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Exploring behavioural patterns during complex problem‐solving
Eichmann, Beate; Greiff, Samuel; Naumann, Johannes; Brandhuber, Liene; Goldhammer, Frank
Zeitschriftenbeitrag
| In: Journal of Computer Assisted Learning | 2020
40129 Endnote
Autor*innen:
Eichmann, Beate; Greiff, Samuel; Naumann, Johannes; Brandhuber, Liene; Goldhammer, Frank
Titel:
Exploring behavioural patterns during complex problem‐solving
In:
Journal of Computer Assisted Learning, 36 (2020) 6, S. 933-956
DOI:
10.1111/jcal.12451
URN:
urn:nbn:de:0111-pedocs-232225
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-232225
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Problemlösen; Exploration; Datenanalyse; PISA <Programme for International Student Assessment>; Verhaltensmuster; Sequenz; Analyse
Abstract:
In this explorative study, we investigate how sequences of behaviour are related to success or failure in complex problem‐solving (CPS). To this end, we analysed log data from two different tasks of the problem‐solving assessment of the Programme for International Student Assessment 2012 study (n = 30,098 students). We first coded every interaction of students as (initial or repeated) exploration, (initial or repeated) goal‐directed behaviour, or resetting the task. We then split the data according to task successes and failures. We used full‐path sequence analysis to identify groups of students with similar behavioural patterns in the respective tasks. Double‐checking and minimalistic behaviour was associated with success in CPS, while guessing and exploring task‐irrelevant content was associated with failure. Our findings held for both tasks investigated, from two different CPS measurement frameworks. We thus gained detailed insight into the behavioural processes that are related to success and failure in CPS. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
The structure of teaching practices across countries. A combination of factor analysis and network […]
Fischer, Jessica; He, Jia; Klieme, Eckhard
Zeitschriftenbeitrag
| In: Studies in Educational Evaluation | 2020
39910 Endnote
Autor*innen:
Fischer, Jessica; He, Jia; Klieme, Eckhard
Titel:
The structure of teaching practices across countries. A combination of factor analysis and network analysis
In:
Studies in Educational Evaluation, 65 (2020) , S. 100861
DOI:
10.1016/j.stueduc.2020.100861
URN:
urn:nbn:de:0111-pedocs-203522
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-203522
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Unterrichtspraxis; Schülerleistung; Leistungsbewertung; Faktorenanalyse; Netzwerkanalyse; Datenanalyse; Sekundäranalyse; PISA <Programme for International Student Assessment>; Internationaler Vergleich; Interkultureller Vergleich
Abstract (english):
Teaching practices are pivotal for student learning. Due to pedagogical traditions and national cultures, the structure of teaching practices may differ across countries. This study investigates the structure of teaching practices across 12 countries grouped into four major linguistic/cultural clusters. First, factor analysis is applied to investigate if the theoretical distinction between teacher-directed and student-centred practices is generalizable across countries. Then, network analysis is used to explore how individual classroom assessment practices relate to either teacher-directed or student-centred practices. Main findings include that: (1) teacher-directed and student-centred practices are two distinct factors across countries; (2) the overall structure and connectivity of teaching practices differs across countries, with smaller differences within linguistic/cultural clusters; and (3) assessment practices with the aim to structure and guide learning strongly relate to teacher-directed practices, whereas assessment practices with the aim to individualize instruction more relate to student-centred practices. We discuss the global patterning and implications.
