TY - THES A1 - Spörer, Nadine T1 - Strategie und Lernerfolg : Validierung eines Interviews zum selbstgesteuerten Lernen N2 - In einer Längsschnittstudie mit 215 Schülern der achten Klasse wurde der Zusammenhang zwischen selbstgesteuertem Lernen, motivationalen (Zielorientierungen, Selbstwirksamkeit, schulischer Affekt) und kognitiven Variablen (Intelligenz) sowie Leistungsindikatoren (Schulleistung, Noten) erhoben. Selbstgesteuertes Lernen wurde mit Hilfe eines strukturierten Interviews (Zimmerman, 1986) und eines Lernstrategie-Fragebogens erfasst. Zum einen zeigte sich, dass die Lernstrategie-Angaben im Interview und im Fragebogen in keiner bedeutsamen Beziehung zueinander standen. Zum anderen ergaben sich deutliche Unterschiede in der Vorhersage der Leistungsindikatoren. Die per Interview erfassten Lernstrategien besaßen sowohl Vorhersagekraft bezüglich Schulnoten und Schulleistung und zeigten signifikante Zusammenhänge zu den individuellen Zielorientierungen, dem schulischen Affekt und der Selbstwirksamkeit. Darüber hinaus konnten Leistungsveränderungen von der achten zur neunten Klasse vorhergesagt werden. Der parallel eingesetzte Lernstrategie-Fragebogen leistete im Vergleich dazu keine Erklärung der Leistungsvarianz. Implikationen für die Diagnostik selbstgesteuerten Lernens werden diskutiert. N2 - This longitudinal study examined relationships between self-regulated learning, motivational orientations, self-efficacy and academic performance in a sample of 215 8th-graders. Self-regulated learning was assessed with both a German adaptation of the Self-Regulated Learning Interview (Zimmerman & Martinez-Pons, 1986) and a learning strategy questionnaire. Results indicated that strategies students reported in the interview were nearly 0-correlated with their answers in the questionnaire. Questionnaire scores did not predict changes in grades and achievement test scores over one year, but learning strategies assessed with the interview did. Further deep-processing strategies were positively related with self-efficacy and task-orientation. Implications for the assessment of self-regulated learning are discussed. ---- Anmerkung: Die Autorin ist Trägerin des von der Universitätsgesellschaft Potsdam e.V. vergebenen Wissenschaftspreises zur Förderung des wissenschaftlichen Nachwuchses für die beste Dissertation des Jahres 2003/2004 an der Universität Potsdam. KW - Selbstgesteuertes Lernen KW - Lernstrategien KW - Schulleistung KW - self-regulated learning KW - learning strategies KW - achievement Y1 - 2003 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-0001363 ER - TY - JOUR A1 - Schachner, Maja Katharina A1 - Schwarzenthal, Miriam A1 - van de Vijver, Fons J. R. A1 - Noack, Peter T1 - How all students can belong and achieve BT - Effects of the cultural diversity climate amongst students of immigrant and nonimmigrant background in Germany JF - The journal of educational psychology N2 - As schools are becoming more culturally diverse, it is crucial to understand how they can approach this diversity in ways that allow all students to feel included and do well. We focus on the manifestation of two related but distinct approaches to cultural diversity, namely equality and inclusion (i.e., promoting positive intergroup contact) and cultural pluralism (i.e., embracing students’ diverse cultural backgrounds as a resource), in the perceived classroom climate. Specifically, we test a model in which the link of cultural diversity climate at school and student outcomes (achievement, academic self-concept and general life satisfaction) is mediated by sense of school belonging, both at the individual and classroom level. Analyses are based on 1,971 students (61% of immigrant background; Mage = 11.53, SDage = 0.73, 52% male) in 88 culturally diverse classrooms in southwest Germany after their first year at secondary school. Individual- and classroom-level results suggest that both perceived equality and inclusion as well as cultural pluralism are positively associated with outcomes and this link is mediated by school belonging. There were no differences in the effects of (perceived) cultural diversity climate and school belonging between students of immigrant and nonimmigrant background, suggesting that dealing with cultural diversity in a constructive way is beneficial for all students attending multiethnic schools. KW - achievement KW - cultural diversity climate KW - life satisfaction KW - multiethnic schools KW - school belonging Y1 - 2019 U6 - https://doi.org/10.1037/edu0000303 SN - 0022-0663 SN - 1939-2176 VL - 111 IS - 4 SP - 703 EP - 716 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Sotardi, Valerie A. A1 - Bosch, Jannis A1 - Brogt, Erik T1 - Multidimensional influences of anxiety and assessment type on task performance JF - Social psychology of education : an international journal N2 - We examined state evaluation anxiety, trait evaluation anxiety, and neuroticism in relation to New Zealand first-year university students' (n = 234) task performance on either a test or essay assessment. For both assessment types, the underlying components of state evaluation anxiety (cognitive worry, emotionality, and distraction) reflect linear-as opposed to nonlinear-associations with task performance. Results of several regression models show differential effects of both state evaluation anxiety and neuroticism on task performance depending on the assessment type. The multi-dimensionality of anxiety and its relative contribution on task performance across authentic types of assessment are discussed. KW - anxiety KW - performance KW - test KW - writing KW - university KW - achievement KW - personality Y1 - 2020 U6 - https://doi.org/10.1007/s11218-019-09508-3 SN - 1381-2890 SN - 1573-1928 VL - 23 IS - 2 SP - 499 EP - 522 PB - Springer CY - Dordrecht ER -