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(Personen: "Hartig," und "Johannes")
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Are questionnaire scales which measure non-cognitive constructs suitable as school effectiveness […]
Grützmacher, Luisa; Vieluf, Svenja; Hartig, Johannes
Journal Article
| In: School Effectiveness and School Improvement | 2021
41472 Endnote
Author(s):
Grützmacher, Luisa; Vieluf, Svenja; Hartig, Johannes
Title:
Are questionnaire scales which measure non-cognitive constructs suitable as school effectiveness criteria? A measurement invariance analysis
In:
School Effectiveness and School Improvement, 32 (2021) 3, S. 430-447
DOI:
10.1080/09243453.2021.1903511
URL:
https://www.tandfonline.com/doi/full/10.1080/09243453.2021.1903511
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Schule; Effektivität; Messverfahren; Fragebogen; Reliabilität; Validität; Schüler; Sekundarbereich; Deutschunterricht; Lesen; Einstellung <Psy>; Mathematikunterricht; Interesse; Selbstkonzept; Mitarbeit; Längsschnittuntersuchung; Datenanalyse; Hamburg; Deutschland
Abstract (english):
This study aimed at examining the suitability of questionnaire instruments commonly used in large-scale assessments for measuring non-cognitive school effectiveness criteria. It focused on questions of reliability and validity for capturing changes in students within schools across time and the instruments' sensitivity to school effects. The aim was also to propose an approach for analyzing measurement invariance across levels and time simultaneously. The study used longitudinal data from the KESS (Kompetenzen und Einstellungen von Schülerinnen und Schülern [competencies and attitudes of students]) study, conducted in Hamburg, Germany. The sample is comprised of 17,926 students in 189 secondary schools. Data were collected three or four times. The results of the analyses show that all investigated scales are suitable in terms of reliability and validity. However, only the scale interest in mathematics is sensitive to school effects and therefore suitable as a school effectiveness criterion. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Effects of positive reinforcement training and novel object exposure on salivary cortisol levels […]
Hambrecht, Susan; Oerke, Ann-Kathrin; Heistermann, Michael; Hartig, Johannes; Dierkes, Paul W.
Journal Article
| In: Animals | 2021
42306 Endnote
Author(s):
Hambrecht, Susan; Oerke, Ann-Kathrin; Heistermann, Michael; Hartig, Johannes; Dierkes, Paul W.
Title:
Effects of positive reinforcement training and novel object exposure on salivary cortisol levels under consideration of individual variation in captive African elephants (loxodonta africana)
In:
Animals, 11 (2021) 12, S. 3525
DOI:
10.3390/ani11123525
URL:
https://doi.org/10.3390/ani11123525
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Elefant; Training; Stress; Zoo; Tierhaltung; Tierbeobachtung; Physiologie; Reaktion <Physiol>; Tierpflege; Tierverhalten
Abstract (english):
Dealing with potential stress in species that have high husbandry requirements, such as elephants, is a challenge for zoos. The objective of the present study was to determine whether positive reinforcement training (PRT) and exposure to a novel object (NOV) for enrichment induced a salivary cortisol response indicative of activation of the hypothalamic-pituitary-adrenal (HPA) axis and which factors determine individual variation in this regard in captive African elephants. We repeatedly sampled the saliva of ten animals (three zoos) for the analysis of cortisol (SACort) before and up to 60 min (in 10-15 min intervals) after the onset of PRT (three repeats) or NOV (nine repeats), which lasted 10 min. There was considerable individual variation in SACort in response to PRT or NOV. Using mixed models, we were able to control these and to reveal that PRT was associated with high SACort before and relatively low SACort after PRT, while NOV induced a moderate SACort increase. The individual differences in SACort were related to age and sex (NOV), while the effects of zoo, handling method (free vs. protected contact) and reproductive and social status were variable. We conclude that positive affective states, such as anticipation or arousal, should be taken into account when interpreting the differences in the SACort responses between PRT and NOV. In addition, understanding the individuality of stress will support management decisions aimed at promoting captive elephant welfare. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Detecting instruction effects. Deciding between covariance analytical and change-score approach
Köhler, Carmen; Hartig, Johannes; Naumann, Alexander
Journal Article
| In: Educational Psychology Review | 2021
41484 Endnote
Author(s):
Köhler, Carmen; Hartig, Johannes; Naumann, Alexander
Title:
Detecting instruction effects. Deciding between covariance analytical and change-score approach
In:
Educational Psychology Review, 33 (2021) 3, S. 1191-1211
DOI:
10.1007/s10648-020-09590-6
URN:
urn:nbn:de:0111-pedocs-252368
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-252368
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Empirische Forschung; Unterricht; Wirkung; Unterrichtsforschung; Methode; Messverfahren; Lernerfolg; Variable; Prognose; Schüler; Unterstützung; Selbstwirksamkeit; Lehrer; Forschungsdesign; Datenanalyse; Modell
Abstract:
The article focuses on estimating effects in nonrandomized studies with two outcome measurement occasions and one predictor variable. Given such a design, the analysis approach can be to include the measurement at the previous time point as a predictor in the regression model (ANCOVA), or to predict the change-score of the outcome variable (CHANGE). Researchers demonstrated that both approaches can result in different conclusions regarding the reported effect. Current recommendations on when to apply which approach are, in part, contradictory. In addition, they lack direct reference to the educational and instructional research contexts, since they do not consider latent variable models in which variables are measured without measurement error. This contribution assists researchers in making decisions regarding their analysis model. Using an underlying hypothetical data-generating model, we identify for which kind of data-generating scenario (i.e., under which assumptions) the defined true effect equals the estimated regression coefficients of the ANCOVA and the CHANGE approach. We give empirical examples from instructional research and discuss which approach is more appropriate, respectively. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Deciding between the covariance analytical approach and the change-score approach in two wave panel […]
Köhler, Carmen; Hartig, Johannes; Schmid, Christine
Journal Article
| In: Multivariate Behavioral Research | 2021
41438 Endnote
Author(s):
Köhler, Carmen; Hartig, Johannes; Schmid, Christine
Title:
Deciding between the covariance analytical approach and the change-score approach in two wave panel data
In:
Multivariate Behavioral Research, 56 (2021) 3, S. 447-458
DOI:
10.1080/00273171.2020.1726723
URL:
https://doi.org/10.1080/00273171.2020.1726723
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
The manuscript focuses on effects in nonrandomized studies with two outcome measurement occasions and one explanatory variable, and in which groups already differ at the pretest. Such study designs are often encountered in educational and instructional research. Two prominent approaches to estimate effects are (1) covariance analytical approaches and (2) latent change-score models. In current practice, both approaches are applied interchangeably, without a clear rationale for when to use which approach. The aim of this contribution is to outline under which conditions the approaches produce unbiased estimates of the instruction effect. We present a theoretical data generating model in which we decompose the variances of the relevant variables, and examine under which data generating conditions the estimated instruction effect is unbiased. We show that, under specific assumptions, both methods can be used to answer the general question of whether instruction has an effect. Another implication from the results is that practitioners need to consider which underlying data generating assumptions the approaches make, since a violation of those assumptions will lead to biased effects. Based on our results, we give recommendations for preferable research designs. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
A semiparametric approach for item response function estimation to detect item misfit
Köhler, Carmen; Robitzsch, Alexander; Fährmann, Katharina; von Davier, Matthias; Hartig, Johannes
Journal Article
| In: British Journal of Mathematical and Statistical Psychology | 2021
41437 Endnote
Author(s):
Köhler, Carmen; Robitzsch, Alexander; Fährmann, Katharina; von Davier, Matthias; Hartig, Johannes
Title:
A semiparametric approach for item response function estimation to detect item misfit
In:
British Journal of Mathematical and Statistical Psychology, 74 (2021) 51, S. 157-175
DOI:
10.1111/bmsp.12224
URL:
https://bpspsychub.onlinelibrary.wiley.com/doi/epdf/10.1111/bmsp.12224
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Item-Response-Theory; Testtheorie
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Measuring system competence in education for sustainable development
Roczen, Nina; Fischer, Frank; Fögele, Janis; Hartig, Johannes; Mehren, Rainer
Journal Article
| In: Sustainability | 2021
41188 Endnote
Author(s):
Roczen, Nina; Fischer, Frank; Fögele, Janis; Hartig, Johannes; Mehren, Rainer
Title:
Measuring system competence in education for sustainable development
In:
Sustainability, 13 (2021) 9, S. 4932
DOI:
10.3390/su13094932
URN:
urn:nbn:de:0111-pedocs-238471
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-238471
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Bildung; Nachhaltige Entwicklung; Systemkompetenz; Testentwicklung; Messung; Bewertung; Schuljahr 08; Schuljahr 09; Gesamtschule; Realschule; Hauptschule; Gymnasium; Bayern; Hessen; Nordrhein-Westfalen; Deutschland
Abstract (english):
This paper presents the development of an instrument for the assessment of system competence in the field of Education for Sustainable Development (ESD). Based on an already existing, more complex model of system competence for the school subject geography, we have developed a test that refers to central themes and principles of ESD using exclusively closed answer formats. Building on the results of cognitive laboratories and expert feedback from various fields, the instrument was (further) developed in an iterative process of feedback and revision. We conducted a quantitative pilot study with N = 366 8th and 9th grade students. The results indicate that the development of our system competence test was successful-the overall test yielded a high reliability and only very few items were not working as intended. Furthermore, the difficulties of the items were appropriate for the ability levels of the students and the results of a confirmatory factor analysis (CFA) suggest that the newly developed test measures system competence with one dimension. As the test is compact, easy to interpret, and yet reliable, it is particularly suitable for monitoring purposes in the field of ESD.
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Progressions in learning in the age of (mis)information (PLATO) Advances in higher education […]
Zlatkin-Troitschanskaia, Olga; Hartig, Johannes; Goldhammer, Frank
Journal Article
| In: Studies in Higher Education | 2021
42013 Endnote
Author(s):
Zlatkin-Troitschanskaia, Olga; Hartig, Johannes; Goldhammer, Frank
Title:
Progressions in learning in the age of (mis)information (PLATO) Advances in higher education learning research
In:
Studies in Higher Education, 46 (2021) 10, S. 1993-1995
DOI:
10.1080/03075079.2021.1953338
URL:
https://www.tandfonline.com/doi/abs/10.1080/03075079.2021.1953338?journalCode=cshe20
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Students' online information use and learning progress in higher education. A critical literature […]
Zlatkin-Troitschanskaia, Olga; Hartig, Johannes; Goldhammer, Frank; Krstev, Jan
Journal Article
| In: Studies in Higher Education | 2021
42012 Endnote
Author(s):
Zlatkin-Troitschanskaia, Olga; Hartig, Johannes; Goldhammer, Frank; Krstev, Jan
Title:
Students' online information use and learning progress in higher education. A critical literature review
In:
Studies in Higher Education, 46 (2021) 10, S. 1996-2021
DOI:
10.1080/03075079.2021.1953336
URL:
https://www.tandfonline.com/doi/full/10.1080/03075079.2021.1953336
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract (english):
Learning using the Internet has become a vital factor for academic success in higher education. Students increasingly rely on the Internet as their main information source. However, related research is still an emerging and highly fragmented field. Therefore, this study aims to provide a comprehensive and integrative review of research literature on student learning vis-à-vis using the Internet. The review encompasses research on students' strategies for searching, evaluating, and selecting online information, the use of this information for domain-specific learning, and the influence of the characteristics of both online information sources and learners on searching, evaluating, and selecting online information. Moreover, research on how this information-related behavior develops and affects learning outcomes is considered. The literature research, conducted in 2020, employed the database Education Resources Information Center (ERIC) and the search engine Google Scholar. Based on relevant search phrases and keywords, over 500 publications were found. After a second search, 55 fitting publications from 2009 onwards were identified. The review reveals a lack of research on the characteristics of online information, how these characteristics affect student learning in higher education, and how student learning can be fostered by improving students' information-related strategies. Research integrating these different perspectives is even scarcer. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Der Beitrag der Kompetenztheorie für die Fachdidaktiken
Naumann, Alexander; Köhler, Carmen; Hartig, Johannes
Book Chapter
| Aus: Weißeno, Georg; Ziegler, Béatrice (Hrsg.): Handbuch Geschichts- und Politikdidaktik | Wiesbaden: Springer VS | 2021
42020 Endnote
Author(s):
Naumann, Alexander; Köhler, Carmen; Hartig, Johannes
Title:
Der Beitrag der Kompetenztheorie für die Fachdidaktiken
In:
Weißeno, Georg; Ziegler, Béatrice (Hrsg.): Handbuch Geschichts- und Politikdidaktik, Wiesbaden: Springer VS, 2021 , S. 1-15
DOI:
10.1007/978-3-658-29673-5_4-1
URL:
https://link.springer.com/referenceworkentry/10.1007%2F978-3-658-29673-5_4-1
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Deutsch
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Neue Wege für den Austausch zwischen Bildungsforschung und Öffentlichkeit
Stirm, Philip
Working Papers
| 2021
42499 Endnote
Author(s):
Stirm, Philip
Title:
Neue Wege für den Austausch zwischen Bildungsforschung und Öffentlichkeit
Published:
2021
URL:
https://dipfblog.com/2021/05/05/neue-wege-fur-den-austausch-zwischen-bildungsforschung-und-offentlichkeit/
Publication Type:
7. Blogbeiträge; Pod-; Vidcasts; Blogbeiträge
Language:
Deutsch
Abstract:
Der Beitrag kreist um das von der Gesellschaft für Empirische Bildungsforschung (GEBF) ausgerichtete digitale Konferenzjahr "digiGEBF21". Er geht spezifisch auf die unterschiedlichen Angebote zum Austausch mit der Öffentlichkeit und damit des Wissenstransfers ein, die das Konferenzjahr bietet.
DIPF-Departments:
Öffentlichkeitsarbeit
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