TY - JOUR A1 - Vock, Miriam A1 - Penk, Christiane A1 - Koeller, Olaf T1 - Who skips a grade? Findings concerning grade acceleration in German schools JF - Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis N2 - This study examines how often and in which form students use the option of gradeskipping in Germany and what characterizes those students. The database was derived from a sample of N = 4,103 students (grades 8-10), who were tested within the standardisation process of the national educational standards in mathematics. For these students data existed on their mathematical competence (educational standard items) and intelligence (subtests word analogies and figural analogies of the KFT 4-12 + R). Furthermore, we identified n = 33 (0,8%) students by questionnaire, who had already skipped one grade. Those accelerated students are predominantly boys, had skipped the grade during their first years at school and performed only slightly above-average on two cognitive ability scales. At the time the survey was conducted, 39% did not attend a Gymnasium and 34 % had to repeat one grade after having been accelerated. While they report average grades in relation to their peers, their mathematical competence is well above average. KW - Acceleration KW - grade-skipping KW - whole-grade acceleration KW - giftedness KW - talent Y1 - 2014 U6 - https://doi.org/10.2378/peu2013.art22d SN - 0342-183X VL - 61 IS - 3 SP - 153 EP - 164 PB - Reinhardt CY - München ER - TY - JOUR A1 - Kretschmann, Julia A1 - Vock, Miriam A1 - Luedtke, Oliver A1 - Gronostaj, Anna T1 - psychosocial development after early acceleration JF - Contemporary educational psychology N2 - Whereas studies that have analyzed factors that affect academic achievement have predominantly revealed positive effects of skipping a grade, controversial results have been found for students’ social-emotional and motivational development. Therefore, the aim of this study was to examine the effects of skipping a whole grade on students’ school satisfaction, peer relations, school anxiety, and academic self-concept. Moreover, we conducted moderation analyses to investigate whether skipping a grade affects boys and girls differently. Data were obtained from N = 4926 German students who were repeatedly surveyed once a year in Grades 4, 5, and 6. A total of N = 96 students from this sample had skipped a grade in elementary school. We applied full matching separately for male and female students in order to minimize selection bias. When analyzing motivational variables, we added class-mean achievement scores as covariates within the matching process. Equally for boys and girls, the results showed no significant effect of skipping on school satisfaction, yet we found a negative effect on peer relations that persisted across the 3 years of measurement. However, after skipping a grade girls were significantly disadvantaged compared to boys on some motivational dimensions. KW - Grade skipping KW - Psychosocial development KW - Propensity score matching KW - Acceleration KW - Moderation analysis Y1 - 2016 U6 - https://doi.org/10.1016/j.cedpsych.2016.06.001 SN - 0361-476X SN - 1090-2384 VL - 46 SP - 195 EP - 207 PB - Elsevier CY - San Diego ER - TY - JOUR A1 - Gronostaj, Anna A1 - Vock, Miriam A1 - Pant, Hans Anand T1 - Skip a grade, learn more? Estimating the effects of grade skipping on JF - Learning and individual differences N2 - Acceleration, defined as progressing through educational programs faster or at a younger age than peers (Pressey, 1949), is an educational practice that is used to support gifted and high-ability students whose cognitive and affective needs might not be met in age-based classrooms. The empirical results of grade skipping, one specific form of acceleration, have been supportive with respect to academic outcomes but have primarily been derived from U.S. samples. Less is known about German grade skippers. We reanalyzed the test and survey data of more than 40,000 students from five studies originally conducted to assess their skills in native and foreign languages in the context of the national educational standards in Germany. We identified 471 grade skippers and used propensity score matching on potential confounding variables (e.g., intelligence, gender, parental background) to construct comparable control groups. Two different comparison groups were realized (same-grade and same age groups). The findings showed that grade skippers performed (at least) as well on standardized tests as their older classmates who were matched on all covariates (same-grade comparison) and outperformed their same-aged peers who were matched on all covariates in most of the language skills that were assessed. Practical and methodological implications are also discussed. (C) 2016 Elsevier Inc. All rights reserved. KW - Grade skipping KW - Acceleration KW - Academic achievement KW - Propensity score matching Y1 - 2016 U6 - https://doi.org/10.1016/j.lindif.2016.05.022 SN - 1041-6080 SN - 1873-3425 VL - 49 SP - 278 EP - 286 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Sandau, Ingo A1 - Chaabene, Helmi A1 - Granacher, Urs T1 - Concurrent validity of barbell force measured from video-based barbell kinematics during the snatch in male elite weightlifters JF - PLOS ONE / Public Library of Science N2 - This study examined the concurrent validity of an inverse dynamic (force computed from barbell acceleration [reference method]) and a work-energy (force computed from work at the barbell [alternative method]) approach to measure the mean vertical barbell force during the snatch using kinematic data from video analysis. For this purpose, the acceleration phase of the snatch was analyzed in thirty male medal winners of the 2018 weightlifting World Championships (age: 25.2±3.1 years; body mass: 88.9±28.6 kg). Vertical barbell kinematics were measured using a custom-made 2D real-time video analysis software. Agreement between the two computational approaches was assessed using Bland-Altman analysis, Deming regression, and Pearson product-moment correlation. Further, principal component analysis in conjunction with multiple linear regression was used to assess whether individual differences related to the two approaches are due to the waveforms of the acceleration time-series data. Results indicated no mean difference (p > 0.05; d = −0.04) and an extremely large correlation (r = 0.99) between the two approaches. Despite the high agreement, the total error of individual differences was 8.2% (163.0 N). The individual differences can be explained by a multiple linear regression model (R2adj = 0.86) on principal component scores from the principal component analysis of vertical barbell acceleration time-series waveforms. Findings from this study indicate that the individual errors of force measures can be associated with the inverse dynamic approach. This approach uses vertical barbell acceleration data from video analysis that is prone to error. Therefore, it is recommended to use the work-energy approach to compute mean vertical barbell force as this approach did not rely on vertical barbell acceleration. KW - Acceleration KW - Linear regression analysis KW - Velocity KW - Principal component analysis KW - Kinematics KW - Motion KW - Scanning electron microscopy KW - Computer Software Y1 - 2021 U6 - https://doi.org/10.1371/journal.pone.0254705 SN - 1932-6203 VL - 16 IS - 7 PB - PLOS CY - San Francisco ER -