TY  - JOUR
A1  - Vock, Miriam
A1  - Weigand, Gabriele
A1  - Preckel, Franzis
A1  - Fischer, Christian
A1  - Käpnick, Friedhelm
A1  - Perleth, Christoph
A1  - Wollerstein, Werner
T1  - Wissenschaftlicher Hintergrund des LemaS-Projekts
BT  - Forschungsstand zur Förderung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler
JF  - Leistung macht Schule : Förderung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler
Y1  - 2021
SN  - 978-3-40725-883-0
SN  - 978-3-407-25836-6
SP  - 23
EP  - 30
PB  - Beltz
CY  - Weinheim
ET  - 2
ER  - 
TY  - JOUR
A1  - Breit, Moritz Lion
A1  - Brunner, Martin
A1  - Preckel, Franzis
T1  - Age and ability differentiation in children
BT  - a review and empirical investigation
JF  - Developmental psychology
N2  - 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.
KW  - intelligence
KW  - ability differentiation
KW  - age differentiation
KW  - SLODR
KW  - childhood
Y1  - 2021
U6  - https://doi.org/10.1037/dev0001147
SN  - 0012-1649
SN  - 1939-0599
VL  - 57
IS  - 3
SP  - 325
EP  - 346
PB  - American Psychological Association
CY  - Richmond, Va. [u.a.]
ER  - 
TY  - JOUR
A1  - Keller, Lena
A1  - Preckel, Franzis
A1  - Brunner, Martin
T1  - Nonlinear relations between achievement and academic self-concepts in elementary and secondary school
BT  - an integrative data analysis across 13 countries
JF  - Journal of educational psychology / American Psychological Association
N2  - It is well-documented that academic achievement is associated with students' self-perceptions of their academic abilities, that is, their academic self-concepts. However, low-achieving students may apply self-protective strategies to maintain a favorable academic self-concept when evaluating their academic abilities. Consequently, the relation between achievement and academic self-concept might not be linear across the entire achievement continuum. Capitalizing on representative data from three large-scale assessments (i.e., TIMSS, PIRLS, PISA; N = 470,804), we conducted an integrative data analysis to address nonlinear trends in the relations between achievement and the corresponding self-concepts in mathematics and the verbal domain across 13 countries and 2 age groups (i.e., elementary and secondary school students). Polynomial and interrupted regression analyses showed nonlinear relations in secondary school students, demonstrating that the relations between achievement and the corresponding self-concepts were weaker for lower achieving students than for higher achieving students. Nonlinear effects were also present in younger students, but the pattern of results was rather heterogeneous. We discuss implications for theory as well as for the assessment and interpretation of self-concept.
KW  - academic achievement
KW  - academic self-concept
KW  - mathematics
KW  - reading
KW  - nonlinear relations
Y1  - 2021
U6  - https://doi.org/10.1037/edu0000533
SN  - 0022-0663
SN  - 1939-2176
VL  - 113
IS  - 3
SP  - 585
EP  - 604
PB  - American Psychological Association
CY  - Washington
ER  -