TY - JOUR A1 - Zurek, Peter Paul A1 - Faaß, Marcel T1 - Persönlichkeitspsychologisch fundierte Studienorientierung durch onlinebasierte Self-Assessments JF - Alles auf Anfang! Befunde und Perspektiven zum Studieneingang Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-428529 SN - 978-3-86956-452-4 SN - 2192-1075 SN - 2192-1083 SP - 245 EP - 256 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Ziegler, Corrina A1 - Richter, Dirk A1 - Hollenbach-Biele, Nicole T1 - Inklusive und nicht inklusive Schulen im Vergleich BT - die Perspektiven der Lehrkräfte JF - Inklusion kann gelinge! Forschungsergebnisse und Beispiele guter schulischer Praxis Y1 - 2016 SN - 978-3-86793-665-1 SP - 67 EP - 81 PB - Bertelsmann Stiftung CY - Gütersloh ER - TY - JOUR A1 - Zaruba, Nicole A1 - Gronostaj, Anna A1 - Ahlgrimm, Frederik A1 - Vock, Miriam T1 - Die Entwicklung von Lehrkräfteüberzeugungen im Praxissemester BT - Welche Lerngelegenheiten sind aus Studierendensicht relevant? JF - Professionalisierung in Praxisphasen : Ergebnisse der Lehrerbildungsforschung an der Universität Potsdam (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 2) N2 - Überzeugungen zum Lehren und Lernen sind als Teil der professionellen Kompetenz von Lehrkräften bereits im Lehramtsstudium relevant und haben insbesondere in längeren Praxisphasen Entwicklungspotenzial. Welche Faktoren für die Entwicklung von Überzeugungen in Praxisphasen von Bedeutung sind, ist bislang aber nur unzureichend erforscht. In Interviews haben wir N = 16 Studierende befragt, welche Lerngelegenheiten für die Entwicklung ihrer Überzeugungen im Praxissemester eine Rolle spielten. Dabei konnten wir mittels Inhaltsanalyse vier übergeordnete Faktoren identifizieren: die universitäre Lernbegleitung, die Mentorinnen und Mentoren, die Schülerinnen und Schüler und die Reflexion eigener Unterrichtserfahrungen. Den Faktoren wurden untergeordnete Faktoren (z. B. Hospitationen durch Universitätsdozierende) zugeordnet und es wird dargestellt, warum und unter welchen Umständen diese Lerngelegenheiten für die Entwicklung der Überzeugungen aus Studierendensicht relevant sind. N2 - Beliefs about teaching and learning are part of a teacher’s professional competence. They should, thus, already be considered in teacher preparation as they can evolve, especially in the context of field experience. However, research on the factors that influence the development of teachers’ beliefs during school placement is sparse. We asked N = 16 preservice teachers which learning opportunities they considered relevant for the development of their beliefs in the Praxissemester. Using qualitative content analysis, we identified four main factors: university support, mentors in schools, pupils, and reflection on teaching experiences. We assigned subordinate factors (e. g. accompanying seminars) to the main factors. Subsequently, we describe why and under which circumstances these learning opportunities are relevant for the development of beliefs from the preservice teachers’ point of view. Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-570839 SN - 978-3-86956-508-8 SN - 2626-3556 SN - 2626-4722 IS - 2 SP - 215 EP - 234 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - THES A1 - Zaruba, Nicole T1 - Die Entwicklung von Lehrerüberzeugungen im Potsdamer Praxissemester Y1 - 2020 ER - TY - JOUR A1 - Wyschkon, Uwe T1 - Ergebnisse und Probleme der Potsdamer Abiturstufenforschung JF - LLF-Berichte / Universität Potsdam, Zentrum für Lehrerbildung Y1 - 1996 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-4869 SN - 0945-294X VL - 14 ER - TY - JOUR A1 - Wyschkon, Uwe T1 - Zur Gestaltung der Lerntätigkeit unter dem Aspekt der Befähigung zum wissenschaftlichen Arbeiten und Studieren in der gymnasialen Oberstufe JF - LLF-Berichte / Universität Potsdam, Zentrum für Lehrerbildung Y1 - 1994 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-4545 SN - 0945-294X VL - 8 ER - TY - JOUR A1 - Wulff, Peter A1 - Buschhüter, David A1 - Westphal, Andrea A1 - Nowak, Anna A1 - Becker, Lisa A1 - Robalino, Hugo A1 - Stede, Manfred A1 - Borowski, Andreas T1 - Computer-based classification of preservice physics teachers’ written reflections JF - Journal of science education and technology N2 - Reflecting in written form on one's teaching enactments has been considered a facilitator for teachers' professional growth in university-based preservice teacher education. Writing a structured reflection can be facilitated through external feedback. However, researchers noted that feedback in preservice teacher education often relies on holistic, rather than more content-based, analytic feedback because educators oftentimes lack resources (e.g., time) to provide more analytic feedback. To overcome this impediment to feedback for written reflection, advances in computer technology can be of use. Hence, this study sought to utilize techniques of natural language processing and machine learning