TY - JOUR A1 - Wilbert, Jürgen A1 - Krull, Johanna T1 - Die Bedeutung von Peers für die soziale Teilhabe von Lernenden mit Lern- und Verhaltensauffälligkeiten in inklusiven Schulklassen JF - Aufwachsen mit Anderen : Peerbeziehungen als Bildungsfaktor Y1 - 2022 SN - 978-3-17-036680-0 SN - 978-3-17-036682-4 SP - 134 EP - 149 PB - Kohlhammer CY - Stuttgart ER - TY - GEN A1 - Bosch, Jannis A1 - Wilbert, Jürgen T1 - Contrast and Assimilation Effects on Self-Evaluation of Performance and Task Interest in a Sample of Elementary School Children T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Social comparison processes and the social position within a school class already play a major role in performance evaluation as early as in elementary school. The influence of contrast and assimilation effects on self-evaluation of performance as well as task interest has been widely researched in observational studies under the labels big-fish-little-pond and basking-in-reflected-glory effect. This study examined the influence of similar contrast and assimilation effects in an experimental paradigm. Fifth and sixth grade students (n = 230) completed a computer-based learning task during which they received social comparative feedback based on 2 × 2 experimentally manipulated feedback conditions: social position (high vs. low) and peer performance (high vs. low). Results show a more positive development of task interest and self-evaluation of performance in both the high social position and the high peer performance condition. When applied to the school setting, results of this study suggest that students who already perform well in comparison to their peer group are also the ones who profit most from social comparative feedback, given that they are the ones who usually receive the corresponding positive performance feedback. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 600 KW - social comparison KW - feedback KW - self-evaluation KW - interest KW - contrast effect Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-444819 SN - 1866-8364 IS - 600 ER - TY - JOUR A1 - Hoffmann, Lisa A1 - Wilbert, Jürgen A1 - Lehofer, Mike A1 - Schwab, Susanne T1 - Are we good friends? BT - Friendship preferences and the quantity and quality of mutual friendships JF - European Journal of Special Needs Education N2 - Empirical studies already examined various facets of the friendship construct. Building on this, the present study examines the questions of how the number of friendships and their quality differ between students with and without SEN and whether a homophily-effect can be identified. The sample consists of 455 fourth-graders from 28 inclusive classes in Austria. The results indicate that students with SEN have fewer friends than students without SEN. Furthermore, students without SEN preferred peers without SEN as a friend. This homophily-effect was shown for students with SEN, too. However, students with and without SEN rated the quality of their friendships similarly and no interactions between the SEN status of oneself or of the friend was found for the quality of the friendship. The results show that, in the context of inclusion, the issue of friendship needs to be increasingly addressed to improve the situation of students with SEN. KW - social participation KW - friendship KW - quality of friendship KW - homophily KW - sociometric nomination Y1 - 2019 VL - 36 IS - 4 PB - Taylor & Francis CY - London ER - TY - JOUR A1 - Urton, Karolina A1 - Börnet-Ringleb, Moritz A1 - Wilbert, Jürgen T1 - Gestaltung eines inklusiven Schulklimas als Schulentwicklungsaufgabe JF - Inklusive Schul- und Unterrichtsentwicklung : vom Anspruch zur erfolgreichen Umsetzung Y1 - 2018 SN - 978-3-17-032719-1 SP - 60 EP - 75 PB - Kohlhammer CY - Stuttgart ER - TY - JOUR A1 - Dünkel, Nora A1 - Knigge, Michel A1 - Wilbert, Jürgen T1 - Determinanten und Akkuratheit von Schülerurteilen über sprachliche Fähigkeiten von Mitschüler(inne)n im Deutschen und den Herkunftssprachen Türkisch und Russisch T1 - Determinants and accuracy of students' ratings of their peers' German and heritage language abilities JF - Zeitschrift für Erziehungswissenschaft : ZfE N2 - Models of language acquisition suggest that the development of language abilities is influenced by the language skills of relevant interaction partners (e.g. peers). Because objective measures of interaction partners' language skills are rarely available, third party ratings may be an alternative measure. Therefore, the present study investigates students' ratings of their fellow students' language skills as indicators of actual language performance in German and the heritage languages Turkish and Russian. Multilevel models were applied to address the following questions: Which factors influence students' ratings of peers' language skills? How accurate are these ratings and what influences the accuracy of ratings? In all languages, students' ratings were moderately related to peers' test performance and the accuracy of ratings was positively moderated if the students had class together, shared the same language background and with increasing relationship quality. The ratings for German language abilities further revealed negative performance related stereotypes towards peers with Turkish and Russian language backgrounds. The results are discussed with respect to possibilities and boundaries of assessing peers' language skills through student ratings and implications of negative performance related stereotypes. N2 - Modellen der Sprachaneignung zufolge sind für die die Entwicklung sprachlicher Fähigkeiten auch die sprachlichen Fähigkeiten von wichtigen Interaktionspartnern (z. B. Peers) bedeutsam. Da objektive Kompetenzmaße von Interaktionspartnern selten verfügbar sind, könnten alternativ Fremdeinschätzungen der sprachlichen Fähigkeiten erhoben werden. Im Beitrag wurden daher Schülerurteile über sprachliche Fähigkeiten von Mitschüler(inne)n im Deutschen und den Herkunftssprachen Türkisch und Russisch als potentielle Indikatoren tatsächlicher Sprachfähigkeiten untersucht. Mit Hilfe von Mehrebenenmodellen wurde analysiert, welchen Einflussfaktoren die Fremdeinschätzungen unterlagen, wie akkurat diese ausfielen und unter welchen Bedingungen akkuratere Einschätzungen gelangen. In allen Sprachen ergaben sich moderate Zusammenhänge zwischen den Fremdeinschätzungen und objektiven Leistungsmaßen, wobei die Urteilsakkuratheit insbesondere von Merkmalen auf der Beziehungsebene zur eigeschätzten Person (gemeinsamer Unterricht, geteilter Sprachhintergrund, Beziehungsqualität) moderiert wurde. Im Deutschen zeigten sich negative leistungsbezogene Vorurteile gegenüber Jugendlichen mit türkischer und russischer Herkunftssprache. Die Ergebnisse werden in Bezug auf Möglichkeiten und Grenzen von Fremdeinschätzungen sprachlicher Fähigkeiten sowie auf Konsequenzen leistungsbezogener Vorurteile diskutiert. KW - judgement accuracy KW - language abilities KW - other ratings KW - peers KW - Fremdeinschätzungen KW - Peers KW - Sprachfähigkeiten KW - Urteilsakkuratheit Y1 - 2020 U6 - https://doi.org/10.1007/s11618-020-00972-8 SN - 1434-663X SN - 1862-5215 VL - 23 IS - 5 SP - 1019 EP - 1052 PB - Springer CY - Wiesbaden ER - TY - GEN A1 - Bosch, Jannis A1 - Wilbert, Jürgen T1 - The impact of social comparison processes on self-evaluation of performance, self-concept, and task interest N2 - Development of self-concept and task interest has been shown to be affected by social comparison processes in a variety of cross-sectional studies. A potential explanation for these effects is an effect of social comparative performance feedback on an individual’s self-evaluation of performance, which in turn influences development of self-concept and task interest. There are, however, only few studies addressing this topic with experimental designs. This study was aimed at closing this research gap by experimentally manipulating social comparative performance. Feedback given was based on 2 × 2 experimental conditions: social position (high vs. low) and average performance of the reference group (high vs. low). Results show a strong effect of social position on self-evaluation of performance and smaller effects on self-concept and task interest. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 836 KW - social comparison KW - self-evaluation KW - self-concept KW - interest KW - contrast effects Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-588751 SN - 1866-8364 IS - 836 ER - TY - JOUR A1 - Bosch, Jannis A1 - Wilbert, Jürgen T1 - The impact of social comparison processes on self-evaluation of performance, self-concept, and task interest JF - Frontiers in education N2 - Development of self-concept and task interest has been shown to be affected by social comparison processes in a variety of cross-sectional studies. A potential explanation for these effects is an effect of social comparative performance feedback on an individual’s self-evaluation of performance, which in turn influences development of self-concept and task interest. There are, however, only few studies addressing this topic with experimental designs. This study was aimed at closing this research gap by experimentally manipulating social comparative performance. Feedback given was based on 2 × 2 experimental conditions: social position (high vs. low) and average performance of the reference group (high vs. low). Results show a strong effect of social position on self-evaluation of performance and smaller effects on self-concept and task interest. KW - social comparison KW - self-evaluation KW - self-concept KW - interest KW - contrast effects Y1 - 2023 U6 - https://doi.org/10.3389/feduc.2023.1033488 SN - 2504-284X VL - 8 PB - Frontiers Media CY - Lausanne ER - TY - GEN A1 - Wilbert, Jürgen A1 - Börnert-Ringleb, Moritz A1 - Lüke, Timo T1 - Statistical Power of Piecewise Regression Analyses of Single-Case Experimental Studies Addressing Behavior Problems T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - In intervention research, single-case experimental designs are an important way to gain insights into the causes of individual changes that yield high internal validity. They are commonly applied to examine the effectiveness of classroom-based interventions to reduce problem behavior in schools. At the same time, there is no consensus on good design characteristics of single-case experimental designs when dealing with behavioral problems in schools. Moreover, specific challenges arise concerning appropriate approaches to analyzing behavioral data. Our study addresses the interplay between the test power of piecewise regression analysis and important design specifications of single-case research designs. Here, we focus on the influence of the following specifications of single-case research designs: number of measurement times, the initial frequency of the behavior, intervention effect, and data trend. We conducted a Monte-Carlo study. First, simulated datasets were created with specific design conditions based on reviews of published single-case intervention studies. Following, data were analyzed using piecewise Poisson-regression models, and the influence of specific design specifications on the test power was investigated. Our results indicate that piecewise regressions have a high potential of adequately identifying the effects of interventions for single-case studies. At the same time, test power is strongly related to the specific design specifications of the single-case study: Few measurement times, especially in phase A, and low initial frequencies of the behavior make it impossible to detect even large intervention effects. Research designs with a high number of measurement times show robust power. The insights gained are highly relevant for researchers in the field, as decisions during the early stage of conceptualizing and planning single-case experimental design studies may impact the chance to identify an existing intervention effect during the research process correctly. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 814 KW - single-case design KW - single case analysis KW - Monte-Carlo simulation KW - behavior problems KW - special education KW - research design KW - single-case experimental design Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-581150 SN - 1866-8364 IS - 814 ER - TY - GEN A1 - Schmidt, Hendrikje A1 - Felisatti, Arianna A1 - Aster, Michael von A1 - Wilbert, Jürgen A1 - Moers, Arpad von A1 - Fischer, Martin H. T1 - Neuromuscular Diseases Affect Number Representation and Processing BT - An Exploratory Study T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Spinal muscular atrophy (SMA) and Duchenne muscular dystrophy (DMD) both are rare genetic neuromuscular diseases with progressive loss of motor ability. The neuromotor developmental course of those diseases is well documented. In contrast, there is only little evidence about characteristics of general and specific cognitive development. In both conditions the final motor outcome is characterized by an inability to move autonomously: children with SMA never accomplish independent motoric exploration of their environment, while children with DMD do but later lose this ability again. These profound differences in developmental pathways might affect cognitive development of SMA vs. DMD children, as cognition is shaped by individual motor experiences. DMD patients show impaired executive functions, working memory, and verbal IQ, whereas only motor ability seems to be impaired in SMA. Advanced cognitive capacity in SMA may serve as a compensatory mechanism for achieving in education, career progression, and social satisfaction. This study aimed to relate differences in basic numerical concepts and arithmetic achievement in SMA and DMD patients to differences in their motor development and resulting sensorimotor and environmental experiences. Horizontal and vertical spatial-numerical associations were explored in SMA/DMD children ranging between 6 and 12 years through the random number generation task. Furthermore, arithmetic skills as well as general cognitive ability were assessed. Groups differed in spatial number processing as well as in arithmetic and domain-general cognitive functions. Children with SMA showed no horizontal and even reversed vertical spatial-numerical associations. Children with DMD on the other hand revealed patterns in spatial numerical associations comparable to healthy developing children. From the embodied Cognition perspective, early sensorimotor experience does play a role in development of mental number representations. However, it remains open whether and how this becomes relevant for the acquisition of higher order cognitive and arithmetic skills. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 718 KW - spatial-numerical associations KW - numerical processing KW - mathematics KW - child development KW - embodied cognition KW - neuromuscular disease KW - spinal muscular atrophy KW - Duchenne muscular dystrophy Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-522312 SN - 1866-8364 ER - TY - GEN A1 - Hoffmann, Lisa A1 - Wilbert, Jürgen A1 - Lehofer, Mike A1 - Schwab, Susanne T1 - Are we good friends? BT - Friendship preferences and the quantity and quality of mutual friendships T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Empirical studies already examined various facets of the friendship construct. Building on this, the present study examines the questions of how the number of friendships and their quality differ between students with and without SEN and whether a homophily-effect can be identified. The sample consists of 455 fourth-graders from 28 inclusive classes in Austria. The results indicate that students with SEN have fewer friends than students without SEN. Furthermore, students without SEN preferred peers without SEN as a friend. This homophily-effect was shown for students with SEN, too. However, students with and without SEN rated the quality of their friendships similarly and no interactions between the SEN status of oneself or of the friend was found for the quality of the friendship. The results show that, in the context of inclusion, the issue of friendship needs to be increasingly addressed to improve the situation of students with SEN. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 732 KW - social participation KW - friendship KW - quality of friendship KW - homophily KW - sociometric nomination Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-525351 SN - 1866-8364 IS - 4 ER - TY - JOUR A1 - Kulawiak, Pawel R. A1 - Urton, Karolina A1 - Krull, Johanna A1 - Hennemann, Thomas A1 - Wilbert, Jürgen T1 - Internalizing Behavior of Sociometrically Neglected Students in Inclusive Primary Classrooms BT - A Methodological Issue? JF - frontiers in Education N2 - Internalizing problems in children belong to the category of special educational needs called emotional and behavioral difficulties. Recent decades have witnessed a critical discussion about whether children and adolescents experiencing internalizing problems are at risk of being sociometrically neglected (neither liked nor disliked by their peers). Previous studies have shown evidence both for and against the association between internalizing problems and neglected sociometric status. These contradictory results may be due to the following methodological aspects: (1) shortcomings of sociometric status classification methods (arbitrariness of the sociometric classification rules) and (2) different operationalizations of internalizing problems (broadband and narrowband dimensions of behavior). The aim of the present study is to investigate empirically whether and to what extent these methodological aspects lead to contradictory results on the internalizing behavior of neglected students. This question is investigated using a sample of students (N = 2334) in German inclusive primary schools. The systematic investigation presented here provides initial indications that the various methodological approaches can lead to conflicting results. The contradictory results are not only due to the application of different sociometric classification methods, but also to different operationalizations of internalizing behavior (narrowband and broadband scales). Earlier contradictory evidence on the internalizing behavior of neglected students must therefore be seen in a different light: the reasons for previously conflicting results may actually be methodological. Based on the results, conclusions are drawn as to how methodological aspects can be given more consideration in sociometric research on internalizing behavior. KW - special educational needs KW - inclusive education KW - social inclusion KW - sociometric status KW - sociometric neglect KW - internalizing behavior KW - broadband and narrowband dimensions of behavior Y1 - 2020 U6 - https://doi.org/10.3389/feduc.2020.00032 SN - 2504-284X VL - 5 PB - Frontiers Media CY - Lausanne ER - TY - GEN A1 - Kulawiak, Pawel R. A1 - Wilbert, Jürgen A1 - Schlack, Robert A1 - Börnert-Ringleb, Moritz T1 - Prediction of child and adolescent outcomes with broadband and narrowband dimensions of internalizing and externalizing behavior using the child and adolescent version of the Strengths and Difficulties Questionnaire T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - The Strengths and Difficulties Questionnaire (SDQ) is a frequently used screening instrument for behavioral problems in children and adolescents. There is an ongoing controversy—not only in educational research—regarding the factor structure of the SDQ. Research results speak for a 3-factor as well as a 5-factor structure. The narrowband scales (5-factor structure) can be combined into broadband scales (3-factor structure). The question remains: Which factors (narrowband vs. broadband) are better predictors? With the prediction of child and adolescent outcomes (academic grades, well-being, and self-belief), we evaluated whether the broadband scales of internalizing and externalizing behavior (3-factor structure) or narrowband scales of behavior (5-factor structure) are better suited for predictive purposes in a cross-sectional study setting. The sample includes students in grades 5 to 9 (N = 4642) from the representative German Health Interview and Examination Survey for Children and Adolescents (KiGGS study). The results of model comparisons (broadband scale vs. narrowband scales) did not support the superiority of the broadband scales with regard to the prediction of child and adolescent outcomes. There is no benefit from subsuming narrowband scales (5-factor structure) into broadband scales (3-factor structure). The application of narrowband scales, providing a more differentiated picture of students’ academic and social situation, was more appropriate for predictive purposes. For the purpose of identifying students at risk of struggling in educational contexts, using the set of narrowband dimensions of behavior seems to be more suitable. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 669 KW - psychometric properties KW - developmental trajectories KW - emotional difficulties KW - academic-achievement KW - conduct problems KW - parent KW - sdq KW - hyperactivity KW - comorbidity KW - validation Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-485156 SN - 1866-8364 IS - 669 ER - TY - GEN A1 - Kulawiak, Pawel R. A1 - Wilbert, Jürgen T1 - Introduction of a new method for representing the sociometric status within the peer group BT - the example of sociometrically neglected children T2 - Postprints der Universität Potsdam Humanwissenschaftliche Reihe N2 - Sociometrically neglected children are not often liked and not often disliked by their peers. This kind of social information is known as social status. Evidence concerning internalizing behaviour of neglected children is as yet equivocal. Contradictory research results could possibly be attributed to methodological issues of social status classification methods. Therefore, we will paradigmatically emphasize insufficiencies of one social status classification method. Since arbitrary cutoffs (sociometric data) provide the basis for the categorical classification of social status groups, the classification approach lacks precision and consistency. Furthermore, social status classification discounts the multidimensional nature of a child’s social status (social status group affiliation is mutually exclusive), disregards between-peer-group differences in the sociometric data, and offers a peer-group-norm-referenced interpretation. By contrast, we will highlight some advantages of the newly introduced social status extreme points procedure, which describes a child’s social status in terms of the child’s adaptation to sociometric extreme points. The continuous social status extreme points variables offer a criterion-referenced interpretation (multidimensionality: degree of adaptation to each and every sociometric extreme point). The performance and agreement of both methods will be demonstrated using empirical data (N = 316 children within 22 school classes). T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 570 KW - sociometry KW - social status KW - sociometric status KW - peer status KW - peer group KW - sociometrically neglected children KW - internalizing behaviour Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-434137 SN - 1866-8364 IS - 570 ER - TY - JOUR A1 - Grubert, Jana A1 - Kulawiak, Pawel R. A1 - Schwalbe, Anja A1 - Scherreiks, Lynn A1 - Börnert-Ringleb, Moritz A1 - Wilbert, Jürgen T1 - Fragebogen zur Erfassung diagnostischer Kompetenzen hinsichtlich psychischer Auffälligkeiten von Schüler_innen JF - Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung N2 - Die Diagnostik lernrelevanter Eigenschaften von Schüler_innen ist eine zentrale Kompetenz angehender und aktiver Lehrkräfte. Auch psychische Auffälligkeiten, also emotional-soziale Schwierigkeiten wie internalisierende und externalisierende Verhaltensweisen, können die betroffenen Schüler_innen belasten und somit deren akademische sowie emotional-soziale Entwicklung beeinträchtigen. Grundlage einer angemessenen pädagogischen und/oder psychotherapeutischen Intervention ist das frühzeitige und sachgerechte Erkennen von psychischen Auffälligkeiten. Der vorliegende Beitrag thematisiert daher die diagnostischen Kompetenzen von Lehrkräften hinsichtlich psychischer Auffälligkeiten von Schüler_innen sowie fachliche Gelingensbedingungen für diese diagnostischen Kompetenzen (Wissen, Selbstwirksamkeitserwartung, Verantwortungsempfinden). Darauf aufbauend wird ein Fragebogen zur Erfassung der diagnostischen Kompetenzen hinsichtlich psychischer Auffälligkeiten vorgestellt und Einsatzmöglichkeiten des Fragebogenverfahrens diskutiert. N2 - The diagnosis of learning-relevant characteristics of students is a central competence of future and active teachers. Psychological problems, i. e., emotional and social difficulties such as internalizing and externalizing behaviors, can also burden the students concerned and thus impair their academic and emotional-social development. The basis of an adequate pedagogical and/or psychotherapeutic intervention is the early and appropriate recognition of psychological problems. The present article therefore addresses the diagnostic competences of teachers with regard to psychological problems of students as well as conditions for these diagnostic competences (knowledge, self-efficacy, sense of responsibility). Based on this, a questionnaire for the assessment of diagnostic competences regarding psychological problems will be presented and possible applications of the questionnaire will be discussed. Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-420167 SN - 978-3-86956-442-5 SN - 2626-4722 SN - 2626-3556 SP - 17 EP - 27 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - GEN A1 - Kulawiak, Pawel R. A1 - Urton, Karolina A1 - Krull, Johanna A1 - Hennemann, Thomas A1 - Wilbert, Jürgen T1 - Internalizing Behavior of Sociometrically Neglected Students in Inclusive Primary Classrooms BT - A Methodological Issue? T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Internalizing problems in children belong to the category of special educational needs called emotional and behavioral difficulties. Recent decades have witnessed a critical discussion about whether children and adolescents experiencing internalizing problems are at risk of being sociometrically neglected (neither liked nor disliked by their peers). Previous studies have shown evidence both for and against the association between internalizing problems and neglected sociometric status. These contradictory results may be due to the following methodological aspects: (1) shortcomings of sociometric status classification methods (arbitrariness of the sociometric classification rules) and (2) different operationalizations of internalizing problems (broadband and narrowband dimensions of behavior). The aim of the present study is to investigate empirically whether and to what extent these methodological aspects lead to contradictory results on the internalizing behavior of neglected students. This question is investigated using a sample of students (N = 2334) in German inclusive primary schools. The systematic investigation presented here provides initial indications that the various methodological approaches can lead to conflicting results. The contradictory results are not only due to the application of different sociometric classification methods, but also to different operationalizations of internalizing behavior (narrowband and broadband scales). Earlier contradictory evidence on the internalizing behavior of neglected students must therefore be seen in a different light: the reasons for previously conflicting results may actually be methodological. Based on the results, conclusions are drawn as to how methodological aspects can be given more consideration in sociometric research on internalizing behavior. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 652 KW - special educational needs KW - inclusive education KW - social inclusion KW - sociometric status KW - sociometric neglect KW - internalizing behavior KW - broadband and narrowband dimensions of behavior Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-474525 SN - 1866-8364 IS - 652 ER - TY - JOUR A1 - Kulawiak, Pawel R. A1 - Wilbert, Jürgen A1 - Schlack, Robert A1 - Börnert-Ringleb, Moritz T1 - Prediction of child and adolescent outcomes with broadband and narrowband dimensions of internalizing and externalizing behavior using the child and adolescent version of the Strengths and Difficulties Questionnaire JF - PLOS ONE N2 - The Strengths and Difficulties Questionnaire (SDQ) is a frequently used screening instrument for behavioral problems in children and adolescents. There is an ongoing controversy—not only in educational research—regarding the factor structure of the SDQ. Research results speak for a 3-factor as well as a 5-factor structure. The narrowband scales (5-factor structure) can be combined into broadband scales (3-factor structure). The question remains: Which factors (narrowband vs. broadband) are better predictors? With the prediction of child and adolescent outcomes (academic grades, well-being, and self-belief), we evaluated whether the broadband scales of internalizing and externalizing behavior (3-factor structure) or narrowband scales of behavior (5-factor structure) are better suited for predictive purposes in a cross-sectional study setting. The sample includes students in grades 5 to 9 (N = 4642) from the representative German Health Interview and Examination Survey for Children and Adolescents (KiGGS study). The results of model comparisons (broadband scale vs. narrowband scales) did not support the superiority of the broadband scales with regard to the prediction of child and adolescent outcomes. There is no benefit from subsuming narrowband scales (5-factor structure) into broadband scales (3-factor structure). The application of narrowband scales, providing a more differentiated picture of students’ academic and social situation, was more appropriate for predictive purposes. For the purpose of identifying students at risk of struggling in educational contexts, using the set of narrowband dimensions of behavior seems to be more suitable. KW - psychometric properties KW - developmental trajectories KW - emotional difficulties KW - academic-achievement KW - conduct problems KW - parent KW - sdq KW - hyperactivity KW - comorbidity KW - validation Y1 - 2020 U6 - https://doi.org/10.1371/journal.pone.0240312 SN - 1932-6203 VL - 15 IS - 10 PB - PLOS CY - San Francisco, California ER - TY - JOUR A1 - Wilbert, Jürgen A1 - Urton, Karolina A1 - Krull, Johanna A1 - Kulawiak, Pawel R. A1 - Schwalbe, Anja A1 - Hennemann, Thomas T1 - Teachers' accuracy in estimating social inclusion of students with and without special educational needs JF - Frontiers in education N2 - It is unclear to what extent teachers can accurately assess the social inclusion of their students with and without SEN. The study aims to shed light on these desiderata. Students (N = 1.644) with SEN (learning, behavior, and language problems) and without SEN and their teachers (N = 79) participated in the study. Sociometric peer nominations, students' self-perceived social inclusion, and teachers' assessments regarding students' social inclusion and self-perceived social inclusion were administered. The results suggest that teachers are moderately accurate in identifying social acceptance and social rejection, while accuracy is low when assessing students' self-perceived social inclusion. That said, rating accuracy varied strongly between teachers, ranging from no agreement to a perfect concordance. Teachers seem to be more accurate in estimating the social acceptance of students with learning problems. The results emphasize the importance of differentiating between various social inclusion criteria (i.e., students' self-report vs. peer nominations) and accounting for inter-individual differences in teachers' rating accuracy. KW - judgement accuracy KW - social inclusion KW - special educational needs KW - teacher KW - inclusive education KW - sociometry Y1 - 2020 U6 - https://doi.org/10.3389/feduc.2020.598330 SN - 2504-284X VL - 5 PB - Frontiers Media CY - Lausanne ER - TY - JOUR A1 - Grubert, Jana A1 - Schwalbe, Anja A1 - Kulawiak, Pawel R. A1 - Wilbert, Jürgen T1 - Seminarkonzept zur Förderung inklusionsrelevanter Kompetenzen BT - Diagnostik hinsichtlich psychischer Auffälligkeiten von Schüler_innen JF - Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung N2 - Der Beitrag stellt das im Rahmen der Qualitätsoffensive Lehrerbildung entwickelte Seminarkonzept zur Vermittlung diagnostischer Lehrkräftekompetenzen mit Fokus auf internalisierende Verhaltensauffälligkeiten von Schüler_innen vor, das bereits in Form des Psychodiagnostischen Praktikums im Studium des Grundschullehramts mit dem Schwerpunkt Inklusionspädagogik an der Universität Potsdam umgesetzt wird. Dabei wird das Konzept zunächst hinsichtlich der Relevanz für die Ausbildung diagnostischer Kompetenzen angehender Lehrkräfte betrachtet, bevor auf den Aufbau und Ablauf der Lehrveranstaltung eingegangen wird. Die Lehrveranstaltung umfasst neben der Vermittlung und Vertiefung von Wissen zur pädagogischen Diagnostik die Umsetzung praktischer Aufgaben im Kontext Schule und deren anschließende Analyse und Reflexion, orientiert an wissenschaftlichen Reflexionsmodellen. Abschließend werden bisherige Erfahrungen hinsichtlich der Umsetzung des Seminarkonzepts im Rahmen des Psychodiagnostischen Praktikums berichtet und daraus Gelingensbedingungen für die Lehrveranstaltung formuliert. N2 - The following article presents a seminar concept developed in the context of the research program „Qualitätsoffensive Lehrerbildung (QLB)“. The seminar concept aims to support the development of diagnostic competences to teacher students focusing especially on internalizing problems among students. It is already being implemented within the seminar „Psychodiagnostisches Praktikum“ at University of Potsdam. The importance of the seminar concept will be discussed within the context of the development of diagnostic competences of teacher students. Afterwards, the organization and implementation of the seminar will be described. The seminar includes the imparting of knowledge about pedagogical diagnostics as well as the implementation of practical tasks and their subsequent discussion and reflection based on scientific models. The article ends with a report of experiences made in previous implementations of the seminar concept and a description of conditions of success for the seminar „Psychodiagnostisches Praktikum“. Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-420265 SN - 978-3-86956-442-5 SN - 2626-3556 SN - 2626-4722 SP - 125 EP - 134 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - GEN A1 - Börnert-Ringleb, Moritz A1 - Wilbert, Jürgen T1 - The Association of Strategy Use and Concrete-Operational Thinking in Primary School T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Concrete-operational thinking depicts an important aspect of cognitive development. A promising approach in promoting these skills is the instruction of strategies. The construction of such instructional programs requires insights into the mental operations involved in problem-solving. In the present paper, we address the question to which extent variations of the effect of isolated and combined mental operations (strategies) on correct solution of concrete-operational concepts can be observed. Therefore, a cross-sectional design was applied. The use of mental operations was measured by thinking-aloud reports from 80 first- and second-graders (N = 80) while solving tasks depicting concrete-operational thinking. Concrete-operational thinking was assessed using the subscales conservation of numbers, classification and sequences of the TEKO. The verbal reports were transcribed and coded with regard to the mental operations applied per task. Data analyses focused on tasks level, resulting in the analyses of N = 240 tasks per subscale. Differences regarding the contribution of isolated and combined mental operations (strategies) to correct solution were observed. Thereby, the results indicate the necessity of selection and integration of appropriate mental operations as strategies. The results offer insights in involved mental operations while solving concrete-operational tasks and depict a contribution to the construction of instructional programs. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 431 KW - strategy use KW - thinking aloud KW - cognitive development KW - process data KW - primary school Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-162010 IS - 431 ER - TY - JOUR A1 - Börnert-Ringleb, Moritz A1 - Wilbert, Jürgen T1 - The Association of Strategy Use and Concrete-Operational Thinking in Primary School JF - Frontiers in Education N2 - Concrete-operational thinking depicts an important aspect of cognitive development. A promising approach in promoting these skills is the instruction of strategies. The construction of such instructional programs requires insights into the mental operations involved in problem-solving. In the present paper, we address the question to which extent variations of the effect of isolated and combined mental operations (strategies) on correct solution of concrete-operational concepts can be observed. Therefore, a cross-sectional design was applied. The use of mental operations was measured by thinking-aloud reports from 80 first- and second-graders (N = 80) while solving tasks depicting concrete-operational thinking. Concrete-operational thinking was assessed using the subscales conservation of numbers, classification and sequences of the TEKO. The verbal reports were transcribed and coded with regard to the mental operations applied per task. Data analyses focused on tasks level, resulting in the analyses of N = 240 tasks per subscale. Differences regarding the contribution of isolated and combined mental operations (strategies) to correct solution were observed. Thereby, the results indicate the necessity of selection and integration of appropriate mental operations as strategies. The results offer insights in involved mental operations while solving concrete-operational tasks and depict a contribution to the construction of instructional programs. KW - strategy use KW - thinking aloud KW - cognitive development KW - process data KW - primary school Y1 - 2018 U6 - https://doi.org/10.3389/feduc.2018.00038 SN - 2504-284X VL - 3 SP - 1 EP - 11 PB - Frontiers Media CY - Lausanne ER -