@article{JungbauerHeitmannWestphaletal.2018, author = {Jungbauer, Johannes and Heitmann, Katharina and Westphal, Andrea and Vock, Miriam}, title = {Erwachsene Kinder psychisch erkrankter Eltern}, series = {Zeitschrift f{\"u}r Familienforschung}, volume = {30}, journal = {Zeitschrift f{\"u}r Familienforschung}, number = {2}, publisher = {Budrich}, address = {Leverkusen}, issn = {1437-2940}, doi = {10.3224/zff.v30i2.05}, pages = {216 -- 229}, year = {2018}, abstract = {Zielsetzung: In diesem Beitrag werden Ergebnisse der EKipeE-Studie vorgestellt, in der erwachsene Kinder psychisch kranker Eltern befragt wurden. Ziel war es, die von den Befragten wahrgenommenen langfristigen Auswirkungen auf ihre Biographie, ihre Pers{\"o}nlichkeit und ihre Sozialbeziehungen zu beschreiben. Außerdem sollten Zusammenh{\"a}nge zwischen ausgew{\"a}hlten belastenden Kindheitserfahrungen und Problemen im Erwachsenenalter untersucht werden. Ferner sollten die Unterst{\"u}tzungsbed{\"u}rfnisse und -w{\"u}nsche der erwachsenen Kinder erfasst werden. Methode: Im Rahmen einer online-Fragebogenstudie wurden N=561 erwachsene Kinder psychisch kranker Eltern befragt. Die quantitativen Fragebogendaten wurden mit SPSS 23.0 statistisch ausgewertet; die freien Antworten und Kommentare wurden inhaltsanalytisch ausgewertet. Ergebnisse: Die Studienteilnehmer berichteten vielf{\"a}ltige emotionale und soziale Probleme, die sie als Folgen ihrer Kindheitserfahrungen wahrnehmen. Sehr h{\"a}ufig haben sie das Gef{\"u}hl, in ihrer Identit{\"a}t und ihrem Verhalten negativ gepr{\"a}gt zu sein. Viele {\"a}ußern deswegen einen Bedarf an professioneller Beratung und Unterst{\"u}tzung. Diskussion: Es handelt sich um die bislang umfangreichste Studie zu den langfristigen Folgen einer Kindheit mit einem psychisch kranken Elternteil im deutschsprachigen Raum. Die Ergebnisse verdeutlichen, dass fr{\"u}hzeitige Hilfe- und Pr{\"a}ventionsangebote f{\"u}r betroffene Kinder, Eltern und Familien notwendig sind. Auch die Bereitstellung spezifischer Beratungsangebote f{\"u}r erwachsene Kinder psychisch kranker Eltern wird empfohlen.}, language = {de} } @misc{AhlgrimmWestphalHeck2018, author = {Ahlgrimm, Frederik and Westphal, Andrea and Heck, Sebastian}, title = {Why students travel abroad (and so many others do not)}, publisher = {Universitat Politecnica de Valencia}, address = {Valencia}, isbn = {978-84-9048-690-0}, doi = {10.4995/HEAd18.2018.8161}, pages = {1135 -- 1142}, year = {2018}, abstract = {Over the past few years, studying abroad and other educational international experiences have become increasingly highly regarded. Nevertheless, research shows that only a minority of students actually take part in academic mobility programs. But what is it that distinguishes those students who take up these international opportunities from those who do not? In this study we reviewed recent quantitative studies on why (primarily German) students choose to travel abroad or not. This revealed a pattern of predictive factors. These indicate the key role played by students' personal and social background, as well as previous international travel and the course of studies they are enrolled in. The study then focuses on teaching students. Both facilitating and debilitating factors are discussed and included in a model illustrating the decision-making process these students use. Finally, we discuss the practical implications for ways in which international, studyrelated travel might be increased in the future. We suggest that higher education institutions analyze individual student characteristics, offering differentiated programs to better meet the needs of different groups, thus raising the likelihood of disadvantaged students participating in academic international travel.