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(Schlagwörter: "Grundschule")
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Differentiation of competence and affect self-perceptions in elementary school students. Extending […]
Arens, A. Katrin; Hasselhorn, Marcus
Journal Article
| In: European Journal of Psychology of Education | 2015
35738 Endnote
Author(s):
Arens, A. Katrin; Hasselhorn, Marcus
Title:
Differentiation of competence and affect self-perceptions in elementary school students. Extending empirical evidence
In:
European Journal of Psychology of Education, 30 (2015) 4, S. 405-419
DOI:
10.1007/s10212-015-0247-8
URN:
urn:nbn:de:0111-pedocs-179967
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-179967
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Affekt; Befragung; Deutschland; Differenzierung; Faktorenanalyse; Fleiß; Forschungsstand; Grundschüler; Kompetenz; Likert-Fragebogen; Mathematische Kompetenz; Messung; Pädagogische Psychologie; Psychometrie; Regressionsanalyse; Schülerleistung; Schuljahr 03; Selbsteinschätzung; Selbsterkenntnis; Sprachkompetenz
Abstract (english):
This study aimed to address two underexplored research questions regarding support for the separation between competence and affect self-perceptions due to differential relations to outcome criteria. First, it is tested whether higher relations between affect self-perceptions and effort than between competence self-perceptions and effort can also be found for elementary school students. Second, this study examines the generalizability of such differential outcome relations to the verbal domain. Students' competence and affect self-perceptions in math and verbal domains and self-reported effort at school were measured in a sample of 156 German 3rd-grade elementary school students. Confirmatory factor analyses demonstrated separate factors for competence and affect self-perceptions in both math and verbal domains. Latent regression analyses showed that affect self-perceptions were more highly related to effort than competence self-perceptions. With these findings, the present study adds further support to the commonly accepted separation between competence and affect self-perceptions by demonstrating their differential relations to effort and extending this finding to elementary school students and the verbal domain. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Relations between classroom disciplinary problems and student motivation. Achievement as a […]
Arens, A. Katrin; Morin, Alexandre J. S.; Watermann, Rainer
Journal Article
| In: Learning and Instruction | 2015
35615 Endnote
Author(s):
Arens, A. Katrin; Morin, Alexandre J. S.; Watermann, Rainer
Title:
Relations between classroom disciplinary problems and student motivation. Achievement as a potential mediator?
In:
Learning and Instruction, 39 (2015) , S. 184-193
DOI:
10.1016/j.learninstruc.2015.07.001
URN:
urn:nbn:de:0111-pedocs-174793
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-174793
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Datenanalyse; Deutschland; Deutschunterricht; Disziplin <Ordnung>; Einflussfaktor; Geschlechtsspezifischer Unterschied; Grundschüler; Hypothese; IGLU <Internationale Grundschul-Lese-Untersuchung>; Klassenführung; Kompetenz; Motivation; Mündliche Leistung; Prüfungsangst; Schüler; Schülerleistung; Schulklasse; Schwierigkeit; Selbsteinschätzung
Abstract:
This study examined the relation between classroom disciplinary problems in language classes, student achievement, and three facets of student motivation: competence self-perceptions, test anxiety, and engagement. The analyses were conducted with the German sample from the Progress in International Reading Literacy Study (PIRLS) 2006 (N = 7899). The results demonstrated that discipline problems are directly and negatively related to achievement and to all motivation constructs considered. In most cases, the relation between classroom disciplinary problems and motivation constructs was mediated by verbal achievement. Boys were found to report more frequent discipline problems in classrooms than girls. This study contributes to research by assessing the impact of classroom disciplinary problems using doubly latent multilevel structural equation models in order to properly disaggregate effects occurring at the student, versus classroom level. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
How an early transition to high-ability secondary schools affects students' academic self-concept. […]
Arens, A. Katrin; Watermann, Rainer
Journal Article
| In: Learning and Individual Differences | 2015
35034 Endnote
Author(s):
Arens, A. Katrin; Watermann, Rainer
Title:
How an early transition to high-ability secondary schools affects students' academic self-concept. Contrast effects, assimilation effects, and differential stability
In:
Learning and Individual Differences, 37 (2015) , S. 64-71
DOI:
10.1016/j.lindif.2014.11.007
URN:
urn:nbn:de:0111-pedocs-174800
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-174800
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Akzeleration; Assimilation; Begabtenauslese; Begabtenförderung; Berlin; Deutschland; Grundschule; Grundschüler; Schülerleistung; Selbstkonzept; Übergang; Vergleichsuntersuchung; Weiterführende Schule
Abstract:
This study examined the operation of contrast and assimilation effects, and the development of academic selfconcept of students in the education system of the German federal state Berlin. One group of students experienced an early transition to high-ability secondary schools while the other group experienced the regular transition after sixth grade. The early transition was found to bear an assimilation effect on academic self-concept which was stronger than the contrast effect immediately after early transition but weaker at the end of the first school year after early transition. The early transition did not affect the normative stability of academic self-concept between two measurement points. Students with an early transition displayed higher levels of academic self-concept at both measurement points but a more substantial decline in academic self-concept than students experiencing regular transition. The findings are discussed in the context of the debate on tracking and acceleration practices in education systems. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Linktipps zum Thema "Auswahlverfahren in Bildungsinstitutionen"
Bättig, Brigitte; Massar, Tamara
Journal Article
| In: Zeitschrift für Pädagogik | 2015
35241 Endnote
Author(s):
Bättig, Brigitte; Massar, Tamara
Title:
Linktipps zum Thema "Auswahlverfahren in Bildungsinstitutionen"
In:
Zeitschrift für Pädagogik, 61 (2015) 1, S. 75-81
URL:
http://www.bildungsserver.de/Zeitschrift-fuer-Paedagogik-Heft-1-2015-Linktipps-zum-Thema-Auswahlverfahren-in-Bildungsinstitutionen--11324.html
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Language:
Deutsch
Keywords:
Auswahlverfahren; Bildungseinrichtung; Bildungsprogramm; Chancengleichheit; Deutschland; Elite; Frankreich; Grundschule; Heterogenität; Hochschule; Hochschulpolitik; Hochschulreform; Hochschulzugang; Quellensammlung; Schulwahl; Segregation; Soziale Ungleichheit
Abstract:
Die Zusammenstellung bietet eine Auswahl an Quellen, die sich mit Auswahlprozessen, der Bildung von Eliten und damit verbundenen Fragen der Chancengleichheit befassen. Insbesondere werden Forschungsprojekte, Literatur und Internetquellen zu den Themen Schulwahlverhalten und Auswahlprozesse an Hochschulen in Deutschland und Frankreich angeboten.
DIPF-Departments:
Informationszentrum Bildung
Working memory in children with learning disabilities in reading versus spelling. Searching for […]
Brandenburg, Janin; Klesczewski, Julia; Fischbach, Anne; Schuchardt, Kirsten; Büttner, Gerhard; […]
Journal Article
| In: Journal of Learning Disabilities | 2015
34462 Endnote
Author(s):
Brandenburg, Janin; Klesczewski, Julia; Fischbach, Anne; Schuchardt, Kirsten; Büttner, Gerhard; Hasselhorn, Marcus
Title:
Working memory in children with learning disabilities in reading versus spelling. Searching for overlapping and specific cognitive factors
In:
Journal of Learning Disabilities, 48 (2015) 6, S. 622-634
DOI:
10.1177/0022219414521665
URN:
urn:nbn:de:0111-pedocs-139898
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-139898
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Arbeitsgedächtnis; Deutsch; Deutschland; Empirische Untersuchung; Grundschüler; Kognitive Kompetenz; Legasthenie; Lernschwierigkeit; Lesestörung; Multivariate Analyse; Rechtschreibschwäche; Rechtschreibung; Schuljahr 03; Test
Abstract (english):
In transparent orthographies like German, isolated learning disabilities in either reading or spelling are common and occur as often as a combined reading and spelling disability. However, most issues surrounding the cognitive causes of these isolated or combined literacy difficulties are yet unresolved. Recently, working memory dysfunctions have been demonstrated to be promising in explaining the emergence of literacy difficulties. Thus, we applied a 2 (reading disability: yes vs. no) × 2 (spelling disability: yes vs. no) factorial design to examine distinct and overlapping working memory profiles associated with learning disabilities in reading versus spelling. Working memory was assessed in 204 third graders, and multivariate analyses of variance were conducted for each working memory component. Children with spelling disability suffered from more pronounced phonological loop impairments than those with reading disability. In contrast, domain-general central-executive dysfunctions were solely associated with reading disability, but not with spelling disability. Concerning the visuospatial sketchpad, no impairments were found. In sum, children with reading disability and those with spelling disability seem to be characterized by different working memory profiles. Thus, it is important to take both reading and spelling into account when investigating cognitive factors of literacy difficulties in transparent orthographies.
DIPF-Departments:
Bildung und Entwicklung
Impact of additional guidance in science education on primary students' conceptual understanding
Decristan, Jasmin; Hondrich, Anna Lena; Büttner, Gerhard; Hertel, Silke; Klieme, Eckhard; […]
Journal Article
| In: Journal of Educational Research | 2015
35684 Endnote
Author(s):
Decristan, Jasmin; Hondrich, Anna Lena; Büttner, Gerhard; Hertel, Silke; Klieme, Eckhard; Kunter, Mareike; Lühken, Arnim; Adl-Amini, Katja; Djakovic, Sanna-Kristina; Mannel, Susanne; Naumann, Alexander; Hardy, Ilonca
Title:
Impact of additional guidance in science education on primary students' conceptual understanding
In:
Journal of Educational Research, 108 (2015) 5, S. 358-370
DOI:
10.1080/00220671.2014.899957
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Deutschland; Empirische Untersuchung; Entdeckendes Lernen; Grundschule; Grundschüler; Grundschullehrer; Kognitive Kompetenz; Lernberatung; Lernmethode; Mathematische Kompetenz; Mehrebenenanalyse; Naturwissenschaftlicher Unterricht; Peergroup; Sprachkompetenz; Unterrichtsmethode; Videoaufzeichnung
Abstract:
A cognitive and a guidance dimension can describe the support of students' conceptual understanding in inquiry-based science education. The role of guidance for student learning has been intensively discussed. Furthermore, inquiry learning may pose particular challenges to students with low language proficiency. The present intervention in primary school (54 teachers, 1,070 students) aimed to examine the effects of additional guidance. Therefore, the control group uses a science unit mainly addressing the cognitive dimension of inquiry. In the 3 treatment groups, this unit was enriched with guidance through scaffolding instructional discourse, formative assessment, or peer-assisted learning. The results (43 teachers, 873 students) confirm that in each intervention condition, students' conceptual understanding significantly improves. In the formative assessment group, students' mean conceptual understanding is higher than in the control group. Moreover, formative assessment and scaffolding instructional discourse provided particular support to the conceptual understanding of students with poor language proficiency. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Embedded formative assessment and classroom process quality. How do they interact in promoting […]
Decristan, Jasmin; Klieme, Eckhard; Kunter, Mareike; Hochweber, Jan; Büttner, Gerhard; […]
Journal Article
| In: American Educational Research Journal | 2015
35687 Endnote
Author(s):
Decristan, Jasmin; Klieme, Eckhard; Kunter, Mareike; Hochweber, Jan; Büttner, Gerhard; Fauth, Benjamin; Hondrich, Anna Lena; Rieser, Svenja; Hertel, Silke; Hardy, Ilonca
Title:
Embedded formative assessment and classroom process quality. How do they interact in promoting students' science understanding
In:
American Educational Research Journal, 52 (2015) 6, S. 1-27
DOI:
10.3102/0002831215596412
URN:
urn:nbn:de:0111-pedocs-125517
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-125517
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Bewertung; Deutschland; Effektivität; Grundschüler; Intervention; Klassenführung; Lehrer; Lehrerfortbildung; Mehrebenenanalyse; Naturwissenschaftlicher Unterricht; Qualität; Regressionsanalyse; Schule; Schuljahr 03; Test; Unterricht; Unterrichtsforschung; Vergleichsuntersuchung; Videoaufzeichnung
Abstract:
In this study we examine the interplay between curriculum-embedded formative assessment-a well-known teaching practice-and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students' understanding of the scientific concepts of floating and sinking. We used data from a cluster-randomized controlled trial and compared curriculum-embedded formative assessment (17 classes) with a control group (11 classes). Curriculum-embedded formative assessment and classroom process quality promoted students' learning. Moreover, classroom process quality and embedded formative assessment interacted in promoting student learning. To ensure effective instruction and consequently satisfactory learning outcomes, teachers need to combine specific teaching practices with high classroom process quality. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Wie in der einen Stunde, so auch in der anderen? Analysen zur Stabilität der Klassenführung im […]
Gabriel, Katrin; Praetorius, Anna-Katharina; Lipowsky, Frank
Journal Article
| In: Jahrbuch für Allgemeine Didaktik | 2015
35797 Endnote
Author(s):
Gabriel, Katrin; Praetorius, Anna-Katharina; Lipowsky, Frank
Title:
Wie in der einen Stunde, so auch in der anderen? Analysen zur Stabilität der Klassenführung im Anfangsunterricht
In:
Jahrbuch für Allgemeine Didaktik, (2015) , S. 85-95
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Deutsch
Keywords:
Anfangsunterricht; Deutschland; Deutschunterricht; Empirische Untersuchung; Forschungsstand; Grundschule; Grundschullehrer; Klassenführung; Kompetenz; Mathematikunterricht; Messung; Schüler-Lehrer-Beziehung; Schuljahr 01; Schuljahr 02; Unterrichtsbeobachtung; Unterrichtsstörung; Verhalten; Videoaufzeichnung
Abstract:
Es wird allgemein angenommen, dass sich das der Klassenführung zugrundeliegende Verhalten einer Lehrperson nicht kurzfristig verändert (z.B. Kunter, 2005). Begründet wird dies häufig damit, dass es sich bei der Klassenführung um ein gegenstandsunabhängiges Unterrichtsqualitätsmerkmal handelt, d. h. die Klassenführung einer Lehrperson über verschiedene Stunden und Situationen hinweg ähnlich ausgeprägt sein sollte. Anhand von Daten aus der PERLE-Studie wird im Rahmen des vorliegenden Beitrags mithilfe von Generalisierbarkeitsstudien (Brennan, 2001) untersucht, inwieweit die Merkmale der Klassenführung über eine Doppelstunde Deutsch- bzw. Mathematikunterricht hinweg stabil ausgeprägt sind. Grundlage bilden Videoaufzeichnungen von 21 Lehrpersonen. Es zeigte sich, dass sich sowohl in Deutsch (1. Schuljahr) als auch in Mathematik (2. Schuljahr) das Klassenführungsverhalten der Lehrpersonen in Abhängigkeit von dem Beobachtungszeitpunkt (1. Teil vs. 2. Teil der Doppelstunde) unterscheidet, d. h. situative Aspekte scheinen eine größere Rolle zu spielen, als bislang angenommen. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Effects of immigrant background on text comprehension, vocabulary, and reading motivation. A […]
Kigel, Rebecca M.; McElvany, Nele; Becker, Michael
Journal Article
| In: Learning and Instruction | 2015
34958 Endnote
Author(s):
Kigel, Rebecca M.; McElvany, Nele; Becker, Michael
Title:
Effects of immigrant background on text comprehension, vocabulary, and reading motivation. A longitudinal study
In:
Learning and Instruction, 35 (2015) 1, S. 73-84
DOI:
10.1016/j.learninstruc.2014.10.001
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Berlin; Bildungserfolg; Datenanalyse; Deutschland; Grundschüler; Kulturelles Kapital; Längsschnittuntersuchung; Lesekompetenz; Lesen; Leseverstehen; Mehrsprachigkeit; Migrationshintergrund; Motivation; Schuljahr 03; Schuljahr 04; Schuljahr 06; Sekundäranalyse; Soziale Ungleichheit; Sozioökonomische Lage; Wortschatz; Zweisprachigkeit
Abstract:
The purpose of this paper is to examine disparities in important components of reading acquisition in the context of migration. Previous empirical studies showed significant differences in reading skills between students with and without immigrant backgrounds. Data of N = 712 students tested in grades 3, 4, and 6 were analyzed with respect to group differences in reading acquisition. The autoregressive cross-lag panel-model and the latent growth curve models revealed negative effects of immigrant background on the relative position of children in the domains text comprehension and vocabulary as well as a negative effect on relative changes in vocabulary and positive effects on relative changes in reading motivation. Social inequality could not fully explain the identified effects. Immigrant background did not predict absolute growth of text comprehension, vocabulary, and reading motivation. Implications of the findings for research and practice are discussed. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Working memory functioning in children with poor mathematical skills. Relationships to […]
Klesczewski, Julia; Brandenburg, Janin; Fischbach, Anne; Grube, Dietmar; Hasselhorn, Marcus; […]
Journal Article
| In: Zeitschrift für Psychologie | 2015
35638 Endnote
Author(s):
Klesczewski, Julia; Brandenburg, Janin; Fischbach, Anne; Grube, Dietmar; Hasselhorn, Marcus; Büttner, Gerhard
Title:
Working memory functioning in children with poor mathematical skills. Relationships to IQ-achievement discrepancy and additional reading and spelling difficulties
In:
Zeitschrift für Psychologie, 223 (2015) 2, S. 83-92
DOI:
10.1027/2151-2604/a000206
URN:
urn:nbn:de:0111-pedocs-127285
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-127285
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Arbeitsgedächtnis; Deutschland; Empirische Untersuchung; Grundschulalter; Grundschule; Intelligenzquotient; Kind; Kognitive Prozesse; Lernschwierigkeit; Lesen; Phonologie; Rechenschwäche; Rechtschreibung; Schuljahr 03; Visuelle Wahrnehmung
Abstract:
Previous research on working memory (WM) in children with poor mathematical skills has yielded heterogeneous results, possibly due to inconsistent consideration of the IQ-achievement discrepancy and additional reading and spelling difficulties. To examine the impact of both, the WM of 68 average-achieving and 68 low-achieving third-graders in mathematics was assessed. Preliminary analyses showed that poor mathematical skills were associated with poor WM. Afterwards, children with isolated mathematical difficulties were separated from those with additional reading and spelling difficulties. Half of each group fulfilled the IQ-achievement discrepancy, resulting in a 2 (additional reading and spelling difficulties: yes/no) by 2 (IQ-achievement discrepancy: yes/no) factorial design. Analyses revealed that not fulfilling the IQ achievement discrepancy was associated with poor visual WM, whereas additional reading and spelling difficulties were associated with poor central executive functioning in children fulfilling the IQ-achievement discrepancy. Therefore, WM in children with poor mathematical skills differs according to the IQ-achievement discrepancy and additional reading and spelling difficulties. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
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