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Hinweise auf Langzeiteffekte von Service-Learning. Eine retrospektive Befragung
Beißert, Hanna; Derkau, Julia; Waag, Anne-Sophie; Hofer, Manfred
Zeitschriftenbeitrag
| In: Journal für LehrerInnenbildung | 2023
44050 Endnote
Autor*innen:
Beißert, Hanna; Derkau, Julia; Waag, Anne-Sophie; Hofer, Manfred
Titel:
Hinweise auf Langzeiteffekte von Service-Learning. Eine retrospektive Befragung
In:
Journal für LehrerInnenbildung, (2023)
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Deutsch
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
The impact of affective information on working memory. A psychometric approach
Brose, Annette; Rueschkamp, Johanna M.G.; Kuppens, Peter; Gerstorf, Denis; Schmiedek, Florian
Zeitschriftenbeitrag
| In: Journal of Experimental Psychology: Learning, Memory, and Cognition. | 2023
43394 Endnote
Autor*innen:
Brose, Annette; Rueschkamp, Johanna M.G.; Kuppens, Peter; Gerstorf, Denis; Schmiedek, Florian
Titel:
The impact of affective information on working memory. A psychometric approach
In:
Journal of Experimental Psychology: Learning, Memory, and Cognition., 49 (2023) 7, S. 1091-1098
DOI:
10.1037/xlm0001165
URL:
https://psycnet.apa.org/record/2022-93068-001
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Abstract:
It has been debated whether working memory (WM) performance is modulated by the valence of the stimuli that are being processed. A recent meta-analysis revealed that at the behavioral level and in individuals without mental health problems, mean-level performance differences in WM tasks with neutral versus affective conditions are small to negligible. We took this finding an important step further by employing a psychometric approach. This is an important refinement of previous work because even in the absence of mean-level differences, differential processing of affective versus nonaffective information may still be occurring. We examined whether at the construct level, 2 latent WM factors could be distinguished in capturing the processing of neutral and affective stimuli, respectively. Applying confirmatory factor analyses (N = 183 university students) to a battery of 18 tasks (3 n-back paradigms crossed with 3 stimulus types and neutral vs. affective valence), the 2 factors correlated perfectly. This result was replicated when neutral stimuli were analyzed together with either positive or negative stimuli. Based on individual differences, the processing of affective versus nonaffective stimuli in WM therefore cannot be distinguished, at least not in a student sample of younger adults. (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:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
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
Generalised anxiety and panic symptoms in the German National Cohort (NAKO)
Erhardt, Angelika; Gelbrich, Götz; Klinger-König, Johanna; Streit, Fabian; Kleineidam, Luca; […]
Zeitschriftenbeitrag
| In: World Journal of Biological Psychiatry | 2023
42843 Endnote
Autor*innen:
Erhardt, Angelika; Gelbrich, Götz; Klinger-König, Johanna; Streit, Fabian; Kleineidam, Luca; Riedel-Heller, Steffi G.; Schmidt, Börge; Schmiedek, Florian; Wagner, Michael; Grabe, Hans-J.; Rietschel, Marcella; Berger, Klaus; Deckert, Jürgen
Titel:
Generalised anxiety and panic symptoms in the German National Cohort (NAKO)
In:
World Journal of Biological Psychiatry, 24 (2023) 10, S. 881-896
DOI:
10.1080/15622975.2021.2011409
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Abstract:
Objectives Anxiety disorders (AD) are common in the general population, leading to high emotional distress and disability. The German National Cohort (NAKO) is a population-based mega-cohort study, examining participants in 16 German regions. The present study includes data of the first 101,667 participants and investigates the frequency and severity of generalised anxiety symptoms and panic attacks (PA). Methods The Generalised Anxiety Disorder Symptoms Scale (GAD-7) and the first part of the Patient Health Questionnaire Panic Disorder (PHQ-PD) were filled out by NAKO participants (93,002). We examined the correlation of GAD-7 and PHQ-PD with demographic variables, stress (PHQ-Stress), depression (PHQ-9) and childhood trauma (CTS). Results The total proportion of prior lifetime diagnoses of AD in the NAKO cohort reached 7.8%. Panic attacks were reported by 6.0% and possible/probable current GAD symptoms in 5.2% of the examined participants. Higher anxiety severity was associated with female sex, lower education level, German as a foreign language and younger age as well as high perceived stress and depression. Conclusions Clinically relevant GAD symptoms as well as panic attacks are frequent in the NAKO and are associated with sociodemographic factors, and high anxiety symptoms are accompanied by pronounced stress and depression levels.
DIPF-Abteilung:
Bildung und Entwicklung
Disentangling the confounding effects of students' ethnicity and socioeconomic background on […]
Glock, Sabine; Kleen, Hannah
Zeitschriftenbeitrag
| In: International Journal of Intercultural Relations | 2023
43909 Endnote
Autor*innen:
Glock, Sabine; Kleen, Hannah
Titel:
Disentangling the confounding effects of students' ethnicity and socioeconomic background on preservice teachers' judgments
In:
International Journal of Intercultural Relations, 95 (2023) , S. 101830
DOI:
10.1016/j.ijintrel.2023.101830
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0147176723000780
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Abstract:
Ethnic disparities in educational systems are often discussed to be a result of the low socioeconomic status (SES) of the family rather than students' ethnicity. In Germany, it is particularly the students with a Turkish background whose families are associated with low SES. In addition, large-scale studies have consistently shown only small or no effects of ethnicity when controlling for students' SES. However, a correlational field design does not allow researchers to draw stringent conclusions about the superordinate impact of family SES. In the current study, we experimentally varied the SES and ethnicity of a student's family as described in a vignette, resulting in a fully crossed design. A sample of preservice teachers read one of four student descriptions and judged the students' mathematical achievement and German language proficiency. The results showed that ethnicity had a stronger influence than family SES and that a male ethnic minority student was judged to be less competent in German language proficiency, independent of his family's SES. Our study implies that ethnicity should not be neglected or reduced to effects of SES in research on ethnic disparities in education. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
The role of preservice teachers' implicit attitudes and causal attributions. A deeper look into […]
Glock, Sabine; Kleen, Hannah
Zeitschriftenbeitrag
| In: Current Psychology | 2023
41581 Endnote
Autor*innen:
Glock, Sabine; Kleen, Hannah
Titel:
The role of preservice teachers' implicit attitudes and causal attributions. A deeper look into students ' ethnicity
In:
Current Psychology, 41 (2023) 10, S. 8125-8135
DOI:
10.1007/s12144-021-02000-2
URL:
https://link.springer.com/article/10.1007/s12144-021-02000-2
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Abstract:
Previous research has provided evidence that teachers implicitly hold more negative attitudes toward ethnic minority students than toward ethnic majority students. Furthermore, they attribute the lower educational success of ethnic minority students predominantly to internal causes. So far, it is not known how implicit attitudes and causal attributions are related to preservice teachers' judgments of students' academic competencies. We conducted a study to close this research gap. In a sample of preservice teachers, our study showed mainly negative implicit attitudes toward ethnic minority students. On general, the preservice teachers made external attributions. Implicit attitudes as well as causal attributions predicted the judgments. Preservice teachers with more negative attitudes and preservice teachers, who attributed the failure of ethnic minority students to these students' abilities, less favorably judged the competence of ethnic minority students. Our results highlight the role of teachers' attitudes and causal attributions in determining the disadvantages that ethnic minority students experience in school. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Coding energy knowledge in constructed responses with explainable NLP models
Gombert, Sebastian; Di Mitri, Daniele; Karademir, Onur; Kubsch, Marcus; Kolbe, Hannah; […]
Zeitschriftenbeitrag
| In: Journal of Computer Assisted Learning | 2023
43504 Endnote
Autor*innen:
Gombert, Sebastian; Di Mitri, Daniele; Karademir, Onur; Kubsch, Marcus; Kolbe, Hannah; Tautz, Simon; Grimm, Adrian; Bohm, Isabell; Neumann, Knut; Drachsler, Hendrik
Titel:
Coding energy knowledge in constructed responses with explainable NLP models
In:
Journal of Computer Assisted Learning, 39 (2023) 3, S. 767-786
DOI:
10.1111/jcal.12767
URL:
https://onlinelibrary.wiley.com/doi/10.1111/jcal.12767
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Abstract (english):
Background : Formative assessments are needed to enable monitoring how student knowledge develops throughout a unit. Constructed response items which require learners to formulate their own free-text responses are well suited for testing their active knowledge. However, assessing such constructed responses in an automated fashion is a complex task and requires the application of natural language processing methodology. In this article, we implement and evaluate multiple machine learning models for coding energy knowledge in free-text responses of German K-12 students to items in formative science assessments which were conducted during synchronous online learning sessions. Dataset : The dataset we collected for this purpose consists of German constructed responses from 38 different items dealing with aspects of energy such as manifestation and transformation. The units and items were implemented with the help of project-based pedagogy and evidence-centered design, and the responses were coded for seven core ideas concerning the manifestation and transformation of energy. The data was collected from students in seventh, eighth and ninth grade. Methodology : We train various transformer- and feature-based models and compare their ability to recognize the respective ideas in students' writing. Moreover, as domain knowledge and its development can be formally modeled through knowledge networks, we evaluate how well the detection of the ideas within responses translated into accurate co-occurrence-based knowledge networks. Finally, in terms of the descriptive accuracy of our models, we inspect what features played a role for which prediction outcome and if the models pick up on undesired shortcuts. In addition to this, we analyze how much the models match human coders in what evidence within responses they consider important for their coding decisions. Results : A model based on a modified GBERT-large can achieve the overall most promising results, although descriptive accuracy varies much more than predictive accuracy for the different ideas assessed. For reasons of comparability, we also evaluate the same machine learning architecture using the SciEntsBank 3-Way benchmark with an English RoBERTa-large model, where it achieves state-of-the-art results in two out of three evaluation categories. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Fluid intelligence is (much) more than working memory capacity: An experimental analysis
Hagemann, Dirk; Ihmels, Max; Bast, Nico; Neubauer, Andreas B.; Schankin, Andrea; Schubert, Anna-Lena
Zeitschriftenbeitrag
| In: Journal of Intelligence | 2023
43771 Endnote
Autor*innen:
Hagemann, Dirk; Ihmels, Max; Bast, Nico; Neubauer, Andreas B.; Schankin, Andrea; Schubert, Anna-Lena
Titel:
Fluid intelligence is (much) more than working memory capacity: An experimental analysis
In:
Journal of Intelligence, 11 (2023) 4, S. 70
DOI:
10.3390/jintelligence11040070
URL:
https://www.mdpi.com/2079-3200/11/4/70
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Abstract:
Empirical evidence suggests a great positive association between measures of fluid intelligence and working memory capacity, which implied to some researchers that fluid intelligence is little more than working memory. Because this conclusion is mostly based on correlation analysis, a causal relationship between fluid intelligence and working memory has not yet been established. The aim of the present study was therefore to provide an experimental analysis of this relationship. In a first study, 60 participants worked on items of the Advanced Progressive Matrices (APM) while simultaneously engaging in one of four secondary tasks to load specific components of the working memory system. There was a diminishing effect of loading the central executive on the APM performance, which could explain 15% of the variance in the APM score. In a second study, we used the same experimental manipulations but replaced the dependent variable with complex working memory span tasks from three different domains. There was also a diminishing effect of the experimental manipulation on span task performance, which could now explain 40% of the variance. These findings suggest a causal effect of working memory functioning on fluid intelligence test performance, but they also imply that factors other than working memory functioning must contribute to fluid intelligence. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Potenziale und Herausforderungen von Critical Reviews im Kontext der Digitalisierung im […]
Heinemann, Anna; Koschorrek, Jan; Wilmers, Annika; Sander, Pia; Leber, Jens
Zeitschriftenbeitrag
| In: MedienPädagogik | 2023
44056 Endnote
Autor*innen:
Heinemann, Anna; Koschorrek, Jan; Wilmers, Annika; Sander, Pia; Leber, Jens
Titel:
Potenziale und Herausforderungen von Critical Reviews im Kontext der Digitalisierung im Bildungsbereich
In:
MedienPädagogik, 54 (2023) , S. 79-102
DOI:
10.21240/mpaed/54/2023.08.13.X
URL:
https://www.medienpaed.com/article/view/1598
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Deutsch
Abstract:
Forschungssynthesen haben im Kontext der Digitalisierung im Bildungsbereich, u. a. im Hinblick auf die hohe Dynamik der Entwicklungen und Innovationen ein grosses Potenzial, systematische Überblicke über den aktuellen Stand zu geben. Sie können damit sowohl für Forschende als auch für Mitglieder der Praxiscommunity von grossem Wert sein. Critical Reviews stellen eine spezifische Form der Forschungssynthese dar, da zusätzlich zu einem strukturierten Überblick die eingeschlossene Literatur kritisch analysiert und eingeordnet wird. Gegebenenfalls schliessen sie dabei an bestehende Konzepte oder Modelle an und können damit ergänzende Perspektiven auf das Forschungsfeld aufzeigen oder zur Modellbildung beitragen. Das Vorgehen orientiert sich dabei an umfassend ausgearbeiteten Systematic Reviews, ermöglicht durch die in den vorgestellten Fallbeispielen verkürzte Bearbeitungszeit aber eine vergleichsweise zeitnahe Reaktion auf aktuelle Bildungsthemen. Die in diesem Beitrag vorgestellten Critical Reviews sind in den Bildungsbereichen Schule und Erwachsenenbildung entstanden. Die Beschreibung der beiden Fallbeispiele sowie die anschliessende Diskussion der methodischen Herausforderungen und Potenziale dienen der Reflexion und Einordnung von Forschungssynthesen, hier am Beispiel des Critical Reviews, im Kontext der Digitalisierung im Bildungsbereich. Zusätzlich werden Implikationen auf der Arbeitsebene reflektiert. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
The assessment of cognitive function in the German National Cohort (NAKO) Associations of […]
Kleineidam, Luca; Stark, Melina; Riedel-Heller, Steffi G.; Pabst, Alexander; Schmiedek, Florian; […]
Zeitschriftenbeitrag
| In: World Journal of Biological Psychiatry | 2023
42850 Endnote
Autor*innen:
Kleineidam, Luca; Stark, Melina; Riedel-Heller, Steffi G.; Pabst, Alexander; Schmiedek, Florian; Streit, Fabian; Rietschel, Marcella; Klinger-König, Johanna; Grabe, Hans J.; Erhardt, Angelika; Gelbrich, Götz; Schmidt, Börge; Berger, Klaus; Wagner, Michael
Titel:
The assessment of cognitive function in the German National Cohort (NAKO) Associations of demographics and psychiatric symptoms with cognitive test performance
In:
World Journal of Biological Psychiatry, 24 (2023) 10, S. 909-923
DOI:
10.1080/15622975.2021.2011408
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Abstract:
Objectives: To describe the cognitive test battery of the German National Cohort (NAKO), a population-based mega cohort of 205,000 randomly selected participants, and to examine associations with demographic variables and selected psychiatric and neurological conditions. Methods: Initial data from 96,401 participants providing data on the cognitive performance measured by a brief cognitive test battery (12-word list recall task, semantic fluency, Stroop test, digit span backwards) was examined. Test results were summarised in cognitive domain scores using exploratory and confirmatory factor analyses. Associations with sociodemographic and psychiatric factors were analysed using linear regression and generalised additive models. Results: Cognitive test results were best represented by two domain scores reflecting memory and executive functions. Lower cognitive functions were associated with increasing age and male sex. Higher education and absence of childhood trauma were associated with better cognitive function. Moderate to severe levels of anxiety and depression, and a history of stroke, were related to lower cognitive function with a stronger effect on executive function as compared to memory. Some associations with cognition differed by German language proficiency. Conclusions: The NAKO cognitive test battery and the derived cognitive domain scores for memory and executive function are sensitive measures of cognition. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
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