DIPF-Abteilung:
Bildungsqualität und Evaluation
Evaluation of online information in university students. Development and scaling of the screening […]
Hahnel, Carolin; Eichmann, Beate; Goldhammer, Frank
Zeitschriftenbeitrag
| In: Frontiers in Psychology | 2020
40881 Endnote
Autor*innen:
Hahnel, Carolin; Eichmann, Beate; Goldhammer, Frank
Titel:
Evaluation of online information in university students. Development and scaling of the screening instrument EVON
In:
Frontiers in Psychology, (2020) , S. 11:562128
DOI:
10.3389/fpsyg.2020.562128
URN:
urn:nbn:de:0111-pedocs-232241
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-232241
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Internet; Informationskompetenz; Ressource; Glaubwürdigkeit; Relevanz; Bewertung; Test; Testentwicklung; Itemanalyse; Suchmaschine; Simulation; Technologiebasiertes Testen; Interview; Erhebungsinstrument; Evaluation; Student; Rasch-Modell; Empirische Untersuchung;
Abstract:
As Internet sources provide information of varying quality, it is an indispensable prerequisite skill to evaluate the relevance and credibility of online information. Based on the assumption that competent individuals can use different properties of information to assess its relevance and credibility, we developed the EVON (evaluation of online information), an interactive computer-based test for university students. The developed instrument consists of eight items that assess the skill to evaluate online information in six languages. Within a simulated search engine environment, students are requested to select the most relevant and credible link for a respective task. To evaluate the developed instrument, we conducted two studies: (1) a pre-study for quality assurance and observing the response process (cognitive interviews of n = 8 students) and (2) a main study aimed at investigating the psychometric properties of the EVON and its relation to other variables (n = 152 students). The results of the pre-study provided first evidence for a theoretically sound test construction with regard to students' item processing behavior. The results of the main study showed acceptable psychometric outcomes for a standardized screening instrument with a small number of items. The item design criteria affected the item difficulty as intended, and students' choice to visit a website had an impact on their task success. Furthermore, the probability of task success was positively predicted by general cognitive performance and reading skill. Although the results uncovered a few weaknesses (e.g., a lack of difficult items), and the efforts of validating the interpretation of EVON outcomes still need to be continued, the overall results speak in favor of a successful test construction and provide first indication that the EVON assesses students' skill in evaluating online information in search engine environments. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Tracking patterns in self-regulated learning using students' self-reports and online trace data
Halem, Nicolette van; Klaveren, Chris van; Drachsler, Hendrik; Schmitz, Marcel; Cornelisz, Ilja
Zeitschriftenbeitrag
| In: Frontline Learning Research | 2020
39969 Endnote
Autor*innen:
Halem, Nicolette van; Klaveren, Chris van; Drachsler, Hendrik; Schmitz, Marcel; Cornelisz, Ilja
Titel:
Tracking patterns in self-regulated learning using students' self-reports and online trace data
In:
Frontline Learning Research, 8 (2020) 3, S. 140-163
DOI:
10.14786/flr.v8i3.497
URL:
https://journals.sfu.ca/flr/index.php/journal/article/view/497
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Selbstgesteuertes Lernen; Motivation; Lernen; Strategie; Selbstbeobachtung; Online; Lernverhalten; Verhaltensmuster; Daten; Komplementarität; Ereignis; Messung; Methode; Varianz; Student; E-Learning
Abstract:
For decades, self-report instruments - which rely heavily on students' perceptions and beliefs - have been the dominant way of measuring motivation and strategy use. An event-based measure based on online trace data arguably has the potential to remove analytical restrictions of self-report measures. The purpose of this study is therefore to triangulate constructs suggested in theory and measured using self-reported data with revealed online traces of learning behaviour. The results show that online trace data of learning behaviour are complementary to self-reports, as they explained a unique proportion of variance in student academic performance and reveal that self-reports explain more variance in online learning behaviour of prior weeks than variance in learning behaviour in succeeding weeks. Student motivation is, however, to a lesser extent captured with online trace data, likely because of its covert nature. In that respect, it is of importance to recognize the crucial role of self-reports in capturing student learning holistically. This manuscript is 'frontline' in the sense that event-based measurement methodologies using online trace data are relatively unexplored. The comparison with self-report data made in this manuscript sheds new light on the added value of innovative and traditional methods of measuring motivation and strategy use. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Differential associations of school practices with achievement and sense of belonging of immigrant […]
