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(Personen: "Arens," und "Katrin")
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Formation of academic self-concept and intrinsic value within and across three domains. Extending […]
Arens, A. Katrin; Niepel, Christoph
Journal Article
| In: British Journal of Educational Psychology | 2023
43933 Endnote
Author(s):
Arens, A. Katrin; Niepel, Christoph
Title:
Formation of academic self-concept and intrinsic value within and across three domains. Extending the reciprocal internal/external frame of reference model
In:
British Journal of Educational Psychology, 93 (2023) 2, S. 545-570
DOI:
10.1111/bjep.12578
URL:
https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bjep.12578
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
Background: The reciprocal internal/external frame of reference (RI/E) combines two models of academic self-concept formation, namely the reciprocal effects model (REM) and the internal/external frame of reference (I/E) model. The REM assumes reciprocal relations between achievement and academic self-concept. The I/E model assumes contrast effects between achievement and self-concept across math and verbal domains. The RI/E model can be extended to more school subjects than one math and one verbal domain, and to other motivational constructs. Aims: We examined an extended RI/E model considering achievement, academic self-concept, and intrinsic value related to math, German and English. Sample: The sample consisted of 1939 German secondary school students. Methods: The three measurement waves covered Grades 5 to 7. Cross-lagged panel models were used to analyse the data. Results: Within domains, there were reciprocal relations between achievement and academic self-concept but only unidirectional relations between former achievements and later intrinsic values. Across domains, there were significant negative relations between former math achievement and later self-concepts and intrinsic values in German and English, and between former German and English achievements and later self-concept and intrinsic value in math. These findings imply contrast effects across math and verbal domains. The pattern of relations among constructs was found to be generalizable across gender and school tracks and stable across measurement waves. Conclusion: The study provides further support for the validity of the RI/E model and its extension to English as another school subject and intrinsic value as another motivational construct. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Looking behind the scenes of Learning and Individual Differences. An interview with the editorial […]
Greiff, Samuel; Arens, A. Katrin; Caviola, Sara; Guo, Jiesi; Jameson, Molly; Lee, Kerry; […]
Journal Article
| In: Learning and Individual Differences | 2023
43935 Endnote
Author(s):
Greiff, Samuel; Arens, A. Katrin; Caviola, Sara; Guo, Jiesi; Jameson, Molly; Lee, Kerry; McCarthy, Kathryn; Mouratidis, Athanasios
Title:
Looking behind the scenes of Learning and Individual Differences. An interview with the editorial team
In:
Learning and Individual Differences, 104 (2023) , S. 102286
DOI:
10.1016/j.lindif.2023.102286
URL:
https://www.sciencedirect.com/science/article/pii/S1041608023000304
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Language:
Englisch
DIPF-Departments:
Bildung und Entwicklung
The formation of academic self-concept and interest in primary school. Examining the generalized […]
Westhuizen, Lindie van der; Arens, A. Katrin; Keller, Ulrich; Greiff, Samuel; Fischbach, Antoine; […]
Journal Article
| In: Contemporary Educational Psychology | 2023
43932 Endnote
Author(s):
Westhuizen, Lindie van der; Arens, A. Katrin; Keller, Ulrich; Greiff, Samuel; Fischbach, Antoine; Niepel, Christoph
Title:
The formation of academic self-concept and interest in primary school. Examining the generalized internal/external frame of reference model with first- and third-grade children
In:
Contemporary Educational Psychology, 73 (2023) , S. 102167
DOI:
10.1016/j.cedpsych.2023.102167
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0361476X23000218
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
The generalized internal/external frame-of-reference (GI/E) model explains the formation of self-perceptions and motivational constructs through social and dimensional comparisons. Research examining the GI/E model with primary school children is scarce, especially with first-grade children. Using two fully representative first-grade cohorts and two fully representative third-grade cohorts (N = 21,162; 48% girls) from Luxembourg, we examined the relations between math and verbal achievements and corresponding domain-specific academic self-concepts (ASCs) and interests. In addition, we tested whether the relations between domain-specific achievements and interests are cross-sectionally mediated through ASCs. Positive achievement-ASC and achievement-interest relations were found within matching domains in both grade levels, while the relations between achievements and ASCs and between achievements and interests across nonmatching domains were significantly negative for third-grade children. For first-grade children, the majority of cross-domain relations were nonsignificant, except for the path between math achievement and verbal interest. For school children in both grade levels, domain-specific ASCs were found to mediate the relation between achievements and interests. Overall, the findings indicate that social comparisons play an important role in the formation of domain-specific ASCs and interests for both grade levels, while dimensional comparisons are not as important in the first school year as it is later in the third grade. Gender and cohort invariance were established in both grade levels. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
The big-fish-little-pond effect on academic self-concept and interest in first- and third-grade […]
Westhuizen, Lindie van der; Niepel, Christoph; Greiff, Samuel; Fischbach, Antoine; Arens, A. Katrin
Journal Article
| In: Learning and Instruction | 2023
43934 Endnote
Author(s):
Westhuizen, Lindie van der; Niepel, Christoph; Greiff, Samuel; Fischbach, Antoine; Arens, A. Katrin
Title:
The big-fish-little-pond effect on academic self-concept and interest in first- and third-grade students
In:
Learning and Instruction, 87 (2023) , S. 101802
DOI:
10.1016/j.learninstruc.2023.101802
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0959475223000713
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
Background: The big-fish-little-pond effect (BFLPE) postulates that class-average achievement has a negative effect on students' academic self-concept. Research examining the BFLPE with elementary school students is scarce, especially with first graders. Aims: This study examined the BFLPE of class-average achievement on academic self-concept and interest in the math domain with first and third graders. Sample: Participants were Luxembourgish first graders (N = 5057) and third graders (N = 4925). Methods: A multilevel, doubly latent approach was used to assess a BFLPE model containing achievement (as the predictor) and ASC and interest (as outcomes) in the math domain. Results: The BFLPE on math self-concept was supported in both grades, whereas the BFLPE on math interest was supported only for third graders. In both grades, larger effect sizes were observed for the BFLPE on math self-concept than on math interest. Conclusion: Our results suggest that the social comparisons underlying the BFLPE play an important role in the formation of math self-concept in both grades, but they play a less substantial-and probably later-role in the formation of math interest in elementary school. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Das Selbstkonzept im Schulfach Musik. Einbettung in die Forschung zum akademischen Selbstkonzept
Arens, A. Katrin; Fiedler, Daniel; Hasselhorn, Johannes
Journal Article
| In: Zeitschrift für Erziehungswissenschaft | 2022
42777 Endnote
Author(s):
Arens, A. Katrin; Fiedler, Daniel; Hasselhorn, Johannes
Title:
Das Selbstkonzept im Schulfach Musik. Einbettung in die Forschung zum akademischen Selbstkonzept
In:
Zeitschrift für Erziehungswissenschaft, 25 (2022) 3, S. 629-658
DOI:
10.1007/s11618-022-01098-9
URL:
https://link.springer.com/article/10.1007/s11618-022-01098-9
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Deutsch
Abstract:
Die vorliegende Studie untersucht das Selbstkonzept im Schulfach Musik im Kontext der aktuellen Forschung zum bereichsspezifischen akademischen Selbstkonzept. Dazu werden die Zusammenhänge zwischen dem Selbstkonzept im Schulfach Musik und (1) Selbstkonzepten in weiteren Schulfächern und bezogen auf Schule allgemein, (2) Noten und (3) intrinsischen Werten in verschiedenen Schulfächern geprüft. Weiter werden Unterschiede in der Struktur und in den Mittelwerten verschiedener akademischer Selbstkonzepte mitsamt dem Selbstkonzept für das Schulfach Musik zwischen Jungen und Mädchen sowie zwischen musikalisch aktiven und nicht-aktiven Schülerinnen und Schülern untersucht. Die Stichprobe umfasste N = 442 Schülerinnen und Schülern der Klassenstufen 7 bis 9. Das Selbstkonzept im Schulfach Musik zeigte einen höheren Zusammenhang zu Selbstkonzepten verbaler Schulfächer als zu Selbstkonzepten mathematisch-naturwissenschaftlicher Schulfächer. Weiter zeigte das Selbstkonzept im Schulfach Musik höhere Zusammenhänge zur Note und zum intrinsischen Wert im selben Fach als zur Note und zu intrinsischen Werten anderer Schulfächer. Musikalisch aktive und nicht-aktive Schüler unterschieden sich nicht in der Struktur, aber in den Mittelwerten der akademischen Selbstkonzepte. Das gleiche galt für Jungen und Mädchen, wobei der Geschlechtseffekt im Mittelwert für das Selbstkonzept im Schulfach Musik zugunsten der Mädchen auf die ungleiche Geschlechtsverteilung in der musikalischen Aktivität zurückging. Die Ergebnisse lassen den Schluss zu, dass sich bekannte Phänomene des akademischen Selbstkonzepts auf das Selbstkonzept im Schulfach Musik übertragen lassen. (DIPF/Orig.)
Abstract (english):
This study aims to embed the self-concept in music as a school subject into contemporary academic self-concept research. To this aim, we examined the relations between self-concept in music as a school subject and (1) other academic self-concepts in multiple school subjects and related to school in general, (2) school grades, and (3) intrinsic values in multiple school subjects. In addition, we examined invariance in the structure and latent mean levels of different academic self-concepts including the self-concept in music as a school subject between boys and girls and between musically active and non-active students. The sample consisted of N = 442 students of Grades 7 to 9. The self-concept in music as a school subject showed higher relations to verbal academic self-concepts than to academic self-concepts of the math/science domain. The self-concept in music as a school subject further showed higher relations to the school grade and intrinsic value of the same subject compared to school grades and intrinsic values related to other domains. Musically active and non-active students did not differ in the structure, but in the latent mean levels of academic self-concepts. The same was found for boys and girls. However, the gender effect in the mean level of the self-concept in music as a school subject in favor of girls might be due to the unequal gender distribution in musical activity. The results lead to the conclusion that well-established phenomena of academic self-concept research also apply to the self-concept in music as a school subject. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Self-concept and self-efficacy in math. Longitudinal interrelations and reciprocal linkages with […]
Arens, A. Katrin; Frenzel, Anne C.; Goetz, Thomas
Journal Article
| In: Journal of Experimental Education | 2022
40350 Endnote
Author(s):
Arens, A. Katrin; Frenzel, Anne C.; Goetz, Thomas
Title:
Self-concept and self-efficacy in math. Longitudinal interrelations and reciprocal linkages with achievement
In:
Journal of Experimental Education, 90 (2022) 3, S. 615-633
DOI:
10.1080/00220973.2020.1786347
URL:
https://www.tandfonline.com/doi/full/10.1080/00220973.2020.1786347
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
This study examined temporal interrelations among math self-concept and math self-efficacy and their differential relations to two commonly applied math achievement indicators, that is, math achievement test scores and school grades in math. It based on a longitudinal design with four annual assessments of self-concept, self-efficacy, school grades, and achievement test scores in math during secondary school (Years 6 to 9, N = 3,209 German students). Prior math self-concept was positively related to subsequent math self-efficacy, but prior math self-efficacy was unrelated to subsequent math self-concept. Considering math grades, reciprocal relations could be found for math self-concept. Math self-efficacy and math grades showed a unidirectional relation with former math grades being related to later math self-efficacy. Considering math test scores, reciprocal relations could be found for math self-efficacy. The relation between math test scores and math self-concept was unidirectional, former math test scores being related to later math self-concept. The relations among self-concept, self-efficacy, and the two types of achievement indicators in math did not vary across time waves which covered adolescent years. Gender invariance was demonstrated with regard to the interrelations of math self-concept and math self-efficacy as well as for their relations to both math achievement indicators. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Student profiles of self-concept and interest in four domains. A latent transition analysis
Franzen, Patrick; Arens, A. Katrin; Greiff, Samuel; Niepel, Christoph
Journal Article
| In: Learning and Individual Differences | 2022
42538 Endnote
Author(s):
Franzen, Patrick; Arens, A. Katrin; Greiff, Samuel; Niepel, Christoph
Title:
Student profiles of self-concept and interest in four domains. A latent transition analysis
In:
Learning and Individual Differences, 95 (2022) , S. 102139
DOI:
10.1016/j.lindif.2022.102139
URL:
https://www.sciencedirect.com/science/article/abs/pii/S1041608022000267?via%3Dihub
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
DIPF-Departments:
Bildung und Entwicklung
Developing and validating a short-form questionnaire for the assessment of seven facets of […]
Franzen, Patrick; Arens, A. Katrin; Greiff, Samuel; Westhuizen, Lindie van der; Fischbach, Antoine; […]
Journal Article
| In: Journal of Personality Assessment | 2022
42077 Endnote
Author(s):
Franzen, Patrick; Arens, A. Katrin; Greiff, Samuel; Westhuizen, Lindie van der; Fischbach, Antoine; Wollschläger, Rachel; Niepel, Christoph
Title:
Developing and validating a short-form questionnaire for the assessment of seven facets of conscientiousness in large-scale assessments
In:
Journal of Personality Assessment, 104 (2022) 6, S. 759-773
DOI:
10.1080/00223891.2021.1998083
URL:
https://www.tandfonline.com/doi/full/10.1080/00223891.2021.1998083
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Auswahl; Bildungsforschung; Datenanalyse; Entwicklung; Item; Luxemburg; Messbarkeit; Messinstrument; Pflichtbewusstsein; Psychometrie; Reliabilität; Schüler; Schülerin; Schuljahr 09; Studie; Validität
Abstract:
Conscientiousness is the most important personality predictor of academic achievement. It consists of several lower order facets with differential relations to academic achievement. There is currently no short instrument assessing facets of conscientiousness in the educational context. Therefore, in the present multi-study report, we develop and validate a short-form questionnaire for the assessment of seven Conscientiousness facets, namely Industriousness, Perfectionism, Tidiness, Procrastination Refrainment, Control, Caution, and Task Planning. To this end, we examined multiple representative samples totaling N = 14,604 Grade 9 and 10 students from Luxembourg. The questionnaire was developed by adapting and shortening an existing scale using an exhaustive search algorithm. The algorithm was specified to select the best item combination based on model fit, reliability, and measurement invariance across the German and French language versions. The resulting instrument showed the expected factorial structure. The relations of the facets with personality constructs and academic achievement were in line with theoretical assumptions. Reliability was acceptable for all facets. Measurement invariance across language versions, gender, immigration status and cohort was established. We conclude that the presented questionnaire provides a short measurement of seven facets of Conscientiousness with valid and reliable scores. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
The generalized internal/external frame of reference model with academic self-concepts, interests, […]
Westhuizen, Lindie van der; Arens, A. Katrin; Greiff, Samuel; Fischbach, Antoine; Niepel, Christoph
Journal Article
| In: Contemporary Educational Psychology | 2022
42263 Endnote
Author(s):
Westhuizen, Lindie van der; Arens, A. Katrin; Greiff, Samuel; Fischbach, Antoine; Niepel, Christoph
Title:
The generalized internal/external frame of reference model with academic self-concepts, interests, and anxieties in students from different language backgrounds
In:
Contemporary Educational Psychology, 68 (2022) , S. 102037
DOI:
10.1016/j.cedpsych.2021.102037
URL:
https://www.sciencedirect.com/science/article/pii/S0361476X21000965
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
Student motivation and affect play an important role in successful language learning. To investigate the formation of language learning motivation and affect, this study extended the generalized internal/external frame of reference (GI/E) model framework to multiple languages (German and French, along with math) and multiple motivational-affective outcomes (academic self-concept, interest, and anxiety). We examined whether social and dimensional comparisons play similar roles in the formation of students' self-concepts, interests, and anxieties concerning different languages and whether dimensional comparisons result in contrast or assimilation effects. Moreover, we tested the generalizability of the GI/E model assumptions across students with different language backgrounds. Using a data set comprising virtually all ninth-grade students (N = 6275; 48.0% female) from Luxembourg's multilingual educational system, our findings indicated (1) clear contrast effects in the formation of self-concept and interest in math, German, and French, and (2) a combination of contrast, assimilation, and no effects in the formation of anxiety in math, German, and French. Using a subsample of 5837 students with valid language information (48.0% female), invariance tests demonstrated that the GI/E achievement-outcome relations operated equivalently across students from different home language backgrounds. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Wertfacetten im Grundschulalter in drei Fächern. Differenzierung, Entwicklung, Geschlechtseffekte […]
Arens, A. Katrin
Journal Article
| In: Zeitschrift für Pädagogische Psychologie | 2021
39740 Endnote
Author(s):
Arens, A. Katrin
Title:
Wertfacetten im Grundschulalter in drei Fächern. Differenzierung, Entwicklung, Geschlechtseffekte und Zusammenhänge zu Noten
In:
Zeitschrift für Pädagogische Psychologie, 35 (2021) 1, S. 32-52
DOI:
10.1024/1010-0652/a000257
URL:
https://econtent.hogrefe.com/doi/10.1024/1010-0652/a000257
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Grundschüler; Motivation; Wert; Erwartung; Deutschunterricht; Sachunterricht; Mathematikunterricht; Geschlechtsspezifischer Unterschied; Interesse; Entwicklung; Selbstkonzept; Einflussfaktor; Schulnoten; Schuljahr 03; Schuljahr 04; Übergang; Weiterführende Schule; Relevanz; Differenzierung; Längsschnittuntersuchung; Latente Wachstumskurvenmodelle; Deutschland
Abstract:
Im Rahmen der Erwartungs-Wert-Theorie zur schulischen Motivation betrachtete die Studie die beiden Wertfacetten intrinsischer Wert und Wichtigkeit in den Fächern Mathematik, Deutsch und Sachunterricht. Untersucht wurden die Ausdifferenzierung der beiden Wertfacetten, ihr Entwicklungsverlauf am Ende der Grundschule, Geschlechtseffekte und Zusammenhänge zu Noten. Die Stichprobe bestand aus N = 2.317 Schülern; die Variablen wurden zu drei Messzeitpunkten im Verlauf der dritten und vierten Klassenstufe erfasst. Die Schüler unterschieden in allen drei Fächern zwischen den beiden Wertfacetten; jedoch zeigten die beiden Wertfacetten im Sachunterricht einen besonders hohen positiven Zusammenhang. Die Ausdifferenzierung zwischen beiden Wertfacetten veränderte sich nicht über die drei Messzeitpunkte. In latenten Wachstumskurvenmodellen zeigte sich ein Einbruch in der mittleren Ausprägung des intrinsischen Werts in Mathematik. Zunahmen konnten in den mittleren Ausprägungen der Wichtigkeit in Deutsch und der Wichtigkeit in Sachunterricht verzeichnet werden. Allerdings waren die Veränderungen sehr klein und kaum praktisch bedeutsam, so dass man eher von Stabilität als von Veränderung in der mittleren Ausprägung fachspezifischer Wertfacetten am Ende der Grundschulzeit sprechen kann. Jungen und Mädchen zeigten eine ähnliche Struktur der fachspezifischen Wertfacetten, unterschieden sich aber in den mittleren Ausprägungen. Jungen berichteten höhere Ausprägungen auf beiden Wertfacetten in Mathematik; Mädchen berichteten höhere Ausprägungen auf beiden Wertfacetten in Deutsch. Jungen und Mädchen unterschieden sich nicht in der Wichtigkeit in Sachunterricht; Jungen hatten zu zwei Messzeitpunkten höhere Ausprägungen auf dem intrinsischen Wert in Sachunterricht. In allen drei Fächern zeigten beide Wertfacetten einen ähnlich hohen positiven Zusammenhang zu den fachspezifischen Noten. In allen drei Fächern wirkten sich gute Noten positiv auf den nachfolgenden intrinsischen Wert und auf die nachfolgende Wichtigkeit aus. In Mathematik hatte die Wichtigkeit zudem positive Auswirkungen auf nachfolgende Noten. Die Ergebnisse werden in Zusammenhang gebracht mit den Ergebnissen aus Studien mit Sekundarschülern und vor dem Hintergrund des Grundschulübergangs diskutiert. (DIPF/Orig.)
Abstract (english):
This study built on expectancy-value theory and examined intrinsic value and attainment value related to math, German, and general studies with elementary school students. The research questions addressed the differentiation between the two value facets, their developmental trajectory at the end of elementary school, gender effects, and their relations to school grades. The variables were assessed with N = 2.317 students at three measurement waves during grade levels three and four. Students were found to differentiate between the two value facets in all three domains. However, intrinsic value and attainment value were highly correlated in general studies. The differentiation between the two value facets did not change across time. Latent growth models showed decreasing mean levels of math intrinsic value, but increasing mean levels of attainment values in German and general studies. Yet, the effect sizes for these changes were small indicating that domain-specific value facets are rather stable at the end of elementary school. Boys and girls did not differ in the structure of domain-specific value facets, but displayed different mean levels. Boys showed higher means on intrinsic value and attainment value in math; girls displayed higher means on both value facets in German. Boys and girls did not differ in the mean levels of attainment value in general studies, but boys reported higher mean levels on intrinsic value in general studies at two waves. In all three domains, intrinsic value and attainment value showed similar positive relations to domain-specific school grades. Across time, former school grades were positively related to later intrinsic value and to later attainment value in all three domains. In math, former attainment value also showed positive relations to later school grades. The findings are linked to results obtained with secondary school students and discussed against the background of the transition from elementary school to secondary school. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
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