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(Schlagwörter: "Struktur")

Side effects of motivational interventions? Effects of an intervention in math classrooms on […] Gaspard, Hanna; Dicke, Anna-Lena; Flunger, Barbara; Häfner, Isabelle; Brisson, Brigitte M.; […] Journal Article | In: AERA Open | 2016 36953 Endnote: Author(s): Gaspard, Hanna; Dicke, Anna-Lena; Flunger, Barbara; Häfner, Isabelle; Brisson, Brigitte M.; Trautwein, Ulrich; Nagengast, Benjamin
Title: Side effects of motivational interventions? Effects of an intervention in math classrooms on motivation in verbal domains
In: AERA Open, 2 (2016) 2, S. 1-14
DOI: 10.1177/2332858416649168
URL: http://journals.sagepub.com/doi/abs/10.1177/2332858416649168
Publication Type: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language: Englisch
Keywords: Baden-Württemberg; Deutschland; Deutschunterricht; Empirische Untersuchung; Englischunterricht; Erwartung; Intervention; Mathematikunterricht; Motivation; Schüler; Schuljahr 09; Selbstkonzept; Strukturgleichungsmodell; Wert; Wirkung
Abstract (english): One way to address the leaking pipeline toward STEM-related careers (i.e., science, technology, engineering, and mathematics) is to intervene on students' STEM motivation in school. However, a neglected question in intervention research is how such interventions affect motivation in subjects not targeted by the intervention. This question was addressed through data from a cluster-randomized study in which a value intervention was successfully implemented in 82 ninth-grade math classrooms. Side effects on value, self-concept, and effort in German as students' native language and English as a foreign language were assessed 6 weeks and 5 months after the intervention. Negative effects on value for German, but not for English, were found 5 months after the intervention. The theoretical and educational implications of such effects are discussed. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills Harsch, Claudia; Hartig, Johannes Journal Article | In: Language Testing | 2016 35732 Endnote: Author(s): Harsch, Claudia; Hartig, Johannes
Title: Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills
In: Language Testing, 33 (2016) 4, S. 555-575
DOI: 10.1177/0265532215594642
URN: urn:nbn:de:0111-pedocs-125709
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-125709
Publication Type: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language: Englisch
Keywords: Deutschland; Einstufung; Hörverstehen; Leseverstehen; Methode; Prognostischer Test; Regressionsanalyse; Reliabilität; Schüler; Sekundarbereich; Sprachtest; Strukturgleichungsmodell; Test; Testkonstruktion; Testverfahren; Validität
Abstract (english): Placement and screening tests serve important functions, not only with regard to placing learners at appropriate levels of language courses but also with a view to maximizing the effectiveness of administering test batteries. We examined two widely reported formats suitable for these purposes, the discrete decontextualized Yes/No vocabulary test and the embedded contextualized C-test format, in order to determine which format can explain more variance in measures of listening and reading comprehension. Our data stem from a large-scale assessment with over 3000 students in the German secondary educational context; the four measures relevant to our study were administered to a subsample of 559 students. Using regression analysis on observed scores and SEM on a latent level, we found that the C-test outperforms the Yes/No format in both methodological approaches. The contextualized nature of the C-test seems to be able to explain large amounts of variance in measures of receptive language skills. The C-test, being a reliable, economical and robust measure, appears to be an ideal candidate for placement and screening purposes. In a side-line of our study, we also explored different scoring approaches for the Yes-No format. We found that using the hit rate and the false-alarm rate as two separate indicators yielded the most reliable results. These indicators can be interpreted as measures for vocabulary breadth and as guessing factors respectively, and they allow controlling for guessing. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

A federated reference structure for open informational ecosystems Heinen, Richard; Kerres, Michael; Scharnberg, Gianna; Blees, Ingo; Rittberger, Marc Journal Article | In: Journal of Interactive Media in Education | 2016 36260 Endnote: Author(s): Heinen, Richard; Kerres, Michael; Scharnberg, Gianna; Blees, Ingo; Rittberger, Marc
Title: A federated reference structure for open informational ecosystems