He, Jia; Fischer, Jessica
Zeitschriftenbeitrag
| In: Journal of Applied Developmental Psychology | 2020
39615 Endnote
Autor*innen:
He, Jia; Fischer, Jessica
Titel:
Differential associations of school practices with achievement and sense of belonging of immigrant and non-immigrant students
In:
Journal of Applied Developmental Psychology, 67 (2020) , S. 101089
DOI:
10.1016/j.appdev.2019.101089
URL:
https://www.sciencedirect.com/science/article/pii/S0193397319301078?dgcid=aut10.1016/j.appdev.2019.101089hor
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Deutschland; Italien; Spanien; Schüler; Immigrant; Lernergebnis; Schulische Integration; Einflussfaktor; Homogene Gruppierung; Notengebung; Schulpraxis; Außerunterrichtliche Aktivität; Mehrebenenanalyse; Datenanalyse; PISA <Programme for International Student Assessment>
Abstract (english):
We are interested in identifying "malleable" school and classroom practices to enhance immigrant students' learning. Using PISA 2015 data from Germany, Italy, and Spain we test the differential associations of school-level practices with achievement and sense of belonging at school for students with and without an immigrant background. We found that (1) in-school ability grouping was invariably, negatively related to achievement of both student groups, and the effects were stronger for immigrant than nonimmigrant students; (3) grading based on "hard" factors was not related to achievement, but it showed differential associations with sense of belonging in Germany; (4) grading based on "soft" factors and provision of extracurricular activities also showed mixed associations with the outcomes across countries and did not fulfil the potential to enhance immigrant students' outcomes. We discuss these findings and implications. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
From students with love. An empirical study on learner goals, self-regulated learning and […]
Jivet, Ioana; Scheffel, Maren; Schmitz, Marcel; Robbers, Stefan; Specht, Marcus; Drachsler, Hendrik
Zeitschriftenbeitrag
| In: The Internet and Higher Education | 2020
40620 Endnote
Autor*innen:
Jivet, Ioana; Scheffel, Maren; Schmitz, Marcel; Robbers, Stefan; Specht, Marcus; Drachsler, Hendrik
Titel:
From students with love. An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education
In:
The Internet and Higher Education, 47 (2020) , S. 100758
DOI:
10.1016/j.iheduc.2020.100758
URN:
urn:nbn:de:0111-pedocs-232214
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-232214
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
E-Learning; Datenanalyse; Selbstgesteuertes Lernen; Sinngebung; Tools; Lernerorientierung; Lernziel; Hochschulbildung; Student; Empirische Untersuchung; Mixed-Methods-Design; Qualitative Forschung; Quantitative Forschung
Abstract:
Unequal stakeholder engagement is a common pitfall of adoption approaches of learning analytics in higher education leading to lower buy-in and flawed tools that fail to meet the needs of their target groups. With each design decision, we make assumptions on how learners will make sense of the visualisations, but we know very little about how students make sense of dashboard and which aspects influence their sense-making. We investigated how learner goals and self-regulated learning (SRL) skills influence dashboard sense-making following a mixed-methods research methodology: a qualitative pre-study followed-up with an extensive quantitative study with 247 university students. We uncovered three latent variables for sense-making: transparency of design, reference frames and support for action. SRL skills are predictors for how relevant students find these constructs. Learner goals have a significant effect only on the perceived relevance of reference frames. Knowing which factors influence students' sense-making will lead to more inclusive and flexible designs that will cater to the needs of both novice and expert learners. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Rapid guessing rates across administration mode and test setting
Kröhne, Ulf; Deribo, Tobias; Goldhammer, Frank
Zeitschriftenbeitrag
| In: Psychological Test and Assessment Modeling | 2020
40317 Endnote
Autor*innen:
Kröhne, Ulf; Deribo, Tobias; Goldhammer, Frank
Titel:
Rapid guessing rates across administration mode and test setting
In:
Psychological Test and Assessment Modeling, 62 (2020) 2, S. 144-177
DOI:
10.25656/01:23630
URN:
urn:nbn:de:0111-pedocs-236307
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-236307
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Test; Bewertung; Innovation; Validität; Technologiebasiertes Testen; Design; Testkonstruktion; Testverfahren; Wirkung; Verhalten; Logdatei; Experiment; Student; Vergleichsuntersuchung
Abstract (english):
Rapid guessing can threaten measurement invariance and the validity of large-scale assessments, which are often conducted under low-stakes conditions. Comparing measures collected under different administration modes or in different test settings necessitates that rapid guessing rates also be comparable. Response time thresholds can be used to identify rapid guessing behavior. Using data from an experiment embedded in an assessment of university students as part of the National Educational Panel Study (NEPS), we show that rapid guessing rates can differ across modes. Specifically, rapid guessing rates are found to be higher for un-proctored individual online assessment. It is also shown that rapid guessing rates differ across different groups of students and are related to properties of the test design. No relationship between dropout behavior and rapid guessing rates was found. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
ICT engagement. A new construct and its assessment in PISA 2015
Kunina-Habenicht, Olga; Goldhammer, Frank
Zeitschriftenbeitrag
| In: Large-scale Assessments in Education | 2020
40318 Endnote
Autor*innen:
Kunina-Habenicht, Olga; Goldhammer, Frank
Titel:
ICT engagement. A new construct and its assessment in PISA 2015
In:
Large-scale Assessments in Education, (2020) , S. 8:6
DOI:
10.1186/s40536-020-00084-z
URN:
urn:nbn:de:0111-pedocs-232754
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-232754
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Informations- und Kommunikationstechnologie; Kompetenz; Interesse; Nutzung; Selbstständigkeit; Soziale Interaktion; PISA <Programme for International Student Assessment>; Datenanalyse; Variable; Beziehung; Strukturgleichungsmodell; Schweiz; Deutschland
Abstract (english):
As a relevant cognitive-motivational aspect of ICT literacy, a new construct ICT Engagement is theoretically based on self-determination theory and involves the factors ICT interest, Perceived ICT competence, Perceived autonomy related to ICT use, and ICT as a topic in social interaction. In this manuscript, we present different sources of validity supporting the construct interpretation of test scores in the ICT Engagement scale, which was used in PISA 2015. Specifically, we investigated the internal structure by dimensional analyses and investigated the relation of ICT Engagement aspects to other variables. The analyses are based on public data from PISA 2015 main study from Switzerland (n = 5860) and Germany (n = 6504). First, we could confirm the four-dimensional structure of ICT Engagement for the Swiss sample using a structural equation modelling approach. Second, ICT Engagement scales explained the highest amount of variance in ICT Use for Entertainment, followed by Practical use. Third, we found significantly lower values for girls in all ICT Engagement scales except ICT Interest. Fourth, we found a small negative correlation between the scores in the subscale "ICT as a topic in social interaction" and reading performance in PISA 2015. We could replicate most results for the German sample. Overall, the obtained results support the construct interpretation of the four ICT Engagement subscales. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Still green at fifteen? Investigating environmental awareness of the PISA 2015 population. […]
List, Marit Kristine; Schmidt, Fabian T.C.; Mundt, Daria; Föste-Eggers, Dennis
Zeitschriftenbeitrag
| In: Sustainability | 2020
39989 Endnote
Autor*innen:
List, Marit Kristine; Schmidt, Fabian T.C.; Mundt, Daria; Föste-Eggers, Dennis
Titel:
Still green at fifteen? Investigating environmental awareness of the PISA 2015 population. Cross-national differences and correlates
In:
Sustainability, 7 (2020) 12, S. 2985
DOI:
10.3390/su12072985
URL:
https://www.mdpi.com/2071-1050/12/7/2985
