TY - JOUR A1 - Rudolph, Pascal T1 - Rezension zu: Auslander, Philip: In concert: performing musical persona. - Ann Arbor: University of Michigan Press, 2021. - ISBN: 978-0-472-05471-8 JF - Popular Music Y1 - 2022 U6 - https://doi.org/10.1017/S0261143022000228 SN - 0261-1430 SN - 1474-0095 VL - 41 IS - 1 SP - 122 EP - 124 PB - Cambridge Univ. Press CY - Cambridge ER - TY - THES A1 - Wolf, Anne-Christine T1 - Duales Lernen BT - eine Lernform zur Berufsorientierung durch Verknüpfen von schulischem Lernen und Lernen am Praxisort : Entwicklung, Erprobung und Ergebnisse einer Evaluation an Berliner Integrierten Sekundarschulen im 7. Jahrgang Y1 - 2022 SN - 978-3-7369-7648-1 SN - 978-3-7369-6648-2 PB - Cuvillier CY - Göttingen ER - TY - THES A1 - Drecoll, Frank T1 - Lernende in der betrieblichen Grundbildung BT - zur Rekonstruktion der Gründe für Lernwiderstände und Lernen gering literalisierter Beschäftigter N2 - Die betriebliche oder „arbeitsplatzorientierte Grundbildung (AoG)“ ist ein noch junges Forschungsgebiet der wissenschaftlichen Erwachsenenbildung. Neuerdings wenden sich auch betriebliche Kursangebote an die „Bildungsverlierer“ unseres Schulsystems, die mit z.T. massiven Problemen die Haupt- oder Sonderschule verlassen. Diese qualitative Studie ist dem Bereich der subjektwissenschaftlichen Lernforschung zuzuordnen. Sie rekonstruiert die subjektiven Lernbegründungen der formal gering literalisierten Beschäftigten, wenn sie an Grundbildungskursen am Arbeitsplatz teilnehmen. Die Studie zeigt auf, dass erhebliche lernbiografisch begründete Widerstände überwunden werden müssen, um – eingebettet in Anerkennungsverhältnisse im Kurs – zu persönlich bedeutsamem produktivem Lernen vorzudringen. Zunächst sind Freiwilligkeit und Teilnehmendenorientierung in Kursen häufig in Frage gestellt. Mehr oder weniger reflektierte Lernwiderstände mit defensiven Lerngründen werden insofern vom Autor als subjektiv sinnvolle Handlungsstrategien verstanden. Als lebenslang tätiger Praktiker erläutert der Autor, wie die Resultate der Studie für eine gute Praxis betrieblicher Grundbildung genutzt werden können. KW - geringqualifizierte Beschäftigte KW - gering literalisierte Beschäftigte KW - Alphabetisierung und Grundbildung Erwachsener KW - betriebliche Grund- und Weiterbildung KW - gering literalisierte Erwachsene Y1 - 2022 SN - 978-3-658-39746-3 SN - 978-3-658-39747-0 U6 - https://doi.org/10.1007/978-3-658-39747-0 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Westphal, Andrea A1 - Kalinowski, Eva A1 - Hoferichter, Clara Josepha A1 - Vock, Miriam T1 - K-12 teachers' stress and burnout during the COVID-19 pandemic BT - a systematic review JF - Frontiers in psychology N2 - We present the first systematic literature review on stress and burnout in K-12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K-12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K-12 teachers compared to individuals employed in other occupational fields. School principals' leadership styles emerged as an organizational characteristic that is highly relevant for K-12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K-12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond. KW - burnout KW - stress KW - COVID-19 KW - pandemic KW - K-12 teachers KW - remote teaching Y1 - 2022 U6 - https://doi.org/10.3389/fpsyg.2022.920326 SN - 1664-1078 VL - 13 PB - Frontiers Media CY - Lausanne ER - TY - JOUR A1 - Kager, Klara A1 - Jurczok, Anne A1 - Bolli, Swantje A1 - Vock, Miriam T1 - We were thinking too much like adults BT - Examining the development of teachers' critical and collaborative reflection in lesson study discussions JF - Teaching and teacher education : an international journal of research and studies N2 - This mixed-method study addresses the need for a clear conceptualization of the professional reflection element of Lesson Study (LS), a popular collaborative approach to the professional development of teachers. Grounding and re-framing LS's post-lesson discussion in a theoretical framework of critical and collaborative reflection, we analyze the transcripts of four LS groups at German primary schools, focusing on depth of reflection and teachers' trajectories through their reflective practice. The findings show that LS groups differed significantly in the depth and the trajectories of their reflection processes. We consider implications for post-lesson discussions and critical reflection as a LS core skill. KW - Teacher learning KW - Professional development KW - Critical and collaborative KW - reflection KW - Lesson study KW - Critical inquiry Y1 - 2022 U6 - https://doi.org/10.1016/j.tate.2022.103683 SN - 0742-051X SN - 1879-2480 VL - 113 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Kager, Klara T1 - Rezension zu: Lesson study-based teacher education: the potential of the Japanese approach in global settings / Edited by: Jongsung Kim, Nariakira Yoshida, Shotaro Iwata, Hiromi Kawaguchi. - Abingdon, Oxon ; New York, NY: Routledge, 2021. - XIX, 219 S. - ISBN: 978-0-367-47845-2 JF - International journal for lesson and learning studies : official journal of the World Association of Lesson Studies (WALS) Y1 - 2022 U6 - https://doi.org/10.1108/IJLLS-01-2022-100 SN - 2046-8253 SN - 2016-8261 VL - 11 IS - 1 SP - 43 EP - 45 PB - Emerald Group Publishing Limited CY - Bingley ER - TY - JOUR A1 - Huang, Yizhen A1 - Richter, Eric A1 - Kleickmann, Thilo A1 - Richter, Dirk T1 - Class size affects preservice teachers' physiological and psychological stress reactions BT - an experiment in a virtual reality classroom JF - Computers & education : an international journal N2 - Teachers frequently express stress associated with teaching in large classrooms. Despite the timehonored tradition in teacher stress research of treating class size as a job-related stressor, the underlying premise that class size directly impacts teachers' stress reactions remains untested. In this randomized controlled experiment targeted at preservice teachers, we utilized a standardized virtual reality (VR) classroom to examine whether class size (number of student avatars) directly affected physiological (heart rate) or psychological (subjective rating) stress reactions among 65 preservice teachers. Results from linear mixed-effects modeling (LMM) showed that class size significantly predicted both their physiological and psychological stress reactions in the simulated environment: Average heart rate and subjective stress ratings were both significantly higher in the large class size condition. Further investigations into the causes of this association has been proposed. These findings may contribute to a better understanding of the effects of classroom features on preservice teachers' emotional experiences and well-being. KW - Augmented and virtual reality KW - Simulations KW - Improving classroom teaching KW - Media in education KW - Pedagogical issues Y1 - 2022 U6 - https://doi.org/10.1016/j.compedu.2022.104503 SN - 0360-1315 SN - 1873-782X VL - 184 PB - Elsevier CY - Oxford ER - TY - JOUR A1 - Huang, Yizhen A1 - Richter, Eric A1 - Kleickmann, Thilo A1 - Richter, Dirk T1 - Comparing video and virtual reality as tools for fostering interest and self-efficacy in classroom management BT - results of a pre-registered experiment JF - British journal of educational technology / British Educational Communications and Technology Agency N2 - Video is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest-posttest experimental design to examine the influence of a video- versus VR-based task on changing situational interest and self-efficacy in classroom management. Results from 49 student teachers revealed that the VR simulation led to higher increments in self-reported triggered interest and self-efficacy in classroom management, but also invoked higher extraneous cognitive load than a video viewing task. We discussed the implications of these results for pre-service teacher education and the design of VR environments for professional training purposes. Practitioner notes What is already known about this topic Video is a popular teacher training medium given its ability to display classroom situations. Virtual reality (VR) also immerses users in lifelike situations and has gained popularity in recent years. Situational interest and self-efficacy in classroom management is vital for student teachers' professional development. What this paper adds VR outperforms video in promoting student teachers' triggered interest in classroom management. Student teachers felt more efficacious in classroom management after participating in VR. VR also invoked higher extraneous cognitive load than the video. Implications for practice and/or policy VR provides an authentic teacher training environment for classroom management. The design of the VR training environment needs to ensure a low extraneous cognitive load. KW - cognitive load KW - immersive media KW - pre-service teacher KW - professional KW - training KW - simulations KW - student teacher KW - teacher education Y1 - 2022 U6 - https://doi.org/10.1111/bjet.13254 SN - 0007-1013 SN - 1467-8535 VL - 54 IS - 2 SP - 467 EP - 488 PB - Wiley-Blackwell CY - Oxford ER - TY - JOUR A1 - Kühl, Tim A1 - Fehringer, Benedict C. O. F. A1 - Münzer, Stefan T1 - Unifying the ability-as-compensator and ability-as-enhancer hypotheses JF - Educational psychology review N2 - Spatial abilities have been found to interact with the design of visualizations in educational materials in different forms: (1) spatial abilities enhanced learning with optimized visual design (ability-as-enhancer) or (2) spatial abilities compensated for suboptimal visual design (ability-as-compensator). A brief review of pertinent studies suggests that these two forms are viewed as mutually exclusive. We propose a novel unifying conceptualization. This conceptualization suggests that the ability-as enhancer interaction will be found in the low-medium range of a broad ability continuum whereas the ability-as-compensator interaction will be found in the medium-high range. The largest difference in learning outcomes between visual design variations is expected for medium ability. A corresponding analytical approach is suggested that includes nonlinear quadratic interactions. The unifying conceptualization was confirmed in an experiment with a consistent visual-spatial task. In addition, the conceptualization was investigated with a reanalysis of pooled data from four multimedia learning experiments. Consistent with the conceptualization, quadratic interactions were found, meaning that interactions depended on ability range. The largest difference between visual design variations was obtained for medium ability, as expected. It is concluded that the unifying conceptualization is a useful theoretical and methodological approach to analyze and interpret aptitude-treatment interactions that go beyond linear interactions. KW - Aptitude-treatment-interaction KW - Ability-as-enhancer KW - Ability-as-compensator KW - Spatial ability KW - Visual design KW - Multimedia KW - learning Y1 - 2022 U6 - https://doi.org/10.1007/s10648-021-09650-5 SN - 1040-726X SN - 1573-336X VL - 34 IS - 2 SP - 1063 EP - 1095 PB - Springer CY - New York ER - TY - JOUR A1 - Richter, Eric A1 - Lucksnat, Christin A1 - Redding, Christopher A1 - Richter, Dirk T1 - Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching JF - Teaching and Teacher Education N2 - In this study, we investigated retention intention and job satisfaction of 238 first-year alternatively certified (AC) teachers. Drawing on Organizational Socialization Theory, we tested the hypothesis that AC teacher extraversion and perceived school support are positively related to the two variables and mediated by self-efficacy. To test our hypothesis, we applied structural equation modeling. Our results demonstrate that extraversion and perceived social support are positively related to retention intentions and job satisfaction. In addition, self-efficacy serves as a mediator. The findings could help school administrators to better understand how to support and retain AC teachers and thus address teacher shortages. KW - Second-career teachers KW - Self-efficacy KW - Job satisfaction KW - Personality KW - Support KW - Teacher well-being KW - Turnover KW - Attrition KW - Onboarding Y1 - 2022 U6 - https://doi.org/10.1016/j.tate.2022.103704 SN - 0742-051X VL - 114 PB - Elsevier CY - Oxford ER - TY - JOUR A1 - Vock, Miriam A1 - Gronostaj, Anna A1 - Kretschmann, Julia A1 - Westphal, Andrea T1 - Wie bewerten begabte und leistungsstarke Jugendliche in separaten Spezialklassen ihren Unterricht? BT - Unterrichtsqualität in Deutsch und Mathematik in der Sekundarstufe BT - Teaching quality in German and Mathematics in secondary education JF - Zeitschrift für Erziehungswissenschaft N2 - Leistungsstarke und besonders begabte Schüler*innen werden im Unterricht oft nicht genügend gefordert. In speziellen Klassen für besonders Leistungsstarke und Begabte kann der Unterricht stärker auf die Lernmöglichkeiten dieser Gruppe zugeschnitten werden. Spezialklassen gelten insgesamt als leistungsförderlich, Studien zur Unterrichtsqualität sind bisher jedoch rar. In dieser Studie wird untersucht, wie Schüler*innen der Leistungs- und Begabungsklassen (LuBK) im Land Brandenburg die Qualität ihres Unterrichts in Deutsch und Mathematik im Vergleich zu Schüler*innen von Regelklassen einschätzen. Die Datenbasis bilden N = 3371 Schüler*innen der 8. und 10. Jahrgangsstufe aus 33 Schulen. Mittels Fragebögen wurden Merkmale der Unterrichtsqualität nach dem QuAIT-Modell erfragt; die Datenanalyse erfolgte mit regressionsanalytischen Mehrebenenmodellen. Die Schüler*innen der LuBK bewerten die Qualität ihres Unterrichts überwiegend positiver als die Schüler*innen der Regelklassen, Defizite zeigen sich jedoch in beiden Klassentypen bei den Qualitätsmerkmalen der inneren Differenzierung und der Mitsprache bei Unterrichtsthemen. N2 - High-performing and gifted students are often not sufficiently challenged in class. In special classes for high-achievers and gifted students, instruction can be tailored more closely to the learning opportunities of this group. Special classes are generally considered to be conducive to achievement, but studies on the quality of instruction have been scarce. This study examines how students in special classes for the gifted and talented in the state of Brandenburg rate the quality of their instruction in German and mathematics compared to students in regular classes. The data basis is constituted by N = 3371 students in the 8th and 10th grades from 33 schools. Questionnaires were used to assess characteristics of teaching quality according to the QuAIT model; data analysis was conducted using regression-analytical multilevel models. The students of the LuBK evaluate the quality of their teaching mainly more positively than the students of the regular classes, however, deficits are evident in both class types with regard to the quality characteristics of internal differentiation and having a say in the topics of instruction. T2 - How do gifted and high achieving adolescents in separate special classes evaluate their lessons? KW - Giftedness KW - Quality of instruction KW - QuAIT model KW - Special classes KW - Talented students KW - Unterrichtsqualität KW - QuAIT-Modell KW - Leistungsstarke Schüler*innen KW - Hochbegabung KW - Spezialklassen Y1 - 2022 U6 - https://doi.org/10.1007/s11618-022-01118-8 SN - 1434-663X SN - 1862-5215 VL - 25 SP - 1151 EP - 1173 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Hasl, Andrea A1 - Voelkle, Manuel A1 - Kretschmann, Julia A1 - Richter, Dirk A1 - Brunner, Martin T1 - A dynamic structural equation approach to modeling wage dynamics and cumulative advantage across the lifespan JF - Multivariate Behavioral Research N2 - Wages and wage dynamics directly affect individuals' and families' daily lives. In this article, we show how major theoretical branches of research on wages and inequality-that is, cumulative advantage (CA), human capital theory, and the lifespan perspective-can be integrated into a coherent statistical framework and analyzed with multilevel dynamic structural equation modeling (DSEM). This opens up a new way to empirically investigate the mechanisms that drive growing inequality over time. We demonstrate the new approach by making use of longitudinal, representative U.S. data (NLSY-79). Analyses revealed fundamental between-person differences in both initial wages and autoregressive wage growth rates across the lifespan. Only 0.5% of the sample experienced a "strict" CA and unbounded wage growth, whereas most individuals revealed logarithmic wage growth over time. Adolescent intelligence and adult educational levels explained substantial heterogeneity in both parameters. We discuss how DSEM may help researchers study CA processes and related developmental dynamics, and we highlight the extensions and limitations of the DSEM framework. KW - Dynamic Structural Equation Modeling (DSEM) KW - wage dynamics KW - cumulative advantage (CA) KW - autoregressive wage growth KW - human capital theory Y1 - 2022 U6 - https://doi.org/10.1080/00273171.2022.2029339 SN - 0027-3171 SN - 1532-7906 VL - 58 IS - 3 SP - 504 EP - 525 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Kalinowski, Eva A1 - Jurczok, Anne A1 - Westphal, Andrea A1 - Vock, Miriam T1 - Welche individuellen und institutionellen Faktoren begünstigen die Kooperation von Grundschullehrkräften? JF - Zeitschrift für Erziehungswissenschaft N2 - Der Kooperation von Lehrkräften wird für die Bewältigung der komplexen Anforderungen des Schulalltags großes Potenzial zugeschrieben. Dennoch ist Kooperation in vielen Lehrkräftekollegien nicht selbstverständlich. Auf Basis einer Befragung von N = 489 Grundschullehrkräften untersucht dieser Beitrag in einem querschnittlichen Design die kollegiale Kooperation in Schulen in Deutschland. Mit einer Regression wurde unter Berücksichtigung der Mehrebenenstruktur der Daten geprüft, in welchem Ausmaß personale, kompetenzbezogene und institutionelle Merkmale die Umsetzung verschiedener Kooperationsformen wahrscheinlicher machen. Die Ergebnisse zeigen, dass die Kooperationsform „Austausch“ in der Arbeit der Lehrkräfte ausgeprägt wahrgenommen wurde, die Kooperationsform „Kokonstruktion“ weniger. Zudem zeigen sich Gemeinsamkeiten, aber auch Unterschiede in den begünstigenden Faktoren. Während sich für beide Kooperationsformen die Wahrnehmung kollektiver Selbstwirksamkeit und das Zusammenspiel zwischen organisatorischen und räumlichen Rahmenbedingungen als prädiktiv erwiesen, spielte der Enthusiasmus lediglich für den Austausch und die Unterrichtserfahrung nur für die Kokonstruktion eine Rolle. N2 - Collaboration between teachers is seen as having great potential for dealing with the complex everyday challenges that arise in schools. But collaboration is not something that is necessarily implemented in schools. In a cross-sectional study, this paper investigates collaboration among colleagues in German schools, based on a questionnaire of N = 489 primary school teachers. Using a linear regression allowing for the multilevel structure of the data, we explored the extent to which different demographic, competence-related, and institutional characteristics make the implementation of specific forms of collaboration more likely. The results show that the teachers experienced the collaboration forms "exchange" and "co-construction" at different levels, with "exchange" being more prevalent. There are similarities, but also differences, in the predictive factors for each form of collaboration. While the perception of collective self-efficacy and the interplay of organisational framework and the set-up of working spaces proved to be predictive for both forms, enthusiasm only played a role in "exchange" and teaching experience was only predictive for "co-construction". T2 - Which individual and institutional factors facilitate collaboration between teachers in primary schools? KW - Collaboration KW - Co-construction KW - Exchange KW - Primary school KW - Teachers KW - Kooperation KW - Kokonstruktion KW - Austausch KW - Grundschule KW - Lehrkräfte Y1 - 2022 U6 - https://doi.org/10.1007/s11618-022-01081-4 SN - 1434-663X SN - 1862-5215 VL - 25 SP - 999 EP - 1029 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Kühl, Tim A1 - Wohninsland, Patrizia T1 - Learning with the interactive whiteboard in the classroom BT - its impact on vocabulary acquisition, motivation and the role of foreign language anxiety JF - Education and information technologies : the official journal of the IFIP Technical Committee on Education N2 - When used in a sensible way, Interactive Whiteboards (IWB) are supposed to motivate and engage students in learning in the classroom. Thereby, they might also stimulate students who are usually more restrained, such as more anxious students. However, the body of research on the impact of IWB lessons is rather small. The present study investigated whether a 45-minute lesson with the IWB compared to a conceptual identical 45-minute lesson without the IWB would support learning and motivation within the subject English as a foreign language for German students. Moreover, the study examined whether the 45-minute lesson with the IWB compared to the 45-minute lesson without the IWB would be better able to counteract the detrimental effects of foreign language classroom anxiety (FLCA). One hundred and two eighth graders from two secondary schools in Germany took part in this study and were either taught with the IWB (condition IWB; n = 53) or without the IWB (condition No-IWB; n = 50). Results showed that students in the IWB condition stated to be higher motivated and performed better in a vocabulary test than their counterparts in the No-IWB condition. FLCA was negatively correlated with performance in the vocabulary test. Other than expected, learning with the IWB did not compensate the detrimental effect of FLCA, meaning that learning with the IWB was more beneficial than learning without the IWB irrespective of a student's FLCA. Implications of the study will be discussed. KW - interactive whiteboard KW - foreign language anxiety KW - vocabulary KW - acquisition KW - motivation KW - English as a foreign language Y1 - 2022 U6 - https://doi.org/10.1007/s10639-022-11004-9 SN - 1360-2357 SN - 1573-7608 VL - 27 IS - 7 SP - 10387 EP - 10404 PB - Springer CY - Dordrecht [u.a.] ER - TY - JOUR A1 - Neuendorf, Claudia A1 - Jansen, Matte A1 - Kuhl, Poldi A1 - Vock, Miriam T1 - Wer ist leistungsstark? BT - Operationalisierung von Leistungsstärke in der empirischen Bildungsforschung seit dem Jahr 2000 BT - Operationalisation of high achievement in empirical educational research since the year 2000 JF - Zeitschrift für pädagogische Psychologie. N2 - Who is a high achiever? Operationalisation of high achievement in empirical educational research since the year 2000 Abstract. In recent years, high-achieving students have received increased attention by researchers, policymakers and practitioners. However, the question of what exactly constitutes high academic achievement is not yet agreed upon by the research community. This paper provides a systematic review of how researchers studying high-achieving students since 2000 have operationalized high academic achievement in their research. In particular, we examined which performance indicators were used, whether achievement was conceived of as subject-specific or general, and which cut-off values and comparison standards were applied. The systematic database search yielded N = 309 articles, n = 55 of which were finally included in the analysis. The present study observed a diversity in the operationalization of performance. The most commonly used indicators of performance were grades and test scores, with cross-domain and subject-specific definitions both being common. Some of the studies' cut-off values were difficult to compare, but in instances where a population norm could be derived, the median proportion of high achievers was 10 percent. The study discusses that constraints on generalizability and comparability between different studies on high achievers can arise due to methodological differences. This paper concludes with recommendations for the operationalization of high achievement. N2 - Leistungsstarke Kinder und Jugendliche sind in den letzten Jahren zunehmend in den Fokus der Bildungspolitik und der Bildungsforschung gerückt. Allerdings gibt es in der Forschung bislang kein geteiltes Verständnis darüber, was genau unter akademischer Leistungsstärke zu verstehen ist. Die vorliegende Arbeit gibt einen systematischen Überblick darüber, wie Forschende, die seit dem Jahr 2000 die Gruppe der leistungsstarken Schülerinnen und Schüler erforschten, Leistungsstärke in ihren Studien operationalisiert haben. Dabei wurde insbesondere untersucht, welche Leistungsindikatoren genutzt wurden, ob ein spezifischer Fachbezug hergestellt wurde und welche Cut-off-Werte und Vergleichsmaßstäbe angelegt wurden. Die systematische Datenbanksuche lieferte insgesamt N = 309 Artikel, von denen n = 55 die Einschlusskriterien erfüllten. Die Ergebnisse zeigen, dass eine große Vielfalt in der Operationalisierung von Leistungsstärke vorliegt. Die meistgenutzten Leistungsindikatoren waren Noten und Testwerte, wobei fächerübergreifende und fachspezifische Definitionen beide häufig waren. Die Cut-off-Werte der Studien waren zum Teil schwierig vergleichbar, aber dort, wo ein Populationsbezug hergestellt werden konnte, lag der Median des Populationsanteils Leistungsstarker bei 10 Prozent. Die Studie diskutiert methodische und inhaltliche Rahmenbedingungen, welche sich auf die Operationalisierung von Leistungsstärke und ihre Vergleichbarkeit über Studien hinweg auswirken. Die vorliegende Arbeit schließt mit Empfehlungen zur Operationalisierung von Leistungsstärke. T2 - Who is a high achiever? KW - high-achieving students KW - operationalization KW - definition KW - review KW - giftedness KW - leistungsstarke Schüler_innen KW - Hochbegabung Y1 - 2022 U6 - https://doi.org/10.1024/1010-0652/a000343 SN - 1010-0652 SN - 1664-2910 VL - 37 SP - 1 EP - 19 PB - Hogrefe CY - Bern ER - TY - JOUR A1 - Tetzner, Julia A1 - Bondue, Rebecca A1 - Krahé, Barbara T1 - Family risk factors and buffering factors for child internalizing and externalizing problems JF - Journal of applied developmental psychology N2 - Detrimental effects of adverse family conditions for children's wellbeing are well-documented, but little is known about the impact of specific risk factors, or about potential protective factors that buffer the effects of family risk factors on negative development. We investigated the impact of five important family risk factors (e.g., parental conflict) on internalizing and externalizing problems and the potential buffering effects of peer acceptance and academic skills at two measurement points two years apart in 1195 7-to 10-year-olds (T1: M-Age = 8.54). Latent change models showed that increases in risk factors over the two years predicted increasing internalizing and externalizing problems. Parental conflict was the most impactful risk factor, although peer acceptance and academic skills showed some buffering effects. The results highlight the necessity of investigating cumulative and single risk factors, specifically interparental conflict, and emphasize the need to strengthen children's internal and social resources to buffer the effects of adverse family conditions. KW - psychological problems KW - family risk factors KW - protective factors KW - parental conflict KW - academic skills KW - peer acceptance Y1 - 2022 U6 - https://doi.org/10.1016/j.appdev.2022.101395 SN - 0193-3973 SN - 1873-7900 VL - 80 PB - Elsevier CY - New York ER - TY - JOUR A1 - Wulff, Peter A1 - Buschhüter, David A1 - Westphal, Andrea A1 - Mientus, Lukas A1 - Nowak, Anna A1 - Borowski, Andreas T1 - Bridging the gap between qualitative and quantitative assessment in science education research with machine learning BT - a case for pretrained language models-based clustering JF - Journal of science education and technology N2 - Science education researchers typically face a trade-off between more quantitatively oriented confirmatory testing of hypotheses, or more qualitatively oriented exploration of novel hypotheses. More recently, open-ended, constructed response items were used to combine both approaches and advance assessment of complex science-related skills and competencies. For example, research in assessing science teachers' noticing and attention to classroom events benefitted from more open-ended response formats because teachers can present their own accounts. Then, open-ended responses are typically analyzed with some form of content analysis. However, language is noisy, ambiguous, and unsegmented and thus open-ended, constructed responses are complex to analyze. Uncovering patterns in these responses would benefit from more principled and systematic analysis tools. Consequently, computer-based methods with the help of machine learning and natural language processing were argued to be promising means to enhance assessment of noticing skills with constructed response formats. In particular, pretrained language models recently advanced the study of linguistic phenomena and thus could well advance assessment of complex constructs through constructed response items. This study examines potentials and challenges of a pretrained language model-based clustering approach to assess preservice physics teachers' attention to classroom events as elicited through open-ended written descriptions. It was examined to what extent the clustering approach could identify meaningful patterns in the constructed responses, and in what ways textual organization of the responses could be analyzed with the clusters. Preservice physics teachers (N = 75) were instructed to describe a standardized, video-recorded teaching situation in physics. The clustering approach was used to group related sentences. Results indicate that the pretrained language model-based clustering approach yields well-interpretable, specific, and robust clusters, which could be mapped to physics-specific and more general contents. Furthermore, the clusters facilitate advanced analysis of the textual organization of the constructed responses. Hence, we argue that machine learning and natural language processing provide science education researchers means to combine exploratory capabilities of qualitative research methods with the systematicity of quantitative methods. KW - Attention to classroom events KW - Noticing KW - NLP KW - ML Y1 - 2022 U6 - https://doi.org/10.1007/s10956-022-09969-w SN - 1059-0145 SN - 1573-1839 VL - 31 IS - 4 SP - 490 EP - 513 PB - Springer CY - Dordrecht ER - TY - JOUR A1 - Hettinger, Katharina A1 - Lazarides, Rebecca A1 - Retelsdorf, Jan T1 - Interindividuell unterschiedliche Veränderungen der Lesemotivation BT - welche Bedeutung hat die Unterstützung der Lehrkraft? BT - which relevance has teacher support? JF - Zeitschrift für Erziehungswissenschaft N2 - Reading motivation is highly significant for students' reading achievement and varies interindividual. However, only few studies investigate changes in reading motivation patterns considering student gender, reading achievement and teaching behavior. These results would allow adaptive teaching. In this longitudinal study we aim to close this research gap by examining students' valuing of reading and reading self-concept using data from N = 1313 German fifth- and sixth-grade students (50.0% girls). Results of latent profile analyses identified three motivational profiles: 'Low intrinsic value', 'Moderate reading motivation' and 'High reading motivation'. Highly supportive teaching-as perceived by students-in Grade 5 was significantly associated with a lower probability to change in the 'Low intrinsic value profile' instead into the 'High reading motivation profile'. Girls and high achievers in reading changed less likely into the 'Moderate reading motivation profile' than into the 'High reading motivation profile'. Implications for teaching are discussed. N2 - Lesemotivation ist von Bedeutung für Leseleistung und ist interindividuell unterschiedlich ausgeprägt. Jedoch ist bislang wenig bekannt über Veränderungen unterschiedlicher Lesemotivationsmuster und die Bedeutung des Geschlechts, der Leseleistung und der Unterrichtsgestaltung für solche Veränderungen. Mittels dieser Erkenntnisse könnten adaptive Lernangebote ausgeweitet werden. Die vorliegende Längsschnittstudie greift diese Frage auf und untersucht basierend auf Daten von N = 1313 Lernenden (50,0 % Mädchen) in der 5. und 6. Jahrgangsstufe, wie sich Wertüberzeugungen und Leseselbstkonzept interindividuell unterschiedlich verändern. Latente Profilanalysen verweisen auf drei motivationale Muster zu beiden Zeitpunkten: ‚Geringer intrinsischer Wert‘, ‚Moderate Lesemotivation‘ und ‚Hohe Lesemotivation‘. Hohe Lehrkraftunterstützung trägt dazu bei, dass Lernende im Verlauf des fünften Schuljahres in das Profil ‚Hohe Lesemotivation‘ statt in das Motivationsprofil ‚Geringer intrinsischer Wert‘ wechseln. Mädchen und Lernende mit hoher Leseleistung wechseln eher in das Profil ‚Hohe Lesemotivation‘ statt in das Profil ‚Moderate Lesemotivation‘. Implikationen für Unterricht werden diskutiert. T2 - Interindividually different changes in reading motivation KW - Latent transition analysis KW - Motivational change KW - Reading motivation KW - Teacher support Y1 - 2022 U6 - https://doi.org/10.1007/s11618-022-01076-1 SN - 1434-663X SN - 1862-5215 VL - 25 IS - 2 SP - 353 EP - 376 PB - Springer Vieweg-Springer Fachmedien Wiesbaden GmbH CY - Wiesbaden ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Schiepe-Tiska, Anja T1 - Heterogeneity of motivational characteristics in classroom JF - Zeitschrift für Erziehungswissenschaft N2 - An effective handling of heterogeneous groups in classrooms is one of the main challenges that teachers face when planning their instruction. However, including means of adaptive teaching in classrooms also yields the chance to re-conceptualize classroom instruction. Researchers and practitioners often discuss the question of how different ability levels can be considered adequately in teaching and learning. Because motivation is a central source of competence development and self-regulated learning, the current article discusses how teaching can adapt to learners' different motivational states and traits. In a first step, we review theoretical and empirical perspectives on intra- and interindividual motivational differences in students and their relations to other dimensions of classroom heterogeneity such as gender, ethnic background, and socio-economic status. Against this background, we discuss how instruction can adapt effectively to learners' different motivational needs. We introduce a model of adaptive teaching that refers to students' intra- and interindividual motivational differences and derive conclusions for teacher education and instructional practice. N2 - Der angemessene Umgang mit Heterogenität gilt als eine der zentralen Herausforderungen aber auch als eine bedeutsame Chance für Schule und Unterricht. Dabei wird häufig die Frage diskutiert, wie Unterricht adaptiv das Leistungsniveau von Lernenden berücksichtigen kann. Im vorliegenden Beitrag gehen wir der Frage nach, wie Unterrichtsgestaltung die unterschiedlichen motivationalen Lernvoraussetzungen von Schülerinnen und Schülern und ihr unterschiedliches motivationales Erleben von Lernsituationen angemessen aufgreifen kann. Dabei werden zunächst theoretische und empirische Perspektiven auf motivationale Heterogenität und ihr Zusammenwirken mit geschlechtsbezogenen, sprachlichen oder sozialen Heterogenitätsdimensionen diskutiert. Anschließend befassen wir uns mit der Frage, wie und unter welchen Bedingungen Unterricht adaptiv unterschiedliche motivationale Lernvoraussetzungen aufgreifen kann und schlagen ein Prozessmodell motivational adaptiver Unterrichtsgestaltung vor, aus dem auch praktische Implikationen für Lehrkräftebildung und Unterrichtspraxis abgeleitet werden. KW - Motivation KW - Heterogenous groups KW - Adaptive teaching KW - Teachers KW - Heterogenität KW - Adaptives Unterrichten KW - Lehrkräfte Y1 - 2022 U6 - https://doi.org/10.1007/s11618-022-01082-3 SN - 1434-663X SN - 1862-5215 VL - 25 IS - 2 SP - 249 EP - 267 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Schiepe-Tiska, Anja T1 - Editorial: Heterogenität motivationaler Lernvoraussetzungen im schulischen Kontext JF - Zeitschrift für Erziehungswissenschaft T2 - Editorial: Heterogeneity of motivational learning prerequisites in the school context Y1 - 2022 U6 - https://doi.org/10.1007/s11618-022-01097-w SN - 1434-663X SN - 1862-5215 VL - 25 IS - 2 SP - 245 EP - 248 PB - Springer CY - Wiesbaden ER - TY - THES A1 - Jung, Jana T1 - Does youth matter? BT - partnership trajectories across the life course: influences and consequences N2 - This dissertation is a compilation of publications and submitted publication manuscripts that seek to improve the understanding of modern partnership trajectories. Romantic relationships constitute one of the most important dimensions in a person’s life. They serve to satisfy social and emotional needs (Arránz Becker, 2008) and have an impact on various other dimensions of life. Since the 1970s, partnership formation has been characterized by increased heterogeneity, has become less ordered and much more diverse in terms of living arrangements and the number of unions across the life course (Helske et al, 2015; Ross et al, 2009). This dissertation argues that while partnerships have become more unstable, the need for attachment and the importance of relationship have remained high, if not increased, as evidenced by the prevalence of couple relationships that have remained quite stable (Eckhardt, 2015). The life course perspective (Elder, 1994; Elder et al., 2004; Mayer, 2009) offers an appropriate framework for the understanding of partnership formations throughout the life course. This perspective stresses the path dependency of the life course as well as the interdependencies of life domains (Bernardi et al., 2019). Thus, it can be argued that conditions, resources, and experiences in youth have a substantial influence on later life course outcomes. Given the increasing heterogeneity of partnership trajectories, research to understand partnership processes cannot be based only on single events (e.g., marriage or divorce) or life stages, but must be explored in a dynamic context and over a longer period of time. In sum, this thesis argues that partnership trajectories have to be considered from a holistic perspective. Not only single transitions or events are useful to describe modern partnership histories adequately, but rather the whole process. Additionally, as partnership trajectories are linked to various outcomes (e.g., economics, health, effects on children), it is therefore highly relevant to improve our understanding of partnership dynamics and their determinants and consequences. Findings in this field of research contribute to a better understanding of how childhood and youth are of prospective importance for the later partnership trajectories and whether there are any long-term effects of the conditions and resources formed and stabilized in youth, which then help to understand and explain partnership dynamics. Thus, the interest of this thesis lies in the longitudinal description and prediction of the dynamics of partnership trajectories in light of the individual resources formed and stabilized in youth, as well as in the investigation of the consequences of different partnership trajectory patterns on individual well-being. For these objectives, a high demand on the data is required, as prospective data at the beginning of the partnership biography are needed, as well as data on current life dimensions and the detailed partnership history. The German LifE Study provides this particular data structure as it examines life courses of more than 1,300 individuals from adolescence to middle adulthood. With regard to the overall aim of this dissertation, the main conclusion is that early life conditions, experiences, and resources influence the dynamics of individual partnership trajectories. The results illustrate that youth matters and that characteristics and resources anchored in youth influence the timing of early status passages, which sets individuals on specific life paths. However, in addition to personal and social resources, partnership trajectories were also significantly influenced by individuals’ sociodemographic placement. Additionally, individual resources are also linked to the overall turbulence or stability of partnership trajectories. This overall dynamic, which is reflected in different partnership patterns, influences individual well-being, with stability being associated with greater satisfaction, and instability (women), or permanent singlehood (men), having a negative impact on well-being. My analyses contribute to life course research by examining path dependency against the background of various individual factors (socio-structural and psychological characteristics) to model decision-making processes in partnerships in more detail. They do so by including also non-cohabitational union types in the analyses, by accounting for pre-trajectory life conditions and resources, and, most importantly, by modeling the partnership trajectory in a holistic and dynamic perspective, applying this perspective to appropriate and modern statistical methods on a unique dataset. KW - partnership trajectories KW - life course KW - youth KW - sequence analysis KW - turbulence index Y1 - 2022 ER - TY - JOUR A1 - Tosch, Frank ED - Rochow-Museum und Akademie für Bildungsgeschichtliche Forschung e.V. an der Universität Potsdam, Reckahn, T1 - Das besondere Exponat. „Von Spielen und Vergnügungen“ BT - Kupfertafel VI zu J. B. Basedows Elementarwerk (1774) JF - Zeitschrift für Museum und Bildung - Spielzeit - Spielraum Y1 - 2022 SN - 978-3-643-99710-4 SN - 1613-561X IS - 92-93 SP - 139 EP - 150 PB - Lit-Verlag CY - Berlin ER - TY - JOUR A1 - Tetzlaff, Leonard A1 - Hartmann, Ulrike A1 - Dumont, Hanna A1 - Brod, Garvin T1 - Assessing individualized instruction in the classroom BT - comparing teacher, student, and observer perspectives JF - Learning and instruction : the journal of the European Association for Research on Learning and Instruction (EARLI) N2 - In this article, we address the measurement of individualized instruction in the context of regular classroom instruction. Our study assessed instructional practices geared towards individualization in German third grade reading lessons by combining self-report data from 621 students, from their teachers (n = 57), and live obser-vations. We then investigated the reliability of these different approaches to measuring individualization as well as the agreement between them. All three approaches yielded reliable indicators of individualized practices, but not all of them corresponded with each other. We found considerable agreement between students and observers, but neither agreed with teachers' self-reports. Upon closer examination, we found that students' ratings only correlated with teacher ratings that were provided close to the timepoint of interest. This correlation increased when teacher measures were corrected for response tendencies. We conclude with some recommendations for future studies that aim to measure individualized instruction in the classroom. KW - Individualization KW - Personalization KW - Differentiation KW - Adaptive teaching; KW - Individualized instruction KW - Instructional quality KW - Learning KW - environments KW - Live observations KW - Classroom research Y1 - 2022 U6 - https://doi.org/10.1016/j.learninstruc.2022.101655 SN - 0959-4752 SN - 1873-3263 VL - 82 PB - Elsevier CY - Oxford ER - TY - THES A1 - Mauermeister, Sylvi T1 - Eingeschrieben und geblieben? BT - Herkunftsgruppenspezifische Bedingungen des Studienverbleibs nach der Studieneingangsphase an Universitäten T2 - Hochschul- und Wissenschaftsforschung Halle-Wittenberg Y1 - 2022 SN - 978-3-8305-5175-1 SN - 2509-5676 SN - 2509-5684 PB - Berliner Wissenschafts-Verlag CY - Berlin ER - TY - JOUR A1 - Gámez-Guadix, Manuel A1 - Mateos, Estibaliz A1 - Wachs, Sebastian A1 - Blanco, Marta T1 - Self-harm on the internet among adolescents BT - prevalence and association with depression, anxiety, family cohesion, and social resources JF - Psicothema N2 - Background: Using the internet to search for information or share images about self-harm is an emerging risk among young people. The aims of this study were (a) to analyze the prevalence of different types of self-harm on the internet and differences by sex and age, and (b) to examine the relationship of self-harm on the internet with intrapersonal factors (i.e., depression and anxiety) and interpersonal factors (i.e., family cohesion and social resources). Method: The sample consisted of 1,877 adolescents (946 girls) between 12 and 17 years old (Mage = 13.41, SD = 1.25) who completed self-report measures. Results: Approximately 11% of the participants had been involved in some type of self-harm on the internet. The prevalence was significantly higher among girls than boys and among adolescents older than 15 years old. Depression and anxiety increased the risk of self-harm on the internet, whereas family cohesion decreased the probability of self-harm on the internet. Conclusions: Self-harm on the internet is a relatively widespread phenomenon among Spanish adolescents. Prevention programs should include emotional regulation, coping skills, and resilience to reduce in this behavior. N2 - Antecedentes: el uso de Internet para buscar información o compartir imágenes sobre autolesiones físicas es un riesgo emergente entre jóvenes. Los objetivos de este estudio fueron: 1) analizar la prevalencia de diferentes conductas relacionadas con las autolesiones en Internet y las diferencias por sexo y edad; y 2) examinar la relación de las autolesiones en