Menü Überspringen
Contact
Deutsch
English
Not track
Data Protection
Search
Log in
DIPF News
Research
Infrastructures
Institute
Zurück
Contact
Deutsch
English
Not track
Data Protection
Search
Home
>
Research
>
Publications
>
Publications Data Base
Search results in the DIPF database of publications
Your query:
(Schlagwörter: "Verhalten")
Advanced Search
Search term
Only Open Access
Search
Unselect matches
Select all matches
Export
270
items matching your search terms.
Show all details
Query reformulation behavior in an interactive query expansion environment
Carstens, Carola; Mildner, Dorothea
Journal Article
| In: Datenbank-Spektrum | 2011
31903 Endnote
Author(s):
Carstens, Carola; Mildner, Dorothea
Title:
Query reformulation behavior in an interactive query expansion environment
In:
Datenbank-Spektrum, 11 (2011) 3, S. 161-172
DOI:
10.1007/s13222-011-0069-z
URL:
http://dx.doi.org/10.1007/s13222-011-0069-z
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Experimentelle Untersuchung; Information Retrieval; Information-Retrieval-System; Informationsverhalten; Informationswissenschaft; Nutzerverhalten; Recherche; Strategie
Abstract (english):
The article presents results of a study on search behavior in an interactive query expansion environment. In controlled experiments, users search behavior in retrieval system versions with varying levels of query expansion support is compared. On the one hand, the analysis of query logfiles reveals that interactive expansion term suggestions encourage users to utilize a wider variety of term tactics for reformulating their queries than users of a baseline group who are not offered any query expansion support. On the other hand, the experimental results indicate that the interactive expansion functionalities foster the application of facet expansion tactics in favor of the replacement tactic which prevails in system versions that do not offer interactive query expansion support. In summary, the study gives evidence that the implementation of interactive expansion term suggestions adds both to the complexity of the users queries and to the variety of their query vocabulary.
DIPF-Departments:
Informationszentrum Bildung
Information search behaviour in the German Education Index
Carstens, Carola; Rittberger, Marc; Wissel, Verena
Journal Article
| In: World Digital Libraries | 2011
31853 Endnote
Author(s):
Carstens, Carola; Rittberger, Marc; Wissel, Verena
Title:
Information search behaviour in the German Education Index
In:
World Digital Libraries, 4 (2011) 1, S. 388-398
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Bildungsinformation; Deutschland; Elektronische Bibliothek; Information Retrieval; Logdatei; Nutzerverhalten; Strategie; Suchmaschine
Abstract (english):
This paper presents results from the analysis of user interactions in the GEI (German Education Index) specialised search engine. The main interest of this study is getting insights into the GEI users typical search behaviour to identify optimisation potential for the further development of the GEI search engine. Based on a sample of query logfiles, the study has revealed that the users apply advanced search functionalities and query reformulation tactics adequately, though not frequently, and that more support in their application could possibly increase the effectiveness of the searches in the GEI. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
If-then plans benefit delay of gratification performance in children with and without ADHD
Gawrilow, Caterina; Gollwitzer, Peter M.; Oettingen, Gabriele
Journal Article
| In: Cognitive Therapy and Research | 2011
31959 Endnote
Author(s):
Gawrilow, Caterina; Gollwitzer, Peter M.; Oettingen, Gabriele
Title:
If-then plans benefit delay of gratification performance in children with and without ADHD
In:
Cognitive Therapy and Research, 35 (2011) 5, S. 442-455
DOI:
10.1007/s10608-010-9309-z
URL:
http://dx.doi.org/10.1007/s10608-010-9309-z
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Aufmerksamkeits-Defizit- Hyperaktivitäts-Störung; Belohnungsaufschub; Experimentelle Untersuchung; Kind; Planung; Selbstregulation; Therapie; Verhaltenstraining
Abstract (english):
Children with impulse control deficits (i.e., children with ADHD) are known to have special problems with delaying gratifications. As making if-then plans (i.e., forming implementation intentions) has been found to benefit self-control even in individuals whose action control is chronically hampered (e.g., critical samples such as patients with frontal lobe damage, the elderly), we analyzed whether delay of gratification is facilitated in children with and without ADHD who have formed respective implementation intentions. In Study 1, forty-five inpatient children with ADHD (M age = 10.7 years) increased delay of gratification performance after having formed respective implementation intentions. Study 2 replicated this finding in an outpatient sample of children with ADHD (n = 47, M age = 10.3 years) and also in a comparison group of children without ADHD (n = 40, M age = 11.3 years). Results are discussed with respect to their implications for action control in children with ADHD as well as research on implementation intentions and delay of gratification.
DIPF-Departments:
Bildung und Entwicklung
If-then plans benefit executive functions in children with ADHD
Gawrilow, Caterina; Gollwitzer, Peter; Oettingen, Gabriele
Journal Article
| In: Journal of Social and Clinical Psychology | 2011
31780 Endnote
Author(s):
Gawrilow, Caterina; Gollwitzer, Peter; Oettingen, Gabriele
Title:
If-then plans benefit executive functions in children with ADHD
In:
Journal of Social and Clinical Psychology, 30 (2011) 6, S. 616-646
DOI:
10.1521/jscp.2011.30.6.616
URL:
http://dx.doi.org/10.1521/jscp.2011.30.6.616
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Experimentelle Untersuchung; Kind; Therapie; Verhaltenstraining
Abstract (english):
Children with ADHD encounter multiple academic and interpersonal problems presumably due to insufficient executive functions. In two studies we measured executive functions (i.e., shifting, resistance to distraction) and assessed whether children with ADHD can empower these functions by forming implementation intentions (i.e., if-then plans; Gollwitzer, 1999). Children with ADHD made fewer perseverative errors on a shifting task (Study 1) when instructed to make if-then plans. They also benefited from if-then plans in solving math problems that required both working memory and the inhibition of distractions (Study 2). Results concerning implications for research on if-then planning in children with ADHD are discussed.
DIPF-Departments:
Bildung und Entwicklung
Dyadic drumming across the lifespan reveals a zone of proximal development in children
Kleinspehn-Ammerlahn, Anna; Riediger, Michaela; Schmiedek, Florian; von Oertzen, Timo; […]
Journal Article
| In: Developmental Psychology | 2011
31831 Endnote
Author(s):
Kleinspehn-Ammerlahn, Anna; Riediger, Michaela; Schmiedek, Florian; von Oertzen, Timo; Li, Shu-Chen; Lindenberger, Ulman
Title:
Dyadic drumming across the lifespan reveals a zone of proximal development in children
In:
Developmental Psychology, 47 (2011) 3, S. 632-644
DOI:
10.1037/a0021818
URL:
http://dx.doi.org/10.1037/a0021818
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Deutschland; Empirische Forschung; Entwicklungspsychologie; Erwachsener; Generationenbeziehung; Kind; Lebensalter; Methodologie; Soziale Erfahrung; Soziale Interaktion; Verhalten
Abstract:
Many social interactions require the synchronization - be it automatically or intentionally - of one s own behavior with that of others. Using a dyadic drumming paradigm, the authors delineate lifespan differences in interpersonal action synchronization (IAS). Younger children, older children, younger adults, and older adults in same- and mixed-age dyads were instructed to drum in synchrony with their interaction partner at a constant, self-chosen tempo. Adult-only dyads showed the highest and children only the lowest levels of IAS accuracy. It is important to note that children improved reliably in IAS accuracy when paired with older partners. The observed age-related differences in IAS accuracy remained reliable after statistically controlling for individual differences in the ability to synchronize to a metronome and for between-dyad differences in tempo. The authors conclude that IAS improves from middle childhood to adulthood and that adult interaction partners may facilitate its development.
DIPF-Departments:
Bildung und Entwicklung
Zusammenhänge zwischen Schulnoten und problematischem Sozialverhalten in der Ganztagsschule. […]
Kuhn, Hans-Peter; Fischer, Natalie
Journal Article
| In: Zeitschrift für Erziehungswissenschaft. Beiheft | 2011
32057 Endnote
Author(s):
Kuhn, Hans-Peter; Fischer, Natalie
Title:
Zusammenhänge zwischen Schulnoten und problematischem Sozialverhalten in der Ganztagsschule. Entwickeln sich Ganztagsschüler/-innen besser?
In:
Zeitschrift für Erziehungswissenschaft. Beiheft, 14 (2011) 3, S. 143-162
DOI:
10.1007/s11618-011-0232-1
URL:
https://link.springer.com/article/10.1007%2Fs11618-011-0232-1
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Deutsch
Keywords:
Außerunterrichtliche Aktivität; Befragung; Deutschland; Entwicklung; Ganztagsschule; Längsschnittuntersuchung; Schüler; Schülerleistung; Schulnoten; Soziales Verhalten; Stichprobe; Teilnahme; Wirkung
Abstract:
In diesem Beitrag wird der Frage nachgegangen, ob und in welchem Ausmaß sich die Teilnahme an Ganztagsangeboten, direkt und indirekt auf die Entwicklung von Schulnoten und problematischem Sozialverhalten bei Schülerinnen und Schülern von der 5. bis zur 9. Klassenstufe auswirkt. Theoretisch wird dabei vor allem Bezug genommen auf die USamerikanische Forschung zu den positiven Wirkungen der Teilnahme an extracurricularen Aktivitäten bzw. after-school programs . Hier wurden, wie auch in vorhandenen deutschen Studien zur Ganztagsschule, immer wieder positive Effekte auf das Sozialverhalten nachgewiesen, dagegen ist die Befundlage in Bezug auf Schulleistungen (Schulnoten) eher heterogen. Es wird vermutet, dass die Teilnahme an extracurricularen Aktivitäten sich eventuell indirekt über eine Verbesserung von problematischem Sozialverhalten im Unterricht auf die Entwicklung von Schulnoten auswirkt. Dies wird anhand einer Stichprobe der Studie zur Entwicklung von Ganztagsschulen (StEG) überprüft; diese umfasst insgesamt 6.551 Schülerinnen und Schüler aus 210 Ganztagsschulen, die von der 5. bis zur 9. Klassenstufe insgesamt drei Mal befragt wurden. Die Hypothesen werden auf der Basis von Wachstumskurvenmodellen überprüft. Die Ergebnisse zeigen eine tendenzielle Verschlechterung von Schulnoten und Sozialverhalten von der 5. zur 9. Klassenstufe. Die Teilnahme an Ganztagsangeboten wirkt sich direkt und signifikant positiv nur auf die Entwicklung des problematischen Sozialverhaltens aus. Die Annahme, dass es über die Verbesserung des Sozialverhaltens einen signifikanten indirekten Effekt der Ganztagsteilnahme auf die Notenentwicklung gibt, kann bestätigt werden. Die Resultate werden im Zusammenhang mit dem Ausbau der Ganztagsschulen in Deutschland und mit Hinweis auf die Grenzen der StEG-Studie diskutiert.
