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The role of gender for teachers' reactions to social exclusion among students
Beißert, Hanna; Staat, Miriam; Bonefeld, Meike
Zeitschriftenbeitrag
| In: Frontiers in Education | 2022
42661 Endnote
Autor*innen:
Beißert, Hanna; Staat, Miriam; Bonefeld, Meike
Titel:
The role of gender for teachers' reactions to social exclusion among students
In:
Frontiers in Education, 7 (2022) , S. 819922
DOI:
10.3389/feduc.2022.819922
URL:
https://www.frontiersin.org/articles/10.3389/feduc.2022.819922/full
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Abstract (english):
Social exclusion, i.e., being kept apart from others and not being allowed to join, is a common phenomenon at school and can have severe consequences for students' healthy development and success at school. This study examined teachers' reactions to social exclusion among students focusing on the role of gender. Specifically, we were interested in potential effects of gender-specific socialization and social expectations linked to gender for teachers' reactions to social exclusion among students. We used hypothetical scenarios in which a student is being excluded from a study group by other students. We focused on the gender of the teacher (as an observer of exclusion) on the one hand and on the gender of the excluded student on the other hand. In the hypothetical scenarios, we varied the gender of the excluded student by using either a typical female or male name. The study included 101 teachers from different school tracks in Germany (Mage = 36.93, SD = 9.84; 84 females, 17 males). We assessed teachers' evaluations of the exclusion scenario and their anticipated reactions, i.e., how likely they were to intervene in such a situation and what they would specifically do. As expected, the participating teachers showed a general tendency to reject exclusion among students. This tendency was even more pronounced among female teachers compared to male teachers. Interestingly, these gender differences on the attitudinal side did not translate into differences in teachers' behavioral intentions: for the likelihood to intervene, we did not find any differences based on the gender of the teacher. In terms of the gender of the excluded student, things were different: The gender of the excluded student did not affect teachers' evaluations of the exclusion scenario. Yet, the gender of the excluded was relevant for participants' behavioral intentions. Namely, teachers were less likely to intervene in the scenario if a boy was excluded. These findings are in line with considerations related to gender-specific socialization and social expectations linked to gender. Overall, the study demonstrates that gender is an important aspect in the context of social exclusion and further research should explicitly focus on how socialization and gender expectations can explain these findings. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Opportunities and limitations of using the linguistic category model as a measure of teachers' […]
Bonefeld, Meike; Beißert, Hanna
Zeitschriftenbeitrag
| In: Learning and Instruction | 2022
41338 Endnote
Autor*innen:
Bonefeld, Meike; Beißert, Hanna
Titel:
Opportunities and limitations of using the linguistic category model as a measure of teachers' implicit stereotypes in Germany
In:
Learning and Instruction, 78 (2022) , S. 101501
DOI:
10.1016/j.learninstruc.2021.101501
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0959475221000608
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Abstract (english):
The current work focused on how ethnic stereotypes manifest themselves in language. The aim of our research was to investigate whether the Linguistic Category Model (LCM) is applicable to German teachers' language. More precisely, we investigated whether the categories proposed by Semin and Fiedler (1988) and mostly tested in the English-speaking world are applicable to German teachers' language and whether the pattern of Linguistic Intergroup Bias is evident in teachers' language. The analyses of two samples including in- and pre-service teachers (Study 1: N = 124, 76.6% female; Study 2: N = 104, 67.6% female) revealed difficulties in applying the LCM to German teachers' language. Further, neither of the two conducted studies found patterns of Linguistic Intergroup Bias in teachers' language. We attribute this to a mismatch between the LCM and the German language and discuss the difficulties and limitations of applying the category system to other languages. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
The effect of the interplay of gender and ethnicity on teachers' judgements. Does the school […]
Bonefeld, Meike; Kleen, Hannah; Glock, Sabine
Zeitschriftenbeitrag
| In: Journal of Experimental Education | 2022
42360 Endnote
Autor*innen:
Bonefeld, Meike; Kleen, Hannah; Glock, Sabine
Titel:
The effect of the interplay of gender and ethnicity on teachers' judgements. Does the school subject matter?
