Menü Überspringen
Contact
Deutsch
English
Not track
Data Protection
Search
Log in
DIPF News
Research
Infrastructures
Institute
Zurück
Contact
Deutsch
English
Not track
Data Protection
Search
Home
>
Research
>
Publications
>
Publications Data Base
Search results in the DIPF database of publications
Your query:
(Schlagwörter: "Fähigkeit")
Advanced Search
Search term
Only Open Access
Search
Unselect matches
Select all matches
Export
128
items matching your search terms.
Show all details
Using a multilevel random item Rasch model to examine item difficulty variance between random groups
Hartig, Johannes; Köhler, Carmen; Naumann, Alexander
Journal Article
| In: Psychological Test and Assessment Modeling | 2020
40525 Endnote
Author(s):
Hartig, Johannes; Köhler, Carmen; Naumann, Alexander
Title:
Using a multilevel random item Rasch model to examine item difficulty variance between random groups
In:
Psychological Test and Assessment Modeling, 62 (2020) 1, S. 11-27
URL:
https://www.psychologie-aktuell.com/fileadmin/Redaktion/Journale/ptam-2020-1/02_Hartig.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Rasch-Modell; Mehrebenenanalyse; Methode; Leistungsfähigkeit; Vergleichsuntersuchung; Simulation
Abstract:
In educational assessments, item difficulties are typically assumed to be invariant across groups (e.g., schools or countries). We refer to variances of item difficulties on the group level violating this assumption as random group differential item functioning (RG-DIF). We examine the performance of three methods to estimate RG-DIF: (1) three-level Generalized Linear Mixed Models (GLMMs), (2) three-level GLMMs with anchor items, and (3) item-wise multilevel logistic regression (ML-LR) controlling for the estimated trait score. In a simulation study, the magnitude of RG-DIF and the covariance of the item difficulties on the group level were varied. When group level effects were independent, all three methods performed well. With correlated DIF, estimated variances on the group level were biased with the full three-level GLMM and ML-LR. This bias was more pronounced for ML-LR than for the full three-level GLMM. Using a three-level GLMM with anchor items allowed unbiased estimation of RG-DIF.
Abstract (english):
In educational assessments, item difficulties are typically assumed to be invariant across groups (e.g., schools or countries). We refer to variances of item difficulties on the group level violating this assumption as random group differential item functioning (RG-DIF). We examine the performance of three methods to estimate RG-DIF: (1) three-level Generalized Linear Mixed Models (GLMMs), (2) three-level GLMMs with anchor items, and (3) item-wise multilevel logistic regression (ML-LR) controlling for the estimated trait score. In a simulation study, the magnitude of RG-DIF and the covariance of the item difficulties on the group level were varied. When group level effects were independent, all three methods performed well. With correlated DIF, estimated variances on the group level were biased with the full three-level GLMM and ML-LR. This bias was more pronounced for ML-LR than for the full three-level GLMM. Using a three-level GLMM with anchor items allowed unbiased estimation of RG-DIF.
DIPF-Departments:
Bildungsqualität und Evaluation
Effects of student composition in school on young adults' educational pathways
Keyserlingk, Luise von; Becker, Michael; Jansen, Malte; Maaz, Kai
Journal Article
| In: Journal of Educational Psychology | 2020
40922 Endnote
Author(s):
Keyserlingk, Luise von; Becker, Michael; Jansen, Malte; Maaz, Kai
Title:
Effects of student composition in school on young adults' educational pathways
In:
Journal of Educational Psychology, 112 (2020) 6, S. 1261-1272
DOI:
10.1037/edu0000411
URL:
https://doi.apa.org/doiLanding?doi=10.1037%2Fedu0000411
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Schüler; Zusammensetzung; Sekundarbereich; Wirkung; Junger Erwachsener; Bildungsbiografie; Bildungserfolg; Einflussfaktor; Fähigkeit; Selbstkonzept; Schülerleistung; Sozioökonomische Lage; Schuljahr 12; Hochschulbildung; Hochschulabschluss; Befragung; Fragebogen; Leistungstest; Panel; Längsschnittuntersuchung; Strukturgleichungsmodell; Faktorenanalyse; Empirische Untersuchung; Deutschland
Abstract (english):
Which factors help young adults choose educational pathways leading to higher educational attainment? Academic self-concept (ASC), achievement, and socioeconomic background have all been found to be important predictors of postsecondary educational choices and success. Although research has shown that student composition in secondary school may affect some of these predictors, only a few studies (mostly from the United States) have investigated the effects of student composition on postsecondary educational outcomes. The results showed that students with similar individual achievement had lower postsecondary educational attainment if they graduated from secondary schools with higher mean achievement. It has been proposed that social comparison processes explain this negative context effect (big-fish-little-pond effect [BFLPE]). In contrast, students with the same individual socioeconomic status (SES) had higher postsecondary educational attainment if they graduated from secondary schools with a higher mean SES. In the present study, we investigated the effects of achievement-related and socioeconomic student composition on subsequent educational outcomes using data from a longitudinal study in Germany. Contrary to previous studies, our results showed that student composition had little relevance for later educational pathways. There was a small, long-lasting, indirect BFLPE of achievement-related composition in secondary school on postsecondary educational outcomes through students' ASC. Furthermore, individual SES was strongly related to postsecondary educational outcomes, whereas being in an academic-track school with a higher or lower mean SES was not relevant for postsecondary educational pathways.
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Was ist Informationskompetenz? Wie soll man Informationskompetenz vermitteln? Welches sind die […]
Jäger-Dengler-Harles, Ingeborg
Working Papers
| 2020
40201 Endnote
Author(s):
Jäger-Dengler-Harles, Ingeborg
Title:
Was ist Informationskompetenz? Wie soll man Informationskompetenz vermitteln? Welches sind die zentralen Entwicklungen im Bereich der Informationskompetenz? [Positionspapier]
Published:
Hildesheim: Universität Hildesheim, 2020 (Cetta, D.; Griesbaum, J.; Mandl, T.; Montanari, E.G. (Hrsg.): Informationskompetenz und Demokratie (IDE): Bürger, Suchverfahren und Analyse-Algorithmen in der politischen Meinungsbildung - Positionspapiere zur Informationkompetenz und Informationskompetenzvermittlung: Aktueller Stand und Perspektiven)
DOI:
10.18442/095
URN:
urn:nbn:de:gbv:hil2-opus4-10756
URL:
https://hildok.bsz-bw.de/frontdoor/index/index/docId/1075
Publication Type:
5. Arbeits- und Diskussionspapiere; Stellungnahme/Positionspapier
Language:
Deutsch
Keywords:
Informationskompetenz; Kompetenz; Fähigkeit; Fertigkeit; Wissen; Vermittlung; Stellungnahme; Projekt
Abstract:
Um die Perspektiven verschiedener Akteursgruppen auf das Thema Informationskompetenz und Informationskompetenzvermittlung zu ermitteln, wurde im Juni 2019, im Rahmen des Projekts "Informationskompetenz und Demokratie (IDE): Bürger, Suchverfahren und Analyse-Algorithmen in der politischen Meinungsbildung", ein Aufruf zur Einreichung eines Positionspapiers gestartet. Insgesamt 21 Autoren und Autorinnen sind dem Aufruf gefolgt. Beantwortet wurden die Fragen: "Was ist Informationskompetenz?", "Wie soll man Informationskompetenz vermitteln?", "Welches sind die zentralen Entwicklungen im Bereich der Informationskompetenz und Informationskompetenzvermittlung?" Die Positionspapiere liefern einen umfassenden Überblick und vielfältige Perspektiven zur Informationskompetenz bspw. aus Sicht der Politikwissenschaft, der Erziehungswissenschaft, der Lehrerausbildung sowie der Informations- und Bibliothekswissenschaft. Es gilt das Thema der Informationskompetenz in der Fachwelt und der Öffentlichkeit als kritische Fragestellung des 21. Jahrhunderts zu positionieren.
A boon and a bane. Comparing the effects of prior knowledge on memory across the lifespan
Brod, Garvin; Lee Shing, Yee
Journal Article
| In: Developmental Psychology | 2019
39745 Endnote
Author(s):
Brod, Garvin; Lee Shing, Yee
Title:
A boon and a bane. Comparing the effects of prior knowledge on memory across the lifespan
In:
Developmental Psychology, 55 (2019) 6, S. 1326-1337
DOI:
10.1037/dev0000712
URL:
https://psycnet.apa.org/doiLanding?doi=10.1037%2Fdev0000712
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Vorwissen; Wissen; Wirkung; Gedächtnis; Lebensalter; Erinnerung; Fehler; Informationsverarbeitung; Objekt; Raum; Assoziation; Kind; Junger Erwachsener; Alter Mensch; Leistungsfähigkeit; Test; Altersgruppe; Vergleich
Abstract:
We tested 6- to 7-year-olds, 18- to 22-year-olds, and 67- to 74-year-olds on an associative memory task that consisted of knowledge-congruent and knowledge-incongruent object-scene pairs that were highly familiar to all age groups. We compared the 3 age groups on their memory congruency effect (i.e., better memory for knowledge-congruent associations) and on a schema bias score, which measures participants' tendency to commit knowledge-congruent memory errors. We found that prior knowledge similarly benefited memory for items encoded in a congruent context in all age groups. However, for associative memory, older adults and, to a lesser extent, children overrelied on their prior knowledge, as indicated by an enhanced congruency effect and schema bias. Functional MRI (fMRI) performed during memory encoding revealed an age-independent Memory × Congruency interaction in the ventromedial prefrontal cortex (vmPFC). Furthermore, the magnitude of vmPFC recruitment correlated positively with the schema bias. These findings suggest that older adults are most prone to rely on their prior knowledge for episodic memory decisions, but that children can also rely heavily on prior knowledge that they are well acquainted with. Furthermore, the fMRI results suggest that the vmPFC plays a key role in the assimilation of new information into existing knowledge structures across the entire life span. vmPFC recruitment leads to better memory for knowledge-congruent information but also to a heightened susceptibility to commit knowledge-congruent memory errors, in particular in children and older adults. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Differences in counting skills between Chinese and German children are accompanied by differences […]
Lonnemann, Jan; Li, Su; Zhao, Pei; Linkersdörfer, Janosch; Lindberg, Sven; Hasselhorn, Marcus; […]
Journal Article
| In: Frontiers in Psychology | 2019
38974 Endnote
Author(s):
Lonnemann, Jan; Li, Su; Zhao, Pei; Linkersdörfer, Janosch; Lindberg, Sven; Hasselhorn, Marcus; Yan, Song
Title:
Differences in counting skills between Chinese and German children are accompanied by differences in processing of approximate numerical magnitude information
In:
Frontiers in Psychology, 9 (2019) , S. 2656
DOI:
10.3389/fpsyg.2018.02656
URL:
https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02656/full
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Kind; Vorschulalter; Zahlensystem; Fertigkeit; Kognitive Prozesse; Denkfähigkeit; Leistung; Test; Computerunterstütztes Verfahren; Vergleichsuntersuchung; Internationaler Vergleich; Frankfurt a.M.; Deutschland; Beijing; China
Abstract (english):
Human beings are supposed to possess an approximate number system (ANS) dedicated to extracting and representing approximate numerical magnitude information as well as an object tracking system (OTS) for the rapid and accurate enumeration of small sets. It is assumed that the OTS and the ANS independently contribute to the acquisition of more elaborate numerical concepts. Chinese children have been shown to exhibit more elaborate numerical concepts than their non-Chinese peers, but it is still an open question whether similar cross-national differences exist with regard to the underlying systems, namely the ANS and the OTS. In the present study, we investigated this question by comparing Chinese and German preschool children with regard to their performance in a non-symbolic numerical magnitude comparison task (assessing the ANS) and in an enumeration task (assessing the OTS). In addition, we compared children's counting skills. To ensure that possible between-group differences could not be explained by differences in more general performance factors, we also assessed children's reasoning ability and processing speed. Chinese children showed a better counting performance and a more accurate performance in the non-symbolic numerical magnitude comparison task. These differences in performance could not be ascribed to differences in reasoning abilities and processing speed. In contrast, Chinese and German children did not differ signi cantly in the enumeration of small sets. The superior counting performance of Chinese children was thus found to be re ected in the ANS but not in the OTS. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Momentary working memory performance is coupled with different dimensions of affect for different […]
Neubauer, Andreas B.; Dirk, Judith; Schmiedek, Florian
Journal Article
| In: Developmental Psychology | 2019
38831 Endnote
Author(s):
Neubauer, Andreas B.; Dirk, Judith; Schmiedek, Florian
Title:
Momentary working memory performance is coupled with different dimensions of affect for different children: A mixture model analysis of ambulatory assessment data.
In:
Developmental Psychology, 55 (2019) 4, S. 754-766
DOI:
10.1037/dev0000668
URN:
urn:nbn:de:0111-pedocs-181292
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-181292
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Grundschüler; Arbeitsgedächtnis; Schuljahr 03; Schuljahr 04; Leistungsfähigkeit; Tagesablauf; Unterschied; Messung; Wohlbefinden; Affekt; Emotionaler Zustand; Wirkung; Kognitive Prozesse; Umwelteinfluss; Einflussfaktor; Faktorenanalyse
Abstract (english):
Elementary schoolchildren's working memory performance (WMP) fluctuates from moment to moment and day to day, yet the underlying mechanisms are not well understood. In the present study, affective states were investigated as predictors of these fluctuations. Interindividual differences in the intraindividual affect-WMP associations were expected, and their structure was explored. One hundred nine children (8-11 years) were investigated in an ambulatory assessment. Affective states (positive affect [PA], negative affect [NA], activation, deactivation) and WMP were assessed 3 times daily for up to 31 consecutive days. In the whole sample, WMP was lower at occasions with higher NA or deactivation, while there was no overall effect of PA or activation. Results of a mixture model analysis revealed meaningful heterogeneity in these effects: Approximately half of the children showed comparably weaker effects of affect on WMP, while the other three groups showed (1) comparably stronger negative effects of NA and deactivation; (2) a comparably stronger positive effect of activation; or (3) comparably stronger negative effects of NA and deactivation and stronger positive effects of PA and activation. Findings emphasize the importance of explicitly considering interindividual differences in intraindividual associations. They are discussed in the context of current frameworks of interindividual differences in environmental sensitivity. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Psychosoziale Entwicklung und Fähigkeitseinschätzungen junger Erwachsener
von Keyserlingk, Luise; Becker, Michael; Maaz, Kai
Book Chapter
| Aus: Becker, Michael; Brose, Anette; Camehl, Georg; Graeber, Daniel; Huebener, Mathias; Keyserlingk, Luise von; Krekel, Christian; Maaz, Kai; Marcus, Jan; Margaryan, Shushanik; Möwisch, Dave; Paul, Annemarie; Peter, Frauke; Schmiedek, Florian; Schnitzlein, Daniel; Schupp, Jürgen; Siedler, Thomas; Spieß, C. Katharina (Hrsg.): Nicht-monetäre Erträge von Bildung in den Bereichen Gesundheit, nicht-kognitive Fähigkeiten sowie gesellschaftliche und politische Partizipation: Endbericht des gleichnamigen Forschungsprojektes gefördert durch das Bundesministerium für Bildung und Forschung | Berlin: Deutsches Institut für Wirtschaftsforschung | 2019
39202 Endnote
Author(s):
von Keyserlingk, Luise; Becker, Michael; Maaz, Kai
Title:
Psychosoziale Entwicklung und Fähigkeitseinschätzungen junger Erwachsener
In:
Becker, Michael; Brose, Anette; Camehl, Georg; Graeber, Daniel; Huebener, Mathias; Keyserlingk, Luise von; Krekel, Christian; Maaz, Kai; Marcus, Jan; Margaryan, Shushanik; Möwisch, Dave; Paul, Annemarie; Peter, Frauke; Schmiedek, Florian; Schnitzlein, Daniel; Schupp, Jürgen; Siedler, Thomas; Spieß, C. Katharina (Hrsg.): Nicht-monetäre Erträge von Bildung in den Bereichen Gesundheit, nicht-kognitive Fähigkeiten sowie gesellschaftliche und politische Partizipation: Endbericht des gleichnamigen Forschungsprojektes gefördert durch das Bundesministerium für Bildung und Forschung, Berlin: Deutsches Institut für Wirtschaftsforschung, 2019 (DIW Berlin: Politikberatung kompakt, 137), S. 47-59
URL:
https://www.diw.de/documents/publikationen/73/diw_01.c.623832.de/diwkompakt_2019-137.pdf#page=49
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Psychosoziale Entwicklung; Fähigkeit; Selbsteinschätzung; Bildung; Selbstkonzept; Bildungsertrag; Bildungsökonomie; Schulklasse; Zusammensetzung; Studie; Bildungsforschung; Literaturübersicht
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Was ist Informationskompetenz? Wie soll man Informationskompetenz vermitteln? Welches sind die […]
Jäger-Dengler-Harles, Ingeborg
Working Papers
| 2019
39607 Endnote
Author(s):
Jäger-Dengler-Harles, Ingeborg
Title:
Was ist Informationskompetenz? Wie soll man Informationskompetenz vermitteln? Welches sind die zentralen Entwicklungen im Bereich der Informationskompetenz? [Positionspapier]
Published:
Hildesheim: Stiftung Universität Hildesheim, 2019 (Cetta, Daphné; Griesbaum, Joachim; Mandl, Thomas; Montanari, Elke (Hrsg.): Positionspapiere Informationskompetenz und Informationskompetenzvermittlung: Aktueller Stand und Perspektiven; Zukunftsdiskurse Informationskompetenz und Demokratie (IDE): Bürger, Suchverfahren und Analyse-Algorithmen in der politischen Meinungsbildung)
URL:
http://informationskompetenz.blog.uni-hildesheim.de/files/2019/10/Projekt_Informationskompetenz_und_DemokratieKompilation_aller_Positionspapiere.pdf#page=27
Publication Type:
5. Arbeits- und Diskussionspapiere; Stellungnahme/Positionspapier
Language:
Deutsch
Keywords:
Informationskompetenz; Kompetenz; Fähigkeit; Fertigkeit; Wissen; Vermittlung; Stellungnahme; Projekt
DIPF-Departments:
Informationszentrum Bildung
How can we create optimal learning conditions? First, we must recognize that the answer will vary
Neubauer, Andreas B.
Working Papers
| 2019
39034 Endnote
Author(s):
Neubauer, Andreas B.
Title:
How can we create optimal learning conditions? First, we must recognize that the answer will vary
Published:
Zürich: Jacobs Foundation, 2019 (BOLD: Blog on Learning & Development)
URL:
https://bold.expert/how-can-we-create-optimal-learning-conditions/
Publication Type:
5. Arbeits- und Diskussionspapiere; Arbeits- und Diskussionspapier (keine besondere Kategorie)
Language:
Englisch
Keywords:
Lernbedingungen; Lernen; Lernerfolg; Arbeitsgedächtnis; Leistungsfähigkeit; Einflussfaktor; Leistungsmessung; Verfahren
Abstract:
We know from our own experience that not all days are alike. On some days we feel energetic, determined, and able to concentrate, while on others we are tired, worried, and unable to think straight. This is true of children as well. Fluctuations in their state of mind affect learning, and understanding where these fluctuations come from can help us create optimal learning conditions. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Testing the internal/external frame of reference model with elementary school children. Extension […]
Arens, A. Katrin; Preckel, Franzis
Journal Article
| In: Contemporary Educational Psychology | 2018
38514 Endnote
Author(s):
Arens, A. Katrin; Preckel, Franzis
Title:
Testing the internal/external frame of reference model with elementary school children. Extension to physical ability and intrinsic value
In:
Contemporary Educational Psychology, 54 (2018) , S. 199-211
DOI:
10.1016/j.cedpsych.2018.06.003
URN:
urn:nbn:de:0111-pedocs-167954
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-167954
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Selbstkonzept; Schülerleistung; Grundschüler; Modell; Sport; Fähigkeit; Mathematik; Deutsch; Geschlechtsspezifischer Unterschied; Schuljahr 03; Likert-Fragebogen; Faktorenanalyse; Empirische Untersuchung; Baden-Württemberg; Deutschland
Abstract:
Using a sample of third grade elementary school students (N = 514), we tested a generalized internal/external frame of reference (GI/E) model using math, verbal, and physical education achievements as predictors, and math, verbal, and physical ability self-concepts and intrinsic values as outcomes. Therefore, the present study adds to the generalizability of the GI/E model across age and to the investigation of dimensional comparisons. The findings replicated the assumptions of the classic internal/external frame of reference model by showing positive within-domain relations between math (verbal) achievements and self-concepts, but negative cross-domain relations. Positive within-domain and negative cross-domain achievement relations were also found for math and verbal intrinsic values. The findings further showed positive relations between achievement and self-concept as well as between achievement and intrinsic value within the physical ability domain. In addition, the findings demonstrated a negative relation between math achievement and physical ability self-concept and between German achievement and physical ability intrinsic value. Hence, the findings indicated that dimensional comparisons operate across academic and non-academic domains. Boys and girls did not differ with regard to the relations among constructs as depicted in the GI/E model. However, differential mean levels of the constructs were found for boys and girls. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Unselect matches
Select all matches
Export
<
1
2
3
...
13
>
Show all
(128)