@article{BakadorovaLazaridesRaufelder2020,
  author    = {Bakadorova, Olga and Lazarides, Rebecca and Raufelder, Diana},
  title     = {Effects of social and individual school self-concepts on school engagement during adolescence},
  series = {European journal of psychology of education : a journal of education and development},
  volume    = {35},
  journal   = {European journal of psychology of education : a journal of education and development},
  number    = {1},
  publisher = {Springer Nature},
  address   = {Lisboa},
  issn      = {0256-2928},
  doi       = {10.1007/s10212-019-00423-x},
  pages     = {73 -- 91},
  year      = {2020},
  abstract  = {While school self-concept is an important facilitator of a student's school engagement, previous studies rarely investigated whether it may also explain the change in students' school engagement during secondary school. Moreover, as social relations play an increasingly important role in adolescence, the current research distinguishes between the social and individual school self-concepts of a student. Whereas individual school self-concept uses the perception of a student's own ability in the past in order to estimate perceived current ability, social school self-concept refers to the comparison of a student's own perceived current ability with the current perceived abilities of others. We examined the role of students' individual and social school self-concepts in the development of behavioral and emotional school engagement during the period from grade 8 to grade 9. The sample consisted of 1088 German adolescents at the first measurement time (M-age = 13.70, SD = 0.53; 53.9\% girls). The findings suggested a significant decline in both emotional and behavioral school engagement over the span of 1.5 years. In addition, social-but not individual-school self-concept was associated with the change in both dimensions of school engagement over time, such as it may intensify a student's decline in school engagement levels. This might be due to the fact that students with a high social school self-concept tend to increasingly emphasize competition and comparison and strive for high grades, which lowers students' school participation and identification in the long term.},
  language  = {en}
}
@article{CivitilloSchachnerJuangetal.2017,
  author    = {Civitillo, Sauro and Schachner, Maja Katharina and Juang, Linda P. and van de Vijver, Fons J. R. and Handrick, Anna and Noack, Peter},
  title     = {Towards a better understanding of cultural diversity approaches at school},
  series = {Learning, Culture and Social Interaction},
  volume    = {12},
  journal   = {Learning, Culture and Social Interaction},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {2210-6561},
  doi       = {10.1016/j.lcsi.2016.09.002},
  pages     = {1 -- 14},
  year      = {2017},
  abstract  = {The current study investigates two types of cultural diversity approaches at school, namely (1) fostering equality and (2) promoting cultural pluralism. Adopting a mixed-methods design, this study assesses teachers' (n = 207) and students' (n = 1,644) self-reported perceptions of descriptive norms and evaluates school practices and artefacts in the physical and virtual environment of 22 secondary schools in south-west Germany. Results showed that in all schools under investigation teachers and students perceived descriptive norms fostering mostly equality. A wide variety of practices and artefacts was found, revealing a third distinct cultural approach leaning towards endorsing the majority culture. Different practices and artefacts were linked to an emphasis on equality, cultural pluralism, and endorsing the majority culture. Implications for educational policy, as well as applied diversity research, are discussed.},
  language  = {en}
}
@misc{StaubitzTeusnerMeinel2019,
  author    = {Staubitz, Thomas and Teusner, Ralf and Meinel, Christoph},
  title     = {MOOCs in Secondary Education},
  series = {2019 IEEE Global Engineering Education Conference (EDUCON)},
  journal   = {2019 IEEE Global Engineering Education Conference (EDUCON)},
  publisher = {IEEE},
  address   = {New York},
  isbn      = {978-1-5386-9506-7},
  issn      = {2165-9567},
  doi       = {10.1109/EDUCON.2019.8725138},
  pages     = {173 -- 182},
  year      = {2019},
  abstract  = {Computer science education in German schools is often less than optimal. It is only mandatory in a few of the federal states and there is a lack of qualified teachers. As a MOOC (Massive Open Online Course) provider with a German background, we developed the idea to implement a MOOC addressing pupils in secondary schools to fill this gap. The course targeted high school pupils and enabled them to learn the Python programming language. In 2014, we successfully conducted the first iteration of this MOOC with more than 7000 participants. However, the share of pupils in the course was not quite satisfactory. So we conducted several workshops with teachers to find out why they had not used the course to the extent that we had imagined. The paper at hand explores and discusses the steps we have taken in the following years as a result of these workshops.},
  language  = {en}
}
@article{WolffBrand2013,
  author    = {Wolff, Wanja and Brand, Ralf},
  title     = {Subjective stressors in school and their relation to neuroenhancement a behavioral perspective on students' everyday life "doping"},
  series = {Substance abuse treatment, prevention, and policy},
  volume    = {8},
  journal   = {Substance abuse treatment, prevention, and policy},
  publisher = {BioMed Central},
  address   = {London},
  issn      = {1747-597X},
  doi       = {10.1186/1747-597X-8-23},
  pages     = {6},
  year      = {2013},
  abstract  = {Background: The use of psychoactive substances to neuroenhance cognitive performance is prevalent. Neuroenhancement (NE) in everyday life and doping in sport might rest on similar attitudinal representations, and both behaviors can be theoretically modeled by comparable means-to-end relations (substance-performance). A behavioral (not substance-based) definition of NE is proposed, with assumed functionality as its core component. It is empirically tested whether different NE variants (lifestyle drug, prescription drug, and illicit substance) can be regressed to school stressors. Findings: Participants were 519 students (25.8 +/- 8.4 years old, 73.1\% female). Logistic regressions indicate that a modified doping attitude scale can predict all three NE variants. Multiple NE substance abuse was frequent. Overwhelming demands in school were associated with lifestyle and prescription drug NE. Conclusions: Researchers should be sensitive for probable structural similarities between enhancement in everyday life and sport and systematically explore where findings from one domain can be adapted for the other. Policy makers should be aware that students might misperceive NE as an acceptable means of coping with stress in school, and help to form societal sensitivity for the topic of NE among our younger ones in general.},
  language  = {en}
}
@article{BrandWolffHoyer2013,
  author    = {Brand, Ralf and Wolff, Wanja and Hoyer, J{\"u}rgen},
  title     = {Psychological Symptoms and Chronic Mood in Representative Samples of Elite Student-Athletes, Deselected Student-Athletes and Comparison Students},
  series = {School mental health : a multidisciplinary research and practice journal},
  volume    = {5},
  journal   = {School mental health : a multidisciplinary research and practice journal},
  number    = {3},
  publisher = {Springer},
  address   = {New York},
  issn      = {1866-2625},
  doi       = {10.1007/s12310-012-9095-8},
  pages     = {166 -- 174},
  year      = {2013},
  abstract  = {Stress-levels experienced by school-aged elite athletes are pronounced, but data on their mental health status are widely lacking. In our study, we examined self-reported psychological symptoms and chronic mood. Data from a representative sample of 866 elite student-athletes (aged 12-15 years), enrolled in high-performance sport programming in German Elite Schools of Sport, were compared with data from 80 student-athletes from the same schools who have just been deselected from elite sport promotion, and from 432 age-and sex-matched non-sport students from regular schools (without such programming). Anxiety symptoms were least prevalent in female elite student-athletes. In male elite student-athletes, only symptoms of posttraumatic stress were less prevalent than in the other groups. Somatoform symptoms were generally more frequent in athletes, a trend that was significantly pronounced in deselected athletes. Deselected athletes showed an increased risk for psychological symptoms compared with both other groups. Regarding chronic mood, again deselected athletes showed less positive scores. While there was a trend toward high-performance sport being associated with better psychological health at least in girls, preventative programs should take into account that deselection from elite sport programming may be associated with specific risks for mental disorders.},
  language  = {en}
}