@article{JaeutheLenkeitBosseetal.2020,
  author    = {Jaeuthe, Jessica and Lenkeit, Jenny and Bosse, Stefanie and Bogda, Katja and Sp{\"o}rer, Nadine},
  title     = {Die Bedeutsamkeit individueller Merkmale f{\"u}r die Entwicklung von Rechtschreibkompetenzen in der Grundschule},
  series = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie},
  volume    = {52},
  journal   = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie},
  number    = {1-2},
  publisher = {Hogrefe},
  address   = {G{\"o}ttingen},
  issn      = {0049-8637},
  doi       = {10.1026/0049-8637/a000223},
  pages     = {12 -- 24},
  year      = {2020},
  abstract  = {Aus theoretischer Sicht existieren verschiedene Merkmale, die einen Einfluss auf die individuelle Entwicklung der Rechtschreibkompetenz von Grundschulkindern aus{\"u}ben k{\"o}nnen. Um diese zu analysieren, wurden in der vorliegenden Studie Schreibungen von 607 Sch{\"u}lerinnen und Sch{\"u}lern zu drei Messzeitpunkten (Anfang Klasse 2, Ende Klasse 2, Ende Klasse 3) untersucht. Zur Bestimmung des Rechtschreibkompetenzniveaus wurden Sch{\"u}lerinnen und Sch{\"u}ler mittels latenter Profilanalyse zu den drei Profilen Buchstabenentdeckende ({\"u}berwiegend nicht lautgetreue Schreibungen), Phonemprofis ({\"u}berwiegend lautgetreue Schreibungen) und Rechtschreibspezialisten (vor allem korrekte Schreibungen) zugeordnet. Mittels logistischer Regressionen wurde gepr{\"u}ft, welche Zusammenh{\"a}nge zwischen den individuellen Merkmalen Geschlecht, kognitive Grundf{\"a}higkeiten und Arbeitsverhalten und den Zuordnungen zu einem Profil sowie den Wechseln zwischen den Profilen bestehen. Unter Kontrolle des Arbeitsverhaltens zeigten sich keine signifikanten Zusammenh{\"a}nge mit dem Geschlecht oder der kognitiven Grundf{\"a}higkeit. Hingegen konnten bedeutsame Zusammenh{\"a}nge des Arbeitsverhaltens sowohl mit der Zuordnung zu den Profilen als auch mit den Wechseln zwischen den Profilen Phonemprofis und Rechtschreibspezialisten gefunden werden.},
  language  = {de}
}
@article{KraheUhlmannHerzberg2021,
  author    = {Krah{\´e}, Barbara and Uhlmann, Andreas and Herzberg, Meike},
  title     = {The voice gives it away},
  series = {Social psychology},
  volume    = {52},
  journal   = {Social psychology},
  number    = {2},
  publisher = {Hogrefe \& Huber},
  address   = {Bern},
  issn      = {1864-9335},
  doi       = {10.1027/1864-9335/a000441},
  pages     = {101 -- 113},
  year      = {2021},
  abstract  = {Two experiments examined the impact of voice pitch on gender stereotyping. Participants listened to a text read by a female (Study 1; N = 171) or male (Study 2, N = 151) speaker, whose voice pitch was manipulated to be high or low. They rated the speaker on positive and negative facets of masculinity and femininity, competence, and likability. They also indicated their own gendered self-concept. High pitch was associated with the ascription of more feminine traits and greater likability. The high-pitch female speaker was rated as less competent, and the high-pitch male speaker was perceived as less masculine. Text content and participants' gendered self-concept did not moderate the pitch effect. The findings underline the importance of voice pitch for impression formation.},
  language  = {en}
}
@article{LazaridesRaufelder2017,
  author    = {Lazarides, Rebecca and Raufelder, Diana},
  title     = {Longitudinal Effects of Student-Perceived Classroom Support on Motivation},
  series = {Frontiers in psychology},
  volume    = {8},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2017.00417},
  year      = {2017},
  abstract  = {This two-wave longitudinal study examined how developmental changes in students' mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students' intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students' motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (Mean age D 13.70, SD D 0.53, 54\% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students' academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students' perceptions of competence in class when aiming to enhance students' academic effort in secondary school classrooms.},
  language  = {en}
}
@article{NiehuesGerlachWendebornetal.2022,
  author    = {Niehues, Maike and Gerlach, Erin and Wendeborn, Thomas and Sallen, Jeffrey},
  title     = {Successful in sports but worse in school?},
  series = {Frontiers in education},
  volume    = {7},
  journal   = {Frontiers in education},
  publisher = {Frontiers Media},
  address   = {Lausanne},
  issn      = {2504-284X},
  doi       = {10.3389/feduc.2022.946284},
  pages     = {14},
  year      = {2022},
  abstract  = {Studies have evaluated the effectiveness of dual career (DC) support services among student-athletes by examining scholastic performances. These studies investigated self-reported grades student-athletes or focused on career choices student-athletes made after leaving school. Most of these studies examined scholastic performances cross-sectionally among lower secondary school student-athletes or student-athletes in higher education. The present longitudinal field study in a quasi-experimental design aims to evaluate the development of scholastic performances among upper secondary school students aged 16-19 by using standardized scholastic assessments and grade points in the subject English over a course of 3-4 years. A sample of 159 students (54.4\% females) at three German Elite Sport Schools (ESS) and three comprehensive schools participated in the study. The sample was split into six groups according to three criteria: (1) students' athletic engagement, (2) school type attendance, and (3) usage of DC support services in secondary school. Repeated-measurement analyses of variance were conducted in order to evaluate the impact of the three previously mentioned criteria as well as their interaction on the development of scholastic performances. Findings indicated that the development of English performance levels differ among the six groups.},
  language  = {en}
}