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Author(s): Beißert, Hanna; Köhler, Meike; Rempel, Marina; Kruyen, Peter M.
Title: Ein Vergleich traditioneller und computergestützter Methoden zur Erstellung einer deutschsprachigen Need for Cognition Kurzskala
In: Diagnostica, 66 (2020) 1, S. 37-49
DOI: 10.1026/0012-1924/a000242
URN: urn:nbn:de:0111-dipfdocs-237848
URL: http://www.dipfdocs.de/volltexte/2022/23784/pdf/Diagnostica_2020_1_Beissert_et_al_Vergleich_traditioneller_und_computergestuetzter_A.pdf
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Deutsch
Keywords: Skala; Item; Entwicklung; Computerunterstütztes Verfahren; Validierung; Freude; Erkenntnis
Abstract: Die vorliegende Arbeit dient der Entwicklung einer Kurzskala zur Messung von Need for Cognition (NFC). Neben traditionellen Verfahren der Itemreduktion auf Basis von Itemkennwerten der klassischen Testtheorie wurde in Studie 1 (N = 282) ein neues, computergestütztes Verfahren des "full information approach" vorgestellt. Mithilfe der beiden Verfahren wurden 3 mögliche Skalen mit jeweils 5 Items selektiert, welche in einem unabhängigen Datensatz in Studie 2 (N = 530) Validierungskriterien unterzogen wurden. Aus den 3 Skalen mit ähnlichen Ergebnissen bezüglich der Gütekriterien wurde eine anhand der "full information approach" erstellten Skalen als finale Kurzskala NFC-K ausgewählt. Diese NFC-K weist ein Cronbachs α von .69 auf, eine Korrelation mit der Langskala von .81 und keinen signifikanten Zusammenhang mit sozialer Erwünschtheit. Neben der systematischen und objektiven Selektion und Validierung der Kurzskala NFC-K stellt die vorliegende Arbeit auch eine Fallstudie zu den Herausforderungen der Kurzskalenentwicklung auf Basis klassischer und computergestützter Selektionsverfahren dar. (DIPF/Orig.)
Abstract (english): The current study presents the development and validation of a Need for Cognition (NFC) short scale. In Study 1 (N = 282), traditional item selection procedures based on classic test theory were used as well as an innovative computational approach, our "full information approach." The procedures led to three different short scales with comparable psychometric quality, which were validated in Study 2 (N = 530). Based on different validation criteria, one of the three scales obtained from the full information approach was selected as the final short scale NFC-K. This NFC-K achieved a Cronbach's α of .69, a correlation of .81 with the original scale, and showed no significant correlation with social desirability. Besides presenting a systematic and objective selection and validation of the NFC-K, this article represents a case study of the challenges of developing a short scale comparing both traditional and computational approaches. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung
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Author(s): He, Jia; Barrera-Pedemonte, Fabian; Buchholz, Janine
Title: Cross-cultural comparability of noncognitive constructs in TIMSS and PISA
In: Assessment in Education, 26 (2019) 4, S. 369-385
DOI: 10.1080/0969594X.2018.1469467
URL: https://www.tandfonline.com/doi/full/10.1080/0969594X.2018.1469467
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: PISA <Programme for International Student Assessment>; TIMSS <Third International Mathematics and Science Study>; Schülerleistung; Leistungsmessung; Mathematikunterricht; Naturwissenschaftlicher Unterricht; Freude; Motivation; Schule; Identifikation <Psy>; Sekundarstufe I; Schüler; Messverfahren; Vergleich; Item-Response-Theory; Faktorenanalyse; OECD-Länder
Abstract: Noncognitive assessments in Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study share certain similarities and provide complementary information, yet their comparability is seldom checked and convergence not sought. We made use of student self-report data of Instrumental Motivation, Enjoyment of Science and Sense of Belonging to School targeted in both surveys in 29 overlapping countries to (1) demonstrate levels of measurement comparability, (2) check convergence of different scaling methods within survey and (3) check convergence of these constructs with student achievement across surveys. We found that the three scales in either survey (except Sense of Belonging to School in PISA) reached at least metric invariance. The scale scores from the multigroup confirmatory factor analysis and the item response theory analysis were highly correlated, pointing to robustness of scaling methods. The correlations between each construct and achievement was generally positive within each culture in each survey, and the correlational pattern was similar across surveys (except for Sense of Belonging), indicating certain convergence in the cross-survey validation. We stress the importance of checking measurement invariance before making comparative inferences, and we discuss implications on the quality and relevance of these constructs in understating learning. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation
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Author(s): Möwisch, Dave; Schmiedek, Florian; Richter, David; Brose, Annette
Title: Capturing affective well‑being in daily life with the day reconstruction method. A refined view on positive and negative affect
In: Journal of Happiness Studies, 20 (2019) 2, S. 641-663
DOI: 10.1007/s10902-018-9965-3
URL: https://link.springer.com/article/10.1007%2Fs10902-018-9965-3
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Alltag; Wohlbefinden; Zufriedenheit; Emotionaler Zustand; Freude; Messung; Messverfahren; Stress; Angst; Tagesablauf; Veränderung; Unterschied; Indikator; Modell; Panel; Strukturgleichungsmodell; Deutschland
Abstract: In the last years, there has been a shift from traditional measurements of affective well-being to approaches such as the day reconstruction method (DRM). While the traditional approaches often assess trait level differences in well-being, the DRM allows examining affective dynamics in everyday contexts. The latter may ultimately explain why some people feel more happy than others (e.g., because they experience more gratification during everyday experiences). Even though DRM research has increased in the last years, little is known about the structure of affective well-being in everyday life, and potential structural differences of affect at the within- and between-person level have rarely been considered. We thus thoroughly examined the structure of affective well-being in daily life, using data from a nationally representative sample (N = 2401) of the German Socioeconomic Panel Innovation Sample that were obtained with the DRM. Multilevel structural equation models revealed that (1) affective well-being in daily life cannot be reduced to the two global dimensions positive and negative affect (PA and NA) but that the structure of NA is more nuanced; (2) the emerging subfacets of NA have distinct associations with global indicators of well-being (e.g., life satisfaction); (3) there are structural differences of affective well-being at the within- and between-person level, and (4) the relationships between affect subfacets and activities such as "work" can be opposed at the within- and between-person level. These results show that a more differentiated view on the structure of affect contributes to a better understanding of affective well-being in everyday life. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung
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Author(s): Tetzner, Julia; Becker, Michael
Title: Why are you so optimistic? Effects of sociodemographic factors, individual experiences and peer characteristics on optimism in early adolescents
In: Journal of Personality, 87 (2019) 3, S. 661-675
DOI: 10.1111/jopy.12424
URN: urn:nbn:de:0111-dipfdocs-190638
URL: http://www.dipfdocs.de/volltexte/2021/19063/pdf/JP_2019_3_Tetzner_Becker_Why_are_you_so_optimistic_A.pdf
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch; Deutsch
Keywords: Emotionaler Zustand; Freude; Jugendlicher; Schüler; Schuljahr 07; Sozioökonomische Lage; Eltern; Einflussfaktor; Peergroup; Schüler-Schüler-Beziehung; Akzeptanz; Persönlichkeitsmerkmal; Wohlbefinden; Einstellung <Psy>; Verhalten; Lernerfolg; Kognitive Kompetenz; Leistungstest; Längsschnittuntersuchung; Deutschland
Abstract (english): Objective: Although a growing body of research has confirmed the manifold advantages of being an optimist, only a limited body of previous research has addressed the antecedents of optimism in real‐life situations. This study examined whether parental socioeconomic status (SES), age‐salient experiences (i.e., doing well in school and perceiving acceptance from peers), and aspects of the student composition at school contribute to changes in the optimism of early adolescents. Method: We followed a large sample of German seventh graders (N = 7,272; 2.9% females; baseline Mage = 14.1) at two measurement points over a period of 5 months and estimated latent regression models. Results: First, optimism showed medium‐sized rank‐order stability between both measurement points. Second, parental SES predicted changes in optimism, but this effect was fully mediated by age‐salient experiences. Third, positive age‐salient experiences (i.e., academic achievement and perceived peer acceptance) predicted positive changes in early adolescents' optimism. Fourth, our results suggested no effects of school peer composition. Conclusions: The findings broaden our current knowledge about antecedents of changes in optimism during early adolescence by highlighting the effects of positive age‐salient experiences, namely, academic achievement and perceived acceptance from peers. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens
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Author(s): Hochweber, Jan; Vieluf, Svenja
Title: Gender differences in reading achievement and enjoyment of reading. The role of perceived teaching quality
In: Journal of Educational Research, 111 (2018) 3, S. 268-283
DOI: 10.1080/00220671.2016.1253536
URN: urn:nbn:de:0111-pedocs-170406
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-170406
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Datenanlyse; Deutschland; Freude; Geschlechtsspezifischer Unterschied; Lesefertigkeit; Lesen; Mehrebenenanalyse; Motivation; Qualität; Schüler; Schuljahr 09; Sekundäranalyse; Sekundarstufe I; Unterricht; Wahrnehmung
Abstract (english): The authors examined the extent to which classroom-specific relationships between students' gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management, adequate pacing, and a strong focus on language competencies were related to a less pronounced increase of girls' advantage in reading achievement during Grade 9. High levels of teacher support and focus on language competencies were related to smaller gender differences in enjoyment of reading at the beginning of Grade 9, though not associated with change of these differences over the school year. Our findings suggest that high teaching quality is not only related to higher reading achievement and reading enjoyment in classrooms as a whole, but may also help to mitigate the increase of gender gaps in reading achievement and motivation commonly observed in secondary school. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation
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Author(s): Lazarides, Rebecca; Buchholz, Janine; Rubach, Charlott
Title: Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms
In: Teaching and Teacher Education, 69 (2018) 1, S. 1-10
DOI: 10.1016/j.tate.2017.08.017
URN: urn:nbn:de:0111-pedocs-155971
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-155971
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Mathematiklehrer; Freude; Selbstwirksamkeit; Verhalten; Wirkung; Schüler; Motivation; Überzeugung; Wahrnehmung; Mathematikunterricht; Gymnasium; Integrierte Sekundarschule; Schuljahr 09; Schuljahr 10; Lernziel; Wertorientierung; Unterrichtsklima; Klassenführung; Strukturgleichungsmodell; Berlin
Abstract (english): The purpose of this study is to examine whether teacher enthusiasm and classroom management self-efficacy are related to classroom mastery orientation and student motivation. We used data from 803 students in grades 9 and 10 (53.3% girls) and their mathematics teachers (N = 41; 58.5% men). Student-perceived teacher enthusiasm was related to classroom mastery orientation as well as to intrinsic value and cost at the student level. Teacher-reported selfefficacy was related to classroom mastery orientation at the classroom level. At both the individual and the classroom level, classroom mastery orientation was related to attainment and utility value. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation
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Editor(s) Schukajlow, Stanislaw; Rakoczy, Katrin; Pekrun, Reinhard
Title: Emotions and motivation in mathematics education
Published: Berlin: Springer, 2017 (ZDM Mathematics Education, 49, No. 3)
URL: https://link.springer.com/journal/11858/49/3/page/1
Publication Type: 2. Herausgeberschaft; Zeitschriftensonderheft
Language: Englisch
Keywords: Angst; Bildungsforschung; Emotion; Empirische Forschung; Forschungsstand; Freude; Interesse; Langeweile; Lernerfolg; Mathematikunterricht; Motivation; Problemlösen; Selbstkonzept; Selbstregulation; Selbstwirksamkeit
Abstract: Emotions and motivation are important prerequisites, mediators, and outcomes of learning and achievement. In this article, we first review major theoretical approaches and empirical findings in research on students' emotions and motivation in mathematics, including a discussion of how classroom instruction can support emotions and motivation. Based on this review, we encourage researchers from mathematics education and other disciplines of educational research to combine their efforts. Second, we provide an overview of the contributions in this special issue, most of which reflect such a combination of efforts by considering perspectives from both mathematics education and other fields of educational research. Finally, we consider the neglect of intervention studies and outline directions for future research. We identify intervention studies that target emotions and motivation as one promising but so far underrepresented line of research in mathematics education and review results from existing intervention studies. For future research, we suggest that researchers should implement fine-grained concepts, assessment instruments, theoretical hypotheses, and methods of analysis tailored to the specific features of the mathematical domain to adequately investigate students' emotions and motivation in this domain. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation
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Editor(s) Reiss, Kristina; Sälzer, Christine; Schiepe-Tiska, Anja; Klieme, Eckhard; Köller, Olaf
Title: PISA 2015. Eine Studie zwischen Kontinuität und Innovation
Published: Münster: Waxmann, 2016
URL: https://www.waxmann.com/fileadmin/media/zusatztexte/3555Volltext.pdf
Publication Type: 2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language: Deutsch
Keywords: Deutschland; Einstellung <Psy>; Eltern; Empirische Untersuchung; Entdeckendes Lernen; Forschendes Lernen; Fragebogen; Freude; Geschlechtsspezifischer Unterschied; Interesse; Internationale Organisation; Internationaler Vergleich; Jugendlicher; Kompetenzerwerb; Konzeption; Leistungsmessung; Lernbedingungen; Lernumgebung; Lesekompetenz; Mathematische Kompetenz; Migrationshintergrund; Motivation; Naturwissenschaftliche Kompetenz; Naturwissenschaftlicher Unterricht; OECD-Länder; Organisation; PISA <Programme for International Student Assessment>; Qualität; Querschnittuntersuchung; Reliabilität; Schulentwicklung; Schülerleistung; Schülerleistungstest; Schulform; Schulklima; Sekundarbereich; Selbstwirksamkeit; Skalierung; Soziale Herkunft; Stichprobe; Technologiebasiertes Testen; Teilnehmer; Testaufgabe; Testauswertung; Testdurchführung; Testkonstruktion; Testmethodik; Überzeugung; Validität; Veränderung; Wahrnehmung
Abstract: Alle drei Jahre testet PISA den Stand der Grundbildung fünfzehnjähriger Jugendlicher in den Bereichen Naturwissenschaften, Mathematik und Lesen und untersucht so Stärken und Schwächen von Bildungssystemen im Vergleich der OECD-Staaten. Zentral ist dabei die Frage, inwieweit es den teilnehmenden Staaten gelingt, die Schülerinnen und Schüler während der Schulpflicht auf ihre weiteren Bildungs- und Berufswege vorzubereiten. Der nationale Berichtsband stellt die Ergebnisse aus PISA 2015 vor, die von den Schülerinnen und Schülern in Deutschland erreicht wurden, und setzt sie in Relation zu den Ergebnissen in anderen OECD-Staaten. Der Schwerpunkt der Erhebungen und Auswertungen liegt dabei auf den Naturwissenschaften. PISA 2015 bildet als sechste Erhebungsrunde des Programme for International Student Assessment der OECD zugleich den Abschluss des zweiten Zyklus der Studie und den Beginn der computerbasierten Testung. Unter Beibehaltung wesentlicher Standards der Datenerhebung und -auswertung wurden in PISA 2015 mit dem Erhebungsmodus am Computer, einem differenzierteren Skalierungsmodell und einem erweiterten Testdesign mehrere Neuerungen eingeführt. Sie tragen Veränderungen in der Lern- und Lebenswelt Rechnung und werden die Aussagekraft der PISA-Studien auf lange Sicht verbessern. Mit Blick auf diese Balance zwischen Kontinuität und Innovation werden die Befunde aus PISA 2015 in diesem Band eingeordnet und diskutiert. (DIPF/Verlag)
DIPF-Departments: Bildungsqualität und Evaluation
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Author(s): Schukajlow, Stanislaw; Rakoczy, Katrin
Title: The power of emotions. Can enjoyment and boredom explain the impact of individual preconditions and teaching methods on interest and performance in mathematics?
In: Learning and Instruction, 44 (2016) , S. 117-127
DOI: 10.1016/j.learninstruc.2016.05.001
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Deutschland; Emotion; Empirische Untersuchung; Freude; Gesamtschule; Interesse; Interessentest; Langeweile; Leistungstest; Mathematikunterricht; Motivation; Schüler; Schülerleistung; Schuljahr 09; Wirkung
Abstract (english): We investigated students' emotions as intervening variables between teaching methods, motivational and performance prerequisites, and outcomes. 144 students from German schools were assigned to two conditions. In one condition, students were prompted to develop multiple solutions for modelling problems that were missing information. In the other condition, students had to find one solution for modelling problems that were not missing information. Students' interest and performance were measured before and after the 5-lesson teaching unit, and students' enjoyment and boredom were measured during the teaching unit. The path analyses revealed: (1) Students who developed more solutions enjoyed their mathematics lessons more and were less bored than students in the other condition; (2) Enjoyment affected students' interest and performance at posttest and mediated the effects of prompting them to find multiple solutions on interest at posttest; (3) Students' enjoyment during learning mediated the effects of prior interest on interest at posttest. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation
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Author(s): Kriegbaum, Katharina; Jansen, Malte; Spinath, Birgit
Title: Motivation. A predictor of PISA's mathematical competence beyond intelligence and prior test achievement
In: Learning and Individual Differences, 43 (2015) , S. 140-148
DOI: 10.1016/j.lindif.2015.08.026
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Deutschland; Freude; Intelligenz; Interesse; Leistungstest; Mathematische Kompetenz; Motivation; PISA <Programme for International Student Assessment>; Schüler; Schülerleistung; Schuljahr 09; Schuljahr 10; Schulnoten; Selbstkonzept; Selbstwirksamkeit; Strukturgleichungsmodell; Vergleich
Abstract (english): This study examined the relative importance of different motivational constructs for the prediction of mathematical competence in adolescents and their incremental power beyond intelligence and prior achievement. We employed both a cross-sectional and a one-year longitudinal approach using data from PISA 2003 and 2004, a nation-wide representative dataset. The sample consisted of 6020 fifteen-year-old German students who provided self-reports on their math-specific self-concept, self-efficacy, interest, and goal orientations in addition to the core PISA standardized achievement tests. Data were analyzed with structural equation models. Cross-sectionally, all motivational constructs incrementally contributed to the prediction of mathematical competence beyond intelligence (explained variance: 1%-29%). After controlling longitudinally for intelligence and prior achievement, self-efficacy, self-concept, interest, and learning goals significantly predicted subsequent mathematical competence one year later. Relative weights analyses compared the predictive power of all variables simultaneously and showed that intelligence (cross-sectional) and prior achievement (longitudinal) explained the largest portion of variance in mathematical competence, followed by task-specific self-efficacy as the strongest motivational predictor. These results confirm that motivation plays an important role in predicting academic achievement. (DIPF/Autor)
DIPF-Departments: Struktur und Steuerung des Bildungswesens