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Lifetime and current depression in the German National Cohort (NAKO) Streit, Fabian; Zillich, Lea; Frank, Josef; Kleineidam, Luca; Wagner, Michael; Baune, Bernhard T.; […] Zeitschriftenbeitrag | In: The World Journal of Biological Psychiatry | 2023 44625 Endnote: Autor*innen: Streit, Fabian; Zillich, Lea; Frank, Josef; Kleineidam, Luca; Wagner, Michael; Baune, Bernhard T.; Klinger-König, Johanna; Grabe, Hans J.; Pabst, Alexander; Riedel-Heller, Steffi G.; Schmiedek, Florian; Schmidt, Börge; Erhardt, Angelika; Deckert, Jürgen; NAKO Investigators, N; Rietschel Klaus Berger show allWolfgang Lieb, Marcella; Becher, Heiko; Obi, Nadia; Zeeb, Hajo; Ahrens, Wolfgang; Castell, Stefanie; Kemmling, Yvonne; Karch, André; Rübsamen, Nicole; Emmel, Carina; Jöckel, Karl-Heinz; Perna, Laura; Brenner, Hermann; Kaaks, Rudolph; Halina Greiser, Karin; Michels, Karin B.; Franzke, Claus-Werner; Peters, Annette; Fischer, Beate; Leitzmann, Michael; Amand, Führer; Mikolajczyk, Rafael; Keil, Thomas; Fricke, Julia; Feinkohl, Insa; Pischon, Tobias; Schipf Wolfgang Hoffmann, Sabine
Titel: Lifetime and current depression in the German National Cohort (NAKO)
In: The World Journal of Biological Psychiatry, 24 (2023) 10, S. 865-880
DOI: 10.1080/15622975.2021.2014152
URL: https://www.tandfonline.com/doi/full/10.1080/15622975.2021.2014152
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: Objectives The present study introduces the assessment of depression and depressive symptoms in the German National Cohort (NAKO), a population-based mega cohort. Distribution of core measures, and associations with sociodemographic factors are examined. Methods The current analysis includes data from the first 101,667 participants (NAKO data freeze 100,000). Depression and depressive symptoms were assessed using a modified version of the depression section of the Mini-International Neuropsychiatric Interview (MINI), self-reported physician's diagnosis of depression, and the depression scale of the Patient Health Questionnaire (PHQ-9). Results A lifetime physician's diagnosis of depression was reported by 15.0% of participants. Of those, 47.6% reported having received treatment for depression within the last 12 months. Of the subset of 26,342 participants undergoing the full depression section of the modified MINI, 15.9% were classified by the MINI with a lifetime depressive episode. Based on the PHQ-9, 5.8% of the participants were classified as currently having a major or other depression by the diagnostic algorithm, and 7.8% according to the dimensional assessment (score ≥ 10). Increased frequency of depression measures and higher depression scores were observed in women and participants with lower education level or a family history of depression. Conclusions The observed distributions of all depression measures and their associations with sociodemographic variables are consistent with the literature on depression. The NAKO represents a valuable epidemiologic resource to investigate depression, and the range of measures for lifetime and current depression allows users to select the most suitable instrument for their specific research question.
DIPF-Abteilung: Bildung und Entwicklung

Connecting the dots - a literature review on learning analytics indicators from a learning design […] Ahmad, Atezaz; Schneider, Jan; Griffiths, Dai; Biedermann, Daniel; Schiffner, Daniel; […] Zeitschriftenbeitrag | In: Journal of Computer Assisted Learning | 2022 42917 Endnote: Autor*innen: Ahmad, Atezaz; Schneider, Jan; Griffiths, Dai; Biedermann, Daniel; Schiffner, Daniel; Greller, Wolfgang; Drachsler, Hendrik
Titel: Connecting the dots - a literature review on learning analytics indicators from a learning design perspective
In: Journal of Computer Assisted Learning, (2022) , S. online first
DOI: 10.1111/jcal.12716
URL: https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12716
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Abstract (english): During the past decade, the increasingly heterogeneous field of learning analytics has been critiqued for an over-emphasis on data-driven approaches at the expense of paying attention to learning designs. In response to this critique, we investigated the role of learning design in learning analytics through a systematic literature review. 161 learning analytics (LA) articles were examined to identify indicators that were based on learning design events and their associated metrics. Through this research, we address two objectives. First, to achieve a better alignment between learning design and learning analytics by proposing a reference framework, where we present possible connections between learning analytics and learning design. Second, to present how LA indicators and metrics have been researched and applied in the past. In our review, we found that a number of learning analytics papers did indeed consider learning design activities for harvesting user data. We also found a consistent increase in the number and quality of indicators and their evolution over the years. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Prevention of dyslexia and dyscalculia. Best practice and policy in early education Hasselhorn, Marcus; Schneider, Wolfgang Sammelbandbeitrag | Aus: Skeide, Michael A. (Hrsg.): The Cambridge handbook of dyslexia and dyscalculia | Cambridge: Cambridge University Press | 2022 41002 Endnote: Autor*innen: Hasselhorn, Marcus; Schneider, Wolfgang
Titel: Prevention of dyslexia and dyscalculia. Best practice and policy in early education
Aus: Skeide, Michael A. (Hrsg.): The Cambridge handbook of dyslexia and dyscalculia, Cambridge: Cambridge University Press, 2022 (Cambridge Handbooks in Psychology), S. 410-422
DOI: 10.1017/9781108973595.032
URL: https://doi.org/10.1017/9781108973595.032
Dokumenttyp: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Sprache: Englisch
Abstract: Social and educational policy expectations regarding pre-primary education and care have changed in a fundamental way. For a long time, the main purpose of attending kindergarten was to foster the social, emotional, motor-related, and moral development of children. Nowadays, fostering children's school-relevant skills in the domains of language, literacy, and mathematics are among the expectations of parents with regard to the educational mission of kindergartens (Roßbach and Hasselhorn 2014). As a consequence, a significant change in official guiding principles can be observed throughout the past decades (OECD 2011). Remarkably, up until the 1960s the prevailing opinion was that early learning achievement is mainly predisposed by innate skills. This view has been supplanted, however, by the idea that special support in early education can reduce children's risk of only insufficiently acquiring basic academic skills during the primary school years. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Lehren aus der Pandemie: Gleiche Chancen für alle Kinder und Jugendlichen sichern. Stellungnahme […] Maaz, Kai; Jungkamp, Burkhard; Anders, Yvonne; Becker-Mrotzek, Michael; Böttcher, Wolfgang; […] Verschiedenartige Dokumente | 2021 41028 Endnote: Autor*innen: Maaz, Kai; Jungkamp, Burkhard; Anders, Yvonne; Becker-Mrotzek, Michael; Böttcher, Wolfgang; Diedrich, Martina; Dumont, Hanna; Eickelmann, Birgit; Fischer, Christian; Gröpler, Karl-Heinz; Haering, Christof; Hebborn, Klaus; Heckmann, Cordula; Krützmann, Gerd; Leiss, Dominik; Moser, Vera; Radisch, Falk; Stanat, Petra; Thiel, Felicitas; Wagner, Frank; Wagner, Lucia; Wassmuth, Stephan
Titel: Lehren aus der Pandemie: Gleiche Chancen für alle Kinder und Jugendlichen sichern. Stellungnahme der Expert_innenkommission der Friedrich-Ebert-Stiftung, 21. Januar 2021
Erscheinungsvermerk: Bonn: Friedrich-Ebert-Stiftung, 2021
URL: http://library.fes.de/pdf-files/a-p-b/17249.pdf
Dokumenttyp: 5. Arbeits- und Diskussionspapiere; Stellungnahme/Positionspapier
Sprache: Deutsch
Schlagwörter: Pandemie; Benachteiligtes Kind; Benachteiligung; Schule; Frühkindliche Bildung; Schüler; Außerunterrichtliche Betreuung; Beratung; Unterstützung; Elternberatung; Digitalisierung; Empfehlung; Deutschland
Abstract: Die Corona-Pandemie hat auf kaum einen Bereich so massive Auswirkungen wie auf Schule und Bildung. Die Einschränkungen des Schulbetriebs stellen eine immense Herausforderung für alle am Schulbetrieb Beteiligten und Familien dar. In ganz besonderer Weise gilt dies für ohnehin sozial benachteiligte Kinder und Jugendliche. Die Friedrich-Ebert-Stiftung hat im November 2020 eine Kommission aus Expertinnen und Experten eingesetzt. Ihr Auftrag war es, Empfehlungen zu erarbeiten, wie Bildungsbenachteiligungen angesichts der Herausforderungen der Corona-Pandemie kurzfristig und perspektivisch vermieden werden können. 22 Expert_innen aus Bildungswissenschaften, Didaktik, Schulverwaltung und kommunalen Vertretungen, Schulleiter_innen, Vertreter_innen von Schüler_innen und Eltern haben in gemischten Arbeitsgruppen die in dieser Stellungnahme dokumentierten Empfehlungen erstellt. (DIPF/Orig.)
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens

FEW-3. Frostigs Entwicklungstest der visuellen Wahrnehmung - 3, deutsche Bearbeitung des […] Büttner, Gerhard; Dacheneder, Winfried; Müller, Christian; Schneider, Wolfgang; Hasselhorn, Marcus Forschungsdaten/Instrumente | Hogrefe | 2021 41018 Endnote: Autor*innen: Büttner, Gerhard; Dacheneder, Winfried; Müller, Christian; Schneider, Wolfgang; Hasselhorn, Marcus
Titel: FEW-3. Frostigs Entwicklungstest der visuellen Wahrnehmung - 3, deutsche Bearbeitung des Developmental Test of Visual Perception, Third Edition (DTVP-3) von D. D. Hammill, N. A. Pearson und J. K. Voress
Erscheinungsvermerk: Göttingen: Hogrefe, 2021
Dokumenttyp: 6. Forschungsdaten; Instrumente; Diagnostische Instrumente (inkl. Testverfahren)
Sprache: Deutsch
Schlagwörter: Entwicklungspsychologie; Entwicklungsstörung; Entwicklungstest; Klinische Psychologie; Pädagogische Psychologie; Schüler; Test; Testtheorie; Visuelle Wahrnehmung; Vorschulalter; Wahrnehmung
Abstract: Der FEW-3 wird als Einzeltest bei Kindern im Altersbereich von 4;0 bis 10;11 Jahren eingesetzt. Der Test kann von allen Berufsgruppen im Bereich Diagnostik, Therapie und Forschung (Psychologen, Ergotherapeuten, Pädagogen, Ärzten sowie von anderen Diagnostikern) angewandt werden, die an der Beurteilung des Entwicklungstandes der visuellen Wahrnehmung von Kindern interessiert sind. Der FEW-3 wird eingesetzt, um Kinder mit visuellen Wahrnehmungsproblemen oder Problemen der visuo-motorischen Integration zu identifizieren. Weitere Einsatzbereiche sind die Evaluation von Behandlungsmaßnahmen und die Forschung. (DIPF/Verl.)
DIPF-Abteilung: Bildung und Entwicklung

Who sees what? Conceptual considerations on the measurement of teaching quality from different […] Fauth, Benjamin; Göllner, Richard; Lenske, Gerlinde; Praetorius, Anna-Katharina; Wagner, Wolfgang Zeitschriftenbeitrag | In: Zeitschrift für Pädagogik. Beiheft | 2020 40728 Endnote: Autor*innen: Fauth, Benjamin; Göllner, Richard; Lenske, Gerlinde; Praetorius, Anna-Katharina; Wagner, Wolfgang
Titel: Who sees what? Conceptual considerations on the measurement of teaching quality from different perspectives
In: Zeitschrift für Pädagogik. Beiheft, 66 (2020) , S. 138-155
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Empirische Forschung; Unterricht; Qualität; Messung; Schüler; Lehrer; Wahrnehmung; Bewertung; Erhebungsinstrument; Validität; Schülerrolle; Lehrerrolle; Taxonomie; Klassenführung; Vergleich; Fragebogen; Beobachtung; Selbsteinschätzung; Fremdeinschätzung
Abstract: One puzzling finding in education research is that teachers, students, and external observers agree only marginally on their ratings of teaching quality. In this theoretical contribution, we summarize and reappraise previous findings on agreement between different raters of teaching quality. We explain these findings by thoroughly examining the instruments that have been used to measure teaching quality. Building on this, we propose a reference perspective matrix, which should be useful in explaining perspective-specific rating mechanisms behind responses to certain survey or observation items. The reference perspective matrix could thus afford a theoretical foundation for future studies on the assessment of teaching quality. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

Do student ratings of classroom management tell us more about teachers or about classroom […] Göllner, Richard; Fauth, Benjamin; Lenske, Gerlinde; Praetorius, Anna-Katharina; Wagner, Wolfgang Zeitschriftenbeitrag | In: Zeitschrift für Pädagogik. Beiheft | 2020 40729 Endnote: Autor*innen: Göllner, Richard; Fauth, Benjamin; Lenske, Gerlinde; Praetorius, Anna-Katharina; Wagner, Wolfgang
Titel: Do student ratings of classroom management tell us more about teachers or about classroom composition?
In: Zeitschrift für Pädagogik. Beiheft, 66 (2020) , S. 156-172
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Einflussfaktor; Faktorenanalyse; Längsschnittuntersuchung; Deutschland; Klassenführung; Wahrnehmung; Schüler; Bewertung; Geschlechtsspezifischer Unterschied; Lehrer; Schuljahr 09; Schuljahr 10; Zusammensetzung; Mathematikunterricht; Leistungsdifferenzierung; Mathematische Kompetenz; Qualität; Unterrichtsklima; Unterrichtsstörung; Indikator
Abstract: The present study investigated whether the varying referents (i.e., teacher or student referent) of student ratings of established classroom management measures differ in their associations with compositional classroom characteristics and students' math achievement. Re-analysis of a large-scale dataset (PISA 2003) showed that classrooms with a higher proportion of male students, as well as those with lower math performance, exhibited lower scores on classroom management factors referring more to students than the teacher. These were in turn related to lower pre-adjusted math achievement of students. There were no associations with a measure referring to the teacher. Our results indicate that varying referents tap into different aspects of the classroom management process. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

Comparing apples and oranges. Curricular intensification reforms can change the meaning of […] Hübner, Nicolas; Wagner, Wolfgang; Hochweber, Jan; Neumann, Marko; Nagengast, Benjamin Zeitschriftenbeitrag | In: Journal of Educational Psychology | 2020 39309 Endnote: Autor*innen: Hübner, Nicolas; Wagner, Wolfgang; Hochweber, Jan; Neumann, Marko; Nagengast, Benjamin
Titel: Comparing apples and oranges. Curricular intensification reforms can change the meaning of students' grades!
In: Journal of Educational Psychology, 112 (2020) 1, S. 204-220
DOI: 10.18747/PHSG-coll3/id/378
URL: https://www.pedocs.de/frontdoor.php?source_opus=18970
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Schulreform; Gymnasiale Oberstufe; Curriculumreform; Einflussfaktor; Leistungsbeurteilung; Schülerleistung; Schulnoten; Lehrerurteil; Leistungstest; Standard; Englischunterricht; Mathematikunterricht; Panel; Vergleich; Thüringen; Baden-Württemberg
Abstract (english): Teacher-assigned grades provide important information that is used by universities and colleges to make admission decisions and by employers to make hiring decisions. Besides grades, the results of standardized achievement tests are frequently used for student selection and allocation. However, correlations between the two achievement measures are far from perfect, and researchers have argued that this discrepancy can be at least partially attributed to norm-referenced grading, which is based on the composition of performance in a class. In this study, we investigated the results of a curricular intensification reform, which introduced changes in the distribution of student performance by making enrollment in certain courses mandatory. We investigated whether the reform resulted in changes in the relationship between standardized achievement-test results and teacher-assigned grades. We analyzed cohort control design data from two large representative samples of students from two German states (Baden-Württemberg: N = 5,574; Thuringia: N = 2,202) before and after the reform. Results indicated that students who received a certain grade before the reform (e.g., a grade of A, B, C, or D) differed in their standardized test performance from students who received the same grade after the reform. Furthermore, in math, course-level-specific reform effects on the association between grades and standardized test performance were found to vary between groups of students receiving good and poor grades. Implications for educational policy and school reforms and suggestions for grading are discussed. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation; Struktur und Steuerung des Bildungswesens

The interplay of delay aversion, timing skills, and impulsivity in children experiencing individual […] Blume, Friederike; Kuehnhausen, Jan; Reinelt, Tilman; Wirth, Andrea; Rauch, Wolfgang A.; […] Zeitschriftenbeitrag | In: ADHD Attention Deficit and Hyperactivity Disorders | 2019 40443 Endnote: Autor*innen: Blume, Friederike; Kuehnhausen, Jan; Reinelt, Tilman; Wirth, Andrea; Rauch, Wolfgang A.; Schwenck, Christina; Gawrilow, Caterina
Titel: The interplay of delay aversion, timing skills, and impulsivity in children experiencing individual levels of attention-deficit/hyperactivity disorder (ADHD) symptoms
In: ADHD Attention Deficit and Hyperactivity Disorders, 11 (2019) 4, S. 383-393
DOI: 10.1007/s12402-019-00298-4
URL: https://link.springer.com/article/10.1007/s12402-019-00298-4
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: Impulsive behaviours occurring as a central deficit in connection with attention-deficit/hyperactivity disorder (ADHD) are associated with social and academic impairment in children. Whereas impulsivity was shown to be related to both delay aversion and deficient timing skills, the mutual relation between the latter two has hardly been investigated. The present study therefore examined the interplay of delay aversion, timing skills, and impulsivity in a sample of eighty-eight children aged between seven and fourteen, twenty-one of them diagnosed with ADHD. Children participated in a delay aversion and a tapping task, while parents reported about their impulsiveness. The results showed that both delay aversion and deficient timing skills were related to impulsivity. Contrasting prior assumptions, delay aversion and timing skills were also shown to be related, even when controlling for impulsivity. Implications for interventions aiming to reduce children's impulsivity as well as methodological considerations regarding whether to view ADHD as a category or a continuum are discussed.

Mindfulness and PMR as standardized session-introduction in individual therapy. A randomized […] Mander, Johannes; Blanck, Paul; Neubauer, Andreas B.; Kröger, Paula; Flückiger, Christoph; […] Zeitschriftenbeitrag | In: Journal of Clinical Psychology | 2019 38702 Endnote: Autor*innen: Mander, Johannes; Blanck, Paul; Neubauer, Andreas B.; Kröger, Paula; Flückiger, Christoph; Lutz, Wolfgang; Barnow, Sven; Bents, Hinrich; Heidenreich, Thomas
Titel: Mindfulness and PMR as standardized session-introduction in individual therapy. A randomized controlled trial
In: Journal of Clinical Psychology, 75 (2019) 1, S. 21-45
DOI: 10.1002/jclp.22695
URN: urn:nbn:de:0111-dipfdocs-191507
URL: http://www.dipfdocs.de/volltexte/2020/19150/pdf/jclp_2019_1_Mander_et_al_Mindfulness_and_progressive_muscle_relaxation_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Psychisch Kranker; Angst; Depression; Aufmerksamkeit; Training; Psychotherapie; Klinische Psychologie; Intervention; Qualität; Wirkung; Vergleich
Abstract (english): Objective: There is scarce research on the effects of mindfulness in individual therapy. As many practitioners integrate mindfulness exercises into individual therapy, empirical evidence is of high clinical relevance. Method: We investigated the effects of a session‐introducing intervention with mindfulness elements (SIIME) in a randomized, controlled design. The effects of SIIME on therapeutic alliance and symptomatic outcome were compared with progressive muscle relaxation (PMR) and treatment‐as‐usual (TAU) control conditions. The sample comprised 162 patients with anxiety and depression. Results: Multilevel modeling revealed a significant symptom reduction and significant increase of alliance over the course of therapy. There were no significant time-condition interactions on outcome and alliance, indicating the comparable efficiency of all three treatment conditions. Conclusions: We found no advantage of SIIME versus PMR and TAU. Add‐on mindfulness might not improve individual therapy related to alliance and outcome. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

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