@article{DuenkelKniggeWilbert2020, author = {D{\"u}nkel, Nora and Knigge, Michel and Wilbert, J{\"u}rgen}, title = {Determinanten und Akkuratheit von Sch{\"u}lerurteilen {\"u}ber sprachliche F{\"a}higkeiten von Mitsch{\"u}ler(inne)n im Deutschen und den Herkunftssprachen T{\"u}rkisch und Russisch}, series = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE}, volume = {23}, journal = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE}, number = {5}, publisher = {Springer}, address = {Wiesbaden}, issn = {1434-663X}, doi = {10.1007/s11618-020-00972-8}, pages = {1019 -- 1052}, year = {2020}, abstract = {Models of language acquisition suggest that the development of language abilities is influenced by the language skills of relevant interaction partners (e.g. peers). Because objective measures of interaction partners' language skills are rarely available, third party ratings may be an alternative measure. Therefore, the present study investigates students' ratings of their fellow students' language skills as indicators of actual language performance in German and the heritage languages Turkish and Russian. Multilevel models were applied to address the following questions: Which factors influence students' ratings of peers' language skills? How accurate are these ratings and what influences the accuracy of ratings? In all languages, students' ratings were moderately related to peers' test performance and the accuracy of ratings was positively moderated if the students had class together, shared the same language background and with increasing relationship quality. The ratings for German language abilities further revealed negative performance related stereotypes towards peers with Turkish and Russian language backgrounds. The results are discussed with respect to possibilities and boundaries of assessing peers' language skills through student ratings and implications of negative performance related stereotypes.}, language = {de} } @article{HoferichterKulakowHufenbach2021, author = {Hoferichter, Frances and Kulakow, Stefan and Hufenbach, Miriam Catrin}, title = {Support from parents, peers, and teachers is differently associated with middle school students' well-being}, series = {Frontiers in psychology}, volume = {12}, journal = {Frontiers in psychology}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2021.758226}, pages = {12}, year = {2021}, abstract = {Parents, peers, and teachers provide a powerful context for school students' well-being. However, a detailed and systematic analysis of how parental, peer, and teacher support relate to students' well-being, measured by the dimensions self-worth, psychological and physical well-being, is still missing. To address this research gap, the following study investigates 733 adolescent German students from grades 7 and 8 (M-age = 13.97, SD = 0.41, 52\% girls) with respect to their perceived supportive relationships at home and within the school context. The study considers gender, socioeconomic status, and school form as potential confounders. The results of the structural equation model, analyzed with the statistical software R, indicate that perceived teacher support was positively related to students' self-worth and physical well-being, while peer support was related to psychological well-being. Students who perceived their parents as supportive reported higher well-being with respect to all three dimensions investigated.}, language = {en} }