TY - THES A1 - Balt, Miriam T1 - Assessment of early numeracy development BT - contributions to designing a progression-based instrument to monitor learning N2 - Early numeracy is one of the strongest predictors for later success in school mathematics (e.g., Duncan et al., 2007). The main goal of first grade mathematics teachers should therefore be to provide learning opportunities that enable all students to develop sound early numeracy skills. Developmental models, or learning progressions, can describe how early numerical understanding typically develops. Assessments that are aligned to empirically validated learning progressions can support teachers to understand their students learning better and target instruction accordingly. To date, there have been no progression-based instruments made available for German teachers to monitor their students’ progress in the domain of early numeracy. This dissertation contributes to the design of such an instrument. The first study analysed the suitability of early numeracy assessments currently used in German primary schools at school entry to identify students’ individual starting points for subsequent progress monitoring. The second study described the development of progression-based items and investigated the items in regards to main test quality criteria, such as reliability, validity, and test fairness, to find a suitable item pool to build targeted tests. The third study described the construction of the progress monitoring measure, referred to as the learning progress assessment (LPA). The study investigated the extent to which the LPA was able to monitor students’ individual learning progress in early numeracy over time. The results of the first study indicated that current school entry assessments were not able to provide meaningful information about the students’ initial learning status. Thus, the MARKO-D test (Ricken, Fritz, & Balzer, 2013) was used to determine the students’ initial numerical understanding in the other two studies, because it has been shown to be an effective measure of conceptual numerical understanding (Fritz, Ehlert, & Leutner, 2018). Both studies provided promising evidence for the quality of the LPA and its ability to detect changes in numerical understanding over the course of first grade. The studies of this dissertation can be considered an important step in the process of designing an empirically validated instrument that supports teachers to monitor their students’ early numeracy development and to adjust their teaching accordingly to enhance school achievement. N2 - Frühes mengen- und zahlenbezogenes Wissen (early numeracy) ist einer der stärksten Prädiktoren für spätere Lernerfolge in der Schulmathematik. Hauptziel der Mathematiklehrkräfte der ersten Klassen sollte es daher sein, Lernmöglichkeiten anzubieten, die es allen Schüler*innen erlauben, fundierte mengen- und zahlenbezogene Fähigkeiten zu erwerben. Entwicklungsmodelle (learning progressions) beschreiben, wie sich frühes mengen- und zahlenbezogenes Verständnis typischerweise entwickelt. Diagnostische Tests (assessments), die sich an empirisch validierten Entwicklungsmodellen orientieren, können Lehrkräfte dabei unterstützen, die Leistungen ihrer Schüler*innen besser einzuschätzen und den Unterricht entsprechend darauf anzupassen. Bislang gibt es keine entwicklungsbasierten Instrumente, mit denen deutsche Lehrkräfte die Lernfortschritte ihrer Schüler*innen im Bereich des frühen mengen- und zahlenbezogenen Wissens erfassen können. Diese Dissertation trägt zur Gestaltung eines solchen Instruments bei. Die erste Studie untersucht, inwiefern sich derzeit an deutschen Grundschulen eingesetzte Instrumente zur mathematischen Schuleingangs-diagnostik dafür eignen, das individuelle Ausgangsniveau der Schüler*innen für eine anschließende Lernverlaufsdiagnostik zu bestimmen. In der zweiten Studie wird die Konstruktion von entwicklungsorientierten Items beschrieben. Es wurde untersucht, inwiefern die Items die Testgütekriterien Reliabilität, Validität und Testfairness erfüllen, um einen Item-Pool aufzubauen, der für adaptives Testen eingesetzt werden kann. Die dritte Studie beschreibt die Konstruktion einer Lernverlaufsdiagnostik, learning progress assessment genannt (LPA) und untersucht, inwieweit das LPA die individuellen Lernfortschritte der Schüler*innen hinsichtlich früher arithmetischer Konzepte im Verlauf der ersten Klasse erfassen kann. Die Ergebnisse der ersten Studie zeigten, dass die derzeit an den Grundschulen eingesetzten Verfahren zur Schuleingangsdiagnostik keine aussagekräftigen Informationen über die Erfassung von Lernausgangslagen zulassen. Daher wurde in den beiden anderen Studien der MARKO-D verwendet, um das arithmetische Wissen der Schüler*innen zum Schulanfang zu erfassen. Beide Studien liefern belastbare Evidenz für die Qualität des LPA und dessen Fähigkeit, Veränderung hinsichtlich arithmetischen Wissens im Laufe der ersten Klasse zu messen. Die in dieser Dissertation vorgestellten Studien können als wichtiger Schritt zur Entwicklung eines empirisch validierten Instruments betrachtet werden, das Lehrkräfte dabei unterstützt, die Entwicklung frühen mengen- und zahlenbezogenen Wissens zu erfassen und ihren Unterricht entsprechend anzupassen und damit den Lernerfolg der Schüler*innen zu fördern. KW - assessment KW - learning progression KW - early numeracy KW - primary school KW - mathematics KW - Diagnostik KW - Lernverlauf KW - numerische Basisfähigkeiten KW - Grundschule KW - Mathematik Y1 - 2020 ER - TY - JOUR A1 - Bogdanova, Oksana Yu A1 - Miklashevsky, Alex A. A1 - Bogdanova, Elena L. A1 - Soldatenkova, O. B. T1 - Academic Achievement in Math and Foreign Language: Individual Characteristics and Gender Stereotypes JF - Sibirskiy psikholoicheskiy zurnal - Siberian of Journal psychology N2 - The study aims to investigate the contribution of individual characteristics and gender stereotypes of secondary school pupils in academic achievement in math and foreign language. A sample of pupils reported in 6th and 7th grades (three waves) their self-perceived ability and motivation for math and foreign language learning, math and foreign language gender stereotypes, implicit theories of intelligence; academic achievement (grades) in math in foreign language is also included in the analysis. Regression analysis and Mann Whitney U Test demonstrated that self-perceived ability in math and incremental theory of intelligence are significant predictors for academic achievement in maths. Boys are characterised by higher level of self-perceived abilities and motivation for learning math. However, academic achievement of girls in maths and foreign languages are higher as compared to boys. Pupils learning two foreign languages demonstrate higher level of self-perceived abilities for motivation and learning math and less expressed gender stereotypes about success in learning math and foreign languages. Study findings can be used for designing educational programmes for mathematics and foreign languages, professional development and finding solutions for individualized approach in school education. KW - self-perceived ability KW - motivation KW - gender stereotype KW - implicit theory of intelligence KW - mathematics KW - foreign language KW - academic achievement Y1 - 2019 U6 - https://doi.org/10.17223/17267080/73/11 SN - 1726-7080 SN - 2411-0809 IS - 73 SP - 176 EP - 196 PB - Tomsk state univ CY - Tomsk ER - TY - JOUR A1 - Dumont, Hanna A1 - Neumann, Marko A1 - Nagy, Gabriel A1 - Becker, Michael A1 - Rose, Norman A1 - Trautwein, Ulrich T1 - Class composition Effects in non-academic lower secondary school tracks in the state of Baden-Württemberg JF - Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis N2 - The study investigates the effects of classroom composition (average ability, achievement, and socio-economic background, proportion of immigrant students) on the development in mathematics achievement, and reading literacy from grade 5 to 6. The study draws on a sample of N=1892 students in vocational track schools (Hauptschule) and intermediate track schools (Realschule) in Baden-Wuerttemberg, Germany. After controlling for school type, and between-school differences in student intake characteristics, none of the compositional characteristics showed a statistically significant effect on achievement development. School track was associated with the development of reading literacy even after controlling for individual differences; however, this relationship lost its statistical significance after the composition of the student body was additionally taken into account. KW - Academic achievement KW - tracking KW - reading comprehension KW - mathematics KW - composition effects Y1 - 2013 U6 - https://doi.org/10.2378/peu2013.art16d SN - 0342-183X VL - 60 IS - 3 SP - 198 EP - 213 PB - Reinhardt CY - München 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 - TY - THES A1 - Knollmüller, Robert T1 - Zum Zusammenhang von Jahresnoten und