@article{WrightWachs2021, author = {Wright, Michelle F. and Wachs, Sebastian}, title = {The buffering effect of parent social support in the longitudinal associations between cyber polyvictimization and academic outcomes}, series = {Social psychology of education : an international journal}, volume = {24}, journal = {Social psychology of education : an international journal}, number = {5}, publisher = {Springer}, address = {Dordrecht}, issn = {1381-2890}, doi = {10.1007/s11218-021-09647-6}, pages = {1145 -- 1161}, year = {2021}, abstract = {Objective: Little attention has been given to the relationship between cyber polyvictimization and academic outcomes (e.g., classroom misconduct, school readiness, academic performance, absenteeism, school behavioral problems), and the factors, such as parent social support, that buffer against the negative outcomes associated with experiencing multiple forms of victimization. Addressing gaps in the literature by including a longitudinal design and objective assessments of academic outcomes, the present study examined the moderating effect of parent social support in the association between cyber polyvictimization and academic outcomes over one and a half years later. Method: Participants were 371 8th graders (50\% female) from middle schools in the United States, who completed questionnaires on offline and cyber polyvictimization and parent social support during the 7th grade. Teachers completed questionnaires on students' classroom misconduct and school readiness during 7th and 8th grade. School records were used to determine absenteeism, academic performance, and school behavioral problems (i.e., referrals, in-school suspension, out-of-school suspension) during 7th and 8th grade. Results: Findings revealed that 7th grade cyber polyvictimization was related positively to 8th grade classroom misconduct, absenteeism, and school behavioral problems, while it was negatively associated with 8th grade academic performance and school readiness. Parent social support moderated the associations between cyber polyvictimization and school readiness, academic performance, and absenteeism. Conclusion: The results highlight the importance of intervening in adolescents' experience of cyber polyvictimization to reduce negative academic outcomes.}, language = {en} } @article{KellerCortinaMuelleretal.2022, author = {Keller, Lena and Cortina, Kai S. and M{\"u}ller, Katharina and Miller, Kevin F.}, title = {Noticing and weighing alternatives in the reflection of regular classroom teaching: evidence of expertise using mobile eye-tracking}, series = {Instructional science : an international journal of learning and cognition}, volume = {50}, journal = {Instructional science : an international journal of learning and cognition}, number = {2}, publisher = {Springer Science + Business Media B.V.}, address = {Dordrecht [u.a.]}, issn = {0020-4277}, doi = {10.1007/s11251-021-09570-5}, pages = {251 -- 272}, year = {2022}, abstract = {Instructional videos are widely used to study teachers' professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers' professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers' lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed.}, language = {en} } @article{BrandtBeckerTetzneretal.2021, author = {Brandt, Naemi and Becker, Michael and Tetzner, Julia and Brunner, Martin and Kuhl, Poldi}, title = {What teachers and parents can add to personality ratings of children}, series = {European journal of personality / publ. for the European Association of Personality Psychology}, volume = {35}, journal = {European journal of personality / publ. for the European Association of Personality Psychology}, number = {6}, publisher = {Sage Publications}, address = {London}, issn = {0890-2070}, doi = {10.1177/0890207020988436}, pages = {814 -- 832}, year = {2021}, abstract = {Adults' ratings of children's personality have been found to be more closely associated with academic performance than children's self-reports. However, less is known about the relevance of the unique perspectives held by specific adult observers such as teachers and parents for explaining variance in academic performance. In this study, we applied bifactor (S-1) models for 1411 elementary school children to investigate the relative merits of teacher and parent ratings of children's personalities for academic performance above and beyond the children's self-reports. We examined these associations using standardized achievement test scores in addition to grades. We found that teachers' unique views on children's openness and conscientiousness had the strongest associations with academic performance. Parents' unique views on children's neuroticism showed incremental associations above teacher ratings or self-reports. For extraversion and agreeableness, however, children's self-reports were more strongly associated with academic performance than teacher or parent ratings. These results highlight the differential value of using multiple informants when explaining academic performance with personality traits.}, language = {en} } @article{Link2024, author = {Link, J{\"o}rg-Werner}, title = {Fritz Karsen - ein vision{\"a}rer Schulreformer der Weimarer Republik}, series = {„Eine Schule f{\"u}r alle!?" : Chancen und Herausforderungen : Festschrift zum 75-j{\"a}hrigen Jubil{\"a}um der Fritz-Karsen-Schule}, journal = {„Eine Schule f{\"u}r alle!?" : Chancen und Herausforderungen : Festschrift zum 75-j{\"a}hrigen Jubil{\"a}um der Fritz-Karsen-Schule}, publisher = {Metropol-Verlag}, address = {Berlin}, isbn = {978-3-86331-758-4}, pages = {103 -- 125}, year = {2024}, language = {de} } @article{SpoererBosseLenkeit2024, author = {Sp{\"o}rer, Nadine and Bosse, Stefanie and Lenkeit, Jenny}, title = {Jahrgangs{\"u}bergreifendes Lernen in der Grundschule}, series = {„Eine Schule f{\"u}r alle!?" : Chancen und Herausforderungen : Festschrift zum 75-j{\"a}hrigen Jubil{\"a}um der Fritz-Karsen-Schule}, journal = {„Eine Schule f{\"u}r alle!?" : Chancen und Herausforderungen : Festschrift zum 75-j{\"a}hrigen Jubil{\"a}um der Fritz-Karsen-Schule}, publisher = {Metropol-Verlag}, address = {Berlin}, isbn = {978-3-86331-758-4}, pages = {33 -- 45}, year = {2024}, language = {de} } @article{LazaridesSchiepeTiskaHeineetal.2022, author = {Lazarides, Rebecca and Schiepe-Tiska, Anja and Heine, Jorg-Henrik and Buchholz, Janine}, title = {Expectancy-value profiles in math}, series = {Learning and individual differences : a multidisciplinary journal in education}, volume = {98}, journal = {Learning and individual differences : a multidisciplinary journal in education}, publisher = {Elsevier Science}, address = {Amsterdam [u.a.]}, issn = {1041-6080}, doi = {10.1016/j.lindif.2022.102198}, pages = {14}, year = {2022}, abstract = {This longitudinal study aimed to investigate how motivational transitions of adolescents in the domain of mathematics from Grades 9 to 10 were related to student-perceived mathematics teacher support and student -oriented teaching. Data were drawn from the 2012 Programme for International Student Assessment (PISA) and its German national extension called PISA Plus 2012-2013. We used a subsample of 2605 students (51.0 \% girls) from 198 classrooms. Using latent profile analyses, we identified three motivational patterns based on expectancy-value theory that were meaningfully associated with students' mathematics test scores and work ethics. Latent transition analyses showed that these patterns were mostly stable across time. Occurring changes were characterized by a decrease in mathematics motivation across time. Student-oriented teaching as reported by students in Grade 9 impeded maladaptive motivational transitions. Students with particularly low interest and utility value benefitted from teachers who direct their instruction at students' motivational characteristics.}, language = {en} } @article{StallaschLuedtkeArteltetal.2021, author = {Stallasch, Sophie E. and L{\"u}dtke, Oliver and Artelt, Cordula and Brunner, Martin}, title = {Multilevel design parameters to plan cluster-randomized intervention studies on student achievement in elementary and secondary school}, series = {Journal of research on educational effectiveness}, volume = {14}, journal = {Journal of research on educational effectiveness}, number = {1}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1934-5747}, doi = {10.1080/19345747.2020.1823539}, pages = {172 -- 206}, year = {2021}, abstract = {To plan cluster-randomized trials with sufficient statistical power to detect intervention effects on student achievement, researchers need multilevel design parameters, including measures of between-classroom and between-school differences and the amounts of variance explained by covariates at the student, classroom, and school level. Previous research has mostly been conducted in the United States, focused on two-level designs, and limited to core achievement domains (i.e., mathematics, science, reading). Using representative data of students attending grades 1-12 from three German longitudinal large-scale assessments (3,963 <= N <= 14,640), we used three- and two-level latent (covariate) models to provide design parameters and corresponding standard errors for a broad array of domain-specific (e.g., mathematics, science, verbal skills) and domain-general (e.g., basic cognitive functions) achievement outcomes. Three covariate sets were applied comprising (a) pretest scores, (b) sociodemographic characteristics, and (c) their combination. Design parameters varied considerably as a function of the hierarchical level, achievement outcome, and grade level. Our findings demonstrate the need to strive for an optimal fit between design parameters and target research context. We illustrate the application of design parameters in power analyses.