In: Journal of Interactive Media in Education, 13 (2016) 1, S. 1-6
DOI: 10.5334/jime.413
URN: urn:nbn:de:0111-pedocs-182418
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-182418
Publication Type: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language: Englisch
Keywords: Bildungssystem; Datenaustausch; Digitale Medien; Dokumentenserver; Informationssystem; Kooperation; Lehrmittel; Metadaten; Open Access; Struktur
Abstract (english): The paper describes the concept of a federated ecosystem for Open Educational Resources (OER) in the German education system. Here, a variety of OER repositories (ROER) (Muuß-Merholz & Schaumburg, 2014) and reference platforms have been established in the recent past. In order to develop this ecosystem, not only are metadata standards necessary, but also open Application Programming Interfaces (APIs) are required in order to exchange information. In conclusion, it is essential that all relevant stakeholders agree on an explicit policy to be developed collaboratively. A metadata exchange service can serve to connect all partners. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung

Mehr Infrastruktur für OER. Machbarkeitsstudie zu Open Educational Resources Hirschmann, Doris Journal Article | In: DIE - Zeitschrift für Erwachsenenbildung | 2016 36624 Endnote: Author(s): Hirschmann, Doris
Title: Mehr Infrastruktur für OER. Machbarkeitsstudie zu Open Educational Resources
In: DIE - Zeitschrift für Erwachsenenbildung, 23 (2016) 4, S. 50-52
DOI: 10.3278/DIE1604W050
Publication Type: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language: Deutsch
Keywords: Akzeptanz; Analyse; Bedarf; Deutschland; Digitale Medien; E-Learning; Erwachsenenbildung; Expertenbefragung; Informationstechnologie; Infrastruktur; Lernmittel; Open Educational Resources; Veröffentlichung; Workshop
Abstract: Im Februar 2016 wurde die Machbarkeitsstudie des Deutschen Bildungsservers zum Aufbau und Betrieb von OER-Infrastrukturen in der Bildung veröffentlicht. Der Beitrag stellt Kernergebnisse aus der Studie vor. Ein zentrales Ergebnis aus dem Bereich der Erwachsenenbildung ist, dass die Akteure in der Erwachsenenbildungslandschaft eine bundesweite, bildungsbereichsübergreifende Infrastruktur für freie digitale Bildungsmedien (OER) befürworten, wenn hierbei die bildungsspezifischen Anforderungen der Erwachsenenbildung berücksichtigt werden. (DIPF/Orig.)
Abstract (english): In February 2016, the feasibility study on the development and operation of OER infrastructures was published by the German Education Server (Eduserver). This article provides an overview of the study's research question, progress and results for the adult education field. The study's central findings show that stakeholders in the field of adult education approve of a national cross-sectional education infrastructure for free digital educational media (OER) if education-specific requirements of adult education are taken into consideration. Accompanying incentive systems and measures are necessary for embedding and disseminating the issue of OER in adult education, particularly in the areas of material development, competence development, didactics, quality assurance and technical frame conditions for digital learning. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung

A bifactor exploratory structural equation modeling framework for the identification of distinct […] Morin, Alexandre J. S.; Arens, A. Katrin; Marsh, Herbert W. Journal Article | In: Structural equation modeling | 2016 36023 Endnote: Author(s): Morin, Alexandre J. S.; Arens, A. Katrin; Marsh, Herbert W.
Title: A bifactor exploratory structural equation modeling framework for the identification of distinct sources of construct-relevant psychometric multidimensionality
In: Structural equation modeling, 23 (2016) 1, S. 116-139
DOI: 10.1080/10705511.2014.961800
URN: urn:nbn:de:0111-dipfdocs-201721
URL: http://www.dipfdocs.de/volltexte/2020/20172/pdf/SEM_2016_1_Morin_Arens_Marsh_A_bifactor_exploratory_structural_equation_modeling_framework_A.pdf
Publication Type: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language: Englisch
Keywords: Anwendungsbeispiel; Bildungsforschung; Deutschland; Psychologische Forschung; Psychometrie; Strukturgleichungsmodell
Abstract (english): This study illustrates an overarching psychometric approach of broad relevance to investigations of 2 sources of construct-relevant psychometric multidimensionality present in many complex multidimensional instruments routinely used in psychological and educational research. These 2 sources of construct-relevant psychometric multidimensionality are related to (a) the fallible nature of indicators as perfect indicators of a single construct, and (b) the hierarchical nature of the constructs being assessed. The first source is identified by comparing confirmatory factor analytic (CFA) and exploratory structural equation modeling (ESEM) solutions. The second source is identified by comparing first-order, hierarchical, and bifactor measurement models. To provide an applied illustration of the substantive relevance of this framework, we first apply these models to a sample of German children (N = 1,957) who completed the Self-Description Questionnaire (SDQ-I). Then, in a second study using a simulated data set, we provide a more pedagogical illustration of the proposed framework and the broad range of possible applications of bifactor ESEM models. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Exploring sources of construct-relevant multidimensionality in psychiatric measurement. A tutorial […] Morin, Alexandre J. S.; Arens, A. Katrin; Tran, Antoine; Caci, Hervé Journal Article | In: International Journal of Methods in Psychiatric Research | 2016 36964 Endnote: Author(s): Morin, Alexandre J. S.; Arens, A. Katrin; Tran, Antoine; Caci, Hervé
Title: Exploring sources of construct-relevant multidimensionality in psychiatric measurement. A tutorial and illustration using the Composite Scale of Morningness
In: International Journal of Methods in Psychiatric Research, 25 (2016) 4, S. 277-288
DOI: 10.1002/mpr.1485
URN: urn:nbn:de:0111-dipfdocs-201733
URL: http://www.dipfdocs.de/volltexte/2020/20173/pdf/IJMPR_2016_4_Morin_et_al_Exploring_sources_of_construct-relevant_multidimensionality_A.pdf
Publication Type: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language: Englisch
Keywords: Alter; Biorhythmus; Einflussfaktor; Erhebungsinstrument; Erwachsener; Faktorenanalyse; Geschlecht; Indikator; Messung; Methode; Psychiatrie; Psychometrie; Strukturgleichungsmodell
Abstract: This paper illustrates a psychometric approach of broad relevance to psychiatric research instruments. Many instruments include indicators related to more than one source of true-score variance due to the: (1) assessment of conceptually adjacent constructs; (2) the presence of a global construct underlying answers to items designed to assess multiple dimensions. Exploratory structural equation modelling (ESEM) is naturally suited to the investigation of the first source, whereas bifactor models are particularly suited to the investigation of the second source. When both sources are present, bifactor-ESEM becomes the model of choice. To illustrate this framework, we use the responses of 1159 adults [655 female, 504 male, mean age (Mage) = 41.84] who completed the French Version of the Composite Scale of Morningness (CSM). We investigate the factor structure of the CSM, test the relations between CSM factors and body mass index, and verify the measurement invariance of the model across gender and age groups. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Schulleistungen und -abschlüsse im Spiegel schulstruktureller Veränderungen Penk, Christiane; Kühne, Stefan; Maaz, Kai Journal Article | In: DIPF informiert | 2016 36492 Endnote: Author(s): Penk, Christiane; Kühne, Stefan; Maaz, Kai
Title: Schulleistungen und -abschlüsse im Spiegel schulstruktureller Veränderungen
In: DIPF informiert, 17 (2016) 24, S. 16-20
URN: urn:nbn:de:0111-pedocs-193064
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-193064
Publication Type: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language: Deutsch
Keywords: Analyse; Bildungsbericht; Bildungsbeteiligung; Bildungsgang; Bildungspolitik; Deutschland; Gymnasium; Hauptschule; Kompetenz; Modell; Realschule; Schulabschluss; Schulentwicklung; Schülerleistung; Schulform; Schulleistung; Strukturwandel
Abstract: Der Beitrag skizziert auf Basis der Schulindikatoren des nationalen Bildungsberichts 2016 markante Entwicklungen der jüngeren Zeit. So ist im Schulwesen ein langjähriger Trend zur Nachfrage nach höherer Bildung zu beobachten, der auch mit schulstrukturellen Veränderungen in vielen Ländern einhergeht. In den Bildungswegen, der Kompetenzentwicklung und den erreichten Abschlüssen macht sich dies - trotz weiter bestehender sozialer Ungleichheiten - zunehmend positiv bemerkbar. (DIPF/Autor)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

The quest for comparability. Studying the invariance of the Teachers' Sense of Self-Efficacy (TSES) […] Scherer, Ronny; Jansen, Malte; Nilsen, Trude; Areepattamannil, Shaljan; Marsh, Herbert W. Journal Article | In: PLoS ONE | 2016 36332 Endnote: Author(s): Scherer, Ronny; Jansen, Malte; Nilsen, Trude; Areepattamannil, Shaljan; Marsh, Herbert W.
Title: The quest for comparability. Studying the invariance of the Teachers' Sense of Self-Efficacy (TSES) measure across countries
In: PLoS ONE, (2016) , S. 0150829
DOI: 10.1371/journal.pone.0150829
URL: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0150829
Publication Type: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language: Englisch
Keywords: Arbeitszufriedenheit; Befragung; Berufserfahrung; Empirische Untersuchung; Internationaler Vergleich; Klassenführung; Lehrer; Messung; OECD-Länder; Selbstwirksamkeit; Strukturgleichungsmodell; Überzeugung; Unterricht; Verhalten
Abstract (english): Teachers' self-efficacy is an important motivational construct that is positively related to a variety of outcomes for both the teachers and their students. This study addresses challenges associated with the commonly used 'Teachers' Sense of Self-Efficacy (TSES)' measure across countries and provides a synergism between substantive research on teachers' self-efficacy and the novel methodological approach of exploratory structural equation modeling (ESEM). These challenges include adequately representing the conceptual overlap between the facets of self-efficacy in a measurement model (cross-loadings) and comparing means and factor structures across countries (measurement invariance). On the basis of the OECD Teaching and Learning International Survey (TALIS) 2013 data set comprising 32 countries (N = 164,687), we investigate the effects of cross-loadings in the TSES measurement model on the results of measurement invariance testing and the estimation of relations to external constructs (i.e., working experience, job satisfaction). To further test the robustness of our results, we replicate the 32-countries analyses for three selected sub-groups of countries (i.e., Nordic, East and South-East Asian, and Anglo-Saxon country clusters). For each of the TALIS 2013 participating countries, we found that the factor structure of the self-efficacy measure is better represented by ESEM than by confirmatory factor analysis (CFA) models that do not allow for cross-loadings. For both ESEM and CFA, only metric invariance could be achieved. Nevertheless, invariance levels beyond metric invariance are better achieved with ESEM within selected country clusters. Moreover, the existence of cross-loadings did not affect the relations between the dimensions of teachers' self-efficacy and external constructs. Overall, this study shows that a conceptual overlap between the facets of self-efficacy exists and can be well-represented by ESEM. We further argue for the cross-cultural generalizability of the corresponding measurement model. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Evaluating individual students' perceptions of instructional quality. An investigation of their […] Scherer, Ronny; Nilsen, Trude; Jansen, Malte Journal Article | In: Frontiers in Psychology | 2016 36334 Endnote: Author(s): Scherer, Ronny; Nilsen, Trude; Jansen, Malte
Title: Evaluating individual students' perceptions of instructional quality. An investigation of their factor structure, measurement invariance, and relations to educational outcomes
In: Frontiers in Psychology, (2016) 7:110
DOI: 10.3389/fpsyg.2016.00110
URL: http://dx.doi.org/10.3389/fpsyg.2016.00110
Publication Type: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language: Englisch
Keywords: Australien; Einflussfaktor; Evaluation; Faktorenanalyse; Kanada; Leistungstest; Mathematikunterricht; Messverfahren; Modellierung; Motivation; Qualität; Schüler; Schülerleistung; Selbstkonzept; Strukturgleichungsmodell; Unterricht; USA; Wahrnehmung
Abstract (english): The present study evaluates different latent variable modeling approaches (confirmatory factor analysis, exploratory structural equation modeling, and bifactor modeling), which are used to describe these individual perceptions with respect to their factor structure, measurement invariance, and the relations to selected educational outcomes (achievement, self-concept, and motivation in mathematics). On the basis of the Programme for International Student Assessment (PISA) 2012 large-scale data sets of Australia, Canada, and the USA (N = 26,746 students), we find support for the distinction between three factors of individual students' perceptions and full measurement invariance across countries for all modeling approaches. In this regard, bifactor exploratory structural equation modeling outperformed alternative approaches with respect to model fit. Our findings reveal significant relations to the educational outcomes. This study synthesizes different modeling approaches of individual students' perceptions of instructional quality and provides insights into the nature of these perceptions from an individual differences perspective. Implications for the measurement and modeling of individually perceived instructional quality are discussed. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Anxiety in late adulthood. Associations with gender, education, and physical and cognitive […] Tetzner, Julia; Schuth, Morten Journal Article | In: Psychology and Aging | 2016 37030 Endnote: Author(s): Tetzner, Julia; Schuth, Morten
Title: Anxiety in late adulthood. Associations with gender, education, and physical and cognitive functioning
In: Psychology and Aging, 31 (2016) 5, S. 532-544
DOI: 10.1037/pag0000108
URN: urn:nbn:de:0111-pedocs-165921
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-165921
Publication Type: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language: Englisch
Keywords: Alter Mensch; Altern; Angst; Bildungsniveau; Empirische Untersuchung; Erwachsener; Europa; Frau; Geschlechtsspezifischer Unterschied; Interview; Kognitive Entwicklung; Körperliche Entwicklung; Krankheit; Mann; Selbstbestimmung; Strukturgleichungsmodell
Abstract (english): Anxiety is common in late adulthood and can complicate adjustment in several areas. This study used data from 2 measurement points of a representative European longitudinal study (Survey of Health, Ageing, and Retirement in Europe) with a large sample size (N 28,326) and a broad age range (45-90) to examine age effects on cross-sectional mean levels of anxiety as well as longitudinal mean-level changes over 2 years with respect to gender, education, and changes in physical and cognitive functioning. Furthermore, we analyzed generalizability of the findings for different European countries. Latent change models and locally weighted smoothing curves revealed 3 main findings: (1) Mean levels of anxiety were relatively stable over the course of middle adulthood and increased during late adulthood, (2) women and individuals with less education were more anxious than men and individuals with more education, and (3) increases in anxiety in late adulthood were associated with age-associated losses in physical and cognitive functioning. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens