@article{SchachnerHeHeizmannetal.2017, author = {Schachner, Maja Katharina and He, Jia and Heizmann, Boris and Van de Vijver, Fons J. R.}, title = {Acculturation and School Adjustment of Immigrant Youth in Six European Countries}, series = {Frontiers in psychology}, volume = {8}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2017.00649}, pages = {11}, year = {2017}, abstract = {School adjustment determines long-term adjustment in society. Yet, immigrant youth do better in some countries than in others. Drawing on acculturation research (Berry, 1997; Ward, 2001) and self-determination theory (Ryan and Deci, 2000), we investigated indirect effects of adolescent immigrants' acculturation orientations on school adjustment (school-related attitudes, truancy, and mathematics achievement) through school belonging. Analyses were based on data from the Programme for International Student Assessment from six European countries, which were combined into three clusters based on their migrant integration and multicultural policies: Those with the most supportive policies (Belgium and Finland), those with moderately supportive policies (Italy and Portugal), and those with the most unsupportive policies (Denmark and Slovenia). In a multigroup path model, we confirmed most associations. As expected, mainstream orientation predicted higher belonging and better outcomes in all clusters, whereas the added value of students' ethnic orientation was only observed in some clusters. Results are discussed in terms of differences in acculturative climate and policies between countries of settlement.}, language = {en} } @book{OPUS4-43910, title = {Die naturwissenschaftliche Perspektive konkret}, series = {Begleitband zum Perspektivrahmen Sachunterricht ; 4}, journal = {Begleitband zum Perspektivrahmen Sachunterricht ; 4}, editor = {Giest, Hartmut}, publisher = {Klinkhardt}, address = {Bad Heilbrunn}, isbn = {978-3-7815-2161-2}, pages = {192}, year = {2017}, abstract = {Der Band gibt beispielhaft Anregungen f{\"u}r die Planung und Gestaltung eines kompetenzorientierten Unterrichts zur naturwissenschaftlichen Perspektive des Sachunterrichts. Im Zentrum stehen praxisrelevante Anregungen f{\"u}r die Unterrichtsgestaltung f{\"u}r den Anfangsunterricht in den Klassenstufen 1 und 2 sowie f{\"u}r die Klassenstufen 3 und 4. Neben den gr{\"u}ndlich erprobten Unterrichtsanregungen werden exemplarisch auch fachliche Aspekte er{\"o}rtert, da viele Kolleginnen und Kollegen in den Grundschulen Sachunterricht fachfremd unterrichten m{\"u}ssen. Diese sind so ausgew{\"a}hlt worden, dass sie neben der fachlichen Fundierung der behandelten Themen auch f{\"u}r die fachliche Vorbereitung auf den dar{\"u}ber hinausgehenden, auf die naturwissenschaftliche Perspektive bezogenen Sachunterricht genutzt werden k{\"o}nnen.}, language = {de} } @article{LazaridesRaufelder2017, author = {Lazarides, Rebecca and Raufelder, Diana}, title = {Longitudinal Effects of Student-Perceived Classroom Support on Motivation}, series = {Frontiers in psychology}, volume = {8}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2017.00417}, year = {2017}, abstract = {This two-wave longitudinal study examined how developmental changes in students' mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students' intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students' motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (Mean age D 13.70, SD D 0.53, 54\% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students' academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students' perceptions of competence in class when aiming to enhance students' academic effort in secondary school classrooms.}, language = {en} } @article{HenkeBosseLambrechtetal.2017, author = {Henke, Thorsten and Bosse, Stefanie and Lambrecht, Jennifer and J{\"a}ntsch, Christian and Jaeuthe, Jessica and Sp{\"o}rer, Nadine}, title = {Mittendrin oder nur dabei?}, series = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie}, volume = {31}, journal = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie}, number = {4}, publisher = {Hogrefe}, address = {Bern}, issn = {1010-0652}, doi = {10.1024/1010-0652/a000196}, pages = {111 -- 123}, year = {2017}, abstract = {In der vorliegenden Studie wurde das Ausmaß der sozialen Partizipation von Grundsch{\"u}lerinnen und Grundsch{\"u}lern mit einem und ohne festgestelltem sonderp{\"a}dagogischem F{\"o}rderbedarf (SPF) untersucht. Insgesamt wurden N = 1436 Sch{\"u}ler der 2. und 3. Jahrgangsstufe mittels Frageb{\"o}gen zum peerbezogenen Klassenklima, zur Einsch{\"a}tzung der eigenen sozialen Integration, zum Gef{\"u}hl des Angenommen-Seins durch die Lehrkraft und zur Anzahl ihrer Freundschaften befragt. Mithilfe des Propensity Score Matching-Verfahrens wurden den Sch{\"u}lern mit einem festgestellten SPF in den Bereichen Lernen, emotionale und soziale Entwicklung oder Sprache (N = 91) basierend auf theoretisch und empirisch abgeleiteten Hintergrundvariablen statistische Zwillinge ohne SPF zugeordnet. Zu den Hintergrundvariablen z{\"a}hlten famili{\"a}re, leistungs- und verhaltensbezogene Merkmale. Der Vergleich der Sch{\"u}ler mit einem festgestellten SPF mit ihren statistischen Zwillingen ohne SPF lieferte keine Hinweise auf einen Zusammenhang zwischen dem Status eines SPF und der sozialen Partizipation.}, language = {de} }