Abstract (english):
This paper explores the question, whether and to what extent the participation in extracurricular activities at all-day schools has an impact on students development of problem behavior and GPA (grade point average) from grade 5 to grade 9. The rationale refers to US studies on the positive effects of participation in extracurricular school activities and after-school programs, respectively. Based on the result that positive effects of extracurricular participation on social behavior are found regularly whereas results concerning school achievement (GPA) are heterogeneous, one can assume that participation has an indirect positive effect on the development of school achievement (GPA) mediated by the improvement of problem behavior. The analyses are based on longitudinal data of the study on the development of all-day schools in Germany (StEG). The sample consists of 6.551 students from 210 all-day schools who participated in the study from grade 5 to grade 9 at three measure times. The hypotheses are tested by using latent growth curve analyses (LGCA). Results show a significant decrease of GPA and a significant increase of problem behavior from grade 5 to grade 9. Participation in extracurricular activities has a direct effect on the improvement of problem behavior, as well as an indirect effect on GPA indicated by the positive covariance between the development of social behavior and GPA. The results are discussed in the light of the development of all-day schools in Germany, considering the limitations of the study (StEG).
DIPF-Departments:
Bildungsqualität und Evaluation
Early strategies of elementary school children's single word reading
Lindberg, Sven; Lonnemann, Jan; Linkersdörfer, Janosch; Biermeyer, Eva; Mähler, Claudia; […]
Journal Article
| In: Journal of Neurolinguistics | 2011
31900 Endnote
Author(s):
Lindberg, Sven; Lonnemann, Jan; Linkersdörfer, Janosch; Biermeyer, Eva; Mähler, Claudia; Hasselhorn, Marcus; Lehmann, Martin
Title:
Early strategies of elementary school children's single word reading
In:
Journal of Neurolinguistics, 24 (2011) 5, S. 556-570
DOI:
10.1016/j.jneuroling.2011.02.003
URL:
http://dx.doi.org/10.1016/j.jneuroling.2011.02.003
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Aufgabe; Deutsch; Deutschland; Empirische Untersuchung; Grundschüler; Lesefertigkeit; Modell; Problemlösen; Schuljahr 02; Schuljahr 04; Strategie; Verhalten; Wort
Abstract (english):
According to the Overlapping Waves Model, children's strategy use in performing academic skills is variable and adaptive and changes gradually with age and experience. In the context of children's numerical and arithmetical development, several findings confirm the assumptions of the model. In this study, elementary school children in 2nd (n = 30) and 4th (n = 28) grade, with comparable IQ and reading achievement scores were confronted with different single word tasks (common and uncommon words, word-similar and -dissimilar pseudowords) to trigger different reading strategies. Strategy behavior was identified by video analysis and children's self-report. The analyses of the data confirm the validity of the Overlapping Waves Model in the context of single word reading. Children in both grades showed variable and multiple usage of strategies and reacted adaptively when reading words of the different categories. Moreover, older children used more elaborated strategies and were more efficient in their strategy choice.
DIPF-Departments:
Bildung und Entwicklung
Social desirability, environmental attitudes and general ecological behaviour in children
Oerke, Britta; Bogner, Franz X.
Journal Article
| In: International Journal of Science Education | 2011
31977 Endnote
Author(s):
Oerke, Britta; Bogner, Franz X.
Title:
Social desirability, environmental attitudes and general ecological behaviour in children
In:
International Journal of Science Education, 33 (2011)
DOI:
10.1080/09500693.2011.566897
URL:
http://dx.doi.org/10.1080/09500693.2011.566897
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Bayern; Deutschland; Einstellung <Psy>; Einstellungsmessung; Empirische Untersuchung; Fragebogen; Kind; Regressionsanalyse; Schüler; Schuljahr 05; Schuljahr 06; Umwelterziehung; Umweltschutz; Verhalten
DIPF-Departments:
Bildungsqualität und Evaluation
Changes in student attributions due to the implementation of central exit exams
Oerke, Britta; Maag Merki, Katharina; Holmeier, Monika; Jäger, Daniela J.
Journal Article
| In: Educational Assessment, Evaluation and Accountability | 2011
31976 Endnote
Author(s):
Oerke, Britta; Maag Merki, Katharina; Holmeier, Monika; Jäger, Daniela J.
