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(Schlagwörter: "Chinesisch")

Testing the twofold multidimensionality of academic self-concept. A study with Chinese vocational […] Yang, Lan; Arens, A. Katrin; Watkins, David A. Journal Article | In: Educational Psychology | 2016 36547 Endnote: Author(s): Yang, Lan; Arens, A. Katrin; Watkins, David A.
Title: Testing the twofold multidimensionality of academic self-concept. A study with Chinese vocational students
In: Educational Psychology, 36 (2016) 9, S. 1651-1669
DOI: 10.1080/01443410.2014.995597
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Affekt; Berufsbildung; Berufsschule; China; Chinese; Chinesisch; Englisch; Kompetenz; Leistung; Mathematische Kompetenz; Sekundarbereich; Selbsteinschätzung; Selbstkonzept; Sprachkompetenz; Validität; Wahrnehmung
Abstract: In order to extend previous research on the twofold multidimensionality of academic self-concept (i.e. its domain-specific structure and separation into competence and affect components), the present study tests its generalisability among vocational students from mainland China. A Chinese version of self-description questionnaire I was administered to Year 1 secondary vocational students in three academic years (2006, 2007, 2008; N = 1053) measuring the self-concepts in Chinese (native language), English (non-native language), math and general school. Confirmatory factor analyses showed that models separating competence and affect components within each domain fitted better than pure domain-specific models. This pattern was consistent across the subsamples of students studying in the three academic years. Thus, the present findings support the generalisability of the twofold multidimensionality of academic self-concept to Chinese vocational students and to students' native and non-native languages. Theoretical and practical implications of these findings for self-concept research and practice are discussed. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Testing the internal and external frames of reference for academic self-concept among Chinese […] Yang, Lang; Arens, A. Katrin; Xu, Man Kate; Sin, Kuen Fung Book Chapter | Aus: King, Ronnel B.;Bernardo, Allan B. I. (Hrsg.): The psychology of Asian learners: A Festschrift in honor of David Watkins | Singapore: Springer | 2016 35812 Endnote: Author(s): Yang, Lang; Arens, A. Katrin; Xu, Man Kate; Sin, Kuen Fung
Title: Testing the internal and external frames of reference for academic self-concept among Chinese vocational students
In: King, Ronnel B.;Bernardo, Allan B. I. (Hrsg.): The psychology of Asian learners: A Festschrift in honor of David Watkins, Singapore: Springer, 2016 , S. 101-123
DOI: 10.1007/978-981-287-576-1_7
Publication Type: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language: Englisch
Keywords: Berufsbildende Höhere Schule; China; Chinese; Chinesisch; Empirische Untersuchung; Fragebogenerhebung; Gültigkeit; Kulturtechnik; Leistungsfähigkeit; Lernen; Likert-Fragebogen; Mathematik; Modell; Schülerleistung; Sekundarbereich; Selbsteinschätzung; Selbstkonzept; Überzeugung; Unterrichtsfach
Abstract: Based on a sample of Year 1 vocational students (N = 962) in China, the study presented in this chapter aimed to (1) test the generalizability of the classic internal/external (I/E) frame of reference model of academic self-concept (Marsh, 1986) to vocational students and (2) extend the classic I/E model by incorporating recent developments of the twofold multidimensional structure of academic self-concept (i.e., its domain-specific structure and a further separation between competence-affect components within each domain). Structural equation modeling analyses for testing the I/E model show that paths from math and Chinese achievements to corresponding domains of self-concept were positive and significant, whereas cross-paths to nonmatching self-concept domains were negatively significant. A further analysis by separating competence and affect components within math and Chinese self-concepts reveals that paths from math and Chinese achievements to matching affect components were stronger than those to competence components. This interesting finding is discussed in light of the Chinese cultural model of learning. Implications of our findings for the I/E model, self-concept research, and practice are also discussed. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Does number word inversion affect arithmetic processes in adults? Lonnemann, Jan; Yan, Song Journal Article | In: Trends in Neuroscience and Education | 2015 35449 Endnote: Author(s): Lonnemann, Jan; Yan, Song
Title: Does number word inversion affect arithmetic processes in adults?
In: Trends in Neuroscience and Education, 4 (2015) 1/2, S. 1-5
DOI: 10.1016/j.tine.2015.01.002
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Arithmetik; Chinesisch; Deutsch; Einflussfaktor; Erwachsener; Experimentelle Untersuchung; Mathematische Kompetenz; Rechnen; Sprache; Zahlbegriff
Abstract: Neuropsychological and developmental findings suggest that number word inversion complicates numerical processing. The aim of this study was to look for adverse effects of number word inversion in neurologically healthy adults. Addition problems were presented verbally to native speakers from China and from Germany in two different ways: familiar vs. unfamiliar (i.e., inverted number words in Chinese and non-inverted number words in German). While Chinese participants had more difficulties when confronted with problems presented in unfamiliar Chinese number words, German participants did not show more difficulties solving addition problems presented in the unfamiliar structure. Moreover, for both groups, addition problems were more difficult when a carry operation was needed and this carry effect was more pronounced for German participants. Inverted number words thus seem to complicate arithmetic processing in populations where arithmetic processing is an accomplished skill, highlighting the relevance of finding ways to deal with inversion-related difficulties in mathematics education. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung