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Ready to teach? A profile analysis on cognitive and motivational-affective teacher characteristics […]
Holzberger, Doris; Maurer, Christina; Kunina-Habenicht, Olga; Kunter, Mareike
Zeitschriftenbeitrag
| In: Teaching and Teacher Education | 2021
40992 Endnote
Autor*innen:
Holzberger, Doris; Maurer, Christina; Kunina-Habenicht, Olga; Kunter, Mareike
Titel:
Ready to teach? A profile analysis on cognitive and motivational-affective teacher characteristics at the end of pre-service teacher education and long-term effects on teachers' occupational well-being
In:
Teaching and Teacher Education, 100 (2021) , S. 103285
DOI:
10.1016/j.tate.2021.103285
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0742051X21000093
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Lehramtsstudent; Eigenschaft; Vorbereitungsdienst; Kompetenz; Wissen; Einstellung <Psy>; Überzeugung; Wirkung; Lehrer; Arbeitszufriedenheit; Wohlbefinden; Deutschland
Abstract:
The present study explores how multiple teacher characteristics (i.e., knowledge, beliefs, self-efficacy, and self-regulation) co-occur within 649 German teacher candidates at the end of pre-service teacher education and how these profiles are related to teachers' future occupational well-being. A latent profile analysis identified one highly knowledgeable and engaged profile, one profile with below average knowledge, and one profile with below average beliefs, motivation, and self-regulation. These profiles also differed in their emotional exhaustion and job satisfaction. Thefindings emphasize how teacher candidates differ qualitatively in their pattern of "starting competence" what may have consequences with regard to specific interventions.
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Dimensional comparison effects on (gendered) educational choices
Jansen, Malte; Becker, Michael; Neumann, Marko
Zeitschriftenbeitrag
| In: Journal of Educational Psychology | 2021
40547 Endnote
Autor*innen:
Jansen, Malte; Becker, Michael; Neumann, Marko
Titel:
Dimensional comparison effects on (gendered) educational choices
In:
Journal of Educational Psychology, 113 (2021) 2, S. 330-350
DOI:
10.25656/01:22045
URN:
urn:nbn:de:0111-pedocs-220459
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-220459
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Gymnasium; Mathematikunterricht; Naturwissenschaftlicher Unterricht; Sekundarstufe II; Leistungskurs; Schüler; Erwartung; Wahlpflichtfach; Interesse; Selbstkonzept; Motiv <Psy>; Wirkung; Bildungserfolg; Bildungsaspiration; Studienwahl; Prognose; Geschlechtsspezifischer Unterschied; Vergleich; Längsschnittuntersuchung; Berlin; Deutschland;
Abstract:
Expectancy-value theory (EVT) proposes that students' appraisals of success expectancy and task value are the main drivers of their study and career choices. Dimensional comparison theory proposes that these beliefs are themselves affected by students comparing their ability across different domains. However, only a few studies have aimed to integrate these approaches and clarify the role of dimensional comparisons within EVT. Using longitudinal data, we aimed to fill this gap by studying within- and cross-domain effects of achievement (grades and test scores), academic self-concept (as a surrogate for expectancy beliefs), and values on German adolescents' (N = 519) high school course choices and their intentions to major in a STEM subject at university. We show that (a) self-concepts predicted course choices, whereas values predicted STEM study intentions; (b) dimensional comparison patterns (positive within-domain and negative across-domain relations) were present; (c) gender differences in course choices were mediated by differences in achievement, self-concept, and value; and (d) there was an incremental gender effect on STEM study intentions above and beyond achievement, self-concept, value, and previous course choices. Furthermore, overall, a model incorporating cross-domain paths representing dimensional comparisons fit the data better than a model without these paths. We conclude that direct and indirect dimensional comparison effects contribute to predicting choices of high school courses and university majors and to understanding gender differences in these choices. We recommend that studies in the EVT framework include cross-domain effects. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Detecting instruction effects. Deciding between covariance analytical and change-score approach
Köhler, Carmen; Hartig, Johannes; Naumann, Alexander
Zeitschriftenbeitrag
| In: Educational Psychology Review | 2021
41484 Endnote
Autor*innen:
Köhler, Carmen; Hartig, Johannes; Naumann, Alexander
Titel:
Detecting instruction effects. Deciding between covariance analytical and change-score approach
In:
Educational Psychology Review, 33 (2021) 3, S. 1191-1211
DOI:
10.1007/s10648-020-09590-6
URN:
urn:nbn:de:0111-pedocs-252368
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-252368
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Empirische Forschung; Unterricht; Wirkung; Unterrichtsforschung; Methode; Messverfahren; Lernerfolg; Variable; Prognose; Schüler; Unterstützung; Selbstwirksamkeit; Lehrer; Forschungsdesign; Datenanalyse; Modell
Abstract:
The article focuses on estimating effects in nonrandomized studies with two outcome measurement occasions and one predictor variable. Given such a design, the analysis approach can be to include the measurement at the previous time point as a predictor in the regression model (ANCOVA), or to predict the change-score of the outcome variable (CHANGE). Researchers demonstrated that both approaches can result in different conclusions regarding the reported effect. Current recommendations on when to apply which approach are, in part, contradictory. In addition, they lack direct reference to the educational and instructional research contexts, since they do not consider latent variable models in which variables are measured without measurement error. This contribution assists researchers in making decisions regarding their analysis model. Using an underlying hypothetical data-generating model, we identify for which kind of data-generating scenario (i.e., under which assumptions) the defined true effect equals the estimated regression coefficients of the ANCOVA and the CHANGE approach. We give empirical examples from instructional research and discuss which approach is more appropriate, respectively. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Improving reading rates and comprehension? Benefits and limitations of the reading acceleration […]
Korinth, Sebastian; Nagler, Telse
Zeitschriftenbeitrag
| In: Language and Linguistics Compass | 2021
41072 Endnote
Autor*innen:
Korinth, Sebastian; Nagler, Telse
Titel:
Improving reading rates and comprehension? Benefits and limitations of the reading acceleration approach
In:
Language and Linguistics Compass, 15 (2021) 3, S. e12408
DOI:
10.1111/lnc3.12408
URL:
https://onlinelibrary.wiley.com/doi/10.1111/lnc3.12408
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Empirische Forschung; Lesen; Leseverstehen; Lesegeschwindigkeit; Leistungssteigerung; Lesekompetenz; Schulanfänger; Unterrichtsmethode; Wirkung; Validität; Messverfahren; Aufmerksamkeit; Arbeitsgedächtnis; Einflussfaktor; Grundschüler; Sprache; Forschungsstand
Abstract (english):
The reading acceleration phenomenon refers to the effect that experimentally induced time constraints can generate instantaneous improvements of reading rate, accuracy and comprehension among typical and reading impaired readers of different age groups. An overview of studies applying the fading manipulation (i.e., letters are erased in reading direction), which induces the time constraints causing the acceleration phenomenon, is provided in the first part of this review. The second part summarises the outcomes of studies using a training approach called the reading acceleration program (RAP) that integrated core principles of the acceleration phenomenon to generate persistent reading performance improvements. Our review shows ample evidence for the validity of the acceleration phenomenon, since it has been replicated across various languages and populations. However, although there are several explanatory approaches for underlying mechanisms, none of them is well substantiated by empirical evidence so far. Similarly, although generally positive effects of RAP training were reported for several languages and groups of readers, the exact mechanisms causing improved reading rates and comprehension are not well understood. Our critical discussion points out several limitations of RAP that call for further research. However, we also highlight several benefits regarding RAP's potential as an intervention approach for enhancements in reading performance. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Reciprocal relations of subjective sleep quality and affective well-being in late childhood
Neubauer, Andreas B.; Kramer, Andrea C.; Schmidt, Andrea; Könen, Tanja; Dirk, Judith; […]
Zeitschriftenbeitrag
| In: Developmental Psychology | 2021
41323 Endnote
Autor*innen:
Neubauer, Andreas B.; Kramer, Andrea C.; Schmidt, Andrea; Könen, Tanja; Dirk, Judith; Schmiedek, Florian
Titel:
Reciprocal relations of subjective sleep quality and affective well-being in late childhood
In:
Developmental Psychology, 57 (2021) 8, S. 1372-1386
DOI:
10.1037/dev0001209
URN:
urn:nbn:de:0111-pedocs-252136
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-252136
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Kind; Grundschulalter; Schlaf; Qualität; Wirkung; Wohlbefinden; Negativität; Subjektivität; Affekt; Tagesablauf; Emotionaler Zustand; Messverfahren; Test; Mehrebenenanalyse; Strukturgleichungsmodell
Abstract:
High sleep quality has been associated with beneficial outcomes across the life span. Intensive longitudinal studies suggest that these beneficial effects can also be observed on a day-to-day level. However, the dynamic interplay between subjective sleep quality and affective well-being in children's daily life has only rarely been investigated. The aims of the present work were (a) to replicate findings from a prior ambulatory assessment study in this area (Könen et al., 2016), (b) to explore the effect of subjective sleep quality on well-being throughout the day, and (c) to examine the reciprocal relation between subjective sleep quality and well-being in more detail. Data from two ambulatory assessment studies with children between 8 and 11 years (N = 108/84, with assessments over 28/21 consecutive days) consistently showed that positive affect was higher and negative affect was lower after nights with better sleep quality, and that the effects of subjective sleep quality were stronger on well-being assessed in the morning compared with later in the day. Results from dynamic structural equation models revealed reciprocal effects of subjective sleep quality and positive affect. Negative affect was not consistently related to worse subsequent sleep quality after controlling for positive affect and prior night's sleep quality. Results suggest a close relation of sleep quality and positive affect, which strengthens the idea behind interventions targeting both, children's sleep and well-being. Differences between children in the dynamic interplay between sleep and affect may be important predictors of long-term outcomes. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
A little autonomy support goes a long way. Daily autonomy-supportive parenting, child well-being, […]
Neubauer, Andreas B.; Schmidt, Andrea; Kramer, Andrea C.; Schmiedek, Florian
Zeitschriftenbeitrag
| In: Child Development | 2021
41086 Endnote
Autor*innen:
Neubauer, Andreas B.; Schmidt, Andrea; Kramer, Andrea C.; Schmiedek, Florian
Titel:
A little autonomy support goes a long way. Daily autonomy-supportive parenting, child well-being, parental need fulfillment, and change in child, family, and parent adjustment across the adaptation to the COVID-19 pandemic
In:
Child Development, 92 (2021) 5, S. 1679-1697
DOI:
10.1111/cdev.13515
URN:
urn:nbn:de:0111-dipfdocs-252301
URL:
https://www.pedocs.de/volltexte/2022/25230/pdf/Child_Development_2021_Neubauer_et_al_A_Little_Autonomy_Support_Goes_a_Long_Way_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Mehrebenenanalyse; Deutschland; Pandemie; Eltern; Kind; Selbstständigkeit; Unterstützung; Wirkung; Verhalten; Wohlbefinden; Bedürfnisbefriedigung; Veränderung; Verhaltensänderung; Anpassung; Familienleben; Stress; Vitalität; Befragung; Fragebogen; Längsschnittuntersuchung; Strukturgleichungsmodell
Abstract:
This study examined the effects of daily parental autonomy support on changes in child behavior, family environment, and parental well‐being across 3 weeks during the COVID‐19 pandemic in Germany. Day‐to‐day associations among autonomy‐supportive parenting, parental need fulfillment, and child well‐being were also assessed. Parents (longitudinal N = 469; Mage = 42.93, SDage = 6.40) of school children (6-19 years) reported on adjustment measures at two measurement occasions and completed up to 21 daily online questionnaires in the weeks between these assessments. Results from dynamic structural equation models suggested reciprocal positive relations among autonomy‐supportive parenting and parental need fulfillment. Daily parental autonomy support, parental need fulfillment, and child well‐being partially predicted change in adjustment measures highlighting the central role of daily parenting for children's adjustment during the pandemic. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Neural correlates of successful memory encoding in kindergarten and early elementary school […]
Nolden, Sophie; Brod, Garvin; Meyer, Ann-Kristin; Fandakova, Yana; Shing, Yee Lee
Zeitschriftenbeitrag
| In: Cerebral Cortex | 2021
42309 Endnote
Autor*innen:
Nolden, Sophie; Brod, Garvin; Meyer, Ann-Kristin; Fandakova, Yana; Shing, Yee Lee
Titel:
Neural correlates of successful memory encoding in kindergarten and early elementary school children. Longitudinal trends and effects of schooling
In:
Cerebral Cortex, 31 (2021) 8, S. 3764-3779
DOI:
10.1093/cercor/bhab046
URL:
https://academic.oup.com/cercor/article-abstract/31/8/3764/6248485
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Kind; Gedächtnis; Kognitive Prozesse; Entwicklung; Leistung; Kindergarten; Schulanfang; Wirkung; Gehirn; Neurowissenschaften; Test; Längsschnittuntersuchung; Datenanalyse; Empirische Untersuchung; Berlin; Deutschland
Abstract (english):
From age 5 to 7, there are remarkable improvements in children's cognitive abilities ("5-7 shift"). In many countries, including Germany, formal schooling begins in this age range. It is, thus, unclear to what extent exposure to formal schooling contributes to the "5-7 shift." In this longitudinal study, we investigated if schooling acts as a catalyst of maturation. We tested 5-year-old children who were born close to the official cutoff date for school entry and who were still attending a play-oriented kindergarten. One year later, the children were tested again. Some of the children had experienced their first year of schooling whereas the others had remained in kindergarten. Using 2 functional magnetic resonance imaging tasks that assessed episodic memory formation (i.e., subsequent memory effect), we found that children relied strongly on the medial temporal lobe (MTL) at both time points but not on the prefrontal cortex (PFC). In contrast, older children and adults typically show subsequent memory effects in both MTL and PFC. Both children groups improved in their memory performance, but there were no longitudinal changes nor group differences in neural activation. We conclude that successful memory formation in this age group relies more heavily on the MTL than in older age groups. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Unequal civic development? Vocational tracking and civic outcomes in Germany
Savage, Corey; Becker, Michael; Baumert, Jürgen
Zeitschriftenbeitrag
| In: AERA Open | 2021
43599 Endnote
Autor*innen:
Savage, Corey; Becker, Michael; Baumert, Jürgen
Titel:
Unequal civic development? Vocational tracking and civic outcomes in Germany
In:
AERA Open, 7 (2021)
DOI:
10.1177/23328584211045397
URL:
https://journals.sagepub.com/doi/10.1177/23328584211045397
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Berlin; Berufsbildung; Bildungsgang; Deutschland; Differenzierung; Empirische Untersuchung; Interesse; Jugendlicher; Junger Erwachsener; Längsschnittuntersuchung; Mecklenburg-Vorpommern; Nordrhein-Westfalen; Partizipation; Politik; Quasi-Experiment; Sachsen-Anhalt; Schulsystem; Sekundarstufe II; Selbstkonzept; Übergang; Ungleichheit; Wahl; Wirkung; Zivilgesellschaft
Abstract:
Vocational education and training (VET) is a common form of upper secondary school tracking in countries around the world. There are ongoing debates regarding the effects of this differentiation on academic and labor market outcomes; however, evidence on civic outcomes is lacking. Using a unique cohort study in Germany (N = 2461) and a doubly robust weighting approach with a rich set of baseline covariates to address selection bias, we estimated the effects of VET (relative to academic upper secondary school) on political interest, internal political efficacy, and intent to vote across 15 years of late adolescence and early adulthood. We estimated negative effects of VET on these civic outcomes, particularly as participants grew older. Implications for future research and VET policy are discussed. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
English learner labeling. How English learner classification in kindergarten shapes teacher […]
Umansky, Ilana; Dumont, Hanna
Zeitschriftenbeitrag
| In: American Educational Research Journal | 2021
41541 Endnote
Autor*innen:
Umansky, Ilana; Dumont, Hanna
Titel:
English learner labeling. How English learner classification in kindergarten shapes teacher perceptions of student skills and the moderating role of bilingual instructional settings
In:
American Educational Research Journal, 58 (2021) 5, S. 993-1031
DOI:
10.3102/0002831221997571
URL:
https://journals.sagepub.com/doi/full/10.3102/0002831221997571
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Kindergarten; Englisch als Zweitsprache; Kind; Vorschulalter; Wirkung; Lehrer; Einstellung <Psy>; Bilingualer Unterricht; Einflussfaktor; Wahrnehmung; Schülerleistung; Grundschule; Schuljahr 01; Schuljahr 02; Grundschüler; Lesekompetenz; Naturwissenschaftliche Kompetenz; Mehrsprachigkeit; Befragung; Längsschnittuntersuchung; USA
Abstract:
Prior research has shown that English learner (EL) classification is consequential for students; however, less is known about how EL classification affects student outcomes. In this study, we examine one hypothesized mechanism: teacher perceptions. Using a national data set (Early Childhood Longitudinal Study-Kindergarten Cohort of 2010-2011 or ECLS-K:2011), we use coarsened exact matching to estimate the effect of kindergarten EL status on teachers' perceptions of students' academic skills. We further explore whether that impact is moderated by instructional setting (bilingual vs. English immersion). We find evidence that EL classification results in lower teacher perceptions. This impact is, however, moderated by bilingual environments. In bilingual classrooms, we do not find evidence that EL classification results in diminished perceptions. This study adds to research on teacher perceptions and the effects of EL classification. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Corona und die Folgen auf die schulische Bildung. Maßnahmen in Schule und Unterricht
Maaz, Kai
Zeitschriftenbeitrag
| In: Lernende Schule | 2021
41350 Endnote
Autor*innen:
Maaz, Kai
Titel:
Corona und die Folgen auf die schulische Bildung. Maßnahmen in Schule und Unterricht
In:
Lernende Schule, 24 (2021) 2, S. 39-40
Dokumenttyp:
3b. Beiträge in weiteren Zeitschriften; wissenschaftsorientiert
Sprache:
Deutsch
Schlagwörter:
Deutschland; Pandemie; Wirkung; Schulbildung; Schule; Unterricht; Schüler; Schulerfolg; Qualitätssicherung; Soziale Ungleichheit; Lehrer; Lehrerrolle; Lernbedingungen; Unterstützung; Förderungsmaßnahme
Abstract:
Die Auswirkungen der Covid-19-Pandemie auf Lernverläufe und Bildungserfolg lassen sich derzeit noch nicht gut abschätzen. Aus internationalen Studien lässt sich für Deutschland jedoch ableiten, dass die über ein Jahr anhaltende Krisensituation zu einer Verlangsamung von Lernraten und zu Lernrückständen geführt hat. Der Beitrag liefert Ansatzpunkte für Maßnahmen, um diese Rückstände aufzufangen oder aufzuholen.
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
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