@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{WestphalVockLazarides2019, author = {Westphal, Andrea and Vock, Miriam and Lazarides, Rebecca}, title = {Are more conscientious seventh- and ninth-graders less likely to be retained?}, series = {Journal of applied developmental psychology : an internat. multidisciplinary}, volume = {66}, journal = {Journal of applied developmental psychology : an internat. multidisciplinary}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0193-3973}, doi = {10.1016/j.appdev.2019.101088}, pages = {12}, year = {2019}, abstract = {Previous research has identified students' personality traits, especially conscientiousness, as highly relevant predictors of academic success. Less is known about the role of Big Five personality traits in students when it comes to teachers' decisions about students' educational trajectories and whether personality traits differentially affect these decisions by teachers in different grade levels. This study examines to what extent students' Big Five personality traits affect teacher decisions on grade retention, looking at two cohorts of 12,146 ninth-grade and 6002 seventh-grade students from the German National Educational Panel Study. In both grade levels, multilevel logistic mediation models show that students' conscientiousness indirectly predicts grade retention through the assignment of grades by teachers. In the ninth-grade sample, students' conscientiousness was additionally a direct predictor of retention, distinct from teacher-assigned grades. We discuss potential underlying mechanisms and explore whether teachers base their decisions on different indicators when retaining seventh-grade students or ninth-grade students.}, language = {en} } @article{CortesGarciaHoffmannWarschburgeretal.2019, author = {Cortes-Garcia, Laura and Hoffmann, Svenja and Warschburger, Petra and Senra, Carmen}, title = {Exploring the reciprocal relationships between adolescents' perceptions of parental and peer attachment and disordered eating}, series = {International Journal of eating disorders}, volume = {52}, journal = {International Journal of eating disorders}, number = {8}, publisher = {Wiley}, address = {Hoboken}, issn = {0276-3478}, doi = {10.1002/eat.23086}, pages = {924 -- 934}, year = {2019}, abstract = {Objective This prospective study explored bidirectional associations between attachment quality towards mother, father, and peers and disordered eating among a large population-based sample of boys and girls in the transition from preadolescence to adolescence. Specifically, we examined whether insecure attachment relationships emerged as a risk factor for or as an outcome of disordered eating. Method A population-based sample of 904 adolescent girls and boys was assessed four times, at baseline (T1; M-age = 10.8 years) and at 2-, 4-, and 6-year follow-up (T2, T3, and T4). Prospective data were analyzed using cross-lagged panel models for each attachment figure (i.e., mother, father, peers) in a multigroup design to compare genders. Results Better attachment to the mother led to less pronounced disturbed eating in girls across the entire age range and in boys across two time periods. In girls, more pronounced disordered eating at T3 predicted worse attachment to the mother at T4 and better attachment to the father at T1 predicted less disturbed eating at T2. In boys, disordered eating at T1 predicted better attachment to the father at T2. Concerning peer attachment, better attachment at T1 predicted disordered eating at T2, in boys only. No other significant cross-lagged effects emerged. Discussion These findings highlight the differential and gender-specific contribution of attachment figures to the development of disordered eating in adolescence. Programs aimed at improving communication and trust in the relationship with parents might be promising in the prevention of disordered eating and the subsequent deterioration of parent-child attachment relationships.}, language = {en} } @article{HudsonPhamBubeck2019, author = {Hudson, Paul and Pham, My and Bubeck, Philip}, title = {An evaluation and monetary assessment of the impact of flooding on subjective well-being across genders in Vietnam}, series = {Climate \& development}, volume = {11}, journal = {Climate \& development}, number = {7}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1756-5529}, doi = {10.1080/17565529.2019.1579698}, pages = {623 -- 637}, year = {2019}, abstract = {The intangible impacts of floods on welfare are not well investigated, even though they are important aspects of welfare. Moreover, flooding has gender based impacts on welfare. These differing impacts create a gender based flood risk resilience gap. We study the intangible impacts of flood risk on the subjective well-being of residents in central Vietnam. The measurement of intangible impacts through subjective well-being is a growing field within flood risk research. We find an initial drop in welfare through subjective well-being across genders when a flood is experienced. Male respondents tended to recover their welfare losses by around 80\% within 5 years while female respondents were associated with a welfare recovery of around 70\%. A monetization of the impacts floods have on an individual's subjective well-being shows that for the average female respondent, between 41\% to 86\% of annual income would be required to compensate subjective well-being losses after 5 years of experiencing a flood. The corresponding value for males is 30\% to 57\% of annual income. This shows that the intangible impacts of flood risk are important (across genders) and need to be integrated into flood (or climate) risk assessments to develop more socially appropriate risk management strategies.}, language = {en} } @misc{HudsonPhamBubeck2019, author = {Hudson, Paul and Pham, My and Bubeck, Philip}, title = {An evaluation and monetary assessment of the impact of flooding on subjective well-being across genders in Vietnam}, series = {Postprints der Universit{\"a}t Potsdam Mathematisch-Naturwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam Mathematisch-Naturwissenschaftliche Reihe}, number = {736}, issn = {1866-8372}, doi = {10.25932/publishup-43341}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-433414}, pages = {623 -- 637}, year = {2019}, abstract = {The intangible impacts of floods on welfare are not well investigated, even though they are important aspects of welfare. Moreover, flooding has gender based impacts on welfare. These differing impacts create a gender based flood risk resilience gap. We study the intangible impacts of flood risk on the subjective well-being of residents in central Vietnam. The measurement of intangible impacts through subjective well-being is a growing field within flood risk research. We find an initial drop in welfare through subjective well-being across genders when a flood is experienced. Male respondents tended to recover their welfare losses by around 80\% within 5 years while female respondents were associated with a welfare recovery of around 70\%. A monetization of the impacts floods have on an individual's subjective well-being shows that for the average female respondent, between 41\% to 86\% of annual income would be required to compensate subjective well-being losses after 5 years of experiencing a flood. The corresponding value for males is 30\% to 57\% of annual income. This shows that the intangible impacts of flood risk are important (across genders) and need to be integrated into flood (or climate) risk assessments to develop more socially appropriate risk management strategies.}, language = {en} } @techreport{MuellerNeumannWrohlich2019, type = {Working Paper}, author = {M{\"u}ller, Kai-Uwe and Neumann, Michael and Wrohlich, Katharina}, title = {Labor supply under participation and hours constraints}, series = {CEPA Discussion Papers}, journal = {CEPA Discussion Papers}, number = {3}, issn = {2628-653X}, doi = {10.25932/publishup-42765}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-427656}, pages = {50}, year = {2019}, abstract = {The paper extends a static discrete-choice labor supply model by adding participation and hours constraints. We identify restrictions by survey information on the eligibility and search activities of individuals as well as actual and desired hours. This provides for a more robust identification of preferences and constraints. Both, preferences and restrictions are allowed to vary by and are related through observed and unobserved characteristics. We distinguish various restrictions mechanisms: labor demand rationing, working hours norms varying across occupations, and insufficient public childcare on the supply side of the market. The effect of these mechanisms is simulated by relaxing different constraints at a time. We apply the empirical frame- work to evaluate an in-work benefit for low-paid parents in the German institutional context. The benefit is supposed to increase work incentives for secondary earners. Based on the structural model we are able to disentangle behavioral reactions into the pure incentive effect and the limiting impact of constraints at the intensive and extensive margin. We find that the in-work benefit for parents substantially increases working hours of mothers of young children, especially when they have a low education. Simulating the effects of restrictions shows their substantial impact on employment of mothers with young children.}, language = {en} }