@article{KretschmannVockLuedtke2014,
  author    = {Kretschmann, Julia and Vock, Miriam and Luedtke, Oliver},
  title     = {Acceleration in elementary school: using propensity score matching to estimate the effects on academic achievement},
  series = {The journal of educational psychology},
  volume    = {106},
  journal   = {The journal of educational psychology},
  number    = {4},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {0022-0663},
  doi       = {10.1037/a0036631},
  pages     = {1080 -- 1095},
  year      = {2014},
  abstract  = {Using German data, we examined the effects of one specific type of acceleration-grade skipping-on academic performance. Prior research on the effects of acceleration has suffered from methodological restrictions, especially due to a lack of appropriate comparison groups and a priori measurements. For this reason, propensity score matching was applied in this analysis to minimize selection bias due to observed confounding variables. Various types of matching were attempted, and, in consideration of balancing the covariates, full matching was the final choice. We used data from the Berlin ELEMENT Study, analyzing, after matching, the information of 81 students who had skipped a grade over the course of elementary school and up to 1,668 nonaccelerated students who attended the same grade level as the accelerated students. Measurements took place 3 times between the 4th and 6th grades, including the assessment of reading, spelling, and mathematics performance. After matching, the results of between-group comparisons regarding performance indices showed no significant effects of skipping a grade, other than a small positive effect found on spelling performance. Theoretical implications and methodological limitations are discussed.},
  language  = {en}
}
@article{SchiefeleSchaffner2013,
  author    = {Schiefele, Ulrich and Schaffner, Ellen},
  title     = {Reading motivation of Sixth-Grade Elementary School Students - results from an interview study},
  series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  volume    = {60},
  journal   = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  number    = {3},
  publisher = {Reinhardt},
  address   = {M{\"u}nchen},
  issn      = {0342-183X},
  doi       = {10.2378/peu2013.art17d},
  pages     = {214 -- 233},
  year      = {2013},
  abstract  = {Based on research by Wigfield and Guthrie (1997), Moller and Bonerad (2007) as well as Schaffner and Schiefele (2007) have developed questionnaires to assess students' reading motivation. The goal of the present study was to examine whether these instruments coincide with students' subjective views of their own reading motivation. In order to clarify this question, we conducted interviews with 26 elementary school students and applied content analysis to examine the interview protocols. Although the results support some of the theoretically postulated components, they suggest that questionnaire measures have neglected some important aspects of reading motivation (e. g., reading to regulate one's feelings, reading to relax). Finally, consequences for the revision of reading motivation questionnaires were discussed.},
  language  = {de}
}