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Hierarchical development of early visual-spatial abilities. A taxonomy based assessment using the […] Jung, Stefanie; Meinhardt, Anna; Braeuning, David; Roesch, Stephanie; Cornu, Véronique; […] Zeitschriftenbeitrag | In: Frontiers in Psychology | 2020 40597 Endnote: Autor*innen: Jung, Stefanie; Meinhardt, Anna; Braeuning, David; Roesch, Stephanie; Cornu, Véronique; Pazouki, Tahereh; Schiltz, Christine; Lonnemann, Jan; Moeller, Korbinian
Titel: Hierarchical development of early visual-spatial abilities. A taxonomy based assessment using the MaGrid app
In: Frontiers in Psychology, (2020) , S. 11:871
DOI: 10.3389/fpsyg.2020.00871
URN: urn:nbn:de:0111-pedocs-232256
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-232256
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Räumliches Vorstellungsvermögen; Frühe Kindheit; Entwicklung; Entwicklungsdiagnostik; Hierarchie; Taxonomie; Bewertung; Applikation; Tablet-PC; Kindergartenkind; Empirische Untersuchung; Replikation; Faktorenanalyse; Baden-Württemberg; Deutschland
Abstract (english): Visual-spatial abilities (VSA) are considered a building block of early numerical development. They are intuitively acquired in early childhood and differentiate in further development. However, when children enter school, there already are considerable individual differences in children's visual-spatial and numerical abilities. To better understand this diversity, it is necessary to empirically evaluate the development as well as the latent structure of early VSA as proposed by the 2 by 2 taxonomy of Newcombe and Shipley (2015). In the present study, we report on a tablet-based assessment of VSA using the digital application (app) MaGrid in kindergarten children aged 4-6 years. We investigated whether the visual-spatial tasks implemented in MaGrid are sensitive to replicate previously observed age differences in VSA and thus a hierarchical development of VSA. Additionally, we evaluated whether the selected tasks conform to the taxonomy of VSA by Newcombe and Shipley (2015) applying a confirmatory factor analysis (CFA) approach. Our results indicated that the hierarchical development of VSA can be measured using MaGrid. Furthermore, the CFA substantiated the hypothesized factor structure of VSA in line with the dimensions proposed in the taxonomy of Newcombe and Shipley (2015). Taken together, the present results advance our knowledge to the (hierarchical) development as well as the latent structure of early VSA in kindergarten children. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Effects of student composition in school on young adults' educational pathways Keyserlingk, Luise von; Becker, Michael; Jansen, Malte; Maaz, Kai Zeitschriftenbeitrag | In: Journal of Educational Psychology | 2020 40922 Endnote: Autor*innen: Keyserlingk, Luise von; Becker, Michael; Jansen, Malte; Maaz, Kai
Titel: Effects of student composition in school on young adults' educational pathways
In: Journal of Educational Psychology, 112 (2020) 6, S. 1261-1272
DOI: 10.1037/edu0000411
URL: https://doi.apa.org/doiLanding?doi=10.1037%2Fedu0000411
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Schüler; Zusammensetzung; Sekundarbereich; Wirkung; Junger Erwachsener; Bildungsbiografie; Bildungserfolg; Einflussfaktor; Fähigkeit; Selbstkonzept; Schülerleistung; Sozioökonomische Lage; Schuljahr 12; Hochschulbildung; Hochschulabschluss; Befragung; Fragebogen; Leistungstest; Panel; Längsschnittuntersuchung; Strukturgleichungsmodell; Faktorenanalyse; Empirische Untersuchung; Deutschland
Abstract (english): Which factors help young adults choose educational pathways leading to higher educational attainment? Academic self-concept (ASC), achievement, and socioeconomic background have all been found to be important predictors of postsecondary educational choices and success. Although research has shown that student composition in secondary school may affect some of these predictors, only a few studies (mostly from the United States) have investigated the effects of student composition on postsecondary educational outcomes. The results showed that students with similar individual achievement had lower postsecondary educational attainment if they graduated from secondary schools with higher mean achievement. It has been proposed that social comparison processes explain this negative context effect (big-fish-little-pond effect [BFLPE]). In contrast, students with the same individual socioeconomic status (SES) had higher postsecondary educational attainment if they graduated from secondary schools with a higher mean SES. In the present study, we investigated the effects of achievement-related and socioeconomic student composition on subsequent educational outcomes using data from a longitudinal study in Germany. Contrary to previous studies, our results showed that student composition had little relevance for later educational pathways. There was a small, long-lasting, indirect BFLPE of achievement-related composition in secondary school on postsecondary educational outcomes through students' ASC. Furthermore, individual SES was strongly related to postsecondary educational outcomes, whereas being in an academic-track school with a higher or lower mean SES was not relevant for postsecondary educational pathways.
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens

Quality of teaching in science education. More than three dimensions? Kleickmann, Thilo; Steffensky, Mirjam; Praetorius, Anna-Katharina Zeitschriftenbeitrag | In: Zeitschrift für Pädagogik. Beiheft | 2020 40725 Endnote: Autor*innen: Kleickmann, Thilo; Steffensky, Mirjam; Praetorius, Anna-Katharina
Titel: Quality of teaching in science education. More than three dimensions?
In: Zeitschrift für Pädagogik. Beiheft, 66 (2020) , S. 37-55
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Naturwissenschaftlicher Unterricht; Qualität; Empirische Forschung; Unterrichtsforschung; Modell; Kognitives Lernen; Aktives Lernen; Schüler; Wahrnehmung; Schuljahr 04; Schulform; Grundschule; Schuljahr 06; Einflussfaktor; Klassenführung; Motivation; Faktorenanalyse; Nordrhein-Westfalen; Deutschland
Abstract: The three basic dimensions framework for assessing quality teaching distinguishes the dimensions of cognitive activation, student support, and classroom management. Research from various disciplines suggest, however, that cognitive support is not sufficiently represented in the framework as yet. In the present study, two-level factor analyses based on student ratings of teaching quality in science education (2,659 students, grades 4 and 6) suggest four dimensions of teaching quality, with cognitive support being a separate dimension. Moreover, cognitive support predicted student achievement. The results suggest that including cognitive support as a separate dimension contributes to a more comprehensive, yet parsimonious framework of teaching quality. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

Belonging as compensator. Social belonging moderates the relation between bullying and well-being […] Marksteiner, Tamara; Janson, Marc Philipp; Beißert, Hanna Zeitschriftenbeitrag | In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie | 2020 42388 Endnote: Autor*innen: Marksteiner, Tamara; Janson, Marc Philipp; Beißert, Hanna
Titel: Belonging as compensator. Social belonging moderates the relation between bullying and well-being worldwide
In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 52 (2020) 3/4, S. 116-126
DOI: 10.1026/0049-8637/a000221
URL: https://econtent.hogrefe.com/doi/10.1026/0049-8637/a000221
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Schüler; Jugendlicher; Soziale Beziehung; Soziale Integration; Mobbing; Wirkung; Wohlbefinden; Zufriedenheit; PISA <Programme for International Student Assessment>; Datenanalyse; Mehrebenenanalyse; Regressionsanalyse; Faktorenanalyse; Empirische Untersuchung
Abstract: Mobbing ist ein ernstes Problem bei Jugendlichen weltweit. Es wird als eine Art physische oder indirekte Peer-Viktimisierung verstanden, die im Laufe der Zeit wiederholt auftritt und durch einen systematischen Machtmissbrauch gekennzeichnet ist. Gemobbt zu werden beeinträchtigt die Gesundheit und das Wohlbefinden der Opfer erheblich. Was schützt die Schüler vor diesen Folgen? Wir untersuchen Zugehörigkeitsgefühle - d.h. das Gefühl, im jeweiligen sozialen Umfeld akzeptiert, einbezogen, respektiert und geschätzt zu werden - als möglichen Kompensator für Mobbing-Konsequenzen in verschiedenen Kulturen. Wir nehmen an, dass es für Schüler mit starkem Zugehörigkeitsgefühl weniger schwerwiegend ist, gemobbt zu werden. Wir verwenden Daten von N = 319.057 15-jährigen Schülern aus 47 Ländern. Mehrebenen-Regressionsanalysen zeigen, dass Mobbing und Wohlbefinden negativ korrelieren. Darüber hinaus zeigen die Ergebnisse erwartungsgemäß, dass Zugehörigkeitsgefühle die negativen Auswirkungen von Mobbing auf das Wohlbefinden kompensieren. Praktische Implikationen sowie Einschränkungen werden diskutiert. (DIPF/Orig.)
Abstract (english): Bullying is a serious issue among adolescents worldwide. It has been conceptualized as a type of physical or indirect peer victimization that occurs repeatedly over time and is characterized by a systematic abuse of power. Being bullied at school severely affects victims' health and well-being. What protects students from these consequences? We investigate feelings of belonging -i. e., the feeling that one is accepted, included, respected, and valued in the respective social environment - as a possible compensator for bullying consequences across different cultures. We hypothesize that being bullied is less severe for students who have strong feelings of belonging. We use data from 319,057 15-year-old students across 47 countries. Multilevel regression analyses replicated that bullying and well-being are negatively associated. Further, the results indicated, as expected, that feelings of belonging compensate for the negative impact that bullying has on well-being. Practical implications as well as limitations are discussed. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Wissen, Wissensorientierung und die Qualität von Fachkraft-Kind-Interaktionen. Eine Analyse ihrer […] Peters, Svenja; Wolstein, Katrin; Mischo, Christoph; Ehm, Jan-Henning Zeitschriftenbeitrag | In: Zeitschrift für Erziehungswissenschaft | 2020 40929 Endnote: Autor*innen: Peters, Svenja; Wolstein, Katrin; Mischo, Christoph; Ehm, Jan-Henning
Titel: Wissen, Wissensorientierung und die Qualität von Fachkraft-Kind-Interaktionen. Eine Analyse ihrer Zusammenhänge
In: Zeitschrift für Erziehungswissenschaft, 23 (2020) 6, S. 1227-1250
DOI: 10.1007/s11618-020-00979-1
URN: urn:nbn:de:0111-pedocs-237155
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-237155
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Beobachtung; Deutschland; Einflussfaktor; Einstellung <Psy>; Erfahrung; Erzieher; Fachkraft; Fachwissen; Faktorenanalyse; Fragebogenerhebung; Frühpädagogik; Handlungskompetenz; Interaktion; Kind; Kindertagesstätte; Korrelation; Orientierung; Pädagogisches Handeln; Praxis; Professionalisierung; Qualität; Strukturgleichungsmodell; Test; Wissen; Wissenstransfer
Abstract: Wissen und Einstellungen sind Kompetenzfacetten pädagogischer Fachkräfte, deren Einfluss auf die Qualität des Interaktionsverhaltens im Kita-Alltag diskutiert wird. Im Zuge der Forderung nach evidenzbasierter Praxis kommt der Wissensorientierung, als Teilfacette pädagogischer Einstellungen, eine besondere Rolle zu, da Fachkräfte zwar über Wissen verfügen können, sie sich für die praktische Anwendung aber auch über deren Sinnhaftigkeit sicher sein müssen. Darunter werden zwei Orientierungsformen gefasst, die Auskunft darüber geben, welche Relevanz Fachkräfte den eigenen Erfahrungen und Intuitionen (Subjektive Orientierung) bzw. wissenschaftlichen Theorien/Konzepten/empirischen Befunden (Objektive Orientierung) für Entscheidungs- und Handlungsprozesse zusprechen. Ziel des Beitrags ist es zu prüfen, ob a) (theoretisches) Wissen und Wissensorientierung von pädagogischen Fachkräften (N = 120) die Qualität des Interaktionsverhaltens vorhersagen und b), ob die Einstellungsfacetten einen moderierenden Effekt im Einfluss von Wissen auf die Interaktionsqualität haben. Die Analysen ergaben, dass das erfasste Wissen einen Prädiktor für die Qualität des sozial- und lernunterstützenden Interaktionsverhaltens darstellt. Eine handlungsleitende Funktion der Wissensorientierung konnte eingeschränkt bestätigt werden und die Subjektive Orientierung stellte sich als Moderator für den Einfluss von Wissen auf sozial- und lernunterstützendes Interaktionsverhalten heraus. Die Ergebnisse werden mit Blick auf weiterführende Forschung und Qualitätsentwicklung diskutiert. (DIPF/Orig.)
Abstract (english): Knowledge and beliefs are two of the main facets of early childhood teacher competencies. The influence of these facets on quality of interaction is widely discussed but only little research has been conducted so far. In our study, we took a closer look at this research gap to find out how knowledge and orientation to knowledge (as a special form of teachers' beliefs) are regressed with interaction quality. Orientation to knowledge is conceptualized in two types-subjective as well as objective orientation-and focuses on the relevance early childhood teachers declare to personal experiences (subjective orientation) or results (objective orientation) for decision making and acting in daily work. The results showed that (theoretical) knowledge of German early childhood teachers (N = 120) predicted the quality of interaction in social und instructional support. Orientation to knowledge had a limited effect on social and instructional support, whereas subjective orientation moderated the effect of knowledge on quality of interaction significantly. Implications of our findings concerning quality in early childhood education are discussed and questions for further research are proposed. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Assessing the validity of a learning analytics expectation instrument. A multinational study Whitelock-Wainwright, Alexander; Gašević, Dragan; Tsai, Yi-Shan; Drachsler, Hendrik; […] Zeitschriftenbeitrag | In: Journal of Computer Assisted Learning | 2020 39876 Endnote: Autor*innen: Whitelock-Wainwright, Alexander; Gašević, Dragan; Tsai, Yi-Shan; Drachsler, Hendrik; Scheffel, Maren; Muñoz-Merino, Pedro J.; Tammets, Kairit; Delgado Kloos, Carlos
Titel: Assessing the validity of a learning analytics expectation instrument. A multinational study
In: Journal of Computer Assisted Learning, 36 (2020) 2, S. 209-240
DOI: 10.1111/jcal.12401
URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12401?af=R
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Lernprozess; Analyse; Implementierung; Universität; Student; Erwartung; Ethik; Validität; Fragebogen; Erhebungsinstrument; Übersetzung; Lernen; Selbstregulation; Datenanalyse; Faktorenanalyse; Estland; Spanien; Niederlande
Abstract: To assist higher education institutions in meeting the challenge of limited student engagement in the implementation of Learning Analytics services, the Questionnaire for Student Expectations of Learning Analytics (SELAQ) was developed. This instrument contains 12 items, which are explained by a purported two‐factor structure of "Ethical and Privacy Expectations" and "Service Feature Expectations." As it stands, however, the SELAQ has only been validated with students from UK university, which is problematic on account of the interest in Learning Analytics extending beyond this context. Thus, the aim of the current work was to assess whether the translated SELAQ can be validated in three contexts (an Estonian, a Spanish, and a Dutch University). The findings show that the model provided acceptable fits in both the Spanish and Dutch samples, but was not supported in the Estonian student sample. In addition, an assessment of local fit is undertaken for each sample, which provides important points that need to be considered in future work. Finally, a general comparison of expectations across contexts is undertaken, which are discussed in relation to the General Data Protection Regulation (2018). (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Cross-cultural comparability of noncognitive constructs in TIMSS and PISA He, Jia; Barrera-Pedemonte, Fabian; Buchholz, Janine Zeitschriftenbeitrag | In: Assessment in Education | 2019 38403 Endnote: Autor*innen: He, Jia; Barrera-Pedemonte, Fabian; Buchholz, Janine
Titel: Cross-cultural comparability of noncognitive constructs in TIMSS and PISA
In: Assessment in Education, 26 (2019) 4, S. 369-385
DOI: 10.1080/0969594X.2018.1469467
URL: https://www.tandfonline.com/doi/full/10.1080/0969594X.2018.1469467
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: PISA <Programme for International Student Assessment>; TIMSS <Third International Mathematics and Science Study>; Schülerleistung; Leistungsmessung; Mathematikunterricht; Naturwissenschaftlicher Unterricht; Freude; Motivation; Schule; Identifikation <Psy>; Sekundarstufe I; Schüler; Messverfahren; Vergleich; Item-Response-Theory; Faktorenanalyse; OECD-Länder
Abstract: Noncognitive assessments in Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study share certain similarities and provide complementary information, yet their comparability is seldom checked and convergence not sought. We made use of student self-report data of Instrumental Motivation, Enjoyment of Science and Sense of Belonging to School targeted in both surveys in 29 overlapping countries to (1) demonstrate levels of measurement comparability, (2) check convergence of different scaling methods within survey and (3) check convergence of these constructs with student achievement across surveys. We found that the three scales in either survey (except Sense of Belonging to School in PISA) reached at least metric invariance. The scale scores from the multigroup confirmatory factor analysis and the item response theory analysis were highly correlated, pointing to robustness of scaling methods. The correlations between each construct and achievement was generally positive within each culture in each survey, and the correlational pattern was similar across surveys (except for Sense of Belonging), indicating certain convergence in the cross-survey validation. We stress the importance of checking measurement invariance before making comparative inferences, and we discuss implications on the quality and relevance of these constructs in understating learning. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of […] Höltge, Lea; Ehm, Jan-Henning; Hartmann, Ulrike; Hasselhorn, Marcus Zeitschriftenbeitrag | In: Early Child Development and Care | 2019 37638 Endnote: Autor*innen: Höltge, Lea; Ehm, Jan-Henning; Hartmann, Ulrike; Hasselhorn, Marcus
Titel: Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children
In: Early Child Development and Care, 189 (2019) 2, S. 339-351
DOI: 10.25656/01:17607
URN: urn:nbn:de:0111-pedocs-176073
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-176073
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Erzieher; Überzeugung; Einstellung <Psy>; Selbstwirksamkeit; Förderung; Leistungsbeurteilung; Kind; Vorschulalter; Kindertagesstätte; Kindergarten; Mathematische Kompetenz; Sprachkompetenz; Soziale Kompetenz; Emotionale Kompetenz; Qualifikation; Berufsausbildung; Studium; Befragung; Faktorenanalyse; Baden-Württemberg; Deutschland
Abstract (english): This study addresses preschool teachers' self-efficacy beliefs in assessment and promotion of children's early language, social-emotional, and mathematical skills. The aim of the study was to find out to what extent preschool teachers believe to be able to assess and promote those skills, respectively. In a sample of 368 German preschool teachers, average scores in all scales were quite homogenously high. However, average scores of self-efficacy beliefs between the domains differed, with self-efficacy beliefs regarding language skills being the strongest. Self-efficacy beliefs regarding assessment were stronger than in promotion in the social-emotional and the mathematical domain, but not in language. Yet, confirmatory factor analyses indicate that self-efficacy beliefs regarding assessment were highly correlated with self-efficacy beliefs regarding promotion of skills in all three domains. Possible explanations for these results and ideas for further research are discussed.
DIPF-Abteilung: Bildung und Entwicklung

Academic self-concept during the transition to upper secondary school Keyserlingk, Luise von; Becker, Michael; Jansen, Malte Zeitschriftenbeitrag | In: Contemporary Educational Psychology | 2019 39043 Endnote: Autor*innen: Keyserlingk, Luise von; Becker, Michael; Jansen, Malte
Titel: Academic self-concept during the transition to upper secondary school
In: Contemporary Educational Psychology, 56 (2019) , S. 152-160
DOI: 10.1016/j.cedpsych.2019.01.001
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Längsschnittuntersuchung; Deutschland; Übergang; Sekundarstufe I; Sekundarstufe II; Selbstkonzept; Mathematische Kompetenz; Schülerleistung; Leistungstest; Schulnoten; Leistungskurs; Grundkurs; Schuljahr 10; Schuljahr 12; Einflussfaktor; Vergleich; Faktorenanalyse
Abstract (english): Research on the big-fish-little-pond effect (BFLPE) has shown that the learning environment is important for the development of academic self-concept (ASC) because students use social comparisons to evaluate their ability level. Whereas cross-sectional studies have often replicated the BFLPE, less is known about this effect from a longitudinal perspective during times when changes occur in students' learning environments. Thus, we focused on a timespan during which a student's learning environment changes - the transition from lower to upper secondary school. In upper secondary school in Germany, students leave their former classes and take either advanced or basic courses. Advanced courses are characterized by more demanding curricula and a higher achieving student body. Consequently, the compositions of the student groups change. We examined the BFLPE in the context of math self-concept (MSC) in N=1330 students during the transition from lower secondary (10th grade) to upper secondary school (12th grade) in Germany using longitudinal, large-scale data. We focused on contrast and assimilation effects as well as on the longitudinal persistence of the BFLPE from lower to upper secondary school. The BFLPE occurred at both measurement points, and there was an assimilation effect of the enrollment in advanced courses in 12th grade. The BFLPE from 10th grade did not persist into 12th grade, indicating that the BFLPE does not persist through contextual changes. Instead, information about the current frame of reference (i.e., average course achievement and course level) seems to overwrite context effects from previous learning environments, even if this change occurs within schools as constant macro-contexts. (DIPF/Orig.)
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens

Momentary working memory performance is coupled with different dimensions of affect for different […] Neubauer, Andreas B.; Dirk, Judith; Schmiedek, Florian Zeitschriftenbeitrag | In: Developmental Psychology | 2019 38831 Endnote: Autor*innen: Neubauer, Andreas B.; Dirk, Judith; Schmiedek, Florian
Titel: Momentary working memory performance is coupled with different dimensions of affect for different children: A mixture model analysis of ambulatory assessment data.
In: Developmental Psychology, 55 (2019) 4, S. 754-766
DOI: 10.1037/dev0000668
URN: urn:nbn:de:0111-pedocs-181292
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-181292
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Grundschüler; Arbeitsgedächtnis; Schuljahr 03; Schuljahr 04; Leistungsfähigkeit; Tagesablauf; Unterschied; Messung; Wohlbefinden; Affekt; Emotionaler Zustand; Wirkung; Kognitive Prozesse; Umwelteinfluss; Einflussfaktor; Faktorenanalyse
Abstract (english): Elementary schoolchildren's working memory performance (WMP) fluctuates from moment to moment and day to day, yet the underlying mechanisms are not well understood. In the present study, affective states were investigated as predictors of these fluctuations. Interindividual differences in the intraindividual affect-WMP associations were expected, and their structure was explored. One hundred nine children (8-11 years) were investigated in an ambulatory assessment. Affective states (positive affect [PA], negative affect [NA], activation, deactivation) and WMP were assessed 3 times daily for up to 31 consecutive days. In the whole sample, WMP was lower at occasions with higher NA or deactivation, while there was no overall effect of PA or activation. Results of a mixture model analysis revealed meaningful heterogeneity in these effects: Approximately half of the children showed comparably weaker effects of affect on WMP, while the other three groups showed (1) comparably stronger negative effects of NA and deactivation; (2) a comparably stronger positive effect of activation; or (3) comparably stronger negative effects of NA and deactivation and stronger positive effects of PA and activation. Findings emphasize the importance of explicitly considering interindividual differences in intraindividual associations. They are discussed in the context of current frameworks of interindividual differences in environmental sensitivity. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung