@article{LazaridesGniewosz2024, author = {Lazarides, Rebecca and Gniewosz, Burkhard}, title = {Modelling develpoment and change of motivational beliefs}, series = {Motivation and emotion in learning and teaching across educational contexts : theoretical and methodological perspectives and empirical insights}, journal = {Motivation and emotion in learning and teaching across educational contexts : theoretical and methodological perspectives and empirical insights}, publisher = {Routledge}, address = {New York}, isbn = {978-1-032-30109-9}, doi = {10.4324/9781003303473-15}, pages = {197 -- 212}, year = {2024}, abstract = {This chapter provides an overview of methods to capture developments and changes in motivational beliefs. Motivational research has recently begun to venture beyond just examining average developmental trends in motivational variables by starting to investigate how developmental changes in motivational variables differ between and within individuals in different learning situations and across contexts. Although studies have started to uncover differences in motivational changes, a systematic overview of suitable methods for capturing motivational differences in developmental processes is still missing. In this chapter, we review key methods of change modelling, bringing together variable-centred approaches, such as growth modelling and true intraindividual change (TIC) models, and person-centred approaches, such as latent transition and growth mixture models. We illustrate the value of the reviewed statistical methods for the analysis of context-specific motivational changes by reviewing recent empirical studies that identify different patterns and trajectories of such motivational beliefs across time. Our focus is thereby on research grounded in situated expectancy-value theory as a core theory in motivational research.}, language = {en} } @article{FitjarRonnebergNottbuschetal.2021, author = {Fitjar, Camilla L. and R{\o}nneberg, Vibeke and Nottbusch, Guido and Torrance, Mark}, title = {Learning handwriting}, series = {Frontiers in psychology / Frontiers Research Foundation}, volume = {12}, journal = {Frontiers in psychology / Frontiers Research Foundation}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2021.663829}, pages = {13}, year = {2021}, abstract = {Skilled handwriting of single letters is associated not only with a neat final product but also with fluent pen-movement, characterized by a smooth pen-tip velocity profile. Our study explored fluency when writing single letters in children who were just beginning to learn to handwrite, and the extent to which this was predicted by the children's pen-control ability and by their letter knowledge. 176 Norwegian children formed letters by copying and from dictation (i.e., in response to hearing letter sounds). Performance on these tasks was assessed in terms of the counts of velocity inversions as the children produced sub-letter features that would be produced by competent handwriters as a single, smooth (ballistic) action. We found that there was considerable variation in these measures across writers, even when producing well-formed letters. Children also copied unfamiliar symbols, completed various pen-control tasks (drawing lines, circles, garlands, and figure eights), and tasks that assessed knowledge of letter sounds and shapes. After controlling for pen-control ability, pen-movement fluency was affected by letter knowledge (specifically children's performance on a task that required selecting graphemes on the basis of their sound). This was the case when children retrieved letter forms from dictated letter sounds, but also when directly copying letters and, unexpectedly, when copying unfamiliar symbols. These findings suggest that familiarity with a letter affects movement fluency during letter production but may also point towards a more general ability to process new letter-like symbols in children with good letter knowledge.}, language = {en} } @article{LenkeitHartmannEhlertetal.2022, author = {Lenkeit, Jenny and Hartmann, Anne and Ehlert, Antje and Knigge, Michel and Sp{\"o}rer, Nadine}, title = {Effects of special educational needs and socioeconomic status on academic achievement}, series = {International Journal of Educational Research}, volume = {113}, journal = {International Journal of Educational Research}, publisher = {Elsevier}, address = {Oxford}, issn = {0883-0355}, doi = {10.1016/j.ijer.2022.101957}, pages = {20}, year = {2022}, abstract = {Germany is continuously expanding its inclusive education system. Research provides evidence that students with special educational needs (SEN) in inclusive school settings show lower academic achievement and come from lower socioeconomic backgrounds than their peers without SEN. Identifying to what extent the disadvantages originating from both characteristics are confounded in predicting academic achievement, has been neglected in the German educational context. Using data of 1711 primary and secondary school students from a longitudinal study in the state of Brandenburg, this study evaluates to what degree SEN (in the areas of learning and emotional-social difficulties) and socioeconomic background (SES) are confounded in predicting academic initial achievement in reading and mathematics as well as their development over time. Using multilevel modelling techniques that nest three measurement points into students and students into classes, results identify SES and SEN as relevant predictors of achievement status and growth in both subjects. Only few and small mediation effects of SES were found, indicating that both SES and SEN remain independent risk factors for achievement. Understanding the origins of student disadvantage can help teachers to make better informed choices for designing support measures and aid policymakers' reasoning for resource allocations.}, language = {en} } @article{HornFritzscheEhlertetal.2021, author = {Horn, Peter and Fritzsche, Tom and Ehlert, Antje and Adani, Flavia}, title = {Tapping into the interplay of lexical and number knowledge using fast mapping}, series = {Infant behavior \& development : an international and interdisciplinary journal}, volume = {64}, journal = {Infant behavior \& development : an international and interdisciplinary journal}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0163-6383}, doi = {10.1016/j.infbeh.2021.101573}, pages = {11}, year = {2021}, abstract = {Language skills and mathematical competencies are argued to influence each other during development. While a relation between the development of vocabulary size and mathematical skills is already documented in the literature, this study further examines how children's ability to map a novel word to an unknown object as well as their ability to retain this word from memory may be related to their knowledge of number words. Twenty-five children were tested longitudinally (at 30 and at 36 months of age) using an eye-tracking-based fast mapping task, the Give-a Number task, and standardized measures of vocabulary. The results reveal that children's ability to create and retain a mental representation of a novel word was related to number knowledge at 30 months, but not at 36 months while vocabulary size correlated with number knowledge only at 36 months. These results show that even specific mapping processes are initially related to the acquisition of number words and they speak for a parallelism between the development of lexical and number-concept knowledge despite their semantic and syntactic differences.}, language = {en} } @article{LipkaPloetnerWabnitz2022, author = {Lipka, Marlies and Pl{\"o}tner, Kathleen and Wabnitz, Juliane}, title = {Leuchtturm Universit{\"a}tsschule Potsdam}, series = {P{\"a}dagogik}, volume = {74}, journal = {P{\"a}dagogik}, number = {4}, publisher = {Beltz}, address = {Weinheim}, issn = {0933-422X}, doi = {10.3262/PAED2204042}, pages = {42 -- 45}, year = {2022}, abstract = {Universit{\"a}ts- oder Laborschulen haben in Deutschland keine große Tradition, obwohl sie die Chance bieten, Forschung, Schulpraxis und Ausbildung systematisch miteinander zu verkn{\"u}pfen. Auch in Potsdam wird derzeit eine solche Einrichtung gegr{\"u}ndet. Ein Einblick in die konzeptionellen {\"U}berlegungen.}, language = {de} } @article{SpoererHenkeBosse2021, author = {Sp{\"o}rer, Nadine and Henke, Thorsten and Bosse, Stefanie}, title = {Is there a dark side of co-teaching?}, series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, volume = {71}, journal = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0959-4752}, doi = {10.1016/j.learninstruc.2020.101393}, pages = {10}, year = {2021}, language = {en} } @article{KobsEhlertLenkeitetal.2022, author = {Kobs, Scarlett and Ehlert, Antje and Lenkeit, Jenny and Hartmann, Anne Therese and Sporer, Nadine and Knigge, Michel}, title = {The influence of individual and situational factors on teachers' justice ratings of classroom interactions}, series = {Frontiers in psychology}, volume = {13}, journal = {Frontiers in psychology}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2022.789110}, pages = {18}, year = {2022}, abstract = {Teachers, as role models, are crucial in promoting inclusion in society through their actions. Being perceived as fair by their students is linked to students' feelings of belonging in school. In addition, their decisions of resource allocations also affect students' academic success. Both aspects underpin the importance of teachers' views on justice. This article aims to investigate what teachers consider to be just and how teacher characteristics and situational factors affect justice ratings of hypothetical student-teacher-interactions. In an experimental design, we randomly varied the description of the interacting student in text vignettes regarding his/her special educational need (SEN) (situational factor). We also collected data on teachers' attitudes toward inclusion and experiences with persons with disabilities (individual factors). A sample of in-service teachers in Germany (N = 2,254) rated randomized versions of two text vignettes. To also consider the effect of professional status, a sample of pre-service teachers (N = 275) did the same. Linear mixed effect models point to a negative effect of the SEN on justice ratings, meaning situations in which the interacting student is described with a SEN were rated less just compared to the control condition. As the interacting student in the situations was treated worse than the rest, this was indicative for the application of the need principle. Teachers with more positive attitudes toward inclusion rated the vignettes as significantly less just. Professional status also had a negative effect on justice ratings, with in-service teachers rating the interactions significantly lower than the pre-service teachers. Our results suggest that the teachers applied the principle of need in their ratings. Implications for inclusive teaching practices and future research are discussed further.}, language = {en} } @article{SpoererLenkeitBosseetal.2020, author = {Sp{\"o}rer, Nadine and Lenkeit, Jenny and Bosse, Stefanie and Hartmann, Anne and Ehlert, Antje and Knigge, Michel}, title = {Students' perspective on inclusion}, series = {International journal of educational research}, volume = {103}, journal = {International journal of educational research}, publisher = {Elsevier Science}, address = {Oxford}, issn = {0883-0355}, doi = {10.1016/j.ijer.2020.101641}, pages = {13}, year = {2020}, abstract = {The goal of the present study was to analyze how students' attitudes towards inclusive education develop over the course of a school year and how these attitudes relate to students' peer relations. Sixth- and seventh-graders of 44 inclusive classes filled out a questionnaire at two measurement points within one school year to assess attitudes towards inclusive education and peer relations. Applying multilevel regression analyses it turned out that changes in peer relations over time were positively predicted by students' attitudes towards instructional adaptations for students with behaviour difficulties. Further, students with self-perceived behavior difficulties reported lower scores for peer relations compared to students without self-perceived difficulties. Results are discussed with respect to structural factors and individual characteristics affecting inclusive education.}, language = {en} } @article{JaeutheLambrechtBosseetal.2020, author = {Jaeuthe, Jessica and Lambrecht, Jennifer and Bosse, Stefanie and Bogda, Katja and Sp{\"o}rer, Nadine}, title = {Entwicklung der Rechtschreibkompetenz im zweiten und dritten Schuljahr}, series = {Zeitschrift f{\"u}r Erziehungswissenschaft}, volume = {23}, journal = {Zeitschrift f{\"u}r Erziehungswissenschaft}, number = {4}, publisher = {Springer}, address = {Wiesbaden}, issn = {1434-663X}, doi = {10.1007/s11618-020-00959-5}, pages = {823 -- 846}, year = {2020}, abstract = {Im deutschsprachigen Raum existiert eine Vielzahl von Modellen zur Entwicklung der Rechtschreibkompetenz von Grundschulkindern. Es zeigen sich starke {\"U}bereinstimmungen in der Vorstellung von aufeinanderfolgenden Kompetenzniveaus, wobei in allen Modellen drei Niveaus auftreten: 1) noch nicht lautgetreue Schreibungen, 2) lautgetreue Schreibungen und 3) orthographisch korrekte Schreibungen. Die Kriterien, auf Basis derer ein Kind dem jeweiligen Niveau zugeordnet wird, bleiben jedoch vage. Ebenso fehlt eine umfassende empirische {\"U}berpr{\"u}fung der Modelle. Die vorliegende L{\"a}ngsschnittstudie untersuchte zu drei Messzeitpunkten (Anfang Klasse 2, Ende Klasse 2, Ende Klasse 3) die Schreibungen von N = 697 Grundschulkinder mit standardisierten Rechtschreibtests. Mittels latenter Transitionsanalyse wurden drei Profile identifiziert: 1) {\"U}berwiegend nicht lautgetreu 2) {\"U}berwiegend lautgetreu und 3) {\"U}berwiegend korrekt. Auch die durchlaufenen Pfade und {\"U}bergangswahrscheinlichkeiten st{\"u}tzen die angenommene hierarchische Struktur der Modelle.}, language = {de} } @article{JaeutheLenkeitBosseetal.2020, author = {Jaeuthe, Jessica and Lenkeit, Jenny and Bosse, Stefanie and Bogda, Katja and Sp{\"o}rer, Nadine}, title = {Die Bedeutsamkeit individueller Merkmale f{\"u}r die Entwicklung von Rechtschreibkompetenzen in der Grundschule}, series = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie}, volume = {52}, journal = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie}, number = {1-2}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {0049-8637}, doi = {10.1026/0049-8637/a000223}, pages = {12 -- 24}, year = {2020}, abstract = {Aus theoretischer Sicht existieren verschiedene Merkmale, die einen Einfluss auf die individuelle Entwicklung der Rechtschreibkompetenz von Grundschulkindern aus{\"u}ben k{\"o}nnen. Um diese zu analysieren, wurden in der vorliegenden Studie Schreibungen von 607 Sch{\"u}lerinnen und Sch{\"u}lern zu drei Messzeitpunkten (Anfang Klasse 2, Ende Klasse 2, Ende Klasse 3) untersucht. Zur Bestimmung des Rechtschreibkompetenzniveaus wurden Sch{\"u}lerinnen und Sch{\"u}ler mittels latenter Profilanalyse zu den drei Profilen Buchstabenentdeckende ({\"u}berwiegend nicht lautgetreue Schreibungen), Phonemprofis ({\"u}berwiegend lautgetreue Schreibungen) und Rechtschreibspezialisten (vor allem korrekte Schreibungen) zugeordnet. Mittels logistischer Regressionen wurde gepr{\"u}ft, welche Zusammenh{\"a}nge zwischen den individuellen Merkmalen Geschlecht, kognitive Grundf{\"a}higkeiten und Arbeitsverhalten und den Zuordnungen zu einem Profil sowie den Wechseln zwischen den Profilen bestehen. Unter Kontrolle des Arbeitsverhaltens zeigten sich keine signifikanten Zusammenh{\"a}nge mit dem Geschlecht oder der kognitiven Grundf{\"a}higkeit. Hingegen konnten bedeutsame Zusammenh{\"a}nge des Arbeitsverhaltens sowohl mit der Zuordnung zu den Profilen als auch mit den Wechseln zwischen den Profilen Phonemprofis und Rechtschreibspezialisten gefunden werden.}, language = {de} }