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Formative assessment in mathematics. Mediated by feedback's perceived usefulness and students' […]
Rakoczy, Katrin; Pinger, Petra; Hochweber, Jan; Klieme, Eckhard; Schütze, Birgit; Besser, Michael
Zeitschriftenbeitrag
| In: Learning and Instruction | 2019
38172 Endnote
Autor*innen:
Rakoczy, Katrin; Pinger, Petra; Hochweber, Jan; Klieme, Eckhard; Schütze, Birgit; Besser, Michael
Titel:
Formative assessment in mathematics. Mediated by feedback's perceived usefulness and students' self-efficacy
In:
Learning and Instruction, 60 (2019) , S. 154-165
DOI:
10.1016/j.learninstruc.2018.01.004
URL:
https://www.sciencedirect.com/science/article/pii/S0959475217302189?via%3Dihub
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Längsschnittuntersuchung; Hessen; Deutschland; Mathematikunterricht; Schülerleistung; Leistungsbeurteilung; Feedback; Wirkung; Interesse; Lernerfolg; Selbstwirksamkeit; Schüler; Wahrnehmung; Schuljahr 09; Realschule; Lernprozess; Lernziel; Lernstrategie; Leistungstest
Abstract (english):
Although formative assessment is regarded as a promising way to improve teaching and learning, there is considerable need for research on precisely how it influences student learning. In this study we developed and implemented a formative assessment intervention for mathematics instruction and investigated whether it had effects on students' interest and achievement directly and via students' perception of the usefulness of the feedback and their self-efficacy. We conducted a cluster randomized field trial with pretest and posttest. The 26 participating classes were randomly assigned to a control group or the intervention group. Results of path analyses indicate that feedback was perceived as more useful in the formative assessment condition, self-efficacy was greater, and interest tended to increase; learning progress did not differ between the groups. The assumed indirect effects were partly confirmed: formative assessment showed an indirect effect on interest via its perceived usefulness. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Partizipation in der Ganztagsschule - vertiefende Analysen
Sauerwein, Markus
Zeitschriftenbeitrag
| In: Zeitschrift für Erziehungswissenschaft | 2019
38609 Endnote
Autor*innen:
Sauerwein, Markus
Titel:
Partizipation in der Ganztagsschule - vertiefende Analysen
In:
Zeitschrift für Erziehungswissenschaft, 22 (2019) 2, S. 435-459
DOI:
10.1007/s11618-018-0844-9
URN:
urn:nbn:de:0111-pedocs-189959
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-189959
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Empirische Untersuchung; Deutschland; Ganztagsschule; Schüler; Partizipation; Teilnahme; Unterricht; Bildungsangebot; Vergleich; Deutschunterricht; Leseförderung; Medien; Soziales Lernen; Einflussfaktor; Selbstwertgefühl; Selbstwirksamkeit; Befragung; Schuljahr 05; Datenanalyse; Regressionsanalyse
Abstract:
Partizipation ist für das Aufwachsen von Jugendlichen bedeutsam und wird auch im Kontext von Ganztagsschule diskutiert. Bisher vorliegende Studien betrachten Partizipationsmöglichkeiten in der Ganztagsschule vornehmlich deskriptiv und vergleichen Unterricht und Ganztagsangebote. Inwiefern diese Vergleiche in methodischer Hinsicht zulässig sind, wird außer Acht gelassen. Ebenso bleibt unbeachtet, wovon Partizipationsmöglichkeiten abhängen genauso wie Effekte von Partizipation auf die Entwicklung von Kindern und Jugendlichen. Mit Daten eines Teilprojekts der Studie zur Entwicklung von Ganztagsschulen (StEG-S) bei dem 2105 Fünftklässler*innen zu ihren Partizipationserfahrungen befragt wurden, sollen diese offenen Forschungsfragen beantwortet werden. Die Ergebnisse zeigen, dass in methodischer Hinsicht ein Vergleich zwischen Unterricht und Ganztagsangeboten zulässig ist, hier jedoch keine Unterschiede bestehen. Nehmen Schüler*innen freiwillig an Ganztagsangeboten teil, bewerteten sie die Partizipationsmöglichkeiten höher. Zudem beeinflussten Partizipationsmöglichkeiten in Unterricht und Ganztagsangeboten die Entwicklung des Selbstwertgefühls sowie der sozialen Selbstwirksamkeit. (DIPF/Orig.)
Abstract (english):
Providing opportunities for participation is highly relevant during adolescence and is also being discussed in the context of all-day-schools. Previous studies of the opportunities enabling students to participate in all-day-schools were primarily descriptive and often compared compulsory instruction with extra-curricular activities. However, the question of whether these comparisons are methodologically admissible has been disregarded. Moreover, there is a lack of research on the antecedents of participation and on the effects of participation on adolescents' development. The current study addresses these research gaps by using data from a subproject of the study on the development of all-day-schools (StEG), in which 2105 fifth grade students were asked about their experiences on participation at school. Results show that a comparison of participation between compulsory instruction and extra-curricular activities is methodologically permissible, but there were no differences. Voluntary participation in extra-curricular activities correlated positively with students' ratings of the opportunities to participate. In turn, students' ratings of the opportunities to participate in compulsory instruction and extra-curricular activities correlated positively with changes in students' perceived self-worth and social self-efficacy. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Does constructing multiple solutions for real-world problems affect self-efficacy
Schukajlow, Stanislaw; Achmetli, Kay; Rakoczy, Katrin
Zeitschriftenbeitrag
| In: Educational Studies in Mathematics | 2019
38726 Endnote
Autor*innen:
Schukajlow, Stanislaw; Achmetli, Kay; Rakoczy, Katrin
Titel:
Does constructing multiple solutions for real-world problems affect self-efficacy
In:
Educational Studies in Mathematics, 100 (2019) 1, S. 43-60
DOI:
10.1007/s10649-018-9847-y
URL:
https://link.springer.com/article/10.1007%2Fs10649-018-9847-y
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Mathematikunterricht; Problemlösen; Problem; Realität; Unterrichtsmethode; Wirkung; Selbstwirksamkeit; Kompetenz; Wahrnehmung; Hypothese; Pfadanalyse; Modell; Unterrichtseinheit; Gesamtschule; Schüler; Schuljahr 09; Befragung; Fragebogen; Deutschland
Abstract (english):
The development of multiple solutions for a given problem is important for learning mathematics. In the present intervention study, we analyzed whether prompting students to construct multiple solutions (more precisely: prompting them to apply multiple mathematical procedures to real-world problems) and prior self-efficacy influenced students' self-efficacy directly as well as indirectly via perceived competence. Students' self-efficacy (N = 304) was measured before and after a 4-lesson teaching unit, and students' perceived competence was measured during the unit. Results of the path model showed that although prompting multiple solutions did not positively affect self-efficacy, indirect effects of teaching method on self-efficacy were found. Students who were asked to develop multiple solutions perceived higher competence and reported higher self-efficacy than students who were required to provide one solution. These indirect effects were significant for students with low prior self-efficacy and nonsignificant for students with high prior self-efficacy, indicating the moderating effect of prior self-efficacy. This finding indicates that students with unfavorable learning prerequisites such as low self-efficacy might benefit from teaching methods that require them to construct multiple solutions. Further, students with low prior self-efficacy reported lower competence during the lessons regardless of whether they were asked to develop one or multiple solutions; they also reported lower self-efficacy at posttest prior self-efficacy was controlled for. Our findings therefore indicate that disadvantages for students with low prior self-efficacy for the further development of self-efficacy during learning might be balanced by teaching students to construct multiple solutions. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
60 Jahre Föderation Deutscher Psychologenvereinigungen. Meilensteine einer internationalen, […]
Brücher-Albers, Carola; Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: Report Psychologie | 2019
39660 Endnote
Autor*innen:
Brücher-Albers, Carola; Hasselhorn, Marcus
Titel:
60 Jahre Föderation Deutscher Psychologenvereinigungen. Meilensteine einer internationalen, europäischen und nationalen Interessenvertretung
In:
Report Psychologie, 44 (2019) 11/12, S. 30-32
URN:
urn:nbn:de:0111-dipfdocs-189629
URL:
http://www.dipfdocs.de/volltexte/2020/18962/pdf/Bruecher-Albers_Hasselhorn_2019_60_Jahre_Foederation_A.pdf
Dokumenttyp:
3b. Beiträge in weiteren Zeitschriften; Zeitungsartikel
Sprache:
Deutsch
Schlagwörter:
Psychologie; Psychologe; Berufsverband; Vereinigung; Interessengemeinschaft; Struktur; Wirksamkeit; Deutschland; Europa; Welt
DIPF-Abteilung:
Bildung und Entwicklung
Exploring teacher popularity. Associations with teacher characteristics and student outcomes in […]
Fauth, Benjamin; Decristan, Jasmin; Rieser, Svenja; Klieme, Eckhard; Büttner, Gerhard
Zeitschriftenbeitrag
| In: Social Psychology of Education | 2018
38956 Endnote
Autor*innen:
Fauth, Benjamin; Decristan, Jasmin; Rieser, Svenja; Klieme, Eckhard; Büttner, Gerhard
Titel:
Exploring teacher popularity. Associations with teacher characteristics and student outcomes in primary school
In:
Social Psychology of Education, 21 (2018) 5, S. 1225-1249
DOI:
10.1007/s11218-018-9462-x
URL:
https://link.springer.com/article/10.1007%2Fs11218-018-9462-x
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Grundschullehrer; Charakter; Persönlichkeit; Schüler-Lehrer-Beziehung; Grundschule; Grundschüler; Einstellung <Psy>; Wirkung; Unterricht; Qualität; Lernerfolg; Fachkompetenz; Überzeugung; Selbstwirksamkeit; Schuljahr 03; Naturwissenschaftlicher Unterricht; Unterrichtsbeobachtung; Befragung; Längsschnittuntersuchung; Regressionsanalyse; Deutschland
Abstract:
In this study, we investigated conditions and consequences of teacher popularity in primary schools. Teacher popularity is embedded in a theoretical framework that describes relationships between teacher competence, teaching quality, and student outcomes. In the empirical analyses, we used multilevel modeling to distinguish between individual students' liking of the teacher and a teacher's popularity as rated by the whole class (N = 1070 students, 54 teachers). The classroom level composite of the extent to which students liked their teacher was a reliable indicator of teacher popularity. Teacher popularity was associated with teacher self-reports of self-efficacy and teaching enthusiasm and with external observers' ratings of teaching quality. The grades students received were not related to the popularity ratings. In a longitudinal study, teacher popularity predicted students' learning gains and interest development over and above the effects of teaching quality. These results suggest that teacher popularity can be a useful and informative indicator in research on students' academic development and teacher effectiveness. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student […]
Lazarides, Rebecca; Buchholz, Janine; Rubach, Charlott
Zeitschriftenbeitrag
| In: Teaching and Teacher Education | 2018
37736 Endnote
Autor*innen:
Lazarides, Rebecca; Buchholz, Janine; Rubach, Charlott
Titel:
Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms
In:
Teaching and Teacher Education, 69 (2018) 1, S. 1-10
DOI:
10.1016/j.tate.2017.08.017
URN:
urn:nbn:de:0111-pedocs-155971
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-155971
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Mathematiklehrer; Freude; Selbstwirksamkeit; Verhalten; Wirkung; Schüler; Motivation; Überzeugung; Wahrnehmung; Mathematikunterricht; Gymnasium; Integrierte Sekundarschule; Schuljahr 09; Schuljahr 10; Lernziel; Wertorientierung; Unterrichtsklima; Klassenführung; Strukturgleichungsmodell; Berlin
Abstract (english):
The purpose of this study is to examine whether teacher enthusiasm and classroom management self-efficacy are related to classroom mastery orientation and student motivation. We used data from 803 students in grades 9 and 10 (53.3% girls) and their mathematics teachers (N = 41; 58.5% men). Student-perceived teacher enthusiasm was related to classroom mastery orientation as well as to intrinsic value and cost at the student level. Teacher-reported selfefficacy was related to classroom mastery orientation at the classroom level. At both the individual and the classroom level, classroom mastery orientation was related to attainment and utility value. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
(Wie) wirkt formatives Assessment in Mathematik auf Leistung und Interesse von Lernenden?
Rakoczy, Katrin; Pinger, Petra; Hochweber, Jan; Schütze, Birgit; Besser, Michael
Sammelbandbeitrag
| Aus: Kompetenzzentrum Schulpsychologie BW (Hrsg.): Psychosoziale Faktoren von Unterrichtsqualität | Stuttgart: Kompetenzzentrum Schulpsychologie Baden-Württemberg | 2018
38891 Endnote
Autor*innen:
Rakoczy, Katrin; Pinger, Petra; Hochweber, Jan; Schütze, Birgit; Besser, Michael
Titel:
(Wie) wirkt formatives Assessment in Mathematik auf Leistung und Interesse von Lernenden?
