@article{KretschmannWestphalVock2021,
  author    = {Kretschmann, Julia and Westphal, Andrea and Vock, Miriam},
  title     = {Does it pay to be one of the oldest in class?},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  volume    = {74},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2021.101463},
  pages     = {12},
  year      = {2021},
  abstract  = {Several studies have revealed that older students in a year group reach higher achievement scores than younger students in that group. But less is known about how students' relative age in class relates to their self-perception of academic achievement, their social acceptance in class and to how teachers judge their abilities. Therefore, we examined relative age effects within class on students' academic self-concept, peer relations, grades, and teachers' secondary school recommendation. Analyses were based on a sample of N = 18,956 German fourth graders, who had never been retained or accelerated. We applied multilevel regression to control for covariates at the individual and classroom level. There were no substantial relative age effects within class across any of the outcomes, except for a small advantage for the youngest in their reading self-concept. Our findings therefore contradict the common assumption that younger students in class are disadvantaged compared to their older classmates.},
  language  = {en}
}
@article{WestphalKretschmannGronostajetal.2018,
  author    = {Westphal, Andrea and Kretschmann, Julia and Gronostaj, Anna and Vock, Miriam},
  title     = {More enjoyment, less anxiety and boredom},
  series = {Learning and individual differences : a multidisciplinary journal in education},
  volume    = {62},
  journal   = {Learning and individual differences : a multidisciplinary journal in education},
  publisher = {Elsevier B.V.},
  address   = {Amsterdam},
  issn      = {1041-6080},
  doi       = {10.1016/j.lindif.2018.01.016},
  pages     = {108 -- 117},
  year      = {2018},
  abstract  = {Students' achievement emotions are critical in their academic development. Therefore, teachers need to create an emotionally positive learning environment. In the light of this, the present study investigated the connection between students' enjoyment, anxiety, boredom and, in the first case, students' academic self-concept and, in the second, teachers' diagnostic skills. The third part of our study examined whether this link would be moderated by students' academic self-concept. Our sample comprised N = 1803 eighth-grade students who reported their achievement emotions and evaluated the diagnostic skills of both their German and mathematics teachers. Hierarchical models indicated that students experience more enjoyment and less anxiety and boredom if teachers exhibit better diagnostic skills. The role of teachers' diagnostic skills in relation to students' emotions was in part moderated by the students' self-concept. These results are discussed in terms of their implications for effective teaching.},
  language  = {en}
}
@article{RubachLazarides2019,
  author    = {Rubach, Charlott and Lazarides, Rebecca},
  title     = {Empirische Arbeit: Bedingungen und Auswirkungen des elterlichen Engagements im h{\"a}uslichen und schulischen Umfeld},
  series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  volume    = {66},
  journal   = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  number    = {2},
  publisher = {Reinhardt},
  address   = {M{\"u}nchen},
  issn      = {0342-183X},
  doi       = {10.2378/peu2019.art08d},
  pages     = {81 -- 100},
  year      = {2019},
  abstract  = {Ziel der Studie ist die Untersuchung der individuellen und schulbezogenen Bedingungen der elterlichen h{\"a}uslichen Unterst{\"u}tzung schulbezogener Lernprozesse von Sch{\"u}lerinnen und Sch{\"u}lern der Sekundarstufe I. Des Weiteren wurde untersucht, inwieweit diese Unterst{\"u}tzung mit der Ver{\"a}nderung der intrinsischen Motivation und des akademischen Selbstkonzeptes der Lernenden einhergeht. Der Beitrag zum Forschungsstand liegt neben der l{\"a}ngsschnittlichen Untersuchung in der Analyse m{\"o}glicher Moderatoren der Zusammenh{\"a}nge. F{\"u}r die Analysen wurden Fragebogendaten von n=157 Lernenden (MAlter=14.5) sowie deren Eltern genutzt. Als zentrales Ergebnis zeigt sich, dass Eltern ihre Kinder h{\"a}uslich unterst{\"u}tzen, wenn Eltern ihr eigenes Schulengagement als n{\"u}tzlich wahrnehmen. Die Unterst{\"u}tzung im h{\"a}uslichen Umfeld steht in positivem Zusammenhang zur Ver{\"a}nderung der intrinsischen Motivation. Sowohl die von Eltern wahrgenommene Kooperationsbereitschaft der Klassenlehrkraft als auch die Vielfalt des elterlichen Engagements im schulischen Umfeld moderieren den Zusammenhang zwischen h{\"a}uslicher Unterst{\"u}tzung durch Eltern und dem akademischen Selbstkonzept. Limitationen wie die Verzerrung der Elternstichprobe sowie praktische Implikationen werden diskutiert.},
  language  = {de}
}
@article{JonkmannBeckerMarshetal.2012,
  author    = {Jonkmann, Kathrin and Becker, Michael and Marsh, Herbert W. and L{\"u}dtke, Oliver and Trautwein, Ulrich},
  title     = {Personality traits moderate the Big-Fish-Little-Pond Effect of academic self-concept},
  series = {Learning and individual differences},
  volume    = {22},
  journal   = {Learning and individual differences},
  number    = {6},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {1041-6080},
  doi       = {10.1016/j.lindif.2012.07.020},
  pages     = {736 -- 746},
  year      = {2012},
  abstract  = {Equally able students have lower academic self-concepts in high-achieving classrooms than in low-achieving classrooms. This highly general and robust frame of reference effect is widely known as the Big-Fish-Little-Pond Effect (BFLPE; Marsh, 1987). This study contributes to research aiming to identify moderators of the BFLPE by investigating the effects of students' personality (i.e. Big Five traits and narcissism). Multilevel structural equation modeling was used to test the moderator hypotheses, drawing on data from a large sample of N= 4973 upper secondary track students (M age = 19.57). Consistent with a priori predictions, the negative effect of school-average achievement (the BFLPE) interacted significantly with narcissism. Students high in narcissism experienced smaller BFLPEs than did students with low or average levels of narcissism. The statistically significant effect for neuroticism acted in the opposite direction. The study illustrates how personality moderates frame of reference effects that are central to self-concept formation.},
  language  = {en}
}