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Author(s): Ehm, Jan-Henning; Lindberg, Sven; Hasselhorn, Marcus
Title: Reading, writing, and math self-concept in elementary school children. Influence of dimensional comparison processes
In: European Journal of Psychology of Education, 29 (2014) 2, S. 277-294
DOI: 10.1007/s10212-013-0198-x
URL: http://link.springer.com/10.1007/s10212-013-0198-x
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Baden-Württemberg; Empirische Untersuchung; Faktorenanalyse; Fragebogen; Grundschüler; Hessen; Leistungstest; Lesefertigkeit; Mathematische Kompetenz; Rechtschreibung; Schülerleistung; Selbstkonzept
Abstract: The internal/external (I/E) frame of reference model (Marsh, Am Educ Res J 23:129-149, 1986) conceptualizes students' self-concepts as being formed by dimensional as well as social comparison processes. In the present study, the I/E model was tested and extended in a sample of elementary school children. Core academic skills of reading, writing, and math were related to corresponding and non-corresponding self-concept facets to determine the onset of dimensional contrast effects. School achievement and domain-specific academic self-concepts of 1,114 students from grades 1 to 3 were assessed. Negative paths were found for math achievement on reading self-concept and for reading achievement on math self-concept in the third grade. Math achievement was not associated negatively with writing self-concept. Positive influences were found within the verbal domain for writing achievement on reading self-concept from grade 1 onward. The results suggest a broad interpretation of the I/E model in which contrast as well as assimilation effects are possible. Factors influencing the dimensional comparison processes are discussed. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung
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Author(s): Fischer, Natalie; Theis, Désirée
Title: Extracurricular participation and the development of school attachment and learning goal orientation. The impact of school quality
In: Developmental Psychology, 50 (2014) 6, S. 1788-1793
DOI: 10.1037/a0036705
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Außerunterrichtliche Aktivität; Befragung; Deutschland; Einflussfaktor; Entwicklung; Fragebogenerhebung; Ganztagsschule; Jugendlicher; Längsschnittuntersuchung; Lernziel; Motivation; Qualität; Schule; Schuljahr 05; Schuljahr 07; Schuljahr 09; Sekundarstufe I; Wahrnehmung; Wirkung
Abstract (english): School motivation and attachment typically decline after the transition to middle school. According to the
stage- environment fit approach, extracurricular activities are supposed to promote motivation. However,
research has shown that the effects depend on the quality of the activities, which usually is measured by
assessing students' individual perceptions. This article adds to previous studies in examining effects of
school-based extracurricular participation on the development of individual motivation (learning goal
orientation) and school attachment depending on the quality of the activities (i.e., amounts of challenge
and social support) at the school level. We focused on the motivation development of 3,230 students at
98 schools who filled in questionnaires in Grades 5 (2005), 7 (2007), and 9 (2009). The quality of
extracurricular activities was assessed on the basis of responses from 4,270 students in Grades 5, 7, and
9 at the same schools at the first measurement point (2005). Thus, individual development of the
longitudinal sample was predicted by aggregated quality measures at the school level. Three-level
hierarchical linear growth-curve models including school level, student level, and time were calculated.
Cross-level interactions were analyzed to examine the influence of extracurricular participation on
individual development as a function of school quality. Results show that the effects of extracurricular
participation on the development of learning goal orientation are dependent on both features of school
quality, whereas the development of school attachment in particular is influenced by activities offering
social support. Thus, the effects of extracurricular activities are based not only on individual perceptions
of activity features but also on school quality.
DIPF-Departments: Bildungsqualität und Evaluation
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Author(s): Moroni, Sandra; Dumont, Hanna; Baeriswyl, Franz
Title: Wer hat, dem wird gegeben? Was Lehrpersonen über den Zusammenhang zwischen familiärem Hintergrund und elterlicher Hausaufgabenhilfe wissen sollten
In: Beiträge zur Lehrerbildung, 32 (2014) 3, S. 458-474
URN: urn:nbn:de:0111-pedocs-138822
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-138822
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Deutsch
Keywords: Befragung; Beruflicher Status; Bildungsabschluss; Binnendifferenzierung; Eltern; Empirische Untersuchung; Familie; Fragebogenerhebung; Freiburg <Kanton>; Hausaufgabe; Hausaufgabenhilfe; Intervention; Kooperation; Lehrer; Lehrerausbildung; Migrationshintergrund; Qualifizierung; Regressionsanalyse; Schule; Schüler; Schulerfolg; Schuljahr 05; Schuljahr 06; Schweiz; Soziokulturelle Bedingungen; Unterstützung
Abstract: Die Kooperation zwischen Schule und Elternhaus stellt einen zentralen Bestandteil des Alltags von Lehrpersonen dar. Dabei ist es eine Herausforderung, den unterschiedlichen familiären Kontextbedingungen adäquat zu begegnen. Diese spiegeln sich gerade in der elterlichen Hausaufgabenhilfe besonders wider. Der vorliegende Beitrag verfolgt das Ziel, den Zusammenhang zwischen familiärem Hintergrund und elterlicher Hausaufgabenhilfe zu untersuchen und daraus Implikationen für den Unterricht und für die Lehrerinnen- und Lehrerbildung abzuleiten. Dazu wurden Daten von 1685 Schülerinnen und Schülern des deutschsprachigen Teils des Kantons Freiburg analysiert. Es wurden Zusammenhänge zwischen dem familiären Hintergrund, insbesondere dem Migrationshintergrund, und der elterlichen Hausaufgabenhilfe gefunden. (DIPF/Orig.)
Abstract (english): The cooperation between school and family is an integral part of teachers' daily routine. One key challenge is to respond adequately to the different family contexts, which become particularly visible in how parents get involved in their children's homework. This paper analyzes the connection between family background and parental involvement in homework on the basis of data from 1685 students in Switzerland. We were able to find correlations between family background, especially immigrant background, and parental involvement in homework. The authors close by discussing some implications of the findings for teacher education. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens
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Author(s): Petersen, Juliana J.; Paulitsch, Michael A.; Hartig, Johannes; Mergenthal, Karola; Gerlach, Ferdinand M.; Gensichen, Jochen
Title: Factor structure and measurement invariance of the Patient Health Questionnaire-9 for female and male primary care patients with major depression in Germany
In: Journal of Affective Disorders, 170 (2014) , S. 138-142
DOI: 10.1016/j.jad.2014.08.053
URL: http://www.sciencedirect.com/science/article/pii/S0165032714005424
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Befragung; Depression; Deutschland; Einflussfaktor; Evaluation; Faktorenanalyse; Fragebogen; Frau; Geschlechtsspezifischer Unterschied; Kranker; Mann; Messverfahren; Modell
Abstract (english): Background: Depression is characterized by gender-specific distinctions, with women being affected more often than men. The Patient Health Questionnaire-9 (PHQ-9) is frequently used to assess depression in primary healthcare. Previous research has yielded heterogeneous findings on the factor structure, and little is known of its measurement invariance across gender. The aim of this study was 1) to evaluate the fit of four previously hypothesized models of PHQ-9 factor structure in patients with major depression in German family practices, and 2) to test the measurement invariance of the bestfitting model across gender. Methods: We used the baseline data from a cluster-randomized controlled trial. The diagnosis of major depression was based on the PHQ-9 and confirmed by the family physician. We calculated Confirmatory Factor Analyses (CFA) to assess which of the previously hypothesized factor structures (a one- and three different two-factor solutions) would best fit our data.We also calculated Complex Survey Analyses (CSA) and Multi Sample Analyses (MSA). Results: We included 626 participants (75.4% women and 24.6% men). A two-factor model with five 'somatic' labeled items and four 'non-somatic' labeled items presented the best fit indices. The model measurement was invariant across gender. Limitations: The inclusion criteria used in the main trial mean the study sample was not representative of all patients with major depression in German family practices. Conclusions: The measurement invariance across gender revealed by this study is a precondition for the use of the PHQ-9 without gender-specific adaptation in patients with major depression in German family practices. (DIPF/Autor)
DIPF-Departments: Bildungsqualität und Evaluation
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Author(s): Rauch, Wolfgang A.; Gawrilow, Caterina; Schermelleh-Engel, Karin; Schmitt, Kathrin
Title: Dispositionelle Selbstkontrollkapazität bei Kindern. Erprobung einer Fremdbeurteilerversion der SCS-K-D
In: Diagnostica, 60 (2014) 2, S. 61-72
DOI: 10.1026/0012-1924/a000099
URN: urn:nbn:de:0111-pedocs-146061
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-146061
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Deutsch
Keywords: Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Eltern; Entwicklung; Fähigkeit; Fragebogen; Fremdeinschätzung; Grundschulalter; Kind; Kontrolle; Reliabilität; Selbstregulation; Validität
Abstract: Selbstkontrolle ermöglicht die Unterdrückung oder Modifikation automatischer Reaktionstendenzen. Selbstkontrolle korreliert mit vielen Konstrukten aus unterschiedlichen Bereichen. Zur Erfassung dispositioneller Selbstkontrollkapazität bei Kindern werden bislang vor allem klinisch orientierte Verfahren verwendet. Um auch im Normalbereich Unterschiede in der Selbstkontrollkapazität messen zu können, wurde die bei Erwachsenen bereits bewährte deutsche Kurzform der Self-Control Scale (SCS‐K‐D; Bertrams & Dickhäuser, 2009) für die Fremdbeurteilung von Kindern modifiziert und in drei Studien bei Kindern zwischen 6 und 12 Jahren erprobt. Die psychometrischen Kennwerte und die faktorielle Struktur der modifizierten Fassung stimmen mit der der SCS-K-D überein und die Retest-Reliabilität der Skala ist befriedigend. Validitätshinweise ergeben sich aus negativen Korrelationen mit Symptomen externalisierender Störungen. Die Skala differenziert nicht nur zwischen Kindern mit und ohne Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung (ADHS), sondern zeigt auch noch innerhalb der Gruppen Selbstkontrollunterschiede auf. Die Fremdbeurteilerversion der SCS-K-D ermöglicht die ökonomische Erfassung der dispositionellen Selbstkontrollkapazität bei Kindern im Normal- und klinischen Bereich.
Abstract (english): Self-control is required to suppress or modify automatized reaction tendencies. Individual differences in dispositional self-control correlate with a broad range of constructs. To facilitate the assessment of dispositional self-control in normally developing children, we modified the German short form of the Self-Control Scale (SCS-K-D; Bertrams & Dickhäuser, 2009), an established instrument for the assessment of self-control in adults. The modified scale was tested in three studies with children aged 6 to 12 years. Psychometric parameters and factor structure matched the respective parameters of the SCS-K-D, and the scale's retest reliability is satisfactory. Correlations with symptoms of externalising psychopathology indicate the validity of the scale. The scale not only differentiates groups of normally developing children from children with attention deficit/hyperactivity disorder (ADHD), but also measures within-group differences. The parent-rating version of the SCS-K-D can be used to economically assess dispositional self-control in normally developing children and in clinical groups.
DIPF-Departments: Bildung und Entwicklung
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Author(s): Richter, Marisa
Title: Schulbibliotheken in Deutschland. Eine empirische Analyse des Vorhandenseins und der Qualität von Schulbibliotheken nach Schulstrukturmerkmalen
In: Die Deutsche Schule, 106 (2014) 3, S. 252-263
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Deutsch
Keywords: Befragung; Deutschland; Einflussfaktor; Empirische Untersuchung; Fragebogenerhebung; Multivariate Analyse; Qualität; Schulbibliothek; Schule; Schulform; Schulleiter; Struktur
Abstract: Obwohl die Bedeutung der Schulbibliothek als Instrument der Leseförderung international bereits herausgestellt wurde, ist sie im deutschen Bildungssystem und in der Wissenschaft bislang ein "blinder Fleck". Eine Schulleitungsbefragung im Rahmen der nationalen Bildungsberichterstattung liefert nun aktuelle datengestützte Informationen über Schulbibliotheken. Der Beitrag berichtet über die Ergebnisse der Befragung und stellt die Schulbibliothek als neues Themenfeld der pädagogischen Forschung vor. (DIPF/Orig.)
Abstract (english): International studies have shown that school libraries are a suitable instrument to promote literacy. However, in Germany school libraries have not been in the educational and scientific focus so far. A survey of school principals was performed in the context of the National Report on Education in 2012, thus contributing current data on school libraries. This article reports on the results of this survey and introduces the school library as a new field in educational research. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens
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Author(s): Roczen, Nina; Kaiser, Florian G.; Bogner, Franz X.; Wilson, Marc
Title: A competence model for environmental education
In: Environment & Behavior, 46 (2014) 8, S. 972-992
URN: urn:nbn:de:0111-pedocs-123512
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-123512
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Befragung; Einstellung <Psy>; Fragebogenerhebung; Gymnasiast; Kompetenz; Lebensführung; Modell; Ökologie; Rasch-Modell; Schüler; Schuljahr 06; Schuljahr 07; Schuljahr 08; Umwelterziehung; Umweltschutz; Wissen
Abstract: The goal of environmental education is ultimately to enable a person to strive for and to attain a more ecological way of life. In this article, we begin by distinguishing three forms of environmental knowledge and go on to predict that people's attitude toward nature represents the force that drives their ecological behavioral engagement. Based on data from 1,907 students, we calibrated previously established instruments to measure ecological behavior, environmental knowledge, and attitude toward nature with Rasch-type models. Using path modeling, we corroborated our theoretically anticipated competence structure. While environmental knowledge revealed a modest behavioral effect, attitude toward nature turned out to be, as expected, the stronger determinant of behavior. Overall, we propose a competence model that has the potential to guide us into more evidence-based ways of promoting the overall ecological engagement of individuals. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation
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Author(s): Wolgast, Anett; Stiensmeier-Pelster, Joachim; von Aufschnaiter, Claudia
Title: Papierbasierte oder internetbasierte Skalen zur Erfassung von Motivation (SELLMO) und Selbstkonzept (SESSKO)?
In: Diagnostica, 60 (2014) 1, S. 46-58
URN: urn:nbn:de:0111-pedocs-151276
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-151276
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Deutsch
Keywords: Befragung; Computerunterstütztes Verfahren; Datenerhebungstechnik; Fragebogen; Internet; Lehrveranstaltung; Lernmotivation; Psychometrie; Selbstkonzept; Skalierung; Student; Teilnahme; Vergleich
Abstract: Die vorliegende Studie prüft die psychometrischen Eigenschaften und die Faktorenstruktur einer internetbasierten Version der Skalen zur Erfassung der Lern- und Leistungsmotivation (SELLMO) und der Skalen zur Erfassung des akademischen (schulischen) Selbstkonzepts (SESSKO) im Vergleich zu der papierbasierten Version. Darüber hinaus wird der Frage nachgegangen, welche Version (papier-/internetbasiert) eine höhere Rücklaufquote aufweist. Die beiden Instrumente bearbeiteten 810 Studierende des Lehramts je nach Anfangsbuchstaben des Nachnamens papierbasiert (A bis L) oder internetbasiert (M bis Z). Die Rücklaufquote internetbasierter Fragebögen fällt bedeutend höher aus als papierbasiert. Des Weiteren konnte gezeigt werden, dass die papier- und internetbasierten Fragebogenversionen vergleichbare psychometrische Eigenschaften aufweisen. Zudem konnte die in den Handanweisungen beschriebene Faktorenstruktur beider Instrumente repliziert werden.
Abstract (english): The study examines the psychometric properties and the factor structure of the online version of the Learning and Achievement Motivation Scales (SELLMO) as well as the Academic Self Concept Scales (SESSKO) compared with the paper version. Furthermore, the study clarifies which version (paper/online) shows an increased response rate from the students. A sample of 810 prospective teachers completed either the paper or online version. Prospective teachers with A to L as first letter in their surname received the paper questionnaires; participants with M to Z responded online. The online response rate was considerably higher than the paper-based one. Moreover, we found that the paper and online versions show comparable psychometric properties. In addition, the factor structure described in the manuals could be replicated.
DIPF-Departments: Bildungsqualität und Evaluation
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Author(s): Boubekki, Ahcène; Bengs, Daniel
Title: Mining implications from data
In: Seidl, Thomas;Hassani, Marwan;Beecks, Christian (Hrsg.): Proceedings of the 16th LWA Workshops: KDML, IR and FGWM, Aachen: RWTH, 2014 (CEUR Workshop Proceedings, 1226), S. 205-216
URL: http://ceur-ws.org/Vol-1226/paper32.pdf
Publication Type: 4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Language: Englisch
Keywords: Datenanalyse; Itemanalyse; Struktur; Test; Fragebogen; Algorithmus; Experiment; Methode
Abstract: Item Tree Analysis (ITA) can be used to mine deterministic relationships from noisy data. In the educational domain, it has been
used to infer descriptions of student knowledge from test responses in order to discover the implications between test items, allowing researchers
to gain insight into the structure of the respective knowledge space. Existing approaches to ITA are computationally intense and yield results
of limited accuracy, constraining the use of ITA to small datasets. We
present work in progress towards an improved method that allows for
effcient approximate ITA, enabling the use of ITA on larger data sets.
Experimental results show that our method performs comparably to or
better than existing approaches. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung
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Author(s): Dhruva, Neil; Ferschke, Oliver; Gurevych, Iryna
Title: Solving open-domain multiple choice questions with textual entailment and text similarity measures
In: Cappellato, Linda;Ferro, Nicola;Halvey, Martin;Kraaij, Wessel (Hrsg.): CLEF2014 Working Notes: Working Notes for the CLEF 2014 Conference, Sheffield, UK, September 15-18, 2014, Aachen: RWTH, 2014 (Workshop Proceedings, 1180), S. 1375-1385
URN: urn:nbn:de:0074-1180-0
URL: http://ceur-ws.org/Vol-1180/CLEF2014wn-QA-DhruvaEt2014.pdf
Publication Type: 4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Language: Englisch
Keywords: Antwort; Computerlinguistik; Computerunterstütztes Verfahren; Frage; Leseverstehen; Multiple-Choice-Verfahren; Textverständnis
Abstract: In this paper, we present a system for automatically answering open-domain, multiple choice reading comprehension questions about short English narrative texts. The system is based on state-of-the-art text similarity measures, textual entailment metrics and coreference resolution and does not make use of any additional domain specific background knowledge. Each answer option is scored with a combination of all evaluation metrics and ranked according to their overall score in order to determine the most likely correct answer. Our best configuration achieved the second highest score across all competing system in the entrance exam grading challenge with a c@1 score of 0.375. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung