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Teacher perceptions of learning motivation and classroom behavior. The role of student […]
Brandmiller, Cornelius; Dumont, Hanna; Becker, Michael
Zeitschriftenbeitrag
| In: Contemporary Educational Psychology | 2020
40747 Endnote
Autor*innen:
Brandmiller, Cornelius; Dumont, Hanna; Becker, Michael
Titel:
Teacher perceptions of learning motivation and classroom behavior. The role of student characteristics
In:
Contemporary Educational Psychology, 63 (2020) , S. 101893
DOI:
10.1016/j.cedpsych.2020.101893
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0361476X20300588?via%3Dihub
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Lehrer; Wahrnehmung; Erwartung; Schüler; Kognitive Kompetenz; Lernmotivation; Verhalten; Sozioökonomische Lage; Soziale Herkunft; Migrationshintergrund; Gender; Einflussfaktor; Ungleichheit; Schuljahr 04; Leistungstest; Eltern; Lehrer; Befragung; Statistische Methode; Strukturgleichungsmodell; Deutschland
Abstract (english):
The present study investigates whether teacher perceptions of students' cognitive skills, their learning motivation, and their classroom behavior differ according to students' socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as measured in a standardized achievement test and student motivation as measured by student and parent reports, we found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low-SES students and boys. Similarly, teachers perceived high-SES students, students who are not from an immigrant background, and girls as having a higher learning motivation and as having more cognitive skills. Finally, we found that teachers' perceptions of students' learning motivation and classroom behavior mediated the relationship between student characteristics and cognitive skills as perceived by the teacher. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Personality across the lifespan. Exploring measurement invariance of a short Big Five inventory […]
Brandt, Naemi D.; Becker, Michael; Tetzner, Julia; Brunner, Martin; Kuhl, Poldi; Maaz, Kai
Zeitschriftenbeitrag
| In: European Journal of Psychological Assessment | 2020
40322 Endnote
Autor*innen:
Brandt, Naemi D.; Becker, Michael; Tetzner, Julia; Brunner, Martin; Kuhl, Poldi; Maaz, Kai
Titel:
Personality across the lifespan. Exploring measurement invariance of a short Big Five inventory from ages 11 to 84
In:
European Journal of Psychological Assessment, 36 (2020) 1, S. 162-173
DOI:
10.1027/1015-5759/a000490
URL:
https://econtent.hogrefe.com/doi/10.1027/1015-5759/a000490
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Persönlichkeit; Persönlichkeitsmerkmal; Lebensalter; Kindheit; Jugendalter; Erwachsener; Alter; Einflussfaktor; Indikator; Validität; Erhebungsinstrument; Temperament; Messverfahren; Vergleich; Faktorenanalyse; Strukturgleichungsmodell
Abstract:
Personality is a relevant predictor for important life outcomes across the entire lifespan. Although previous studies have suggested the comparability of the measurement of the Big Five personality traits across adulthood, the generalizability to childhood is largely unknown. The present study investigated the structure of the Big Five personality traits assessed with the Big Five Inventory-SOEP Version (BFI-S; SOEP = Socio-Economic Panel) across a broad age range spanning 11-84 years. We used two samples of N = 1,090 children (52% female, Mage = 11.87) and N = 18,789 adults (53% female, Mage = 51.09), estimating a multigroup CFA analysis across four age groups (late childhood: 11-14 years; early adulthood: 17-30 years; middle adulthood: 31-60 years; late adulthood: 61-84 years). Our results indicated the comparability of the personality trait metric in terms of general factor structure, loading patterns, and the majority of intercepts across all age groups. Therefore, the findings suggest both a reliable assessment of the Big Five personality traits with the BFI-S even in late childhood and a vastly comparable metric across age groups. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Personality, cognitive ability, and academic performance. Differential associations across school […]
Brandt, Naemi D.; Lechner, Clemens M.; Tetzner, Julia; Rammstedt, Beatrice
Zeitschriftenbeitrag
| In: Journal of Personality | 2020
40967 Endnote
Autor*innen:
Brandt, Naemi D.; Lechner, Clemens M.; Tetzner, Julia; Rammstedt, Beatrice
Titel:
Personality, cognitive ability, and academic performance. Differential associations across school subjects and school tracks
In:
Journal of Personality, 88 (2020) 2, S. 249-265
DOI:
10.1111/jopy.12482
URL:
https://onlinelibrary.wiley.com/doi/full/10.1111/jopy.12482
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Schüler; Persönlichkeitsmerkmal; Persönlichkeit; Kognitive Kompetenz; Intelligenz; Emotionale Kompetenz; Schulerfolg; Schulform; Unterrichtsfach; Deutschunterricht; Mathematikunterricht; Schuljahr 09; Einflussfaktor; Gymnasium; Realschule; Berufsschule; Schülerleistung; Test; Panel; Strukturgleichungsmodell; Längsschnittuntersuchung; Deutschland;
Abstract:
Aim: Personality traits and cognitive ability are well‐established predictors of academic performance. Yet, how consistent and generalizable are the associations between personality, cognitive ability, and performance? Building on theoretical arguments that trait-performance relations should vary depending on the demands and opportunities for trait expression in the learning environment, we investigated whether the associations of personality (Big Five) and cognitive ability (fluid intelligence) with academic performance (grades and tests scores) vary across school subjects (German and math) and across ability‐grouped school tracks (academic, intermediate, and vocational). Method: Multiple group structural equation models in a large representative sample of ninth‐grade students (N = 12,915) from the German National Educational Panel Study (NEPS). Results: Differential associations across school subjects emerged for cognitive ability, Emotional Stability, and Conscientiousness (math > German); and for Openness and Extraversion (German > math). Differential associations across school tracks emerged for cognitive ability, Conscientiousness (academic > intermediate > vocational) and Agreeableness (academic > intermediate > vocational). Personality traits explained more variation in academic performance in the academic than in the other tracks. Conclusion: Most trait-performance relations varied across subjects, tracks, or both. These findings highlight the need for more nuanced and context‐minded perspective on trait-performance relations. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Who sticks to the instructions - and does it matter? Antecedents and effects of students' […]
Brisson, Brigitte M.; Hulleman, Chris S.; Häfner, Isabelle; Gaspard, Hanna; Flunger, Barbara; […]
Zeitschriftenbeitrag
| In: Zeitschrift für Erziehungswissenschaft | 2020
39742 Endnote
Autor*innen:
Brisson, Brigitte M.; Hulleman, Chris S.; Häfner, Isabelle; Gaspard, Hanna; Flunger, Barbara; Dicke, Anna-Lena; Trautwein, Ulrich; Nagengast, Benjamin
Titel:
Who sticks to the instructions - and does it matter? Antecedents and effects of students' responsiveness to a classroom-based motivation intervention
In:
Zeitschrift für Erziehungswissenschaft, 23 (2020) 1, S. 121-144
DOI:
10.1007/s11618-019-00922-z
URL:
https://link.springer.com/article/10.1007%2Fs11618-019-00922-z
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Schüler; Motivation; Intervention; Wirkung; Schüler; Gymnasium; Schuljahr 09; Experiment; Empirische Untersuchung; Deutschland
Abstract:
Warum profitieren einige Schüler*innen von Interventionen und andere nicht? Die vorliegende Studie untersucht die Determinanten und Wirkungen der Reaktionen von Schüler*innen auf eine Motivationsintervention im Klassenzimmer. Ziel ist es, die Prozesse zu beleuchten, mit denen psychologische Interventionen in der Praxis funktionieren. Anhand von Daten aus einem randomisiert-kontrollierten Experiment zur persönlichen Relevanz der Mathematik mit 1916 Neuntklässler*innen wurde erfasst, wie gut sich die Schüler*innen an die Anweisungen von zwei schriftlichen Interventionsaufgaben (Bewertung von Zitaten oder Verfassen eines Textes) gehalten hatten. Basierend auf der angenommenen Wirkungsweise der Intervention wurden 1280 Schüleraufsätze auf die Bearbeitungsqualität hin kodiert. Die drei Qualitätsindikatoren (positive Argumente, persönlicher Bezug, Reflexionstiefe) wurden zu einem kontinuierlichen Index zusammengefasst. Lineare Regressionsanalysen zeigten, dass die Gewissenhaftigkeit, das Geschlecht, die Motivation in Mathematik und die Schülerleistung den Qualitätsindex vorhersagten. Diese Studie zeigt, wie wichtig es ist, Interventionsprozesse zu untersuchen, um Theorien und Designs von Interventionen im Klassenzimmer zu optimieren.
Abstract (english):
Why do some students benefit from interventions and others do not? By investigating the antecedents and effects of students' responsiveness to a classroom-based motivation intervention, the current study aims to shed light on the intervention processes that make educational interventions in real-life settings work. Using data from a cluster-randomized controlled experiment with 1916 ninth-grade students, students' responsiveness to two written intervention activities about the personal relevance of mathematics (evaluating quotations or writing a text) was assessed. Based on the hypothesized theory of change, 1280 student essays were coded on three indicators of responsiveness (positive arguments, personal connections, in-depth reflections) which were combined into a continuous index. Linear regression analyses showed that students' conscientiousness, gender, math-related motivation, and achievement predicted the responsiveness index. This research highlights the importance of investigating intervention processes in order to optimize the theories and designs of classroom interventions.
DIPF-Abteilung:
Bildungsqualität und Evaluation
Traditionelle Hausaufgaben oder integrierte Lernzeiten? Ein Vergleich der Erfahrungen und […]
Brisson, Brigitte Maria; Theis, Désirée
Zeitschriftenbeitrag
| In: Psychologie in Erziehung und Unterricht | 2020
39743 Endnote
Autor*innen:
Brisson, Brigitte Maria; Theis, Désirée
Titel:
Traditionelle Hausaufgaben oder integrierte Lernzeiten? Ein Vergleich der Erfahrungen und Leistungsentwicklungen von Schülerinnen und Schülern mit unterschiedlichen Übungsformaten
In:
Psychologie in Erziehung und Unterricht, 67 (2020) 4, S. 294-312
DOI:
10.2378/peu2020.art22d
URL:
https://www.reinhardt-journals.de/index.php/peu/article/view/153000
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Deutsch
Schlagwörter:
Deutschland; Hausaufgabe; Übung; Lernzeit; Ganztagsschule; Schuljahr 05; Wirkung; Schülerleistung; Integrierte Gesamtschule; Belastung; Wohlbefinden; Englischunterricht; Mathematikunterricht; Test; Erfahrung; Vergleich; Befragung; Regressionsanalyse
Abstract:
More and more all-day schools in Germany are integrating study periods into compulsory education, but traditional homework is also common in many all-day schools. Which study format works better? The present study examined differences in contextual and individual characteristics during task completion and in performance of students doing either homework or study tasks in class. Overall, 301 students in Grade 5 at five German comprehensive schools participated in ambulatory assessments on task perception and completion, as well as standardized tests in English and mathematics. Regression analyses showed benefits of study periods versus homework in terms of perceived task quality, competence, cost, and well-being during task completion. Despite more noise in study periods, students studying in class did not differ in concentration and effort from their peers with homework. However, they made less progress in mathematics over a school year. Benefits and challenges of study periods are discussed. (DIPF/Orig.)
Abstract (english):
Immer mehr Ganztagsschulen integrieren feste Übungsphasen in den Pflichtunterricht (Lernzeiten). Doch auch traditionelle Hausaufgaben haben einen hohen Stellenwert an Ganztagsschulen. Welches Übungsformat ist erfolgreicher? Die vorliegende Studie untersuchte Unterschiede in kontextuellen und individuellen Merkmalen bei der Aufgabenbearbeitung und der Leistungsentwicklung von Schülerinnen und Schülern, die entweder Hausaufgaben oder Lernzeit-Aufgaben in der Klasse erledigten. Insgesamt 301 Kinder der Jahrgangsstufe 5 an fünf integrierten Gesamtschulen nahmen an wiederholten situationsbezogenen Erhebungen zur Aufgabenwahrnehmung und -bearbeitung sowie an Leistungstests in Englisch und Mathematik teil. Die Ergebnisse von Regressionsanalysen deuten auf Vorteile der Lernzeiten gegenüber Hausaufgaben in Bezug auf die wahrgenommene Aufgabenqualität sowie Kompetenzerleben, Belastung und Wohlbefinden bei der Bearbeitung hin. Trotz mehr Lärm und Unruhe bei der Aufgabenbearbeitung unterschieden sich Schülerinnen und Schüler mit Lernzeiten nicht in Konzentration und Anstrengung von ihren Peers mit Hausaufgaben, jedoch war ihr Lernzuwachs in Mathematik über ein Schuljahr hinweg geringer. Chancen und Herausforderungen von Lernzeiten werden diskutiert. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Epistemic network analyses of economics students' graph understanding. An eye-tracking study
Bruekner, Sebastian; Schneider, Jan; Zlatkin-Troitschanskaia, Olga; Drachsler, Hendrik
Zeitschriftenbeitrag
| In: Sensors | 2020
40768 Endnote
Autor*innen:
Bruekner, Sebastian; Schneider, Jan; Zlatkin-Troitschanskaia, Olga; Drachsler, Hendrik
Titel:
Epistemic network analyses of economics students' graph understanding. An eye-tracking study
In:
Sensors, 20 (2020) 23, S. 6908
DOI:
10.3390/s20236908
URN:
urn:nbn:de:0111-pedocs-232289
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-232289
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Diagramm; Verstehen; Erkenntnis; Student; Hochschule; Wirtschaftswissenschaften; Physik; Netzwerkanalyse; Erkenntnistheorie; Augenbewegung; Bewegungsanalyse; Datenanalyse; Deutschland
Abstract (english):
Learning to solve graph tasks is one of the key prerequisites of acquiring domain-specific knowledge in most study domains. Analyses of graph understanding often use eye-tracking and focus on analyzing how much time students spend gazing at particular areas of a graph-Areas of Interest (AOIs). To gain a deeper insight into students' task-solving process, we argue that the gaze shifts between students' fixations on different AOIs (so-termed transitions) also need to be included in holistic analyses of graph understanding that consider the importance of transitions for the task-solving process. Thus, we introduced Epistemic Network Analysis (ENA) as a novel approach to analyze eye-tracking data of 23 university students who solved eight multiple-choice graph tasks in physics and economics. ENA is a method for quantifying, visualizing, and interpreting network data allowing a weighted analysis of the gaze patterns of both correct and incorrect graph task solvers considering the interrelations between fixations and transitions. After an analysis of the differences in the number of fixations and the number of single transitions between correct and incorrect solvers, we conducted an ENA for each task. We demonstrate that an isolated analysis of fixations and transitions provides only a limited insight into graph solving behavior. In contrast, ENA identifies differences between the gaze patterns of students who solved the graph tasks correctly and incorrectly across the multiple graph tasks. For instance, incorrect solvers shifted their gaze from the graph to the x-axis and from the question to the graph comparatively more often than correct solvers. The results indicate that incorrect solvers often have problems transferring textual information into graphical information and rely more on partly irrelevant parts of a graph. Finally, we discuss how the findings can be used to design experimental studies and for innovative instructional procedures in higher education.
DIPF-Abteilung:
Informationszentrum Bildung
Can you only diagnose what you know? The relation between teachers' self-regulation of learning […]
Dignath, Charlotte; Sprenger, Lara
Zeitschriftenbeitrag
| In: Frontiers in Education | 2020
40920 Endnote
Autor*innen:
Dignath, Charlotte; Sprenger, Lara
Titel:
Can you only diagnose what you know? The relation between teachers' self-regulation of learning concepts and their assessment of students' self-regulation
In:
Frontiers in Education, (2020) , S. 5:585683
DOI:
10.3389/feduc.2020.585683
URN:
urn:nbn:de:0111-pedocs-252165
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-252165
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Schüler; Selbst gesteuertes Lernen; Lehrer; Förderung; Lernmethode; Bewertung; Kompetenz; Wissen; Diagnostik; Konzeptualisierung; Befragung; Leitfadeninterview; Codierung; Qualitative Forschung; Grundschule; Deutschland
Abstract (english):
Self-regulation of learning (SRL) positively affects achievement and motivation. Therefore, teachers are supposed to foster students' SRL by providing them with strategies. However, two preconditions have to be met: teachers need to diagnose their students' SRL to take instructional decisions about promoting SRL. To this end, teachers need knowledge about SRL to know what to diagnose. Only little research has investigated teachers' knowledge about SRL and its assessment yet. Thus, the aim of this study was to identify teachers' conceptions about SRL, to investigate their ideas about how to diagnose their students' SRL, and to test relationships between both. To this end, we developed two systematic coding schemes to analyze the conceptions about SRL and the ideas about assessing SRL in the classroom among a sample of 205 teachers. The coding schemes for teachers' open answers were developed based on models about SRL and were extended by deriving codes from the empirical data and produced satisfactory interrater reliability (conceptions about SRL: κ = 0.85, SE = 0.03; ideas about assessing SRL: κ = 0.63, SE = 0.05). The results showed that many teachers did not refer to any regulation procedure at all and described SRL mainly as student autonomy and self-directedness. Only few teachers had a comprehensive conception of the entire SRL cycle. We identified three patterns of teachers' conceptualizations of SRL: a motivation-oriented, an autonomy-oriented, and a regulation-oriented conceptualization of SRL. Regarding teachers' ideas about assessing their students' SRL, teachers mainly focused on cues that are not diagnostic of SRL. Yet, many teachers knew about portfolios to register SRL among students. Finally, our results suggest that, partly, teachers' ideas about assessing SRL varied as a function of their SRL concept: teachers with an autonomy-oriented conceptualization of SRL were more likely to use cues that are not diagnostic of SRL, such as unsystematic observation or off-task behavior. The results provide insights into teachers' conceptions of SRL and of its assessment. Implications for future research in the field of SRL will be drawn, in particular about how to support teachers in diagnosing and fostering SR among their students.
DIPF-Abteilung:
Bildungsqualität und Evaluation
Digital phenotyping: Towards replicable findings with comprehensive assessments and integrative […]
Ebner‑Priemer, Ulrich W.; Mühlbauer, Esther; Neubauer, Andreas B.; Hill, Holger; Beier, Fabrice; […]
Zeitschriftenbeitrag
| In: International Journal of Bipolar Disorders | 2020
40733 Endnote
Autor*innen:
Ebner‑Priemer, Ulrich W.; Mühlbauer, Esther; Neubauer, Andreas B.; Hill, Holger; Beier, Fabrice; Santangelo, Philip S.; Ritter, Philipp; Kleindienst, Nikolaus; Bauer, Michael; Schmiedek, Florian; Severus, Emanuel
Titel:
Digital phenotyping: Towards replicable findings with comprehensive assessments and integrative models in bipolar disorders
In:
International Journal of Bipolar Disorders, 8 (2020) , S. 35
DOI:
10.1186/s40345-020-00210-4
URN:
urn:nbn:de:0111-dipfdocs-232732
URL:
https://journalbipolardisorders.springeropen.com/articles/10.1186/s40345-020-00210-4
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Manisch-depressive Erkrankung; Phänotyp; Smartphone; Nutzung; Symptomatik; Selbsteinschätzung; Tagebuch; Fremdeinschätzung; Experte; Psychopathologie; Prädiktor; Strukturgleichungsmodell; Empirische Untersuchung; Deutschland
Abstract:
Background: Digital phenotyping promises to unobtrusively obtaining a continuous and objective input of symptomatology from patients' daily lives. The prime example are bipolar disorders, as smartphone parameters directly reflect bipolar symptomatology. Empirical studies, however, have yielded inconsistent findings. We believe that three main shortcomings have to be addressed to fully leverage the potential of digital phenotyping: short assessment periods, rare outcome assessments, and an extreme fragmentation of parameters without an integrative analytical strategy. Methods: To demonstrate how to overcome these shortcomings, we conducted frequent (biweekly) dimensional and categorical expert ratings and daily self-ratings over an extensive assessment period (12 months) in 29 patients with bipolar disorder. Digital phenotypes were monitored continuously. As an integrative analytical strategy, we used structural equation modelling to build latent psychopathological outcomes (mania, depression) and latent digital phenotype predictors (sleep, activity, communicativeness). Outcomes: Combining gold-standard categorical expert ratings with dimensional self and expert ratings resulted in two latent outcomes (mania and depression) with statistically meaningful factor loadings that dynamically varied over 299 days. Latent digital phenotypes of sleep and activity were associated with same-day latent manic psychopathology, suggesting that psychopathological alterations in bipolar disorders relate to domains (latent variables of sleep and activity) and not only to specific behaviors (such as the number of declined incoming calls). The identification of latent psychopathological outcomes that dimensionally vary on a daily basis will enable to empirically determine which combination of digital phenotypes at which days prior to an upcoming episode are viable as digital prodromal predictors. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Convergent evidence for validity of a performance-based ICT skills test
Engelhardt, Lena; Naumann, Johannes; Goldhammer, Frank; Frey, Andreas; Wenzel, S. Franziska C.; […]
Zeitschriftenbeitrag
| In: European Journal of Psychological Assessment | 2020
39137 Endnote
Autor*innen:
Engelhardt, Lena; Naumann, Johannes; Goldhammer, Frank; Frey, Andreas; Wenzel, S. Franziska C.; Hartig, Katja; Horz, Holger
Titel:
Convergent evidence for validity of a performance-based ICT skills test
In:
European Journal of Psychological Assessment, 36 (2020) 2, S. 269-279
DOI:
10.1027/1015-5759/a000507
URN:
urn:nbn:de:0111-pedocs-218426
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-218426
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Informationstechnologische Bildung; Informations- und Kommunikationstechnologie; Problemlösen; Kompetenz; Fertigkeit; Schüler; Sekundarstufe I; Test; Testaufgabe; Validität; Evidenz; Deutschland
Abstract (english):
The goal of this study was to investigate sources of evidence of convergent validity supporting the construct interpretation of scores on a simulation-based ICT skills test. The construct definition understands ICT skills as reliant on ICT-specific knowledge as well as comprehension and problem-solving skills. On the basis of this, a validity argument comprising three claims was formulated and tested. (1) In line with the classical nomothetic span approach, all three predictor variables explained task success positively across all ICT skills items. As ICT tasks can vary in the extent to which they require construct-related knowledge and skills and in the way related items are designed and implemented, the effects of construct-related predictor variables were expected to vary across items. (2) A task-based analysis approach revealed that the item-level effects of the three predictor variables were in line with the targeted construct interpretation for most items. (3) Finally, item characteristics could significantly explain the random effect of problem-solving skills, but not comprehension skills. Taken together, the obtained results generally support the validity of the construct interpretation.
DIPF-Abteilung:
Bildungsqualität und Evaluation
Life within a limited radius: Investigating activity space in women with a history of child abuse […]
Friedmann, F.; Santangelo, P.; Ebner-Priemer, U.; Hill, H.; Neubauer, Andreas B.; Rausch, S.; […]
Zeitschriftenbeitrag
| In: PLoS ONE | 2020
40287 Endnote
Autor*innen:
Friedmann, F.; Santangelo, P.; Ebner-Priemer, U.; Hill, H.; Neubauer, Andreas B.; Rausch, S.; Steil, R.; Müller-Engelmann, M.; Kleindienst, N.; Bohus, M.; Fydrich, T.; Priebe, K.
Titel:
Life within a limited radius: Investigating activity space in women with a history of child abuse using global positioning system tracking
In:
PLoS ONE, 15 (2020) 5, S. e0232666
DOI:
10.1371/journal.pone.0232666
URN:
urn:nbn:de:0111-dipfdocs-232705
URL:
http://www.dipfdocs.de/volltexte/2022/23270/pdf/Neubauer_2020_Life_within_a_limited_radius_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Kindesmissbrauch; Sexueller Missbrauch; Frau; Posttraumatisches Stresssyndrom; Erwachsenenalter; Mobilität; Aktivität; Radius; Alltag; Psychische Gesundheit; Psychische Belastung; Vergleichsuntersuchung; Deutschland
Abstract:
Early experiences of childhood sexual or physical abuse are often associated with functional impairments, reduced well-being and interpersonal problems in adulthood. Prior studies have addressed whether the traumatic experience itself or adult psychopathology is linked to these limitations. To approach this question, individuals with posttraumatic stress disorder (PTSD) and healthy individuals with and without a history of child abuse were investigated. We used global positioning system (GPS) tracking to study temporal and spatial limitations in the participants' real-life activity space over the course of one week. The sample consisted of 228 female participants: 150 women with PTSD and emotional instability with a history of child abuse, 35 mentally healthy women with a history of child abuse (healthy trauma controls, HTC) and 43 mentally healthy women without any traumatic experiences in their past (healthy controls, HC). Both traumatized groups-i.e. the PTSD and the HTC group-had smaller movement radii than the HC group on the weekends, but neither spent significantly less time away from home than HC. Some differences between PTSD and HC in movement radius seem to be related to correlates of PTSD psychopathology, like depression and physical health. Yet group differences between HTC and HC in movement radius remained even when contextual and individual health variables were included in the model, indicating specific effects of traumatic experiences on activity space. Experiences of child abuse could limit activity space later in life, regardless of whether PTSD develops. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
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