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Kompetenzen und Einstellungen von Schülerinnen und Schülern. Jahrgangsstufe 4 bis 7 (KESS 4, KESS 7) Bos, Wilfried; Bonsen, M.; Feddermann, Maja; Gröhlich, Carola; Guill, Karin; Ivanov, Stanislav; […] Forschungsdaten/Instrumente | IQB | 2024 44842 Endnote: Autor*innen: Bos, Wilfried; Bonsen, M.; Feddermann, Maja; Gröhlich, Carola; Guill, Karin; Ivanov, Stanislav; Jelden, D.; List, Marit Kristine; Matthießen, R.; Nagy, Gabriel; Nikolova, Roumiana; Ömeroğulları, Melike; Pietsch, Marcus; Rau, A.; Scharenberg, Katja; Stallasch, S. E.; Vieluf, Ulrich; Köller, Olaf
Titel: Kompetenzen und Einstellungen von Schülerinnen und Schülern. Jahrgangsstufe 4 bis 7 (KESS 4, KESS 7)
Erscheinungsvermerk: Berlin: IQB, 2024
DOI: 10.5159/IQB_KESS_4-7_v1
URL: http://doi.org/10.5159/IQB_KESS_4-7_v1
Dokumenttyp: 6. Forschungsdaten; Instrumente; Datenkollektion/Dataset
Sprache: Deutsch
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Kompetenzen und Einstellungen von Schülerinnen und Schülern. Jahrgangsstufe 8 (KESS 8) Guill, Karin; Vieluf, Ulrich; Stallasch, S. E.; Scharenberg, Katja; Ömeroğulları, M.; Nikolova, R.; […] Forschungsdaten/Instrumente | IQB | 2024 44843 Endnote: Autor*innen: Guill, Karin; Vieluf, Ulrich; Stallasch, S. E.; Scharenberg, Katja; Ömeroğulları, M.; Nikolova, R.; Nagy, G.; Matthießen, R.; List, Marit Kristine; Ivanov, S.; Harazd, B.; Gröhlich, C.; Feddermann, M.; Bos, W.; Köller, O.
Titel: Kompetenzen und Einstellungen von Schülerinnen und Schülern. Jahrgangsstufe 8 (KESS 8)
Erscheinungsvermerk: Berlin: IQB, 2024
DOI: 10.5159/IQB_KESS_8_v1
URL: http://doi.org/10.5159/IQB_KESS_8_v1
Dokumenttyp: 6. Forschungsdaten; Instrumente; Datenkollektion/Dataset
Sprache: Deutsch
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Kompetenzen und Einstellungen von Schülerinnen und Schülern. Jahrgangsstufe 10 bis 13 (KESS 10/11, […] Vieluf, Ulrich; Ivanov, Stanislav; Nikolova, Roumiana; Feddermann, Maja; Guill, Karin; […] Forschungsdaten/Instrumente | IQB | 2024 44844 Endnote: Autor*innen: Vieluf, Ulrich; Ivanov, Stanislav; Nikolova, Roumiana; Feddermann, Maja; Guill, Karin; List, Marit Kristine; Matthießen, R.; Nagy, Gabriel; Ömeroğulları, Melike; Stallasch, S. E.; Köller, Olaf
Titel: Kompetenzen und Einstellungen von Schülerinnen und Schülern. Jahrgangsstufe 10 bis 13 (KESS 10/11, KESS 12, KESS 13)
Erscheinungsvermerk: Berlin: IQB, 2024
DOI: 10.5159/IQB_KESS_10-13_v1
URL: http://doi.org/10.5159/IQB_KESS_10-13_v1
Dokumenttyp: 6. Forschungsdaten; Instrumente; Datenkollektion/Dataset
Sprache: Deutsch
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Sowjetisierung. Zur Geschichte west- und ostdeutscher Narrative über die Schule und Pädagogik der […] Geißler, Gert; Wiegmann, Ulrich Zeitschriftenbeitrag | In: Zeitschrift für Pädagogik. Beiheft | 2023 44019 Endnote: Autor*innen: Geißler, Gert; Wiegmann, Ulrich
Titel: Sowjetisierung. Zur Geschichte west- und ostdeutscher Narrative über die Schule und Pädagogik der SBZ/DDR
In: Zeitschrift für Pädagogik. Beiheft, 69 (2023) , S. 106-126
DOI: 10.3262/ZPB2301106
URL: https://www.beltz.de/fachmedien/erziehungswissenschaft/zeitschriften/zeitschrift_fuer_paedagogik/artikel/50679-sowjetisierung.html
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Deutsch
Schlagwörter: 20. Jahrhundert; Bildungsforschung; Bildungsgeschichte; Deutschland-BRD; Deutschland-DDR; Deutschland-Sowjetische Besatzungszone; Diskursanalyse; Geschichte <Histor>; Literaturbericht; Ost-West-Vergleich; Pädagogik; Schulgeschichte; Schulsystem; Sowjetpädagogik; Sowjetunion; Sozialismus; Vergleichende Erziehungswissenschaft
Abstract: Sowjetisierung hatte in den beiden nach 1945 entstandenen deutschen Staaten politisch diametral unterschiedliche Bedeutung. Der Beitrag zeichnet anhand von Publikationen, die sich auf Entwicklungen im Bildungswesen beziehen, den Umgang mit dem Verhältnis zwischen der SBZ/DDR und der Sowjetunion nach. (DIPF/Orig.)
Abstract (english): Sovietization had diametrically different political meanings in the two German states that emerged after 1945. The article traces the handling of the relationship between the Soviet Zone of Occupation (SBZ)/German Democratic Republic (GDR) and the Soviet Union on the basis of publications relating to developments in education. (DIPF/Orig.)
DIPF-Abteilung: Bibliothek für Bildungsgeschichtliche Forschung

Assessing affect in adolescents with e-diaries. Multilevel confirmatory factor analyses of […] Limberger, Matthias F.; Schmiedek, Florian; Santangelo, Philip S.; Reichert, Markus; […] Zeitschriftenbeitrag | In: Frontiers in Psychology | 2023 44303 Endnote: Autor*innen: Limberger, Matthias F.; Schmiedek, Florian; Santangelo, Philip S.; Reichert, Markus; Wieland, Lena M.; Berhe, Oksana; Meyer-Lindenberg, Andreas; Tost, Heike; Ebner-Priemer, Ulrich
Titel: Assessing affect in adolescents with e-diaries. Multilevel confirmatory factor analyses of different factor models
In: Frontiers in Psychology, 14 (2023) , S. 1061229
DOI: 10.3389/fpsyg.2023.1061229
URL: https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1061229/full
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: In the last two decades, e-diary studies have gained increasing interest, with a dominant focus on mood and affect. Although requested in current guidelines, psychometric properties are rarely reported, and methodological investigations of factor structure, model fit, and the reliability of mood and affect assessment are limited. We used a seven-day e-diary dataset of 189 adolescent participants (12-17 years). The e-diary affect assessments revealed a considerable portion of within-person variance. The six-factor model showed the best model fit compared to the less complex models. Factor loadings also improved with the complexity of the models. Accordingly, we recommend that future e-diary studies of adolescents use the six-factor model of affect as well as reporting psychometric properties and model fit. For future e-diary scale development, we recommend using a minimum of three items per scale to enable the use of confirmatory multilevel factor analyses.
DIPF-Abteilung: Bildung und Entwicklung

Individual differences in the dietary response to stress in ecological momentary assessment. Does […] Ruf, Alea; Neubauer, Andreas B; Koch, Elena D; Ebner-Priemer, Ulrich; Reif, Andreas; […] Zeitschriftenbeitrag | In: Applied Psychology: Health and Well-Being | 2023 43336 Endnote: Autor*innen: Ruf, Alea; Neubauer, Andreas B; Koch, Elena D; Ebner-Priemer, Ulrich; Reif, Andreas; Matura, Silker U
Titel: Individual differences in the dietary response to stress in ecological momentary assessment. Does the individual-difference model need expansion?
In: Applied Psychology: Health and Well-Being, 15 (2023) 2, S. 629-649
DOI: 10.1111/aphw.12400
URL: https://iaap-journals.onlinelibrary.wiley.com/doi/full/10.1111/aphw.12400
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: According to the individual-difference model, individuals differ in the way stress changes their eating behaviour. Research shows that some increase, some decrease, and others show no change in food intake. Despite numerous efforts to identify moderating variables that explain these individual (i.e., between-person) differences, evidence remains inconclusive. The present study aims at deepening the understanding of the stress and eating relationship by applying ecological momentary assessment to study (1) the influence of stress on whether and how much individuals eat and (2) the moderating role of gender, age, BMI, trait stress-eating, and eating styles. The APPetite-mobile-app was used for 3 days to capture actual food intake (event-contingent) and perceived stress (signal-contingent). Data of 154 healthy adults suggest that stress is not associated with whether but how much individuals eat. Only gender moderated the relationship between stress and the amount of food intake. Individual differences were small indicating that an individual's dietary response to stress might not be as stable as yet assumed. Moreover, a study suggests that time-varying factors (e.g., food availability) moderate the stress and eating relationship. Hence, intraindividual (i.e., within-person) variability may be relevant. Therefore, we propose an expansion of the individual-difference model, which accounts for time-varying factors.
DIPF-Abteilung: Bildung und Entwicklung

Microtemporal dynamics of dietary intake, physical activity, and impulsivity in adult […] Ruf, Alea; Neubauer, Andreas B; Koch, Elena D; Ebner-Priemer, Ulrich; Reif, Andreas; […] Zeitschriftenbeitrag | In: JMIR Mental Health | 2023 44072 Endnote: Autor*innen: Ruf, Alea; Neubauer, Andreas B; Koch, Elena D; Ebner-Priemer, Ulrich; Reif, Andreas; Matura, Silker U
Titel: Microtemporal dynamics of dietary intake, physical activity, and impulsivity in adult attention-deficit/hyperactivity disorder. Ecological momentary assessment study within nutritional psychiatry
In: JMIR Mental Health, 10 (2023) 1, S. e46550
DOI: 10.2196/46550
URL: https://mental.jmir.org/2023/1/e46550
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: Background: Increasing attention is being paid to lifestyle factors, such as nutrition and physical activity (PA), as potential complementary treatment options in attention-deficit/hyperactivity disorder (ADHD). Previous research indicates that sugar and saturated fat intake may be linked to increased impulsivity, a core symptom of ADHD, whereas protein intake and PA may be related to reduced impulsivity. However, most studies rely on cross-sectional data that lack microtemporal resolution and ecological validity, wherefore questions of microtemporal dynamics (eg, is the consumption of foods high in sugar associated with increased impulsivity within minutes or hours?) remain largely unanswered. Ecological momentary assessment (EMA) has the potential to bridge this gap. Objective: This study is the first to apply EMA to assess microtemporal associations among macronutrient intake, PA, and state impulsivity in the daily life of adults with and without ADHD. Methods: Over a 3-day period, participants reported state impulsivity 8 times per day (signal-contingent), recorded food and drink intake (event-contingent), and wore an accelerometer. Multilevel 2-part models were used to study the association among macronutrient intake, PA, and the probability to be impulsive as well as the intensity of impulsivity (ADHD: n=36; control: n=137). Results: No association between macronutrient intake and state impulsivity was found. PA was not related to the intensity of impulsivity but to a higher probability to be impulsive (ADHD: β=−.09, 95% CI −0.14 to −0.04; control: β=−.03, 95% CI −0.05 to −0.01). No evidence was found that the combined intake of saturated fat and sugar amplified the increase in state impulsivity and that PA alleviated the positive association between sugar or fat intake and state impulsivity. Conclusions: Important methodological considerations are discussed that can contribute to the optimization of future EMA protocols. EMA research in the emerging field of nutritional psychiatry is still in its infancy; however, EMA is a highly promising and innovative approach as it offers insights into the microtemporal dynamics of psychiatric symptomology, dietary intake, and PA in daily life. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Mutual benefits for research and practice. Randomized controlled trials in the Hector Children's […] Trautwein, Ulrich; Golle, Jessika; Jaggy, Ann-Kathrin; Hasselhorn, Marcus; Nagengast, Benjamin Zeitschriftenbeitrag | In: Annals of the New York Academy of Sciences | 2023 44363 Endnote: Autor*innen: Trautwein, Ulrich; Golle, Jessika; Jaggy, Ann-Kathrin; Hasselhorn, Marcus; Nagengast, Benjamin
Titel: Mutual benefits for research and practice. Randomized controlled trials in the Hector Children's Academy Program
In: Annals of the New York Academy of Sciences, 1530 (2023) 1, S. 96-104
DOI: 10.1111/nyas.15074
URL: https://nyaspubs.onlinelibrary.wiley.com/doi/full/10.1111/nyas.15074
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: This article describes how a series of randomized controlled trials (RCTs) were implemented in the Hector Children's Academy Talent Development Program with the goal of generating mutual benefits for research and practice. The Hector Children's Academy Program, founded in 2010 and located in one of the largest states in Germany, Baden-Württemberg, is a statewide enrichment program for talented primary school students, with a focus on STEMM topics. The program is financed by a private foundation, supervised by the Ministry of Education, and offered by 69 local sites that are hosted by local schools. About 15,000 primary school students (Grades 1-4) attend enrichment courses (more than 23,000 course participations) offered by the Hector Children's Academy Program every year. A unique element of the Hector Children's Academy Program is the role of empirical research in course development. The Hector Core Courses-offered by all local sites-undergo a strict quality assurance process in which RCTs are used to test their effectiveness with regard to central outcomes. After describing the Hector Children's Academy Program, we explain how the Hector Core Courses were developed and incorporated into the program, summarize key findings from the RCTs, and discuss mutual benefits for research and practice.
DIPF-Abteilung: Bildung und Entwicklung

The formation of academic self-concept and interest in primary school. Examining the generalized […] Westhuizen, Lindie van der; Arens, A. Katrin; Keller, Ulrich; Greiff, Samuel; Fischbach, Antoine; […] Zeitschriftenbeitrag | In: Contemporary Educational Psychology | 2023 43932 Endnote: Autor*innen: Westhuizen, Lindie van der; Arens, A. Katrin; Keller, Ulrich; Greiff, Samuel; Fischbach, Antoine; Niepel, Christoph
Titel: The formation of academic self-concept and interest in primary school. Examining the generalized internal/external frame of reference model with first- and third-grade children
In: Contemporary Educational Psychology, 73 (2023) , S. 102167
DOI: 10.1016/j.cedpsych.2023.102167
URL: https://www.sciencedirect.com/science/article/abs/pii/S0361476X23000218
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: The generalized internal/external frame-of-reference (GI/E) model explains the formation of self-perceptions and motivational constructs through social and dimensional comparisons. Research examining the GI/E model with primary school children is scarce, especially with first-grade children. Using two fully representative first-grade cohorts and two fully representative third-grade cohorts (N = 21,162; 48% girls) from Luxembourg, we examined the relations between math and verbal achievements and corresponding domain-specific academic self-concepts (ASCs) and interests. In addition, we tested whether the relations between domain-specific achievements and interests are cross-sectionally mediated through ASCs. Positive achievement-ASC and achievement-interest relations were found within matching domains in both grade levels, while the relations between achievements and ASCs and between achievements and interests across nonmatching domains were significantly negative for third-grade children. For first-grade children, the majority of cross-domain relations were nonsignificant, except for the path between math achievement and verbal interest. For school children in both grade levels, domain-specific ASCs were found to mediate the relation between achievements and interests. Overall, the findings indicate that social comparisons play an important role in the formation of domain-specific ASCs and interests for both grade levels, while dimensional comparisons are not as important in the first school year as it is later in the third grade. Gender and cohort invariance were established in both grade levels. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Digitales Lesen und papierbasiertes Lesen im nationalen Vergleich Goldhammer, Frank; Hahnel, Carolin; Kröhne, Ulf; Frey, Andreas; Ludewig, Ulrich Sammelbandbeitrag | Aus: McElvany, Nele; Lorenz, Ramona; Frey, Andreas; Goldhammer, Frank; Schilcher, Anita; Stubbe, Andreas C. (Hrsg.): IGLU 2021: Lesekompetenz von Grundschulkindern im internationalen Vergleich und im Trend über 20 Jahre | Münster: Waxmann | 2023 43958 Endnote: Autor*innen: Goldhammer, Frank; Hahnel, Carolin; Kröhne, Ulf; Frey, Andreas; Ludewig, Ulrich
Titel: Digitales Lesen und papierbasiertes Lesen im nationalen Vergleich
Aus: McElvany, Nele; Lorenz, Ramona; Frey, Andreas; Goldhammer, Frank; Schilcher, Anita; Stubbe, Andreas C. (Hrsg.): IGLU 2021: Lesekompetenz von Grundschulkindern im internationalen Vergleich und im Trend über 20 Jahre, Münster: Waxmann, 2023 , S. 89-109
URL: https://www.waxmann.com/index.php?eID=download&buchnr=4700
Dokumenttyp: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Bundesland; Deutschland; Digitale Medien; Grundschüler; Hypertext; IGLU <Internationale Grundschul-Lese-Untersuchung>; Leistungsmessung; Lesekompetenz; Leseverstehen; Printmedien; Schülerleistung; Schuljahr 04; Schwierigkeit; Testaufgabe; Testkonstruktion; Text; Veränderung; Vergleich; Wirkung
Abstract: Das vorliegende Kapitel untersucht für Deutschland anhand verschiedener Kriterien, ob die Aufgaben, die gleichermaßen in digitalPIRLS und paperPIRLS vorgegeben wurden, das Leseverständnis vergleichbar messen. An einem Teil der PIRLS-Schulen bearbeitete dazu neben der vierten Klasse mit digitalPIRLS-Testheften eine weitere vierte Klasse entsprechende PIRLS-Aufgaben in gedruckten Testheften. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen