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School attitude and perceived teacher acceptance. Developmental trajectories, temporal relations, […]
Arens, A. Katrin; Niepel, Christoph
Journal Article
| In: British Journal of Educational Psychology | 2019
38725 Endnote
Author(s):
Arens, A. Katrin; Niepel, Christoph
Title:
School attitude and perceived teacher acceptance. Developmental trajectories, temporal relations, and gender differences
In:
British Journal of Educational Psychology, 89 (2019) 4, S. 689-706
DOI:
10.1111/bjep.12252
URN:
urn:nbn:de:0111-dipfdocs-188733
URL:
http://www.dipfdocs.de/volltexte/2021/18873/pdf/Arens_Niepel_2019_School_attitude_and_perceived_teacher_acceptance_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Geschlechtsspezifischer Unterschied; Befragung; Längsschnittuntersuchung; Latente Wachstumskurvenmodelle; Hessen; Bayern; Deutschland; Grundschule; Einstellung <Psy>; Grundschüler; Lehrer; Akzeptanz; Wahrnehmung; Schüler-Schüler-Beziehung; Schüler-Lehrer-Beziehung; Einflussfaktor; Lernverhalten; Schuljahr 03; Schuljahr 04; Persönlichkeitsentwicklung; Lernbedingungen; Veränderung
Abstract:
Background: Positive school attitudes defined as students' school liking and school attachment are positively related to many desirable outcomes. Student-teacher relations have often been considered to be an important determinant of school attitudes. Aims: Students' perceived teacher acceptance was used as an indicator for student-teacher relations. Using a longitudinal data set, we examined the developmental trajectories of school attitudes and perceived teacher acceptance. In addition, we studied the temporal relations between both constructs.. We also examined gender differences in the mean levels, mean level development, and relations of school attitudes and teacher acceptance. Sample: The sample consisted of 2,376 German elementary school students. Methods: The students rated their school attitudes and perceived teacher acceptance three times across grade levels 3-4. Latent growth curve models were used to examine the developmental trajectories of both constructs. Cross‐lagged panel models were used to examine the temporal relations between both constructs. Results: Positive school attitudes and perceived teacher acceptance declined across time. School attitudes and perceived teacher acceptance were positively and reciprocally related across the three waves. Boys and girls did not differ in their temporal relations between school attitudes and perceived teacher acceptance and in the developmental trajectories of both constructs. Girls were found to display higher mean levels of school attitudes and perceived teacher acceptance. Conclusions: Research and practice should seek for effective means to counteract the decline of students' positive school attitudes and perceived teacher acceptance. Interventions to foster students' school attitudes might benefit from enhancing student-teacher relations, and vice versa. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary […]
Arens, A. Katrin; Schmidt, Isabelle; Preckel, Franzis
Journal Article
| In: Journal of Educational Psychology | 2019
38716 Endnote
Author(s):
Arens, A. Katrin; Schmidt, Isabelle; Preckel, Franzis
Title:
Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary school years in three academic domains
In:
Journal of Educational Psychology, 111 (2019) 4, S. 663-684
DOI:
10.1037/edu0000313
URN:
urn:nbn:de:0111-pedocs-174751
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-174751
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Deutschland; Selbstkonzept; Motivation; Wert; Lernerfolg; Mathematikunterricht; Englischunterricht; Deutschunterricht; Sekundarstufe I; Schüler; Schulnoten; Erwartung; Kompetenz; Einstellung <Psy>; Schulform; Längsschnittuntersuchung; Hessen; Bayern
Abstract:
This study expanded on research on temporal relations among motivation constructs as stated by expectancy-value theory, which has so far neglected the differentiation of value facets, the examination of long time spans with multiple measurement waves, and domain-specific patterns of findings. We examined the longitudinal relations among academic self-concept, intrinsic value, and attainment value in the three domains of math, German, and English across 5 annual measurement waves covering Grades 5 to 9 with German secondary school students (N = 2,116). The analyses based on cross-lagged panel models. In math and English, former academic self-concept was positively related to later intrinsic value and attainment value. In German, former intrinsic value and attainment value were positively related to later academic self-concept. The cross-lagged relations among value constructs varied according to the domain, hinting at the domain specificity of findings. The relations among academic self-concept, intrinsic value, and attainment value in the 3 domains did not change in size across students' secondary school years. In addition, the pattern of all relations remained stable when controlling for students' domain-specific achievement measured by school grades in the respective domains. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Comparing attitudes across groups. An IRT-based item-fit statistic for the analysis of measurement […]
Buchholz, Janine; Hartig, Johannes
Journal Article
| In: Applied Psychological Measurement | 2019
37766 Endnote
Author(s):
Buchholz, Janine; Hartig, Johannes
Title:
Comparing attitudes across groups. An IRT-based item-fit statistic for the analysis of measurement invariance
In:
Applied Psychological Measurement, 43 (2019) 3, S. 241-250
DOI:
10.1177/0146621617748323
URN:
urn:nbn:de:0111-dipfdocs-174393
URL:
http://www.dipfdocs.de/volltexte/2020/17439/pdf/APM_2019_3_Buchholz_Hartig_Comparing_attitudes_across_groups_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Einstellung <Psy>; Messung; Fragebogen; Internationaler Vergleich; Gruppe; Vergleich; Item-Response-Theory; Skalierung; Modell; Statistische Methode; Simulation
Abstract (english):
Questionnaires for the assessment of attitudes and other psychological traits are crucial in educational and psychological research, and Item Response Theory (IRT) has become a viable tool for scaling such data. Many international large-scale assessments aim at comparing these constructs across countries, and the invariance of measures across countries is thus required. In its most recent cycle, the Programme for International Student Assessment (PISA 2015) implemented an innovative approach for testing the invariance of IRT-scaled constructs in the context questionnaires administered to students, parents, school principals and teachers. On the basis of a concurrent calibration with equal item parameters across all groups (i.e., languages within countries), a group-specific item-fit statistic (root-mean-square deviance; RMSD) was used as a measure for the invariance of item parameters for individual groups. The present simulation study examines the statistic's distribution under different types and extents of (non-) invariance in polytomous items. Responses to five four-point Likert-type items were generated under the Generalized Partial Credit Model (GPCM) for 1000 simulees in 50 groups each. For one of the five items, either location or discrimination parameters were drawn from a normal distribution. In addition to this type of non-invariance, we varied the extent of non-invariance by manipulating the variation of these distributions. Results indicate that the RMSD statistic is better at detecting non-invariance related to between-group differences in item location than in item discrimination. The study's findings may be used as a starting point to sensitivity analysis aiming to define cut-off values for determining (non-) invariance. (DIPF/Orig.)
DIPF-Departments:
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
Journal Article
| In: Early Child Development and Care | 2019
37638 Endnote
Author(s):
Höltge, Lea; Ehm, Jan-Henning; Hartmann, Ulrike; Hasselhorn, Marcus
Title:
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
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
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-Departments:
Bildung und Entwicklung
The significance of dealing with mistakes for student achievement and motivation. Results of doubly […]
Käfer, Julia; Kuger, Susanne; Klieme, Eckhard; Kunter, Mareike
Journal Article
| In: European Journal of Psychology of Education | 2019
38798 Endnote
Author(s):
Käfer, Julia; Kuger, Susanne; Klieme, Eckhard; Kunter, Mareike
Title:
The significance of dealing with mistakes for student achievement and motivation. Results of doubly latent multilevel analyses
In:
European Journal of Psychology of Education, 34 (2019) 4, S. 731-753
DOI:
10.1007/s10212-018-0408-7
URN:
urn:nbn:de:0111-pedocs-181284
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-181284
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Einstellung <Psy>; Schuljahr 09; Schulform; Leistungstest; Mehrebenenanalyse; Deutschland; Englischunterricht; Fremdsprachenunterricht; Fehler; Schüler; Lernerfolg; Einflussfaktor; Motivation; Wahrnehmung; Lehrer;
Abstract:
Entsprechend der konstruktivistischen Lerntheorie werden Fehler als natürliche Bestandteile von Lernprozessen gesehen. Ein unterstützender und konstruktiver Umgang mit Schülerfehlern erweist sich dabei als besonders geeignet um motivationale wie kognitive Lernergebnisse von Lernenden positiv zu beeinflussen. Im Klassenkontext ist das Fehlermachen jedoch nicht nur ein individuelles, sondern auch ein soziales Ereignis. Der Umgang mit Fehlern sollte entsprechend auf Schüler- und auf Klassenebene betrachtet werden. Diese Studie untersucht drei Aspekte des Umgangs mit Fehlern und deren Relevanz für die Leistung und Motivation von Schülerinnen und Schülern im deutschen Englischunterricht. Die Aspekte werden dabei auf sowohl auf Schüler- wie auch auf Klassenebene analysiert. Die untersuchten Aspekte sind (a) die Einstellung des Lehrers zu Fehlern, (b) die Reaktion des Lehrers auf Fehler der Schüler und (c) die Wahrnehmung der Schüler hinsichtlich der Nützlichkeit von Fehlern im Lernprozess. Ausgewertet wurden Daten von 5266 Schülerinnen und Schülern aus 427 Klassen aller Schulformen in Deutschland. Die Ergebnisse zeigen, dass auf Schülerebene alle drei Aspekte die individuelle Leistung und die individuelle Motivation der Schüler im Englischunterricht beeinflussen. Auf Klassenebene beeinflusst keiner der Aspekte die durchschnittliche Leistung der Schüler. Zwei Aspekte beeinflussen die durchschnittliche Motivation der Schüler, nämlich (a) die Einstellung des Lehrers zu Fehlern und (c) die geteilte Wahrnehmung der Schüler hinsichtlich der Nützlichkeit von Fehlern im Lernprozess. Unsere Ergebnisse zeigen, dass die individuelle und die geteilte Wahrnehmung des Umgangs mit Fehlern die motivationalen und kognitiven Lernergebnisse von Schülerinnen und Schülern auf unterschiedliche Weise beeinflusst. Darüber hinaus unterstreichen unsere Ergebnisse die Relevanz der Lehrereinstellung sowie der Wahrnehmung der Lernenden hinsichtlich des Fehlermachens im Lernprozess für die Motivation der Schüler im Englischunterricht. (DIPF/Autor)
Abstract (english):
From a constructivist perspective on learning, mistakes are seen as natural elements of learning processes. A supportive and constructive way of dealing with student mistakes has shown to affect students' individual motivation and learning performances in a favorable way. In classroom settings, however, making mistakes is not just a personal but also a social event. Dealing with mistakes should therefore be considered as both student-level and classroom-level characteristic. This study investigates three aspects of dealing with mistakes and their relevance for students' achievement and motivation in English as a foreign language by analyzing the aspects at student and classroom level. The aspects are (a) teacher attitude toward mistakes, (b) teacher response to student mistakes, and (c) students' perception of mistakes as useful for learning. Analyzing data of 5266 students from 427 classes in German secondary schools, the results demonstrate that at student level, all three aspects of dealing with mistakes affect students' individual achievement as well as motivation in English language class. At classroom level, none of the aspects affect student average achievement. Two aspects affect student average motivation at the classroom level, namely (a) teacher attitude toward mistakes and (c) students' shared perception of the usefulness of mistakes for learning. Our results show that students' individual and shared perception of dealing with mistakes affect students' motivational and cognitive learning outcomes in different ways. Furthermore, our findings underline the relevance of teachers' attitudes as well as students' perceptions concerning mistakes for student learning and motivation in English as a foreign language class. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Why are you so optimistic? Effects of sociodemographic factors, individual experiences and peer […]
Tetzner, Julia; Becker, Michael
Journal Article
| In: Journal of Personality | 2019
39305 Endnote
Author(s):
Tetzner, Julia; Becker, Michael
Title:
Why are you so optimistic? Effects of sociodemographic factors, individual experiences and peer characteristics on optimism in early adolescents
In:
Journal of Personality, 87 (2019) 3, S. 661-675
DOI:
10.1111/jopy.12424
URN:
urn:nbn:de:0111-dipfdocs-190638
URL:
http://www.dipfdocs.de/volltexte/2021/19063/pdf/JP_2019_3_Tetzner_Becker_Why_are_you_so_optimistic_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch; Deutsch
Keywords:
Emotionaler Zustand; Freude; Jugendlicher; Schüler; Schuljahr 07; Sozioökonomische Lage; Eltern; Einflussfaktor; Peergroup; Schüler-Schüler-Beziehung; Akzeptanz; Persönlichkeitsmerkmal; Wohlbefinden; Einstellung <Psy>; Verhalten; Lernerfolg; Kognitive Kompetenz; Leistungstest; Längsschnittuntersuchung; Deutschland
Abstract (english):
Objective: Although a growing body of research has confirmed the manifold advantages of being an optimist, only a limited body of previous research has addressed the antecedents of optimism in real‐life situations. This study examined whether parental socioeconomic status (SES), age‐salient experiences (i.e., doing well in school and perceiving acceptance from peers), and aspects of the student composition at school contribute to changes in the optimism of early adolescents. Method: We followed a large sample of German seventh graders (N = 7,272; 2.9% females; baseline Mage = 14.1) at two measurement points over a period of 5 months and estimated latent regression models. Results: First, optimism showed medium‐sized rank‐order stability between both measurement points. Second, parental SES predicted changes in optimism, but this effect was fully mediated by age‐salient experiences. Third, positive age‐salient experiences (i.e., academic achievement and perceived peer acceptance) predicted positive changes in early adolescents' optimism. Fourth, our results suggested no effects of school peer composition. Conclusions: The findings broaden our current knowledge about antecedents of changes in optimism during early adolescence by highlighting the effects of positive age‐salient experiences, namely, academic achievement and perceived acceptance from peers. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Mind the gap! Unmet time schedules predict university students' negative affect during the […]
Theobald, Maria; Bellhäuser, Henrik
Journal Article
| In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie | 2019
41289 Endnote
Author(s):
Theobald, Maria; Bellhäuser, Henrik
Title:
Mind the gap! Unmet time schedules predict university students' negative affect during the examination phase
In:
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 51 (2019) 4, S. 190-203
DOI:
10.1026/0049-8637/a000218
URL:
https://econtent.hogrefe.com/doi/10.1026/0049-8637/a000218
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Deutschland; Student; Prüfung; Lernzeit; Planung; Strategie; Einflussfaktor; Affekt; Stress; Wohlbefinden; Selbstregulation; Tagesablauf; Lernverhalten; Feedback; Einstellung <Psy>; Tagebuch; Mehrebenenanalyse
Abstract:
In der vorliegenden Studie wurde das dynamische Zusammenspiel zwischen Affekt und Zeitinvestment während der Prüfungsphase untersucht. Studierende (N = 56) füllten täglich Lerntagebücher aus und berichteten eine gleichzeitige Zunahme von negativem Affekt, geplantem Zeitinvestment und tatsächlicher Lernzeit über den Erhebungszeitraum (30 Tage). Der Anstieg des negativen Affekts konnte teilweise durch den Anstieg in der Lernzeit zu Semesterende erklärt werden. Bessere Planungsstrategien waren mit geringerem negativem und höherem positivem Affekt assoziiert. Verfehlte Zeitpläne sagten einen höheren negativen und geringeren positiven Affekt voraus. Die Ergebnisse zeigten zudem kompensatorische Feedbackschleifen: Negativer Affekt am Abend sagte ein höheres geplantes Zeitinvestment am nächsten Morgen vorher, jedoch ohne Verbesserungen der Planungsstrategien. Die Ergebnisse legen nahe, dass verfehlte Zeitpläne zum Anstieg des negativen Affekts während der Prüfungsvorbereitung beitragen könnten. Interventionen sollten Planungsstrategien fördern, um Studierende darin zu unterstützen, die Differenz zwischen geplanter und echter Lernzeit zu reduzieren. (DIPF/Orig.)
Abstract (english):
The goal of this study was to investigate the dynamic interplay of affect and time investment during exam preparation using daily learning diaries. University students (N = 56) reported a simultaneous increase in negative affect as well as intended and actual time investment over the course of the survey period (30 days). Cramming of study time partially accounted for the increase in negative affect. More planning strategies were associated with lower negative and more positive affect. Unmet time schedules predicted higher negative and lower positive affect. Results further revealed compensatory feedback loops: Higher negative affect in the evening predicted higher intended time investment on the next morning, but without improvements in planning strategies. Results suggest that unmet time schedules could contribute to the increase in negative affect during exam preparation. Interventions should promote students' planning to reduce the difference between intended and actual time investment. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Exploring teacher popularity. Associations with teacher characteristics and student outcomes in […]
Fauth, Benjamin; Decristan, Jasmin; Rieser, Svenja; Klieme, Eckhard; Büttner, Gerhard
Journal Article
| In: Social Psychology of Education | 2018
38956 Endnote
Author(s):
Fauth, Benjamin; Decristan, Jasmin; Rieser, Svenja; Klieme, Eckhard; Büttner, Gerhard
Title:
Exploring teacher popularity. Associations with teacher characteristics and student outcomes in primary school
In:
Social Psychology of Education, 21 (2018) 5, S. 1225-1249
DOI:
10.1007/s11218-018-9462-x
URL:
https://link.springer.com/article/10.1007%2Fs11218-018-9462-x
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Grundschullehrer; Charakter; Persönlichkeit; Schüler-Lehrer-Beziehung; Grundschule; Grundschüler; Einstellung <Psy>; Wirkung; Unterricht; Qualität; Lernerfolg; Fachkompetenz; Überzeugung; Selbstwirksamkeit; Schuljahr 03; Naturwissenschaftlicher Unterricht; Unterrichtsbeobachtung; Befragung; Längsschnittuntersuchung; Regressionsanalyse; Deutschland
Abstract:
In this study, we investigated conditions and consequences of teacher popularity in primary schools. Teacher popularity is embedded in a theoretical framework that describes relationships between teacher competence, teaching quality, and student outcomes. In the empirical analyses, we used multilevel modeling to distinguish between individual students' liking of the teacher and a teacher's popularity as rated by the whole class (N = 1070 students, 54 teachers). The classroom level composite of the extent to which students liked their teacher was a reliable indicator of teacher popularity. Teacher popularity was associated with teacher self-reports of self-efficacy and teaching enthusiasm and with external observers' ratings of teaching quality. The grades students received were not related to the popularity ratings. In a longitudinal study, teacher popularity predicted students' learning gains and interest development over and above the effects of teaching quality. These results suggest that teacher popularity can be a useful and informative indicator in research on students' academic development and teacher effectiveness. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Die Perspektive pädagogischer Fachkräfte auf schulvorbereitende Zusatzförderung in der Kita
Ehm, Jan-Henning; Hartmann, Ulrike; Höltge, Lea; Hasselhorn, Marcus
Journal Article
| In: Unterrichtswissenschaft | 2017
37806 Endnote
Author(s):
Ehm, Jan-Henning; Hartmann, Ulrike; Höltge, Lea; Hasselhorn, Marcus
Title:
Die Perspektive pädagogischer Fachkräfte auf schulvorbereitende Zusatzförderung in der Kita
In:
Unterrichtswissenschaft, 45 (2017) 3, S. 239-253
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Empirische Untersuchung; Deutschland; Kindertagesstätte; Kindergarten; Erzieher; Grundschullehrer; Einstellung <Psy>; Einflussfaktor; Kind; Vorschulalter; Schulreife; Förderung; Entwicklungsstörung; Weiterbildung; Austausch; Sprachförderung; Förderungsmaßnahme; Befragung; Mehrebenenanalyse
Abstract:
Pädagogischen Einstellungen werden als Teil der professionellen Haltung zu Bildung, Erziehung und Förderung eine Schlüsselrolle für die Umsetzung von Lerngelegenheiten in der Kindertagesstätte (Kita) zugeschrieben. Vor dem Hintergrund aktueller Bildungspläne für die frühkindliche Bildung, Betreuung und Erziehung, in denen als Kernbereich der Schulvorbereitung der Förderung schulrelevanter (Vorläufer-)Fertigkeiten viel Gewicht beigemessen wird, stellt sich die Frage, welche Einstellungen pädagogische Fachkräfte gegenüber schulvorbereitender Zusatzförderung haben. In der vorliegenden Arbeit wird anhand einer schriftlichen Befragung von 351 pädagogischen Fachkräften und 94 Leitungskräften dieser Fragestellung nachgegangen. Es zeigt sich eine hohe Zustimmung zu schulvorbereitender Zusatzförderung. Die Zustimmung fällt umso höher aus, je häufiger pädagogische Fachkräfte Fortbildungen zum Thema schulvorbereitender Zusatzförderung besucht haben, je öfter sie sich zum Thema Schulvorbereitung und Zusatzförderung austauschen, je positiver ihre Einstellung zu evidenzbasierten Maßnahmen ist und je höher der Anteil von Kindern mit Deutsch als Zweitsprache in der Kita-Gruppe der Fachkraft ist. Mehrebenenanalysen zeigen zudem auf, dass ein erheblicher Anteil der Varianz zwischen den Einrichtungen auf die Einschätzung der Einrichtungsleitung zurückgeht. Die Ergebnisse werden in Hinblick auf die Implementation evidenzbasierter Bildungsmaßnahmen in der Kita diskutiert. (DIPF/Orig.)
Abstract (english):
The beliefs of early childhood educators are considered to be among the important factors for the success of implementation of learning opportunities in child care centers. One focus of recent educational plans for early childhood education in Germany is school readiness and the promotion of school relevant precursor skills. Regarding the implementation of these plans the question arises, which are the beliefs of early childhood educators regarding school-specific compensatory education. In the present study, a questionnaire survey was conducted with a sample of 351 early childhood educators and 94 directors of child care centers. Participants showed a high acceptance of school-specific compensatory education. The approval was higher, the more frequently early childhood educators attended professional development regarding compensatory school-specific education, the more frequently they share information on this topic, the more positive their attitude towards evidence-based practice is and the higher the proportion of children with German as a second language is in their day care group. Furthermore, multi-level analyses revealed that a considerable proportion of variance in the beliefs between the different child care centers is due to the beliefs of the institutions' administrators. The results are discussed with regard to the implementation of evidence-based educational practices in child care centers. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Extreme response style as a cultural response to climato-economic deprivation
He, Jia; Vliert, Evert van de; Vijver, Fons J. R. van de
Journal Article
| In: International Journal of Psychology | 2017
36603 Endnote
Author(s):
He, Jia; Vliert, Evert van de; Vijver, Fons J. R. van de
Title:
Extreme response style as a cultural response to climato-economic deprivation
In:
International Journal of Psychology, 52 (2017) S1, S. 67-71
DOI:
10.1002/ijop.12287
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Klima; Wirkung; PISA <Programme for International Student Assessment>; Jugendlicher; Fragebogenerhebung; Befragung; Antwort; Meinung; Wohlstand; Armut; Kultureinfluss; Einstellung <Psy>; Internationaler Vergleich; Empirische Untersuchung; Regressionsanalyse; OECD-Länder; Welt
Abstract:
We investigated the effects of climato-economic harshness on extreme response style. Climato-economic theorising postulates that a more threatening climate in poorer countries, in contrast to countries with a more comforting climate and richer countries with a more challenging climate, triggers intolerance of ambiguity and uncertainty avoidance inherent to conservatism, in-group favouritism and autocracy. Scores of extreme response style at country level, a proxy of this cluster of cultural characteristics, were extracted from students' responses in the Programme for International Student Assessment to test the hypothesis. In a series of hierarchical regression analysis across 64 countries, cold demands, heat demands and GDP per capita showed a highly significant interaction effect on extreme response style, predicting in total 30.7% of the variance. Extreme response style was highest in poorer countries with higher climatic demands, and lowest in richer countries with lower climate demands. Implications are discussed. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
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