-
-
Author(s): Arens, A. Katrin; Schmidt, Isabelle; Preckel, Franzis
Title: Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary school years in three academic domains
In: Journal of Educational Psychology, 111 (2019) 4, S. 663-684
DOI: 10.1037/edu0000313
URN: urn:nbn:de:0111-pedocs-174751
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-174751
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Deutschland; Selbstkonzept; Motivation; Wert; Lernerfolg; Mathematikunterricht; Englischunterricht; Deutschunterricht; Sekundarstufe I; Schüler; Schulnoten; Erwartung; Kompetenz; Einstellung <Psy>; Schulform; Längsschnittuntersuchung; Hessen; Bayern
Abstract: This study expanded on research on temporal relations among motivation constructs as stated by expectancy-value theory, which has so far neglected the differentiation of value facets, the examination of long time spans with multiple measurement waves, and domain-specific patterns of findings. We examined the longitudinal relations among academic self-concept, intrinsic value, and attainment value in the three domains of math, German, and English across 5 annual measurement waves covering Grades 5 to 9 with German secondary school students (N = 2,116). The analyses based on cross-lagged panel models. In math and English, former academic self-concept was positively related to later intrinsic value and attainment value. In German, former intrinsic value and attainment value were positively related to later academic self-concept. The cross-lagged relations among value constructs varied according to the domain, hinting at the domain specificity of findings. The relations among academic self-concept, intrinsic value, and attainment value in the 3 domains did not change in size across students' secondary school years. In addition, the pattern of all relations remained stable when controlling for students' domain-specific achievement measured by school grades in the respective domains. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung
-
-
Author(s): Marsh, Herbert W.; Pekrun, Reinhard; Parker, Philip D.; Murayama, Kou; Guo, Jiesi; Dicke, Theresa; Arens, A. Katrin
Title: The murky distinction between self-concept and self-efficacy. Beware of lurking jingle-jangle fallacies
In: Journal of Educational Psychology, 111 (2019) 2, S. 331-353
DOI: 10.1037/edu0000281
URN: urn:nbn:de:0111-pedocs-181258
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-181258
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Selbstkonzept; Selbstwirksamkeit; Unterschied; Theorie; Forschung; Überzeugung; Messung; Vergleich; Mathematikunterricht; Schülerleistung; Schüler; Schuljahr 04; Schuljahr 05; Schuljahr 06; Schuljahr 07; Schuljahr 08; Test; Befragung; Korrelation; Hypothese; Sekundäranalyse; Strukturgleichungsmodell; Empirische Untersuchung; Bayern; Deutschland
Abstract: This study extends the classic constructive dialogue/debate between self-concept and self-efficacy researchers (Marsh, Roche, Pajares, & Miller, 1997) regarding the distinctions between these 2 constructs. The study is a substantive-methodological synergy, bringing together new substantive, theoretical, and statistical models and developing new tests of the classic jingle-jangle fallacy. We demonstrate that in a representative sample of 3,350 students from math classes in 43 German schools, generalized math self-efficacy and math outcome expectancies were indistinguishable from math self-concept, but were distinct from test-related and functional measures of self-efficacy. This is consistent with the jingle-jangle fallacies that are proposed. On the basis of pretest variables, we demonstrate negative frame-of-reference effects in social (big-fish-little-pond effect) and dimensional (internal/external frame-of-reference effect) comparisons for three self-concept-like constructs in each of the first 4 years of secondary school. In contrast, none of the frame-of-reference effects were significantly negative for either of the two self-efficacy-like constructs in any of the 4 years of testing. After controlling for pretest variables, each of the 3 self-concept-like constructs (math self-concept, outcome expectancy, and generalized math self-efficacy) in each of the 4 years of secondary school was more strongly related to posttest outcomes (school grades, test scores, future aspirations) than were the corresponding 2 self-efficacy-like factors. Extending discussion by Marsh et al. (1997), we clarify distinctions between self-efficacy and self-concept; the role of evaluation, worthiness, and outcome expectancy in self-efficacy measures; and complications in generalized and global measures of self-efficacy. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung
-
-
Author(s): Marsh, Herbert W.; Pekrun, Reinhard; Murayama, Kou; Arens, A. Katrin; Parker, Philipp D.; Guo, Jiesi; Dicke, Theresa
Title: An integrated model of academic self-concept development. Academic self-concept, grades, test scores, and tracking over six years
In: Developmental Psychology, 54 (2018) , S. 263-280
DOI: 10.1037/dev0000393
URN: urn:nbn:de:0111-pedocs-156147
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-156147
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Schüler; Selbstkonzept; Modell; Theorie; Entwicklungspsychologie; Mathematikunterricht; Schülerleistung; Schulnoten; Leistungstest; Primarbereich; Sekundarbereich; Mehrebenenanalyse; Längsschnittuntersuchung; Bayern
Abstract: Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative sample of 3,370 German students, 42 secondary schools, 50% male, M age at grade 5 = 11.75) support the (1) internal/external frame of reference model: Math school grades had positive effects on MSC, but the effects of German grades were negative; (2) reciprocal effects (longitudinal panel) model: MSC was predictive of and predicted by math test scores and school grades; (3) big-fish-little-pond effect: The effects on MSC were negative for school-average achievement based on 4 indicators (primary school grades in math and German, school-track prior to the start of secondary school, math test scores in the first year of secondary school). Results for all 3 theoretical models were consistent across the 5 secondary school years: This supports the prediction of developmental equilibrium. This integration highlights the robustness of support over the potentially volatile early to middle adolescent period; the interconnectedness and complementarity of 3 ASC models; their counterbalancing strengths and weaknesses; and new theoretical, developmental, and substantive implications at their intersections. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung
-
-
Author(s): Arens, A. Katrin; Marsh, Herbert W.; Pekrun, Reinhard; Lichtenfeld, Stephanie; Murayama, Kou; Vom Hofe, Rudolf
Title: Math self-concept, grades, and achievement test scores. Long-term reciprocal effects across five waves and three achievement tracks
In: Journal of Educational Psychology, 109 (2017) 5, S. 621-634
DOI: 10.1037/edu0000163
URN: urn:nbn:de:0111-pedocs-216519
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-216519
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Bayern; Deutschland; Empirische Untersuchung; Geschlecht; Intelligenzquotient; Leistungstest; Mathematikunterricht; Mathematische Kompetenz; Modell; Schülerleistung; Schulform; Schuljahr; Schulnoten; Selbstkonzept; Sozioökonomische Lage; Wirkung
Abstract: This study examines reciprocal effects between self-concept and achievement by considering a long time span covering grades 5 through 9. Extending previous research on the reciprocal effects model (REM), this study tests (1) the assumption of developmental equilibrium as time-invariant cross-lagged paths from self-concept to achievement and from achievement to self-concept, (2) the generalizability of reciprocal relations when using school grades and standardized achievement test scores as achievement indicators, and (3) the invariance of findings across secondary school achievement tracks. Math self-concept, school grades in math, and math achievement test scores were measured once each school year with a representative sample of 3,425 German students. Students' gender, IQ, and socioeconomic status (SES) were controlled in all analyses. The findings supported the assumption of developmental equilibrium for reciprocal effects between self-concept and achievement across time. The pattern of results was found to be invariant across students attending different achievement tracks and could be replicated when using school grades and achievement test scores in separate and in combined models. The findings of this study thus underscore the generalizability and robustness of the REM. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung
-
-
Author(s): Schütze, Birgit; Rakoczy, Katrin; Klieme, Eckhard; Besser, Michael; Leiss, Dominik
Title: Training effects on teachers' feedback practice. The mediating function of feedback knowledge and the moderating role of self-efficacy
In: ZDM Mathematics Education, 49 (2017) 3, S. 475-489
DOI: 10.1007/s11858-017-0855-7
URN: urn:nbn:de:0111-pedocs-170420
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-170420
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Leistungsbeurteilung; Mathematikunterricht; Leistungsbeurteilung; Feedback; Wissen; Selbstwirksamkeit; Mathematiklehrer; Lehrerfortbildung; Wirkung; Quasi-Experiment; Empirische Untersuchung; Bayern
Abstract (english): Formative assessment has been identified as a promising intervention to support students' learning. How to successfully implement this means of assessment, however, is still an open issue. This study contributes to the implementation of formative assessment by analyzing the impact of a training measure on teachers' formative feedback practice, with a special focus on mediating and moderating variables. Research questions are as follows: (1) Is there an indirect training effect on teachers' instructional feedback practice via (a) teachers' declarative feedback knowledge and (b) the ability to generate feedback in a test situation? (2) Is this indirect effect moderated by teachers' self-efficacy? A total of 67 secondary education mathematics teachers participated in the study, taking part in professional development either on formative assessment and feedback (PD-FA) or on mathematical modelling and problem solving (PD-PM). Training was provided in two sessions (T1 and T2; each lasting 3 days) with 10 weeks in between T1 and T2. Teachers' self-efficacy regarding feedback was measured before T1 with a questionnaire. Declarative feedback knowledge and the ability to apply this knowledge were tested after T2. Teachers' instructional feedback practice was assessed with a student questionnaire (before T1 and 4-6 weeks after T2). Path analyses show that (1) there is no indirect training effect (PD-FA vs. PD-PM) on the development of teachers' feedback practices in mathematics instruction; but an indirect effect on the ability to generate feedback in a test situation via teachers' declarative feedback knowledge. Teachers participating in PD-FA show a higher level of declarative feedback knowledge than teachers in the PD-PM condition. Declarative feedback knowledge in turn is positively related to the ability to generate feedback in a test situation. (2) This indirect effect is moderated by teachers' self-efficacy. Teachers with a high level of self-efficacy are better able to use their knowledge to generate feedback in a test situation than teachers with a low level of self-efficacy. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation
-
-
Author(s): Hachfeld, Axinja; Anders, Yvonne; Kuger, Susanne; Smidt, Wilfried
Title: Triggering parental involvement for parents of different language backgrounds. The role of types of partnership activities and preschool characteristics
In: Early Child Development and Care, 186 (2016) 1, S. 190-211
DOI: 10.1080/03004430.2015.1007370
URL: http://www.tandfonline.com/doi/abs/10.1080/03004430.2015.1007370?journalCode=gecd20
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Ausländer; Bayern; Befragung; Beobachtung; Bewertung; Deutschland; Elementarbereich; Eltern; Elternmitwirkung; Entwicklung; Erzieher; Fragebogenerhebung; Hessen; Kind; Kindergarten; Kooperation; Korrelationsanalyse; Migrant; Pädagoge; Regressionsanalyse; Vergleichsuntersuchung; Vorschule; Wirkung
Abstract (english): Home and educational institutions are children's most important external influences and a positive partnership between the two can positively affect children's cognitive and non-cognitive development. Quality of family-preschool partnership (FPP) can depend on preschool and family characteristics. For Germany, studies show that immigrant parents perceive a lack of positive FPP. The present study addresses the following research questions: (1) How do parents and teachers in Germany rate FPP? (2) Do ratings of FPP differ between parents who do or do not speak German at home? (3) Is there a relation between the structural quality of the centre and ratings of FPP for teachers and parents? Results reflect positive ratings of FPP (1). Mean comparisons confirmed differences between parent groups (2). Multilevel regression analyses indicate that percentage of children who do not speak German at home is positively associated with parents' ratings of FPP, but negatively with teachers' satisfaction about FPP (3). (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation
-
-
Author(s): Mehren, Rainer; Rempfler, Armin; Ulrich‑Riedhammer, Eva Marie; Buchholz, Janine; Hartig, Johannes
Title: System competence in geography education. An empirically validated structure and stage model
In: Lavonen, J.; Juuti, K.; Lampiselkä, J.; Uitto, A.;Hahl, K. (Hrsg.): Electronic proceedings of the ESERA 2015 conference: Science education research: Engaging learners for a sustainable future, Helsinki: University of Helsinki, 2016 , S. 1643-1651
URL: http://www.esera.org/media/eBook%202015/eBook_Part_11_links.pdf
Publication Type: 4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Language: Englisch
Keywords: Bayern; Deutschland; Geografieunterricht; Gymnasium; Item-Response-Theory; Kognitive Kompetenz; Modellbildung; Problemlösen; Realschule; Schüler; Sekundarstufe I; Systemisches Denken; Test; Validität
Abstract (english): Constituting a meta-cognitive strategy, systems thinking or system competence can only assume its assigned key function as a basic concept for the school subject of geography in Germany after a theoretical and empirical foundation has been established. A measuring tool is required which is suitable both for supporting students and for the evaluation of methodical-didactic measures. Such a tool is theoretically anchored in an empirically validated geography-didactic and/or cognition-psychological competence model, providing a differentiated representation of both the internal structure of a competency and the stages. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation
-
-
Author(s): Schuster, Christine
Title: Auf in den Lesesommer 2016. Ferienleseaktionen in öffentlichen Bibliotheken
Published: Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung, 2016
URL: http://www.lesen-in-deutschland.de/html/content.php?object=journal&lid=1389
Publication Type: 5. Arbeits- und Diskussionspapiere; Arbeits- und Diskussionspapier (keine besondere Kategorie)
Language: Deutsch
Keywords: Baden-Württemberg; Bayern; Bundesland; Deutschland; Ferien; Hamburg; Hessen; Jugendbuch; Kinderbuch; Leseclub; Leseförderung; Lesen; Mecklenburg-Vorpommern; Niedersachsen; Nordrhein-Westfalen; Rheinland-Pfalz; Sachsen; Sachsen-Anhalt; Schleswig-Holstein
Abstract: Mit einer exklusiven Auswahl aktueller Kinder- und Jugendbücher und attraktiven Aktionen ermuntern Bibliotheken bundesweit Schülerinnen und Schüler zum Lesen während der Sommerferien. Der Artikel gibt einen Überblick über Leseclubs von Baden-Württemberg bis Schleswig-Holstein. (DIPF/Autor)
DIPF-Departments: Informationszentrum Bildung
-
-
Author(s): Praetorius, Anna-Katharina; Drexler, Katharina; Rösch, Lisa; Christophel, Eva; Heyne, Nora; Scheunpflug, Annette; Zeinz, Horst; Dresel, Markus
Title: Judging students' self-concepts within 30 seconds? Investigating judgement accuracy in a zero-acquaintance situation
In: Learning and Individual Differences, 37 (2015) , S. 231-236
DOI: 10.1016/j.lindif.2014.11.015
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Bayern; Befragung; Deutschland; Deutschlehrer; Empirische Untersuchung; Lehrerurteil; Lernen; Mathematiklehrer; Realschule; Realschüler; Schülerbeurteilung; Selbstkonzept
Abstract: Judging students' academic self-concepts accurately is assumed to be a necessary condition for adaptive classroom instruction. Previous studies found moderate correlations between teachers' judgements and the self-reported self-concepts. Reference values for interpreting these correlations are missing. In the present study, self-other agreements with a zero-acquaintance premise (see Ambady & Rosenthal, 1992) were proposed as such a reference value. A total of 88 teachers judged the self-concepts of their own students. Additionally, 97 persons judged students' self-concepts based on 30-second videos of the students. Intra-individual correlations were calculated between judgements and actual self-concepts. The analyses showed that agreements in the natural classroom setting and in a zero-acquaintance setting both displayed generally moderate correlations and did not differ significantly from one another. Based on the results, the accuracy of teachers in judging students' self-concepts is considered to be low. Possible reasons for the low accuracy of teachers' judgement accuracy are discussed. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation
-
-
Author(s): Mehren, Rainer; Rempfler, Armin; Ulrich-Riedhammer, Eva Marie; Buchholz, Janine; Hartig, Johannes
Title: Validierung eines Kompetenzmodells zur Geographischen Systemkompetenz
In: Gryl, Inga;Schlottmann, Antje;Kanwischer, Detlef (Hrsg.): Mensch:Umwelt:System: Theoretische Grundlagen und praktische Beispiele für den Geographieunterricht, Berlin: LIT, 2015 (Praxis Neue Kulturgeographie, 11), S. 61-81
Publication Type: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language: Deutsch
Keywords: Bayern; Deutschland; Empirische Untersuchung; Geografieunterricht; Item-Response-Theory; Kompetenz; Messverfahren; Modell; Rasch-Modell; Systemtheorie; Testaufgabe; Validität
Abstract: Die Bildungsstandards im Fach Geographie für den Mittleren Schulabschluss definieren das Systemkonzept als Hauptbasiskonzept des Faches (DGfG 2012, 10). Damit dieses Konzept die ihm zugesprochene Schlüsselfunktion der Optimierung und Weiterentwicklung geographischer Bildungsprozesse übernehmen kann, ist dessen theoretische und empirische Fundierung unabdingbar (vgl. Klieme & Leutner 2006, 2ff.). Dafür ist ein Messverfahren zu entwickeln, das sich als Basis für die Beurteilung und adäquate Förderung von Lernenden eignet, aber auch für die Evaluation methodisch-didaktischer Maßnahmen. Hierbei muss Kompetenzmessung sowohl die Binnenstruktur der Kompetenzen (= Teilfähigkeiten) als auch die Niveaustufen differenziert darstellen und in der Lage sein, Veränderungen im Lern- und Entwicklungsprozess abzubilden. Es bedarf daher eines Messverfahrens, das in einem empirisch geprüften geographiedidaktischen bzw. kognitionspsychologischen Kompetenzmodell verankert ist. Darüber hinaus muss sich eine solche Kompetenzmessung auf psychometrische Modelle stützen, die sozusagen zwischen Messoperation und Kompetenzmodell vermitteln, indem sie begründen, wie ein Messergebnis im Sinne des Kompetenzmodells zu interpretieren ist.
Die Entwicklung eines normativ-bildungstheoretisch hergeleiteten Modells zur geographischen Systemkompetenz bildet den Ausgangspunkt der oben geforderten Fundierung. Der Weg dazu und das Ergebnis wurden bereits an mehreren Stellen ausführlich dargelegt (Rempfler & Uphues 2010; 2011a, b, c; 2012) und sollen an dieser Stelle nur knapp wiedergegeben werden. Daran anknüpfend legt der vorliegende Beitrag den Schwerpunkt auf die Frage, wie das theoretisch hergeleitete Kompetenzmodell empirisch validiert wird, um es zusammen mit den konzipierten Testaufgaben im Rahmen der schulischen Diagnostik anwenden zu können. Nach einigen grundlegenden systemtheoretischen Ausführungen (Kap. 2) werden deshalb in den zentralen Kapiteln 3 und 4 das Verfahren und erste Ergebnisse der Modellvalidierung ausführlich vorgestellt. Ein kurzer Ausblick zeigt auf, wie das Kompetenzmodell in nächsten Schritten zu implementieren ist. (DIPF/Autor)
DIPF-Departments: Bildungsqualität und Evaluation