}, language = {en} } @article{WrightWachs2021, author = {Wright, Michelle F. and Wachs, Sebastian}, title = {Moderation of technology use in the association between self-isolation during COVID-19 pandemic and adolescents' romantic relationship quality}, series = {Cyberpsychology, behavior and social networking}, volume = {24}, journal = {Cyberpsychology, behavior and social networking}, number = {7}, publisher = {Liebert}, address = {New Rochelle}, issn = {2152-2715}, doi = {10.1089/cyber.2020.0729}, pages = {493 -- 498}, year = {2021}, abstract = {The purpose of this study was to examine the moderating effects of technology use for relationship maintenance on the longitudinal associations among self-isolation during the coronavirus-19 (COVID-19) pandemic and romantic relationship quality among adolescents. Participants were 239 (120 female; M age = 16.69, standard deviation [SD] = 0.61; 60 percent Caucasian) 11th and 12th graders from three midwestern high schools. To qualify for this study, adolescents had to be in the same romantic relationship for the duration of the study, similar to 7 months (M length of relationship = 10.03 months). Data were collected in October of 2019 (Time 1) and again 7 months later in May of 2020 (Time 2). Adolescents completed a romantic relationship questionnaire at Time 1 and again at Time 2, along with questionnaires on frequency of self-isolation during the COVID-19 pandemic and use of technology for romantic relationship maintenance. Findings revealed that increases in self-isolation during the COVID-19 pandemic related positively to the use of technology for romantic relationship maintenance and negatively to Time 2 romantic relationship quality. High use of technology for romantic relationship maintenance buffered against the negative effects of self-isolation during the COVID-19 pandemic on adolescents' romantic relationship quality 7 months later, whereas low use strengthened the negative relationship between self-isolation during the COVID-19 pandemic and romantic relationship quality. These findings suggest the importance of considering the implications of societal crisis or pandemics on adolescents' close relationships, particularly their romantic relationships.}, language = {en} } @article{WrightHongWachs2021, author = {Wright, Michelle F. and Hong, Jun Sung and Wachs, Sebastian}, title = {The relationship between parenting styles and relationally victimized during adolescence}, series = {Journal of familiy trauma, child custody \& child development}, volume = {18}, journal = {Journal of familiy trauma, child custody \& child development}, number = {2}, publisher = {Routledge, Taylor \& Francis Group}, address = {Philadelphia, PA}, issn = {2690-4586}, doi = {10.1080/26904586.2021.1918036}, pages = {93 -- 107}, year = {2021}, abstract = {The present study examined the moderating role of parents' victimization status during adolescence in the associations between parenting styles, depression, and anxiety among relationally victimized adolescents. There were 436 relationally victimized adolescents (M age = 13.26 years, SD = .56) included in this study, along with their parents (n = 436; M age = 47.01 years, SD = .83; 86\% mothers), from the Midwestern region of the United States (N = 872). Adolescents completed questionnaires on their experiences of relational victimization, depression, and anxiety, and perceptions of their parents' parenting styles. Their parents completed a questionnaire on their relational victimization status during adolescence. Findings from the study revealed that the relationships between the permissive parenting style, depression, and anxiety among relationally victimized adolescents were stronger when adolescents' parents were also victims of relational bullying during adolescence. These findings underscore the importance of considering parents' peer victimization history during adolescence.}, language = {en} } @article{EbersbachLachnerScheiteretal.2022, author = {Ebersbach, Mirjam and Lachner, Andreas and Scheiter, Katharina and Richter, Tobias}, title = {Using spacing to promote lasting learning in educational contexts promises and challenges}, series = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie}, volume = {54}, journal = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie}, number = {4}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {0049-8637}, doi = {10.1026/0049-8637/a000259}, pages = {151 -- 163}, year = {2022}, abstract = {Spacing repeated study phases across multiple sessions instead of studying and restudying the learning material in one session only is an effective strategy to promote lasting learning. However, most studies demonstrating the spacing effect were conducted in the laboratory, using simple verbal material. Learning in educational contexts differs regarding the complexity and coherence of the learning material and concerning the role of motivational and affective learner characteristics. Studies conducted in educational contexts suggest that the spacing effect is not as robust here. For example, acquiring mathematical skills or nonrepeated, consecutive information does not reliably benefit from spacing. After an overview of studies addressing the spacing effect in the laboratory and in educational contexts, we discuss various open questions that need to be addressed by future research before recommending spacing as a learning strategy to promote meaningful and lasting learning at schools and universities.}, language = {en} }