@article{WulffBuschhueterWestphaletal.2020, author = {Wulff, Peter and Buschh{\"u}ter, David and Westphal, Andrea and Nowak, Anna and Becker, Lisa and Robalino, Hugo and Stede, Manfred and Borowski, Andreas}, title = {Computer-based classification of preservice physics teachers' written reflections}, series = {Journal of science education and technology}, volume = {30}, journal = {Journal of science education and technology}, number = {1}, publisher = {Springer}, address = {Dordrecht}, issn = {1059-0145}, doi = {10.1007/s10956-020-09865-1}, pages = {1 -- 15}, year = {2020}, abstract = {Reflecting in written form on one's teaching enactments has been considered a facilitator for teachers' professional growth in university-based preservice teacher education. Writing a structured reflection can be facilitated through external feedback. However, researchers noted that feedback in preservice teacher education often relies on holistic, rather than more content-based, analytic feedback because educators oftentimes lack resources (e.g., time) to provide more analytic feedback. To overcome this impediment to feedback for written reflection, advances in computer technology can be of use. Hence, this study sought to utilize techniques of natural language processing and machine learning to train a computer-based classifier that classifies preservice physics teachers' written reflections on their teaching enactments in a German university teacher education program. To do so, a reflection model was adapted to physics education. It was then tested to what extent the computer-based classifier could accurately classify the elements of the reflection model in segments of preservice physics teachers' written reflections. Multinomial logistic regression using word count as a predictor was found to yield acceptable average human-computer agreement (F1-score on held-out test dataset of 0.56) so that it might fuel further development towards an automated feedback tool that supplements existing holistic feedback for written reflections with data-based, analytic feedback.}, language = {en} } @article{WulffBuschhueterWestphaletal.2022, author = {Wulff, Peter and Buschh{\"u}ter, David and Westphal, Andrea and Mientus, Lukas and Nowak, Anna and Borowski, Andreas}, title = {Bridging the gap between qualitative and quantitative assessment in science education research with machine learning}, series = {Journal of science education and technology}, volume = {31}, journal = {Journal of science education and technology}, number = {4}, publisher = {Springer}, address = {Dordrecht}, issn = {1059-0145}, doi = {10.1007/s10956-022-09969-w}, pages = {490 -- 513}, year = {2022}, abstract = {Science education researchers typically face a trade-off between more quantitatively oriented confirmatory testing of hypotheses, or more qualitatively oriented exploration of novel hypotheses. More recently, open-ended, constructed response items were used to combine both approaches and advance assessment of complex science-related skills and competencies. For example, research in assessing science teachers' noticing and attention to classroom events benefitted from more open-ended response formats because teachers can present their own accounts. Then, open-ended responses are typically analyzed with some form of content analysis. However, language is noisy, ambiguous, and unsegmented and thus open-ended, constructed responses are complex to analyze. Uncovering patterns in these responses would benefit from more principled and systematic analysis tools. Consequently, computer-based methods with the help of machine learning and natural language processing were argued to be promising means to enhance assessment of noticing skills with constructed response formats. In particular, pretrained language models recently advanced the study of linguistic phenomena and thus could well advance assessment of complex constructs through constructed response items. This study examines potentials and challenges of a pretrained language model-based clustering approach to assess preservice physics teachers' attention to classroom events as elicited through open-ended written descriptions. It was examined to what extent the clustering approach could identify meaningful patterns in the constructed responses, and in what ways textual organization of the responses could be analyzed with the clusters. Preservice physics teachers (N = 75) were instructed to describe a standardized, video-recorded teaching situation in physics. The clustering approach was used to group related sentences. Results indicate that the pretrained language model-based clustering approach yields well-interpretable, specific, and robust clusters, which could be mapped to physics-specific and more general contents. Furthermore, the clusters facilitate advanced analysis of the textual organization of the constructed responses. Hence, we argue that machine learning and natural language processing provide science education researchers means to combine exploratory capabilities of qualitative research methods with the systematicity of quantitative methods.}, language = {en} } @article{WrightWachsYanagidaetal.2022, author = {Wright, Michelle F. and Wachs, Sebastian and Yanagida, Takuya and Sevcikova, Anna and Dedkova, Lenka and Bayraktar, Fatih and Aoyama, Ikuko and Kamble, Shanmukh and Mach{\´a}čkov{\´a}, Hana and Li, Zheng and Soudi, Shruti and Lei, Li and Shu, Chang}, title = {Coping with Public and Private Face-to-Face and Cyber Victimization among Adolescents in Six Countries}, series = {International journal of environmental research and public health}, volume = {19}, journal = {International journal of environmental research and public health}, number = {21}, publisher = {MDPI}, address = {Basel}, issn = {1661-7827}, doi = {10.3390/ijerph192114405}, pages = {11}, year = {2022}, abstract = {This study investigated the role of medium (face-to-face, cyber) and publicity (public, private) in adolescents' perceptions of severity and coping strategies (i.e., avoidant, ignoring, helplessness, social support seeking, retaliation) for victimization, while accounting for gender and cultural values. There were 3432 adolescents (ages 11-15, 49\% girls) in this study; they were from China, Cyprus, the Czech Republic, India, Japan, and the United States. Adolescents completed questionnaires on individualism and collectivism, and ratings of coping strategies and severity for public face-to-face victimization, private face-to-face victimization, public cyber victimization, and private cyber victimization. Findings revealed similarities in adolescents' coping strategies based on perceptions of severity, publicity, and medium for some coping strategies (i.e., social support seeking, retaliation) but differential associations for other coping strategies (i.e., avoidance, helplessness, ignoring). The results of this study are important for prevention and intervention efforts because they underscore the importance of teaching effective coping strategies to adolescents, and to consider how perceptions of severity, publicity, and medium might influence the implementation of these coping strategies.}, language = {en} } @misc{WrightWachsHarper2018, author = {Wright, Michelle F. and Wachs, Sebastian and Harper, Bridgette D.}, title = {The moderation of empathy in the longitudinal association between witnessing cyberbullying, depression, and anxiety}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {689}, issn = {1866-8364}, doi = {10.25932/publishup-47050}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-470505}, pages = {16}, year = {2018}, abstract = {While the role of and consequences of being a bystander to face-to-face bullying has received some attention in the literature, to date, little is known about the effects of being a bystander to cyberbullying. It is also unknown how empathy might impact the negative consequences associated with being a bystander of cyberbullying. The present study focused on examining the longitudinal association between bystander of cyberbullying depression, and anxiety, and the moderating role of empathy in the relationship between bystander of cyberbullying and subsequent depression and anxiety. There were 1,090 adolescents (M-age = 12.19; 50\% female) from the United States included at Time 1, and they completed questionnaires on empathy, cyberbullying roles (bystander, perpetrator, victim), depression, and anxiety. One year later, at Time 2, 1,067 adolescents (M-age = 13.76; 51\% female) completed questionnaires on depression and anxiety. Results revealed a positive association between bystander of cyberbullying and depression and anxiety. Further, empathy moderated the positive relationship between bystander of cyberbullying and depression, but not for anxiety. Implications for intervention and prevention programs are discussed.}, language = {en} } @article{WrightWachsHarper2018, author = {Wright, Michelle F. and Wachs, Sebastian and Harper, Bridgette D.}, title = {The moderation of empathy in the longitudinal association between witnessing cyberbullying, depression, and anxiety}, series = {Journal of Psychosocial Research on Cyberspace}, volume = {12}, journal = {Journal of Psychosocial Research on Cyberspace}, number = {4}, publisher = {Masrykova Univ.}, address = {Brno}, issn = {1802-7962}, doi = {10.5817/CP2018-4-6}, pages = {14}, year = {2018}, abstract = {While the role of and consequences of being a bystander to face-to-face bullying has received some attention in the literature, to date, little is known about the effects of being a bystander to cyberbullying. It is also unknown how empathy might impact the negative consequences associated with being a bystander of cyberbullying. The present study focused on examining the longitudinal association between bystander of cyberbullying depression, and anxiety, and the moderating role of empathy in the relationship between bystander of cyberbullying and subsequent depression and anxiety. There were 1,090 adolescents (M-age = 12.19; 50\% female) from the United States included at Time 1, and they completed questionnaires on empathy, cyberbullying roles (bystander, perpetrator, victim), depression, and anxiety. One year later, at Time 2, 1,067 adolescents (M-age = 13.76; 51\% female) completed questionnaires on depression and anxiety. Results revealed a positive association between bystander of cyberbullying and depression and anxiety. Further, empathy moderated the positive relationship between bystander of cyberbullying and depression, but not for anxiety. Implications for intervention and prevention programs are discussed.}, language = {en} } @article{WrightWachs2022, author = {Wright, Michelle F. and Wachs, Sebastian}, title = {Problematic online gaming, subjective health complaints, and depression among adolescent gamers from the United States}, series = {Journal of children and media}, volume = {16}, journal = {Journal of children and media}, number = {3}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1748-2798}, doi = {10.1080/17482798.2022.2036211}, pages = {451 -- 460}, year = {2022}, abstract = {The purpose of this study was to examine the longitudinal relationship between problematic online gaming and subjective health complaints and depressive symptoms, and the moderation of console-gaming aggression (i.e. verbal aggression, camping, trolling) in this relationship. Participants were 202 adolescents (86\% boys; M age = 12.99 years) in the 7(th) or 8(th) grade who played first-person shooter games. They completed questionnaires on problematic online gaming, console-gaming aggression, subjective health complaints, and depressive symptoms. Six months later (Time 2), they completed questionnaires on subjective health complaints and depressive symptoms again. Findings revealed that problematic online gaming and console-gaming aggression were positive predictors of Time 2 subjective health complaints and depressive symptoms, while controlling for Time 1 levels and gender. Moderating effects were found as well, indicating that high levels of console-gaming aggression increased the positive relationship between problematic online gaming and depressive symptoms. These effects were also replicated for verbal aggression, problematic online gaming, and subjective health complaints. These findings suggest the importance of considering the implications of console-gaming aggression and problematic online gaming for the physical and mental health of adolescents. IMPACT SUMMARY Prior State of Knowledge. Problematic online gaming and aggressive behaviors are linked to negative outcomes, including depression and subjective health complaints. Longitudinal research further supports this connection for depression, but not for subjective health complaints or various types of aggression via console games. Novel Contributions. Few studies have focused on various types of aggression and the longitudinal associations among problematic online gaming, depression, and subjective health complaints, while controlling for previous levels of depression and subjective health complaints. The present research addresses these gaps. Practical Implications. Findings of the present research has implications for clinicians and researchers concerned with identifying adolescents who might be at risk for negative outcomes.}, language = {en} } @misc{WrightWachs2018, author = {Wright, Michelle F. and Wachs, Sebastian}, title = {Does parental mediation moderate the longitudinal association among bystanders and perpetrators and victims of cyberbullying?}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {679}, issn = {1866-8364}, doi = {10.25932/publishup-47230}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-472303}, pages = {12}, year = {2018}, abstract = {The purpose of the present study was to examine the moderation of parental mediation in the longitudinal association between being a bystander of cyberbullying and cyberbullying perpetration and cyberbullying victimization. Participants were 1067 7th and 8th graders between 12 and 15 years old (51\% female) from six middle schools in predominantly middle-class neighborhoods in the Midwestern United States. Increases in being bystanders of cyberbullying was related positively to restrictive and instructive parental mediation. Restrictive parental mediation was related positively to Time 2 (T2) cyberbullying victimization, while instructive parental mediation was negatively related to T2 cyberbullying perpetration and victimization. Restrictive parental mediation was a moderator in the association between bystanders of cyberbullying and T2 cyberbullying victimization. Increases in restrictive parental mediation strengthened the positive relationship between these variables. In addition, instructive mediation moderated the association between bystanders of cyberbullying and T2 cyberbullying victimization such that increases in this form of parental mediation strategy weakened the association between bystanders of cyberbullying and T2 cyberbullying victimization. The current findings indicate a need for parents to be aware of how they can impact adolescents' involvement in cyberbullying as bullies and victims. In addition, greater attention should be given to developing parental intervention programs that focus on the role of parents in helping to mitigate adolescents' likelihood of cyberbullying involvement.}, language = {en} } @article{WrightWachs2020, author = {Wright, Michelle F. and Wachs, Sebastian}, title = {Parental support, health, and cyberbullying among adolescents with intellectual and developmental disabilities}, series = {Journal of child and family studies}, volume = {29}, journal = {Journal of child and family studies}, number = {9}, publisher = {Springer}, address = {New York}, issn = {1062-1024}, doi = {10.1007/s10826-020-01739-9}, pages = {2390 -- 2401}, year = {2020}, abstract = {Some studies reveal that adolescents with intellectual disabilities and developmental disabilities are more likely to be victims of both face-to-face bullying and cyberbullying. Research also suggests that these adolescents are likely to witness bullying victimization. More research is needed to better understand the negative outcomes associated with their experiences. The purpose of this short-term longitudinal study was to investigate the buffering effect of parental social support on the associations of cyberbullying victimization and bystanding to subjective health complaints, suicidal ideation, and non-suicidal self-harm. Participants were 121 adolescents (63\% male;Mage = 14.10 years) with intellectual disabilities and developmental disorders who completed questionnaires on their face-to-face and cyberbullying victimization and bystanding, parental social support, subjective health complaints, suicidal ideation, and non-suicidal self-harm during the 7th grade (Time 1). In 8th grade (Time 2), they completed questionnaires on subjective health complaints, suicidal ideation, and non-suicidal self-harm. The findings revealed that the positive associations between Time 1 cyberbullying victimization and Time 2 subjective health complaints, suicidal ideation, and non-suicidal self-harm were stronger at lower levels of Time 1 parental social support, while high levels of Time 1 parental social support diminished these relationships. Similar patterns were found for Time 1 cyberbullying bystanding and Time 2 subjective health complaints. Parental social support has a buffering effect on the relationships among cyberbullying victimization, bystanding, and health outcomes among adolescents with intellectual and developmental disorders.}, language = {en} } @article{WrightWachs2022, author = {Wright, Michelle F. and Wachs, Sebastian}, title = {Self-isolation practices and perceived social support from friends}, series = {European journal of developmental psychology}, volume = {20}, journal = {European journal of developmental psychology}, number = {4}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1740-5629}, doi = {10.1080/17405629.2022.2146090}, pages = {635 -- 648}, year = {2022}, abstract = {The purpose of the present study was to investigate the moderating effect of perceived social support from friends in the associations between self-isolation practices during the COVID-19 pandemic and adolescents' mental health (i.e., depression, subjective health complaints, self-harm), measured six months later (Time 2). Participants were 1,567 7(th) and 8(th) graders (51\% female; 51\% white; M age = 13.67) from the United States. They completed questionnaires on perceived social support from friends, depression, subjective health complaints, and self-harm at Time 1, and self-isolation practices during COVID-19, depression, subjective health complaints, and self-harm at Time 2. The findings revealed that self-isolation practices during COVID-19 was related positively to Time 1 perceived social support from friends, and negatively to Time 2 depression, subjective health complaints, and self-harm, while accounting for Time 1 mental health outcomes. Higher perceived social support from friends at Time 1 buffered against the negative impacts on adolescents' mental health outcomes at Time 2 when they practiced greater self-isolation during COVID-19, while lower perceived social support at Time 1 had the opposite effects on Time 2 mental health outcomes.}, language = {en} } @article{WrightWachs2022, author = {Wright, Michelle F. and Wachs, Sebastian}, title = {Self-isolation and adolescents' friendship quality: moderation of technology use for friendship maintenance}, series = {Youth and Society}, volume = {55}, journal = {Youth and Society}, number = {4}, publisher = {Sage Publications}, address = {Thousand Oaks}, issn = {0044-118X}, doi = {10.1177/0044118X221080484}, pages = {673 -- 685}, year = {2022}, abstract = {The purpose of the present study was to investigate the moderating effect of technology use for friendship maintenance in the associations between self-isolation during the COVID-19 pandemic and friendship quality, measured 6 months later (Time 2). Participants were 1,567 seventh and eighth graders (51\% female; 51\% white; M-age = 13.47) from the United States. They completed questionnaires on friendship quality at Time 1, and self-isolation during COVID-19 and technology use for friendship maintenance and friendship quality at Time 2. The findings revealed that self-isolation during COVID-19 was related positively to technology use for friendship maintenance and negatively to Time 2 friendship quality. Higher technology use for friendship maintenance buffered against the negative impacts on friendship quality associated with self-isolation during COVID-19, while lower technology use had the opposite effects on Time 2 friendship quality.}, language = {en} } @article{WrightHarperWachs2018, author = {Wright, Michelle F. and Harper, Bridgette D. and Wachs, Sebastian}, title = {Differences in Adolescents' Response Decision and Evaluation for Face-to-Face and Cyber Victimization}, series = {The Journal of Early Adolescence}, volume = {39}, journal = {The Journal of Early Adolescence}, number = {8}, publisher = {Sage Publ.}, address = {Thousand Oaks}, issn = {0272-4316}, doi = {10.1177/0272431618806052}, pages = {1110 -- 1128}, year = {2018}, abstract = {The current study was designed to assess early adolescents' response evaluation and decision for hypothetical peer victimization vignettes. Participants were 336 (59\% girls; X¯¯¯ age = 12.55) seventh and eighth graders from one school in the Midwestern United States. Adolescents read a hypothetical online or offline social situation and answered questions designed to access internal congruence, response evaluation, response efficacy, emotional outcome expectancy, and social outcome expectancy. Girls were more likely to believe that aggressive responses online and offline would lead to positive social and emotional outcome expectancies when compared with boys. Adolescents were more likely to believe that offline and online aggressive responses were legitimate responses to face-to-face victimization, feel that aggressive responses online or offline were easier to execute in response to face-to-face victimization, and that aggressive responses online or offline would lead to positive emotions and better social outcomes.}, language = {en} } @article{WrightHarperWachs2019, author = {Wright, Michelle F. and Harper, Bridgette D. and Wachs, Sebastian}, title = {The associations between cyberbullying and callous-unemotional traits among adolescents}, series = {Personality and individual differences : an international journal of research into the structure and development of personality, and the causation of individual differences}, volume = {140}, journal = {Personality and individual differences : an international journal of research into the structure and development of personality, and the causation of individual differences}, publisher = {Elsevier}, address = {Oxford}, issn = {0191-8869}, doi = {10.1016/j.paid.2018.04.001}, pages = {41 -- 45}, year = {2019}, abstract = {The aim of the present study was to investigate the potential moderating role of online disinhibition in the associations between adolescents' callous-unemotional traits (callousness, uncaring, unemotional) and anonymous and non-anonymous cyberbullying. To this end, 1047 (49.2\% female) 7th and 8th graders completed questionnaires on their face-to-face bullying, cyberbullying, callous-unemotional traits, and online disinhibition. The findings revealed that increases in uncaring were more associated with self-reported non-anonymous and anonymous cyberbullying at higher levels of online disinhibition. The findings are discussed in the context of the characteristics associated with callous-unemotional traits, and how these characteristics increase adolescents' risk of cyberbullying perpetration. Recommendations are made for tailoring intervention programs to consider adolescents' personality traits.}, 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} } @misc{WestphalLazaridesVock2021, author = {Westphal, Andrea and Lazarides, Rebecca and Vock, Miriam}, title = {Are some students graded more appropriately than others?}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {3}, issn = {1866-8364}, doi = {10.25932/publishup-56333}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-563330}, pages = {19}, year = {2021}, abstract = {Background Building on the Realistic Accuracy Model, this paper explores whether it is easier for teachers to assess the achievement of some students than others. Accordingly, we suggest that certain individual characteristics of students, such as extraversion, academic self-efficacy, and conscientiousness, may guide teachers' evaluations of student achievement, resulting in more appropriate judgements and a stronger alignment of assigned grades with students' actual achievement level (as measured using standardized tests). Aims We examine whether extraversion, academic self-efficacy, and conscientiousness moderate the relations between teacher-assigned grades and students' standardized test scores in mathematics. Sample This study uses a representative sample of N = 5,919 seventh-grade students in Germany (48.8\% girls; mean age: M = 12.5, SD = 0.62) who participated in a national, large-scale assessment focusing on students' academic development. Methods We specified structural equation models to examine the inter-relations of teacher-assigned grades with students' standardized test scores in mathematics, Big Five personality traits, and academic self-efficacy, while controlling for students' socioeconomic status, gender, and age. Results The correlation between teacher-assigned grades and standardized test scores in mathematics was r = .40. Teacher-assigned grades more closely related to standardized test scores when students reported higher levels of conscientiousness (beta = .05, p = .002). Students' extraversion and academic self-efficacy did not moderate the relationship between teacher-assigned grades and standardized test scores. Conclusions Our findings indicate that students' conscientiousness is a personality trait that seems to be important when it comes to how closely mathematics teachers align their grades to standardized test scores.}, language = {en} } @article{WestphalLazaridesVock2021, author = {Westphal, Andrea and Lazarides, Rebecca and Vock, Miriam}, title = {Are some students graded more appropriately than others?}, series = {British journal of educational psychology}, volume = {91}, journal = {British journal of educational psychology}, number = {3}, publisher = {Wiley}, address = {Hoboken}, issn = {0007-0998}, doi = {10.1111/bjep.12397}, pages = {865 -- 881}, year = {2021}, abstract = {Background Building on the Realistic Accuracy Model, this paper explores whether it is easier for teachers to assess the achievement of some students than others. Accordingly, we suggest that certain individual characteristics of students, such as extraversion, academic self-efficacy, and conscientiousness, may guide teachers' evaluations of student achievement, resulting in more appropriate judgements and a stronger alignment of assigned grades with students' actual achievement level (as measured using standardized tests). Aims We examine whether extraversion, academic self-efficacy, and conscientiousness moderate the relations between teacher-assigned grades and students' standardized test scores in mathematics. Sample This study uses a representative sample of N = 5,919 seventh-grade students in Germany (48.8\% girls; mean age: M = 12.5, SD = 0.62) who participated in a national, large-scale assessment focusing on students' academic development. Methods We specified structural equation models to examine the inter-relations of teacher-assigned grades with students' standardized test scores in mathematics, Big Five personality traits, and academic self-efficacy, while controlling for students' socioeconomic status, gender, and age. Results The correlation between teacher-assigned grades and standardized test scores in mathematics was r = .40. Teacher-assigned grades more closely related to standardized test scores when students reported higher levels of conscientiousness (beta = .05, p = .002). Students' extraversion and academic self-efficacy did not moderate the relationship between teacher-assigned grades and standardized test scores. Conclusions Our findings indicate that students' conscientiousness is a personality trait that seems to be important when it comes to how closely mathematics teachers align their grades to standardized test scores.