Title:
Changes in student attributions due to the implementation of central exit exams
In:
Educational Assessment, Evaluation and Accountability, 23 (2011) 3, S. 223-241
DOI:
10.1007/s11092-011-9121-7
URL:
http://dx.doi.org/10.1007/s11092-011-9121-7
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Abschlussprüfung; Bildungserfolg; Bremen; Deutschland; Hessen; Längsschnittuntersuchung; Leistungsmotivation; Schüler; Vergleich; Verhalten; Zentralabitur
Abstract (english):
The central aim of standardized exit exams is to motivate students and teachers to work harder on critical subject matters and thus increase student achievement. However, the effects of the implementation of central exams on student motivation have not been analyzed in a longitudinal section until now. In the present study, the consequences of implementing central exams in the German states Bremen and Hesse on student attributions after the exams have been analyzed. We expected an increase in attributions to effort, teaching and luck, caused by the change in examination systems in Bremen advanced courses from 2007 to 2008. Differential results were expected for students perceiving themselves successful or not successful respectively. As a control, advanced courses in Bremen were compared to those in Hesse that did not pass through a change in examination systems at this time. The results point to an increase of attributions to effort and teaching in the total group, but none of attributions to luck. Additionally, as hypothesized, the change in attributions to effort occurred only for perceived successful and a change in attribution to teaching was found mainly for perceived unsuccessful students. The outcomes are interpreted and consequences for further studies are formulated.
DIPF-Departments:
Bildungsqualität und Evaluation
Morningness-eveningness and educational outcomes. The lark has an advantage over the owl at high […]
Preckel, Franzis; Lipnevich, Anastasiya A; Boehme, Katharina; Brandner, Lena; Georgi, Karsten; […]
Journal Article
| In: British Journal of Educational Psychology | 2011
32312 Endnote
Author(s):
Preckel, Franzis; Lipnevich, Anastasiya A; Boehme, Katharina; Brandner, Lena; Georgi, Karsten; Könen, Tanja; Mursin, Katharina; Roberts, Richard D
Title:
Morningness-eveningness and educational outcomes. The lark has an advantage over the owl at high school
In:
British Journal of Educational Psychology, 82 (2011) 2, S. 114-134
DOI:
10.1111/j.2044-8279.2011.02059.x
URL:
http://dx.doi.org/10.1111/j.2044-8279.2011.02059.x
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Befragung; Deutschland; Eltern; Gewohnheit; Kognitive Kompetenz; Leistungsmotivation; Messverfahren; Regressionsanalyse; Schlaf; Schüler; Schülerleistung; Schuljahr 09; Schuljahr 10; Selbsteinschätzung; Tagesablauf; Typologie; Verhalten; Zeit
Abstract (english):
The main goal of the study was to investigate the incremental validity of chronotype as a predictor of academic achievement after controlling for a number of traditional predictors. In so doing, a further aim was ongoing validation of a chronotype questionnaire, the Lark-Owl Chronotype Indicator. The sample comprised 272 students attending 9th and 10th grades at five German high schools. Data was also obtained from 132 parents of these students. Students were assessed in class via self-report questionnaires and a standardized cognitive test. Parents filled out a questionnaire at home. The incremental validity of chronotype was investigated using hierarchical linear regression. Validity of the chronotype questionnaire was assessed by correlating student ratings of their chronotype with behavioural data on sleep, food intake, and drug consumption and with parent ratings of chronotype. Eveningness was a significant (negative) predictor of overall grade point average (GPA), math science GPA, and language GPA, after cognitive ability, conscientiousness, need for cognition, achievement motivation, and gender were held constant. Validity evidence for the chronotype measure was established by significant correlations with parent-ratings and behavioural data. Results point to the possible discrimination of adolescents with a proclivity towards eveningness at school. Possible explanations for the relationship between chronotype and academic achievement are presented. Implications for educational practice are also discussed.
DIPF-Departments:
Bildung und Entwicklung
Unselect matches
Select all matches
Export
<
1
...
19
20
Show all
(270)