Internet con factores intrapersonales (depresión y ansiedad) e interpersonales (cohesión familiar, recursos sociales). Método: la muestra estuvo compuesta por 1.877 adolescentes (946 mujeres) entre 12 y 17 años (edad media = 13,41, DT = 1,255) que completaron medidas de autoinforme. Resultados: aproximadamente el 11% de la muestra se había implicado en algún tipo de autolesión en Internet. La prevalencia fue mayor entre las chicas y entre los adolescentes mayores de 15 años. La depresión y la ansiedad incrementaron el riesgo de autolesiones en Internet. La cohesión familiar fue un factor de protección contra las autolesiones en Internet. Conclusiones: el uso de Internet para compartir o buscar información sobre autolesiones es un problema relativamente frecuente entre adolescentes. Los programas de prevención deberían incluir habilidades de regulación emocional, afrontamiento y resiliencia para reducir la implicación en este comportamiento. KW - engagement self-harm KW - self-injury KW - adolescence KW - depression KW - anxiety KW - family cohesion KW - social support Y1 - 2022 U6 - https://doi.org/10.7334/psicothema2021.328 SN - 0214-9915 SN - 1886-144X VL - 34 IS - 2 SP - 233 EP - 239 PB - Departamento de Psicología de la Universidad de Oviedo, Colegio Oficial de Psicólogos del Principado de Asturias, Vicerrectorado de Investigación de la Universidad de Oviedo CY - Oviedo ER - TY - JOUR A1 - Hong, Jun Sung A1 - Kim, Dong Ha A1 - Thornberg, Robert A1 - Wachs, Sebastian A1 - Wright, Michelle F. T1 - Racial discrimination to bullying behavior among White and Black adolescents in the USA: from parents' perspectives JF - International journal of environmental research and public health N2 - The present study proposes and tests pathways by which racial discrimination might be positively related to bullying victimization among Black and White adolescents. Data were derived from the 2016 National Survey of Children's Health, a national survey that provides data on children's physical and mental health and their families. Data were collected from households with one or more children between June 2016 to February 2017. A letter was sent to randomly selected households, who were invited to participate in the survey. The caregivers consisted of 66.9% females and 33.1% males for the White sample, whose mean age was 47.51 (SD = 7.26), and 76.8% females and 23.2% males for the Black sample, whose mean age was 47.61 (SD = 9.71). In terms of the adolescents, 49.0% were females among the White sample, whose mean age was 14.73 (SD = 1.69). For Black adolescents, 47.9% were females and the mean age was 14.67(SD = 1.66). Measures for the study included bullying perpetration, racial discrimination, academic disengagement, and socio-demographic variables of the parent and child. Analyses included descriptive statistics, bivariate correlations, and structural path analyses. For adolescents in both racial groups, racial discrimination appears to be positively associated with depression, which was positively associated with bullying perpetration. For White adolescents, racial discrimination was positively associated with academic disengagement, which was also positively associated with bullying perpetration. For Black adolescents, although racial discrimination was not significantly associated with academic disengagement, academic disengagement was positively associated with bullying perpetration. KW - academic disengagement KW - bullying KW - depression KW - racial discrimination KW - race Y1 - 2022 U6 - https://doi.org/10.3390/ijerph19127084 SN - 1660-4601 VL - 19 IS - 12 PB - MDPI AG CY - Basel ER - TY - JOUR A1 - Wachs, Sebastian A1 - Gamez-Guadix, Manuel A1 - Wright, Michelle F. T1 - Online hate speech victimization and depressive symptoms among adolescents BT - the protective role of resilience JF - Cyberpsychology, behavior and social networking N2 - Online hate speech has become a widespread problem in the daily life of adolescents. Despite growing societal and academic interest in this online risk, not much is known about the relationship between online hate speech victimization (OHSV) and adolescents' mental well-being. In addition, potential factors influencing the magnitude of this relationship remain unclear. To address these gaps in the literature, this study investigated the relationship between OHSV and depressive symptoms and the buffering effects of resilience in this relationship. The sample consists of 1,632 adolescents (49.1% girls) between 12 and 18 years old (M-age = 13.83, SDage = 1.23), recruited from nine schools across Spain. Self-report questionnaires were administered to assess OHSV, depressive symptoms, and resilience. Regression analyses revealed that OHSV was positively linked to depressive symptoms. In addition, victims of online hate speech were less likely to report depressive symptoms when they reported average or high levels of resilience (i.e., social competence, personal competence, structured style, social resources, and family cohesion) compared with those with low levels of resilience. Our findings highlight the need for the development of intervention programs and the relevance of focusing on internal and external developmental assets to mitigate negative outcomes for victims of online hate speech. KW - hate speech KW - cyberhate KW - depression KW - resilience KW - adolescents Y1 - 2022 U6 - https://doi.org/10.1089/cyber.2022.0009 SN - 2152-2715 SN - 2152-2723 VL - 25 IS - 7 SP - 416 EP - 423 PB - Liebert CY - New Rochelle ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian T1 - Self-isolation practices and perceived social support from friends BT - the impact on adolescents' mental health JF - European journal of developmental psychology N2 - The purpose of the present study was to investigate the moderating effect of perceived social support from friends in the associations between self-isolation practices during the COVID-19 pandemic and adolescents' mental health (i.e., depression, subjective health complaints, self-harm), measured six months later (Time 2). Participants were 1,567 7(th) and 8(th) graders (51% female; 51% white; M age = 13.67) from the United States. They completed questionnaires on perceived social support from friends, depression, subjective health complaints, and self-harm at Time 1, and self-isolation practices during COVID-19, depression, subjective health complaints, and self-harm at Time 2. The findings revealed that self-isolation practices during COVID-19 was related positively to Time 1 perceived social support from friends, and negatively to Time 2 depression, subjective health complaints, and self-harm, while accounting for Time 1 mental health outcomes. Higher perceived social support from friends at Time 1 buffered against the negative impacts on adolescents' mental health outcomes at Time 2 when they practiced greater self-isolation during COVID-19, while lower perceived social support at Time 1 had the opposite effects on Time 2 mental health outcomes. KW - Friends KW - self-isolation KW - pandemic KW - mental health KW - depression KW - subjective KW - health complaints KW - self-harm Y1 - 2022 U6 - https://doi.org/10.1080/17405629.2022.2146090 SN - 1740-5629 SN - 1740-5610 VL - 20 IS - 4 SP - 635 EP - 648 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian A1 - Yanagida, Takuya A1 - Sevcikova, Anna A1 - Dedkova, Lenka A1 - Bayraktar, Fatih A1 - Aoyama, Ikuko A1 - Kamble, Shanmukh A1 - Macháčková, Hana A1 - Li, Zheng A1 - Soudi, Shruti A1 - Lei, Li A1 - Shu, Chang T1 - Coping with Public and Private Face-to-Face and Cyber Victimization among Adolescents in Six Countries BT - roles of Severity and Country JF - International journal of environmental research and public health N2 - This study investigated the role of medium (face-to-face, cyber) and publicity (public, private) in adolescents' perceptions of severity and coping strategies (i.e., avoidant, ignoring, helplessness, social support seeking, retaliation) for victimization, while accounting for gender and cultural values. There were 3432 adolescents (ages 11-15, 49% girls) in this study; they were from China, Cyprus, the Czech Republic, India, Japan, and the United States. Adolescents completed questionnaires on individualism and collectivism, and ratings of coping strategies and severity for public face-to-face victimization, private face-to-face victimization, public cyber victimization, and private cyber victimization. Findings revealed similarities in adolescents' coping strategies based on perceptions of severity, publicity, and medium for some coping strategies (i.e., social support seeking, retaliation) but differential associations for other coping strategies (i.e., avoidance, helplessness, ignoring). The results of this study are important for prevention and intervention efforts because they underscore the importance of teaching effective coping strategies to adolescents, and to consider how perceptions of severity, publicity, and medium might influence the implementation of these coping strategies. KW - coping KW - country KW - culture KW - victimization KW - severity KW - cyberbullying KW - bullying Y1 - 2022 U6 - https://doi.org/10.3390/ijerph192114405 SN - 1661-7827 SN - 1660-4601 VL - 19 IS - 21 PB - MDPI CY - Basel ER - TY - JOUR A1 - Milosevic, Tijana A1 - Bhroin, Niamh Ni A1 - Olafsson, Kjartan A1 - Staksrud, Elisabeth A1 - Wachs, Sebastian T1 - Time spent online and children's self-reported life satisfaction in Norway BT - the socio-ecological perspective JF - New media & society N2 - Despite public discourses highlighting the negative consequences of time spent online (TSO) for children's well-being, Norwegian children (aged 9-16 years) use the Internet more than other European children and score higher on self-reported life satisfaction (SRLS). To explore the possibility that TSO might contribute to high life satisfaction or other underlying explanatory factors, we investigate the relationship between TSO and SRLS in Norway while also accounting for how individual, family, school, and broader social circumstances influence this relationship. Countering prevailing discourses, we find a positive relationship between TSO and SRLS, which remains positive and significant even after a wider range of variables are accounted for. By explaining the circumstances under which TSO has a positive effect on SRLS, this article provides evidence of the complex role that digital technology plays in the lives of children. It also provides a critique of the often simplistic arguments found in public discourses around children's digital media use. KW - children and media KW - family KW - Internet use KW - Norway KW - self-reported life KW - satisfaction KW - well-being Y1 - 2022 U6 - https://doi.org/10.1177/14614448221082651 SN - 1461-4448 SN - 1461-7315 PB - Sage Publ. CY - London ER - TY - JOUR A1 - Wachs, Sebastian A1 - Wettstein, Alexander A1 - Bilz, Ludwig A1 - Gamez-Guadix, Manuel T1 - Motivos del discurso de odio en la adolescencia y su relación con las normas sociales BT - Adolescents' motivations to perpetrate hate speech and links with social norms JF - Comunicar : revista científica de comunicación y educación N2 - Hate speech has become a widespread phenomenon, however, it remains largely unclear why adolescents engage in it and which factors are associated with their motivations for perpetrating hate speech. To this end, we developed the multidimensional "Motivations for Hate Speech Perpetration Scale" (MHATE) and evaluated the psychometric properties. We also explored the associations between social norms and adolescents' motivations for hate speech perpetration. The sample consisted of 346 adolescents from Switzerland (54.6% boys; Mage=14; SD=0.96) who reported engagement in hate speech as perpetrators. The analyses revealed good psychometric properties for the MHATE, including good internal consistency. The most frequently endorsed subscale was revenge, followed by ideology, group conformity, status enhancement, exhilaration, and power. The results also showed that descriptive norms and peer pressure were related to a wide range of different motivations for perpetrating hate speech. Injunctive norms, however, were only associated with power. In conclusion, findings indicate that hate speech fulfills various functions. We argue that knowing the specific motivations that underlie hate speech could help us derive individually tailored prevention strategies (e.g., anger management, promoting an inclusive classroom climate). Furthermore, we suggest that practitioners working in the field of hate speech prevention give special attention to social norms surrounding adolescents. KW - Hate speech KW - cyberhate KW - motives KW - social norms KW - injunctive norms KW - peer KW - pressure Y1 - 2022 U6 - https://doi.org/10.3916/C71-2022-01 SN - 1134-3478 SN - 1988-3293 VL - 30 IS - 71 SP - 9 EP - 20 PB - Grupo Comunicar CY - Huelva ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian T1 - Self-isolation and adolescents' friendship quality: moderation of technology use for friendship maintenance JF - Youth and Society N2 - The purpose of the present study was to investigate the moderating effect of technology use for friendship maintenance in the associations between self-isolation during the COVID-19 pandemic and friendship quality, measured 6 months later (Time 2). Participants were 1,567 seventh and eighth graders (51% female; 51% white; M-age = 13.47) from the United States. They completed questionnaires on friendship quality at Time 1, and self-isolation during COVID-19 and technology use for friendship maintenance and friendship quality at Time 2. The findings revealed that self-isolation during COVID-19 was related positively to technology use for friendship maintenance and negatively to Time 2 friendship quality. Higher technology use for friendship maintenance buffered against the negative impacts on friendship quality associated with self-isolation during COVID-19, while lower technology use had the opposite effects on Time 2 friendship quality. KW - technology KW - self-isolation KW - friendship KW - friendship quality Y1 - 2022 U6 - https://doi.org/10.1177/0044118X221080484 SN - 0044-118X SN - 1552-8499 VL - 55 IS - 4 SP - 673 EP - 685 PB - Sage Publications CY - Thousand Oaks ER - TY - JOUR A1 - Mathias, Brian A1 - Andrä, Christian A1 - Schwager, Anika A1 - Macedonia, Manuela A1 - von Kriegstein, Katharina T1 - Twelve- and fourteen-year-old school children differentially benefit from sensorimotor- and multisensory-enriched vocabulary training JF - Educational psychology review N2 - Both children and adults have been shown to benefit from the integration of multisensory and sensorimotor enrichment into pedagogy. For example, integrating pictures or gestures into foreign language (L2) vocabulary learning can improve learning outcomes relative to unisensory learning. However, whereas adults seem to benefit to a greater extent from sensorimotor enrichment such as the performance of gestures in contrast to multisensory enrichment with pictures, this is not the case in elementary school children. Here, we compared multisensory- and sensorimotor-enriched learning in an intermediate age group that falls between the age groups tested in previous studies (elementary school children and young adults), in an attempt to determine the developmental time point at which children's responses to enrichment mature from a child-like pattern into an adult-like pattern. Twelve-year-old and fourteen-year-old German children were trained over 5 consecutive days on auditorily presented, concrete and abstract, Spanish vocabulary. The vocabulary was learned under picture-enriched, gesture-enriched, and non-enriched (auditory-only) conditions. The children performed vocabulary recall and translation tests at 3 days, 2 months, and 6 months post-learning. Both picture and gesture enrichment interventions were found to benefit children's L2 learning relative to non-enriched learning up to 6 months post-training. Interestingly, gesture-enriched learning was even more beneficial than picture-enriched learning for the 14-year-olds, while the 12-year-olds benefitted equivalently from learning enriched with pictures and gestures. These findings provide evidence for opting to integrate gestures rather than pictures into L2 pedagogy starting at 14 years of age. KW - Multisensory learning KW - Sensorimotor learning KW - Gesture KW - Enrichment; KW - Vocabulary learning KW - Foreign language education Y1 - 2022 U6 - https://doi.org/10.1007/s10648-021-09648-z SN - 1040-726X SN - 1573-336X VL - 34 IS - 3 SP - 1739 EP - 1770 PB - Springer CY - New York ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian T1 - Problematic online gaming, subjective health complaints, and depression among adolescent gamers from the United States BT - the role of console-gaming aggression JF - Journal of children and media N2 - The purpose of this study was to examine the longitudinal relationship between problematic online gaming and subjective health complaints and depressive symptoms, and the moderation of console-gaming aggression (i.e. verbal aggression, camping, trolling) in this relationship. Participants were 202 adolescents (86% boys; M age = 12.99 years) in the 7(th) or 8(th) grade who played first-person shooter games. They completed questionnaires on problematic online gaming, console-gaming aggression, subjective health complaints, and depressive symptoms. Six months later (Time 2), they completed questionnaires on subjective health complaints and depressive symptoms again. Findings revealed that problematic online gaming and console-gaming aggression were positive predictors of Time 2 subjective health complaints and depressive symptoms, while controlling for Time 1 levels and gender. Moderating effects were found as well, indicating that high levels of console-gaming aggression increased the positive relationship between problematic online gaming and depressive symptoms. These effects were also replicated for verbal aggression, problematic online gaming, and subjective health complaints. These findings suggest the importance of considering the implications of console-gaming aggression and problematic online gaming for the physical and mental health of adolescents. IMPACT SUMMARY Prior State of Knowledge. Problematic online gaming and aggressive behaviors are linked to negative outcomes, including depression and