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(Schlagwörter: "Kognitive Kompetenz")
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Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit […]
Schastak, Martin
Monograph
| Leverkusen: Budrich | 2020
40589 Endnote
Author(s):
Schastak, Martin
Title:
Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen
Published:
Leverkusen: Budrich, 2020 (Mehrsprachigkeit und Bildung, 4)
DOI:
10.3224/84742378
URN:
urn:nbn:de:0111-pedocs-188217
URL:
https://www.pedocs.de/frontdoor.php?source_opus=18821
Publication Type:
1. Monographien (Autorenschaft); Monographie
Language:
Deutsch
Keywords:
Bildungserfolg; Bilingualismus; Grundschule; Identität; Kognitive Kompetenz; Mehrsprachigkeit; Migrationshintergrund; Peer Group Teaching; Schüler; Sprache; Spracherwerb; Sprachkompetenz; Studie
DIPF-Departments:
Bildungsqualität und Evaluation
Foreign language learning in older age does not improve memory or intelligence. Evidence from a […]
Berggren, Rasmus; Nilsson, Jonna; Brehmer, Yvonne; Schmiedek, Florian; Lövdén, Martin
Journal Article
| In: Psychology and Aging | 2020
39899 Endnote
Author(s):
Berggren, Rasmus; Nilsson, Jonna; Brehmer, Yvonne; Schmiedek, Florian; Lövdén, Martin
Title:
Foreign language learning in older age does not improve memory or intelligence. Evidence from a randomized controlled study
In:
Psychology and Aging, 35 (2020) 2, S. 212-219
DOI:
10.1037/pag0000439
URL:
https://psycnet.apa.org/doiLanding?doi=10.1037%2Fpag0000439
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Alter Mensch; Fremdsprache; Lernen; Wirkung; Kognitive Kompetenz; Intelligenz; Arbeitsgedächtnis; Wortschatz; Assoziation; Leistungstest; Testkonstruktion; Strukturgleichungsmodell:Schweden
Abstract:
Foreign language learning in older age has been proposed as a promising avenue for combatting age-related cognitive decline. We tested this hypothesis in a randomized controlled study in a sample of 160 healthy older participants (aged 65-75 years) who were randomized to 11 weeks of either language learning or relaxation training. Participants in the language learning condition obtained some basic knowledge in the new language (Italian), but between-groups differences in improvements on latent factors of verbal intelligence, spatial intelligence, working memory, item memory, or associative memory were negligible. We argue that this is not due to either poor measurement, low course intensity, or low statistical power, but that basic studies in foreign languages in older age are likely to have no or trivially small effects on cognitive abilities. We place this in the context of the cognitive training and engagement literature and conclude that while foreign language learning may expand the behavioral repertoire, it does little to improve cognitive processing abilities.
DIPF-Departments:
Bildung und Entwicklung
Teacher perceptions of learning motivation and classroom behavior. The role of student […]
Brandmiller, Cornelius; Dumont, Hanna; Becker, Michael
Journal Article
| In: Contemporary Educational Psychology | 2020
40747 Endnote
Author(s):
Brandmiller, Cornelius; Dumont, Hanna; Becker, Michael
Title:
Teacher perceptions of learning motivation and classroom behavior. The role of student characteristics
In:
Contemporary Educational Psychology, 63 (2020) , S. 101893
DOI:
10.1016/j.cedpsych.2020.101893
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0361476X20300588?via%3Dihub
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Lehrer; Wahrnehmung; Erwartung; Schüler; Kognitive Kompetenz; Lernmotivation; Verhalten; Sozioökonomische Lage; Soziale Herkunft; Migrationshintergrund; Gender; Einflussfaktor; Ungleichheit; Schuljahr 04; Leistungstest; Eltern; Lehrer; Befragung; Statistische Methode; Strukturgleichungsmodell; Deutschland
Abstract (english):
The present study investigates whether teacher perceptions of students' cognitive skills, their learning motivation, and their classroom behavior differ according to students' socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as measured in a standardized achievement test and student motivation as measured by student and parent reports, we found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low-SES students and boys. Similarly, teachers perceived high-SES students, students who are not from an immigrant background, and girls as having a higher learning motivation and as having more cognitive skills. Finally, we found that teachers' perceptions of students' learning motivation and classroom behavior mediated the relationship between student characteristics and cognitive skills as perceived by the teacher. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Personality, cognitive ability, and academic performance. Differential associations across school […]
Brandt, Naemi D.; Lechner, Clemens M.; Tetzner, Julia; Rammstedt, Beatrice
Journal Article
| In: Journal of Personality | 2020
40967 Endnote
Author(s):
Brandt, Naemi D.; Lechner, Clemens M.; Tetzner, Julia; Rammstedt, Beatrice
Title:
Personality, cognitive ability, and academic performance. Differential associations across school subjects and school tracks
In:
Journal of Personality, 88 (2020) 2, S. 249-265
DOI:
10.1111/jopy.12482
URL:
https://onlinelibrary.wiley.com/doi/full/10.1111/jopy.12482
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Schüler; Persönlichkeitsmerkmal; Persönlichkeit; Kognitive Kompetenz; Intelligenz; Emotionale Kompetenz; Schulerfolg; Schulform; Unterrichtsfach; Deutschunterricht; Mathematikunterricht; Schuljahr 09; Einflussfaktor; Gymnasium; Realschule; Berufsschule; Schülerleistung; Test; Panel; Strukturgleichungsmodell; Längsschnittuntersuchung; Deutschland;
Abstract:
Aim: Personality traits and cognitive ability are well‐established predictors of academic performance. Yet, how consistent and generalizable are the associations between personality, cognitive ability, and performance? Building on theoretical arguments that trait-performance relations should vary depending on the demands and opportunities for trait expression in the learning environment, we investigated whether the associations of personality (Big Five) and cognitive ability (fluid intelligence) with academic performance (grades and tests scores) vary across school subjects (German and math) and across ability‐grouped school tracks (academic, intermediate, and vocational). Method: Multiple group structural equation models in a large representative sample of ninth‐grade students (N = 12,915) from the German National Educational Panel Study (NEPS). Results: Differential associations across school subjects emerged for cognitive ability, Emotional Stability, and Conscientiousness (math > German); and for Openness and Extraversion (German > math). Differential associations across school tracks emerged for cognitive ability, Conscientiousness (academic > intermediate > vocational) and Agreeableness (academic > intermediate > vocational). Personality traits explained more variation in academic performance in the academic than in the other tracks. Conclusion: Most trait-performance relations varied across subjects, tracks, or both. These findings highlight the need for more nuanced and context‐minded perspective on trait-performance relations. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Vampires and nurses are rated differently by younger and older adults. Age-comparative norms of […]
Grandy, Thomas H.; Lindenberger, Ulman; Schmiedek, Florian
Journal Article
| In: Behavior Research Methods | 2020
40426 Endnote
Author(s):
Grandy, Thomas H.; Lindenberger, Ulman; Schmiedek, Florian
Title:
Vampires and nurses are rated differently by younger and older adults. Age-comparative norms of imageability and emotionality for about 2500 German nouns
In:
Behavior Research Methods, 52 (2020) , S. 980-989
DOI:
10.3758/s13428-019-01294-2
URN:
urn:nbn:de:0111-dipfdocs-232749
URL:
https://nbn-resolving.org/urn:nbn:de:0111-dipfdocs-232749
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Junger Erwachsener; Alter Mensch; Vorstellung <Psy>; Emotion; Wort; Verhalten; Wohlbefinden; Kognitive Kompetenz; Gedächtnis; Leistungsfähigkeit; Semantik; Phonologie; Altersgruppe; Vergleich; Experimentelle Untersuchung; Deutschland
Abstract:
Imageability and emotionality ratings for 2592 German nouns (3-10 letters, one to three phonological syllables) were obtained from younger adults (21-31 years) and older adults (70-86 years). Valid ratings were obtained on average from 20 younger and 23 older adults per word for imageability, and from 18 younger and 19 older adults per word for emotionality. The internal consistency (Cronbach's α) and retest rank-order stability of the ratings were high for both age groups (α and r ≥ .97). Also, the validity of our ratings was found to be high, as compared to previously published ratings (r ≥ .86). The ratings showed substantial rank-order stability across younger and older adults (imageability, r = .94; emotionality, r = .85). At the same time, systematic differences between age groups were found in the mean levels of ratings (imageability, d = 0.38; emotionality, d = 0.20) and in the extent to which the rating scales were used (imageability, SD = 24 vs. 19, scale of 0 to 100; emotionality, SD = 26 vs. 31, scale of −100 to 100). At the descriptive level, our data hint at systematically different evaluations of semantic categories regarding imageability and emotionality across younger and older adults. Given that imageability and emotionality have been reported, for instance, as important determinants for the recognition and recall of words, our findings highlight the importance of considering age-specific information in age-comparative cognitive (neuroscience) experimental studies using word materials. The age-specific imageability and emotionality ratings for the 2592 German nouns can be found in the electronic supplementary material 1. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Within-person structures of daily cognitive performance differ from between-person structures of […]
Schmiedek, Florian; Lövdén, Martin; Oertzen, Timo von; Lindenberger, Ulman
Journal Article
| In: PeerJ | 2020
40427 Endnote
Author(s):
Schmiedek, Florian; Lövdén, Martin; Oertzen, Timo von; Lindenberger, Ulman
Title:
Within-person structures of daily cognitive performance differ from between-person structures of cognitive abilities
In:
PeerJ, 8 (2020) , S. e9290
DOI:
10.7717/peerj.9290
URN:
urn:nbn:de:0111-dipfdocs-232618
URL:
http://www.dipfdocs.de/volltexte/2022/23261/pdf/PeerJ_2020_Schmiedek_et_al_Within-person_structures_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Kognitive Kompetenz; Struktur; Intelligenz; Individueller Unterschied; Arbeitgedächtnis; Längsschnittuntersuchung
Abstract:
Over a century of research on between-person differences has resulted in the consensus that human cognitive abilities are hierarchically organized, with a general factor, termed general intelligence or ''g,'' uppermost. Surprisingly, it is unknown whether this body of evidence is informative about how cognition isstructured within individuals. Using data from 101 young adults performing nine cognitive tasks on 100 occasions distributed oversix months, we find that thestructures of individuals' cognitive abilities vary among each other, and deviate greatly from the modal between-person structure. Working memory contributes the largestshare of common variance to both between- and withinperson structures, but the g factor is much less prominent within than between persons. We conclude that between-person structures of cognitive abilities cannot serve as a surrogate for within-person structures. To reveal the development and organization of human intelligence, individuals need to be studied over time.
DIPF-Departments:
Bildung und Entwicklung
Personality-achievement associations in adolescence. Examining associations across grade levels and […]
Tetzner, Julia; Becker, Michael; Brandt, Naemi D.
Journal Article
| In: Journal of Personality | 2020
40323 Endnote
Author(s):
Tetzner, Julia; Becker, Michael; Brandt, Naemi D.
Title:
Personality-achievement associations in adolescence. Examining associations across grade levels and learning environments
In:
Journal of Personality, 88 (2020) 2, S. 356-372
DOI:
10.1111/jopy.12495
URL:
https://onlinelibrary.wiley.com/doi/full/10.1111/jopy.12495
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Persönlichkeit; Persönlichkeitsmerkmal; Jugendlicher; Einflussfaktor; Schulerfolg; Grundschule; Schuljahr 06; Sekundarstufe I; Schuljahr 09; Verhalten; Schulform; Lernumgebung; Indikator; Kognitive Kompetenz; Deutschunterricht; Mathematikunterricht; Englischunterricht; Schülerleistung; Test; Fragebogenerhebung; Strukturgleichungsmodell; Längsschnittuntersuchung; Berlin; Deutschland
Abstract:
Objective: This study examined associations between the five‐factor personality traits and indicators of academic achievement (grades and test scores). A particular aim was to investigate whether personality‐achievement associations differ between primary and secondary educational contexts and whether these differences vary between differential learning environments, that is academic versus nonacademic secondary schools. Method: We used two representative random samples from Germany: N = 3,658 6th graders in their last year of primary school and N = 2,129 9th graders attending different secondary school tracks (n = 566 academic track students; n = 1,563 nonacademic track students). Results: First, our results confirmed positive associations between Conscientiousness, Openness, Extraversion, and Agreeableness and academic achievement as well as negative associations between academic achievement and Neuroticism. Second, associations with Conscientiousness were more pronounced for school grades than for test scores. Third, associations were higher for 6th than for 9th graders in the overall sample for all personality traits with the exception of Openness. Fourth, personality‐achievement associations differed between academic and nonacademic track students. Conclusion: In sum, our results suggest the need for an educational stage‐specific perspective and contextually sensitive approach when examining personality‐achievement associations. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Mathematics motivation in students with low cognitive ability. A longitudinal study of motivation […]
Tracey, Danielle; Morin, Alexander J. S.; Pekrun, Reinhard; Arens, A. Katrin; Murayama, Kou; […]
Journal Article
| In: American Journal on Intellectual and Developmental Disabilities | 2020
39942 Endnote
Author(s):
Tracey, Danielle; Morin, Alexander J. S.; Pekrun, Reinhard; Arens, A. Katrin; Murayama, Kou; Lichtenfeld, Stephanie; Frenzel, Anne C.; Goetz, Thomas; Maïano, Christophe
Title:
Mathematics motivation in students with low cognitive ability. A longitudinal study of motivation and relations with effort, self-regulation, and grades
In:
American Journal on Intellectual and Developmental Disabilities, 125 (2020) 2, S. 125-147
DOI:
10.1352/1944-7558-125.2.125
URL:
https://www.aaiddjournals.org/doi/10.1352/1944-7558-125.2.125
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Schüler; Motivation; Kognitive Kompetenz; Schulnote; Mathematikunterricht; Mathematische Kompetenz; Lernschwäche; Schuljahr 05:Schuljahr 08; Heranwachsender; Vergleichsuntersuchung; Altersunterschied; Erwartung; Leistung; Werturteil; Selbstkontrolle; Deutschland
Abstract:
Expectancy-value theory (EVT) is a popular framework to understand and improve students' motivation. Unfortunately, limited research has verified whether EVT predictions generalize to students with low levels of cognitive ability. This study relies on Grade 5 and 8 data from 177 students with low levels of cognitive ability and a matched sample of 177 students with average to high cognitive ability from the German "Project for the Analysis of Learning and Achievement in Mathematics." Results showed that students with low levels of cognitive ability were able to differentiate EVT components. Both groups demonstrated a similar downward developmental trend in motivation from early to middle adolescence, and similar relations between EVT components and levels of efforts, self-regulation, and mathematics class grades. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Childhood intelligence, family background, and gender as drivers of socioeconomic success. The […]
Becker, Michael; Baumert, Jürgen; Tetzner, Julia; Maaz, Kai; Köller, Olaf
Journal Article
| In: Developmental Psychology | 2019
39833 Endnote
Author(s):
Becker, Michael; Baumert, Jürgen; Tetzner, Julia; Maaz, Kai; Köller, Olaf
Title:
Childhood intelligence, family background, and gender as drivers of socioeconomic success. The mediating role of education
In:
Developmental Psychology, 55 (2019) 10, S. 2231-2248
DOI:
10.1037/dev0000766
URL:
https://psycnet.apa.org/doiLanding?doi=10.1037%2Fdev0000766
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Kind; Kindheit; Intelligenz; Einflussfaktor; Sozioökonomische Lage; Sozialer Status; Erwachsener; Soziale Herkunft; Familie; Eltern; Gender; Bildung; Bildungsgang; Kognitive Kompetenz; Bildungsbiografie; Berufserfolg; Einkommen; Frau; Geschlechtsspezifischer Unterschied; Teilzeitbeschäftigung; Längsschnittuntersuchung; Berlin; Mecklenburg-Vorpommern; Nordrhein-Westfalen; Sachsen-Anhalt; Deutschland
Abstract:
What drives socioeconomic success within a society? This study analyzes how late childhood intelligence, parental socioeconomic background, and gender relate to multiple dimensions of adult socioeconomic success (i.e., education, occupational status, and income). A particular focus is placed on education, which is considered as both an indicator of socioeconomic success and a mediator of the relationships with the other dimensions. Randomly sampled participants (N = 5,292) in a German prospective longitudinal study were assessed for the first time at age 12 years in 1991 and for the last time as adults in 2009-10. Comparison of the effects of childhood intelligence and parental socioeconomic background revealed childhood intelligence to be the more powerful predictor of the 3 dimensions of later adult socioeconomic success. Education was the strongest predictor of both later adult occupational status and later adult income, and mediated most of the effects of childhood intelligence and parental socioeconomic background on later adult occupational status and later adult income. A gender income gap was apparent, with men reporting higher income, even when childhood factors and education were controlled. Education barely mediated any gender differences, but family-related structural factors (i.e., working part time and having children) explained much of the gender gap in income. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Validating test score interpretations using time information
Engelhardt, Lena; Goldhammer, Frank
Journal Article
| In: Frontiers in Psychology | 2019
39162 Endnote
Author(s):
Engelhardt, Lena; Goldhammer, Frank
Title:
Validating test score interpretations using time information
In:
Frontiers in Psychology, (2019) , S. 10:1131
DOI:
10.3389/fpsyg.2019.01131
URN:
urn:nbn:de:0111-dipfdocs-174371
URL:
http://www.dipfdocs.de/volltexte/2020/17437/pdf/fpsyg-2019_may_Engelhardt_Goldhammer_Validating_test_score_interpretations_using_time_information_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Strukturgleichungsmodell; Empirische Untersuchung; Deutschland; Test; Validität; Computerunterstütztes Verfahren; Aufgabe; Antwort; Zeit; Fertigkeit; Kognitive Prozesse; Kognitive Kompetenz; Lesekompetenz; Denken; Leistungstest; PIAAC <Programme for the International Assessment of Adult Competencies>; Datenanalyse
Abstract (english):
A validity approach is proposed that uses processing times to collect validity evidence for the construct interpretation of test scores. The rationale of the approach is based on current research of processing times and on classical validity approaches, providing validity evidence based on relationships with other variables. Within the new approach, convergent validity evidence is obtained if a component skill, that is expected to underlie the task solution process in the target construct, positively moderates the relationship between effective speed and effective ability in the corresponding target construct. Discriminant validity evidence is provided if a component skill, that is not expected to underlie the task solution process in the target construct, does indeed not moderate the speed-ability relation in this target construct. Using data from a study that follows up the German PIAAC sample, this approach was applied to reading competence, assessed with PIAAC literacy items, and to quantitative reasoning, assessed with Number Series. As expected from theory, the effect of speed on ability in the target construct was only moderated by the respective underlying component skill, that is, word meaning activation skill as an underlying component skill of reading competence, and perceptual speed as an underlying component skill of reasoning. Accordingly, no positive interactions were found for the component skill that should not underlie the task solution process, that is, word meaning activation for reasoning and perceptual speed for reading. Furthermore, the study shows the suitability of the proposed validation approach. The use of time information in association with task results brings construct validation closer to the actual response process than widely used correlations of test scores. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
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