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(Schlagwörter: "Mündliche Leistung")

Social and dimensional comparisons in math and verbal test anxiety. Within- and cross-domain […] Arens, A. Katrin; Becker, Michael; Möller, Jens Journal Article | In: Contemporary Educational Psychology | 2017 38115 Endnote: Author(s): Arens, A. Katrin; Becker, Michael; Möller, Jens
Title: Social and dimensional comparisons in math and verbal test anxiety. Within- and cross-domain relations with achievement and the mediating role of academic self-concept
In: Contemporary Educational Psychology, 51 (2017) , S. 240-252
DOI: 10.1016/j.cedpsych.2017.08.005
URN: urn:nbn:de:0111-pedocs-217546
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-217546
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Angst; Einflussfaktor; Emotionaler Zustand; Empirische Untersuchung; Leistungstest; Lernerfolg; Mathematikunterricht; Mündliche Leistung; Schülerleistung; Schuljahr 07; Selbsteinschätzung; Selbstkonzept; Strukturgleichungsmodell; Vergleich
Abstract: The present study builds on two strands of research: (1) the recently established generalized internal/external frame of reference (GI/E) model assuming social (comparing one's achievement in one domain with the achievement of one's peers in the same domain) and dimensional (comparing one's achievement in one domain with one's achievement in another domain) comparison processes in the formation of motivational constructs and self-perceptions, and (2) research on domain-specific facets of test anxiety. Using a sample of 5135 German seventh grade students, it is tested whether and how both comparison processes are involved in the formation of domain-specific facets of test anxiety when considering both the emotionality and worry components of test anxiety, and whether the relation between achievement and test anxiety is mediated through academic self-concept. When applying the GI/E model to test anxiety, the results showed negative relations between achievement and test anxiety within math and verbal (German) domains, but partially positive relations across domains. This pattern of relations emerged for both the worry and emotionality components while stronger achievement relations were found for worry. These findings indicate that dimensional achievement comparison processes operate in the formation of domain-specific test anxiety. Domain-specific academic self-concepts were found to mediate the relations between achievement and test anxiety within and across domains, the mediation being stronger for worry than for emotionality as an outcome. Boys and girls did not differ regarding direct and indirect relations among constructs. Implications for research on dimensional comparison processes and test anxiety are discussed. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung; Struktur und Steuerung des Bildungswesens

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

Contrast and assimilation effects of dimensional comparisons in five subjects. An extension of the […] Jansen, Malte; Schroeders, Ulrich; Lüdtke, Oliver; Marsh, Herbert Journal Article | In: Journal of Educational Psychology | 2015 35949 Endnote: Author(s): Jansen, Malte; Schroeders, Ulrich; Lüdtke, Oliver; Marsh, Herbert
Title: Contrast and assimilation effects of dimensional comparisons in five subjects. An extension of the I/E model
In: Journal of Educational Psychology, 107 (2015) 4, S. 1086-1101
DOI: 10.1037/edu0000021
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Biologieunterricht; Chemieunterricht; Deutschland; Deutschunterricht; Faktorenanalyse; Mathematikunterricht; Metaanalyse; Mündliche Leistung; Physikunterricht; Schüler; Schülerleistung; Schuljahr 09; Selbstevaluation; Selbstkonzept; Strukturgleichungsmodell; Unterrichtsinhalt; Vergleich; Wirkung
Abstract: Students evaluate their achievement in a specific domain in relation to their achievement in other domains and form their self-concepts accordingly. These comparison processes have been termed dimensional comparisons and shown to be an important source of academic self-concepts in addition to social and temporal comparisons. Research on the internal/external frame of reference model (I/E model) has frequently found negative effects of students' achievement on their academic self-concept between different scholastic domains (mathematics and the language of instruction) that are interpreted as contrast effects of dimensional comparisons. There is mixed evidence with regard to whether negative contrast effects or positive assimilation effects occur when students compare their achievement in domains that are more similar. In this study, we extended the original I/E model with 3 science domains (biology, chemistry, and physics). Using structural equation modeling, we analyzed the domain-specific self-concepts, grades, and test scores of a representative sample of 9th-grade students in Germany (N = 20,050) across 5 domains. Mathematics, physics, and chemistry showed contrast effects to German, whereas small assimilation effects were found between mathematics, physics, and chemistry. This effect pattern was present for both grades and test scores. Achievement in mathematics and the language of instruction affected self-concepts in the sciences, whereas achievement in the sciences had no effect on self-concepts in other subjects. The results support the hypotheses derived from dimensional comparison theory that both contrast and assimilation effects can result from dimensional comparisons and that the 3 science subjects are affected differentially by these comparisons. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Dimensional comparison theory. Paradoxical relations between self-beliefs and achievements in […] Marsh, Herbert; Lüdtke, Oliver; Nagengast, Benjamin; Trautwein, Ulrich; Abduljabbar, Adel Salah; […] Journal Article | In: Learning and Instruction | 2015 35333 Endnote: Author(s): Marsh, Herbert; Lüdtke, Oliver; Nagengast, Benjamin; Trautwein, Ulrich; Abduljabbar, Adel Salah; Abdelfattah, Faisal; Jansen, Malte
Title: Dimensional comparison theory. Paradoxical relations between self-beliefs and achievements in multiple domains
In: Learning and Instruction, 35 (2015) , S. 16-32
DOI: 10.1016/j.learninstruc.2014.08.005
URL: https://www.sciencedirect.com/science/article/abs/pii/S0959475214000668
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Assimilation; Deutschland; Gegensatz; Leistung; Mehrebenenanalyse; Methodologie; Mündliche Leistung; Naturwissenschaftliche Kompetenz; Prognose; Schüler; Schülerleistung; Selbstkonzept; Selbstwirksamkeit; Strukturgleichungsmodell; Theorie; Vergleich; Wirkung
Abstract: The internal/external frame of reference (I/E) model posits paradoxical relations between achievement and self-concept in mathematics and verbal domains, in which achievement in each domain has a positive effect on self-concept in the matching domain (e.g., mathematics achievement on mathematics self-concept) but a negative (contrastive) effect on self-concept in the non-matching domain (e.g., mathematics achievement on verbal self-concept). Extending the I/E model, Dimensional Comparison Theory (DCT) posits that self-evaluations are based on dimensional comparisons (e.g., how my accomplishments in one domain compare with my accomplishments in another domain) as well as the more traditional social and temporal comparisons, and on other sources of information about one's accomplishments. Extending the traditional tests of the I/E model, DCT predicts strong contrast effects only for contrasting domains that are at the opposite ends of the theoretical continuum of academic self-concept (far comparisons: e.g., the negative effect of math achievement on verbal self-concept), but much weaker negative contrast or even positive assimilation effects for complementary domains that are close to each other (near domains: e.g., positive effects of math achievement on physics self-concept; positive effects of native language on foreign language self-concept). Here we illustrate new predictions, theoretical insights, and methodology associated with DCT based on multiple academic domains (native language, foreign language, history, biology, physics and math), showing significant contrast effects for far comparisons and significantly less contrast or assimilation effects for near domains. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Native language self-concept and reading self-concept. Same or different? Arens, A. Katrin; Yeung, Alexander Seeshing; Hasselhorn, Marcus Journal Article | In: Journal of Experimental Education | 2014 34272 Endnote: Author(s): Arens, A. Katrin; Yeung, Alexander Seeshing; Hasselhorn, Marcus
Title: Native language self-concept and reading self-concept. Same or different?
In: Journal of Experimental Education, 82 (2014) 2, S. 229-252
DOI: 10.1080/00220973.2013.813362
URN: urn:nbn:de:0111-pedocs-179917
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-179917
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Deutsch; Deutschland; Korrelationsanalyse; Lesekompetenz; Lesen; Lesetest; Leseverstehen; Mathematische Kompetenz; Messung; Mündliche Leistung; Muttersprache; Schüler; Schulerfolg; Schuljahr 05; Schuljahr 06; Sekundarstufe I; Selbstkonzept; Sprachkompetenz; Sprechfertigkeit; Vergleichsuntersuchung
Abstract: In assessing verbal academic self-concept with preadolescents, researchers have used scales for students' self-concepts in reading and in their native language interchangeably. The authors conducted 3 studies with German students to test whether reading and German (i.e., native language) self-concepts can be treated as the same or different constructs. Compared with other facets of academic self-concept, reading self-concept was more highly related to reading test scores (Study 1) and German self-concept to German grades (Study 2). In Study 3, reading and general school self-concepts demonstrated similar relations to German grades. The findings of the 3 studies, albeit indirect, supported the specificity matching principle and caution researchers against applying reading and native language self-concept scales uncritically to infer verbal self-concept.
DIPF-Departments: Bildung und Entwicklung