}, language = {en} } @article{WestphalKretschmannGronostajetal.2018, author = {Westphal, Andrea and Kretschmann, Julia and Gronostaj, Anna and Vock, Miriam}, title = {More enjoyment, less anxiety and boredom}, series = {Learning and individual differences : a multidisciplinary journal in education}, volume = {62}, journal = {Learning and individual differences : a multidisciplinary journal in education}, publisher = {Elsevier B.V.}, address = {Amsterdam}, issn = {1041-6080}, doi = {10.1016/j.lindif.2018.01.016}, pages = {108 -- 117}, year = {2018}, abstract = {Students' achievement emotions are critical in their academic development. Therefore, teachers need to create an emotionally positive learning environment. In the light of this, the present study investigated the connection between students' enjoyment, anxiety, boredom and, in the first case, students' academic self-concept and, in the second, teachers' diagnostic skills. The third part of our study examined whether this link would be moderated by students' academic self-concept. Our sample comprised N = 1803 eighth-grade students who reported their achievement emotions and evaluated the diagnostic skills of both their German and mathematics teachers. Hierarchical models indicated that students experience more enjoyment and less anxiety and boredom if teachers exhibit better diagnostic skills. The role of teachers' diagnostic skills in relation to students' emotions was in part moderated by the students' self-concept. These results are discussed in terms of their implications for effective teaching.}, language = {en} } @article{WestphalKalinowskiHoferichteretal.2022, author = {Westphal, Andrea and Kalinowski, Eva and Hoferichter, Clara Josepha and Vock, Miriam}, title = {K-12 teachers' stress and burnout during the COVID-19 pandemic}, series = {Frontiers in psychology}, volume = {13}, journal = {Frontiers in psychology}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2022.920326}, pages = {29}, year = {2022}, abstract = {We present the first systematic literature review on stress and burnout in K-12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K-12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K-12 teachers compared to individuals employed in other occupational fields. School principals' leadership styles emerged as an organizational characteristic that is highly relevant for K-12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K-12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond.}, language = {en} } @article{WengerGaertnerBrunner2020, author = {Wenger, Marina and G{\"a}rtner, Holger and Brunner, Martin}, title = {To what extent are characteristics of a school's student body, instructional quality, school quality, and school achievement interrelated?}, series = {School effectiveness and school improvement}, volume = {31}, journal = {School effectiveness and school improvement}, number = {4}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {0924-3453}, doi = {10.1080/09243453.2020.1754243}, pages = {548 -- 575}, year = {2020}, abstract = {The aim of educational policy should be to provide a good education to all students. Thus, a key question arises regarding the extent to which key characteristics of school composition (proportion of students with migration background, socioeconomic status [SES], prior school achievement, and achievement heterogeneity), instructional quality, school quality, and later school achievement are interrelated. The present study addressed this research question by examining school inspection data, official school statistics, and large-scale achievement data from all primary schools in Berlin, Germany (N = 343). The results of correlation and path analyses showed that school composition (average SES, average prior school achievement) predicted components of instructional quality (SES: classroom management, cognitive activation; achievement: cognitive activation, individual learning support). The relation between school composition characteristics and most components of school quality was close to zero. Contrary to our expectations, only the effect of school SES on later achievement was mediated by instructional quality.}, language = {en} } @article{Weiss2005, author = {Weiss, G.}, title = {Alienation of the self and aesthetic existence}, issn = {0044-3247}, year = {2005}, language = {en} } @article{WachsWrightVazsonyi2019, author = {Wachs, Sebastian and Wright, Michelle F. and Vazsonyi, Alexander Thomas}, title = {Understanding the overlap between cyberbullying and cyberhate perpetration}, series = {Criminal Behavior And Mental Health}, volume = {29}, journal = {Criminal Behavior And Mental Health}, number = {3}, publisher = {Wiley}, address = {Hoboken}, issn = {0957-9664}, doi = {10.1002/cbm.2116}, pages = {179 -- 188}, year = {2019}, abstract = {Background Problem behaviour theory postulates that different forms of norm violations cluster and can be explained by similar antecedents. One such cluster may include cyberbullying and cyberhate perpetration. A potential explanatory mechanism includes toxic online disinhibition, characterised by anonymity, an inability to empathise and to recognise and interpret social cues. The current study to develop a better understanding of the relationship between cyberhate and cyberbullying to inform effective intervention and prevention efforts. Aims To test the link between cyberbullying and cyberhate and whether this relationship was moderated by toxic online disinhibition. Methods Self-report questionnaires on cyberbullying, cyberhate, and toxic online disinhibition were completed by 1,480 adolescents between 12 and 17 years old (M = 14.21 years; SD = 1.68). Results Increases in cyberbullying perpetration and toxic online disinhibition were positively related to cyberhate perpetration. Furthermore, cyberbullies reported more cyberhate perpetration when they reported higher levels of toxic online disinhibition and less frequent cyberhate perpetration when they reported lower levels of toxic online disinhibition. Conclusion The current study provides evidence of a possible link between cyberbullying and cyberhate perpetration, moderated by toxic online disinhibition. This suggests that, to be effective, prevention and intervention programmes should (i) consider the co-occurrence of varying forms of cyberaggression and (ii) consider potential effects of the online environment on aggressive online behaviour among young people.}, language = {en} } @misc{WachsWrightSittichai2021, author = {Wachs, Sebastian and Wright, Michelle F. and Sittichai, Ruthaychonnee}, title = {Correction: Associations between witnessing and perpetrating online hate in eight countries: The Buffering Effects of Problem-Focused Coping.}, series = {International Journal Environmental Research and Public Health}, volume = {18}, journal = {International Journal Environmental Research and Public Health}, number = {3992}, publisher = {MDPI}, address = {Basel}, issn = {1661-7827}, doi = {10.3390/ijerph18052609}, pages = {1 -- 2}, year = {2021}, abstract = {Kein Abstract vorhanden}, language = {en} } @article{WachsWright2019, author = {Wachs, Sebastian and Wright, Michelle F.}, title = {The Moderation of online disinhibition and sex on the relationship between online hate victimization and perpetration}, series = {Cyberpsychology, behavior and social networking}, volume = {22}, journal = {Cyberpsychology, behavior and social networking}, number = {5}, publisher = {Liebert}, address = {New Rochelle}, issn = {2152-2715}, doi = {10.1089/cyber.2018.0551}, pages = {300 -- 306}, year = {2019}, abstract = {Online hatred based on attributes, such as origin, race, gender, religion, or sexual orientation, has become a rising public concern across the world. Past research on aggressive behavior suggests strong associations between victimization and perpetration and that toxic online disinhibition and sex might influence this relationship. However, no study investigated both the relationship between online hate victimization and perpetration and the potential moderation effects of toxic online disinhibition on this relationship. To this end, the present study was conducted. The sample consists of 1,480 7th to 10th graders from Germany. Results revealed positive associations between online hate victimization and perpetration. Furthermore, the results support the idea that toxic online disinhibition and sex, by way of moderator effects, affect the relationship between online hate victimization and perpetration. Victims of online hate reported more online hate perpetration when they reported higher levels of online disinhibition and less frequent online hate perpetration when they reported lower levels of toxic online disinhibition. Additionally, the relationship between online hate victimization and perpetration was significantly greater among boys than among girls. Taken together, our results extend previous findings to online hate involvement among adolescents and substantiate the importance to conduct more research on online hate. In addition, our findings highlight the need for prevention and intervention programs that help adolescents deal with the emerging issue of online hate.}, language = {en} } @article{WachsWhittleHamiltonGiachritsisetal.2018, author = {Wachs, Sebastian and Whittle, Helen C. and Hamilton-Giachritsis, Catherine and Wolf, Karsten D. and Vazsonyi, Alexander T. and Junger, Marianne}, title = {Correlates of Mono- and Dual-Victims of Cybergrooming and Cyberbullying}, series = {Cyberpsychology, behavior and social networking}, volume = {21}, journal = {Cyberpsychology, behavior and social networking}, number = {2}, publisher = {Liebert}, address = {New Rochelle}, issn = {2152-2715}, doi = {10.1089/cyber.2016.0733}, pages = {91 -- 98}, year = {2018}, abstract = {Today's adolescents grow up using information and communication technologies as an integral part of their everyday life. This affords them with extensive opportunities, but also exposes them to online risks, such as cybergrooming and cyberbullying victimization. The aims of this study were to investigate correlates of cybergrooming and cyberbullying victimization and examine whether victims of both cybergrooming and cyberbullying (dual-cybervictims) show higher involvement in compulsive Internet use (CIU) and troubled offline behavior (TOB) compared to victims of either cybergrooming or cyberbullying (mono-cybervictims). The sample consisted of 2,042 Dutch, German, Thai, and U.S. adolescents (age = 11-17 years; M = 14.2; SD = 1.4). About every ninth adolescent (10.9 percent) reported either mono- or dual-cybervictimization. Second, both CIU and TOB were associated with all three types of cybervictimization, and finally, both CIU and TOB were more strongly linked to dual-cybervictimization than to both forms of mono-cybervictimization. These findings contribute to a better understanding of the associations between different forms of cybervictimization and psychological health and behavior problems among adolescents.}, language = {en} } @article{WachsGamezGuadixWright2022, author = {Wachs, Sebastian and Gamez-Guadix, Manuel and Wright, Michelle F.}, title = {Online hate speech victimization and depressive symptoms among adolescents}, series = {Cyberpsychology, behavior and social networking}, volume = {25}, journal = {Cyberpsychology, behavior and social networking}, number = {7}, publisher = {Liebert}, address = {New Rochelle}, issn = {2152-2715}, doi = {10.1089/cyber.2022.0009}, pages = {416 -- 423}, year = {2022}, abstract = {Online hate speech has become a widespread problem in the daily life of adolescents. Despite growing societal and academic interest in this online risk, not much is known about the relationship between online hate speech victimization (OHSV) and adolescents' mental well-being. In addition, potential factors influencing the magnitude of this relationship remain unclear. To address these gaps in the literature, this study investigated the relationship between OHSV and depressive symptoms and the buffering effects of resilience in this relationship. The sample consists of 1,632 adolescents (49.1\% girls) between 12 and 18 years old (M-age = 13.83, SDage = 1.23), recruited from nine schools across Spain. Self-report questionnaires were administered to assess OHSV, depressive symptoms, and resilience. Regression analyses revealed that OHSV was positively linked to depressive symptoms. In addition, victims of online hate speech were less likely to report depressive symptoms when they reported average or high levels of resilience (i.e., social competence, personal competence, structured style, social resources, and family cohesion) compared with those with low levels of resilience. Our findings highlight the need for the development of intervention programs and the relevance of focusing on internal and external developmental assets to mitigate negative outcomes for victims of online hate speech.}, language = {en} } @article{WachsCastellanosWettsteinetal.2023, author = {Wachs, Sebastian and Castellanos, Melisa and Wettstein, Alexander and Bilz, Ludwig and Gamez-Guadix, Manuel}, title = {Associations between classroom climate, empathy, self-efficacy, and countering hate speech among adolescents}, series = {Journal of interpersonal violence : concerned with the study and treatment of victims and perpetrators of physical and sexual violence}, volume = {38}, journal = {Journal of interpersonal violence : concerned with the study and treatment of victims and perpetrators of physical and sexual violence}, number = {5-6}, publisher = {Sage Publ.}, address = {Thousand Oaks}, issn = {1552-6518}, doi = {10.1177/08862605221120905}, pages = {5067 -- 5091}, year = {2023}, abstract = {Although hate speech is widely recognized as an online phenomenon, very few studies have investigated hate speech among adolescents in offline settings (e.g., schools). At the same time, not much is known about countering hate speech (counterspeech) among adolescents and which factors are associated with it. To this end, the present study used the socio-ecological framework to investigate the direct and indirect links among one contextual factor (i.e., classroom climate) and two intrapersonal factors (i.e., empathy for victims of hate speech, self-efficacy regarding intervention in hate speech) to understand counterspeech among adolescents. The sample is based on self-reports of 3,225 students in Grades 7 to 9 (51.7\% self-identified as female) from 36 schools in Germany and Switzerland. Self-report questionnaires were administered to measure classroom climate, empathy, self-efficacy, and counterspeech. After controlling for adolescents' grade, gender, immigrant background, and socioeconomic status (SES), the 2-(1-1)-1 multilevel mediation analysis showed that classroom climate (L2), empathy for victims of hate speech (L1), and self-efficacy toward intervention in hate speech (L1) had a positive effect on countering hate speech (L1). Classroom climate (L2) was also positively linked to empathy for victims of hate speech (L1), and self-efficacy toward intervention in hate speech (L1). Furthermore, classroom climate (L2) was indirectly associated with countering hate speech (L1) via greater empathy (L1) and self-efficacy (L1). The findings highlight the need to focus on contextual and intrapersonal factors when trying to facilitate adolescents' willingness to face hate speech with civic courage and proactively engage against it.}, language = {en} } @article{WachsBilzNiproschkeetal.2018, author = {Wachs, Sebastian and Bilz, Ludwig and Niproschke, Saskia and Schubarth, Wilfried}, title = {Bullying Intervention in Schools}, series = {Journal of early adolescence}, volume = {39}, journal = {Journal of early adolescence}, number = {5}, publisher = {Sage Publ.}, address = {Thousand Oaks}, issn = {0272-4316}, doi = {10.1177/0272431618780423}, pages = {642 -- 668}, year = {2018}, abstract = {To date, little has been known about teachers' success in bullying interventions. Thus, the present study analyzes how successfully teachers intervene in real bullying situations, based on an analysis of 1,996 reports by German students aged between 12 and 15 (49.2\% female) from 24 schools. Predictors of success included intervention strategy (authoritarian-punitive, supportive-individual, supportive-cooperative intervention), bullying form (physical, verbal, relational, cyber), and the student's bullying role (bully, victim, bystander) in the particular situation. Multilevel analyses showed that supportive-cooperative intervention strategies were the most successful in dealing with bullying in both the short and long term. In the long term, students evaluated teachers as being more successful in dealing with cyberbullying compared with physical bullying. Compared with students who observed bullying, students who perpetrated it were less likely to report that teachers' interventions were successful in the short term. Implications for bullying intervention, preservice teacher-training, and future research are discussed.}, language = {en} } @article{WachsBilzFischeretal.2017, author = {Wachs, Sebastian and Bilz, Ludwig and Fischer, Saskia M. and Wright, Michelle F.}, title = {Do emotional components of alexithymia mediate the interplay between cyberbullying victimization and perpetration?}, series = {International Journal of Environmental Research and Public Health}, volume = {14}, journal = {International Journal of Environmental Research and Public Health}, number = {12}, publisher = {MDPI}, address = {Basel}, issn = {1660-4601}, doi = {10.3390/ijerph14121530}, pages = {11}, year = {2017}, abstract = {A substantial amount of research has revealed that cyberbully-victims have more emotional and behavioral problems than either cyberbullying victims or perpetrators. However, until now, little research has been conducted into the factors that contribute to the interplay between cyberbullying victimization and perpetration. The purpose of this study was to examine the relationship between cyberbullying victimization, perpetration, and two emotional components of alexithymia, namely difficulties in identifying and describing one's own feelings. Self-report questions were administered to 1549 adolescents between 12 and 18 years old (M = 14.51; SD = 1.68; 42.1\% (n = 652) male) from Germany and Thailand. Results showed that cyberbullying victimization and alexithymia are associated with cyberbullying perpetration. Moreover, alexithymia mediated the associations between cyberbullying victimization and adolescents' cyberbullying perpetration. Consequently, we suggest that the ability to describe and identify one's own feelings might be important for understanding the link between cyberbullying, victimization, and perpetration. The results may help develop prevention and intervention programs focused on reducing cyberbullying.}, language = {en} } @article{VollmeyerRheinberg2004, author = {Vollmeyer, Regina and Rheinberg, Falko}, title = {Influence de la motivation sur l{\"i}apprentissage d{\"i}un syst{\`e}me lin{\´e}aire}, issn = {1705-0065}, year = {2004}, language = {en} } @article{Uhlendorff2004, author = {Uhlendorff, Harald}, title = {After the wall: Parental attitudes to child rearing in East and West Germany}, year = {2004}, abstract = {In the years following German reunification, East and West German parents (282 mothers and 207 fathers) were interviewed about attitudes to the rearing of their 7- to 13-year-old children and about their social networks. Path analyses show that East German parents engage in more protective and less permissive parenting, and that East German fathers raise their children in a more traditional and authoritarian manner than their West German counterparts. In part, these differences can be attributed to the strong family orientation of East German parents (many and intensive kinship relations, few friends). Further analyses show that corollaries of the social upheavals in East Germany, namely closer cohesion of the immediate family and a decrease in the social support provided by the extrafamilial environment, are associated with protective attitudes to parenting and hence with the tendency to limit children's freedom of decision-making}, language = {en} } @article{Uhlendorff2003, author = {Uhlendorff, Harald}, title = {Family and family orientiation in East Germany}, isbn = {0-714-653-772}, year = {2003}, language = {en} } @article{Uhlendorff2000, author = {Uhlendorff, Harald}, title = {Parentin in times of social transformation}, isbn = {0-7146-8134-2, 0-7146-5093-5}, year = {2000}, language = {en} } @article{Uhlendorff2000, author = {Uhlendorff, Harald}, title = {Parents' and children's friendship networks}, issn = {0192-513X}, year = {2000}, language = {en} } @article{TrainiKleinertBittmann2021, author = {Traini, Claudia and Kleinert, Corinna and Bittmann, Felix}, title = {How does exposure to a different school track influence learning progress?}, series = {Research in social stratification and mobility}, volume = {76}, journal = {Research in social stratification and mobility}, publisher = {Elsevier}, address = {Amsterdam [u.a.]}, issn = {0276-5624}, doi = {10.1016/j.rssm.2021.100625}, pages = {285 -- 298}, year = {2021}, abstract = {German secondary education is known for its early, strict selection of students into different schooling tracks based on prior academic performance, based on the assumption that students learn more efficiently when the learning environment is tailored to their individual abilities and needs. While much previous research has shown that entry into tracks is socially selective, less is known whether there are effects of being exposed to a particular school track on educational success and which mechanisms are contributing to these effects. We investigate this question by comparing the learning progress in reading and mathematics of students in the upper and intermediate schooling track over five years of secondary schooling, based on large-scale German-wide longitudinal data (NEPS-SC3). Even when restricting our sample to a group of students with similar preconditions and controlling for skills at the beginning of secondary schooling, we find that the learning progress in the upper track is higher for both domains, suggesting scissor effects of track exposure. It is mainly the average performance level of the class, and to a lesser degree its social background composition, which mediates these effects. In contrast, migration background composition of the class and instructional quality perceived by students hardly contribute to explaining increasing learning gains in the upper track.}, language = {en} } @book{TorneyPurtaLehmannOswaldetal.2001, author = {Torney-Purta, Judith and Lehmann, Rainer and Oswald, Hans and Schulz, Wolfram}, title = {Citizenship and education in twenty-eight countries : civic knowledge at age fourteen}, publisher = {IEA}, address = {Amsterdam}, isbn = {90-5166-834-1}, pages = {237 S.}, year = {2001}, language = {en} } @article{TetznerBondueKrahe2022, author = {Tetzner, Julia and Bondue, Rebecca and Krah{\´e}, Barbara}, title = {Family risk factors and buffering factors for child internalizing and externalizing problems}, series = {Journal of applied developmental psychology}, volume = {80}, journal = {Journal of applied developmental psychology}, publisher = {Elsevier}, address = {New York}, issn = {0193-3973}, doi = {10.1016/j.appdev.2022.101395}, pages = {12}, year = {2022}, abstract = {Detrimental effects of adverse family conditions for children's wellbeing are well-documented, but little is known about the impact of specific risk factors, or about potential protective factors that buffer the effects of family risk factors on negative development. We investigated the impact of five important family risk factors (e.g., parental conflict) on internalizing and externalizing problems and the potential buffering effects of peer acceptance and academic skills at two measurement points two years apart in 1195 7-to 10-year-olds (T1: M-Age = 8.54). Latent change models showed that increases in risk factors over the two years predicted increasing internalizing and externalizing problems. Parental conflict was the most impactful risk factor, although peer acceptance and academic skills showed some buffering effects. The results highlight the necessity of investigating cumulative and single risk factors, specifically interparental conflict, and emphasize the need to strengthen children's internal and social resources to buffer the effects of adverse family conditions.}, language = {en} } @article{TetznerBecker2015, author = {Tetzner, Julia and Becker, Michael}, title = {How Being an Optimist Makes a Difference: The Protective Role of Optimism in Adolescents' Adjustment to Parental Separation}, series = {Social psychological and personality science}, volume = {6}, journal = {Social psychological and personality science}, number = {3}, publisher = {Sage Publ.}, address = {Thousand Oaks}, issn = {1948-5506}, doi = {10.1177/1948550614559605}, pages = {325 -- 333}, year = {2015}, abstract = {This longitudinal study of N = 1,566 adolescents investigated the protective role of optimism in adjustment to parental separation, focusing on two salient challenges faced by adolescents, namely academic achievement and self-esteem. Based on latent change models, the results indicated associations between parental separation and short-term declines in academic achievement as well as short-term and longer term declines in self-esteem. Although optimism in general showed positive associations with academic achievement and self-esteem, its role as a protective factor proved to be particularly important for academic achievement in adjustment following parental separation.}, language = {en} } @phdthesis{Tetzner2014, author = {Tetzner, Julia}, title = {Stability and change in academic, social, and emotional development from early adolescence to young adulthood}, school = {Universit{\"a}t Potsdam}, pages = {191}, year = {2014}, language = {en} } @article{TetzlaffHartmannDumontetal.2022, author = {Tetzlaff, Leonard and Hartmann, Ulrike and Dumont, Hanna and Brod, Garvin}, title = {Assessing individualized instruction in the classroom}, series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction (EARLI)}, volume = {82}, journal = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction (EARLI)}, publisher = {Elsevier}, address = {Oxford}, issn = {0959-4752}, doi = {10.1016/j.learninstruc.2022.101655}, pages = {10}, year = {2022}, abstract = {In this article, we address the measurement of individualized instruction in the context of regular classroom instruction. Our study assessed instructional practices geared towards individualization in German third grade reading lessons by combining self-report data from 621 students, from their teachers (n = 57), and live obser-vations. We then investigated the reliability of these different approaches to measuring individualization as well as the agreement between them. All three approaches yielded reliable indicators of individualized practices, but not all of them corresponded with each other. We found considerable agreement between students and observers, but neither agreed with teachers' self-reports. Upon closer examination, we found that students' ratings only correlated with teacher ratings that were provided close to the timepoint of interest. This correlation increased when teacher measures were corrected for response tendencies. We conclude with some recommendations for future studies that aim to measure individualized instruction in the classroom.