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(Personen: "Jansen," und "Malte")
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Motivation. A predictor of PISA's mathematical competence beyond intelligence and prior test […]
Kriegbaum, Katharina; Jansen, Malte; Spinath, Birgit
Journal Article
| In: Learning and Individual Differences | 2015
35950 Endnote
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
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
Der Zusammenhang zwischen Beschulungsart, Klassenkomposition und schulischen Kompetenzen von […]
Kocaj, Aleksander; Kuhl, Poldi; Rjosk, Camilla; Jansen, Malte; Pant, Hans Anand; Stanat, Petra
Book Chapter
| Aus: Kuhl, P.;Stanat, P.;Lütje-Klose, B.;Gresch, C.;Pant, H. A.;Prenzel, M. (Hrsg.): Inklusion von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen | Wiesbaden: Springer VS | 2015
35758 Endnote
Author(s):
Kocaj, Aleksander; Kuhl, Poldi; Rjosk, Camilla; Jansen, Malte; Pant, Hans Anand; Stanat, Petra
Title:
Der Zusammenhang zwischen Beschulungsart, Klassenkomposition und schulischen Kompetenzen von Kindern mit sonderpädagogischem Förderbedarf.
In:
Kuhl, P.;Stanat, P.;Lütje-Klose, B.;Gresch, C.;Pant, H. A.;Prenzel, M. (Hrsg.): Inklusion von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen, Wiesbaden: Springer VS, 2015 , S. 335-370
DOI:
10.1007/978-3-658-06604-8
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Deutschland; Empirische Untersuchung; Förderschule; Forschungsstand; Grundschule; Inklusion; Leistungssteigerung; Leistungstest; Lesen; Mehrebenenanalyse; Rechnen; Schüler; Schulerfolg; Schülerleistung; Schulklasse; Sonderpädagogischer Förderbedarf; Soziale Herkunft; Vergleich; Wirkung; Zusammensetzung
Abstract:
Ein Ziel aktueller Inklusionsbemühungen ist es, Bildungsbenachteiligungen von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf (SPF) abzubauen, die mit ihrer Beschulung in Förderschulen und mit ihrem sozio-kulturellen Hintergrund verbunden sind. In der vorliegenden Studie wurde anhand von Daten des IQB-Ländervergleichs Primarstufe 2011 geprüft, ob Merkmale der Klassenkomposition zu Unterschieden in den schulischen Kompetenzen (Mathematik, Leseverständnis) von Kindern mit SPF in Förderschulen (N = 413) und in sonstigen allgemeinbildenden Schulen (N = 658) beitragen. Signifikante Zusammenhänge zwischen den kognitiven Grundfähigkeiten auf Kontrolle der Beschulungsart weisen darauf hin, dass Kinder mit SPF in Klassen mit insgesamt höherem Fähigkeitsniveau bessere schulische Kompetenzen erzielen. Die Ergebnisse geben Hinweise darauf, dass allgemeine Grundschulen im Vergleich zu Förderschulen für Kinder mit SPF bessere Lern- und Entwicklungsmöglichkeiten bereitstellen könnten. (DIPF/Orig.)
Abstract (english):
The inclusion of students with special educational needs (SEN) in regular schools aims at reducing disparities related to their placement in special education schools and their socio-cultural background. Based on data from the IQB-Ländervergleich Primarstufe 2011, a national assessment in German primary schools, we examined the effects of classroom composition and school type on SEN students' achievement in mathematics and German reading comprehension in regular schools (N = 658) and special education schools (N = 413). Significant relationships between average cognitive abilities at the class level and achievement at the individual level indicate that SEN students benefit from attending classrooms with a higher ability level. Regular schools might provide better learning opportunities for SEN students than special education schools. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
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