukturgleichungsmodellen (sog. doubly-latent Modelle) werden querschnittliche Zusammenhänge der Unterrichtsmerkmale mit der Schülerleistung (unter Kontrolle des Schülerhintergrunds und der Rahmenbedingungen der Klasse) gegen längsschnittliche Zusammenhänge unter Kontrolle der Vorleistung verglichen. Die Analysen zeigen, dass querschnittliche Analysen die Stärke der Bedeutung einzelner Unterrichtsmerkmale überschätzen, dass jedoch drei der vier querschnittlich bedeutsam mit Schülerleistung assoziierten Merkmale auch im Längsschnitt noch die Schülerleistung vorhersagen. Dies unterstützt die Bedeutung früherer, ausschließlich querschnittlicher Analysen unter der Voraussetzung einer adäquaten Modellierung der zu Grunde liegenden Daten. (DIPF/Orig.)
Abstract (english):
Public availability, high data quality, and sample characteristics make data from international large-scale assessments (ILSA) attractive for secondary analyses, and more and more researcher use them to analyze teaching and learning in students' classrooms. However, for several reasons ILSA data is limited in its scope, and conclusions on educational effectiveness are restricted. This study specifically intends to evaluate the potential danger of overestimating the effectiveness of indicators of teaching and learning based on ILSA data. We take advantage of two extensions to the German sample for the Programme for International Student Assessment (PISA) 2012 study: The sample was enhanced a) by adding students from entire 9th grade classrooms and b) by a repeated measurement, re-testing all participants one year later in 10th grade. This study analyzed eight indicators of students' reports on teaching and learning in their mathematics classrooms. Regression analyses in multi-level structural equation models (doubly-latent models) compared results of cross-sectional analyses (controlling for individual background and classroom level characteristics) with a longitudinal extension (controlling for prior achievement). Results only partially confirm common practice to use ILSA data to study educational effectiveness of classroom level processes. Cross-sectional analyses overestimate effectiveness results, but three out of four indicators that are cross-sectionally related to student achievement are also related to students' achievement development in grade 10. Assuming that previous studies modeled and interpreted the data correctly, the importance of their results in debates on educational effectiveness is thus underlined. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Change in test-taking motivation and its relationship to test performance in low-stakes assessments
Penk, Christiane; Richter, Dirk
Zeitschriftenbeitrag
| In: Educational Assessment, Evaluation and Accountability | 2017
36815 Endnote
Autor*innen:
Penk, Christiane; Richter, Dirk
Titel:
Change in test-taking motivation and its relationship to test performance in low-stakes assessments
In:
Educational Assessment, Evaluation and Accountability, 29 (2017) 1, S. 55-79
DOI:
10.1007/s11092-016-9248-7
URN:
urn:nbn:de:0111-pedocs-174284
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-174284
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Datenanalyse; Deutschland; Erfolg; Erwartung; Kognitive Kompetenz; Längsschnittuntersuchung; Latente Wachstumskurvenmodelle; Leistungsmessung; Mathematik; Motivation; Schüler; Schülerleistungstest; Strukturgleichungsmodell; Test
Abstract (english):
Since the turn of the century, an increasing number of low-stakes assessments (i.e., assessments without direct consequences for the test-takers) are being used to evaluate the quality of educational systems. Internationally, research has shown that low-stakes test results can be biased due to students' low test-taking motivation and that students' effort levels can vary throughout a testing session involving both cognitive and noncognitive tests. Thus, it is possible that students' motivation varies throughout a single cognitive test and in turn affects test performance. This study examines the change in test-taking motivation within a 2-h cognitive low-stakes test and its association with test performance. Based on expectancy-value theory, we assessed three components of test-taking motivation (expectancy for success, value, and effort) and investigated its change. Using data from a large-scale student achievement study of German ninth-graders, we employed second-order latent growth modeling and structural equation modeling to predict test performance in mathematics. On average, students' effort and perceived value of the test decreased, whereas expectancy for success remained stable. Overall, initial test-taking motivation was a better predictor of test performance than change in motivation. Only the variability of change in the expectancy component was positively related to test performance. The theoretical and practical implications for test practitioners are discussed. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
How school influences adolescents' conflict styles
Roczen, Nina; Abs, Hermann Josef; Filsecker, Michael
Zeitschriftenbeitrag
| In: Journal of Peace Education | 2017
37675 Endnote
Autor*innen:
Roczen, Nina; Abs, Hermann Josef; Filsecker, Michael
Titel:
How school influences adolescents' conflict styles
In:
Journal of Peace Education, 14 (2017) 3, S. 325-346
DOI:
10.1080/17400201.2017.1345728
URN:
urn:nbn:de:0111-pedocs-172533
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-172533
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Schule; Schulklima; Einflussfaktor; Jugendlicher; Konflikt; Soziales Verhalten; Gewalt; Konfliktlösung; Schüler-Schüler-Beziehung; Schüler-Lehrer-Beziehung; Konflikttraining; Intervention; Strukturgleichungsmodell; Deutschland
Abstract:
The willingness to solve conflicts without violence and to strive for a reconciliation of interests is of central significance for the continued existence of democracies. In this paper, we aim to analyse school related determinants of adolescents' conflict behaviour. Models predicting the conflict styles of 'integrating', 'dominating', 'avoiding' and 'obliging' were developed drawing on different school climate and school development variables. At the individual level, almost all our hypotheses were confirmed. The highest correlations were found between an open classroom climate and the participation in a class council on the one hand, and an integrating conflict style on the other. On the class level however, most of the anticipated effects did not turn out to be significant. We hope that by providing information about different school climate and school development variables' impacts on adolescents' conflict styles, we can contribute to a more effective promotion of constructive conflict behaviour in adolescents. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Long-term effects of an extensive cognitive training on personality development
Sander, Julia; Schmiedek, Florian; Brose, Annette; Wagner, Gert G.; Specht, Jule
Zeitschriftenbeitrag
| In: Journal of Personality | 2017
36804 Endnote
Autor*innen:
Sander, Julia; Schmiedek, Florian; Brose, Annette; Wagner, Gert G.; Specht, Jule
Titel:
Long-term effects of an extensive cognitive training on personality development
In:
Journal of Personality, 85 (2017) 4, S. 454-463
DOI:
10.1111/jopy.12252
URN:
urn:nbn:de:0111-dipfdocs-176691
URL:
http://www.dipfdocs.de/volltexte/2019/17669/pdf/Schmiedek_2017_long-term_JoP_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Gedächtnis; Training; Kognitive Entwicklung; Wirkung; Persönlichkeitsentwicklung; Persönlichkeitsmerkmal; Veränderung; Junger Erwachsener; Alter Mensch; Aufmerksamkeit; Reaktion; Dauer; Erkenntnis; Arbeitsgedächtnis; Leistungsfähigkeit; Leistungstest; Altersgruppe; Vergleich; Strukturgleichungsmodell; Längsschnittuntersuchung
Abstract:
Previous research found that cognitive training increases the Big Five personality trait openness to experience during and some weeks after the intervention. The present study investigated whether long-term changes happen in openness to experience and other personality traits after an extensive cognitive training of memory and perceptual speed. Method: Intervention group consisted of 204 adults (20-31 years and 65-80 years, 50% female), who received daily one-hour cognitive training sessions for about 100 days. The control group consisted of 86 adults (21-29 years and 65-82 years, 51% female), who received no cognitive training. All participants answered the NEO Five-Factor Inventory before and two years after the cognitive training. Latent change models were applied that controlled for age group (young vs. old) and gender. In the long-run the cognitive training did not affect changes in any facet of openness to experience. This was true for young and old participants as well as for men and women. Instead, the cognitive training lowered the general increase of conscientiousness. Conclusion: Even an extensive cognitive training on memory and perceptual speed does not serve as a sufficient intervention for enduring changes in openness to experiences or one of its facets. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
On-entry assessment of school competencies and academic achievement. A comparison between Slovenia […]
Vidmar, Maša; Niklas, Frank; Schneider, Wolfgang; Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: European Journal of Psychology of Education | 2017
37061 Endnote
Autor*innen:
Vidmar, Maša; Niklas, Frank; Schneider, Wolfgang; Hasselhorn, Marcus
Titel:
On-entry assessment of school competencies and academic achievement. A comparison between Slovenia and Germany
In:
European Journal of Psychology of Education, 32 (2017) 2, S. 311-331
DOI:
10.1007/s10212-016-0294-9
URN:
urn:nbn:de:0111-pedocs-174345
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-174345
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Fähigkeit; Faktorenanalyse; Grundschüler; Internationaler Vergleich; Korrelationsanalyse; Leistungsbeurteilung; Leistungsmessung; Lesen; Prognose; Prognostischer Test; Rechnen; Schreiben; Schulanfänger; Schülerleistung; Slowenien; Strukturgleichungsmodell
Abstract:
The foundation of school success is laid early in children's lives. Consequently, assessments of academic precursors may help to identify children in need of additional support. Such early assessments could also be interesting from an international perspective when educational systems are compared. This analysis is used to inform on the comparability of Slovenian and German versions of the English on-school-entry assessment tool "Performance Indicators in Primary School" (PIPS; Tymms and Albone 2002). PIPS was also used to predict later academic achievement in the two national samples. The German sample consisted of 468 children with a mean age of about 6;6 years at school entry (48.7 % girls). In Slovenia, 328 children (49 % girls) were assessed (mean age of about 6;3 years at school entry). Multi-group confirmatory factor analyses for PIPS did not support weak measurement invariance. However, results indicated that the number of factors as well as the pattern of loadings seems to be comparable. Further research is needed to examine in which respects PIPS might work as a tool for international comparisons. Structural equation modelling indicated that PIPS can be used as a predictor of academic achievement and that overall academic achievement could be predicted best by early numeracy. PIPS measures of literacy and numeracy skills were specific and significant predictors of children's later language and math achievement in grade 1. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Handling missing data in structural equation models in R. A replication study for applied […]
Wolgast, Anett; Schwinger, Malte; Hahnel, Carolin; Stiensmeier-Pelster, Joachim
Zeitschriftenbeitrag
| In: Electronic Journal of Research in Educational Psychology | 2017
37327 Endnote
Autor*innen:
Wolgast, Anett; Schwinger, Malte; Hahnel, Carolin; Stiensmeier-Pelster, Joachim
Titel:
Handling missing data in structural equation models in R. A replication study for applied researchers
In:
Electronic Journal of Research in Educational Psychology, 15 (2017) 1, S. 5-47
DOI:
10.14204/ejrep.41.16125
URL:
http://investigacion-psicopedagogica.org/revista/articulos/41/english/Art_41_16125.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Strukturgleichungsmodell; Fehlende Daten; Datenanalyse; Beispiel; Lehramtsstudent; Schüler; Selbstkonzept; Ziel; Fragebogenerhebung; Empirische Untersuchung; Deutschland
Abstract:
Introduction. Multiple imputation (MI) is one of the most highly recommended methods for replacing missing values in research data. The scope of this paper is to demonstrate missing data handling in SEM by analyzing two modified data examples from educational psychology, and to give practical recommendations for applied researchers. Method. We provide two examples (N = 589 and N = 621, respectively) based on previous studies of students' self-concepts, mastery goals and performance avoidance goals, and a 7-step tutorial. Then, we produced 20% and 40% missing data under three missing mechanisms by these complete, genuine data sets. The resulting datasets were then analyzed by (1) listwise deletion and structural equation models (SEM), (2) full information maximum likelihood (FIML) with SEM, and (3) MI combined with SEM and pooling. Thus, the results stem from 2 x 3 x 3 conditions. Results. Previous research was replicated by illustrating a practical way to combine MI with SEM and pooling. The assumed factor structure was depicted in both examples with multiply imputed values applied. Discussion. We suggest adding variables to clarify the missing data mechanism, especially for dependent variables as motivation. Such variables might indicate whether missing values in dependent variables are correlated with independent variables (e.g., interest) or the dependent variable itself (e.g. lack of motivation independently of interest). (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Self-concepts in reading, writing, listening and speaking. A multidimensional and hierarchical […]
Arens, A. Katrin; Jansen, Malte
Zeitschriftenbeitrag
| In: Journal of Educational Psychology | 2016
35951 Endnote
Autor*innen:
Arens, A. Katrin; Jansen, Malte
Titel:
Self-concepts in reading, writing, listening and speaking. A multidimensional and hierarchical structure and its generalizability across native and foreign languages
In:
Journal of Educational Psychology, 108 (2016) 5, S. 646-664
DOI:
10.1037/edu0000081
URN:
urn:nbn:de:0111-dipfdocs-166093
URL:
http://www.dipfdocs.de/volltexte/2019/16609/pdf/Arens_2016_Self-concepts_in_reading_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Befragung; Datenanalyse; Deutsch; Deutschland; Englisch; Faktorenanalyse; Fragebogenerhebung; Französisch; Fremdsprache; Gesamtschule; Geschlechtsspezifischer Unterschied; Gymnasium; Hauptschule; Mittelschule; Muttersprache; Realschule; Schüler; Schülerleistungstest; Schuljahr 09; Sekundarschule; Selbstkonzept; Sprache; Strukturgleichungsmodell
Abstract:
Academic self-concept has been conceptualized as a multidimensional and hierarchical construct. Previous research has mostly focused on its multidimensionality, distinguishing between verbal and mathematical self-concept domains, and only a few studies have examined the factorial structure within specific self-concept domains. The present study aims to extend the scarce evidence of the simultaneous operation of multidimensionality and hierarchy within language self-concepts. Skill-specific (i.e., reading, listening, speaking, and writing) and global self-concept measures for German as students' native language and English and French as students' foreign languages were administered to a sample of 4,257 ninth-grade German students. Confirmatory factor analyses demonstrated better levels of fit for multidimensional models with highly correlated but separate factors for each skill-specific self-concept compared to unidimensional models. The skill-specific facets could be aggregated into a higher order factor for each language, demonstrating a hierarchical structure. Differential gender effects on the various skill-specific self-concept facets provided further evidence of the multidimensional nature of language self-concepts, although differential relations to skill-specific achievement measures were not found. The high correlation between the higher order and global self-concept factors as well as similar gender effects and relations to achievement supported the notion of the similarity of both constructs. A comparable pattern of results emerged across the 3 languages, but detailed inspection indicated that multidimensionality seems to be more pronounced in the native language domain (German). The findings of the study are discussed regarding their implications for the assessment of language self-concepts and future research on the structure of language self-concepts. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung; Struktur und Steuerung des Bildungswesens
Dimensional comparisons in students' perceptions of the learning environment
Arens, A. Katrin; Möller, Jens
Zeitschriftenbeitrag
| In: Learning and Instruction | 2016
35964 Endnote
Autor*innen:
Arens, A. Katrin; Möller, Jens
Titel:
Dimensional comparisons in students' perceptions of the learning environment
In:
Learning and Instruction, 42 (2016) , S. 22-30
DOI:
10.1016/j.learninstruc.2015.11.001
URN:
urn:nbn:de:0111-pedocs-174772
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-174772
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Berlin; Deutschland; Deutschunterricht; Empirische Untersuchung; Grundschule; Leistungsmessung; Lernumgebung; Mathematikunterricht; Qualität; Schüler; Schüler-Lehrer-Beziehung; Schülerleistung; Schuljahr 04; Schuljahr 05; Schuljahr 06; Sekundarstufe I; Selbsteinschätzung; Selbstkonzept; Strukturgleichungsmodell; Übergang; Wahrnehmung
Abstract (english):
This study aims to add empirical evidence to the generalized internal/external frames of reference (GI/E) model, according to which students' social and dimensional achievement comparisons might not only be related to students' self-concepts but also to perceptions of the learning environment. In a sample of N = 4926 German students, math and language achievements were measured along with two facets of students' perceptions of the learning environment, i.e., perceived instructional quality of math and language classes and perceived relations to math and language teachers. In the GI/E path model, achievement and perceptions of the learning environment were positively related within matching domains but negatively related or unrelated across non-matching domains. This pattern of relations indicates that social and dimensional achievement comparisons contribute to the formation of students' perceptions of the learning environment but the pattern of relations was stronger for math than for language achievement. Students' perceptions of instructional quality were more strongly related to achievement than perceptions of student-teacher relations. The findings were generalizable across same-aged elementary and secondary school students. The results are discussed regarding their implications for the proposed GI/E model and their importance for future research. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Examination of the structure and grade-related differentiation of multidimensional self-concept […]
Arens, A. Katrin; Morin, Alexandre J. S.
Zeitschriftenbeitrag
| In: Journal of Experimental Education | 2016
36026 Endnote
Autor*innen:
Arens, A. Katrin; Morin, Alexandre J. S.
Titel:
Examination of the structure and grade-related differentiation of multidimensional self-concept instruments for children using ESEM
In:
Journal of Experimental Education, 84 (2016) 2, S. 330-355
DOI:
10.1080/00220973.2014.999187
URN:
urn:nbn:de:0111-pedocs-195783
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-195783
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Altersgruppe; Differenzierung; Empirische Untersuchung; Erhebungsinstrument; Faktorenanalyse; Methodologie; Schüler; Selbstkonzept; Strukturgleichungsmodell
Abstract (english):
This study is a substantive-methodological synergy in which exploratory structural equation modeling is applied to investigate the factor structure of multidimensional self-concept instruments. On the basis of a sample of German students (N = 1958) who completed the Self-Description Questionnaire I and the Self-Perception Profile for Children, the results supported the superiority of exploratory structural equation modeling compared with confirmatory factor analyses for both instruments. Exploratory structural equation modeling resulted in lower factor correlations and substantively meaningful cross-loadings. The authors also proposed and contrasted 3 mechanisms for testing grade-related differences in the differentiation of self-concept facets and found no evidence of increased differentiation between Grades 3 to 6. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
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