Aus:
Kompetenzzentrum Schulpsychologie BW (Hrsg.): Psychosoziale Faktoren von Unterrichtsqualität, Stuttgart: Kompetenzzentrum Schulpsychologie Baden-Württemberg, 2018 (Infobrief Schulpsychologie BW, 18-1), S. 1-7
URL:
http://www.kompetenzzentrum-schulpsychologie-bw.de/site/pbs-bw-new/get/params_Dattachment/5419678/Rakoczy_InfobriefSchulpsychBW18-1.pdf
Dokumenttyp:
4. Beiträge in Sammelbänden; Sonstiges
Sprache:
Deutsch
Schlagwörter:
Mathematikunterricht; Schüler; Leistungsbeurteilung; Feedback; Wirkung; Leistungssteigerung; Interesse; Selbstwirksamkeit; Intervention; Schuljahr 09; Leistungstest; Schülerleistung; Wahrnehmung; Projekt; Quasi-Experiment; Hessen; Deutschland
Abstract:
Sowohl Bildungsforscher/innen als auch Praktiker/innen sehen eine große Chance in Ansätzen des formativen Assessments. Obgleich seine Wirkung in zahlreichen Studien belegt werden konnte, bedarf es weiterer Klärung, wie die berichteten Erfolge erzielt werden können. Erst wenn klar ist, wie formatives Assessment aufgebaut sein sollte (siehe Abschnitt 2) und welche individuellen Wahrnehmungs- und Verarbeitungsprozesse der Lernenden die Wirkung zu erklären helfen (siehe Abschnitt 3), können Rückschlüsse auf die Unterrichtspraxis gezogen werden. Das von der Deutschen Forschungsgemeinschaft geförderte Projekt Conditions and Consequences of Classroom Assessment (Co2CA) beschäftigte sich in mehreren Teilstudien mit der Gestaltung und Wirkung von formativem Assessment im Unterrichtsfach Mathematik (für einen Überblick über das Projekt siehe Rakoczy, Klieme, Leiß & Blum, 2017). In Abschnitt 4 werden entsprechende Ergebnisse aus der Interventionsstudie des Projekts vorgestellt. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Emotions and motivation in mathematics education
Schukajlow, Stanislaw; Rakoczy, Katrin; Pekrun, Reinhard (Hrsg.)
Sammelband
| Berlin: Springer | 2017
37396 Endnote
Herausgeber*innen:
Schukajlow, Stanislaw; Rakoczy, Katrin; Pekrun, Reinhard
Titel:
Emotions and motivation in mathematics education
Erscheinungsvermerk:
Berlin: Springer, 2017 (ZDM Mathematics Education, 49, No. 3)
URL:
https://link.springer.com/journal/11858/49/3/page/1
Dokumenttyp:
2. Herausgeberschaft; Zeitschriftensonderheft
Sprache:
Englisch
Schlagwörter:
Angst; Bildungsforschung; Emotion; Empirische Forschung; Forschungsstand; Freude; Interesse; Langeweile; Lernerfolg; Mathematikunterricht; Motivation; Problemlösen; Selbstkonzept; Selbstregulation; Selbstwirksamkeit
Abstract:
Emotions and motivation are important prerequisites, mediators, and outcomes of learning and achievement. In this article, we first review major theoretical approaches and empirical findings in research on students' emotions and motivation in mathematics, including a discussion of how classroom instruction can support emotions and motivation. Based on this review, we encourage researchers from mathematics education and other disciplines of educational research to combine their efforts. Second, we provide an overview of the contributions in this special issue, most of which reflect such a combination of efforts by considering perspectives from both mathematics education and other fields of educational research. Finally, we consider the neglect of intervention studies and outline directions for future research. We identify intervention studies that target emotions and motivation as one promising but so far underrepresented line of research in mathematics education and review results from existing intervention studies. For future research, we suggest that researchers should implement fine-grained concepts, assessment instruments, theoretical hypotheses, and methods of analysis tailored to the specific features of the mathematical domain to adequately investigate students' emotions and motivation in this domain. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Political efficacy in adolescence. Development, gender differences, and outcome relations
Arens, A. Katrin; Watermann, Rainer
Zeitschriftenbeitrag
| In: Developmental Psychology | 2017
36974 Endnote
Autor*innen:
Arens, A. Katrin; Watermann, Rainer
Titel:
Political efficacy in adolescence. Development, gender differences, and outcome relations
In:
Developmental Psychology, 53 (2017) 5, S. 933-948
DOI:
10.1037/dev0000300
URN:
urn:nbn:de:0111-pedocs-188377
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-188377
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Jugendalter; Adoleszenz; Jugendlicher; Politische Sozialisation; Politisches Bewusstsein; Selbstwirksamkeit; Wahrnehmung; Informationsverhalten; Wissen; Politik; Interesse; Geschlechtsspezifischer Unterschied; Längsschnittuntersuchung
Abstract:
The present study focuses on political efficacy in terms of students' competence self-perceptions related to the domain of politics. The investigation addresses the mean level development and longitudinal relations to outcome variables including gender differences. Drawing on a sample of N = 2,504 German students, political efficacy, along with meaningful outcome variables (i.e., political information behavior, political knowledge, and interest in politics), was measured at 2 measurement points, once in Grade 7 and once in Grade 10. Students' mean levels of political efficacy increased from the first to the second measurement point, and boys consistently displayed higher levels. Political efficacy demonstrated reciprocal relations to political information behavior and political knowledge, and showed a unidirectional relation to interest in politics across time. The pattern of outcome relations was invariant across gender. This study contributes to research and theory on political socialization in adolescence as it outlines temporal relations among, and gender differences in, facets of political socialization. Therefore, this study also offers new practical insights into effectively facilitating political education in adolescent students. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Training effects on teachers' feedback practice. The mediating function of feedback knowledge and […]
Schütze, Birgit; Rakoczy, Katrin; Klieme, Eckhard; Besser, Michael; Leiss, Dominik
Zeitschriftenbeitrag
| In: ZDM Mathematics Education | 2017
37343 Endnote
Autor*innen:
Schütze, Birgit; Rakoczy, Katrin; Klieme, Eckhard; Besser, Michael; Leiss, Dominik
Titel:
Training effects on teachers' feedback practice. The mediating function of feedback knowledge and the moderating role of self-efficacy
In:
ZDM Mathematics Education, 49 (2017) 3, S. 475-489
DOI:
10.1007/s11858-017-0855-7
URN:
urn:nbn:de:0111-pedocs-170420
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-170420
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Leistungsbeurteilung; Mathematikunterricht; Leistungsbeurteilung; Feedback; Wissen; Selbstwirksamkeit; Mathematiklehrer; Lehrerfortbildung; Wirkung; Quasi-Experiment; Empirische Untersuchung; Bayern
Abstract (english):
Formative assessment has been identified as a promising intervention to support students' learning. How to successfully implement this means of assessment, however, is still an open issue. This study contributes to the implementation of formative assessment by analyzing the impact of a training measure on teachers' formative feedback practice, with a special focus on mediating and moderating variables. Research questions are as follows: (1) Is there an indirect training effect on teachers' instructional feedback practice via (a) teachers' declarative feedback knowledge and (b) the ability to generate feedback in a test situation? (2) Is this indirect effect moderated by teachers' self-efficacy? A total of 67 secondary education mathematics teachers participated in the study, taking part in professional development either on formative assessment and feedback (PD-FA) or on mathematical modelling and problem solving (PD-PM). Training was provided in two sessions (T1 and T2; each lasting 3 days) with 10 weeks in between T1 and T2. Teachers' self-efficacy regarding feedback was measured before T1 with a questionnaire. Declarative feedback knowledge and the ability to apply this knowledge were tested after T2. Teachers' instructional feedback practice was assessed with a student questionnaire (before T1 and 4-6 weeks after T2). Path analyses show that (1) there is no indirect training effect (PD-FA vs. PD-PM) on the development of teachers' feedback practices in mathematics instruction; but an indirect effect on the ability to generate feedback in a test situation via teachers' declarative feedback knowledge. Teachers participating in PD-FA show a higher level of declarative feedback knowledge than teachers in the PD-PM condition. Declarative feedback knowledge in turn is positively related to the ability to generate feedback in a test situation. (2) This indirect effect is moderated by teachers' self-efficacy. Teachers with a high level of self-efficacy are better able to use their knowledge to generate feedback in a test situation than teachers with a low level of self-efficacy. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
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