@article{RothRawaldKuehneLazaridesetal.2020, author = {Roth-Rawald, Julia and K{\"u}hne, Franziska and Lazarides, Rebecca and Weck, Florian}, title = {Krankheits{\"a}ngste bei Psychologiestudierenden}, series = {Zeitschrift f{\"u}r Klinische Psychologie und Psychotherapie}, volume = {49}, journal = {Zeitschrift f{\"u}r Klinische Psychologie und Psychotherapie}, number = {2}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {1616-3443}, doi = {10.1026/1616-3443/a000578}, pages = {103 -- 112}, year = {2020}, abstract = {Theoretischer Hintergrund: Als Medical Students' Disease wird die Angst von Medizinstudierenden bezeichnet, unter Krankheiten zu leiden, mit denen sie sich im Studium auseinandersetzen. Fragestellung: Es wurde untersucht, ob {\"a}hnliche Ph{\"a}nomene vor{\"u}bergehender Krankheits{\"a}ngste auch bei Psychologiestudierenden existieren. Methode: Mittels etablierter Illness-Attitude-Scales (IAS) und einer eigens entwickelten Erg{\"a}nzung wurden {\"A}ngste vor somatischen und psychischen Erkrankungen erhoben. Ergebnisse: Krankheits{\"a}ngste bei Psychologiestudierenden waren nicht st{\"a}rker ausgepr{\"a}gt als bei Studierenden anderer Fachrichtungen. {\"A}ngste vor k{\"o}rperlichen Erkrankungen waren h{\"a}ufiger als {\"A}ngste vor psychischen St{\"o}rungen, die keiner signifikanten zeitlichen Ver{\"a}nderung unterlagen. Schlussfolgerung: Die Besch{\"a}ftigung mit psychischen St{\"o}rungen geht nicht zwangsl{\"a}ufig mit einem Anstieg von {\"A}ngsten vor psychischen Erkrankungen unter Psychologiestudierenden einher. Erh{\"o}hte Belastungswerte bei allen Studierenden legen nahe, dass das Studium selbst eine Herausforderung darstellt, f{\"u}r deren Bew{\"a}ltigung Unterst{\"u}tzung angeboten werden kann. the same level of fear regarding health anxiety as students of other disciplines. Their anxiety about suffering from physical illnesses was also greater than their anxiety about suffering from mental disorders. Conclusion: Studying mental disorders does not necessarily result in an increase of related health anxiety. However, university studies seem to be a burdensome period of life in their own right, for which coping support can be provided.}, language = {de} } @article{LazaridesViljarantaAunolaetal.2018, author = {Lazarides, Rebecca and Viljaranta, Jaana and Aunola, Kaisa and Nurmi, Jari-Erik}, title = {Teacher ability evaluation and changes in elementary student profiles of motivation and performance in mathematics}, series = {Learning and individual differences}, volume = {67}, journal = {Learning and individual differences}, publisher = {Elsevier}, address = {Amsterdam}, issn = {1041-6080}, doi = {10.1016/j.lindif.2018.08.010}, pages = {245 -- 258}, year = {2018}, abstract = {The aim of this person-centered study is to identify the profiles of interest value, self-concept, and performance in the domain of mathematics among elementary school students and to examine the stability and changes in these profiles from grade 1 to grade 2. Teacher-reported evaluations of students' mathematical ability and gender were examined as predictors of changes in the student profiles. The sample consisted of 237 students (46.8\% girls). The latent profile analysis identified four profiles: 1) low levels of interest value, medium levels of self-concept and performance; 2) low levels of interest value, self-concept and performance; 3) high levels of interest value, self-concept and performance; 4) low levels of self-concept and performance, and medium interest value. Boys and students whose teachers evaluated their abilities as high compared to others were less likely to change from profiles with high levels of interest value or self-concept to profiles with low levels of these factors.}, language = {en} } @article{LazaridesRubachIttel2016, author = {Lazarides, Rebecca and Rubach, Charlott and Ittel, Angela}, title = {Adolescents' perceptions of socializers' beliefs, career-related conversations, and motivation in mathematics}, series = {Developmental psychology}, volume = {53}, journal = {Developmental psychology}, number = {3}, publisher = {American Psychological Association}, address = {Washington}, issn = {0012-1649}, doi = {10.1037/dev0000270}, pages = {525 -- 539}, year = {2016}, abstract = {Research based on the Eccles model of parent socialization demonstrated that parents are an important source of value and ability information for their children. Little is known, however, about the bidirectional effects between students' perceptions of their parents' beliefs and behaviors and the students' own domain-specific values. This study analyzed how students' perceptions of parents' beliefs and behaviors and students' mathematics values and mathematics-related career plans affect each other bidirectionally, and analyzed the role of students' gender as a moderator of these relations. Data from 475 students in 11th and 12th grade (girls: 50.3\%; 31 classrooms; 12 schools), who participated in 2 waves of the study, were analyzed. Results of longitudinal structural equation models demonstrated that students' perceptions of their parents' mathematics value beliefs at Time 1 affected the students' own mathematics utility value at Time 2. Bidirectional effects were not shown in the full sample but were identified for boys. The paths within the tested model varied for boys and girls. For example, boys', not girls', mathematics intrinsic value predicted their reported conversations with their fathers about future occupational plans. Boys', not girls', perceived parents' mathematics value predicted the mathematics utility value. Findings are discussed in relation to their implications for parents and teachers, as well as in relation to gendered motivational processes.