}, language = {en} } @article{SteinmayrLazaridesWeidingeretal.2021, author = {Steinmayr, Ricarda and Lazarides, Rebecca and Weidinger, Anne Franziska and Christiansen, Hanna}, title = {Teaching and learning during the first COVID-19 school lockdown: Realization and associations with parent-perceived students' academic outcomes}, series = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie}, volume = {35}, journal = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie}, number = {2-3}, publisher = {Hogrefe Verlag}, address = {G{\"o}ttingen}, issn = {1010-0652}, doi = {10.1024/1010-0652/a000306}, pages = {85 -- 106}, year = {2021}, abstract = {Due to the COVID-19 pandemic, all schools in Germany were locked down for several months in 2020. How schools realized teaching during the school lockdown greatly varied from school to school. N = 2,647 parents participated in an online survey and rated the following activities of teachers in mathematics, language arts (German), English, and science / biology during the school lockdown: frequency of sending task assignments, task solutions and requesting for solutions, giving task-related feedback, grading tasks, providing lessons per videoconference, and communicating via telecommunication tools with students and / or parents. Parents also reported student academic outcomes during the school lockdown (child's learning motivation, competent and independent learning, learning progress). Parents further reported student characteristics and social background variables: child's negative emotionality, school engagement, mathematical and language competencies, and child's social and cultural capital. Data were separately analyzed for elementary and secondary schools. In both samples, frequency of student-teacher communication was associated with all academic outcomes, except for learning progress in elementary school. Frequency of parent-teacher communication was associated with motivation and learning progress, but not with competent and independent learning, in both samples. Other distant teaching activities were differentially related to students' academic outcomes in elementary vs. secondary school. School engagement explained most additional variance in all students' outcomes during the school lockdown. Parent's highest school leaving certificate incrementally predicted students' motivation, and competent and independent learning in secondary school, as well as learning progress in elementary school. The variable "child has own bedroom" additionally explained variance in students' competent and independent learning during the school lockdown in both samples. Thus, both teaching activities during the school lockdown as well as children's characteristics and social background were independently important for students' motivation, competent and independent learning, and learning progress. Results are discussed with regard to their practical implications for realizing distant teaching.}, language = {en} } @phdthesis{Stallasch2024, author = {Stallasch, Sophie E.}, title = {Optimizing power analysis for randomized experiments: Design parameters for student achievement}, doi = {10.25932/publishup-62939}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-629396}, school = {Universit{\"a}t Potsdam}, pages = {ix, 224}, year = {2024}, abstract = {Randomized trials (RTs) are promising methodological tools to inform evidence-based reform to enhance schooling. Establishing a robust knowledge base on how to promote student achievement requires sensitive RT designs demonstrating sufficient statistical power and precision to draw conclusive and correct inferences on the effectiveness of educational programs and innovations. Proper power analysis is therefore an integral component of any informative RT on student achievement. This venture critically hinges on the availability of reasonable input variance design parameters (and their inherent uncertainties) that optimally reflect the realities around the prospective RT—precisely, its target population and outcome, possibly applied covariates, the concrete design as well as the planned analysis. However, existing compilations in this vein show far-reaching shortcomings. The overarching endeavor of the present doctoral thesis was to substantively expand available resources devoted to tweak the planning of RTs evaluating educational interventions. At the core of this thesis is a systematic analysis of design parameters for student achievement, generating reliable and versatile compendia and developing thorough guidance to support apt power analysis to design strong RTs. To this end, the thesis at hand bundles two complementary studies which capitalize on rich data of several national probability samples from major German longitudinal large-scale assessments. Study I applied two- and three-level latent (covariate) modeling to analyze design parameters for a wide spectrum of mathematical-scientific, verbal, and domain-general achievement outcomes. Three vital covariate sets were covered comprising (a) pretests, (b) sociodemographic characteristics, and (c) their combination. The accumulated estimates were additionally summarized in terms of normative distributions. Study II specified (manifest) single-, two-, and three-level models and referred to influential psychometric heuristics to analyze design parameters and develop concise selection guidelines for covariate (a) types of varying bandwidth-fidelity (domain-identical, cross-domain, fluid intelligence pretests; sociodemographic characteristics), (b) combinations quantifying incremental validities, and (c) time lags of 1- to 7-year-lagged pretests scrutinizing validity degradation. The estimates for various mathematical-scientific and verbal achievement outcomes were meta-analytically integrated and employed in precision simulations. In doing so, Studies I and II addressed essential gaps identified in previous repertoires in six major dimensions: Taken together, this thesis accumulated novel design parameters and deliberate guidance for RT power analysis (1) tailored to four German student (sub)populations across the entire school career from Grade 1 to 12, (2) matched to 21 achievement (sub)domains, (3) adjusted for 11 covariate sets enriched by empirically supported guidelines, (4) adapted to six RT designs, (5) suitable for latent and manifest analysis models, (6) which were cataloged along with quantifications of their associated uncertainties. These resources are complemented by a plethora of illustrative application examples to gently direct psychological and educational researchers through pivotal steps in the process of RT design. The striking heterogeneity of the design parameter estimates across all these dimensions constitutes the overall, joint key result of Studies I and II. Hence, this work convincingly reinforces calls for a close match between design parameters and the specific peculiarities of the target RT's research context. All in all, the present doctoral thesis offers a—so far unique—nuanced and extensive toolkit to optimize power analysis for sound RTs on student achievement in the German (and similar) school context. It is of utmost importance that research does not tire to spawn robust evidence on what actually works to improve schooling. With this in mind, I hope that the emerging compendia and guidance contribute to the quality and rigor of our randomized experiments in psychology and education.}, language = {en} } @article{SpatolaKuehnlenzCheng2021, author = {Spatola, Nicolas and K{\"u}hnlenz, Barbara and Cheng, Gordon}, title = {Perception and evaluation in human-robot interaction}, series = {International Journal of Social Robotics}, volume = {13}, journal = {International Journal of Social Robotics}, number = {7}, publisher = {Springer}, address = {Dordrecht}, issn = {1875-4791}, doi = {10.1007/s12369-020-00667-4}, pages = {1517 -- 1539}, year = {2021}, abstract = {The evaluation of how (human) individuals perceive robots is a central issue to better understand human-robot interaction (HRI). On this topic, promising proposals have emerged. However, present tools are not able to assess a sufficient part of the composite psychological dimensions involved in the evaluation of HRI. Indeed, the percentage of variance explained is often under the recommended threshold for a construct to be valid. In this article, we consolidate the lessons learned from three different studies and propose a further developed questionnaire based on a multicomponent approach of anthropomorphism by adding traits from psychosocial theory about the perception of others and the attribution and deprivation of human characteristics: the de-humanization theory. Among these characteristics, the attribution of agency is of main interest in the field of social robotics as it has been argued that robots could be considered as intentional agents. Factor analyses reveal a four sub-dimensions scale including Sociability, Agency, Animacy, and the Disturbance. We discuss the implication(s) of these dimensions on future perception of and attitudes towards robots.}, language = {en} } @article{Seyfried2019, author = {Seyfried, Markus}, title = {Undisclosed desires}, series = {Assessment \& Evaluation in Higher Education}, volume = {44}, journal = {Assessment \& Evaluation in Higher Education}, number = {7}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {0260-2938}, doi = {10.1080/02602938.2019.1573970}, pages = {1106 -- 1119}, year = {2019}, abstract = {Following decades of quality management featuring in higher education settings, questions regarding its implementation, impact and outcomes remain. Indeed, leaving aside anecdotal case studies and value-laden documentaries of best practice, current research still knows very little about the implementation of quality management in teaching and learning within higher education institutions. Referring to data collected from German higher education institutions in which a quality management department or functional equivalent was present, this article theorises and provides evidence for the supposition that the implementation of quality management follows two implicit logics. Specifically, it tends either towards the logic of appropriateness or, contrastingly, towards the logic of consequentialism. This study's results also suggest that quality managers' socialisation is related to these logics and that it influences their views on quality management in teaching and learning.}, language = {en} } @article{SenarathNanayakkaraNeumannPohlenz2006, author = {Senarath Nanayakkara, G. L. and Neumann, Klaus D. and Pohlenz, Philipp}, title = {Quality assurance in Sri Lankan Teacher Training}, series = {Potsdamer Beitr{\"a}ge zur Lehrevaluation}, volume = {2}, journal = {Potsdamer Beitr{\"a}ge zur Lehrevaluation}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {3-937786-08-2}, issn = {1614-0273}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-22017}, pages = {301 -- 319}, year = {2006}, abstract = {In 2002 guidelines for the implementation of the internship programme for prospective teachers have been released in a joint venture by the Basic Education Sector Programme(BESP) of the GTZ (Gesellschaft f{\"u}r Technische Zusammenarbeit/German Technical Cooperation) and the Professional Development Centre (Teacher Education) of the National Institute for Education of Sri Lanka (NIE). These guidelines aim at assisting the National Colleges of Education (NCOEs) and internship schools in implementing the internship programme and at improving its efficiency and effectiveness in the local venues of teacher training. The Monitoring \& Evaluation activity described in the present article was to assess as to how far the intentions originally associated with the internship programme are being accomplished. Its main task is to bring strengths and weaknesses of the programme to light and to appraise the current status of its implementation.}, subject = {Qualit{\"a}tssicherung}, language = {en} } @article{SchwarzenthalJuangMoffittetal.2022, author = {Schwarzenthal, Miriam and Juang, Linda P. and Moffitt, Ursula and Schachner, Maja K.}, title = {Critical consciousness socialization at school}, series = {Journal of research on adolescence : the official journal of the Society for Research on Adolescence}, volume = {32}, journal = {Journal of research on adolescence : the official journal of the Society for Research on Adolescence}, number = {4}, publisher = {Wiley}, address = {Hoboken}, issn = {1050-8392}, doi = {10.1111/jora.12713}, pages = {1452 -- 1469}, year = {2022}, abstract = {Schools are key contexts for the development of adolescents' critical consciousness. We explored how three dimensions of the classroom cultural diversity climate (critical consciousness, color-evasion, and multiculturalism) related to adolescents' critical reflection (i.e., perceived societal Islamophobia) and intended critical action (i.e., political activism). Our sample included adolescents experiencing high (second generation, Muslim, N = 237) versus low (non-immigrant descent, non-Muslim, N = 478) stigmatization in Germany. Multilevel analyses revealed that for both groups a critical consciousness climate, but not a color-evasive or a multicultural climate, was positively associated with perceived societal Islamophobia and intended critical action. Thus, to promote adolescents' critical consciousness, schools should go beyond emphasizing a common humanity and celebrating cultural diversity and include explicit discussions of social inequity.}, language = {en} } @article{Schuster2004, author = {Schuster, Beate H.}, title = {The interplay of menarche and individuation of the mother-daughter relationship in pre-adolescent girls}, issn = {0049-8637}, year = {2004}, abstract = {Referring to the work of Steinberg (1988), two hypotheses were tested: Does menarche intensify the individuation process of the mother-daughter relationship? ("distancing hypothesis") and do conflicts between mothers and daughters speed up the onset of menarche? ("acceleration hypothesis"). Additionally, the significance of different family-structures to these processes is considered. Data was collected in a three wave panel. Sixty-eigth girls aged ten at the first wave were observed in a playing situation with their mothers and questioned about their menarche. The hypotheses were partly confirmed by logistic and hierarchical regression analyses: Menarche led to more controlling and less egalitarian behavior of the mothers. Girls' separating behavior preceded menarche immediately and therefore wasn't interpreted as an acceleration effect. Comparing nuclear and stepfamilies to single mother families, in the former families mothers were more controlling and less egalitarian and the girls were less separating. The interplay of puberty and individuation is discussed}, language = {en} } @article{SchruenderLenzen2009, author = {Schr{\"u}nder-Lenzen, Agi}, title = {Educational in primary school : the new primary stage}, year = {2009}, language = {en} } @article{SchruenderLenzen2009, author = {Schr{\"u}nder-Lenzen, Agi}, title = {Improving language skills : the cycle of quality management at the stage of transition from kindergarten to primary school}, year = {2009}, language = {en} } @article{Schmitt1996, author = {Schmitt, Hanno}, title = {On the importance of Halle in the eighteenth century for the history of education}, year = {1996}, language = {en} } @article{SchmidtBrunnerPreckel2018, author = {Schmidt, Isabelle and Brunner, Martin and Preckel, Franzis}, title = {Effects of achievement differences for internal/external frame of reference model investigations}, series = {British journal of educational psychology}, volume = {88}, journal = {British journal of educational psychology}, number = {4}, publisher = {Wiley}, address = {Hoboken}, issn = {0007-0998}, doi = {10.1111/bjep.12198}, pages = {513 -- 528}, year = {2018}, abstract = {Background Achievement in math and achievement in verbal school subjects are more strongly correlated than the respective academic self-concepts. The internal/external frame of reference model (I/E model; Marsh, 1986, Am. Educ. Res. J., 23, 129) explains this finding by social and dimensional comparison processes. We investigated a key assumption of the model that dimensional comparisons mainly depend on the difference in achievement between subjects. We compared correlations between subject-specific self-concepts of groups of elementary and secondary school students with or without achievement differences in the respective subjects. Aims The main goals were (1) to show that effects of dimensional comparisons depend to a large degree on the existence of achievement differences between subjects, (2) to demonstrate the generalizability of findings over different grade levels and self-concept scales, and (3) to test a rarely used correlation comparison approach (CCA) for the investigation of I/E model assumptions. Samples We analysed eight German elementary and secondary school student samples (grades 3-8) from three independent studies (Ns 326-878). Method Correlations between math and German self-concepts of students with identical grades in the respective subjects were compared with the correlation of self-concepts of students having different grades using Fisher's Z test for independent samples. Results In all samples, correlations between math self-concept and German self-concept were higher for students having identical grades than for students having different grades. Differences in median correlations had small effect sizes for elementary school students and moderate effect sizes for secondary school students. Conclusions Findings generalized over grades and indicated a developmental aspect in self-concept formation. The CCA complements investigations within I/E-research.}, language = {en} } @article{SchmidtBrunnerKelleretal.2017, author = {Schmidt, Isabelle and Brunner, Martin and Keller, Lena and Scherrer, Vsevolod and Wollschlager, Rachel and Baudson, Tanja Gabriele and Preckel, Franzis}, title = {Profile formation of academic self-concept in elementary school students in grades 1 to 4}, series = {PLoS one}, volume = {12}, journal = {PLoS one}, publisher = {PLoS}, address = {San Fransisco}, issn = {1932-6203}, doi = {10.1371/journal.pone.0177854}, pages = {27}, year = {2017}, language = {en} } @article{SchachnerGrossHasletal.2021, author = {Schachner, Theresa and Gross, Christoph and Hasl, Andrea and Wangenheim, Florian von and Kowatsch, Tobias}, title = {Deliberative and paternalistic interaction styles for conversational agents in digital health}, series = {Journal of medical internet research : international scientific journal for medical research, information and communication on the internet ; JMIR}, volume = {23}, journal = {Journal of medical internet research : international scientific journal for medical research, information and communication on the internet ; JMIR}, number = {1}, publisher = {Healthcare World}, address = {Richmond, Va.}, issn = {1438-8871}, doi = {10.2196/22919}, pages = {13}, year = {2021}, abstract = {Background: Recent years have witnessed a constant increase in the number of people with chronic conditions requiring ongoing medical support in their everyday lives. However, global health systems are not adequately equipped for this extraordinarily time-consuming and cost-intensive development. Here, conversational agents (CAs) can offer easily scalable and ubiquitous support. Moreover, different aspects of CAs have not yet been sufficiently investigated to fully exploit their potential. One such trait is the interaction style between patients and CAs. In human-to-human settings, the interaction style is an imperative part of the interaction between patients and physicians. Patient-physician interaction is recognized as a critical success factor for patient satisfaction, treatment adherence, and subsequent treatment outcomes. However, so far, it remains effectively unknown how different interaction styles can be implemented into CA interactions and whether these styles are recognizable by users. Objective: The objective of this study was to develop an approach to reproducibly induce 2 specific interaction styles into CA-patient dialogs and subsequently test and validate them in a chronic health care context. Methods: On the basis of the Roter Interaction Analysis System and iterative evaluations by scientific experts and medical health care professionals, we identified 10 communication components that characterize the 2 developed interaction styles: deliberative and paternalistic interaction styles. These communication components were used to develop 2 CA variations, each representing one of the 2 interaction styles. We assessed them in a web-based between-subject experiment. The participants were asked to put themselves in the position of a patient with chronic obstructive pulmonary disease. These participants were randomly assigned to interact with one of the 2 CAs and subsequently asked to identify the respective interaction style. Chi-square test was used to assess the correct identification of the CA-patient interaction style. Results: A total of 88 individuals (42/88, 48\% female; mean age 31.5 years, SD 10.1 years) fulfilled the inclusion criteria and participated in the web-based experiment. The participants in both the paternalistic and deliberative conditions correctly identified the underlying interaction styles of the CAs in more than 80\% of the assessments (X-1(,8)8(2)=38.2; P<.001; phi coefficient r(phi)=0.68). The validation of the procedure was hence successful. Conclusions: We developed an approach that is tailored for a medical context to induce a paternalistic and deliberative interaction style into a written interaction between a patient and a CA. We successfully tested and validated the procedure in a web-based experiment involving 88 participants. Future research should implement and test this approach among actual patients with chronic diseases and compare the results in different medical conditions. This approach can further be used as a starting point to develop dynamic CAs that adapt their interaction styles to their users.}, language = {en} } @article{SchachnerJuangMoffittetal.2018, author = {Schachner, Maja Katharina and Juang, Linda P. and Moffitt, Ursula Elinor and van de Vijver, Fons J. R.}, title = {Schools as acculturative and developmental contexts for youth of immigrant and refugee background}, series = {European psychologist : official organ of the European Federation of Psychologists' Associations (EFPA)}, volume = {23}, journal = {European psychologist : official organ of the European Federation of Psychologists' Associations (EFPA)}, number = {1}, publisher = {Hogrefe Publ.}, address = {G{\"o}ttingen}, issn = {1016-9040}, doi = {10.1027/1016-9040/a000312}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-414101}, pages = {44 -- 56}, year = {2018}, abstract = {Schools are important for the academic and socio-emotional development, as well as acculturation of immigrant-and refugee-background youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, student-teacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school-and nation-level policies (such as diversity policies and school tracking). Given the complexity of the topic, there is a need for more research taking an integrated and interdisciplinary perspective to address migration related issues in the school context. Teacher beliefs and the normative climate in schools seem particularly promising points for intervention, which may be easier to change than structural aspects of the school context. More inclusive schools are also an important step toward more peaceful interethnic relations in diverse societies.}, language = {en} } @article{Rudolph2022, author = {Rudolph, Pascal}, title = {Rezension zu: Auslander, Philip: In concert: performing musical persona. - Ann Arbor: University of Michigan Press, 2021. - ISBN: 978-0-472-05471-8}, series = {Popular Music}, volume = {41}, journal = {Popular Music}, number = {1}, publisher = {Cambridge Univ. Press}, address = {Cambridge}, issn = {0261-1430}, doi = {10.1017/S0261143022000228}, pages = {122 -- 124}, year = {2022}, language = {en} } @article{RichterLucksnatReddingetal.2022, author = {Richter, Eric and Lucksnat, Christin and Redding, Christopher and Richter, Dirk}, title = {Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching}, series = {Teaching and Teacher Education}, volume = {114}, journal = {Teaching and Teacher Education}, publisher = {Elsevier}, address = {Oxford}, issn = {0742-051X}, doi = {10.1016/j.tate.2022.103704}, pages = {11}, year = {2022}, abstract = {In this study, we investigated retention intention and job satisfaction of 238 first-year alternatively certified (AC) teachers. Drawing on Organizational Socialization Theory, we tested the hypothesis that AC teacher extraversion and perceived school support are positively related to the two variables and mediated by self-efficacy. To test our hypothesis, we applied structural equation modeling. Our results demonstrate that extraversion and perceived social support are positively related to retention intentions and job satisfaction. In addition, self-efficacy serves as a mediator. The findings could help school administrators to better understand how to support and retain AC teachers and thus address teacher shortages.}, language = {en} } @article{RichterLazaridesRichter2021, author = {Richter, Eric and Lazarides, Rebecca and Richter, Dirk}, title = {Four reasons for becoming a teacher educator}, series = {Teaching and teacher education : an international journal of research and studies}, volume = {102}, journal = {Teaching and teacher education : an international journal of research and studies}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0742-051X}, doi = {10.1016/j.tate.2021.103322}, pages = {9}, year = {2021}, abstract = {We developed a new survey instrument to investigate teacher educators? motives for entering the profession and examined the associations between motives and job satisfaction and emotional exhaustion in both teachers and teacher educators. Using data from 145 teacher educators instructing in-service teachers, we identified four motives: career aspirations, social contribution, escaping routines, and coincidence. While escaping routines represents a ?push? factor associated with emotional exhaustion in teachers, career aspirations represent a ?pull? factor associated with job satisfaction in teacher educators. The instrument can be used as a self-assessment tool for the recruitment of teacher educators. ? 2021 The Authors.}, language = {en} } @article{RichterKunterMarxetal.2021, author = {Richter, Eric and Kunter, Mareike and Marx, Alexandra and Richter, Dirk}, title = {Who participates in content-focused teacher professional development?}, series = {Frontiers in education}, journal = {Frontiers in education}, number = {6}, publisher = {Frontiers Media}, address = {Lausanne, Schweiz}, issn = {2504-284X}, doi = {10.3389/feduc.2021.722169}, pages = {1 -- 10}, year = {2021}, abstract = {This study investigates the relationship between teacher quality and teachers' engagement in professional development (PD) activities using data on 229 German secondary school mathematics teachers. We assessed different aspects of teacher quality (e.g. professional knowledge, instructional quality) using a variety of measures, including standardised tests of teachers' content knowledge, to determine what characteristics are associated with high participation in PD. The results show that teachers with higher scores for teacher quality variables take part in more content-focused PD than teachers with lower scores for these variables. This suggests that teacher learning may be subject to a Matthew effect, whereby more proficient teachers benefit more from PD than less proficient teachers.