TY - JOUR A1 - Schubarth, Wilfried A1 - Speck, Karsten T1 - Ergebnisse zur Einschätzung des Referendariatsaus Sicht aller Akteure BT - Die Potsdamer Studien zum Referendaria T2 - Das Referendariat : ein systematischer Blick auf den schulpraktischen Vorbereitungsdienst Y1 - 2021 SN - 978-3-8309-4332-7 SP - 254 PB - Waxmann CY - Münster ER - TY - JOUR A1 - Wenger, Marina A1 - Lüdtke, Oliver A1 - Brunner, Martin T1 - Übereinstimmung, Variabilität und Reliabilität von Schülerurteilen zur Unterrichtsqualität auf Schulebene T1 - Interrater agreement, variability and reliability of student ratings of instructional quality at the school-level BT - Ergebnisse aus 81 Ländern BT - Results from 81 countries JF - Zeitschrift für Erziehungswissenschaft N2 - Für die Analyse der Unterrichtsqualität von Schulen durch Schülerurteile sollten drei Voraussetzungen erfüllt sein: (1) eine angemessene Übereinstimmung der Schülerurteile innerhalb der Schulen, (2) systematische Variabilität der Schülerurteile zwischen Schulen, (3) ein ausreichendes Maß an Reliabilität der aggregierten Urteile. Diese Studie untersucht mit internationalen PISA-Daten (Zyklen 2000–2012; 81 Länder, über 55.300 Schulen, über 1,3 Millionen 15-Jährige), inwiefern dies für Indikatoren der Qualitätsdimensionen des Unterrichts (Klassenführung, Kognitive Aktivierung, Konstruktive Unterstützung) zutrifft. Dafür bestimmten wir das Übereinstimmungsmaß rWG(J) sowie die Intraklassenkorrelationen ICC(1) und ICC(2). Es zeigte sich, dass (1) die Mehrzahl der Unterrichtsmerkmale eine moderate oder starke Übereinstimmung in Schulen aufwies, (2) sich Unterrichtsmerkmale aus Sicht der Schülerschaft systematisch zwischen Schulen unterschieden, jedoch (3) die Reliabilität der aggregierten Schülerurteile in vielen Ländern nicht ausreichte. Die Ergebnisse diskutieren wir vor dem Hintergrund von Konventionen zur Beurteilung der Übereinstimmung, Variabilität und Reliabilität auf Schulebene. N2 - Using student ratings to assess instructional quality of schools should fulfill three requirements: (1)an appropriate level of inter-rater agreement within schools, (2)systematic variance of student ratings between schools, (3)an adequate reliability level of aggregated student ratings. Using international PISA-data (2000-2012; 81countries, over 55,300 schools, over 1.3million 15-year olds) this study investigated how these requirements were met regarding indicators of instructional quality (classroom management, cognitive activation, individual learning support). We computed the interrater agreement index r(WG(J)), as well as the intraclass correlations ICC(1) and ICC(2). Our results showed that (1)student ratings demonstrated amoderate or strong level of agreement for most indicators of instructional quality and (2)instructional quality assessed by students varied systematically between schools. Yet, (3)reliability of aggregated student ratings was not sufficient in many countries. We discuss these results regarding conventions to evaluate agreement, variability, and reliability of student ratings at the school level. KW - Instructional quality KW - Student ratings KW - PISA Y1 - 2018 U6 - https://doi.org/10.1007/s11618-018-0813-3 SN - 1434-663X SN - 1862-5215 VL - 21 IS - 5 SP - 929 EP - 950 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Krauskopf, Karsten A1 - Forssell, Karin T1 - When knowing is believing BT - a multi-trait analysis of self-reported TPCK JF - Journal of Computer Assisted Learning N2 - In an effort to understand teachers' technology use, recent scholarship has explored the idea of technological pedagogical content knowledge (TPCK or TPACK). Many studies have used self-reports to measure this knowledge (SR TPCK). Several studies have examined the construct validity of these assessments by analysing the internal relationships of the knowledge domains, but little attention has been paid to how SR TPCK relates to external criteria. We tackled this question of discriminant validity by reanalysing 2 data sets. We used correlation and multiple regression analyses to explore whether conceptually related constructs explain any variance in participants' SR TPCK. In Study 1, we applied this strategy to German pre-service teachers using technology use, attitudinal variables, and objective measures of teachers' knowledge of technology and pedagogy as external criteria. In Study 2, we examined measures of technology knowledge, experience, and pro-technology beliefs for in-service teachers in the United States. Across both studies, a sizeable amount of the variance in SR TPCK is explained by teachers' prior technology use and pro-technology attitudes. In contrast, fact-based tests of technology and pedagogy are distinct from SR TPCK. We discuss implications for these findings and argue that researchers should gather complementary measures in concert. KW - construct validity KW - education technologies KW - teacher learning KW - self-report KW - teacher beliefs KW - technological pedagogical content knowledge (TPACK KW - TPCK) Y1 - 2018 U6 - https://doi.org/10.1111/jcal.12253 SN - 0266-4909 SN - 1365-2729 VL - 34 IS - 5 SP - 482 EP - 491 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Ehl, Birgit A1 - Paul, Michele A1 - Bruns, Gunnar A1 - Fleischhauer, Elisabeth A1 - Vock, Miriam A1 - Gronostaj, Anna A1 - Grosche, Michael T1 - Testgütekriterien der „Profilanalyse nach Grießhaber“. Evaluation eines Verfahrens zur Erfassung grammatischer Fähigkeiten von ein- und mehrsprachigen Grundschulkindern T1 - Test quality criteria of the "Profile analysis according to Griesshaber". Evaluation of an assessment method of grammatical abilities of mono- and multilingual primary school children JF - Zeitschrift für Erziehungswissenschaft N2 - Ein diagnostisches Ziel der „Profilanalyse nach Grießhaber“ ist die Testung der grammatischen Fähigkeit zur Verbstellung im Deutschen. Zur erstmaligen Evaluation der Testgüte wurden 403 ein- und mehrsprachige Grundschulkinder randomisiert drei verschiedenen Testmaterialien zugewiesen: Testmaterial, das die Zielkompetenz spezifisch stimulierte, führte zu den besten Testergebnissen. Dies spricht für eine geringe Durchführungsobjektivität. Zudem wurden Deckeneffekte für Grundschulkinder nachgewiesen, weshalb die Profilanalyse nur wenig zwischen den Grammatikfähigkeiten der Kinder differenzieren kann. Auch die Retest-Reliabilität und Auswertungsobjektivität sind noch zu gering. Zusammenfassend wird die Testgüte hinsichtlich aller betrachteten Testgütekriterien als verbesserungswürdig bewertet. Daraus werden die Empfehlungen abgeleitet, die Profilanalyse stärker zu standardisieren und um sensitivere diagnostische Kriterien für das Grundschulalter zu ergänzen. Weitere Ziele der Profilanalyse, z. B. die Verbesserung diagnostischer Kompetenzen von Lehrkräften, sind in Folgeprojekten zu evaluieren. N2 - Adiagnostic goal of the Profile analysis according to Grie ss haber is the assessment of the grammatical ability to place verbs in German sentences in the correct syntactical position. To evaluate the test quality for the first time, 403 monolingual and multilingual primary school children were randomly assigned to three different test materials: Test material that specifically stimulated the target competence led to the best test results. This indicates alow objectivity of application. In addition, ceiling effects for primary school children were detected, which means that the profile analysis can only slightly differentiate among the grammatical abilities of the children. Retest reliability and objectivity of analysis are also too small. In summary, the test quality of the assessment tool should be improved with respect to all of the test quality criteria considered. Hence, we recommend standardizing the profile analysis better and adding more sensitive diagnostic criteria for primary school aged children. Other aspects of profile analysis, for example the improvement of diagnostic competencies of teachers, are recommended for future research. KW - Grammar KW - Language Assessment KW - Multilingualism KW - Primary School KW - Validity KW - Grammatik KW - Mehrsprachigkeit KW - Sprachdiagnostik KW - Grundschule KW - Validität Y1 - 2018 U6 - https://doi.org/10.1007/s11618-018-0835-x SN - 1434-663X SN - 1862-5215 VL - 21 IS - 6 SP - 1261 EP - 1281 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Scholkmann, Antonia A1 - Siemon, Jens A1 - Boom, Kay-Dennis A1 - Knigge, Michel T1 - Lernzeitnutzung im Planspielunterricht BT - Eine Analyse des Einflusses kognitiver Fähigkeiten, Zielorientierungen und Charakteristika von Lernpartnern anhand von Videodaten JF - Zeitschrift für Erziehungswissenschaft N2 - The effective use of learning time is considered one of the most important predictors of successful and good teaching. In the present study we investigated how cognitive skills and goal orientation influenced the effective use of learning time during the open phases of game-based learning We used a newly developed method for video- and audio analysis (German: MuVA), which allowed for reliable documentation of students’ interactions during those phases. The two-step multiple regression model demonstrated that both the learner’s and the learning partner’s goal orientation explain significant parts of the variance: A high performance goal orientation impairs a student’s effective use of learning time, while a high performance avoidance orientation has a positive impact on his or her effective use of learning time. Working with a partner who has a high learning goal orientation or a high work avoidance orientation increases a student’s effective use of his or her learning time, while a high work avoidance orientation on the partner’s side has the opposite effect. Cognitive skills did not influence the effective use of learning time. N2 - Effektive Lernzeitnutzung gilt als einer der wichtigsten Prädiktoren für erfolgreichen Unterricht. Die vorliegende Studie untersucht in einem dyadischen kooperativen Lernsetting, wie sich die kognitiven Grundfähigkeiten und Zielorientierungen der Partner in den offenen Phasen eines Planspielunterrichts auf die effektive Lernzeitnutzung auswirken. Hierzu nutzten wir die neu entwickelte Multimodale Video- und Audioanalysemethode (MuVA), welche es ermöglicht, Schüler-Interaktionen in offenen Unterrichtsphasen reliabel zu dokumentieren. In zweischrittigen Regressionsmodellen ließ sich aufzeigen, dass sowohl Lernenden- als auch Partnervariablen signifikante Anteile der Varianz erklären: Bei Lernenden selbst beeinflusst eine hohe Leistungszielorientierung die effektive Lernzeitnutzung negativ und eine hohe Vermeidungs-Leistungszielorientierung positiv. Einflüsse durch die Eigenschaften der Lernpartner zeigten sich in positiver Richtung für hohe Ausprägungen der Lern-Zielorientierung und der Vermeidungs-Leistungszielorientierung sowie in negativer Richtung für eine hohe Arbeitsvermeidungsorientierung. Kognitive Grundfähigkeiten hatten keinen Einfluss auf die effektive Lernzeitnutzung. T2 - Time on task during game-based learning. The effects of cognitive skills, goal orientations and the characteristics of learning partners - an analysis based on video data KW - Cognitive skills KW - Effective learning time KW - Game-based learning KW - Goal orientation KW - Time on task KW - Video analysis KW - Videoanalyse KW - effektive Lernzeit KW - kognitive Grundfähigkeiten KW - Zielorientierung KW - Planspiel Y1 - 2017 U6 - https://doi.org/10.1007/s11618-017-0736-4 SN - 1434-663X SN - 1862-5215 VL - 20 SP - 651 EP - 669 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Levy, Jessica A1 - Brunner, Martin A1 - Keller, Ulrich A1 - Fischbach, Antoine T1 - Methodological issues in value-added modeling: an international review from 26 countries JF - Educational Assessment, Evaluation and Accountability N2 - Value-added (VA) modeling can be used to quantify teacher and school effectiveness by estimating the effect of pedagogical actions on students’ achievement. It is gaining increasing importance in educational evaluation, teacher accountability, and high-stakes decisions. We analyzed 370 empirical studies on VA modeling, focusing on modeling and methodological issues to identify key factors for improvement. The studies stemmed from 26 countries (68% from the USA). Most studies applied linear regression or multilevel models. Most studies (i.e., 85%) included prior achievement as a covariate, but only 2% included noncognitive predictors of achievement (e.g., personality or affective student variables). Fifty-five percent of the studies did not apply statistical adjustments (e.g., shrinkage) to increase precision in effectiveness estimates, and 88% included no model diagnostics. We conclude that research on VA modeling can be significantly enhanced regarding the inclusion of covariates, model adjustment and diagnostics, and the clarity and transparency of reporting. What is the added value from attending a certain school or being taught by a certain teacher? To answer this question, the value-added (VA) model was developed. In this model, the actual achievement attained by students attending a certain school or being taught by a certain teacher is juxtaposed with the achievement that is expected for students with the same background characteristics (e.g., pretest scores). To this end, the VA model can be used to compute a VA score for each school or teacher, respectively. If actual achievement is better than expected achievement, there is a positive effect (i.e., a positive VA score) of attending a certain school or being taught by a certain teacher. In other words, VA models have been developed to “make fair comparisons of the academic progress of pupils in different settings” (Tymms 1999, p. 27). Their aim is to operationalize teacher or school effectiveness objectively. Specifically, VA models are often used for accountability purposes and high-stakes decisions (e.g., to allocate financial or personal resources to schools or even to decide which teachers should be promoted or discharged). Consequently, VA modeling is a highly political topic, especially in the USA, where many states have implemented VA or VA-based models for teacher evaluation (Amrein-Beardsley and Holloway 2017; Kurtz 2018). However, this use for high-stakes decisions is highly controversial and researchers seem to disagree concerning the question if VA scores should be used for decision-making (Goldhaber 2015). For a more exhaustive discussion of the use of VA models for accountability reasons, see, for example, Scherrer (2011). Given the far-reaching impact of VA scores, it is surprising that there is scarcity of systematic reviews of how VA scores are computed, evaluated, and how this research is reported. To this end, we review 370 empirical studies from 26 countries to rigorously examine several key issues in VA modeling, involving (a) the statistical model (e.g., linear regression, multilevel model) that is used, (b) model diagnostics and reported statistical parameters that are used to evaluate the quality of the VA model, (c) the statistical adjustments that are made to overcome methodological challenges (e.g., measurement error of the outcome variables), and (d) the covariates (e.g., pretest scores, students’ sociodemographic background) that are used when estimating expected achievement. All this information is critical for meeting the transparency standards defined by the American Educational Research Association (AERA 2006). Transparency is vital for educational research in general and especially for highly consequential research, such as VA modeling. First, transparency is highly relevant for researchers. The clearer the description of the model, the easier it is to build upon the knowledge of previous research and to safeguard the potential for replicating previous results. Second, because decisions that are based on VA scores affect teachers’ lives and schools’ futures, not only educational agents but also the general public should be able to comprehend how these scores are calculated to allow for public scrutiny. Specifically, given that VA scores can have devastating consequences on teachers’ lives and on the students they teach, transparency is particularly important to evaluate the chosen methodology to compute VA models for a certain purpose. Such evaluations are essential to answer the question to what extent the quality of VA scores allows to base far-reaching decisions on these scores for accountability purposes. KW - Value-added modeling KW - Literature review KW - Primary and secondary education KW - Teacher effectiveness KW - School effectiveness Y1 - 2019 U6 - https://doi.org/10.1007/s11092-019-09303-w SN - 1874-8597 SN - 1874-8600 VL - 31 IS - 3 SP - 257 EP - 287 PB - Springer CY - Heidelberg ER - TY - JOUR A1 - Prengel, Annedore A1 - Friebertshäuser, Barbara A1 - Langer, Antje T1 - Perspektiven qualitativer Forschung in der Erziehungswissenschaft - eine Einfuhrung JF - Handbuch qualitative Forschungsmethoden in der Erziehungswissenschaft Y1 - 2013 SN - 978-3-7799-0799-2 SP - 17 EP - 42 PB - Beltz Juventa CY - Weinheim ET - 4., durchges. Aufl. ER - TY - JOUR A1 - Uhlendotff, Harald A1 - Prengel, Annedore T1 - Forschungsperspektiven quantitativer Methoden im Verhältnis zu qualitativen Methoden JF - Handbuch qualitative Forschungsmethoden in der Erziehungswissenschaft Y1 - 2013 SN - 978-3-7799-0799-2 SP - 137 EP - 149 PB - Beltz Juventa CY - Weinheim ET - 4., durchges. Aufl. ER - TY - JOUR A1 - Prengel, Annedore T1 - Praxisforschung in professioneller Pädagogik JF - Handbuch qualitative Forschungsmethoden in der Erziehungswissenschaft Y1 - 2013 SN - 978-3-7799-0799-2 SP - 785 EP - 802 PB - Beltz Juventa CY - Weinheim ET - 4., durchgesehene Auflage ER - TY - JOUR A1 - Grell, Petra T1 - Forschende Lernwerkstatt JF - Handbuch qualitative Forschungsmethoden in der Erziehungswissenschaft Y1 - 2013 SN - 978-3-7799-0799-2 SP - 887 EP - 896 PB - Beltz Juventa CY - Weinheim ET - 4., durchgesehene Auflage ER - TY - JOUR A1 - Oswald, Hans T1 - Was heißt qualitativ forschen? Warnungen, Fehlerquellen, Möglichkeiten JF - Handbuch qualitative Forschungsmethoden in der Erziehungswissenschaft Y1 - 2013 SN - 978-3-7799-0799-2 SP - 183 EP - 204 PB - Beltz Juventa CY - Weinheim ET - 4., durchgesehene Auflage ER - TY - JOUR A1 - Schründer-Lenzen, Agi T1 - Triangulation - ein Konzept zur Qualitätssicherung von Forschung JF - Handbuch qualitative Forschungsmethoden in der Erziehungswissenschaft Y1 - 2013 SN - 978-3-7799-0799-2 SP - 149 EP - 158 PB - Beltz Juventa CY - Weinheim ET - 4., durchgesehene Auflage ER - TY - JOUR A1 - Seyfried, Markus T1 - Undisclosed desires BT - quality managers’ normative notions regarding the implementation of quality management JF - Assessment & Evaluation in Higher Education N2 - Following decades of quality management featuring in higher education settings, questions regarding its implementation, impact and outcomes remain. Indeed, leaving aside anecdotal case studies and value-laden documentaries of best practice, current research still knows very little about the implementation of quality management in teaching and learning within higher education institutions. Referring to data collected from German higher education institutions in which a quality management department or functional equivalent was present, this article theorises and provides evidence for the supposition that the implementation of quality management follows two implicit logics. Specifically, it tends either towards the logic of appropriateness or, contrastingly, towards the logic of consequentialism. This study’s results also suggest that quality managers’ socialisation is related to these logics and that it influences their views on quality management in teaching and learning. KW - Higher education KW - quality manager KW - teaching and learning KW - appropriateness Y1 - 2019 U6 - https://doi.org/10.1080/02602938.2019.1573970 SN - 0260-2938 SN - 1469-297X VL - 44 IS - 7 SP - 1106 EP - 1119 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Hafer, Jörg A1 - Schumann, Marlen T1 - Studeineingangsphase und die strukturelle Verankerung von E-Learning in Studium und Lehre: E-Teaching als Element zur Gestaltung des Studenten-Life-Cycle Y1 - 2012 SN - 978-3- 937026-77-0 ER - TY - JOUR A1 - Gärtner, Holger A1 - Brunner, Martin T1 - Once good teaching, always good teaching? BT - the differential stability of student perceptions of teaching quality JF - Educational Assessment, Evaluation and Accountability N2 - In many countries, students are asked about their perceptions of teaching in order to make decisions about the further development of teaching practices on the basis of this feedback. The stability of this measurement of teaching quality is a prerequisite for the ability to generalize the results to other teaching situations. The present study aims to expand the extant empirical body of knowledge on the effects of situational factors on the stability of students’ perceptions of teaching quality. Therefore, we investigate whether the degree of stability is moderated by three situational factors: time between assessments, subjects taught by teachers, and students’ grade levels. To this end, we analyzed data from a web-based student feedback system. The study involved 497 teachers, each of whom conducted two student surveys. We examined the differential stability of student perceptions of 16 teaching constructs that were operationalized as latent correlations between aggregated student perceptions of the same teacher’s teaching. Testing metric invariance indicated that student ratings provided measures of teaching constructs that were invariant across time, subjects, and grade levels. Stability was moderated to some extent by grade level but not by subjects taught nor time spacing between surveys. The results provide evidence of the extent to which situational factors may affect the stability of student perceptions of teaching constructs. The generalizability of the students’ feedback results to other teaching situations is discussed. KW - Stability KW - Student perception KW - Instruction KW - Generalizability KW - Situation Y1 - 2018 U6 - https://doi.org/10.1007/s11092-018-9277-5 SN - 1874-8597 SN - 1874-8600 VL - 30 IS - 2 SP - 159 EP - 182 PB - Springer CY - Heidelberg ER - TY - JOUR A1 - Rheinberg, Falko T1 - Von Bochum über Heidelberg bis Potsdam T1 - From Bochum to Heidelberg till Potsdam BT - Ein Rückblick auf die Bochumer Schule der Motivationspsychologie und auf eigene Forschungsthemen JF - Zeitschrift für pädagogische Psychologie N2 - Dem Text liegt ein Vortrag zugrunde, der auf dem 31. Motivationspsychologischen Kolloquium (MPK) in Heidelberg 2015 gehalten wurde. Im ersten Teil bietet er einen Überblick über die Motivationsforschung am Bochumer Heckhausen-Lehrstuhl in den 70er-Jahren („Bochumer Schule“). Dabei werden neben Heinz Heckhausen einzelne Mitarbeiter und ihre Schwerpunkte vorgestellt sowie das stimulierende Arbeitsklima an diesem Lehrstuhl beschrieben. Entsprechend der Vortragseinladung wird im Anschluss die Entwicklung der eigenen Forschungsschwerpunkte skizziert. Noch unter Heckhausens Leitung waren dies zunächst die Forschung zur Bezugsnormorientierung und die Einzelfallanalysen zur Lernmotivation mit dem Erweiterten Kognitiven Motivationsmodell. Danach geht der Vortrag auf Forschungsthemen ein, die dann in Heidelberg und Potsdam dazukamen. Hier geht es um die Erforschung von Tätigkeitsanreizen und um das Flow-Erleben. Abschließend wird der Potsdamer Versuch skizziert, herauszufinden, auf welche Weise unterschiedliche Motivationsqualitäten den Lernprozess und seine Resultate beeinflussen. N2 - The talk contained in this contribution was held at the 31st MPK in Heidelberg in 2015. It deals with research on motivation done in the 1970s in Bochum by Heinz Heckhausen and his colleagues ("Bochum Research Group"). Heckhausen and each member of the group are shortly characterized through their individual work focus. The working atmosphere created in this group was highly cooperative and stimulating. In the second part, the speech deals with the topics the author worked on and how this research developed from the ideas of the Bochum group. These topics are reference norm orientation, single-case analysis of learning motivation, activity-related (vs. purpose-related) incentives, flow experience, and the investigation of the specific influences that different kinds of motivation have on self-regulated learning. KW - Activity-related incentives KW - flow experience KW - motivation to learn KW - reference norm orientation KW - Bezugsnormorientierung KW - Flow-erleben KW - Lernmotivation KW - Tätigkeitsanreize Y1 - 2017 U6 - https://doi.org/10.1024/1010-0652/a000206 SN - 1010-0652 SN - 1664-2910 VL - 31 IS - 3-4 SP - 175 EP - 189 PB - Hogrefe CY - Bern ER - TY - JOUR A1 - Vock, Miriam T1 - Akzeleration – schneller durch die Schule? JF - Handbuch Begabung Y1 - 2021 SN - 978-3-40725-886-1 SN - 978-3-40725-806-9 SP - 319 EP - 332 PB - Beltz CY - Weinheim 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 - Heyder, Anke A1 - Brunner, Martin T1 - Teachers' aptitude beliefs as a predictor of helplessness in low-achieving students BT - Commonalities and differences between academic domains JF - Learning and individual differences N2 - Low-achieving students are at risk of experiencing a pattern of emotional, motivational, and cognitive deficits called school-related helplessness if they attribute their low achievement to low aptitude. Teachers' beliefs about the causes of students' low achievement are important sources of attributional information for students. In a sample of 2117 German ninth-graders attending the lowest track, 118 math and 129 German-language teachers, we tested whether teachers' beliefs about the extent to which aptitude causes achievement moderated the achievement-helplessness relation in students and whether there were differences between math and German. Multilevel analyses revealed that low prior achievement predicted higher helplessness in both subjects but the effect was stronger in math than in German. Teachers' beliefs amplified