@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{ScholkmannSiemonBoometal.2017,
  author    = {Scholkmann, Antonia and Siemon, Jens and Boom, Kay-Dennis and Knigge, Michel},
  title     = {Lernzeitnutzung im Planspielunterricht},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  volume    = {20},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  publisher = {Springer},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-017-0736-4},
  pages     = {651 -- 669},
  year      = {2017},
  abstract  = {The effective use of learning time is considered one of the most important predictors of successful and good teaching. In the present study we investigated how cognitive skills and goal orientation influenced the effective use of learning time during the open phases of game-based learning We used a newly developed method for video- and audio analysis (German: MuVA), which allowed for reliable documentation of students' interactions during those phases. The two-step multiple regression model demonstrated that both the learner's and the learning partner's goal orientation explain significant parts of the variance: A high performance goal orientation impairs a student's effective use of learning time, while a high performance avoidance orientation has a positive impact on his or her effective use of learning time. Working with a partner who has a high learning goal orientation or a high work avoidance orientation increases a student's effective use of his or her learning time, while a high work avoidance orientation on the partner's side has the opposite effect. Cognitive skills did not influence the effective use of learning time.},
  language  = {de}
}