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Internationaler Vergleich; OECD-Länder; Schüler; Sekundarstufe I; Umweltbewusstsein; Problembewusstsein; Umweltschutz; Einstellung <Psy>; Nachhaltigkeit; Bildungsinhalt; Umweltverhalten; PISA <Programme for International Student Assessment>; Mehrebenenanalyse; Naturwissenschaftlicher Unterricht
Abstract (english):
The PISA studies provide unique opportunities to investigate the competencies and attitudes of 15-year-olds across the world. Past research investigating environmental awareness (EA) in PISA 2006 found associations between EA and science-related competencies and attitudes. Investigating EA in the PISA studies may have important implications for education for sustainable development (ESD): results may show which factors should be considered in educational interventions to enhance students' EA. Cross-national analyses of EA may provide insights into the predictors of EA on a local, national or international level. This study investigates the individual, school, and country level predictors of EA in PISA 2015 (365,194 students, 12,594 schools, 53 countries). The multi-level regression analysis on EA reveals that most of the variance is located at the student level. On the individual level, variables related to science learning in school are associated with EA across all countries. This study also compares the degrees of EA in the 2006 and 2015 populations. The results show similar degrees of EA in 2006 and 2015. Altogether, the study provides cross-country evidence on important aspects that should be addressed in successful ESD programs. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Belonging as compensator. Social belonging moderates the relation between bullying and well-being […]
Marksteiner, Tamara; Janson, Marc Philipp; Beißert, Hanna
Zeitschriftenbeitrag
| In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie | 2020
42388 Endnote
Autor*innen:
Marksteiner, Tamara; Janson, Marc Philipp; Beißert, Hanna
Titel:
Belonging as compensator. Social belonging moderates the relation between bullying and well-being worldwide
In:
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 52 (2020) 3/4, S. 116-126
DOI:
10.1026/0049-8637/a000221
URL:
https://econtent.hogrefe.com/doi/10.1026/0049-8637/a000221
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Schüler; Jugendlicher; Soziale Beziehung; Soziale Integration; Mobbing; Wirkung; Wohlbefinden; Zufriedenheit; PISA <Programme for International Student Assessment>; Datenanalyse; Mehrebenenanalyse; Regressionsanalyse; Faktorenanalyse; Empirische Untersuchung
Abstract:
Mobbing ist ein ernstes Problem bei Jugendlichen weltweit. Es wird als eine Art physische oder indirekte Peer-Viktimisierung verstanden, die im Laufe der Zeit wiederholt auftritt und durch einen systematischen Machtmissbrauch gekennzeichnet ist. Gemobbt zu werden beeinträchtigt die Gesundheit und das Wohlbefinden der Opfer erheblich. Was schützt die Schüler vor diesen Folgen? Wir untersuchen Zugehörigkeitsgefühle - d.h. das Gefühl, im jeweiligen sozialen Umfeld akzeptiert, einbezogen, respektiert und geschätzt zu werden - als möglichen Kompensator für Mobbing-Konsequenzen in verschiedenen Kulturen. Wir nehmen an, dass es für Schüler mit starkem Zugehörigkeitsgefühl weniger schwerwiegend ist, gemobbt zu werden. Wir verwenden Daten von N = 319.057 15-jährigen Schülern aus 47 Ländern. Mehrebenen-Regressionsanalysen zeigen, dass Mobbing und Wohlbefinden negativ korrelieren. Darüber hinaus zeigen die Ergebnisse erwartungsgemäß, dass Zugehörigkeitsgefühle die negativen Auswirkungen von Mobbing auf das Wohlbefinden kompensieren. Praktische Implikationen sowie Einschränkungen werden diskutiert. (DIPF/Orig.)
Abstract (english):
Bullying is a serious issue among adolescents worldwide. It has been conceptualized as a type of physical or indirect peer victimization that occurs repeatedly over time and is characterized by a systematic abuse of power. Being bullied at school severely affects victims' health and well-being. What protects students from these consequences? We investigate feelings of belonging -i. e., the feeling that one is accepted, included, respected, and valued in the respective social environment - as a possible compensator for bullying consequences across different cultures. We hypothesize that being bullied is less severe for students who have strong feelings of belonging. We use data from 319,057 15-year-old students across 47 countries. Multilevel regression analyses replicated that bullying and well-being are negatively associated. Further, the results indicated, as expected, that feelings of belonging compensate for the negative impact that bullying has on well-being. Practical implications as well as limitations are discussed. (DIPF/Orig.)
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