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Does the timing of transition matter? Comparison of German students' self-perceptions before and […]
Arens, A. Katrin; Yeung, Alexander Seeshing; Craven, Rhonda G.; Watermann, Rainer; […]
Zeitschriftenbeitrag
| In: International Journal of Educational Research | 2013
33204 Endnote
Autor*innen:
Arens, A. Katrin; Yeung, Alexander Seeshing; Craven, Rhonda G.; Watermann, Rainer; Hasselhorn, Marcus
Titel:
Does the timing of transition matter? Comparison of German students' self-perceptions before and after transition to secondary school
In:
International Journal of Educational Research, 57 (2013) 1, S. 1-11
DOI:
10.1016/j.ijer.2012.11.001
URL:
http://dx.doi.org/10.1016/j.ijer.2012.11.001
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Empirische Untersuchung; Geschlechtsspezifischer Unterschied; Grundschule; Multivariate Analyse; Peergroup; Psychometrie; Pubertät; Schüler; Schuljahr 04; Schuljahr 05; Sekundarstufe I; Selbsteinschätzung; Selbstkonzept; Übergang; Vergleich
Abstract (english):
The often observed decline in students' self-perceptions across transition to secondary school after grade 6 is often attributed to students' entry to puberty. This study aims to examine whether lowered self-perceptions can be observed after transition in Germany which occurs after grade 4 and thus takes place before puberty. Fifth graders (N = 307) were found to be lower in self-esteem, academic competence perceptions, and academic affect than 4th graders (N = 318). No mean differences were found for physical appearance and peer self-concepts. Boys and girls did not differ in their reactions to transition. Hence, students' lowered self-perceptions after transition may be predominantly attributed to the transition itself rather than to the co-occurrence of transition and puberty.
DIPF-Abteilung:
Bildung und Entwicklung
Relationship between self-esteem and academic self-concept for German elementary and secondary […]
Arens, A. Katrin; Yeung, Alexander Seeshing; Nagengast, Benjamin; Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: Educational Psychology | 2013
33686 Endnote
Autor*innen:
Arens, A. Katrin; Yeung, Alexander Seeshing; Nagengast, Benjamin; Hasselhorn, Marcus
Titel:
Relationship between self-esteem and academic self-concept for German elementary and secondary school students
In:
Educational Psychology, 33 (2013) 4, S. 443-464
DOI:
10.1080/01443410.2013.772772
URL:
http://dx.doi.org/10.1080/01443410.2013.772772
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Deutschunterricht; Einflussfaktor; Empirische Untersuchung; Grundschule; Kompetenz; Mathematikunterricht; Schüler; Schuljahr 03; Schuljahr 04; Schuljahr 05; Schuljahr 06; Sekundarstufe I; Selbsteinschätzung; Selbstkonzept; Selbstwertgefühl; Übergang
Abstract (english):
This study aims to investigate the construct of global self-esteem and its relationship with academic self-concept within a sample of German students attending grades 3-6 (N = 1958), considering the domain specificity and competence-affect separation of academic self-concept. Confirmatory factor analyses found global self-esteem to be similarly related to domain-specific (math and verbal) and general measures of academic self-concept. Self-perceived competence and affect were similarly related to global self-esteem. There was some evidence that the mean level of global self-esteem was higher for fourth grade students (before transition) than for 5th graders (after transition), and the lowest for 6th grade students. The relationship between global self-esteem and academic self-concept was found to be invariant across grade levels although descriptive results indicated a weaker relationship after transition.
DIPF-Abteilung:
Bildung und Entwicklung
Förderung des Fähigkeitsselbstkonzepts
Arens, A. Katrin
Sammelbandbeitrag
| Aus: Wirtz, Markus Antonius (Hrsg.): Dorsch - Lexikon der Psychologie | Bern: Huber | 2013
33707 Endnote
Autor*innen:
Arens, A. Katrin
Titel:
Förderung des Fähigkeitsselbstkonzepts
Aus:
Wirtz, Markus Antonius (Hrsg.): Dorsch - Lexikon der Psychologie, Bern: Huber, 2013 , S. 521
Dokumenttyp:
4. Beiträge in Sammelwerken; Lexika/Enzyklopädie o.ä.
Sprache:
Deutsch
Schlagwörter:
Begriff; Definition; Fähigkeit; Förderung; Förderungsmaßnahme; Intervention; Lernziel; Selbstkonzept; Wirkung
Abstract:
Stichwortbeitrag
DIPF-Abteilung:
Bildung und Entwicklung
Self-Description Questionnaire (SDQ)
Arens, A. Katrin
Sammelbandbeitrag
| Aus: Wirtz, Markus Antonius (Hrsg.): Dorsch - Lexikon der Psychologie | Bern: Huber | 2013
33708 Endnote
Autor*innen:
Arens, A. Katrin
Titel:
Self-Description Questionnaire (SDQ)
Aus:
Wirtz, Markus Antonius (Hrsg.): Dorsch - Lexikon der Psychologie, Bern: Huber, 2013 , S. 1409
Dokumenttyp:
4. Beiträge in Sammelwerken; Lexika/Enzyklopädie o.ä.
Sprache:
Deutsch
Schlagwörter:
Begriff; Definition; Erhebungsinstrument; Fragebogen; Qualität; Selbstkonzept; Test; Verfahren
Abstract:
Stichwortbeitrag
DIPF-Abteilung:
Bildung und Entwicklung
Self-concept enhancement programs: Issues, challenges, and new perspectives
Yeung, Alexander Seeshing; Craven, Rhonda G.; Arens, A. Katrin
Sammelbandbeitrag
| Aus: Dziuk, Sasha (Hrsg.): Educational programs and special education: Issues, challenges, and perspectives | New York; NY: Nova Science | 2013
33312 Endnote
Autor*innen:
Yeung, Alexander Seeshing; Craven, Rhonda G.; Arens, A. Katrin
Titel:
Self-concept enhancement programs: Issues, challenges, and new perspectives
Aus:
Dziuk, Sasha (Hrsg.): Educational programs and special education: Issues, challenges, and perspectives, New York; NY: Nova Science, 2013 , S. 29-53
Dokumenttyp:
4. Beiträge in Sammelwerken; Sonstiges
Sprache:
Englisch
Schlagwörter:
Effektivität; Evaluation; Förderung; Forschungsstand; Intervention; Kooperatives Lernen; Mathematische Kompetenz; Messung; Mobbing; Motivation; Programm; Schüler; Schulerfolg; Selbstkonzept; Selbstwertgefühl; Soziale Kompetenz; Sprachkompetenz
Abstract (english):
Educators and researchers attempt to design and implement successful intervention programs to enhance students' academic motivation and self-concept as important non-cognitive determinants of student achievement and long-term gains. Nevertheless, despite the goodwill and effort, such programs are often faced with issues and challenges. In this chapter, we first discuss the potentials, opportunities, and expected outcomes of such intervention programs. Then we discuss and attempt to address the issues, challenges, and limitations of such programs by illustrating them with examples of evidence-based intervention programs we have conducted in various educational areas including: language, mathematics, cooperative learning, peer support, and anti-bullying. The discussions and illustrations are based on recent advances in self-concept and motivation theory and research. Theory, such as the reciprocal effects model demonstrating the mutually reinforcing relations between academic self-concept and academic achievement, provides the opportunity for designing a dual approach with attention to both self-concept and achievement in the program. The research on internally focused and attributional feedback mechanisms provides the potential of reinforcing self-concept for long-term positive gains. Nevertheless, research findings indicating a general pattern of decrease in self-concept over time constitute a prevalent issue and a challenge to any intervention that attempts to facilitate a significant and noticeable increase. Recent emphasis on the twofold multidimensional structure of academic self-concept implying that intervention programs should target a specific domain and should address both the cognitive and affective components of self-concept further complicates the design and implementation of programs. A further challenge is the occurrence of diffusion effects that might mask the difference between the experimental (target) group and the control group, thus undermining the effectiveness of the intervention. Other issues include: students' cognitive abilities, age, frame of references, and differential gender perceptions. These issues and challenges are illustrated in the light of our previously conducted self-concept enhancement programs in educational settings.
DIPF-Abteilung:
Bildung und Entwicklung
Erfassung des Selbstkonzepts im mittleren Kindesalter: Validierung einer deutschen Version des SDQ I
Arens, A. Katrin; Trautwein, Ulrich; Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: Zeitschrift für Pädagogische Psychologie | 2011
32099 Endnote
Autor*innen:
Arens, A. Katrin; Trautwein, Ulrich; Hasselhorn, Marcus
Titel:
Erfassung des Selbstkonzepts im mittleren Kindesalter: Validierung einer deutschen Version des SDQ I
In:
Zeitschrift für Pädagogische Psychologie, 25 (2011) 2, S. 131-144
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Deutschland; Empirische Untersuchung; Kind; Leistung; Lesen; Mathematik; Messverfahren; Schüler; Selbsteinschätzung; Selbstkonzept; Stichprobe; Validität
Abstract:
Der Self-Description Questionnaire I (SDQ I; Marsh, 1990b) gehört zu den am ausführlichsten empirisch evaluierten Verfahren zur Erfassung eines multidimensionalen Selbstkonzepts im mittleren Kindesalter. Die vorliegende Arbeit stellt eine deutschsprachige Version dieses Instruments vor. Die psychometrischen Eigenschaften des deutschen SDQ I wurden an N = 589 Schülern der Klassenstufen drei bis sechs untersucht. Es zeigte sich, dass sich die Mehrheit der Skalen des vorgestellten Verfahrens zur reliablen und validen Erfassung eines inhaltlich ausdifferenzierten Selbstkonzepts bei Kindern eignet. Validitätseinschränkungen ergaben sich hingegen für das über Selbsteinschätzungen zum Lesen erfasst verbale Selbstkonzept, das nicht deutlicher mit der Deutschnote korrelierte (r = .32) als das akademische Selbstkonzept für verschiedene Schulfächer (r = .38). Außerdem sprachen die Befunde dafür, dass beim akademischen Selbstkonzept neben einem verbalen und mathematischen Bereich auch zwischen einem Kompetenz- und Affektbereich zu unterscheiden ist. Damit liefert die hier vorgestellte deutsche Version des SDQ I wichtige Erkenntnisse über die multidimensionale Selbstkonzeptstruktur in der mittleren Kindheit.
Abstract (english):
The Self-Description Questionnaire I (SDQ I; Marsh, 1990b) is known as the most validated instrument to measure the multidimensional self-concept of preadolescent children. A German version of the SDQ I is introduced in this study. Its psychometric properties were examined in a sample of N = 589 students of grades 3 to 6. The majority of the scales were proven as reliable and valid in order to measure content-specific facets of self-concept of preadolescents. Validity restrictions, however, emerged for the verbal part of academic self-concept assessed by reading self-concept. Reading self-concept showed similar correlations to students grades in German (r = .32) as general school self-concept (r = .38). Additionally, next to the separation of academic self-concept into a verbal and a math factor, academic self-concept was proven to be further differentiable into competence and affect components. Thus, the results of the German version of the SDQ I reported here make several important suggestions about the structure of self-concept with preadolescent children.
DIPF-Abteilung:
Bildung und Entwicklung
The twofold multidimensionality of academic self-concept. Domain specificity and separation between […]
Arens, A. Katrin; Yeung, Alexander Seeshing; Craven, Rhonda G.; Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: Journal of Educational Psychology | 2011
32129 Endnote
Autor*innen:
Arens, A. Katrin; Yeung, Alexander Seeshing; Craven, Rhonda G.; Hasselhorn, Marcus
Titel:
The twofold multidimensionality of academic self-concept. Domain specificity and separation between competence and affect components
In:
Journal of Educational Psychology, 103 (2011) 4, S. 970-981
DOI:
10.1037/a0025047
URL:
https://doi.apa.org/record/2011-18446-001
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Affekt; Deutschland; Deutschunterricht; Empirische Untersuchung; Faktorenanalyse; Grundschule; Kompetenz; Lesekompetenz; Mathematikunterricht; Mathematische Kompetenz; Messverfahren; Modell; Schüler; Schülerleistung; Schulform; Sekundarstufe I; Selbstkonzept; Validität
Abstract (english):
Academic self-concept is consistently proven to be multidimensional rather than unidimensional as it is domain specific in nature. However, each specific self-concept domain may be further separated into competence and affect components. This study examines the twofold multidimensionality of academic self-concept (i.e., its domain specificity and competence affect distinction) and extends previous research by applying both within-network and between-network approaches to construct validation. The academic self-concept scales of a German version of the Self Description Questionnaire I (SDQ I) were administered to students from 3rd to 6th grades (N = 1,958). Confirmatory factor analysis models positing separate factors for competence and affect components of math, German, and general school self-concepts fitted better than models assuming domain specificity only. This was demonstrated for the total sample as well as for different subsamples based on age and gender. Although the competence and affect components within each academic self-concept domain were substantially correlated, they were found to be separable constructs. In between-network studies, the competence component was found to be more highly correlated with achievement than the affect component within and across matching academic domains, providing a new argument for the separation of competence and affect components of academic self-concept. Implications of the distinctiveness of competence and affect components of academic self-concept for self-concept theory, research, and practice are discussed.
DIPF-Abteilung:
Bildung und Entwicklung
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