TY  - JOUR
A1  - Schroeders, Ulrich
A1  - Schipolowski, Stefan
A1  - Böhme, Katrin
T1  - Typical intellectual engagement and achievement in math and the sciences in secondary education
JF  - Learning and individual differences
N2  - Typical Intellectual Engagement (TIE) is considered a key trait in explaining individual differences in educational achievement in advanced academic or professional settings. Research in secondary education, however, has focused on cognitive and conative factors rather than personality. In the present large-scale study, we investigated the relation between TIE and achievement tests in math and science in Grade 9. A three-dimensional model (reading, contemplation, intellectual curiosity) provided high theoretical plausibility and satisfactory model fit. We quantified the predictive power of TIE with hierarchical regression models. After controlling for gender, migration background, and socioeconomic status, TIE contributed substantially to the explanation of math and science achievement. However, this effect almost disappeared after fluid intelligence and interest were added into the model. Thus, we found only limited support for the significance of TIE on educational achievement at least for subjects more strongly relying on fluid abilities such as math and science. (C) 2015 Elsevier Inc. All rights reserved.
KW  - Typical intellectual engagement
KW  - Math achievement
KW  - Science achievement
KW  - Fluid intelligence
KW  - Subject-specific interest
Y1  - 2015
U6  - https://doi.org/10.1016/j.lindif.2015.08.030
SN  - 1041-6080
SN  - 1873-3425
VL  - 43
SP  - 31
EP  - 38
PB  - Elsevier
CY  - Amsterdam
ER  - 
TY  - JOUR
A1  - Lucksnat, Christin
A1  - Richter, Eric
A1  - Schipolowski, Stefan
A1  - Hoffmann, Lars
A1  - Richter, Dirk
T1  - How do traditionally and alternatively certified teachers differ? A comparison of their motives for teaching, their well-being, and their intention to stay in the profession
JF  - Teaching and teacher education
N2  - This study investigates alternatively certified (AC) teachers' motives for teaching, their well-being, and their intention to stay in the profession. 
We conducted multivariate covariance analyses using a largescale dataset of 446 traditionally certified (TC) teachers and 143 AC teachers at secondary schools in Germany. Findings show that AC teachers reported more frequently than TC teachers that they chose teaching due to social influences and because of more time for their family. Furthermore, AC teachers report significantly higher enthusiasm for teaching. 
No differences were found regarding emotional exhaustion or the intention to stay in the profession.
Y1  - 2022
U6  - https://doi.org/10.1016/j.tate.2022.103784
SN  - 0742-051X
SN  - 1879-2480
VL  - 117
PB  - Elsevier Science
CY  - Amsterdam [u.a.]
ER  -