Dokument-ID Dokumenttyp Verfasser/Autoren Herausgeber Haupttitel Abstract Auflage Verlagsort Verlag Erscheinungsjahr Seitenzahl Schriftenreihe Titel Schriftenreihe Bandzahl ISBN Quelle der Hochschulschrift Konferenzname Quelle:Titel Quelle:Jahrgang Quelle:Heftnummer Quelle:Erste Seite Quelle:Letzte Seite URN DOI Abteilungen OPUS4-63020 Wissenschaftlicher Artikel Tosch, Frank Meier, Bernd; Jakupec, Viktor Jena-Plan-Pädagogik zwischen Schulfortschritt und Schulstreit an der weltlichen Volksschule in Finsterwalde am Ende der Weimarer Republik Berlin trafo 2023 32 Bildung im gesellschaftlichen Kontext = Education in social context 978-3-86464-258-6 55 86 Department Erziehungswissenschaft OPUS4-63021 Wissenschaftlicher Artikel Tosch, Frank Rochow-Museum und Akademie für Bildungsgeschichtliche Forschung e.V. an der Universität Potsdam, Reckahn, Das besondere Exponat. „Von Spielen und Vergnügungen" Berlin Lit-Verlag 2022 12 Zeitschrift für Museum und Bildung - Spielzeit - Spielraum 978-3-643-99710-4 92-93 139 150 Department Erziehungswissenschaft OPUS4-62902 Wissenschaftlicher Artikel Spatola, Nicolas; Kühnlenz, Barbara; Cheng, Gordon Perception and evaluation in human-robot interaction The evaluation of how (human) individuals perceive robots is a central issue to better understand human-robot interaction (HRI). On this topic, promising proposals have emerged. However, present tools are not able to assess a sufficient part of the composite psychological dimensions involved in the evaluation of HRI. Indeed, the percentage of variance explained is often under the recommended threshold for a construct to be valid. In this article, we consolidate the lessons learned from three different studies and propose a further developed questionnaire based on a multicomponent approach of anthropomorphism by adding traits from psychosocial theory about the perception of others and the attribution and deprivation of human characteristics: the de-humanization theory. Among these characteristics, the attribution of agency is of main interest in the field of social robotics as it has been argued that robots could be considered as intentional agents. Factor analyses reveal a four sub-dimensions scale including Sociability, Agency, Animacy, and the Disturbance. We discuss the implication(s) of these dimensions on future perception of and attitudes towards robots. Dordrecht Springer 2021 23 International Journal of Social Robotics 13 7 1517 1539 10.1007/s12369-020-00667-4 Department Erziehungswissenschaft OPUS4-62889 Wissenschaftlicher Artikel Ercan, Habibe; Hartmann, Ulrike; Richter, Dirk; Kuschel, Jenny; Gräsel, Cornelia Effekte von integrativer Führung auf die Datennutzung von Lehrkräften The present article reports the effects of school principals' integrative leadership behavior, including transformational and instructional components, on teachers' data use. Results of a structural equation model indicate significant positive direct and indirect effects on teachers' use of various data. Total effects seem to be mainly mediated by teachers' cooperation activities. Münster Waxmann 2021 16 Die deutsche Schule : DDS : Zeitschrift für Erziehungswissenschaft, Bildungspolitik und pädagogische Praxis 113 Data-based school improvement - direct and indirect effects of integrative leadership on teachers' data use 1 85 100 10.31244/dds.2021.01.08 Department Erziehungswissenschaft OPUS4-62842 Wissenschaftlicher Artikel Tetzlaff, Leonard; Hartmann, Ulrike; Dumont, Hanna; Brod, Garvin Assessing individualized instruction in the classroom In this article, we address the measurement of individualized instruction in the context of regular classroom instruction. Our study assessed instructional practices geared towards individualization in German third grade reading lessons by combining self-report data from 621 students, from their teachers (n = 57), and live obser-vations. We then investigated the reliability of these different approaches to measuring individualization as well as the agreement between them. All three approaches yielded reliable indicators of individualized practices, but not all of them corresponded with each other. We found considerable agreement between students and observers, but neither agreed with teachers' self-reports. Upon closer examination, we found that students' ratings only correlated with teacher ratings that were provided close to the timepoint of interest. This correlation increased when teacher measures were corrected for response tendencies. We conclude with some recommendations for future studies that aim to measure individualized instruction in the classroom. Oxford Elsevier 2022 10 Learning and instruction : the journal of the European Association for Research on Learning and Instruction (EARLI) 82 10.1016/j.learninstruc.2022.101655 Department Erziehungswissenschaft OPUS4-62644 Wissenschaftlicher Artikel Wulff, Peter; Buschhüter, David; Westphal, Andrea; Mientus, Lukas; Nowak, Anna; Borowski, Andreas Bridging the gap between qualitative and quantitative assessment in science education research with machine learning Science education researchers typically face a trade-off between more quantitatively oriented confirmatory testing of hypotheses, or more qualitatively oriented exploration of novel hypotheses. More recently, open-ended, constructed response items were used to combine both approaches and advance assessment of complex science-related skills and competencies. For example, research in assessing science teachers' noticing and attention to classroom events benefitted from more open-ended response formats because teachers can present their own accounts. Then, open-ended responses are typically analyzed with some form of content analysis. However, language is noisy, ambiguous, and unsegmented and thus open-ended, constructed responses are complex to analyze. Uncovering patterns in these responses would benefit from more principled and systematic analysis tools. Consequently, computer-based methods with the help of machine learning and natural language processing were argued to be promising means to enhance assessment of noticing skills with constructed response formats. In particular, pretrained language models recently advanced the study of linguistic phenomena and thus could well advance assessment of complex constructs through constructed response items. This study examines potentials and challenges of a pretrained language model-based clustering approach to assess preservice physics teachers' attention to classroom events as elicited through open-ended written descriptions. It was examined to what extent the clustering approach could identify meaningful patterns in the constructed responses, and in what ways textual organization of the responses could be analyzed with the clusters. Preservice physics teachers (N = 75) were instructed to describe a standardized, video-recorded teaching situation in physics. The clustering approach was used to group related sentences. Results indicate that the pretrained language model-based clustering approach yields well-interpretable, specific, and robust clusters, which could be mapped to physics-specific and more general contents. Furthermore, the clusters facilitate advanced analysis of the textual organization of the constructed responses. Hence, we argue that machine learning and natural language processing provide science education researchers means to combine exploratory capabilities of qualitative research methods with the systematicity of quantitative methods. Dordrecht Springer 2022 24 Journal of science education and technology 31 4 490 513 10.1007/s10956-022-09969-w Department Erziehungswissenschaft OPUS4-62648 Wissenschaftlicher Artikel Wachs, Sebastian; Wettstein, Alexander; Bilz, Ludwig; Gamez-Guadix, Manuel Motivos del discurso de odio en la adolescencia y su relación con las normas sociales Hate speech has become a widespread phenomenon, however, it remains largely unclear why adolescents engage in it and which factors are associated with their motivations for perpetrating hate speech. To this end, we developed the multidimensional "Motivations for Hate Speech Perpetration Scale" (MHATE) and evaluated the psychometric properties. We also explored the associations between social norms and adolescents' motivations for hate speech perpetration. The sample consisted of 346 adolescents from Switzerland (54.6% boys; Mage=14; SD=0.96) who reported engagement in hate speech as perpetrators. The analyses revealed good psychometric properties for the MHATE, including good internal consistency. The most frequently endorsed subscale was revenge, followed by ideology, group conformity, status enhancement, exhilaration, and power. The results also showed that descriptive norms and peer pressure were related to a wide range of different motivations for perpetrating hate speech. Injunctive norms, however, were only associated with power. In conclusion, findings indicate that hate speech fulfills various functions. We argue that knowing the specific motivations that underlie hate speech could help us derive individually tailored prevention strategies (e.g., anger management, promoting an inclusive classroom climate). Furthermore, we suggest that practitioners working in the field of hate speech prevention give special attention to social norms surrounding adolescents. Huelva Grupo Comunicar 2022 12 Comunicar : revista científica de comunicación y educación 30 71 9 20 10.3916/C71-2022-01 Department Erziehungswissenschaft OPUS4-62293 Wissenschaftlicher Artikel Gámez-Guadix, Manuel; Mateos, Estibaliz; Wachs, Sebastian; Blanco, Marta Self-harm on the internet among adolescents Background: Using the internet to search for information or share images about self-harm is an emerging risk among young people. The aims of this study were (a) to analyze the prevalence of different types of self-harm on the internet and differences by sex and age, and (b) to examine the relationship of self-harm on the internet with intrapersonal factors (i.e., depression and anxiety) and interpersonal factors (i.e., family cohesion and social resources). Method: The sample consisted of 1,877 adolescents (946 girls) between 12 and 17 years old (Mage = 13.41, SD = 1.25) who completed self-report measures. Results: Approximately 11% of the participants had been involved in some type of self-harm on the internet. The prevalence was significantly higher among girls than boys and among adolescents older than 15 years old. Depression and anxiety increased the risk of self-harm on the internet, whereas family cohesion decreased the probability of self-harm on the internet. Conclusions: Self-harm on the internet is a relatively widespread phenomenon among Spanish adolescents. Prevention programs should include emotional regulation, coping skills, and resilience to reduce in this behavior. Oviedo Departamento de Psicología de la Universidad de Oviedo, Colegio Oficial de Psicólogos del Principado de Asturias, Vicerrectorado de Investigación de la Universidad de Oviedo 2022 7 Psicothema 34 2 233 239 10.7334/psicothema2021.328 Department Erziehungswissenschaft OPUS4-62294 Wissenschaftlicher Artikel Traini, Claudia; Kleinert, Corinna; Bittmann, Felix How does exposure to a different school track influence learning progress? German secondary education is known for its early, strict selection of students into different schooling tracks based on prior academic performance, based on the assumption that students learn more efficiently when the learning environment is tailored to their individual abilities and needs. While much previous research has shown that entry into tracks is socially selective, less is known whether there are effects of being exposed to a particular school track on educational success and which mechanisms are contributing to these effects. We investigate this question by comparing the learning progress in reading and mathematics of students in the upper and intermediate schooling track over five years of secondary schooling, based on large-scale German-wide longitudinal data (NEPS-SC3). Even when restricting our sample to a group of students with similar preconditions and controlling for skills at the beginning of secondary schooling, we find that the learning progress in the upper track is higher for both domains, suggesting scissor effects of track exposure. It is mainly the average performance level of the class, and to a lesser degree its social background composition, which mediates these effects. In contrast, migration background composition of the class and instructional quality perceived by students hardly contribute to explaining increasing learning gains in the upper track. Amsterdam [u.a.] Elsevier 2021 15 Research in social stratification and mobility 76 285 298 10.1016/j.rssm.2021.100625 Department Erziehungswissenschaft OPUS4-62287 Wissenschaftlicher Artikel Lazarides, Rebecca Christine; Schiepe-Tiska, Anja Heterogeneity of motivational characteristics in classroom An effective handling of heterogeneous groups in classrooms is one of the main challenges that teachers face when planning their instruction. However, including means of adaptive teaching in classrooms also yields the chance to re-conceptualize classroom instruction. Researchers and practitioners often discuss the question of how different ability levels can be considered adequately in teaching and learning. Because motivation is a central source of competence development and self-regulated learning, the current article discusses how teaching can adapt to learners' different motivational states and traits. In a first step, we review theoretical and empirical perspectives on intra- and interindividual motivational differences in students and their relations to other dimensions of classroom heterogeneity such as gender, ethnic background, and socio-economic status. Against this background, we discuss how instruction can adapt effectively to learners' different motivational needs. We introduce a model of adaptive teaching that refers to students' intra- and interindividual motivational differences and derive conclusions for teacher education and instructional practice. Wiesbaden Springer 2022 19 Zeitschrift für Erziehungswissenschaft 25 2 249 267 10.1007/s11618-022-01082-3 Department Erziehungswissenschaft OPUS4-61506 Wissenschaftlicher Artikel Wright, Michelle F.; Wachs, Sebastian; Yanagida, Takuya; Sevcikova, Anna; Dedkova, Lenka; Bayraktar, Fatih; Aoyama, Ikuko; Kamble, Shanmukh; Macháčková, Hana; Li, Zheng; Soudi, Shruti; Lei, Li; Shu, Chang Coping with Public and Private Face-to-Face and Cyber Victimization among Adolescents in Six Countries This study investigated the role of medium (face-to-face, cyber) and publicity (public, private) in adolescents' perceptions of severity and coping strategies (i.e., avoidant, ignoring, helplessness, social support seeking, retaliation) for victimization, while accounting for gender and cultural values. There were 3432 adolescents (ages 11-15, 49% girls) in this study; they were from China, Cyprus, the Czech Republic, India, Japan, and the United States. Adolescents completed questionnaires on individualism and collectivism, and ratings of coping strategies and severity for public face-to-face victimization, private face-to-face victimization, public cyber victimization, and private cyber victimization. Findings revealed similarities in adolescents' coping strategies based on perceptions of severity, publicity, and medium for some coping strategies (i.e., social support seeking, retaliation) but differential associations for other coping strategies (i.e., avoidance, helplessness, ignoring). The results of this study are important for prevention and intervention efforts because they underscore the importance of teaching effective coping strategies to adolescents, and to consider how perceptions of severity, publicity, and medium might influence the implementation of these coping strategies. Basel MDPI 2022 11 International journal of environmental research and public health 19 21 10.3390/ijerph192114405 Department Erziehungswissenschaft OPUS4-60414 Wissenschaftlicher Artikel Oppermann, Elisa; Lazarides, Rebecca Christine Elementary school teachers' self-efficacy, student-perceived support and students' mathematics interest Teachers' self-efficacy beliefs have been shown to be related to their supportive teaching practices and to adolescents' motivation. Yet, little is known about these relations in elementary school. The present study examined the longitudinal effects of teachers' self-efficacy on student-perceived teacher support and students' mathematics interest with a sample of 2082 students and 133 teachers in third and fourth grade. Results revealed that teachers' self-efficacy was longitudinally related to student-perceived support, which in turn was positively related to students' interest. The findings underline the relevance of teachers' self-efficacy beliefs and teacher support for the development of students' interest in elementary school. Amsterdam Elsevier 2021 12 Teaching and teacher education : an international journal of research and studies 103 10.1016/j.tate.2021.103351 Department Erziehungswissenschaft OPUS4-62084 Wissenschaftlicher Artikel Kühl, Tim; Wohninsland, Patrizia Learning with the interactive whiteboard in the classroom When used in a sensible way, Interactive Whiteboards (IWB) are supposed to motivate and engage students in learning in the classroom. Thereby, they might also stimulate students who are usually more restrained, such as more anxious students. However, the body of research on the impact of IWB lessons is rather small. The present study investigated whether a 45-minute lesson with the IWB compared to a conceptual identical 45-minute lesson without the IWB would support learning and motivation within the subject English as a foreign language for German students. Moreover, the study examined whether the 45-minute lesson with the IWB compared to the 45-minute lesson without the IWB would be better able to counteract the detrimental effects of foreign language classroom anxiety (FLCA). One hundred and two eighth graders from two secondary schools in Germany took part in this study and were either taught with the IWB (condition IWB; n = 53) or without the IWB (condition No-IWB; n = 50). Results showed that students in the IWB condition stated to be higher motivated and performed better in a vocabulary test than their counterparts in the No-IWB condition. FLCA was negatively correlated with performance in the vocabulary test. Other than expected, learning with the IWB did not compensate the detrimental effect of FLCA, meaning that learning with the IWB was more beneficial than learning without the IWB irrespective of a student's FLCA. Implications of the study will be discussed. Dordrecht [u.a.] Springer 2022 18 Education and information technologies : the official journal of the IFIP Technical Committee on Education 27 7 10387 10404 10.1007/s10639-022-11004-9 Department Erziehungswissenschaft OPUS4-60345 Wissenschaftlicher Artikel Huang, Yizhen; Richter, Eric; Kleickmann, Thilo; Wiepke, Axel; Richter, Dirk Classroom complexity affects student teachers' behavior in a VR classroom Student teachers often struggle to keep track of everything that is happening in the classroom, and particularly to notice and respond when students cause disruptions. The complexity of the classroom environment is a potential contributing factor that has not been empirically tested. In this experimental study, we utilized a virtual reality (VR) classroom to examine whether classroom complexity affects the likelihood of student teachers noticing disruptions and how they react after noticing. Classroom complexity was operationalized as the number of disruptions and the existence of overlapping disruptions (multidimensionality) as well as the existence of parallel teaching tasks (simultaneity). Results showed that student teachers (n = 50) were less likely to notice the scripted disruptions, and also less likely to respond to the disruptions in a comprehensive and effortful manner when facing greater complexity. These results may have implications for both teacher training and the design of VR for training or research purpose. This study contributes to the field from two aspects: 1) it revealed how features of the classroom environment can affect student teachers' noticing of and reaction to disruptions; and 2) it extends the functionality of the VR environment-from a teacher training tool to a testbed of fundamental classroom processes that are difficult to manipulate in real-life. Oxford Elsevier 2021 15 Computers & education : an international journal 163 10.1016/j.compedu.2020.104100 Institut für Informatik und Computational Science OPUS4-61916 Wissenschaftlicher Artikel Richter, Eric; Lucksnat, Christin; Redding, Christopher; Richter, Dirk Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching In this study, we investigated retention intention and job satisfaction of 238 first-year alternatively certified (AC) teachers. Drawing on Organizational Socialization Theory, we tested the hypothesis that AC teacher extraversion and perceived school support are positively related to the two variables and mediated by self-efficacy. To test our hypothesis, we applied structural equation modeling. Our results demonstrate that extraversion and perceived social support are positively related to retention intentions and job satisfaction. In addition, self-efficacy serves as a mediator. The findings could help school administrators to better understand how to support and retain AC teachers and thus address teacher shortages. Oxford Elsevier 2022 11 Teaching and Teacher Education 114 10.1016/j.tate.2022.103704 Department Erziehungswissenschaft OPUS4-61879 Wissenschaftlicher Artikel Hasl, Andrea; Voelkle, Manuel; Kretschmann, Julia; Richter, Dirk; Brunner, Martin A dynamic structural equation approach to modeling wage dynamics and cumulative advantage across the lifespan Wages and wage dynamics directly affect individuals' and families' daily lives. In this article, we show how major theoretical branches of research on wages and inequality-that is, cumulative advantage (CA), human capital theory, and the lifespan perspective-can be integrated into a coherent statistical framework and analyzed with multilevel dynamic structural equation modeling (DSEM). This opens up a new way to empirically investigate the mechanisms that drive growing inequality over time. We demonstrate the new approach by making use of longitudinal, representative U.S. data (NLSY-79). Analyses revealed fundamental between-person differences in both initial wages and autoregressive wage growth rates across the lifespan. Only 0.5% of the sample experienced a "strict" CA and unbounded wage growth, whereas most individuals revealed logarithmic wage growth over time. Adolescent intelligence and adult educational levels explained substantial heterogeneity in both parameters. We discuss how DSEM may help researchers study CA processes and related developmental dynamics, and we highlight the extensions and limitations of the DSEM framework. Abingdon Routledge, Taylor & Francis Group 2022 22 Multivariate Behavioral Research 58 3 504 525 10.1080/00273171.2022.2029339 Department Erziehungswissenschaft OPUS4-61870 Wissenschaftlicher Artikel Vock, Miriam; Gronostaj, Anna; Kretschmann, Julia; Westphal, Andrea Wie bewerten begabte und leistungsstarke Jugendliche in separaten Spezialklassen ihren Unterricht? Leistungsstarke und besonders begabte Schüler*innen werden im Unterricht oft nicht genügend gefordert. In speziellen Klassen für besonders Leistungsstarke und Begabte kann der Unterricht stärker auf die Lernmöglichkeiten dieser Gruppe zugeschnitten werden. Spezialklassen gelten insgesamt als leistungsförderlich, Studien zur Unterrichtsqualität sind bisher jedoch rar. In dieser Studie wird untersucht, wie Schüler*innen der Leistungs- und Begabungsklassen (LuBK) im Land Brandenburg die Qualität ihres Unterrichts in Deutsch und Mathematik im Vergleich zu Schüler*innen von Regelklassen einschätzen. Die Datenbasis bilden N = 3371 Schüler*innen der 8. und 10. Jahrgangsstufe aus 33 Schulen. Mittels Fragebögen wurden Merkmale der Unterrichtsqualität nach dem QuAIT-Modell erfragt; die Datenanalyse erfolgte mit regressionsanalytischen Mehrebenenmodellen. Die Schüler*innen der LuBK bewerten die Qualität ihres Unterrichts überwiegend positiver als die Schüler*innen der Regelklassen, Defizite zeigen sich jedoch in beiden Klassentypen bei den Qualitätsmerkmalen der inneren Differenzierung und der Mitsprache bei Unterrichtsthemen. Wiesbaden Springer 2022 23 Zeitschrift für Erziehungswissenschaft 25 How do gifted and high achieving adolescents in separate special classes evaluate their lessons? 1151 1173 10.1007/s11618-022-01118-8 Department Erziehungswissenschaft OPUS4-60306 Wissenschaftlicher Artikel Lazarides, Rebecca Christine; Watt, Helen M. G.; Richardson, Paul W. Teachers' classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career Teacher self-efficacy for classroom management is an important component of teachers' identity with implications for their teaching quality. Theoretically, it has been described that contextual variables play an important role for self-efficacy development and its consequences. However, little is known about the interrelationships of job resources and demands with teacher self-efficacy, and consequences for teachers' professional behaviors. We extend teacher self-efficacy research by drawing on the Job Demands-Resources model in examining contextual influences on developmental dynamics between classroom management self-efficacy and teacher-reported classroom management, from prior to qualifying as a teacher until mid-career. Participants were 395 primary and secondary Australian school teachers. Longitudinal structural equation models showed teachers' classroom management self-efficacy positively related to aspects of their perceived classroom management, particularly during early career. Between early and mid-career, the positive relationship between self-efficacy and classroom management was moderated by early career excessive demands. Implications are outlined for teacher education and school administration. Amsterdam [u.a.] Elsevier Science 2020 14 Learning and instruction 69 10.1016/j.learninstruc.2020.101346 Department Erziehungswissenschaft OPUS4-61800 Wissenschaftlicher Artikel Kalinowski, Eva; Jurczok, Anne; Westphal, Andrea; Vock, Miriam Welche individuellen und institutionellen Faktoren begünstigen die Kooperation von Grundschullehrkräften? Der Kooperation von Lehrkräften wird für die Bewältigung der komplexen Anforderungen des Schulalltags großes Potenzial zugeschrieben. Dennoch ist Kooperation in vielen Lehrkräftekollegien nicht selbstverständlich. Auf Basis einer Befragung von N = 489 Grundschullehrkräften untersucht dieser Beitrag in einem querschnittlichen Design die kollegiale Kooperation in Schulen in Deutschland. Mit einer Regression wurde unter Berücksichtigung der Mehrebenenstruktur der Daten geprüft, in welchem Ausmaß personale, kompetenzbezogene und institutionelle Merkmale die Umsetzung verschiedener Kooperationsformen wahrscheinlicher machen. Die Ergebnisse zeigen, dass die Kooperationsform „Austausch" in der Arbeit der Lehrkräfte ausgeprägt wahrgenommen wurde, die Kooperationsform „Kokonstruktion" weniger. Zudem zeigen sich Gemeinsamkeiten, aber auch Unterschiede in den begünstigenden Faktoren. Während sich für beide Kooperationsformen die Wahrnehmung kollektiver Selbstwirksamkeit und das Zusammenspiel zwischen organisatorischen und räumlichen Rahmenbedingungen als prädiktiv erwiesen, spielte der Enthusiasmus lediglich für den Austausch und die Unterrichtserfahrung nur für die Kokonstruktion eine Rolle. Wiesbaden Springer 2022 31 Zeitschrift für Erziehungswissenschaft 25 Which individual and institutional factors facilitate collaboration between teachers in primary schools? 999 1029 10.1007/s11618-022-01081-4 Department Erziehungswissenschaft OPUS4-61611 Wissenschaftlicher Artikel Hettinger, Katharina; Lazarides, Rebecca Christine; Rubach, Charlott; Schiefele, Ulrich Teacher classroom management self-efficacy This study examined the relations between teacher-reported classroom management self-efficacy, stu-dent-reported teaching quality and students' enjoyment in mathematics. Data were collected from German ninth and tenth-grade students (N = 779) and their teachers (N = 40) at the beginning and the middle of the school year. Multilevel models showed that teachers' self-efficacy at time 1 significantly and positively related to class-level monitoring and relatedness at time 2. Class-level relatedness at time 2 was significantly and positively associated with enjoyment at time 2. Teacher-reported self-efficacy at time 1 was indirectly related to enjoyment at time 2 through relatedness at time 2. Oxford Elsevier 2021 10 Teaching and teacher education : an international journal of research and studies 103 10.1016/j.tate.2021.103349 Department Psychologie OPUS4-61749 Wissenschaftlicher Artikel Kühl, Tim; Fehringer, Benedict C. O. F.; Münzer, Stefan Unifying the ability-as-compensator and ability-as-enhancer hypotheses Spatial abilities have been found to interact with the design of visualizations in educational materials in different forms: (1) spatial abilities enhanced learning with optimized visual design (ability-as-enhancer) or (2) spatial abilities compensated for suboptimal visual design (ability-as-compensator). A brief review of pertinent studies suggests that these two forms are viewed as mutually exclusive. We propose a novel unifying conceptualization. This conceptualization suggests that the ability-as enhancer interaction will be found in the low-medium range of a broad ability continuum whereas the ability-as-compensator interaction will be found in the medium-high range. The largest difference in learning outcomes between visual design variations is expected for medium ability. A corresponding analytical approach is suggested that includes nonlinear quadratic interactions. The unifying conceptualization was confirmed in an experiment with a consistent visual-spatial task. In addition, the conceptualization was investigated with a reanalysis of pooled data from four multimedia learning experiments. Consistent with the conceptualization, quadratic interactions were found, meaning that interactions depended on ability range. The largest difference between visual design variations was obtained for medium ability, as expected. It is concluded that the unifying conceptualization is a useful theoretical and methodological approach to analyze and interpret aptitude-treatment interactions that go beyond linear interactions. New York Springer 2022 33 Educational psychology review 34 2 1063 1095 10.1007/s10648-021-09650-5 Department Erziehungswissenschaft OPUS4-61780 Wissenschaftlicher Artikel Lazarides, Rebecca Christine; Schiepe-Tiska, Anja Editorial: Heterogenität motivationaler Lernvoraussetzungen im schulischen Kontext Wiesbaden Springer 2022 4 Zeitschrift für Erziehungswissenschaft 25 Editorial: Heterogeneity of motivational learning prerequisites in the school context 2 245 248 10.1007/s11618-022-01097-w Department Erziehungswissenschaft OPUS4-61769 Wissenschaftlicher Artikel Huang, Yizhen; Richter, Eric; Kleickmann, Thilo; Richter, Dirk Class size affects preservice teachers' physiological and