Kompetenzen in der Neuen Mittelschule BT - eine empirisch-quantitative Studie im Unterrichtsfach Mathematik in der Sekundarstufe I in Niederösterreich N2 - Die vorliegende Studie beschäftigt sich mit dem nach einer Strukturveränderung in der Sekundarstufe I entstandenen Schulmodell der Neuen Mittelschule. Untersucht wird, ob sich durch dieses Schulmodell und der damit intendierten neuen Lehr-, Lern- und Prüfungskultur Zusammenhänge zwischen gemessenen mathematischen Kompetenzen der Schüler und den durch Lehrer vergebenen Jahresnoten feststellen lassen. Die Literaturrecherche macht deutlich, dass die Kritik an der Monokultur des leh-rerzentrierten Unterrichts zwar zu einer neuen Lehr-, Lern- und Prüfungskultur führt, deren Inhalte sind aber recht unterschiedlich, komplex und nicht eindeutig definiert. In der NMS soll die Leistungsbewertung als Lernhilfe fungieren, aber auch verlässliche Aussagen über die Leistung der Schüler treffen. Zur Wirkung der neuen Lernkultur in der NMS gibt es ebenso keine empirischen Befunde wie über die Wirkung der Leistungsbewertung. An der empirischen Untersuchung nehmen 79 Schüler der sechsten Schulstufe aus drei Neuen Mittelschulen (dicht besiedelte, mittel besiedelte, dünn besiedelte Gemeinde) in Niederösterreich teil. In jeder Schule werden zwei Klassen untersucht. Dabei werden der Kompetenzstand in Mathematik, Schülerzentriertheit sowie Sozial- und Leistungsdruck aus Sicht der Schüler gemeinsam mit der Jah-resnote erhoben. Für die Studie wird ein Pfadmodell entwickelt und mit einer Pfadanalyse ausge-wertet. Dabei zeigen sich zwar Zusammenhänge zwischen den gemessenen Kompetenzen in Mathematik und den Jahresnoten. Diese Jahresnoten besitzen über die Klasse bzw. die Schule hinaus aber nur eine bedingte Aussagekraft über die erbrachten Leistungen. N2 - The present study deals with the school model of the Neuen Mittelschule that emerged after a structural change in lower secondary education. It examines whether this school model and the new teaching, learning and examination cul-ture intended by it allow correlations to be established between the mathematical competences measured in the pupils and the annual marks awarded by the tea-chers. The literature research makes it clear that the criticism of the monoculture of teacher-centred teaching does lead to a new teaching, learning and examination culture, but its contents are quite different, complex and not clearly defined. In the NMS, performance assessment is supposed to function as a learning aid, but also to make reliable statements about the students' performance. There are no empirical findings on the effect of the new learning culture in the NMS, nor on the effect of performance assessment. The empirical study involves 79 sixth-grade pupils from three Neue Mittelschulen (densely populated, moderately populated, sparsely populated municipality) in Niederösterreich. In each school, two classes are examined. The level of compe-tence in mathematics, pupil-centredness as well as social and performance pres-sure from the pupils' point of view as well as the annual grade will be surveyed. A path model is developed for the study and evaluated with a path analysis. Although there are correlations between the competencies measured in mathema-tics and the annual grades, these annual grades are only of limited significance beyond the class or school. However, these annual grades have only limited significance for the performance achieved beyond the class or school. KW - Mathematik KW - Noten KW - Kompetenzen KW - mathematics KW - grades KW - competences Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-591514 ER - TY - JOUR A1 - Kucian, Karin A1 - Zuber, Isabelle A1 - Kohn, Juliane A1 - Poltz, Nadine A1 - Wyschkon, Anne A1 - Esser, Günter A1 - von Aster, Michael G. T1 - Relation Between Mathematical Performance, Math Anxiety, and Affective Priming in Children With and Without Developmental Dyscalculia JF - Frontiers in psychology N2 - Many children show negative emotions related to mathematics and some even develop mathematics anxiety. The present study focused on the relation between negative emotions and arithmetical performance in children with and without developmental dyscalculia (DD) using an affective priming task. Previous findings suggested that arithmetic performance is influenced if an affective prime precedes the presentation of an arithmetic problem. In children with DD specifically, responses to arithmetic operations are supposed to be facilitated by both negative and mathematics-related primes (= negative math priming effect). We investigated mathematical performance, math anxiety, and the domain-general abilities of 172 primary school children (76 with DD and 96 controls). All participants also underwent an affective priming task which consisted of the decision whether a simple arithmetic operation (addition or subtraction) that was preceded by a prime (positive/negative/neutral or mathematics-related) was true or false. Our findings did not reveal a negative math priming effect in children with DD. Furthermore, when considering accuracy levels, gender, or math anxiety, the negative math priming effect could not be replicated. However, children with DD showed more math anxiety when explicitly assessed by a specific math anxiety interview and showed lower mathematical performance compared to controls. Moreover, math anxiety was equally present in boys and girls, even in the earliest stages of schooling, and interfered negatively with performance. In conclusion, mathematics is often associated with negative emotions that can be manifested in specific math anxiety, particularly in children with DD. Importantly, present findings suggest that in the assessed age group, it is more reliable to judge math anxiety and investigate its effects on mathematical performance explicitly by adequate questionnaires than by an affective math priming task. KW - developmental dyscalculia KW - mathematics KW - affective priming KW - calculation KW - arithmetic KW - anxiety KW - gender KW - children Y1 - 2018 U6 - https://doi.org/10.3389/fpsyg.2018.00263 SN - 1664-1078 VL - 9 PB - Frontiers Research Foundation CY - Lausanne ER - TY - GEN A1 - Kucian, Karin A1 - Zuber, Isabelle A1 - Kohn, Juliane A1 - Poltz, Nadine A1 - Wyschkon, Anne A1 - Esser, Günter A1 - von Aster, Michael G. T1 - Relation between mathematical performance, math anxiety, and affective priming in children with and without developmental dyscalculia T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Many children show negative emotions related to mathematics and some even develop mathematics anxiety. The present study focused on the relation between negative emotions and arithmetical performance in children with and without developmental dyscalculia (DD) using an affective priming task. Previous findings suggested that arithmetic performance is influenced if an affective prime precedes the presentation of an arithmetic problem. In children with DD specifically, responses to arithmetic operations are supposed to be facilitated by both negative and mathematics-related primes (= negative math priming effect). We investigated mathematical performance, math anxiety, and the domain-general abilities of 172 primary school children (76 with DD and 96 controls). All participants also underwent an affective priming task which consisted of the decision whether a simple arithmetic operation (addition or subtraction) that was preceded by a prime (positive/negative/neutral or mathematics-related) was true or false. Our findings did not reveal a negative math priming effect in children with DD. Furthermore, when considering accuracy levels, gender, or math anxiety, the negative math priming effect could not be replicated. However, children with DD showed more math anxiety when explicitly assessed by a specific math anxiety interview and showed lower mathematical performance compared to controls. Moreover, math anxiety was equally present in boys and girls, even in the earliest stages of schooling, and interfered negatively with performance. In conclusion, mathematics is often associated with negative emotions that can be manifested in specific math anxiety, particularly in children with DD. Importantly, present findings suggest that in the assessed age group, it is more reliable to judge math anxiety and investigate its effects on mathematical performance explicitly by adequate questionnaires than by an affective math priming task. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 684 KW - developmental dyscalculia KW - mathematics KW - affective priming KW - calculation KW - arithmetic KW - anxiety KW - gender KW - children Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-460671 SN - 1866-8364 IS - 684 ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Dicke, Anna-Lena A1 - Rubach, Charlott A1 - Eccles, Jacquelynne Sue T1 - Profiles of motivational beliefs in math BT - exploring their development, relations to student-perceived classroom characteristics, and impact on future career aspirations and choices JF - The journal of educational psychology N2 - 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. KW - task value KW - self-concept KW - latent profile analysis KW - classroom KW - characteristics KW - mathematics Y1 - 2020 U6 - https://doi.org/10.1037/edu0000368 SN - 0022-0663 SN - 1939-2176 VL - 112 IS - 1 SP - 70 EP - 92 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Lauerann, Fani T1 - Gendered Paths Into STEM-Related and Language-Related Careers BT - Girls’ and Boys’ Motivational Beliefs and Career Plans in Math and Language Arts JF - Frontiers in Psychology N2 - Women are often underrepresented in math-intensive fields like the physical sciences, technology, engineering and mathematics. By comparison, boys relative to girls are less likely to strive for jobs in social and human-services domains. Relatively few studies have considered that intra-individual comparisons across domains may contribute to gendered occupational choices. This study examines whether girls’ and boys’ motivational beliefs in mathematics and language arts are predictive of their career plans in these fields. The study focusses on same domain and cross-domain effects and investigates bidirectional relations between motivational beliefs and career plans. Data for this study stem from 1,117 ninth and tenth graders (53.2% girls) from secondary schools in Berlin, Germany. Findings show systematic gender differences in samedomain effects in mathematics: girls’ comparatively lower mathematics self-concept and intrinsic value predicted a lower likelihood of striving for a math-related career. Crossdomain effects were not related to gender-specific career plans, with only one exception. Girls’ lower levels of intrinsic value in mathematics corresponded to a higher likelihood of striving for a career in language-related fields, which subsequently predicted lower levels of intrinsic value in mathematics. This finding points to a need to address both genderspecific motivational beliefs and gender-specific career plans in school when aiming to enhance more gender equality in girls’ and boys’ occupational choices. KW - gendered motivational beliefs KW - career plans KW - mathematics KW - language arts KW - dimensional comparison Y1 - 2019 U6 - https://doi.org/10.3389/fpsyg.2019.01243 SN - 1664-1078 VL - 10 PB - Frontiers Research Foundation CY - Lausanne ER - TY - GEN A1 - Lazarides, Rebecca A1 - Lauermann, Fani T1 - Gendered Paths Into STEM-Related and Language-Related Careers BT - Girls’ and Boys’ Motivational Beliefs and Career Plans in Math and Language Arts T2 - Postprints der Universität Potsdam Humanwissenschaftliche Reihe N2 - Women are often underrepresented in math-intensive fields like the physical sciences, technology, engineering and mathematics. By comparison, boys relative to girls are less likely to strive for jobs in social and human-services domains. Relatively few studies have considered that intra-individual comparisons across domains may contribute to gendered occupational choices. This study examines whether girls’ and boys’ motivational beliefs in mathematics and language arts are predictive of their career plans in these fields. The study focusses on same domain and cross-domain effects and investigates bidirectional relations between motivational beliefs and career plans. Data for this study stem from 1,117 ninth and tenth graders (53.2% girls) from secondary schools in Berlin, Germany. Findings show systematic gender differences in samedomain effects in mathematics: girls’ comparatively lower mathematics self-concept and intrinsic value predicted a lower likelihood of striving for a math-related career. Crossdomain effects were not related to gender-specific career plans, with only one exception. Girls’ lower levels of intrinsic value in mathematics corresponded to a higher likelihood of striving for a career in language-related fields, which subsequently predicted lower levels of intrinsic value in mathematics. This finding points to a need to address both genderspecific motivational beliefs and gender-specific career plans in school when aiming to enhance more gender equality in girls’ and boys’ occupational choices. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 565 KW - gendered motivational beliefs KW - career plans KW - mathematics KW - language arts KW - dimensional comparison Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-436341 SN - 1866-8364 IS - 565 ER -