In:
Journal of Experimental Education, 90 (2022) 4, S. 818-838
DOI:
10.1080/00220973.2021.1878991
URL:
https://www.tandfonline.com/doi/full/10.1080/00220973.2021.1878991
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Abstract (english):
Two experimental studies investigated the disadvantages faced by female ethnic minority students when they are judged by pre- and inservice teachers. The results suggest that (preservice) teachers' judgments were affected by the judgment dimension. Study 1 revealed that teachers apply gender stereotypes in their judgments on mathematical ability: Teachers perceived female students' mathematical ability as lower than male students' mathematical ability. Furthermore, in Study 1 (inservice teachers) and Study 2 (preservice teachers) students' ethnicity influenced judgments on language proficiency. Beyond that, in Study 2 even judgments on mathematical ability were influenced by the information on students' ethnicity. However, the interplay of the student characteristics is crucial for preservice teachers while it is not for inservice teachers. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Editorial: Group norms and moral development. Reasoning and cognition across the lifespan
Conry-Murray, Clare; McGuire, Luke; Hitti, Aline; Beißert, Hanna
Zeitschriftenbeitrag
| In: Frontiers in Psychology | 2022
43521 Endnote
Autor*innen:
Conry-Murray, Clare; McGuire, Luke; Hitti, Aline; Beißert, Hanna
Titel:
Editorial: Group norms and moral development. Reasoning and cognition across the lifespan
In:
Frontiers in Psychology, 13 (2022) , S. 1035999
DOI:
10.3389/fpsyg.2022.1035999
URL:
https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1035999/full
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Sprache:
Englisch
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Inklusionsentscheidungen deutscher und bildungsinländischer Studierender gegenüber internationalen […]
Flacke, Lea; Beißert, Hanna
Zeitschriftenbeitrag
| In: Beiträge zur Hochschulforschung | 2022
43516 Endnote
Autor*innen:
Flacke, Lea; Beißert, Hanna
Titel:
Inklusionsentscheidungen deutscher und bildungsinländischer Studierender gegenüber internationalen Studierenden in Deutschland. Die Rolle von Sprachkenntnissen und kultureller Ähnlichkeit
In:
Beiträge zur Hochschulforschung, 44 (2022) 2/3, S. 128-142
URL:
https://www.bzh.bayern.de/archiv/artikelarchiv/artikeldetail/inklusionsentscheidungen-deutscher-und-bildungsinlaendischer-studierender-gegenueber-internationalen-studierenden-in-deutschland-die-rolle-von-sprachkenntnissen-und-kultureller-aehnlichkeit
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Deutsch
Schlagwörter:
Aktivität; Ausländischer Student; Auslandsstudium; Befragung; Datenanalyse; Deutscher; Deutschland; Empirische Untersuchung; Entscheidung; Fragebogen; Freizeit; Herkunft; Hochschule; Inklusion; Kultur; Leistung; Mannheim; Online; Peergroup; Soziale Integration; Sprachfertigkeit; Student; Studium; Varianzanalyse
Abstract:
In der vorliegenden Studie wurde die Rolle von Sprachkenntnissen und kultureller Ähnlichkeit für Inklusionsentscheidungen von deutschen und bildungsinländischen Studierenden (N = 117, 77 % weiblich, MAlter = 21,69, SD = 2,35, Range 18-28 Jahre) gegenüber internationalen Studierenden untersucht. Dabei wurde auch die Rolle des Kontexts (Leistungssituation vs. Freizeitsituation) betrachtet. Mit Hilfe hypothetischer Szenarien konnte gezeigt werden, dass bei der Entscheidung zwischen einer Person, die kulturell ähnlich ist, aber nur über geringe Deutschkenntnisse verfügt, und einer Person, die zwar über gute Deutschkenntnisse verfügt, aber kulturell unähnlich ist, die Wahl eher auf die kulturell unähnliche Person mit guten Deutschkenntnissen fällt. Dies war insbesondre im Leistungskontext der Fall. Auch in den offenen Begründungen der Inklusionsentscheidungen zeichnet sich die Bedeutung von Sprachkenntnissen ab, ebenfalls besonders im Leistungskontext. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
German teachers' implicit and explicit attitudes toward female and male muslim students and […]
Glock, Sabine; Baumann, Tobias; Kleen, Hannah
Zeitschriftenbeitrag
| In: Social Psychology | 2022
43493 Endnote
Autor*innen:
Glock, Sabine; Baumann, Tobias; Kleen, Hannah
Titel:
German teachers' implicit and explicit attitudes toward female and male muslim students and reactions to social exclusion
In:
Social Psychology, 53 (2022) 3, S. 178-183
DOI:
10.1027/1864-9335/a000489
URL:
https://econtent.hogrefe.com/doi/full/10.1027/1864-9335/a000489
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Benachteiligung; Christliche Religion; Deutschland; Einstellung <Psy>; Empirische Untersuchung; Ethnische Minderheit; Fragebogen; Geschlecht; Lehrer; Multivariate Analyse; Muslim; Schüler; Stereotyp; Test; Varianzanalyse
Abstract (english):
Research has shown negative teachers' attitudes toward ethnic minority students, who - in Germany - often belong to Islam which is stereotypically associated with traditional gender roles. So far, neither implicit attitudes nor the role of student gender have been investigated in this context. Among a sample of 136 teachers, we assessed implicit attitudes toward Muslim students in relation to Christian students using an Implicit Association Test. Implicit and explicit attitudes were less positive toward male than toward female Muslim students. After reading a social exclusion scenario, teachers were asked how they would react. Teachers' reactions depended on the religion and the gender of the student. Our study implies that Islam might be part of the disadvantages ethnic minority students experience in school. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
A look into preservice teachers' responses to students' misbehavior: What roles do students' gender […]
Glock, Sabine; Kleen, Hannah
Zeitschriftenbeitrag
| In: Studies in Educational Evaluation | 2022
43490 Endnote
Autor*innen:
Glock, Sabine; Kleen, Hannah
Titel:
A look into preservice teachers' responses to students' misbehavior: What roles do students' gender and socioeconomic status play?
In:
Studies in Educational Evaluation, 75 (2022) , S. 101207
DOI:
10.1016/j.stueduc.2022.101207
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0191491X22000840
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Abstract:
Teachers' perceptions of and intervention strategies for dealing with students' misbehavior differ depending on various student characteristics such as gender. In Study 1, we investigated whether preservice teachers intervene differently when students' were talking out of turn, depending on students' socioeconomic status (SES) and gender. Results showed that the participants were more likely to intervene when the student had low SES. In Study 2, the student misbehavior was that students repeatedly forgot their homework. Study 2 showed that preservice teachers were more likely to use a talk as the intervention strategy for students with high SES and were more likely to ask for help for students with low SES. Preservice teachers indicated the student's parents as the main causes of student's misbehavior independent of the student's SES. The results are discussed with regard to social disparities in the educational system. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Why is Murat's achievement so low? Causal attributions and implicit attitudes toward ethnic […]
Glock, Sabine; Shevchuk, Anna; Kleen, Hannah
Zeitschriftenbeitrag
| In: Frontiers in Psychology | 2022
42682 Endnote
Autor*innen:
Glock, Sabine; Shevchuk, Anna; Kleen, Hannah
Titel:
Why is Murat's achievement so low? Causal attributions and implicit attitudes toward ethnic minority students predict preservice teachers' judgments about achievement
In:
Frontiers in Psychology, 13 (2022) , S. 819793
DOI:
10.3389/fpsyg.2022.819793
URL:
https://www.frontiersin.org/articles/10.3389/fpsyg.2022.819793/full
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Abstract:
In many educational systems, ethnic minority students score lower in their academic achievement, and consequently, teachers develop low expectations regarding this student group. Relatedly, teachers' implicit attitudes, explicit expectations, and causal attributions also differ between ethnic minority and ethnic majority students-all in a disadvantageous way for ethnic minority students. However, what is not known so far, is how attitudes and causal attributions contribute together to teachers' judgments. In the current study, we explored how implicit attitudes and causal attributions contribute to preservice teachers' judgments of the low educational success of an ethnic minority student. Results showed that both implicit attitudes and causal attributions predicted language proficiency and intelligence judgments. Negative implicit attitudes, assessed with the IRAP, and internal stable causal attributions led to lower judgments of language proficiency, whereas lower judgments of intelligence were predicted by positive implicit attitudes and higher judgments of intelligence by external stable attributions. Substantial differences in the prediction of judgments could be found between the IRAP and BIAT as measures of implicit attitudes. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Éléments de validation d'une échelle de mesure des connaissances métacognitives liées à la lecture […]
Lafontaine, Dominique; Jude, Nina; Leck, Johanna
Zeitschriftenbeitrag
| In: Mesure et évaluation en éducation | 2022
44307 Endnote
Autor*innen:
Lafontaine, Dominique; Jude, Nina; Leck, Johanna
Titel:
Éléments de validation d'une échelle de mesure des connaissances métacognitives liées à la lecture numérique
In:
Mesure et évaluation en éducation, 45 (2022) 1, S. 1-35
DOI:
10.7202/1097151ar
URL:
https://id.erudit.org/iderudit/1097151ar
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Französisch
Abstract:
Cette étude vise à identifier des traces de validité d'une échelle de mesure des connaissances métacognitives de la lecture numérique inédite, développée pour le PISA 2018 et, plus particulièrement, à établir si cette échelle mesure des connaissances relevant de la lecture plutôt que de la littératie numérique. Les données des 37 pays de l'OCDE ont été utilisées. Les résultats montrent que l'échelle de connaissances métacognitives présente une forte corrélation avec les performances en lecture et avec deux échelles ayant subi un processus de validation de la mesure de la métacognition en lecture. Cette échelle est aussi significativement liée à l'intérêt des élèves, à leur concept de soi et à leur sentiment d'efficacité en lecture, mais n'est pas liée avec leur utilisation des TIC, leur intérêt ou leur sentiment d'efficacité perçue dans ce domaine. Les résultats appuient le fait que l'échelle mesure des connaissances relevant de la lecture plutôt que de la littératie numérique et mettent en évidence une corrélation robuste entre les connaissances métacognitives et les performances en lecture. (DIPF/Orig.)
Abstract (english):
This study aims at searching for evidence of validity of an original scale assessing digital reading metacognitive knowledge developed for PISA 2018, more precisely to investigate whether this scale measures metacognitive knowledge related to reading rather than to digital technological literacy. Data from the 37 OECD countries have been used. The results of the correlations show that the assessment of how several strategies are appropriate to deal with a suspicious email is strongly correlated with reading performance and with the two existing scales of reading metacognitive knowledge. The new scale is also significantly correlated with students' interest towards reading, their self-concept and self-efficacy in reading, and, on the contrary, is not correlated with their use of digital devices, interest and perceived self-efficacy in using digital devices. The results provide evidence that the new scale assesses digital reading metacognitive knowledge rather than digital literacy, and also demonstrate the strong correlation of this new scale with reading proficiency. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Health sensitivity in the daily lives of younger and older adults. Correlates and longer-term […]
Potter, Sophie; Gerstorf, Denis; Schmiedek, Florian; Drewelies, Johanna; Wolff, Julia K.; […]
Zeitschriftenbeitrag
| In: Aging & Mental Health | 2022
42748 Endnote
Autor*innen:
Potter, Sophie; Gerstorf, Denis; Schmiedek, Florian; Drewelies, Johanna; Wolff, Julia K.; Brose, Annette
Titel:
Health sensitivity in the daily lives of younger and older adults. Correlates and longer-term change in health
In:
Aging & Mental Health, 26 (2022) 6, S. 1261-1269
DOI:
10.1080/13607863.2021.1913475
URL:
https://www.tandfonline.com/doi/full/10.1080/13607863.2021.1913475
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Abstract:
Objectives: How susceptible older adults' affect is to fluctuations in health (i.e., health sensitivity) indicates how well they adapt to everyday health challenges. Theory and evidence are inconsistent as to whether older adults are more or less health sensitive than younger adults. The role of health burden as correlate and outcome of health sensitivity and age differences therein is also unclear. We thus move the study of health sensitivity ahead from longitudinal inquiry to examine age differences, the role of health burden, and long-term implications of daily life health sensitivit Methods: We use data from COGITO where 101 younger adults (Mage = 25; range = 20-31) and 103 older adults (Mage = 71; range = 65-80) gave daily reports of physical symptoms and positive and negative affect during a ∼100-day micro-longitudinal phase, as well as reports of trait-level health two years before and after. Results: Extending earlier reports, older age and higher health burden were (independently) associated with lower health sensitivity in positive but not negative affect. Health sensitivity was unrelated to long-term changes in health burden. Conclusion: We take our findings to indicate successful aging (older adults are not more emotionally vulnerable to health issues) and discuss habituation as a process underlying how age and health burden may reduce health sensitivity. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
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