psychological stress reactions Teachers frequently express stress associated with teaching in large classrooms. Despite the timehonored tradition in teacher stress research of treating class size as a job-related stressor, the underlying premise that class size directly impacts teachers' stress reactions remains untested. In this randomized controlled experiment targeted at preservice teachers, we utilized a standardized virtual reality (VR) classroom to examine whether class size (number of student avatars) directly affected physiological (heart rate) or psychological (subjective rating) stress reactions among 65 preservice teachers. Results from linear mixed-effects modeling (LMM) showed that class size significantly predicted both their physiological and psychological stress reactions in the simulated environment: Average heart rate and subjective stress ratings were both significantly higher in the large class size condition. Further investigations into the causes of this association has been proposed. These findings may contribute to a better understanding of the effects of classroom features on preservice teachers' emotional experiences and well-being. Oxford Elsevier 2022 20 Computers & education : an international journal 184 10.1016/j.compedu.2022.104503 Department Erziehungswissenschaft OPUS4-61707 Wissenschaftlicher Artikel Hettinger, Katharina; Lazarides, Rebecca Christine; Retelsdorf, Jan Interindividuell unterschiedliche Veränderungen der Lesemotivation Reading motivation is highly significant for students' reading achievement and varies interindividual. However, only few studies investigate changes in reading motivation patterns considering student gender, reading achievement and teaching behavior. These results would allow adaptive teaching. In this longitudinal study we aim to close this research gap by examining students' valuing of reading and reading self-concept using data from N = 1313 German fifth- and sixth-grade students (50.0% girls). Results of latent profile analyses identified three motivational profiles: 'Low intrinsic value', 'Moderate reading motivation' and 'High reading motivation'. Highly supportive teaching-as perceived by students-in Grade 5 was significantly associated with a lower probability to change in the 'Low intrinsic value profile' instead into the 'High reading motivation profile'. Girls and high achievers in reading changed less likely into the 'Moderate reading motivation profile' than into the 'High reading motivation profile'. Implications for teaching are discussed. Wiesbaden Springer Vieweg-Springer Fachmedien Wiesbaden GmbH 2022 24 Zeitschrift für Erziehungswissenschaft 25 Interindividually different changes in reading motivation 2 353 376 10.1007/s11618-022-01076-1 Department Erziehungswissenschaft OPUS4-61104 Wissenschaftlicher Artikel Wright, Michelle F.; Wachs, Sebastian Parental support, health, and cyberbullying among adolescents with intellectual and developmental disabilities Some studies reveal that adolescents with intellectual disabilities and developmental disabilities are more likely to be victims of both face-to-face bullying and cyberbullying. Research also suggests that these adolescents are likely to witness bullying victimization. More research is needed to better understand the negative outcomes associated with their experiences. The purpose of this short-term longitudinal study was to investigate the buffering effect of parental social support on the associations of cyberbullying victimization and bystanding to subjective health complaints, suicidal ideation, and non-suicidal self-harm. Participants were 121 adolescents (63% male;Mage = 14.10 years) with intellectual disabilities and developmental disorders who completed questionnaires on their face-to-face and cyberbullying victimization and bystanding, parental social support, subjective health complaints, suicidal ideation, and non-suicidal self-harm during the 7th grade (Time 1). In 8th grade (Time 2), they completed questionnaires on subjective health complaints, suicidal ideation, and non-suicidal self-harm. The findings revealed that the positive associations between Time 1 cyberbullying victimization and Time 2 subjective health complaints, suicidal ideation, and non-suicidal self-harm were stronger at lower levels of Time 1 parental social support, while high levels of Time 1 parental social support diminished these relationships. Similar patterns were found for Time 1 cyberbullying bystanding and Time 2 subjective health complaints. Parental social support has a buffering effect on the relationships among cyberbullying victimization, bystanding, and health outcomes among adolescents with intellectual and developmental disorders. New York Springer 2020 12 Journal of child and family studies 29 9 2390 2401 10.1007/s10826-020-01739-9 Department Erziehungswissenschaft OPUS4-60000 Wissenschaftlicher Artikel Breit, Moritz Lion; Brunner, Martin; Preckel, Franzis Age and ability differentiation in children Differentiation hypotheses concern changes in the structural organization of cognitive abilities that depend on the level of general intelligence (ability differentiation) or age (developmental differentiation). Part 1 of this article presents a review of the literature on ability and developmental differentiation effects in children, revealing the need for studies that examine both effects simultaneously in this age group with appropriate statistical methods. Part 2 presents an empirical study in which nonlinear factor analytic models were applied to the standardization sample (N = 2,619 German elementary schoolchildren; 48% female; age: M = 8.8 years, SD = 1.2, range 6-12 years) of the THINK 1-4 intelligence test to investigate ability differentiation, developmental differentiation, and their interaction. The sample was nationally representative regarding age, gender, urbanization, and geographic location of residence but not regarding parents' education and migration background (overrepresentation of children with more educated parents, underrepresentation of children with migration background). The results showed no consistent evidence for the presence of differentiation effects or their interaction. Instead, different patterns were observed for figural, numerical, and verbal reasoning. Implications for the construction of intelligence tests, the assessment of intelligence in children, and for theories of cognitive development are discussed. Richmond, Va. [u.a.] American Psychological Association 2021 22 Developmental psychology 57 3 325 346 10.1037/dev0001147 Department Erziehungswissenschaft OPUS4-61193 Wissenschaftlicher Artikel Wright, Michelle F.; Wachs, Sebastian; Gámez-Guadix, Manuel Jóvenes ante el ciberodio Adolescents around the world are increasingly exposed to cyberhate. More knowledge is needed to understand how adolescents cope with cyberhate and how they can be supported when exposed. To this end, the present study investigated the associations between parental mediation of Internet use and adolescents' problem-focused coping strategies for hypothetical cyberhate victimization while considering family support as a moderator of these relationships. The sample consisted of self-reports of 5,960 adolescents between 12-18 years old (M=14.94; SD=1.61; females: 50.7%) from Cyprus, Germany, Greece, India, Spain, South Korea, and Thailand. A structural equation model was used to investigate the relationship among parental mediation, family support, and coping with cyberhate. Findings showed a positive relationship between instructive parental mediation and adolescents' problem-focused coping strategies, and a negative relationship between restrictive parental mediation and adolescents' capability to cope productively with cyberhate. In addition, family support strengthened the positive relationship between instructive parental mediation and adolescents' use of coping strategies and attenuated the negative relationship between restrictive parental mediation and adolescents' use of coping strategies. The findings highlight the need for parental education training and underscore the importance of family support for increasing adolescents' ability to cope productively with cyberhate. Huelva Grupo Comunicar 2021 13 Comunicar : revista científica de comunicación y educación 29 Youths' coping with cyberhate 67 21 33 10.3916/C67-2021-02 Department Erziehungswissenschaft OPUS4-60545 Wissenschaftlicher Artikel Kühl, Tim; Münzer, Stefan Learning about a serious disease According to the personalization principle, addressing learners by means of a personalized compared to a nonpersonalized message can foster learning. Interestingly, though, a recent study found that the personalization principle can invert for aversive contents. The present study investigated whether the negative effect of a personalized message for an aversive content can be compensated when learners are in a happy mood. It was hypothesized that the negative effect of a personalized compared to a nonpersonalized message would only be observable for participants in a sad mood, while for participants in a happy mood a personalized message should be beneficial. A 2 x 2 between-subject design with mood (happy vs. sad) and personalization (personalized vs. nonpersonalized message) was used (N = 125 University students). Mood was experimentally varied prior to learning. Learning outcomes were measured by a retention and a transfer test. Results were essentially in line with the assumption: For participants in the sad mood condition, a negative effect of a personalized message was observable for retention and transfer. For participants in the happy mood condition, a positive effect of personalized message was observable for retention, but no effect for transfer. Note that the manipulation check measure for the mood induction procedure did not detect differences between conditions; this may be due to a shortcoming of the used measure (as indicated by an additional evaluation study). The study emphasizes the importance to consider the inherent emotional content of a topic, such as its aversive nature, since the emotional content of a topic can be a boundary condition for design principles in multimedia learning. The study also highlights the complex interplay of externally induced and inherently arising emotions. Oxford [u.a.] Wiley-Blackwell 2021 12 Journal of computer assisted learning : JCAL 37 5 1312 1323 10.1111/jcal.12571 Department Erziehungswissenschaft OPUS4-60701 Wissenschaftlicher Artikel Wright, Michelle F.; Wachs, Sebastian Self-isolation practices and perceived social support from friends The purpose of the present study was to investigate the moderating effect of perceived social support from friends in the associations between self-isolation practices during the COVID-19 pandemic and adolescents' mental health (i.e., depression, subjective health complaints, self-harm), measured six months later (Time 2). Participants were 1,567 7(th) and 8(th) graders (51% female; 51% white; M age = 13.67) from the United States. They completed questionnaires on perceived social support from friends, depression, subjective health complaints, and self-harm at Time 1, and self-isolation practices during COVID-19, depression, subjective health complaints, and self-harm at Time 2. The findings revealed that self-isolation practices during COVID-19 was related positively to Time 1 perceived social support from friends, and negatively to Time 2 depression, subjective health complaints, and self-harm, while accounting for Time 1 mental health outcomes. Higher perceived social support from friends at Time 1 buffered against the negative impacts on adolescents' mental health outcomes at Time 2 when they practiced greater self-isolation during COVID-19, while lower perceived social support at Time 1 had the opposite effects on Time 2 mental health outcomes. Abingdon Routledge, Taylor & Francis Group 2022 14 European journal of developmental psychology 20 4 635 648 10.1080/17405629.2022.2146090 Department Erziehungswissenschaft OPUS4-60706 Wissenschaftlicher Artikel Wachs, Sebastian; Castellanos, Melisa; Wettstein, Alexander; Bilz, Ludwig; Gamez-Guadix, Manuel Associations between classroom climate, empathy, self-efficacy, and countering hate speech among adolescents Although hate speech is widely recognized as an online phenomenon, very few studies have investigated hate speech among adolescents in offline settings (e.g., schools). At the same time, not much is known about countering hate speech (counterspeech) among adolescents and which factors are associated with it. To this end, the present study used the socio-ecological framework to investigate the direct and indirect links among one contextual factor (i.e., classroom climate) and two intrapersonal factors (i.e., empathy for victims of hate speech, self-efficacy regarding intervention in hate speech) to understand counterspeech among adolescents. The sample is based on self-reports of 3,225 students in Grades 7 to 9 (51.7% self-identified as female) from 36 schools in Germany and Switzerland. Self-report questionnaires were administered to measure classroom climate, empathy, self-efficacy, and counterspeech. After controlling for adolescents' grade, gender, immigrant background, and socioeconomic status (SES), the 2-(1-1)-1 multilevel mediation analysis showed that classroom climate (L2), empathy for victims of hate speech (L1), and self-efficacy toward intervention in hate speech (L1) had a positive effect on countering hate speech (L1). Classroom climate (L2) was also positively linked to empathy for victims of hate speech (L1), and self-efficacy toward intervention in hate speech (L1). Furthermore, classroom climate (L2) was indirectly associated with countering hate speech (L1) via greater empathy (L1) and self-efficacy (L1). The findings highlight the need to focus on contextual and intrapersonal factors when trying to facilitate adolescents' willingness to face hate speech with civic courage and proactively engage against it. Thousand Oaks Sage Publ. 2023 25 Journal of interpersonal violence : concerned with the study and treatment of victims and perpetrators of physical and sexual violence 38 5-6 5067 5091 10.1177/08862605221120905 Department Erziehungswissenschaft OPUS4-60893 Wissenschaftlicher Artikel Westphal, Andrea; Kalinowski, Eva; Hoferichter, Clara Josepha; Vock, Miriam K-12 teachers' stress and burnout during the COVID-19 pandemic 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. Lausanne Frontiers Media 2022 29 Frontiers in psychology 13 10.3389/fpsyg.2022.920326 Department Erziehungswissenschaft OPUS4-60086 Wissenschaftlicher Artikel Andres, Lesley; Lauterbach, Wolfgang; Jongbloed, Janine; Hümme, Hartwig Gender, education, and labour market participation across the life course In this paper, we employ a comparative life course approach for Canada and Germany to unravel the relationships among general and vocational educational attainment and different life course activities, with a focus on labour market and income inequality by gender. Life course theory and related concepts of 'time,' 'normative patterns,' 'order and disorder,' and 'discontinuities' are used to inform the analyses. Data from the Paths on Life's Way (Paths) project in British Columbia, Canada and the German Pathways from Late Childhood to Adulthood (LifE) which span 28 and 33 years, respectively, are employed to examine life trajectories from leaving school to around age 45. Sequence analysis and cluster analyses portray both within and between country differences - and in particular gender differences - in educational attainment, employment, and other activities across the life course which has an impact on ultimate labour market participation and income levels. 'Normative' life courses that follow a traditional order correspond with higher levels of full-time work and higher incomes; in Germany more so than Canada, these clusters are male dominated. Clusters characterised by 'disordered' and 'discontinuous' life courses in both countries are female dominated and associated with lower income levels. Abingdon Routledge, Taylor & Francis Group 2021 20 International journal of lifelong education 40 2 170 189 10.1080/02601370.2021.1924302 Department Erziehungswissenschaft OPUS4-60051 Wissenschaftlicher Artikel Westphal, Andrea; Zawacki-Richter, Olaf Von der allgemeinen Erziehungswissenschaft zur empirischen Bildungsforschung? The present study examines articles published in Zeitschrift fur Erziehungswissenschaft (ZfE-Journal of Educational Sciences) between 1998 and 2017, to discover whether the thematic focus of the articles it published during this period changed over time. To do this, we scrutinized articles in four consecutive five-year periods: 1998-2002, 2003-2007, 2008-2012, 2013-2017. Using the titles and abstracts of 821 articles published between 1998 and 2017, we conducted a quantitative text analysis and identified the most frequent and most characteristic bigrams that emerged during these periods. In addition, we looked at whether specific word stems (e.g., "erziehungswissenschaft", "bildungsforsch", "didakt") began to occur more frequently over the two decades under study. Finally, we used the text mining tool Leximancer (TM) to construct concept maps that point to the semantic structure of the topics and key concepts in the analyzed articles. The results indicate that, over the course of this twenty-year period, the ZfE predominantly published empirical articles with a focus on the social aspects of education, but that its focus on research into general pedagogy decreased in frequency. Wiesbaden Springer VS/Springer Fachmedien Wiesbaden GmbH 2021 29 Zeitschrift für Erziehungswissenschaft : ZfE 24 From general pedagogy to empirical educational research? 3 641 669 10.1007/s11618-021-01008-5 Department Erziehungswissenschaft OPUS4-59877 Wissenschaftlicher Artikel Mohajerzad, Hadjar; Martin, Andreas; Christ, Johannes; Widany, Sarah Bridging the gap between science and practice Research collaboration promises a useful approach to bridging the gap between research and practice and thus promoting evidence-informed education. This study examines whether information on research collaboration can influence the reception of research knowledge. We assume that the composition of experts from the field and scientists in a research team sends out signals that influence trust in as well as the relevance and applicability of the finding. In a survey experiment with practitioners from the field of adult education the influence of different research team compositions around an identical finding is tested. The results show overall high trust, relevance and applicability ratings with regard to the finding, regardless of the composition of the research team. We discuss the potential importance of additional information about research collaborations for effective knowledge translation and point out the need for more empirical research. Lausanne Frontiers Media 2021 12 Frontiers in psychology / Frontiers Research Foundation 12 10.3389/fpsyg.2021.790451 Department Erziehungswissenschaft OPUS4-59406 Wissenschaftlicher Artikel Lazarides, Rebecca Christine; Dicke, Anna-Lena; Rubach, Charlott; Eccles, Jacquelynne Sue Profiles of motivational beliefs in math Four topics were investigated in this longitudinal person-centered study: (a) profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, (b) the stability of and changes to the profiles of motivational beliefs from Grade 7 to 12, (c) the relation of changes to student-perceived classroom characteristics, and (d) the extent to which profile membership in early adolescence predicted mathematics achievement and career plans in late adolescence and the choice of math-related college majors and occupations in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Transitions Study. We focused on students who participated in the following 4 waves of data collection (N = 867): at the beginning of Grade 7 (Wave 3), at the end of Grade 7, in Grade 10 (Wave 5), and in Grade 12 (Wave 6). Four profiles that were stable across Grades 7 to 12 were identified using Latent Profile Analysis. Student-reported fairness and friendliness and competition in class predicted changes in profile membership. Profile membership in Grade 7 predicted math-related career plans in Grade 12. Profile membership in Grade 12 predicted the choice of math-related college major after finishing school and of math-related occupations in adulthood. Washington American Psychological Association 2020 23 The journal of educational psychology 112 1 70 92 10.1037/edu0000368 Department Erziehungswissenschaft OPUS4-59141 Wissenschaftlicher Artikel Huang, Yizhen; Richter, Eric; Kleickmann, Thilo; Richter, Dirk Comparing video and virtual reality as tools for fostering interest and self-efficacy in classroom management Video is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest-posttest experimental design to examine the influence of a video- versus VR-based task on changing situational interest and self-efficacy in classroom management. Results from 49 student teachers revealed that the VR simulation led to higher increments in self-reported triggered interest and self-efficacy in classroom management, but also invoked higher extraneous cognitive load than a video viewing task. We discussed the implications of these results for pre-service teacher education and the design of VR environments for professional training purposes. Practitioner notes What is already known about this topic Video is a popular teacher training medium given its ability to display classroom situations. Virtual reality (VR) also immerses users in lifelike situations and has gained popularity in recent years. Situational interest and self-efficacy in classroom management is vital for student teachers' professional development. What this paper adds VR outperforms video in promoting student teachers' triggered interest in classroom management. Student teachers felt more efficacious in classroom management after participating in VR. VR also invoked higher extraneous cognitive load than the video. Implications for practice and/or policy VR provides an authentic teacher training environment for classroom management. The design of the VR training environment needs to ensure a low extraneous cognitive load. Oxford Wiley-Blackwell 2022 22 British journal of educational technology / British Educational Communications and Technology Agency 54 2 467 488 10.1111/bjet.13254 Department Erziehungswissenschaft OPUS4-58813 Wissenschaftlicher Artikel Moffitt, Ursula E.; Nardon, Luciara; Zhang, Hui Becoming Canadian We investigate how economic immigrants in Canada negotiate their identity in the process of "becoming Canadian" through an analysis of public texts. Drawing on the master narrative framework, we examine the interplay between individual and societal narratives as immigrants grapple with the tension between notions of "desirable" immigrants as those that are well integrated professionally and the reality of facing career related barriers. Among those whose success stories align with the master narrative of professional attainment there was little questioning of this expectation, thereby allowing it to remain invisible. Among those who had not (yet) achieved work related success in the receiving country, they tended to engage alternative narratives elaborating on the antecedents, outcomes, and barriers to labor market participation. Despite the countering nature of these alternative narratives, they strengthen the societal expectation of professional success as a key pathway to inclusion, thereby reinforcing the rigidity of this narrative. We contribute to literature on the social construction of national identity by examining the process of becoming national and the role of labor market participation in immigrants' perceptions of inclusion in their new society. Our study highlights the importance of including immigrants' voices in the construction of a more inclusive society, which may aid in breaking down exclusionary narratives of national identity. Oxford Elsevier 2020 12 International journal of intercultural relations 78 84 95 10.1016/j.ijintrel.2019.06.004 Department Erziehungswissenschaft OPUS4-57898 Wissenschaftlicher Artikel Wenger, Marina; Gärtner, Holger; Brunner, Martin To what extent are characteristics of a school's student body, instructional quality, school quality, and school achievement interrelated? The aim of educational policy should be to provide a good education to all students. Thus, a key question arises regarding the extent to which key characteristics of school composition (proportion of students with migration background, socioeconomic status [SES], prior school achievement, and achievement heterogeneity), instructional quality, school quality, and later school achievement are interrelated. The present study addressed this research question by examining school inspection data, official school statistics, and large-scale achievement data from all primary schools in Berlin, Germany (N = 343). The results of correlation and path analyses showed that school composition (average SES, average prior school achievement) predicted components of instructional quality (SES: classroom management, cognitive activation; achievement: cognitive activation, individual learning support). The relation between school composition characteristics and most components of school quality was close to zero. Contrary to our expectations, only the effect of school SES on later achievement was mediated by instructional quality. Abingdon Routledge, Taylor & Francis Group 2020 28 School effectiveness and school improvement 31 4 548 575 10.1080/09243453.2020.1754243 Department Erziehungswissenschaft OPUS4-57851 Wissenschaftlicher Artikel Richter, Eric; Marx, Alexandra; Huang, Yizhen; Richter, Dirk Zeiten zum beruflichen Lernen Die Forschung zur Lehrerfortbildung weist darauf hin, dass zeitliche Einschränkungen eine Barriere für die Teilnahme an Fortbildungen darstellen. Insbesondere die Unvereinbarkeit der Arbeitszeit mit dem Zeitpunkt des Fortbildungsangebotes wird von Lehrkräften als hinderlich wahrgenommen. Welche zeitlichen Merkmale das Fortbildungsangebot für Lehrkräfte aufweist und ob diese im Zusammenhang mit der Fortbildungsteilnahme von Lehrkräften stehen, fand bisher wenig Berücksichtigung. Die vorliegende Studie verfolgt daher das Ziel, zeitliche Merkmale des Fortbildungsangebotes für Lehrkräfte zu beschreiben und ihre Vorhersagekraft für die Fortbildungsteilnahme zu untersuchen. Die Daten hierfür stammen aus der elektronischen Datenbank für Lehrerfortbildungen des Landes Brandenburg im akademischen Jahr 2016/2017. Der Datensatz umfasst 1330 schulexterne Lehrerfortbildungen staatlicher Anbieter. Die Ergebnisse zeigen, dass Dauer und Zeitpunkt einer Fortbildungsveranstaltung prädiktiv für die Teilnahme der Lehrkräfte sind. Die Befunde erweitern damit den Diskurs zu Bedingungen des beruflichen Lernens von Lehrkräften und liefern Implikationen für eine passgenaue Fortbildungsplanung. Wiesbaden Springer VS/Springer Fachmedien Wiesbaden GmbH 2020 29 Zeitschrift für Erziehungswissenschaft 23 1 145 173 10.1007/s11618-019-00924-x Department Erziehungswissenschaft OPUS4-58639 Wissenschaftlicher Artikel Kalinowski, Eva; Egert, Franziska; Gronostaj, Anna; Vock, Miriam Professional development on fostering students' academic language proficiency across the curriculum This meta-analysis aggregates effects from 10 studies evaluating professional development interventions aimed at qualifying in-service teachers to support their students in mastering academic language skills while teaching their respective subject areas. The analysis of a subset of studies revealed a small non-significant weighted training effect on teachers' cognition (g' = 0.21, SE = 0.14). An effect aggregation including all studies (with 650 teachers) revealed a medium to large weighted overall effect on teachers' classroom practices (g' = 0.71, SE = 0.16). Methodological variables moderated the effect magnitude. Nevertheless, the results suggest professional development is beneficial for improving teachers' practice. Amsterdam Elsevier Science 2019 15 Teaching and teacher education 88 10.1016/j.tate.2019.102971 Department Erziehungswissenschaft OPUS4-58617 Wissenschaftlicher Artikel Meyer, André; Richter, Eric; Richter, Dirk; Gronostaj, Anna Professionalisierung von Schulleitungen am Beispiel der Werkstatt „Schule leiten" Empirische Studien und schulische Rechtsvorschriften betonen die Relevanz von Schulleiter*innen für die Schulentwicklung. Auf diese Aufgabe müssen Schulleiter*innen in Aus- und Fortbildungen vorbereitet werden. Der vorliegende Beitrag untersucht in einem längsschnittlichen Design Effekte der Fortbildungsreihe Werkstatt „Schule leiten". Die Teilnehmer*innen bewerten die Werkstatt zumeist positiv und es zeigen sich geringe bis moderate Veränderungen in ihrem selbstberichteten beruflichen Handeln. Schulleiter*innen mit wenigen Jahren Leitungserfahrung berichten dabei über die größten Zuwächse. Der Beitrag diskutiert Implikationen für die Forschung und Fortbildung von Schulleiter*innen. Münster Waxmann 2020 19 Die deutsche Schule 112 3 277 295 10.31244/dds.2020.03.03 Department Erziehungswissenschaft OPUS4-57852 Wissenschaftlicher Artikel Richter, Eric; Marx, Alexandra; Huang, Yizhen; Richter, Dirk Zeiten zum beruflichen Lernen Die Forschung zur Lehrerfortbildung weist darauf hin, dass zeitliche Einschränkungen eine Barriere für die Teilnahme an Fortbildungen darstellen. Insbesondere die Unvereinbarkeit der Arbeitszeit mit dem Zeitpunkt des Fortbildungsangebotes wird von Lehrkräften als hinderlich wahrgenommen. Welche zeitlichen Merkmale das Fortbildungsangebot für Lehrkräfte aufweist und ob diese im Zusammenhang mit der Fortbildungsteilnahme von Lehrkräften stehen, fand bisher wenig Berücksichtigung. Die vorliegende Studie verfolgt daher das Ziel, zeitliche Merkmale des Fortbildungsangebotes für Lehrkräfte zu beschreiben und ihre Vorhersagekraft für die Fortbildungsteilnahme zu untersuchen. Die Daten hierfür stammen aus der elektronischen Datenbankfür Lehrerfortbildungen des Landes Brandenburg im akademischen Jahr 2016/2017. Der Datensatz umfasst 1330 schulexterne Lehrerfortbildungen staatlicher Anbieter. Die Ergebnisse zeigen, dass Dauer und Zeitpunkt einer Fortbildungsveranstaltung prädiktiv für die Teilnahme der Lehrkräfte sind. Die Befunde erweitern damit den Diskurs zu Bedingungen des beruflichen Lernens von Lehrkräften und liefern Implikationen für eine passgenaue Fortbildungsplanung. Wiesbaden Springer VS/Springer Fachmedien Wiesbaden GmbH 2020 29 Zeitschrift für Erziehungswissenschaft 23 Time for professional learning 1 145 173 10.1007/s11618-019-00924-x Department Erziehungswissenschaft OPUS4-58537 Wissenschaftlicher Artikel Lazarides, Rebecca Christine; Raufelder, Diana Control-value theory in the context of teaching Background: Students' self-concept of ability is an important predictor of their achievement emotions. However, little is known about how learning environments affect these interrelations. Aims: Referring to Pekrun's control-value theory, this study investigated whether teacher-reported teaching quality at the classroom level would moderate the relation between student-level mathematics self-concept at the beginning of the school year and students' achievement emotions at the middle of the school year. Sample: Data of 807 ninth and tenth graders (53.4% girls) and their mathematics teachers (58.1% male) were analysed. Method: Students and teachers completed questionnaires at the beginning of the school year and at the middle of the school year. Multi-level modelling and cross-level interaction analyses were used to examine the longitudinal relations between self-concept, teacher-perceived teaching quality, and achievement emotions as well as potential interaction effects. Results: Mathematics self-concept significantly and positively related to enjoyment in mathematics and negatively related to anxiety. Teacher-reported structuredness decreased students' anxiety. Mathematics self-concept only had a significant and positive effect on students' enjoyment at high levels of teacher-reported cognitive activation and at high levels of structuredness. Conclusions: High teaching quality can be seen as a resource that strengthens the positive relations between academic self-concept and positive achievement emotions. Hoboken Wiley 2020 21 British journal of educational psychology 91 1 127 147 10.1111/bjep.12352 Department Erziehungswissenschaft OPUS4-58374 Wissenschaftlicher Artikel Levy, Jessica; Mussack, Dominic; Brunner, Martin; Keller, Ulrich; Cardoso-Leite, Pedro; Fischbach, Antoine Contrasting classical and machine learning approaches in the estimation of value-added scores in large-scale educational data There is no consensus on which statistical model estimates school value-added (VA) most accurately. To date, the two most common statistical models used for the calculation of VA scores are two classical methods: linear regression and multilevel models. These models have the advantage of being relatively transparent and thus understandable for most researchers and practitioners. However, these statistical models are bound to certain assumptions (e.g., linearity) that might limit their prediction accuracy. Machine learning methods, which have yielded spectacular results in numerous fields, may be a valuable alternative to these classical models. Although big data is not new in general, it is relatively new in the realm of social sciences and education. New types of data require new data analytical approaches. Such techniques have already evolved in fields with a long tradition in crunching big data (e.g., gene technology). The objective of the present paper is to competently apply these "imported" techniques to education data, more precisely VA scores, and assess when and how they can extend or replace the classical psychometrics toolbox. The different models include linear and non-linear methods and extend classical models with the most commonly used machine learning methods (i.e., random forest, neural networks, support vector machines, and boosting). We used representative data of 3,026 students in 153 schools who took part in the standardized achievement tests of the Luxembourg School Monitoring Program in grades 1 and 3. Multilevel models outperformed classical linear and polynomial regressions, as well as different machine learning models. However, it could be observed that across all schools, school VA scores from different model types correlated highly. Yet, the percentage of disagreements as compared to multilevel models was not trivial and real-life implications for individual schools may still be dramatic depending on the model type used. Implications of these results and possible ethical concerns regarding the use of machine learning methods for decision-making in education are discussed. Lausanne Frontiers Research Foundation 2020 18 Frontiers in psychology 11 10.3389/fpsyg.2020.02190 Department Erziehungswissenschaft OPUS4-58310 Wissenschaftlicher Artikel Breit, Moritz Lion; Brunner, Martin; Preckel, Franzis General intelligence and specific cognitive abilities in adolescence Differentiation of intelligence refers to changes in the structure of intelligence that depend on individuals' level of general cognitive ability (ability differentiation hypothesis) or age (developmental differentiation hypothesis). The present article aimed to investigate ability differentiation, developmental differentiation, and their interaction with nonlinear factor analytic models in 2 studies. Study 1 was comprised of a nationally representative sample of 7,127 U.S. students (49.4% female; M-age = 14.51, SD = 1.42, range = 12.08-17.00) who completed the computerized adaptive version of the Armed Service Vocational Aptitude Battery. Study 2 analyzed the norming sample of the Berlin Intelligence Structure Test with 1,506 German students (44% female; M-age = 14.54, SD = 1.35, range = 10.00-18.42). Results of Study 1 supported the ability differentiation hypothesis but not the developmental differentiation hypothesis. Rather, the findings pointed to age-dedifferentiation (i.e., higher correlations between different abilities with increasing age). There was evidence for an interaction between age and ability differentiation, with greater ability differentiation found for older adolescents. Study 2 provided little evidence for ability differentiation but largely replicated the findings for age dedifferentiation and the interaction between age and ability differentiation. The present results provide insight into the complex dynamics underlying the development of intelligence structure during adolescence. Implications for the assessment of intelligence are discussed. Washington American Psychological Association 2020 21 Developmental psychology 56 2 364 384 10.1037/dev0000876 Department Erziehungswissenschaft OPUS4-58414 Wissenschaftlicher Artikel Juang, Linda P.; Schachner, Maja Katharina Cultural diversity, migration and education Migration is not a new phenomenon. However, recent data indicate that unprecedented numbers of people have experienced forced migration around the world with 51% under the age of 18 years. How can educational policies and practices respond sensitively to increasing cultural and migration-based diversity? The purpose of this special section that includes eight studies is to consider these issues more deeply. As a frame for the special section, we address the main question: What are promotive or protective factors for positive development of children and youth attending culturally diverse school contexts? In the collection of papers, these promotive and protective factors range from peers and families, to teachers, to organisational context and climate. With continued disruptions in children's lives due to a pandemic, climate change, war, conflict and poverty, migration will remain a pressing concern and will continue to transform the student populations in our classrooms and schools for the foreseeable future. The need to address how we can best provide students from diverse backgrounds equitable and supportive education, continues. Chichester Wiley-VCH 2020 7 International journal of psychology 55 5 695 701 10.1002/ijop.12702 Department Erziehungswissenschaft OPUS4-57772 Wissenschaftlicher Artikel Hachfeld, Axinja; Lazarides, Rebecca Christine The relation between teacher self-reported individualization and student-perceived teaching quality in linguistically heterogeneous classes Germany historically responded to student diversity by tracking students into different schools beginning with grade 5. In the last decades, sociopolitical changes, such as an increase in "German-as-a-second-language" speaking students (GSL), have increased diversity in all tracks and have forced schools to consider forms of individualization. This has opened up the scientific debate in Germany on merits and limitations of individualization for different student groups within a tracked system and heterogeneous classes. The aim of the present exploratory study was to examine how individualized teaching (i.e., teacher self-reported individualized teaching practices and individual reference norm orientation) is related to student-perceived teaching quality. Additionally, we considered moderation effects of classroom composition in relation to achievement and proportion of GSL students. Longitudinal data came from 35 mathematics classes with 659 9th and 10th grade students. Results showed significant relation between teacher self-reported individualized teaching practices and individual reference norm orientation and monitoring. Regarding the composition effects, the proportion of GSL students in class moderated the relation between teacher self-reported individual reference norm orientation and cognitive activation. Our findings contribute to the growing body of evidence that classroom composition can differentially impact the relation between teachers' behaviors and students' perceptions of teaching quality. New York Springer 2020 21 European journal of psychology of education 36 4 1159 1179 10.1007/s10212-020-00501-5 Department Erziehungswissenschaft OPUS4-57774 Wissenschaftlicher Artikel Baumgardt, Iris Berufliche Orientierung von Kindern im Grundschulalter Die berufliche Orientierung von Kindern im Grundschulalter ist bislang nur in Ansätzen erforscht. Gleichwohl gibt es berufsorientierende Angebote, die auf verschiedenen Ebenen Grundschulkinder adressieren. Die Untersuchung fokussiert aktuelle Forschungsergebnisse, ausgewählte Initiativen, Kinderbücher, Unterrichtsmaterialien usw. zur beruflichen Orientierung von Kindern. Mit dem Ziel der Entwicklung und Ausdifferenzierung eines facettenreichen beruflichen Selbstkonzeptes von Kindern werden spezifische Forschungs- und Entwicklungspotenziale aufgezeigt. Baltmannsweiler Schneider Verlag Hohengehren GmbH 2021 VII, 197 978-3-8340-2199-1 10.3278/9783763971886 Department Erziehungswissenschaft OPUS4-57755 Wissenschaftlicher Artikel Kayser, Daniela Niesta; Vock, Miriam; Wojciechowicz, Anna Aleksandra Example of best practice The Refugee Teachers Program, established at the University of Potsdam, Brandenburg, in 2016, represents a successful model for training and integrating individuals with foreign teaching qualifications through an 18-month teaching and language course. Initially created to help meet the demand for teachers in Germany, the Refugee Teachers Program has been further refined over the course of the last three years in the light of expert meetings, theoretical considerations, and negotiations with the Brandenburg Ministry of Education. This was the first program of its kind in Germany, following an influx of people being forced to migrate from countries such as Syria, Afghanistan, and Iraq in 2015. The program responded to these international events by providing training, work, and refuge for migrants who already had teaching experience in their home countries. More than 85 participants successfully completed the program and many have taken up newly created positions as teachers and pedagogical assistants in German schools. However, a number of hurdles still remain before most of the program's graduates can be granted full employment as teachers in Germany. Abingdon Routledge, Taylor & Francis Group 2021 11 Intercultural education 32 1 108 118 10.1080/14675986.2021.1851513 Zentrum für Lehrerbildung und Bildungsforschung (ZeLB) OPUS4-57719 Wissenschaftlicher Artikel Jung, Jana Does youth matter? Previous research has mainly concentrated on the study of certain transitions and the influence of economic and socio-structural factors on partnership status. From a life course perspective, it remains unclear how factors anchored in youth are related to the diversity of partnership biographies. Arguing that individuals act and behave based on prior experiences and resources, I analyse how personal and social resources as well as socio-demographic characteristics influence the turbulence of longitudinal partnership trajectories. Using a longitudinal dataset from the German LifE Study, I examine partnership histories from the ages 16 to 45. The results suggest that in addition to the influence of an individual's socio-demographic placement (for example, religious commitment and regional living conditions), personal and social resources anchored in youth also have a long-term effect on the diversity of partnership trajectories. This article shows that women are influenced by their attitudes towards marriage and family, while men are influenced by their attitudes towards their careers. London Longview 2021 25 Longitudinal and life course studies : LLCS ; international journal / Society for Longitudinal and Life Course Studies 12 2 201 225 10.1332/175795920X15980339169308 Department Erziehungswissenschaft OPUS4-57636 Wissenschaftlicher Artikel Kager, Klara; Jurczok, Anne; Bolli, Swantje; Vock, Miriam We were thinking too much like adults This mixed-method study addresses the need for a clear conceptualization of the professional reflection element of Lesson Study (LS), a popular collaborative approach to the professional development of teachers. Grounding and re-framing LS's post-lesson discussion in a theoretical framework of critical and collaborative reflection, we analyze the transcripts of four LS groups at German primary schools, focusing on depth of reflection and teachers' trajectories through their reflective practice. The findings show that LS groups differed significantly in the depth and the trajectories of their reflection processes. We consider implications for post-lesson discussions and critical reflection as a LS core skill. Amsterdam Elsevier 2022 13 Teaching and teacher education : an international journal of research and studies 113 10.1016/j.tate.2022.103683 Department Erziehungswissenschaft OPUS4-57642 Wissenschaftlicher Artikel Bakadorova, Olga; Lazarides, Rebecca Christine; Raufelder, Diana Effects of social and individual school self-concepts on school engagement during adolescence 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. Lisboa Springer Nature 2020 19 European journal of psychology of education : a journal of education and development 35 1 73 91 10.1007/s10212-019-00423-x Department Erziehungswissenschaft OPUS4-57402 Wissenschaftlicher Artikel Rudolph, Pascal Rezension zu: Auslander, Philip: In concert: performing musical persona. - Ann Arbor: University of Michigan Press, 2021. - ISBN: 978-0-472-05471-8 Cambridge Cambridge Univ. Press 2022 3 Popular Music 41 1 122 124 10.1017/S0261143022000228 Department Erziehungswissenschaft OPUS4-57065 Wissenschaftlicher Artikel Scharf, Jan; Becker, Michael; Stallasch, Sophie E.; Neumann, Marko; Maaz, Kai Primary and secondary effects of social background across secondary education Secondary education is characterised by a sequence of transitions that are linked to educational inequality. Regarding social background effects, inequalities relate to disparities in educational achievement (primary effects) and educational decisions (secondary effects). In the present study, both primary and secondary effects are analysed based on an entire student cohort in the Hamburg school system (KESS study) across the course of secondary education, i.e. from entering secondary school to aiming for higher education. The KHB method is applied in order to decompose the effects, including transitions to upper secondary education. In line with previous research, total social background effects decrease across educational trajectories. No clear pattern emerges concerning an assumed increase in the relative importance of secondary effects. Primary effects operationalised by school grades are slightly predominant in the transition to lower secondary education, and nearly the same ratio is found for the transition to upper secondary education. However, regarding the aim to enter higher education, the relative importance of secondary effects is more clearly discernible. Wiesbaden Springer 2020 32 Zeitschrift für Erziehungswissenschaft 23 6 1251 1282 10.1007/s11618-020-00981-7 Department Erziehungswissenschaft OPUS4-57473 Wissenschaftlicher Artikel Westphal, Andrea; Vock, Miriam; Lazarides, Rebecca Christine Are more conscientious seventh- and ninth-graders less likely to be retained? Previous research has identified students' personality traits, especially conscientiousness, as highly relevant predictors of academic success. Less is known about the role of Big Five personality traits in students when it comes to teachers' decisions about students' educational trajectories and whether personality traits differentially affect these decisions by teachers in different grade levels. This study examines to what extent students' Big Five personality traits affect teacher decisions on grade retention, looking at two cohorts of 12,146 ninth-grade and 6002 seventh-grade students from the German National Educational Panel Study. In both grade levels, multilevel logistic mediation models show that students' conscientiousness indirectly predicts grade retention through the assignment of grades by teachers. In the ninth-grade sample, students' conscientiousness was additionally a direct predictor of retention, distinct from teacher-assigned grades. We discuss potential underlying mechanisms and explore whether teachers base their decisions on different indicators when retaining seventh-grade students or ninth-grade students. Amsterdam Elsevier 2019 12 Journal of applied developmental psychology : an internat. multidisciplinary 66 10.1016/j.appdev.2019.101088 Department Erziehungswissenschaft OPUS4-57189 Wissenschaftlicher Artikel Richter, Eric; Lazarides, Rebecca Christine; Richter, Dirk Four reasons for becoming a teacher educator We developed a new survey instrument to investigate teacher educators? motives for entering the profession and examined the associations between motives and job satisfaction and emotional exhaustion in both teachers and teacher educators. Using data from 145 teacher educators instructing in-service teachers, we identified four motives: career aspirations, social contribution, escaping routines, and coincidence. While escaping routines represents a ?push? factor associated with emotional exhaustion in teachers, career aspirations represent a ?pull? factor associated with job satisfaction in teacher educators. The instrument can be used as a self-assessment tool for the recruitment of teacher educators. ? 2021 The Authors. Amsterdam Elsevier 2021 9 Teaching and teacher education : an international journal of research and studies 102 10.1016/j.tate.2021.103322 Department Erziehungswissenschaft OPUS4-57101 Wissenschaftlicher Artikel Richter, Eric; Brunner, Martin; Richter, Dirk Teacher educators' task perception and its relationship to professional identity and teaching practice We assessed teacher educators? task perception and investigated its relationship with components of their professional identity and their teaching practice. Using data from 145 teacher educators, two different task perceptions were found: transmitters and facilitators. Teacher educators who were categorized as facilitator tend to demonstrate higher levels of self-efficacy, job satisfaction, constructivist beliefs about teaching and learning and use more effective teaching strategies. The findings demonstrate that teaching practices of teacher educators are rooted in their professional identity. ? 2021 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Amsterdam Elsevier 2021 10 Teaching and teacher education : an international journal of research and studies 101 10.1016/j.tate.2021.103303 Department Erziehungswissenschaft OPUS4-57036 Wissenschaftlicher Artikel Pauly, Dennis Nikolas; Nottbusch, Guido The Influence of the German Capitalization Rules on Reading German orthography systematically marks all nouns (even other nominalized word classes) by capitalizing their first letter. It is often claimed that readers benefit from the uppercase-letter syntactic and semantic information, which makes the processing of sentences easier (e.g., Bock et al., 1985, 1989). In order to test this hypothesis, we asked 54 German readers to read single sentences systematically manipulated by a target word (N). In the experimental condition (EXP), we used semantic priming (in the following example: sick -> cold) in order to build up a strong expectation of a noun, which was actually an attribute for the following noun (N+1) (translated to English e.g., "The sick writer had a cold (N) nose (N+1) ..."). The sentences in the control condition were built analogously, but word N was purposefully altered (keeping word length and frequency constant) to make its interpretation as a noun extremely unlikely (e.g., "The sick writer had a blue (N) nose (N+1) ..."). In both conditions, the sentences were presented either following German standard orthography (Cap) or in lowercase spelling (NoCap). The capitalized nouns in the EXP/Cap condition should then prevent garden-path parsing, as capital letters can be recognized parafoveally. However, in the EXP/NoCap condition, we expected a garden-path effect on word N+1 affecting first-pass fixations and the number of regressions, as the reader realizes that word N is instead an adjective. As the control condition does not include a garden-path, we expected to find (small) effects of the violation of the orthographic rule in the CON/NoCap condition, but no garden-path effect. As a global result, it can be stated that reading sentences in which nouns are not marked by a majuscule slows a native German reader down significantly, but from an absolute point of view, the effect is small. Compared with other manipulations (e.g., transpositions or substitutions), a lowercase letter still represents the correct allograph in the correct position without affecting phonology. Furthermore, most German readers do have experience with other alphabetic writing systems that lack consistent noun capitalization, and in (private) digital communication lowercase nouns are quite common. Although our garden-path sentences did not show the desired effect, we found an indication of grammatical pre-processing enabled by the majuscule in the regularly spelled sentences: In the case of high noun frequency, we post hoc located parafovea-on-fovea effects, i.e., longer fixation durations, on the attributive adjective (word N). These benefits of capitalization could only be detected under specific circumstances. In other cases, we conclude that longer reading durations are mainly the result of disturbance in readers' habituation when the expected capitalization is missing. Lausanne Frontiers Media 2020 15 Frontiers in Communication 5 10.3389/fcomm.2020.00015 Department Erziehungswissenschaft OPUS4-56899 Wissenschaftlicher Artikel Wulff, Peter; Buschhüter, David; Westphal, Andrea; Nowak, Anna; Becker, Lisa; Robalino, Hugo; Stede, Manfred; Borowski, Andreas Computer-based classification of preservice physics teachers' written reflections Reflecting in written form on one's teaching enactments has been considered a facilitator for teachers' professional growth in university-based preservice teacher education. Writing a structured reflection can be facilitated through external feedback. However, researchers noted that feedback in preservice teacher education often relies on holistic, rather than more content-based, analytic feedback because educators oftentimes lack resources (e.g., time) to provide more analytic feedback. To overcome this impediment to feedback for written reflection, advances in computer technology can be of use. Hence, this study sought to utilize techniques of natural language processing and machine learning to train a computer-based classifier that classifies preservice physics teachers' written reflections on their teaching enactments in a German university teacher education program. To do so, a reflection model was adapted to physics education. It was then tested to what extent the computer-based classifier could accurately classify the elements of the reflection model in segments of preservice physics teachers' written reflections. Multinomial logistic regression using word count as a predictor was found to yield acceptable average human-computer agreement (F1-score on held-out test dataset of 0.56) so that it might fuel further development towards an automated feedback tool that supplements existing holistic feedback for written reflections with data-based, analytic feedback. Dordrecht Springer 2020 15 Journal of science education and technology 30 1 1 15 10.1007/s10956-020-09865-1 Institut für Physik und Astronomie OPUS4-56613 Wissenschaftlicher Artikel Lazarides, Rebecca Christine; Schiefele, Ulrich Teacher motivation Amsterdam Elsevier 2021 3 Learning and instruction : the journal of the European Association for Research on Learning and Instruction 76 10.1016/j.learninstruc.2021.101543 Department Erziehungswissenschaft OPUS4-56568 Wissenschaftlicher Artikel Kretschmann, Julia; Westphal, Andrea; Vock, Miriam Does it pay to be one of the oldest in class? 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. Amsterdam Elsevier 2021 12 Learning and instruction : the journal of the European Association for Research on Learning and Instruction 74 10.1016/j.learninstruc.2021.101463 Department Erziehungswissenschaft OPUS4-56614 Wissenschaftlicher Artikel Lazarides, Rebecca Christine; Schiefele, Ulrich The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics Teacher self-efficacy and teacher interest are two key facets of teacher motivation that are important for highquality teaching. Little is known about the relative strength of the effects of teacher self-efficacy and interest on teaching quality when compared with one another. We extend previous research on teacher motivation by examining the relations linking mathematics teacher self-efficacy and interest with several relevant dimensions of teaching quality as perceived by teachers and students. Participants were 84 mathematics teachers (61.2% female) and their students (1718 students; 48.5% girls). Based on doubly latent multilevel models, we found that teacher-reported self-efficacy in instruction was positively related to teacher-reported cognitive activation, classroom management, and emotional support in mathematics classrooms. Teacher-reported educational interest showed positive associations with both student- and teacher-perceived emotional support. Future research is advised to focus more strongly on the unique relations between different teachers' motivational characteristics and relevant dimensions of teaching quality. Oxford Elsevier 2021 16 Learning and instruction : the journal of the European Association for Research on Learning and Instruction 76 10.1016/j.learninstruc.2021.101489 Department Erziehungswissenschaft OPUS4-56373 Wissenschaftlicher Artikel Ludwig, Joachim A subject-theoretical perspective on transformative learning and transformative Bildung The German theory on transformative Bildung (Koller, Marotzki, & Sanders, 2007; Koller, 2012; Nohl, 2014) deals with transformation processes in human thinking. Bildung is defined as self and world reference, causing change in the fundamental orientation of people in the course of their biography. Rotterdam Sense Publishers 2017 13 Transformative learning meets Bildung : an international exchange 21 978-94-6300-795-5 43 55 10.1007/978-94-6300-797-9_4 Department Erziehungswissenschaft OPUS4-56331 Wissenschaftlicher Artikel Westphal, Andrea; Lazarides, Rebecca Christine; Vock, Miriam Are some students graded more appropriately than others? Background Building on the Realistic Accuracy Model, this paper explores whether it is easier for teachers to assess the achievement of some students than others. Accordingly, we suggest that certain individual characteristics of students, such as extraversion, academic self-efficacy, and conscientiousness, may guide teachers' evaluations of student achievement, resulting in more appropriate judgements and a stronger alignment of assigned grades with students' actual achievement level (as measured using standardized tests).
Aims We examine whether extraversion, academic self-efficacy, and conscientiousness moderate the relations between teacher-assigned grades and students' standardized test scores in mathematics.
Sample This study uses a representative sample of N = 5,919 seventh-grade students in Germany (48.8% girls; mean age: M = 12.5, SD = 0.62) who participated in a national, large-scale assessment focusing on students' academic development.
Methods We specified structural equation models to examine the inter-relations of teacher-assigned grades with students' standardized test scores in mathematics, Big Five personality traits, and academic self-efficacy, while controlling for students' socioeconomic status, gender, and age.
Results The correlation between teacher-assigned grades and standardized test scores in mathematics was r = .40. Teacher-assigned grades more closely related to standardized test scores when students reported higher levels of conscientiousness (beta = .05, p = .002). Students' extraversion and academic self-efficacy did not moderate the relationship between teacher-assigned grades and standardized test scores.
Conclusions Our findings indicate that students' conscientiousness is a personality trait that seems to be important when it comes to how closely mathematics teachers align their grades to standardized test scores. Hoboken Wiley 2021 17 British journal of educational psychology 91 3 865 881 10.1111/bjep.12397 Department Erziehungswissenschaft OPUS4-56340 Wissenschaftlicher Artikel Kücholl, Denise; Lazarides, Rebecca Christine Video- und protokollbasierte Reflexionen eigener praktischer Unterrichtserfahrungen im Lehramtsstudium The reflection of practical experiences of teaching enables preservice teachers to combine aspects of theoretical and practical knowledge. Therefore, the current study investigates the meaning of the medium-that means video compared to text-based reflections-and the type of situations-that are positive or difficult situations of teaching-and relations to preservice teachers' reflective processes. Also, levels of reflections are investigated. In our study, we examine reflections of 55 preservice teachers using a quasi-experimental design. Qualitative content analysis shows that preservice teachers reflect deep levels of teaching while using videos of peers in situations that they evaluated as positive experiences in school. However, when rating situations that were evaluated as challenging preservice teachers reflected deep levels when using videos of peers as well as text-based reflections. Implications of the study for teacher training in reflection are discussed. Wiesbaden Springer VS/Springer Fachmedien Wiesbaden GmbH 2021 22 Zeitschrift für Erziehungswissenschaft : ZfE 24 Video and text-based reflections of practical experiences at preservice teachers 4 985 1006 10.1007/s11618-021-01021-8 Department Erziehungswissenschaft OPUS4-55633 Wissenschaftlicher Artikel Muwonge, Charles Magoba; Schiefele, Ulrich; Ssenyonga, Joseph; Kibedi, Henry Self-regulated learning among teacher education students In the present study, we examined the relationships between motivational beliefs (self-efficacy, task value, and control of learning beliefs) and use of metacognitive learning strategies among teacher education students in Uganda. The sample comprised of 649 students selected from seven universities. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, and analysed using Structural Equation Modelling. Task value and self-efficacy independently and significantly predicted students' reported use of metacognition. Students' self-reported self-efficacy and task value explained 38% of the variance in their use of metacognition. The evidence suggests interventions aimed at improving teacher education students' metacognitive skills to focus on enhancing their efficacy and value beliefs. Abingdon Routledge 2017 7 Journal of psychology in Africa 27 6 515 521 10.1080/14330237.2017.1399973 Department Erziehungswissenschaft OPUS4-55532 Wissenschaftlicher Artikel Muwonge, Charles Magoba; Schiefele, Ulrich; Ssenyonga, Joseph; Kibedi, Henry Determinants of persistence among science teacher-trainees Grounded in the expectancy-value and hope theories, the present study was conducted to examine the extent to which self-efficacy, task value, and academic hope predict persistence among science teacher-trainees in Uganda. The sample consisted of 278 undergrad- uate science teacher-trainees selected from a large public university in northern Uganda. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, Academic Hope Scale, and College Persistence Questionnaire and analyzed using structural equation modeling. Task value and aca- demic hope significantly predicted students' persistence. Academic hope made a greater contribution to students' persistence compared to task value. The combined effect of task value and academic hope did not make any significant contribution to students' persistence. The study highlights the need to strengthen students' hopeful think- ing and task value in order to increase their chances of completing their studies. Implications of the study findings for educational practice and for the training of science teacher-trainees are elaborated in the article. Abingdon Taylor & Francis 2017 27 ournal of science teacher education : official journal of the Association for Science Teacher Education (ASTE) 28 522 548 10.1080/1046560X.2017.1379860 Department Erziehungswissenschaft OPUS4-55381 Wissenschaftlicher Artikel Penk, Christiane; Richter, Dirk Change in test-taking motivation and its relationship to test performance in low-stakes assessments Since the turn of the century, an increasing number of low-stakes assessments (i.e., assessments without direct consequences for the test-takers) are being used to evaluate the quality of educational systems. Internationally, research has shown that low-stakes test results can be biased due to students' low test-taking motivation and that students' effort levels can vary throughout a testing session involving both cognitive and noncognitive tests. Thus, it is possible that students' motivation varies throughout a single cognitive test and in turn affects test performance. This study examines the change in test-taking motivation within a 2-h cognitive low-stakes test and its association with test performance. Based on expectancy-value theory, we assessed three components of test-taking motivation (expectancy for success, value, and effort) and investigated its change. Using data from a large-scale student achievement study of German ninth-graders, we employed second-order latent growth modeling and structural equation modeling to predict test performance in mathematics. On average, students' effort and perceived value of the test decreased, whereas expectancy for success remained stable. Overall, initial test-taking motivation was a better predictor of test performance than change in motivation. Only the variability of change in the expectancy component was positively related to test performance. The theoretical and practical implications for test practitioners are discussed. Heidelberg Springer 2017 25 Educational assessment, evaluation and accountability 29 55 79 10.1007/s11092-016-9248-7 Department Erziehungswissenschaft OPUS4-54704 Wissenschaftlicher Artikel Lazarides, Rebecca Christine; Buchholz, Janine; Rubach, Charlott Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms The purpose of this study is to examine whether teacher enthusiasm and classroom management self efficacy are related to classroom mastery orientation and student motivation. We used data from 803 students in grades 9 and 10 (53.3% girls) and their mathematics teachers (N = 41; 58.5% men). Student perceived teacher enthusiasm was related to classroom mastery orientation as well as to intrinsic value and cost at the student level. Teacher-reported self-efficacy was related to classroom mastery orientation at the classroom level. At both the individual and the classroom level, classroom mastery orientation was related to attainment and utility value. Oxford Elsevier 2017 10 Teaching and Teacher Education 69 1 10 10.1016/j.tate.2017.08.017 Department Erziehungswissenschaft OPUS4-54495 Wissenschaftlicher Artikel Brunner, Martin; Keller, Ulrich; Wenger, Marina; Fischbach, Antoine; Lüdtke, Oliver Between-School Variation in Students' Achievement, Motivation, Affect, and Learning Strategies To plan group-randomized trials where treatment conditions are assigned to schools, researchers need design parameters that provide information about between-school differences in outcomes as well as the amount of variance that can be explained by covariates at the student (L1) and school (L2) levels. Most previous research has offered these parameters for U.S. samples and for achievement as the outcome. This paper and the online supplementary materials provide design parameters for 81 countries in three broad outcome categories (achievement, affect and motivation, and learning strategies) for domain-general and domain-specific (mathematics, reading, and science) measures. Sociodemographic characteristics were used as covariates. Data from representative samples of 15-year-old students stemmed from five cycles of the Programme for International Student Assessment (PISA; total number of students/schools: 1,905,147/70,098). Between-school differences as well as the amount of variance explained at L1 and L2 varied widely across countries and educational outcomes, demonstrating the limited generalizability of design parameters across these dimensions. The use of the design parameters to plan group-randomized trials is illustrated. Abingdon Routledge, Taylor & Francis Group 2017 27 Journal of research on educational effectiveness / Society for Research on Educational Effectiveness (SREE) 11 3 452 478 10.1080/19345747.2017.1375584 Department Erziehungswissenschaft OPUS4-54461 Wissenschaftlicher Artikel Krauskopf, Karsten; Foulger, Teresa S.; Williams, Mia Kim Prompting teachers' reflection of their professional knowledge Many educational technology proponents support the Technological Pedagogical Content Knowledge (TPACK) model as a way to conceptualize teaching with technology, but recent TPACK research shows a need for empirical studies regarding the development of this knowledge. This proof-of-concept study applies mixed-methods to investigate the meta-cognitive awareness produced by teachers who participate in the Graphic Assessment of TPACK Instrument (GATI). This process involves creating graphical representations (circles of differing sizes and the degree of their overlap) that represent what teachers understand to be their current and aspired TPACK. This study documented teachers' explanations during a think-aloud procedure as they created their GATI figures. The in-depth data from two German teachers who participated in the process captured the details of their experience and demonstrated the potential of the GATI to support teachers in reflecting about their professional knowledge and in determining their own professional development activities. These findings will be informative to future pilot studies involving the larger design of the GATI process, to better understand the role of teachers' meta-conceptual awareness, and to better ascertain how the GATI might be used to support professional development on a larger scale. Abingdon Routledge 2018 22 Teacher Development 22 2 153 174 10.1080/13664530.2017.1367717 Department Erziehungswissenschaft OPUS4-54404 Wissenschaftlicher Artikel Ifenthaler, Dirk Learning analytics design Instructional designers use learning analytics information to evaluate designs of learning environments, learning materials, and tasks, and adjust difficulty levels, as well as measure the impact of interventions and feedback. Integrating real-time educational data and analysis into the design of learning environments, referred to as learning analytics design (LAD), seems to be a promising approach. Valid pedagogical recommendations may be suggested on the fly as learning analytics methodologies and visualizations evolve and as reliable tools become available and ready for classroom practice. This chapter aims to offer an overview on design and analytics of learning environments before reviewing opportunities of learning analytics design for optimizing learning environments in near real time. Learning analytics (LA) use static and dynamic information about learners and learning environments—assessing, eliciting, and analyzing them—for real-time modeling, prediction, and optimization of learning processes, learning environments, and educational decision-making. Abingdon Routledge 2018 10 The Sciences of Learning and Instructional Design : Constructive Articulation Between Communities 978-1-138-92432-1 202 211 Department Erziehungswissenschaft OPUS4-54200 Wissenschaftlicher Artikel Wright, Michelle F.; Wachs, Sebastian; Harper, Bridgette D. The moderation of empathy in the longitudinal association between witnessing cyberbullying, depression, and anxiety While the role of and consequences of being a bystander to face-to-face bullying has received some attention in the literature, to date, little is known about the effects of being a bystander to cyberbullying. It is also unknown how empathy might impact the negative consequences associated with being a bystander of cyberbullying. The present study focused on examining the longitudinal association between bystander of cyberbullying depression, and anxiety, and the moderating role of empathy in the relationship between bystander of cyberbullying and subsequent depression and anxiety. There were 1,090 adolescents (M-age = 12.19; 50% female) from the United States included at Time 1, and they completed questionnaires on empathy, cyberbullying roles (bystander, perpetrator, victim), depression, and anxiety. One year later, at Time 2, 1,067 adolescents (M-age = 13.76; 51% female) completed questionnaires on depression and anxiety. Results revealed a positive association between bystander of cyberbullying and depression and anxiety. Further, empathy moderated the positive relationship between bystander of cyberbullying and depression, but not for anxiety. Implications for intervention and prevention programs are discussed. Brno Masrykova Univ. 2018 14 Journal of Psychosocial Research on Cyberspace 12 4 10.5817/CP2018-4-6 Department Erziehungswissenschaft OPUS4-54126 Wissenschaftlicher Artikel Gläßer, Jana; Lauterbach, Wolfgang; Berger, Fred Predicting the Timing of Social Transitions from Personal, Social and Socio-Economic Resources of German Adolescents Social transitions are characterized by an increased heterogeneity in Western societies. Following the life course perspective, individual agency becomes central in shaping one's life course. This article examines social transitions of adolescents using individual resource theory to explain differences of the timing of five transitions in partnership and family formation: the first sexual experience, the first intimate relationship, the first cohabitation, the first marriage, and the birth of the first child. Since little is so far known about how individual characteristics interact and influence the social transition to adulthood, we focus on the varying impacts of personal, social and socio-economic resources across the social life course. We use longitudinal data from the German LifE-Study, which focuses on the birth cohort of individuals born between 1965 and 1967. Using event history analysis, we find that the timing of the first sexual experience and first partnership transitions are mainly influenced by personal and social ressources, whereas socio-economic resources offer better explanations for the timing of entering marriage and parenthood. Most striking are the different explanatory models for women and men. Wiesbaden Bundesinstitut Bevölkerungsforschung 2018 30 Comparative Population Studies 43 157 186 10.12765/CPoS-2018-11en Department Erziehungswissenschaft OPUS4-54114 Wissenschaftlicher Artikel Rubach, Charlott; Lazarides, Rebecca Christine Freude und Angst von Schülerinnen und Schülern Lern- und Leistungsemotionen sind im Schulkontext sowohl bedeutsam für die Motivation, das Wohlbefinden, die Leistungen als auch für die Anstrengungsbereitschaft sowie bildungs- und berufsrelevante Entscheidungen von Schülerinnen und Schülern (als Überblick siehe Frenzel, Goetz, & Pekrun, 2015; Hascher & Brandenberger, 2018). Studien verdeutlichen, dass schulische Leistungen von Lernenden bei hoher fachspezifischer Angst sinken (Aldrup, Klusmann, & Lüdtke, 2019; Pekrun, Lichtenfeld, Marsh, Murayama, & Goetz, 2017). Freude hat hingegen positive Auswirkungen auf das fachbezogene Interesse und Leistungen der Lernenden (Pekrun et al., 2017; Schukajlow & Rakoczy, 2016). Ausgehend von der großen Bedeutung von Emotionen für den langfristigen Bildungserfolg von Lernenden ist... Opladen Budrich 2021 22 169 191 10.2307/j.ctv1f70kr0.11 Department Erziehungswissenschaft OPUS4-54113 Wissenschaftlicher Artikel Keller, Melanie M.; Lazarides, Rebecca Christine Effekte von Lehreremotionen auf Unterrichtsgestaltung und Schüleremotionen Emotionen von Lehrkräften gelten als wichtige Voraussetzung für eine effektive Unterrichtsgestaltung (Sutton & Wheatley, 2003), für das emotionale Erleben Lernender im Unterricht (Frenzel, Goetz, Lüdtke, Pekrun, & Sutton, 2009; Tam et al., 2019), aber auch für die Leistung Lernender (Kunter et al., 2013). Wie auch motivationale und kognitive Merkmale prägen die Emotionen von Lehrkräften folglich das berufliche Handeln von Lehrkräften maßgeblich (Kunter & Holzberger, 2014). Ein profundes Verständnis der Konsequenzen von Lehreremotionen für die Lehr-Lernprozesse von Schülerinnen und Schülern ist daher von zentraler Bedeutung, um Bedingungen erfolgreichen Unterrichtens zu verstehen. Verschiedene empirische Arbeiten haben vor diesem Hintergrund die Wirkungen einzelner... Opladen Budrich 2021 19 Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkräften und Lernenden 978-3-8474-2427-7 108 127 10.2307/j.ctv1f70kr0.8 Department Erziehungswissenschaft OPUS4-54115 Wissenschaftlicher Artikel Rubach, Charlott; Lazarides, Rebecca Christine Emotionen in Schule und Unterricht Ausblick für Forschung und Praxis Opladen Budrich 2021 7 Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkräften und Lernenden 978-3-8474-2427-7 284 291 10.2307/j.ctv1f70kr0.16 Department Erziehungswissenschaft OPUS4-54116 Wissenschaftlicher Artikel Rubach, Charlott; Lazarides, Rebecca Christine Freude und Angst von Schülerinnen und Schülern Lern- und Leistungsemotionen sind im Schulkontext sowohl bedeutsam für die Motivation, das Wohlbefinden, die Leistungen als auch für die Anstrengungsbereitschaft sowie bildungs- und berufsrelevante Entscheidungen von Schülerinnen und Schülern (als Überblick siehe Frenzel, Goetz, & Pekrun, 2015; Hascher & Brandenberger, 2018). Studien verdeutlichen, dass schulische Leistungen von Lernenden bei hoher fachspezifischer Angst sinken (Aldrup, Klusmann, & Lüdtke, 2019; Pekrun, Lichtenfeld, Marsh, Murayama, & Goetz, 2017). Freude hat hingegen positive Auswirkungen auf das fachbezogene Interesse und Leistungen der Lernenden (Pekrun et al., 2017; Schukajlow & Rakoczy, 2016). Ausgehend von der großen Bedeutung von Emotionen für den langfristigen Bildungserfolg von Lernenden ist... Opladen Budrich 2021 22 Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkräften und Lernenden 978-3-8474-2427-7 169 191 10.2307/j.ctv1f70kr0.11 Department Erziehungswissenschaft OPUS4-54112 Wissenschaftlicher Artikel Rubach, Charlott; Lazarides, Rebecca Christine Emotionen in Schule und Unterricht Ein wichtiges Ziel schulischer Bildung ist es, neben der kognitiven Entwicklung auch die Entwicklung nicht-kognitiver Lernmerkmale wie die Lernfreude von Schülerinnen und Schülern zu fördern (Hagenauer & Hascher, 2018; Prenzel, 2012; Schiepe-Tiska, Lüdtke, Seidel & Prenzel, 2016). Damit einher geht die Herausforderung für Lehrkräfte und Schulen, Lernprozesse so zu gestalten, dass Schülerinnen und Schüler den Prozess der Wissensaneignung als freudvoll erleben und individuell Neugier und Spaß am Lernen entwickeln können. Lern-und Leistungsemotionen von Schülerinnen und Schülern haben eine maßgebliche Bedeutung für erfolgreiche Lernprozesse - sie gelten als leistungsförderlich, begünstigen schulisches Wohlbefinden und befördern die aktive Teilnahme von Lernenden am Unterricht Opladen Budrich 2021 8 Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkräften und Lernenden 978-3-8474-2427-7 8 16 10.2307/j.ctv1f70kr0.3 Department Erziehungswissenschaft OPUS4-54053 Wissenschaftlicher Artikel Jungbauer, Johannes; Heitmann, Katharina; Westphal, Andrea; Vock, Miriam Erwachsene Kinder psychisch erkrankter Eltern 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 Persönlichkeit und ihre Sozialbeziehungen zu beschreiben. Außerdem sollten Zusammenhänge zwischen ausgewählten belastenden Kindheitserfahrungen und Problemen im Erwachsenenalter untersucht werden. Ferner sollten die Unterstützungsbedürfnisse und -wünsche 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 vielfältige emotionale und soziale Probleme, die sie als Folgen ihrer Kindheitserfahrungen wahrnehmen. Sehr häufig haben sie das Gefühl, in ihrer Identität und ihrem Verhalten negativ geprägt zu sein. Viele äußern deswegen einen Bedarf an professioneller Beratung und Unterstützung. 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 frühzeitige Hilfe- und Präventionsangebote für betroffene Kinder, Eltern und Familien notwendig sind. Auch die Bereitstellung spezifischer Beratungsangebote für erwachsene Kinder psychisch kranker Eltern wird empfohlen. Leverkusen Budrich 2018 14 Zeitschrift für Familienforschung 30 2 216 229 10.3224/zff.v30i2.05 Department Erziehungswissenschaft OPUS4-53749 Wissenschaftlicher Artikel Wachs, Sebastian; Whittle, Helen C.; Hamilton-Giachritsis, Catherine; Wolf, Karsten D.; Vazsonyi, Alexander T.; Junger, Marianne Correlates of Mono- and Dual-Victims of Cybergrooming and Cyberbullying Today's adolescents grow up using information and communication technologies as an integral part of their everyday life. This affords them with extensive opportunities, but also exposes them to online risks, such as cybergrooming and cyberbullying victimization. The aims of this study were to investigate correlates of cybergrooming and cyberbullying victimization and examine whether victims of both cybergrooming and cyberbullying (dual-cybervictims) show higher involvement in compulsive Internet use (CIU) and troubled offline behavior (TOB) compared to victims of either cybergrooming or cyberbullying (mono-cybervictims). The sample consisted of 2,042 Dutch, German, Thai, and U.S. adolescents (age = 11-17 years; M = 14.2; SD = 1.4). About every ninth adolescent (10.9 percent) reported either mono- or dual-cybervictimization. Second, both CIU and TOB were associated with all three types of cybervictimization, and finally, both CIU and TOB were more strongly linked to dual-cybervictimization than to both forms of mono-cybervictimization. These findings contribute to a better understanding of the associations between different forms of cybervictimization and psychological health and behavior problems among adolescents. New Rochelle Liebert 2018 8 Cyberpsychology, behavior and social networking 21 2 91 98 10.1089/cyber.2016.0733 Department Erziehungswissenschaft OPUS4-53720 Wissenschaftlicher Artikel Richter, Eric; Kunter, Mareike; Marx, Alexandra; Richter, Dirk Who participates in content-focused teacher professional development? This study investigates the relationship between teacher quality and teachers' engagement in professional development (PD) activities using data on 229 German secondary school mathematics teachers. We assessed different aspects of teacher quality (e.g. professional knowledge, instructional quality) using a variety of measures, including standardised tests of teachers' content knowledge, to determine what characteristics are associated with high participation in PD. The results show that teachers with higher scores for teacher quality variables take part in more content-focused PD than teachers with lower scores for these variables. This suggests that teacher learning may be subject to a Matthew effect, whereby more proficient teachers benefit more from PD than less proficient teachers. Lausanne, Schweiz Frontiers Media 2021 10 Frontiers in education 6 1 10 10.3389/feduc.2021.722169 Extern OPUS4-53700 Wissenschaftlicher Artikel Westphal, Andrea; Kretschmann, Julia; Gronostaj, Anna; Vock, Miriam More enjoyment, less anxiety and boredom 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. Amsterdam Elsevier B.V. 2018 10 Learning and individual differences : a multidisciplinary journal in education 62 108 117 10.1016/j.lindif.2018.01.016 Department Erziehungswissenschaft OPUS4-53614 Wissenschaftlicher Artikel Heyder, Anke; Brunner, Martin Teachers' aptitude beliefs as a predictor of helplessness in low-achieving students Low-achieving students are at risk of experiencing a pattern of emotional, motivational, and cognitive deficits called school-related helplessness if they attribute their low achievement to low aptitude. Teachers' beliefs about the causes of students' low achievement are important sources of attributional information for students. In a sample of 2117 German ninth-graders attending the lowest track, 118 math and 129 German-language teachers, we tested whether teachers' beliefs about the extent to which aptitude causes achievement moderated the achievement-helplessness relation in students and whether there were differences between math and German. Multilevel analyses revealed that low prior achievement predicted higher helplessness in both subjects but the effect was stronger in math than in German. Teachers' beliefs amplified the achievement-helplessness relation in math but not in German. Results are discussed regarding domain-specific epistemological beliefs, and implications for research and practice are derived. Amsterdam Elsevier 2018 10 Learning and individual differences 62 118 127 10.1016/j.lindif.2018.01.015 Department Erziehungswissenschaft OPUS4-53542 Wissenschaftlicher Artikel Rheinberg, Falko Von Bochum über Heidelberg bis Potsdam Dem Text liegt ein Vortrag zugrunde, der auf dem 31. Motivationspsychologischen Kolloquium (MPK) in Heidelberg 2015 gehalten wurde. Im ersten Teil bietet er einen Überblick über die Motivationsforschung am Bochumer Heckhausen-Lehrstuhl in den 70er-Jahren („Bochumer Schule"). Dabei werden neben Heinz Heckhausen einzelne Mitarbeiter und ihre Schwerpunkte vorgestellt sowie das stimulierende Arbeitsklima an diesem Lehrstuhl beschrieben. Entsprechend der Vortragseinladung wird im Anschluss die Entwicklung der eigenen Forschungsschwerpunkte skizziert. Noch unter Heckhausens Leitung waren dies zunächst die Forschung zur Bezugsnormorientierung und die Einzelfallanalysen zur Lernmotivation mit dem Erweiterten Kognitiven Motivationsmodell. Danach geht der Vortrag auf Forschungsthemen ein, die dann in Heidelberg und Potsdam dazukamen. Hier geht es um die Erforschung von Tätigkeitsanreizen und um das Flow-Erleben. Abschließend wird der Potsdamer Versuch skizziert, herauszufinden, auf welche Weise unterschiedliche Motivationsqualitäten den Lernprozess und seine Resultate beeinflussen. Bern Hogrefe 2017 15 Zeitschrift für pädagogische Psychologie 31 3-4 175 189 10.1024/1010-0652/a000206 Department Erziehungswissenschaft OPUS4-53535 Wissenschaftlicher Artikel Jurczok, Anne; Kalinowski, Eva; Zaruba, Nicole; Vock, Miriam Kooperative Unterrichtsentwicklung an Grundschulen durch die Lesson Study-Methode Weinheim Beltz 2021 Leistung macht Schule: Förderung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler 978-3-407-25883-0 Department Erziehungswissenschaft OPUS4-53534 Wissenschaftlicher Artikel Vock, Miriam; Weigand, Gabriele; Preckel, Franzis; Fischer, Christian; Käpnick, Friedhelm; Perleth, Christoph; Wollerstein, Werner Wissenschaftlicher Hintergrund des LemaS-Projekts 2 Weinheim Beltz 2021 7 Leistung macht Schule : Förderung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler 978-3-40725-883-0 23 30 Department Erziehungswissenschaft OPUS4-53533 Wissenschaftlicher Artikel Vock, Miriam Akzeleration - schneller durch die Schule? Weinheim Beltz 2021 13 Handbuch Begabung 978-3-40725-886-1 319 332 Department Erziehungswissenschaft OPUS4-52965 Wissenschaftlicher Artikel Gärtner, Holger; Brunner, Martin Once good teaching, always good teaching? In many countries, students are asked about their perceptions of teaching in order to make decisions about the further development of teaching practices on the basis of this feedback. The stability of this measurement of teaching quality is a prerequisite for the ability to generalize the results to other teaching situations. The present study aims to expand the extant empirical body of knowledge on the effects of situational factors on the stability of students' perceptions of teaching quality. Therefore, we investigate whether the degree of stability is moderated by three situational factors: time between assessments, subjects taught by teachers, and students' grade levels. To this end, we analyzed data from a web-based student feedback system. The study involved 497 teachers, each of whom conducted two student surveys. We examined the differential stability of student perceptions of 16 teaching constructs that were operationalized as latent correlations between aggregated student perceptions of the same teacher's teaching. Testing metric invariance indicated that student ratings provided measures of teaching constructs that were invariant across time, subjects, and grade levels. Stability was moderated to some extent by grade level but not by subjects taught nor time spacing between surveys. The results provide evidence of the extent to which situational factors may affect the stability of student perceptions of teaching constructs. The generalizability of the students' feedback results to other teaching situations is discussed. Heidelberg Springer 2018 24 Educational Assessment, Evaluation and Accountability 30 2 159 182 10.1007/s11092-018-9277-5 Department Erziehungswissenschaft OPUS4-52783 Wissenschaftlicher Artikel Kalinowski, Eva; Jurczok, Anne; Vock, Miriam Mit der Lesson Study-Methode zu einem leistungsfördernden Unterricht in der Grundschule? Weinheim Juventa 2021 9 Kooperative Professionalität: Internationale Ansätze der ko-konstruktiven Unterrichtsentwicklung 978-3-7799-6772-9 138 147 Department Erziehungswissenschaft OPUS4-52348 Wissenschaftlicher Artikel Henke, Thorsten; Bosse, Stefanie; Spörer, Nadine Binnendifferenzierung im inklusiven Unterricht Stuttgart Kohlhammer 2018 16 Inklusive Schul- und Unterrichtsentwicklung : vom Anspruch zur erfolgreichen Umsetzung 978-3-17-032719-1 143 159 Department Erziehungswissenschaft OPUS4-52347 Wissenschaftlicher Artikel Urton, Karolina; Börnet-Ringleb, Moritz; Wilbert, Jürgen Gestaltung eines inklusiven Schulklimas als Schulentwicklungsaufgabe Stuttgart Kohlhammer 2018 15 Inklusive Schul- und Unterrichtsentwicklung : vom Anspruch zur erfolgreichen Umsetzung 978-3-17-032719-1 60 75 Department Erziehungswissenschaft OPUS4-52346 Wissenschaftlicher Artikel Hellmich, Frank; Görel, Gamze; Löper, Marwin Felix Inklusive Schul- und Unterrichtsentwicklung Stuttgart Kohlhammer 2018 212 978-3-17-032719-1 Department Erziehungswissenschaft OPUS4-52240 Wissenschaftlicher Artikel Lenz, Petra Wie lehren, was die Worte übersteigt? Bielefeld Transcript 2021 38 Emotionen in Wissensinstitutionen : Zur Bedeutung affektiver Dimensionen in Forschung, Lehre und Unterricht 978-3-8376-5735-7 171 209 Department Erziehungswissenschaft OPUS4-52239 Wissenschaftlicher Artikel Pröve, Ralf Wie mit Nach-Matrix-Sozialisierten umgehen, oder: emotionale Herausforderungen bei der Vermittlung kulturwissenschaftlicher Inhalte Bielefeld Transcript 2021 21 Emotionen in Wissensinstitutionen : zur Bedeutung affektiver Dimensionen in Forschung, Lehre und Unterricht 978-3-8376-5735-7 71 92 Department Erziehungswissenschaft OPUS4-52238 Wissenschaftlicher Artikel Ernst, Sebastian Um die Welt zu retten muss man auch mal ein paar alte Damen die Treppe runter schubsen Bielefeld Transcript 2021 29 Emotionen in Wissensinstitutionen : zur Bedeutung affektiver Dimensionen in Forschung, Lehre und Unterricht 978-3-8376-5735-7 211 240 Department Erziehungswissenschaft OPUS4-52237 Wissenschaftlicher Artikel Ernst, Sebastian »And you've lost nothing but your illusions... and a little bit of skin.« Bielefeld Transcript 2021 21 Emotionen in Wissensinstitutionen : zur Bedeutung affektiver Dimensionen in Forschung, Lehre und Unterricht 978-3-8376-5735-7 Emotionaler Konstruktivismus und konstruierte Emotionalität in der (Geschichts-)Wissenschaf 29 50 Department Erziehungswissenschaft OPUS4-52236 Wissenschaftlicher Artikel Ernst, Sebastian Einleitung Bielefeld Transcript 2021 14 Emotionen in Wissensinstitutionen : Zur Bedeutung affektiver Dimensionen in Forschung, Lehre und Unterricht 978-3-8394-5735-1 11 25 Department Erziehungswissenschaft OPUS4-52224 Wissenschaftlicher Artikel Giest, Hartmut Diagnostik und Inklusion im Sachunterricht 2 Weinheim Beltz 2021 15 Handbuch inklusive Diagnostik: Kompetenzen feststellen – Entwicklungsbedarfe identifizieren – Förderplanung umsetzen 978-3-407-83200-9 239 254 Department Erziehungswissenschaft OPUS4-52175 Wissenschaftlicher Artikel Wachs, Sebastian; Bilz, Ludwig; Fischer, Saskia M.; Wright, Michelle F. Do emotional components of alexithymia mediate the interplay between cyberbullying victimization and perpetration? A substantial amount of research has revealed that cyberbully-victims have more emotional and behavioral problems than either cyberbullying victims or perpetrators. However, until now, little research has been conducted into the factors that contribute to the interplay between cyberbullying victimization and perpetration. The purpose of this study was to examine the relationship between cyberbullying victimization, perpetration, and two emotional components of alexithymia, namely difficulties in identifying and describing one's own feelings. Self-report questions were administered to 1549 adolescents between 12 and 18 years old (M = 14.51; SD = 1.68; 42.1% (n = 652) male) from Germany and Thailand. Results showed that cyberbullying victimization and alexithymia are associated with cyberbullying perpetration. Moreover, alexithymia mediated the associations between cyberbullying victimization and adolescents' cyberbullying perpetration. Consequently, we suggest that the ability to describe and identify one's own feelings might be important for understanding the link between cyberbullying, victimization, and perpetration. The results may help develop prevention and intervention programs focused on reducing cyberbullying. Basel MDPI 2017 11 International Journal of Environmental Research and Public Health 14 12 10.3390/ijerph14121530 Department Erziehungswissenschaft