@article{SchmidtBrunnerKelleretal.2017,
  author    = {Schmidt, Isabelle and Brunner, Martin and Keller, Lena and Scherrer, Vsevolod and Wollschlager, Rachel and Baudson, Tanja Gabriele and Preckel, Franzis},
  title     = {Profile formation of academic self-concept in elementary school students in grades 1 to 4},
  series = {PLoS one},
  volume    = {12},
  journal   = {PLoS one},
  publisher = {PLoS},
  address   = {San Fransisco},
  issn      = {1932-6203},
  doi       = {10.1371/journal.pone.0177854},
  pages     = {27},
  year      = {2017},
  language  = {en}
}
@misc{MatheisKellerKronborgetal.2019,
  author    = {Matheis, Svenja and Keller, Lena and Kronborg, Leonie and Schmitt, Manfred and Preckel, Franzis},
  title     = {Do stereotypes strike twice?},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {2},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-51370},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-513701},
  pages     = {22},
  year      = {2019},
  abstract  = {Stereotypes influence teachers' perception of and behaviour towards students, thus shaping students' learning opportunities. The present study investigated how 315 Australian pre-service teachers' stereotypes about giftedness and gender are related to their perception of students' intellectual ability, adjustment, and social-emotional ability, using an experimental vignette approach and controlling for social desirability in pre-service teachers' responses. Repeated-measures ANOVA showed that pre-service teachers associated giftedness with higher intellectual ability, but with less adjustment compared to average-ability students. Furthermore, pre-service teachers perceived male students as less socially and emotionally competent and less adjusted than female students. Additionally, pre-service teachers seemed to perceive female average-ability students' adjustment as most favourable compared to male average-ability students and gifted students. Findings point to discrepancies between actual characteristics of gifted female and male students and stereotypes in teachers' beliefs. Consequences of stereotyping and implications for teacher education are discussed.},
  language  = {en}
}
@article{MatheisKellerKronborgetal.2019,
  author    = {Matheis, Svenja and Keller, Lena and Kronborg, Leonie and Schmitt, Manfred and Preckel, Franzis},
  title     = {Do stereotypes strike twice?},
  series = {Asia-Pacific journal of teacher education},
  volume    = {48},
  journal   = {Asia-Pacific journal of teacher education},
  number    = {2},
  publisher = {Routledge Journals, Taylor \& Francis},
  address   = {Abingdon},
  issn      = {1469-2945},
  doi       = {10.1080/1359866X.2019.1576029},
  pages     = {213 -- 232},
  year      = {2019},
  abstract  = {Stereotypes influence teachers' perception of and behaviour towards students, thus shaping students' learning opportunities. The present study investigated how 315 Australian pre-service teachers' stereotypes about giftedness and gender are related to their perception of students' intellectual ability, adjustment, and social-emotional ability, using an experimental vignette approach and controlling for social desirability in pre-service teachers' responses. Repeated-measures ANOVA showed that pre-service teachers associated giftedness with higher intellectual ability, but with less adjustment compared to average-ability students. Furthermore, pre-service teachers perceived male students as less socially and emotionally competent and less adjusted than female students. Additionally, pre-service teachers seemed to perceive female average-ability students' adjustment as most favourable compared to male average-ability students and gifted students. Findings point to discrepancies between actual characteristics of gifted female and male students and stereotypes in teachers' beliefs. Consequences of stereotyping and implications for teacher education are discussed.},
  language  = {en}
}
@article{KellerPreckelBrunner2021,
  author    = {Keller, Lena and Preckel, Franzis and Brunner, Martin},
  title     = {Nonlinear relations between achievement and academic self-concepts in elementary and secondary school},
  series = {Journal of educational psychology / American Psychological Association},
  volume    = {113},
  journal   = {Journal of educational psychology / American Psychological Association},
  number    = {3},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {0022-0663},
  doi       = {10.1037/edu0000533},
  pages     = {585 -- 604},
  year      = {2021},
  abstract  = {It is well-documented that academic achievement is associated with students' self-perceptions of their academic abilities, that is, their academic self-concepts. However, low-achieving students may apply self-protective strategies to maintain a favorable academic self-concept when evaluating their academic abilities. Consequently, the relation between achievement and academic self-concept might not be linear across the entire achievement continuum. Capitalizing on representative data from three large-scale assessments (i.e., TIMSS, PIRLS, PISA; N = 470,804), we conducted an integrative data analysis to address nonlinear trends in the relations between achievement and the corresponding self-concepts in mathematics and the verbal domain across 13 countries and 2 age groups (i.e., elementary and secondary school students). Polynomial and interrupted regression analyses showed nonlinear relations in secondary school students, demonstrating that the relations between achievement and the corresponding self-concepts were weaker for lower achieving students than for higher achieving students. Nonlinear effects were also present in younger students, but the pattern of results was rather heterogeneous. We discuss implications for theory as well as for the assessment and interpretation of self-concept.},
  language  = {en}
}
@article{BrunnerKellerStallaschetal.2022,
  author    = {Brunner, Martin and Keller, Lena and Stallasch, Sophie E. and Kretschmann, Julia and Hasl, Andrea and Preckel, Franzis and Luedtke, Oliver and Hedges, Larry},
  title     = {Meta-analyzing individual participant data from studies with complex survey designs},
  series = {Research synthesis methods},
  volume    = {14},
  journal   = {Research synthesis methods},
  number    = {1},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {1759-2879},
  doi       = {10.1002/jrsm.1584},
  pages     = {5 -- 35},
  year      = {2022},
  abstract  = {Descriptive analyses of socially important or theoretically interesting phenomena and trends are a vital component of research in the behavioral, social, economic, and health sciences. Such analyses yield reliable results when using representative individual participant data (IPD) from studies with complex survey designs, including educational large-scale assessments (ELSAs) or social, health, and economic survey and panel studies. The meta-analytic integration of these results offers unique and novel research opportunities to provide strong empirical evidence of the consistency and generalizability of important phenomena and trends. Using ELSAs as an example, this tutorial offers methodological guidance on how to use the two-stage approach to IPD meta-analysis to account for the statistical challenges of complex survey designs (e.g., sampling weights, clustered and missing IPD), first, to conduct descriptive analyses (Stage 1), and second, to integrate results with three-level meta-analytic and meta-regression models to take into account dependencies among effect sizes (Stage 2). The two-stage approach is illustrated with IPD on reading achievement from the Programme for International Student Assessment (PISA). We demonstrate how to analyze and integrate standardized mean differences (e.g., gender differences), correlations (e.g., with students' socioeconomic status [SES]), and interactions between individual characteristics at the participant level (e.g., the interaction between gender and SES) across several PISA cycles. All the datafiles and R scripts we used are available online. Because complex social, health, or economic survey and panel studies share many methodological features with ELSAs, the guidance offered in this tutorial is also helpful for synthesizing research evidence from these studies.},
  language  = {en}
}