the achievement-helplessness relation in math but not in German. Results are discussed regarding domain-specific epistemological beliefs, and implications for research and practice are derived. KW - Helplessness KW - Teacher beliefs KW - Aptitude KW - Attribution theory KW - Domain differences Y1 - 2018 U6 - https://doi.org/10.1016/j.lindif.2018.01.015 SN - 1041-6080 SN - 1873-3425 VL - 62 SP - 118 EP - 127 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Jungbauer, Johannes A1 - Heitmann, Katharina A1 - Westphal, Andrea A1 - Vock, Miriam T1 - Erwachsene Kinder psychisch erkrankter Eltern T1 - Adult children of parents with mental illnesses BT - Ergebnisse einer explorativen Fragebogenstudie BT - Results from an exploratory survey JF - Zeitschrift für Familienforschung JF - Journal of Family Research N2 - Zielsetzung: In diesem Beitrag werden Ergebnisse der EKipeE-Studie vorgestellt, in der erwachsene Kinder psychisch kranker Eltern befragt wurden. Ziel war es, die von den Befragten wahrgenommenen langfristigen Auswirkungen auf ihre Biographie, ihre Persönlichkeit und ihre Sozialbeziehungen zu beschreiben. Außerdem sollten Zusammenhänge zwischen ausgewählten belastenden Kindheitserfahrungen und Problemen im Erwachsenenalter untersucht werden. Ferner sollten die Unterstützungsbedürfnisse und -wünsche der erwachsenen Kinder erfasst werden. Methode: Im Rahmen einer online-Fragebogenstudie wurden N=561 erwachsene Kinder psychisch kranker Eltern befragt. Die quantitativen Fragebogendaten wurden mit SPSS 23.0 statistisch ausgewertet; die freien Antworten und Kommentare wurden inhaltsanalytisch ausgewertet. Ergebnisse: Die Studienteilnehmer berichteten vielfältige emotionale und soziale Probleme, die sie als Folgen ihrer Kindheitserfahrungen wahrnehmen. Sehr häufig haben sie das Gefühl, in ihrer Identität und ihrem Verhalten negativ geprägt zu sein. Viele äußern deswegen einen Bedarf an professioneller Beratung und Unterstützung. Diskussion: Es handelt sich um die bislang umfangreichste Studie zu den langfristigen Folgen einer Kindheit mit einem psychisch kranken Elternteil im deutschsprachigen Raum. Die Ergebnisse verdeutlichen, dass frühzeitige Hilfe- und Präventionsangebote für betroffene Kinder, Eltern und Familien notwendig sind. Auch die Bereitstellung spezifischer Beratungsangebote für erwachsene Kinder psychisch kranker Eltern wird empfohlen. N2 - Objective: This paper presents the results of the EKipeE Study, which surveyed the adult children of parents with mental illnesses. The objective of the study was to extrapolate the long-term effects that parents’ mental illnesses had on their children’s biographies, personalities, and social relationships. The study also aimed to make connections between specific stressful situations in childhood and problems in later life. Additionally, the study aimed to understand what kind of support the adult children required and wanted. Method: Using an online questionnaire, N=561 adult children of parents with mental illnesses were surveyed. The quantitative survey data was statistically analyzed using SPSS 23.0; the qualitative data from answers and other remarks was evaluated using content analysis. Results: Participants in the study reported a diverse range of emotions and social problems that they perceived as having resulted from their childhood experiences. They often had the feeling that their identity and behavior had been affected negatively. Consequently, many expressed a need for professional counselling and support. Discussion: The study was the most extensive to date within German- speaking countries to survey the long-term effects of a childhood spent with a parent with mental illnesses. The results underline the need for early support and prevention services for affected children, parents, and families. The provision of specific counselling services for adult children of parents with mental illnesses is also recommended. KW - adult children KW - parents with mental illnesses KW - long-term effects KW - development risks KW - support for affected families KW - erwachsene Kinder KW - psychisch kranke Eltern KW - langfristige Auswirkungen KW - Entwicklungsrisiken KW - Hilfebedarf für betroffene Familien Y1 - 2018 U6 - https://doi.org/10.3224/zff.v30i2.05 SN - 1437-2940 SN - 2196-2154 VL - 30 IS - 2 SP - 216 EP - 229 PB - Budrich CY - Leverkusen ER -