}, 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: A systematic review}, series = {Frontiers in Psychology}, journal = {Frontiers in Psychology}, publisher = {Frontiers}, address = {Lausanne, Schweiz}, issn = {1664-1078}, doi = {10.3389/fpsyg.2022.920326}, pages = {1 -- 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} } @phdthesis{Westphal2015, author = {Westphal, Andrea}, title = {Diagnostische Kompetenzen von Lehrkr{\"a}ften}, school = {Universit{\"a}t Potsdam}, pages = {94}, year = {2015}, language = {de} } @article{BoernertRinglebWestphalZarubaetal.2020, author = {B{\"o}rnert-Ringleb, Moritz and Westphal, Andrea and Zaruba, Nicole and Gutmann, Franziska and Vock, Miriam}, title = {The relationship between attitudes toward inclusion, beliefs about teaching and learning, and subsequent automatic evaluations amongst student teachers}, series = {Frontiers in education}, volume = {5}, journal = {Frontiers in education}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {2504-284X}, doi = {10.3389/feduc.2020.584464}, pages = {11}, year = {2020}, abstract = {Teachers' attitudes toward inclusion are frequently cited as being an important predictor of how successfully a given inclusive school system is implemented. At the same time, beliefs about the nature of teaching and learning are discussed as a possible predictor of attitudes toward inclusion. However, more recent research emphasizes the need of considering implicit processes, such as automatic evaluations, when describing attitudes and beliefs. Previous evidence on the association of attitudes toward inclusion and beliefs about teaching and learning is solely based on explicit reports. Therefore, this study aims to examine the relationship between attitudes toward inclusion, beliefs about teaching and learning, and the subsequent automatic evaluations of pre-service teachers (N = 197). The results revealed differences between pre-service teachers' explicit attitudes/beliefs and their subsequent automatic evaluations. Differences in the relationship between attitudes toward inclusion and beliefs about teaching and learning occur when teachers focus either on explicit measures or automatic evaluations. These differences might be due to different facets of the same attitude object being represented. Relying solely on either explicit measures or automatic evaluations at the exclusion of the other might lead to erroneous assumptions about the relation of attitudes toward inclusion and beliefs about teaching and learning.}, 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{VockGronostajKretschmannetal.2018, author = {Vock, Miriam and Gronostaj, Anna and Kretschmann, Julia and Westphal, Andrea}, title = {„Meine Lehrer m{\"o}gen mich" - Soziale Integration von Kindern mit sonderp{\"a}dagogischem F{\"o}rderbedarf im gemeinsamen Unterricht in der Grundschule}, series = {DDS - Die Deutsche Schule}, volume = {110}, journal = {DDS - Die Deutsche Schule}, number = {2}, publisher = {Waxmann}, address = {M{\"u}nster}, issn = {0012-0731}, doi = {10.31244/dds.2018.02.03}, pages = {124 -- 137}, year = {2018}, abstract = {Brandenburg startete im Schuljahr 2012/2013 das Pilotprojekt „Inklusive Grundschule" (PING). 35 dieser Pilot-Grundschulen wurden wissenschaftlich begleitet (vgl. Sp{\"o}rer, Schr{\"u}nder-Lenzen, Vock \& Maaz, 2015). In diesem Beitrag berichten wir Befunde zum sozialen Selbstkonzept, wie die Kinder das Klassenklima erleben und wie sie sich von ihrer Lehrkraft angenommen f{\"u}hlen. Untersucht wurden 1.435 Kinder in 61 inklusiven Klassen der Jahrgangsstufen 2 und 3. Es finden sich keine durchg{\"a}ngigen Nachteile bei Selbstkonzept und erlebtem Klassenklima f{\"u}r Kinder mit sonderp{\"a}dagogischem F{\"o}rderbedarf (SPF), jedoch f{\"u}hlen sich diese weniger von ihren Lehrkr{\"a}ften angenommen.}, language = {de} } @article{ZarubaWestphalGutmannetal.2021, author = {Zaruba, Nicole and Westphal, Andrea and Gutmann, Franziska and Vock, Miriam}, title = {Preservice teachers' implicit and explicit attitudes towards teaching and learning}, series = {Frontiers in education}, volume = {6}, journal = {Frontiers in education}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {2504-284X}, doi = {10.3389/feduc.2021.619098}, pages = {14}, year = {2021}, abstract = {When it comes to teacher attitudes towards teaching and learning, research relies heavily on explicit measures (e.g., questionnaires). These attitudes are generally conceptualized as constructivist and transmissive views on teaching and learning with constructivism often considered to be more desirable. In explicit measures, this can have drawbacks like socially desirable responding. It is for this reason that, in this study, we investigated implicit attitudes as well as explicit attitudes towards constructivism and transmission. N = 100 preservice teachers worked on a questionnaire and two Single-Target Implicit Association Tests (ST-IAT constructivism and ST-IAT transmission) before (T1) and after (T2) a single master's semester. One group (n = 50) did student teaching while a second group (n = 50) took master's courses. We evaluated preservice teachers' views on teaching at the end of their masters' studies. Participants agreed with transmission and constructivism (T1) on both an explicit and implicit level. Implicit measures seem to exceed explicit measures in differentially assessing constructivist and transmissive views on teaching and learning. After student teaching (T2), there was no overall effect of attitude development but changes in rank indicate that participants' implicit attitudes towards constructivism and transmission developed differently for each individual.}, language = {en} } @article{KretschmannWestphalVock2021, author = {Kretschmann, Julia and Westphal, Andrea and Vock, Miriam}, title = {Does it pay to be one of the oldest in class?}, series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, volume = {74}, journal = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0959-4752}, doi = {10.1016/j.learninstruc.2021.101463}, pages = {12}, year = {2021}, abstract = {Several studies have revealed that older students in a year group reach higher achievement scores than younger students in that group. But less is known about how students' relative age in class relates to their self-perception of academic achievement, their social acceptance in class and to how teachers judge their abilities. Therefore, we examined relative age effects within class on students' academic self-concept, peer relations, grades, and teachers' secondary school recommendation. Analyses were based on a sample of N = 18,956 German fourth graders, who had never been retained or accelerated. We applied multilevel regression to control for covariates at the individual and classroom level. There were no substantial relative age effects within class across any of the outcomes, except for a small advantage for the youngest in their reading self-concept. Our findings therefore contradict the common assumption that younger students in class are disadvantaged compared to their older classmates.}, language = {en} } @article{WestphalVockKretschmann2021, author = {Westphal, Andrea and Vock, Miriam and Kretschmann, Julia}, title = {Unravelling the relationship between teacher-assigned grades, student personality, and standardized test scores}, series = {Frontiers in psychology / Frontiers Research Foundation}, journal = {Frontiers in psychology / Frontiers Research Foundation}, number = {12}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2021.627440}, pages = {11}, year = {2021}, abstract = {The Big Five personality traits play a major role in student achievement. As such, there is consistent evidence that students that are more conscientious receive better teacher-assigned grades in secondary school. However, research often does not support the claim that students that are more conscientious similarly achieve higher scores in domain-specific standardized achievement tests. Based on the Invest-and-Accrue Model, we argue that conscientiousness explains to some extent why certain students receive better grades despite similar academic accomplishments (i.e., achieving similar scores in domain-specific standardized achievement tests). Therefore, the present study examines to what extent the relationship between student personality and teacher-assigned grades consists of direct as opposed to indirect associations (via subject-specific standardized test scores). We used a representative sample of 14,710 ninth-grade students to estimate these direct and indirect pathways in mathematics and German. Structural equation models showed that test scores explained between 8 and 11\% of the variance in teacher-assigned grades in mathematics and German. The Big Five personality traits in students additionally explained between 8 and 10\% of the variance in grades. Finally, the personality-grade relationship consisted of direct (0.02 | β| ≤ 0.27) and indirect associations via test scores (0.01 | β| ≤ 0.07). Conscientiousness explained discrepancies between teacher-assigned grades and students' scores in domain-specific standardized tests to a greater extent than any of the other Big Five personality traits. Our findings suggest that students that are more conscientious may invest more effort to accomplish classroom goals, but fall short of mastery.}, language = {en} }