}, language = {en} } @article{LazaridesGaspardDicke2019, author = {Lazarides, Rebecca and Gaspard, Hanna and Dicke, Anna-Lena}, title = {Dynamics of classroom motivation}, series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, volume = {60}, journal = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, publisher = {Elsevier}, address = {Oxford}, issn = {0959-4752}, doi = {10.1016/j.learninstruc.2018.01.012}, pages = {126 -- 137}, year = {2019}, abstract = {Interest is important for successful student learning, but little is known about the developmental dynamics between interest and social support in classrooms. Based on the stage-environment fit theory, this study investigated the interrelation of developmental changes in student class-level interest and perceived teacher support in mathematics classes over one school year after the students transitioned to secondary school. We also examined how teacher-reported enthusiasm was related to these changes. Data of 1000 students (53.6\% male) and their classroom teachers (N = 42), who were surveyed at the beginning of Grades 5 and 6, were analyzed. The results showed a significant decline in class-level mathematics interest and perceived teacher support. Teacher-reported enthusiasm buffered the decline in class-level mathematics interest. When including bidirectional relationships between perceived teacher support and the students' interest, perceived class-level teacher support in Grade 5 positively predicted the change in student interest and, thus, buffered the decline.}, language = {en} } @article{HoferichterLaetschLazaridesetal.2018, author = {Hoferichter, Frances and Laetsch, Alexander and Lazarides, Rebecca and Raufelder, Diana}, title = {The big-fish-little-pond effect on the four facets of academic self-concept}, series = {Frontiers in psychology}, volume = {9}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2018.01247}, pages = {11}, year = {2018}, abstract = {The social context plays a decisive role in the formation of the academic self-concept (ASC) and has been widely studied as the big-fish-little-pond-effect (BFLPE). This effect describes that comparable talented students in high-achieving school settings have a lower ASC compared to equally talented students attending low-achieving settings. Past research has focused on students' domain-specific ASC, while little is known about the relation of achievement-related classroom compositions and the various facets of ASC. Additionally, BFLPE-research has been critiqued to build its theoretical frame on social comparison theory, without providing sufficient empirical support. To address this gap, we analyzed how the single student's social, criterial, absolute, and individual ASC relate to class-level achievement of 8th graders. Applying Multilevel Structural Equation Modeling (MLSEM) we found that all facets of ASC were significantly related to average-class achievement, while student's social ASC revealed the strongest associated. The results reveal explicitly that average-class achievement is strongly related to social comparison processes.}, language = {en} } @article{HettingerLazaridesRubachetal.2021, author = {Hettinger, Katharina and Lazarides, Rebecca and Rubach, Charlott and Schiefele, Ulrich}, title = {Teacher classroom management self-efficacy}, series = {Teaching and teacher education : an international journal of research and studies}, volume = {103}, journal = {Teaching and teacher education : an international journal of research and studies}, publisher = {Elsevier}, address = {Oxford}, issn = {0742-051X}, doi = {10.1016/j.tate.2021.103349}, pages = {10}, year = {2021}, abstract = {This study examined the relations between teacher-reported classroom management self-efficacy, stu-dent-reported teaching quality and students' enjoyment in mathematics. Data were collected from German ninth and tenth-grade students (N = 779) and their teachers (N = 40) at the beginning and the middle of the school year. Multilevel models showed that teachers' self-efficacy at time 1 significantly and positively related to class-level monitoring and relatedness at time 2. Class-level relatedness at time 2 was significantly and positively associated with enjoyment at time 2. Teacher-reported self-efficacy at time 1 was indirectly related to enjoyment at time 2 through relatedness at time 2.}, language = {en} } @misc{ErtlLuttenbergerLazaridesetal.2019, author = {Ertl, Bernhard and Luttenberger, Silke and Lazarides, Rebecca and Jones, M. Gail and Paechter, Manuela}, title = {Editorial: Gendered Paths into STEM. Disparities Between Females and Males in STEM Over the Life-Span}, series = {Frontiers in psychology}, volume = {10}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2019.02758}, pages = {4}, year = {2019}, language = {en} } @article{DietrichLazarides2019, author = {Dietrich, Julia and Lazarides, Rebecca}, title = {Gendered development of motivational belief patterns in mathematics across a school year and career plans in math-related fields}, series = {Frontiers in psychology}, volume = {10}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2019.01472}, pages = {5}, year = {2019}, abstract = {Rooted in Eccles and colleagues' expectancy-value theory, this study aimed to examine how expectancies and different facets of task value combine to diverse profiles of motivational beliefs, how such complex profiles develop across a school year, and how they relate to gender and career plans. Despite abundant research on the association between gender and motivational beliefs, there is a paucity of knowledge regarding the gendered development of student motivational belief profiles in specific domains. Using latent-transition analysis in a sample of N = 751 ninth to tenth graders (55.9\% girls), we investigated girls' and boys' development of motivational belief profiles (profile paths) in mathematics across a school year. We further analyzed the association between these profile paths and math-related career plans. The results revealed four motivational belief profiles: high motivation (intrinsic and attainment oriented), balanced above average motivation, average motivation (attainment and cost oriented), and low motivation (cost oriented). Girls were less likely than expected by chance to remain in the high motivation profile, while the opposite was true for boys. The math-relatedness of students' career plans was significantly higher in the "stable high motivation" profile path than in all other stable profile paths.}, language = {en} }