}, language = {en} } @misc{RichterKunterMarxetal.2021, author = {Richter, Eric and Kunter, Mareike and Marx, Alexandra and Richter, Dirk}, title = {Who Participates in Content-Focused Teacher Professional Development? Evidence From a Large Scale Study}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, publisher = {Universit{\"a}t Potsdam}, address = {Potsdam}, issn = {1866-8364}, doi = {10.25932/publishup-53721}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-537219}, pages = {1 -- 10}, year = {2021}, abstract = {This study investigates the relationship between teacher quality and teachers' engagement in professional development (PD) activities using data on 229 German secondary school mathematics teachers. We assessed different aspects of teacher quality (e.g. professional knowledge, instructional quality) using a variety of measures, including standardised tests of teachers' content knowledge, to determine what characteristics are associated with high participation in PD. The results show that teachers with higher scores for teacher quality variables take part in more content-focused PD than teachers with lower scores for these variables. This suggests that teacher learning may be subject to a Matthew effect, whereby more proficient teachers benefit more from PD than less proficient teachers.}, language = {en} } @article{RichterBrunnerRichter2021, author = {Richter, Eric and Brunner, Martin and Richter, Dirk}, title = {Teacher educators' task perception and its relationship to professional identity and teaching practice}, series = {Teaching and teacher education : an international journal of research and studies}, volume = {101}, journal = {Teaching and teacher education : an international journal of research and studies}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0742-051X}, doi = {10.1016/j.tate.2021.103303}, pages = {10}, year = {2021}, abstract = {We assessed teacher educators? task perception and investigated its relationship with components of their professional identity and their teaching practice. Using data from 145 teacher educators, two different task perceptions were found: transmitters and facilitators. Teacher educators who were categorized as facilitator tend to demonstrate higher levels of self-efficacy, job satisfaction, constructivist beliefs about teaching and learning and use more effective teaching strategies. The findings demonstrate that teaching practices of teacher educators are rooted in their professional identity. ? 2021 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).}, language = {en} } @article{RetelsdorfBeckerKoelleretal.2012, author = {Retelsdorf, Jan and Becker, Michael and K{\"o}ller, Olaf and M{\"o}ller, Jens}, title = {Reading development in a tracked school system: A longitudinal study over 3 years using propensity score matching}, series = {British journal of educational psychology}, volume = {82}, journal = {British journal of educational psychology}, number = {4}, publisher = {Wiley-Blackwell}, address = {Hoboken}, issn = {0007-0998}, doi = {10.1111/j.2044-8279.2011.02051.x}, pages = {647 -- 671}, year = {2012}, abstract = {Background. Assigning students to different school tracks on the basis of their achievement levels is a widely used strategy that aims at giving students the best possible learning opportunity. There is, however, a growing body of literature that questions such positive effects of tracking. Aims. This study compared the developmental trajectories of reading comprehension and decoding speed between students at academic track schools that typically prepare students for university entrance and students at non-academic track schools that usually prepare students for vocational education. Sample. In a longitudinal design with three occasions of data collection, the authors drew on a sample of N= 1,508 5th graders (age at T1 about 11 years, age at T3 about 14 years) from 60 schools in Germany. The academic track sample comprised n= 568 students; the non-academic track sample comprised n= 940 students. Method. Achievement measures were obtained by standardized tests of reading comprehension and decoding speed. Students at the different tracks were closely matched using propensity scores. To compare students growth trajectories between the different school tracks, we applied multi-group latent growth curve models. Results. Comparable results were recorded for the complete (unmatched) sample and for the matched pairs. In all cases, students at the different tracks displayed a similar growth in reading comprehension, whereas larger growth rates for students at academic track schools were recorded for decoding speed. Conclusions. Our findings contribute to an increasing body of literature suggesting that tracking might have undesired side effects.}, language = {en} } @article{PrengelOverwien2007, author = {Prengel, Annedore and Overwien, Bernd}, title = {Children and the Rights to Education}, year = {2007}, language = {en} } @article{PenkRichter2017, author = {Penk, Christiane and Richter, Dirk}, title = {Change in test-taking motivation and its relationship to test performance in low-stakes assessments}, series = {Educational assessment, evaluation and accountability}, volume = {29}, journal = {Educational assessment, evaluation and accountability}, publisher = {Springer}, address = {Heidelberg}, issn = {1874-8597}, doi = {10.1007/s11092-016-9248-7}, pages = {55 -- 79}, year = {2017}, abstract = {Since the turn of the century, an increasing number of low-stakes assessments (i.e., assessments without direct consequences for the test-takers) are being used to evaluate the quality of educational systems. Internationally, research has shown that low-stakes test results can be biased due to students' low test-taking motivation and that students' effort levels can vary throughout a testing session involving both cognitive and noncognitive tests. Thus, it is possible that students' motivation varies throughout a single cognitive test and in turn affects test performance. This study examines the change in test-taking motivation within a 2-h cognitive low-stakes test and its association with test performance. Based on expectancy-value theory, we assessed three components of test-taking motivation (expectancy for success, value, and effort) and investigated its change. Using data from a large-scale student achievement study of German ninth-graders, we employed second-order latent growth modeling and structural equation modeling to predict test performance in mathematics. On average, students' effort and perceived value of the test decreased, whereas expectancy for success remained stable. Overall, initial test-taking motivation was a better predictor of test performance than change in motivation. Only the variability of change in the expectancy component was positively related to test performance. The theoretical and practical implications for test practitioners are discussed.}, language = {en} } @misc{PenkRichter2017, author = {Penk, Christiane and Richter, Dirk}, title = {Erratum to: Penk, Christiane, Richter, Dirk: Change in test-taking motivation and its relationship to test performance in low-stakes assessments. - (Educational Assessment, Evaluation and Accountability. - 29 (2017), S. 55 - 79. - doi.org/10.1007/s11092-016-9248-7)}, series = {Educational assessment, evaluation and accountability}, volume = {29}, journal = {Educational assessment, evaluation and accountability}, publisher = {Springer}, address = {Heidelberg}, issn = {1874-8597}, doi = {10.1007/s11092-016-9249-6}, pages = {81 -- 82}, year = {2017}, language = {en} } @article{PaulyNottbusch2020, author = {Pauly, Dennis Nikolas and Nottbusch, Guido}, title = {The Influence of the German Capitalization Rules on Reading}, series = {Frontiers in Communication}, volume = {5}, journal = {Frontiers in Communication}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {2297-900X}, doi = {10.3389/fcomm.2020.00015}, pages = {15}, year = {2020}, abstract = {German orthography systematically marks all nouns (even other nominalized word classes) by capitalizing their first letter. It is often claimed that readers benefit from the uppercase-letter syntactic and semantic information, which makes the processing of sentences easier (e.g., Bock et al., 1985, 1989). In order to test this hypothesis, we asked 54 German readers to read single sentences systematically manipulated by a target word (N). In the experimental condition (EXP), we used semantic priming (in the following example: sick -> cold) in order to build up a strong expectation of a noun, which was actually an attribute for the following noun (N+1) (translated to English e.g., "The sick writer had a cold (N) nose (N+1) ..."). The sentences in the control condition were built analogously, but word N was purposefully altered (keeping word length and frequency constant) to make its interpretation as a noun extremely unlikely (e.g., "The sick writer had a blue (N) nose (N+1) ..."). In both conditions, the sentences were presented either following German standard orthography (Cap) or in lowercase spelling (NoCap). The capitalized nouns in the EXP/Cap condition should then prevent garden-path parsing, as capital letters can be recognized parafoveally. However, in the EXP/NoCap condition, we expected a garden-path effect on word N+1 affecting first-pass fixations and the number of regressions, as the reader realizes that word N is instead an adjective. As the control condition does not include a garden-path, we expected to find (small) effects of the violation of the orthographic rule in the CON/NoCap condition, but no garden-path effect. As a global result, it can be stated that reading sentences in which nouns are not marked by a majuscule slows a native German reader down significantly, but from an absolute point of view, the effect is small. Compared with other manipulations (e.g., transpositions or substitutions), a lowercase letter still represents the correct allograph in the correct position without affecting phonology. Furthermore, most German readers do have experience with other alphabetic writing systems that lack consistent noun capitalization, and in (private) digital communication lowercase nouns are quite common. Although our garden-path sentences did not show the desired effect, we found an indication of grammatical pre-processing enabled by the majuscule in the regularly spelled sentences: In the case of high noun frequency, we post hoc located parafovea-on-fovea effects, i.e., longer fixation durations, on the attributive adjective (word N). These benefits of capitalization could only be detected under specific circumstances. In other cases, we conclude that longer reading durations are mainly the result of disturbance in readers' habituation when the expected capitalization is missing.}, language = {en} } @article{OswaldSuess1994, author = {Oswald, Hans and S{\"u}ss, K.-U.}, title = {The influence of parents and peers on misconduct at school : simultaneous and synergistic effects}, year = {1994}, language = {en} } @article{OswaldSchmid1999, author = {Oswald, Hans and Schmid, Christine}, title = {Political participation of young people in east Germany}, year = {1999}, language = {en} } @article{OswaldSchmid1999, author = {Oswald, Hans and Schmid, Christine}, title = {Political participation of young people in east Germany}, year = {1999}, language = {en} } @article{OswaldKrappmannUhlendorffetal.1994, author = {Oswald, Hans and Krappmann, Lothar and Uhlendorff, Harald and Weiss, Karin}, title = {Social relationships and support among peers during middle childhood}, year = {1994}, language = {en} } @article{OswaldKrappmann1995, author = {Oswald, Hans and Krappmann, Lothar}, title = {Social life of children in a former bipartite city}, year = {1995}, language = {en} } @article{Oswald2004, author = {Oswald, Hans}, title = {Chapter 17 : Summary}, isbn = {3-8100-3842-3}, year = {2004}, language = {en} } @article{Oswald1998, author = {Oswald, Hans}, title = {Young people and the Family}, year = {1998}, language = {en} } @article{Oswald2001, author = {Oswald, Hans}, title = {Student's civiv engagement and political activities}, year = {2001}, language = {en} } @article{Oswald2000, author = {Oswald, Hans}, title = {East German adolescents' attitudes towards West German democracy}, year = {2000}, language = {en} } @article{Oswald1999, author = {Oswald, Hans}, title = {Political socialization in the new States of Germany}, year = {1999}, language = {en} } @article{OppermannLazarides2021, author = {Oppermann, Elisa and Lazarides, Rebecca}, title = {Elementary school teachers' self-efficacy, student-perceived support and students' mathematics interest}, 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 = {Amsterdam}, issn = {0742-051X}, doi = {10.1016/j.tate.2021.103351}, pages = {12}, year = {2021}, abstract = {Teachers' self-efficacy beliefs have been shown to be related to their supportive teaching practices and to adolescents' motivation. Yet, little is known about these relations in elementary school. The present study examined the longitudinal effects of teachers' self-efficacy on student-perceived teacher support and students' mathematics interest with a sample of 2082 students and 133 teachers in third and fourth grade. Results revealed that teachers' self-efficacy was longitudinally related to student-perceived support, which in turn was positively related to students' interest. The findings underline the relevance of teachers' self-efficacy beliefs and teacher support for the development of students' interest in elementary school.}, language = {en} } @article{OlkSpeck2009, author = {Olk, Thomas and Speck, Karsten}, title = {What can be achieved by social work at schools? : Theoretical concepts and empirical findings at the section between formal and non-formal education}, issn = {0044-3247}, year = {2009}, abstract = {In the educational-political reform plans of the last few years (e.g. the federal all-day schooling program), different forms of cooperation between institutions of help for young people and schools have increasingly gained in significance. However, empirically solid knowledge on the effects of this cooperation is still rather limited. Taking as an example social work at schools, which is considered the closest form of cooperation between institutions of help for young people and schools, the authors analyze the state of knowledge on the effects, the interrelations of these effects, and the limits of the cooperation between institutions of help for adolescents and schools in the shape of action programs for school-related social work. By means of a meta-analysis of available empirical studies, the insights that have been generated so far as well as the deficits and blind spots of existing research and the subject-related and methodological challenges in future research on the effects and the use of social work are discussed.}, language = {en} } @article{MuwongeSchiefeleSsenyongaetal.2017, author = {Muwonge, Charles Magoba and Schiefele, Ulrich and Ssenyonga, Joseph and Kibedi, Henry}, title = {Determinants of persistence among science teacher-trainees}, series = {ournal of science teacher education : official journal of the Association for Science Teacher Education (ASTE)}, volume = {28}, journal = {ournal of science teacher education : official journal of the Association for Science Teacher Education (ASTE)}, publisher = {Taylor \& Francis}, address = {Abingdon}, issn = {1046-560X}, doi = {10.1080/1046560X.2017.1379860}, pages = {522 -- 548}, year = {2017}, abstract = {Grounded in the expectancy-value and hope theories, the present study was conducted to examine the extent to which self-efficacy, task value, and academic hope predict persistence among science teacher-trainees in Uganda. The sample consisted of 278 undergrad- uate science teacher-trainees selected from a large public university in northern Uganda. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, Academic Hope Scale, and College Persistence Questionnaire and analyzed using structural equation modeling. Task value and aca- demic hope significantly predicted students' persistence. Academic hope made a greater contribution to students' persistence compared to task value. The combined effect of task value and academic hope did not make any significant contribution to students' persistence. The study highlights the need to strengthen students' hopeful think- ing and task value in order to increase their chances of completing their studies. Implications of the study findings for educational practice and for the training of science teacher-trainees are elaborated in the article.}, language = {en} } @article{MuwongeSchiefeleSsenyongaetal.2017, author = {Muwonge, Charles Magoba and Schiefele, Ulrich and Ssenyonga, Joseph and Kibedi, Henry}, title = {Self-regulated learning among teacher education students}, series = {Journal of psychology in Africa}, volume = {27}, journal = {Journal of psychology in Africa}, number = {6}, publisher = {Routledge}, address = {Abingdon}, issn = {1433-0237}, doi = {10.1080/14330237.2017.1399973}, pages = {515 -- 521}, year = {2017}, abstract = {In the present study, we examined the relationships between motivational beliefs (self-efficacy, task value, and control of learning beliefs) and use of metacognitive learning strategies among teacher education students in Uganda. The sample comprised of 649 students selected from seven universities. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, and analysed using Structural Equation Modelling. Task value and self-efficacy independently and significantly predicted students' reported use of metacognition. Students' self-reported self-efficacy and task value explained 38\% of the variance in their use of metacognition. The evidence suggests interventions aimed at improving teacher education students' metacognitive skills to focus on enhancing their efficacy and value beliefs.}, language = {en} } @article{MohajerzadMartinChristetal.2021, author = {Mohajerzad, Hadjar and Martin, Andreas and Christ, Johannes and Widany, Sarah}, title = {Bridging the gap between science and practice}, series = {Frontiers in psychology / Frontiers Research Foundation}, volume = {12}, journal = {Frontiers in psychology / Frontiers Research Foundation}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2021.790451}, pages = {12}, year = {2021}, abstract = {Research collaboration promises a useful approach to bridging the gap between research and practice and thus promoting evidence-informed education. This study examines whether information on research collaboration can influence the reception of research knowledge. We assume that the composition of experts from the field and scientists in a research team sends out signals that influence trust in as well as the relevance and applicability of the finding. In a survey experiment with practitioners from the field of adult education the influence of different research team compositions around an identical finding is tested. The results show overall high trust, relevance and applicability ratings with regard to the finding, regardless of the composition of the research team. We discuss the potential importance of additional information about research collaborations for effective knowledge translation and point out the need for more empirical research.}, language = {en} } @article{MoffittNardonZhang2020, author = {Moffitt, Ursula E. and Nardon, Luciara and Zhang, Hui}, title = {Becoming Canadian}, series = {International journal of intercultural relations}, volume = {78}, journal = {International journal of intercultural relations}, publisher = {Elsevier}, address = {Oxford}, issn = {0147-1767}, doi = {10.1016/j.ijintrel.2019.06.004}, pages = {84 -- 95}, year = {2020}, abstract = {We investigate how economic immigrants in Canada negotiate their identity in the process of "becoming Canadian" through an analysis of public texts. Drawing on the master narrative framework, we examine the interplay between individual and societal narratives as immigrants grapple with the tension between notions of "desirable" immigrants as those that are well integrated professionally and the reality of facing career related barriers. Among those whose success stories align with the master narrative of professional attainment there was little questioning of this expectation, thereby allowing it to remain invisible. Among those who had not (yet) achieved work related success in the receiving country, they tended to engage alternative narratives elaborating on the antecedents, outcomes, and barriers to labor market participation. Despite the countering nature of these alternative narratives, they strengthen the societal expectation of professional success as a key pathway to inclusion, thereby reinforcing the rigidity of this narrative. We contribute to literature on the social construction of national identity by examining the process of becoming national and the role of labor market participation in immigrants' perceptions of inclusion in their new society. Our study highlights the importance of including immigrants' voices in the construction of a more inclusive society, which may aid in breaking down exclusionary narratives of national identity.}, language = {en} } @article{MilosevicBhroinOlafssonetal.2022, author = {Milosevic, Tijana and Bhroin, Niamh Ni and Olafsson, Kjartan and Staksrud, Elisabeth and Wachs, Sebastian}, title = {Time spent online and children's self-reported life satisfaction in Norway}, series = {New media \& society}, journal = {New media \& society}, publisher = {Sage Publ.}, address = {London}, issn = {1461-4448}, doi = {10.1177/14614448221082651}, pages = {22}, year = {2022}, abstract = {Despite public discourses highlighting the negative consequences of time spent online (TSO) for children's well-being, Norwegian children (aged 9-16 years) use the Internet more than other European children and score higher on self-reported life satisfaction (SRLS). To explore the possibility that TSO might contribute to high life satisfaction or other underlying explanatory factors, we investigate the relationship between TSO and SRLS in Norway while also accounting for how individual, family, school, and broader social circumstances influence this relationship. Countering prevailing discourses, we find a positive relationship between TSO and SRLS, which remains positive and significant even after a wider range of variables are accounted for. By explaining the circumstances under which TSO has a positive effect on SRLS, this article provides evidence of the complex role that digital technology plays in the lives of children. It also provides a critique of the often simplistic arguments found in public discourses around children's digital media use.}, language = {en} } @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{MarotChevalereSpatola2021, author = {Marot, Medhi and Cheval{\`e}re, Johann and Spatola, Nicolas}, title = {Depressed mood, a better predictor of social-distancing compliance and candidate for intervention compared to working memory capacity}, series = {Proceedings of the National Academy of Sciences of the United States of America}, volume = {118}, journal = {Proceedings of the National Academy of Sciences of the United States of America}, number = {8}, publisher = {National Academy of Sciences}, address = {Washington}, issn = {0027-8424}, doi = {10.1073/pnas.2024017118}, pages = {2}, year = {2021}, language = {en} } @article{MahIfenthaler2019, author = {Mah, Dana-Kristin and Ifenthaler, Dirk}, title = {What do first-year students need?}, series = {Journal of applied research in higher education}, volume = {12}, journal = {Journal of applied research in higher education}, number = {1}, publisher = {Emerald Group Publishing Limited}, address = {Bingley}, issn = {2050-7003}, doi = {10.1108/JARHE-12-2018-0258}, pages = {86 -- 96}, year = {2019}, abstract = {The purpose of this paper is to analyse data on first-year students' needs regarding academic support services and reasons for their intention to leave the institution prior to degree completion. On the basis of the findings, a digital badge outline is proposed which could contribute to improved communication of academic requirements in order to help students to better adapt to higher education demands. Digital badges might also serve as an indicator for students' needing additional academic support services.}, language = {en} } @incollection{MahBellinMularskiIfenthaler2016, author = {Mah, Dana-Kristin and Bellin-Mularski, Nicole and Ifenthaler, Dirk}, title = {Moving forward with digital badges in education}, series = {Foundation of Digital Badges and Micro-Credentials : Demonstrating and Recognizing Knowledge and Competencies}, booktitle = {Foundation of Digital Badges and Micro-Credentials : Demonstrating and Recognizing Knowledge and Competencies}, editor = {Ifenthaler, Dirk and Bellin-Mularski, Nicole and Mah, Dana-Kristin}, publisher = {Springer}, address = {Cham}, isbn = {978-3-319-15424-4}, publisher = {Universit{\"a}t Potsdam}, pages = {511 -- 517}, year = {2016}, language = {en} } @book{LuethJedan2002, author = {L{\"u}th, Christoph and Jedan, Dieter}, title = {The Englightenment Idea of Human Rights in Philosophy and Education and Postmodern Criticism}, address = {Bochum}, pages = {96 S.}, year = {2002}, language = {en} } @article{Lueth1993, author = {L{\"u}th, Christoph}, title = {State-controlled and private education in Rousseau : two mutually exclusive theories?}, year = {1993}, language = {en} } @article{Lueth1998, author = {L{\"u}th, Christoph}, title = {On Wilhelm von Humboldt's Theory of Bildung}, issn = {0022-0272}, year = {1998}, language = {en} } @article{Lueth1998, author = {L{\"u}th, Christoph}, title = {Revolution of society and state by esthetic educationn? : Schiller`s Letters on the esthetic education of mankind (1795)}, isbn = {90-800497-7-8}, year = {1998}, language = {en} } @book{Lueth2001, author = {L{\"u}th, Christoph}, title = {Moral philosophy and education in the enlightenment}, editor = {Jedan, Dieter}, publisher = {Winkler}, address = {Bochum}, isbn = {3-930083-04-3}, pages = {168 S.}, year = {2001}, language = {en} } @article{Lueth2000, author = {L{\"u}th, Christoph}, title = {On Wilhelm von Humboldt's Theory of Bildung}, isbn = {0-8058-2920-2}, year = {2000}, language = {en} } @article{Ludwig2017, author = {Ludwig, Joachim}, title = {A subject-theoretical perspective on transformative learning and transformative Bildung}, series = {Transformative learning meets Bildung : an international exchange}, volume = {21}, journal = {Transformative learning meets Bildung : an international exchange}, publisher = {Sense Publishers}, address = {Rotterdam}, isbn = {978-94-6300-795-5}, doi = {10.1007/978-94-6300-797-9_4}, pages = {43 -- 55}, year = {2017}, abstract = {The German theory on transformative Bildung (Koller, Marotzki, \& Sanders, 2007; Koller, 2012; Nohl, 2014) deals with transformation processes in human thinking. Bildung is defined as self and world reference, causing change in the fundamental orientation of people in the course of their biography.}, language = {en} } @article{LompscherHedegaard1999, author = {Lompscher, Joachim and Hedegaard, Mariane}, title = {Foreword and Introduction}, year = {1999}, language = {en} } @article{LompscherGrobRhoenecketal.1995, author = {Lompscher, Joachim and Grob, Karl and Rh{\"o}neck, Christoph and Schnaitmann, Gerhard W. and V{\"o}lker, Bruno}, title = {Cognitive abilities, motives, learning strategies, and social interactions as components of long-term learning in basic electricity}, year = {1995}, language = {en} } @article{Lompscher1994, author = {Lompscher, Joachim}, title = {The sociohistorical school and the acquisition of mathematics}, year = {1994}, language = {en} } @article{Lompscher1998, author = {Lompscher, Joachim}, title = {Learning strategy research : some results, problems, and prospects}, year = {1998}, language = {en} } @article{Lompscher1999, author = {Lompscher, Joachim}, title = {Learning activity and its formation : Ascending from the abstract to the concrete}, year = {1999}, language = {en} } @article{Lompscher1999, author = {Lompscher, Joachim}, title = {Motivation and activity}, year = {1999}, language = {en} } @article{Lompscher1999, author = {Lompscher, Joachim}, title = {Activity formation as an alternative strategy of instruction}, year = {1999}, language = {en} } @misc{Lompscher1999, author = {Lompscher, Joachim}, title = {The collected works of L. S. Vygotsky, vol. 5 : Child psychology}, year = {1999}, language = {en} }