subjective health complaints. Longitudinal research further supports this connection for depression, but not for subjective health complaints or various types of aggression via console games. Novel Contributions. Few studies have focused on various types of aggression and the longitudinal associations among problematic online gaming, depression, and subjective health complaints, while controlling for previous levels of depression and subjective health complaints. The present research addresses these gaps. Practical Implications. Findings of the present research has implications for clinicians and researchers concerned with identifying adolescents who might be at risk for negative outcomes. KW - Depression KW - subjective health complaints KW - problematic online gaming KW - first-person shooter games KW - aggression Y1 - 2022 U6 - https://doi.org/10.1080/17482798.2022.2036211 SN - 1748-2798 SN - 1748-2801 VL - 16 IS - 3 SP - 451 EP - 460 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Seemann-Herz, Lisanne A1 - Kansok-Dusche, Julia A1 - Dix, Alexandra A1 - Wachs, Sebastian A1 - Krause, Norman A1 - Ballaschk, Cindy A1 - Schulze-Reichelt, Friederike A1 - Bilz, Ludwig T1 - Schulbezogene Programme zum Umgang mit Hatespeech T1 - School-related programs to address hate speech BT - eine kriteriengeleitete Bestandsaufnahme BT - a criteria-based review JF - Zeitschrift für Bildungsforschung N2 - Der vorliegende Beitrag informiert über 14 deutschsprachige Programme zur Prävention und Intervention bei Hatespeech unter Kindern und Jugendlichen (Jahrgangsstufen 5–12). Inhalte und Durchführungsmodalitäten der Programme sowie Ergebnisse einer kriteriengeleiteten Qualitätseinschätzung anhand von fünf Kriterien werden im Hinblick auf deren Anwendung in der schulischen Praxis beschrieben und erörtert. Der Überblick über Schwerpunkte, Stärken und Entwicklungspotentiale schulbezogener Hatespeech-Programme ermöglicht Leser*innen eine informierte Entscheidung über den Einsatz der Programme in der Schule sowie in der offenen Kinder- und Jugendarbeit. N2 - This article provides information on 14 German-language programs for the prevention and intervention of hate speech among children and adolescents (grades 5–12). The contents and implementation modalities of the programs as well as the results of a criteria-based quality assessment of five criteria are described and discussed regarding to their application in school practice. The overview of focal points, strengths and development potentials of school-related hate speech programs enables readers to make an informed decision about the use of the programs in schools and in open child and youth work. KW - Hatespeech KW - Schule KW - Prävention KW - Intervention KW - Kindes- und Jugendalter KW - hate speech KW - school KW - prevention KW - intervention KW - childhood and adolescence Y1 - 2022 U6 - https://doi.org/10.1007/s35834-022-00348-4 SN - 2190-6890 SN - 2190-6904 VL - 12 IS - 3 SP - 597 EP - 614 PB - Springer VS CY - Wiesbaden ER - TY - JOUR A1 - Schwarzenthal, Miriam A1 - Juang, Linda P. A1 - Moffitt, Ursula A1 - Schachner, Maja K. T1 - Critical consciousness socialization at school BT - classroom climate, perceived societal islamophobia, and critical action among adolescents JF - Journal of research on adolescence : the official journal of the Society for Research on Adolescence N2 - Schools are key contexts for the development of adolescents' critical consciousness. We explored how three dimensions of the classroom cultural diversity climate (critical consciousness, color-evasion, and multiculturalism) related to adolescents' critical reflection (i.e., perceived societal Islamophobia) and intended critical action (i.e., political activism). Our sample included adolescents experiencing high (second generation, Muslim, N = 237) versus low (non-immigrant descent, non-Muslim, N = 478) stigmatization in Germany. Multilevel analyses revealed that for both groups a critical consciousness climate, but not a color-evasive or a multicultural climate, was positively associated with perceived societal Islamophobia and intended critical action. Thus, to promote adolescents' critical consciousness, schools should go beyond emphasizing a common humanity and celebrating cultural diversity and include explicit discussions of social inequity. KW - critical consciousness KW - classroom cultural diversity climate KW - Islamophobia KW - adolescents Y1 - 2022 U6 - https://doi.org/10.1111/jora.12713 SN - 1050-8392 SN - 1532-7795 VL - 32 IS - 4 SP - 1452 EP - 1469 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Brunner, Martin A1 - Keller, Lena A1 - Stallasch, Sophie E. A1 - Kretschmann, Julia A1 - Hasl, Andrea A1 - Preckel, Franzis A1 - Luedtke, Oliver A1 - Hedges, Larry T1 - Meta-analyzing individual participant data from studies with complex survey designs BT - a tutorial on using the two-stage approach for data from educational large-scale assessments JF - Research synthesis methods N2 - Descriptive analyses of socially important or theoretically interesting phenomena and trends are a vital component of research in the behavioral, social, economic, and health sciences. Such analyses yield reliable results when using representative individual participant data (IPD) from studies with complex survey designs, including educational large-scale assessments (ELSAs) or social, health, and economic survey and panel studies. The meta-analytic integration of these results offers unique and novel research opportunities to provide strong empirical evidence of the consistency and generalizability of important phenomena and trends. Using ELSAs as an example, this tutorial offers methodological guidance on how to use the two-stage approach to IPD meta-analysis to account for the statistical challenges of complex survey designs (e.g., sampling weights, clustered and missing IPD), first, to conduct descriptive analyses (Stage 1), and second, to integrate results with three-level meta-analytic and meta-regression models to take into account dependencies among effect sizes (Stage 2). The two-stage approach is illustrated with IPD on reading achievement from the Programme for International Student Assessment (PISA). We demonstrate how to analyze and integrate standardized mean differences (e.g., gender differences), correlations (e.g., with students' socioeconomic status [SES]), and interactions between individual characteristics at the participant level (e.g., the interaction between gender and SES) across several PISA cycles. All the datafiles and R scripts we used are available online. Because complex social, health, or economic survey and panel studies share many methodological features with ELSAs, the guidance offered in this tutorial is also helpful for synthesizing research evidence from these studies. KW - complex survey designs KW - educational large-scale assessments KW - individual KW - participant data KW - meta-analysis KW - Programme for International Student KW - Assessment Y1 - 2022 U6 - https://doi.org/10.1002/jrsm.1584 SN - 1759-2879 SN - 1759-2887 VL - 14 IS - 1 SP - 5 EP - 35 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian A1 - Huang, Zheng A1 - Kamble, Shanmukh V. A1 - Soudi, Shruti A1 - Bayraktar, Fatih A1 - Li, Zheng A1 - Lei, Li A1 - Shu, Chang T1 - Longitudinal associations among Machiavellianism, popularity goals, and adolescents' cyberbullying involvement BT - the role of gender JF - The journal of genetic psychology : research and theory on human development N2 - Drawing on the social-ecological perspective, this longitudinal study investigated the potential moderating effect of gender in the relationships among Machiavellianism, popularity goals, and cyberbullying involvement (i.e. victimization, perpetration) among adolescents from China, Cyprus, India, and the United States. There were 2,452 adolescents (M-age = 14.85; SD = .53; 13-16 years old; 49.1% girls) from China, Cyprus, India, and the United States included in this study. They completed surveys on Machiavellianism, popularity goals, and cyberbullying victimization and perpetration during the fall of 2014 (Time 1). One year later, during the fall of 2015, adolescents completed surveys on cyberbullying victimization and perpetration. Findings revealed that Machiavellianism and popularity goals were both associated positively with Time 2 cyberbullying victimization and perpetration for all adolescents. The associations between Machiavellianism and Time 2 cyberbullying perpetration and between popularity goals and Time 2 cyberbullying perpetration were stronger for Chinese and Indian boys than girls. Opposite patterns were found for popularity goals and Time 2 cyberbullying perpetration for adolescents from the United States. Gender did not moderate any of the associations for Cypriot adolescents or for Time 2 cyberbullying victimization. The social-ecological perspective provides a useful understanding of how various contexts influence bullying. KW - Machiavellianism KW - popularity goal KW - cyberbullying KW - culture KW - gender Y1 - 2022 U6 - https://doi.org/10.1080/00221325.2022.2095251 SN - 0022-1325 SN - 1940-0896 VL - 183 IS - 5 SP - 482 EP - 493 PB - Routledge, Taylor & Francis Group CY - Abingdon ER -