TY - JOUR A1 - Jaeuthe, Jessica A1 - Lenkeit, Jenny A1 - Bosse, Stefanie A1 - Bogda, Katja A1 - Spörer, Nadine T1 - Die Bedeutsamkeit individueller Merkmale für die Entwicklung von Rechtschreibkompetenzen in der Grundschule JF - Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie N2 - Aus theoretischer Sicht existieren verschiedene Merkmale, die einen Einfluss auf die individuelle Entwicklung der Rechtschreibkompetenz von Grundschulkindern ausüben können. Um diese zu analysieren, wurden in der vorliegenden Studie Schreibungen von 607 Schülerinnen und Schülern zu drei Messzeitpunkten (Anfang Klasse 2, Ende Klasse 2, Ende Klasse 3) untersucht. Zur Bestimmung des Rechtschreibkompetenzniveaus wurden Schülerinnen und Schüler mittels latenter Profilanalyse zu den drei Profilen Buchstabenentdeckende (überwiegend nicht lautgetreue Schreibungen), Phonemprofis (überwiegend lautgetreue Schreibungen) und Rechtschreibspezialisten (vor allem korrekte Schreibungen) zugeordnet. Mittels logistischer Regressionen wurde geprüft, welche Zusammenhänge zwischen den individuellen Merkmalen Geschlecht, kognitive Grundfähigkeiten und Arbeitsverhalten und den Zuordnungen zu einem Profil sowie den Wechseln zwischen den Profilen bestehen. Unter Kontrolle des Arbeitsverhaltens zeigten sich keine signifikanten Zusammenhänge mit dem Geschlecht oder der kognitiven Grundfähigkeit. Hingegen konnten bedeutsame Zusammenhänge des Arbeitsverhaltens sowohl mit der Zuordnung zu den Profilen als auch mit den Wechseln zwischen den Profilen Phonemprofis und Rechtschreibspezialisten gefunden werden. N2 - From a theoretical point of view, there are various characteristics influencing the individual development of spelling competence of primary school children. In the present study, 609 students were examined at three measurement points (beginning of class 2, end of class 2, end of class 3). To determine the spelling competence level, latent profile analyses were used to assign the students to three profiles 1) predominantly phonemically incorrect spelling, 2) predominantly phonemically correct spelling and 3) predominantly orthographically correct spelling. Logistic regression analyses included gender, basic cognitive skills, and working behavior as predictors for the assignment to one of the competence levels as well as the change between levels across time. Controlling for working behavior no significant effects of gender or basic cognitive skills are found. However, students’ working behavior significantly influences not only the assignment to the higher levels of spelling competency but also changes between predominantly phonemically correct and predominantly orthographically correct across time. KW - spelling competence KW - longitudinal study KW - logistic regression KW - level of KW - competence KW - working behavior KW - Rechtschreibkompetenz KW - Längsschnittstudie KW - Logistische Regression KW - Kompetenzniveau KW - Arbeitsverhalten Y1 - 2020 U6 - https://doi.org/10.1026/0049-8637/a000223 SN - 0049-8637 SN - 2190-6262 VL - 52 IS - 1-2 SP - 12 EP - 24 PB - Hogrefe CY - Göttingen ER - TY - JOUR A1 - Krahé, Barbara A1 - Uhlmann, Andreas A1 - Herzberg, Meike T1 - The voice gives it away BT - male and female pitch as a cue for gender stereotyping JF - Social psychology N2 - Two experiments examined the impact of voice pitch on gender stereotyping. Participants listened to a text read by a female (Study 1; N = 171) or male (Study 2, N = 151) speaker, whose voice pitch was manipulated to be high or low. They rated the speaker on positive and negative facets of masculinity and femininity, competence, and likability. They also indicated their own gendered self-concept. High pitch was associated with the ascription of more feminine traits and greater likability. The high-pitch female speaker was rated as less competent, and the high-pitch male speaker was perceived as less masculine. Text content and participants' gendered self-concept did not moderate the pitch effect. The findings underline the importance of voice pitch for impression formation. KW - voice pitch KW - gender stereotypes KW - masculinity KW - femininity KW - likability KW - competence Y1 - 2021 U6 - https://doi.org/10.1027/1864-9335/a000441 SN - 1864-9335 SN - 2151-2590 VL - 52 IS - 2 SP - 101 EP - 113 PB - Hogrefe & Huber CY - Bern ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Raufelder, Diana T1 - Longitudinal Effects of Student-Perceived Classroom Support on Motivation BT - A Latent Change Model JF - Frontiers in psychology N2 - This two-wave longitudinal study examined how developmental changes in students’ mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students’ intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students’ motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (Mean age D 13.70, SD D 0.53, 54% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students’ academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students’ perceptions of competence in class when aiming to enhance students’ academic effort in secondary school classrooms. KW - classroom characteristics KW - autonomy KW - competence KW - relatedness KW - motivation KW - latent change model KW - adolescence Y1 - 2017 U6 - https://doi.org/10.3389/fpsyg.2017.00417 SN - 1664-1078 VL - 8 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Linck, Barbara T1 - Test items for and misconceptions of competences in the domain of logic programming JF - Commentarii informaticae didacticae : (CID) N2 - Development of competence-oriented curricula is still an important theme in informatics education. Unfortunately informatics curricula, which include the domain of logic programming, are still input-orientated or lack detailed competence descriptions. Therefore, the development of competence model and of learning outcomes' descriptions is essential for the learning process in this domain. A prior research developed both. The next research step is to formulate test items to measure the described learning outcomes. This article describes this procedure and exemplifies test items. It also relates a test in school to the items and shows which misconceptions and typical errors are important to discuss in class. The test result can also confirm or disprove the competence model. Therefore, this school test is important for theoretical research as well as for the concrete planning of lessons. Quantitative analysis in school is important for evaluation and improvement of informatics education. KW - competence KW - test items KW - misconceptions KW - informatics in upper secondary education KW - logic programming Y1 - 2013 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-64461 SN - 1868-0844 SN - 2191-1940 IS - 6 SP - 25 EP - 34 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Niehues, Maike A1 - Gerlach, Erin A1 - Wendeborn, Thomas A1 - Sallen, Jeffrey T1 - Successful in sports but worse in school? BT - adolescent student-athletes' development of scholastic performances JF - Frontiers in education N2 - Studies have evaluated the effectiveness of dual career (DC) support services among student-athletes by examining scholastic performances. These studies investigated self-reported grades student-athletes or focused on career choices student-athletes made after leaving school. Most of these studies examined scholastic performances cross-sectionally among lower secondary school student-athletes or student-athletes in higher education. The present longitudinal field study in a quasi-experimental design aims to evaluate the development of scholastic performances among upper secondary school students aged 16-19 by using standardized scholastic assessments and grade points in the subject English over a course of 3-4 years. A sample of 159 students (54.4% females) at three German Elite Sport Schools (ESS) and three comprehensive schools participated in the study. The sample was split into six groups according to three criteria: (1) students' athletic engagement, (2) school type attendance, and (3) usage of DC support services in secondary school. Repeated-measurement analyses of variance were conducted in order to evaluate the impact of the three previously mentioned criteria as well as their interaction on the development of scholastic performances. Findings indicated that the development of English performance levels differ among the six groups. KW - school performance KW - dual career KW - longitudinal analysis KW - language KW - competence KW - elite sport KW - upper secondary school Y1 - 2022 U6 - https://doi.org/10.3389/feduc.2022.946284 SN - 2504-284X VL - 7 PB - Frontiers Media CY - Lausanne ER - TY - JOUR A1 - Radke, Thea A1 - Ehlert, Antje T1 - Entwicklung und Einbindung eines „Online-Trainings der mathematischen Diagnosekompetenz“ in Seminaren des Lehramtsstudiums für die Primarstufe JF - PSI-Potsdam: Ergebnisbericht zu den Aktivitäten im Rahmen der Qualitätsoffensive Lehrerbildung (2019-2023) (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 3) N2 - Zukünftige Lehrkräfte auf den Umgang mit Heterogenität vorzubereiten, besonders im Primarschulbereich, ist ein Ziel der Lehrkräftebildung. Ein Ansatz dazu ist die Förderung diagnostischer Kompetenzen von Studierenden. E-Learning-Angebote bieten hierzu angesichts der Individualisierung von Lernprozessen sowie der Möglichkeiten einer Integration in bereits bestehende Seminare viele Vorteile. Im Rahmen der Qualitätsoffensive Lehrerbildung wurde daher ein Online-Training entwickelt, das die mathematische Diagnosekompetenz von Studierenden stärken soll. Das Training ist ein E-Learning-Angebot, das im Selbststudium durchlaufen werden kann und aus Lehrvideos, interaktiven Schüler:innenvideos und interaktiven Übungen besteht. An der Universität Potsdam wurde das Training bisher in drei Seminaren des Lehramtsstudiums für die Primarstufe integriert und evaluiert. Aus der Evaluation mittels Fragebögen ging hervor, dass von Studierenden und Lehrenden die Integration positiv bewertet wird. N2 - Preparing future teachers to deal with heterogeneity, especially in primary schools, is one of the goals of teacher education. One approach to this is the promotion of students’ diagnostic competence. E-learning tools are evaluated as useful for this purpose. They can help to individualize the learning process and can easily be integrated into existing seminar concepts of the academic program. Within the project “Qualitätsoffensive Lehrerbildung” an online training has been developed to strengthen students’ diagnostic competences related to mathematics. The training has been developed as e-learning for self-study. It consists of instructional videos, interactive pupil videos, and interactive exercises. It has been integrated and evaluated in three seminar concepts for primary school teachers at the University of Potsdam. The integration was positively rated by students and lecturers. KW - Kompetenz KW - Diagnosekompetenz KW - E-Learning KW - interaktive Videos KW - competence KW - diagnostic competencies KW - e-learning KW - interactive videos Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-618159 SN - 978-3-86956-568-2 SN - 2626-3556 SN - 2626-4722 IS - 3 SP - 295 EP - 307 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Weigend, Michael T1 - How Things Work BT - Recognizing and Describing Functionality JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - Recognizing and defining functionality is a key competence adopted in all kinds of programming projects. This study investigates how far students without specific informatics training are able to identify and verbalize functions and parameters. It presents observations from classroom activities on functional modeling in high school chemistry lessons with altogether 154 students. Finally it discusses the potential of functional modelling to improve the comprehension of scientific content. KW - Function KW - programming KW - parameter KW - competence KW - abstraction Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82814 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 285 EP - 298 PB - Universitätsverlag Potsdam CY - Potsdam ER -