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 - Matheis, Svenja A1 - Keller, Lena A1 - Kronborg, Leonie A1 - Schmitt, Manfred A1 - Preckel, Franzis T1 - Do stereotypes strike twice? BT - giftedness and gender stereotypes in pre-service teachers’ beliefs about student characteristics in Australia JF - Asia-Pacific journal of teacher education N2 - Stereotypes influence teachers' perception of and behaviour towards students, thus shaping students' learning opportunities. The present study investigated how 315 Australian pre-service teachers' stereotypes about giftedness and gender are related to their perception of students' intellectual ability, adjustment, and social-emotional ability, using an experimental vignette approach and controlling for social desirability in pre-service teachers' responses. Repeated-measures ANOVA showed that pre-service teachers associated giftedness with higher intellectual ability, but with less adjustment compared to average-ability students. Furthermore, pre-service teachers perceived male students as less socially and emotionally competent and less adjusted than female students. Additionally, pre-service teachers seemed to perceive female average-ability students' adjustment as most favourable compared to male average-ability students and gifted students. Findings point to discrepancies between actual characteristics of gifted female and male students and stereotypes in teachers' beliefs. Consequences of stereotyping and implications for teacher education are discussed. KW - teacher beliefs KW - stereotypes KW - giftedness KW - gender KW - teacher education KW - Australian culture Y1 - 2019 U6 - https://doi.org/10.1080/1359866X.2019.1576029 SN - 1469-2945 SN - 1359-866X VL - 48 IS - 2 SP - 213 EP - 232 PB - Routledge Journals, Taylor & Francis CY - Abingdon 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 - JOUR A1 - Breit, Moritz Lion A1 - Brunner, Martin A1 - Preckel, Franzis T1 - Age and ability differentiation in children BT - a review and empirical investigation JF - Developmental psychology N2 - Differentiation hypotheses concern changes in the structural organization of cognitive abilities that depend on the level of general intelligence (ability differentiation) or age (developmental differentiation). Part 1 of this article presents a review of the literature on ability and developmental differentiation effects in children, revealing the need for studies that examine both effects simultaneously in this age group with appropriate statistical methods. Part 2 presents an empirical study in which nonlinear factor analytic models were applied to the standardization sample (N = 2,619 German elementary schoolchildren; 48% female; age: M = 8.8 years, SD = 1.2, range 6-12 years) of the THINK 1-4 intelligence test to investigate ability differentiation, developmental differentiation, and their interaction. The sample was nationally representative regarding age, gender, urbanization, and geographic location of residence but not regarding parents' education and migration background (overrepresentation of children with more educated parents, underrepresentation of children with migration background). The results showed no consistent evidence for the presence of differentiation effects or their interaction. Instead, different patterns were observed for figural, numerical, and verbal reasoning. Implications for the construction of intelligence tests, the assessment of intelligence in children, and for theories of cognitive development are discussed. KW - intelligence KW - ability differentiation KW - age differentiation KW - SLODR KW - childhood Y1 - 2021 U6 - https://doi.org/10.1037/dev0001147 SN - 0012-1649 SN - 1939-0599 VL - 57 IS - 3 SP - 325 EP - 346 PB - American Psychological Association CY - Richmond, Va. [u.a.] ER - TY - JOUR A1 - Breit, Moritz Lion A1 - Brunner, Martin A1 - Preckel, Franzis T1 - General intelligence and specific cognitive abilities in adolescence BT - tests of age differentiation, ability differentiation, and their interaction in two large samples JF - Developmental psychology N2 - Differentiation of intelligence refers to changes in the structure of intelligence that depend on individuals' level of general cognitive ability (ability differentiation hypothesis) or age (developmental differentiation hypothesis). The present article aimed to investigate ability differentiation, developmental differentiation, and their interaction with nonlinear factor analytic models in 2 studies. Study 1 was comprised of a nationally representative sample of 7,127 U.S. students (49.4% female; M-age = 14.51, SD = 1.42, range = 12.08-17.00) who completed the computerized adaptive version of the Armed Service Vocational Aptitude Battery. Study 2 analyzed the norming sample of the Berlin Intelligence Structure Test with 1,506 German students (44% female; M-age = 14.54, SD = 1.35, range = 10.00-18.42). Results of Study 1 supported the ability differentiation hypothesis but not the developmental differentiation hypothesis. Rather, the findings pointed to age-dedifferentiation (i.e., higher correlations between different abilities with increasing age). There was evidence for an interaction between age and ability differentiation, with greater ability differentiation found for older adolescents. Study 2 provided little evidence for ability differentiation but largely replicated the findings for age dedifferentiation and the interaction between age and ability differentiation. The present results provide insight into the complex dynamics underlying the development of intelligence structure during adolescence. Implications for the assessment of intelligence are discussed. KW - intelligence KW - ability differentiation KW - age differentiation KW - nonlinear KW - factor analysis KW - adolescence Y1 - 2020 U6 - https://doi.org/10.1037/dev0000876 SN - 0012-1649 SN - 1939-0599 VL - 56 IS - 2 SP - 364 EP - 384 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Vock, Miriam A1 - Weigand, Gabriele A1 - Preckel, Franzis A1 - Fischer, Christian A1 - Käpnick, Friedhelm A1 - Perleth, Christoph A1 - Wollerstein, Werner T1 - Wissenschaftlicher Hintergrund des LemaS-Projekts BT - Forschungsstand zur Förderung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler JF - Leistung macht Schule : Förderung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler Y1 - 2021 SN - 978-3-40725-883-0 SN - 978-3-407-25836-6 SP - 23 EP - 30 PB - Beltz CY - Weinheim ET - 2 ER - TY - JOUR A1 - Schmidt, Isabelle A1 - Brunner, Martin A1 - Preckel, Franzis T1 - Effects of achievement differences for internal/external frame of reference model investigations BT - A test of robustness of findings over diverse student samples JF - British journal of educational psychology N2 - Background Achievement in math and achievement in verbal school subjects are more strongly correlated than the respective academic self-concepts. The internal/external frame of reference model (I/E model; Marsh, 1986, Am. Educ. Res. J., 23, 129) explains this finding by social and dimensional comparison processes. We investigated a key assumption of the model that dimensional comparisons mainly depend on the difference in achievement between subjects. We compared correlations between subject-specific self-concepts of groups of elementary and secondary school students with or without achievement differences in the respective subjects. Aims The main goals were (1) to show that effects of dimensional comparisons depend to a large degree on the existence of achievement differences between subjects, (2) to demonstrate the generalizability of findings over different grade levels and self-concept scales, and (3) to test a rarely used correlation comparison approach (CCA) for the investigation of I/E model assumptions. Samples We analysed eight German elementary and secondary school student samples (grades 3–8) from three independent studies (Ns 326–878). Method Correlations between math and German self-concepts of students with identical grades in the respective subjects were compared with the correlation of self-concepts of students having different grades using Fisher's Z test for independent samples. Results In all samples, correlations between math self-concept and German self-concept were higher for students having identical grades than for students having different grades. Differences in median correlations had small effect sizes for elementary school students and moderate effect sizes for secondary school students. Conclusions Findings generalized over grades and indicated a developmental aspect in self-concept formation. The CCA complements investigations within I/E-research. KW - academic self-concept KW - frame of reference KW - elementary school students KW - dimensional comparisons KW - internal/external frame-of-reference model Y1 - 2017 U6 - https://doi.org/10.1111/bjep.12198 SN - 0007-0998 SN - 2044-8279 VL - 88 IS - 4 SP - 513 EP - 528 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Schmidt, Isabelle A1 - Brunner, Martin A1 - Keller, Lena A1 - Scherrer, Vsevolod A1 - Wollschlager, Rachel A1 - Baudson, Tanja Gabriele A1 - Preckel, Franzis T1 - Profile formation of academic self-concept in elementary school students in grades 1 to 4 JF - PLoS one Y1 - 2017 U6 - https://doi.org/10.1371/journal.pone.0177854 SN - 1932-6203 VL - 12 PB - PLoS CY - San Fransisco ER - TY - JOUR A1 - Preckel, Franzis A1 - Vock, Miriam T1 - Hochbegabung BT - ein Lehrbuch zu Grundlagen, Diagnostik und Fördermöglichkeiten N2 - Das Thema „Hochbegabung“ erfährt seit mehreren Jahren zunehmende Aufmerksamkeit. Um intellektuell hochbegabte Kinder und Jugendliche angemessen fördern zu können, sind eine rechtzeitige Diagnostik und fundierte Beratung unumgänglich. Das vorliegende Buch bietet einen umfassenden und aktuellen Überblick über die theoretischen Grundlagen von Hochbegabung sowie über Möglichkeiten der Diagnostik und Förderung. Durch eine klare Strukturierung und didaktische Aufbereitung der Inhalte eignet es sich ideal für das (Selbst-)Studium und die berufliche Weiterbildung. Einleitend setzt sich der Band mit den verschiedenen und sich zum Teil scheinbar widersprechenden Modellvorstellungen von Hochbegabung auseinander. Unterschiedliche Forschungszugänge zum Thema werden anhand prominenter Studien aufgezeigt. Weiterhin thematisiert der Band die Entwicklung von Hochbegabung sowie Eigenschaften von Hochbegabten. Hierzu gehören neben leistungsbezogenen Merkmalen bestimmte Temperamentseigenschaften oder soziale Kompetenzen. Erwartungswidrige Minderleistungen (Underachievement) und mögliche Entwicklungsbesonderheiten, die hoch relevante Themen in der pädagogisch-psychologischen Beratung Hochbegabter darstellen, werden ebenfalls berücksichtigt. Ausführlich erörtern die Autorinnen Möglichkeiten der Diagnostik von hochbegabten Kindern und Jugendlichen und stellen geeignete diagnostische Verfahren vor. Den Abschluss bildet ein Kapitel zu konkreten Fördermöglichkeiten in Kindergarten und Schule. Y1 - 2013 SN - 978-3-8017-2467-2 PB - Hogrefe CY - Göttingen ER - TY - JOUR A1 - Vock, Miriam A1 - Preckel, Franzis A1 - Rolling, Heinz T1 - Mental abilities and school achievement a test of a mediation hypothesis JF - Intelligence N2 - This study analyzes the interplay of four cognitive abilities - reasoning, divergent thinking, mental speed, and short-term memory - and their impact on academic achievement in school in a sample of adolescents in grades seven to 10 (N = 1135). Based on information processing approaches to intelligence, we tested a mediation hypothesis, which states that the complex cognitive abilities of reasoning and divergent thinking mediate the influence of the basic cognitive abilities of mental speed and short-term memory on achievement. We administered a comprehensive test battery and analyzed the data through structural equation modeling while controlling for the cluster structure of the data. Our findings support the notion that mental speed and short-term memory, as ability factors reflecting basic cognitive processes, exert an indirect influence on academic achievement by affecting reasoning and divergent thinking (total indirect effects: beta=.22 and .24. respectively). Short-term memory also directly affects achievement (beta=.22). KW - Academic achievement KW - Mental speed KW - Short-term memory KW - Reasoning KW - Divergent thinking KW - Grades KW - Prediction Y1 - 2011 U6 - https://doi.org/10.1016/j.intell.2011.06.006 SN - 0160-2896 VL - 39 IS - 5 SP - 357 EP - 369 PB - Elsevier CY - New York ER -