to train a computer-based classifier that classifies preservice physics teachers' written reflections on their teaching enactments in a German university teacher education program. To do so, a reflection model was adapted to physics education. It was then tested to what extent the computer-based classifier could accurately classify the elements of the reflection model in segments of preservice physics teachers' written reflections. Multinomial logistic regression using word count as a predictor was found to yield acceptable average human-computer agreement (F1-score on held-out test dataset of 0.56) so that it might fuel further development towards an automated feedback tool that supplements existing holistic feedback for written reflections with data-based, analytic feedback. KW - reflection KW - teacher professional development KW - hatural language KW - processing KW - machine learning Y1 - 2020 U6 - https://doi.org/10.1007/s10956-020-09865-1 SN - 1059-0145 SN - 1573-1839 VL - 30 IS - 1 SP - 1 EP - 15 PB - Springer CY - Dordrecht ER - TY - JOUR A1 - Wulff, Peter A1 - Buschhüter, David A1 - Westphal, Andrea A1 - Mientus, Lukas A1 - Nowak, Anna A1 - Borowski, Andreas T1 - Bridging the gap between qualitative and quantitative assessment in science education research with machine learning BT - a case for pretrained language models-based clustering JF - Journal of science education and technology N2 - Science education researchers typically face a trade-off between more quantitatively oriented confirmatory testing of hypotheses, or more qualitatively oriented exploration of novel hypotheses. More recently, open-ended, constructed response items were used to combine both approaches and advance assessment of complex science-related skills and competencies. For example, research in assessing science teachers' noticing and attention to classroom events benefitted from more open-ended response formats because teachers can present their own accounts. Then, open-ended responses are typically analyzed with some form of content analysis. However, language is noisy, ambiguous, and unsegmented and thus open-ended, constructed responses are complex to analyze. Uncovering patterns in these responses would benefit from more principled and systematic analysis tools. Consequently, computer-based methods with the help of machine learning and natural language processing were argued to be promising means to enhance assessment of noticing skills with constructed response formats. In particular, pretrained language models recently advanced the study of linguistic phenomena and thus could well advance assessment of complex constructs through constructed response items. This study examines potentials and challenges of a pretrained language model-based clustering approach to assess preservice physics teachers' attention to classroom events as elicited through open-ended written descriptions. It was examined to what extent the clustering approach could identify meaningful patterns in the constructed responses, and in what ways textual organization of the responses could be analyzed with the clusters. Preservice physics teachers (N = 75) were instructed to describe a standardized, video-recorded teaching situation in physics. The clustering approach was used to group related sentences. Results indicate that the pretrained language model-based clustering approach yields well-interpretable, specific, and robust clusters, which could be mapped to physics-specific and more general contents. Furthermore, the clusters facilitate advanced analysis of the textual organization of the constructed responses. Hence, we argue that machine learning and natural language processing provide science education researchers means to combine exploratory capabilities of qualitative research methods with the systematicity of quantitative methods. KW - Attention to classroom events KW - Noticing KW - NLP KW - ML Y1 - 2022 U6 - https://doi.org/10.1007/s10956-022-09969-w SN - 1059-0145 SN - 1573-1839 VL - 31 IS - 4 SP - 490 EP - 513 PB - Springer CY - Dordrecht ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian A1 - Yanagida, Takuya A1 - Sevcikova, Anna A1 - Dedkova, Lenka A1 - Bayraktar, Fatih A1 - Aoyama, Ikuko A1 - Kamble, Shanmukh A1 - Macháčková, Hana A1 - Li, Zheng A1 - Soudi, Shruti A1 - Lei, Li A1 - Shu, Chang T1 - Coping with Public and Private Face-to-Face and Cyber Victimization among Adolescents in Six Countries BT - roles of Severity and Country JF - International journal of environmental research and public health N2 - This study investigated the role of medium (face-to-face, cyber) and publicity (public, private) in adolescents' perceptions of severity and coping strategies (i.e., avoidant, ignoring, helplessness, social support seeking, retaliation) for victimization, while accounting for gender and cultural values. There were 3432 adolescents (ages 11-15, 49% girls) in this study; they were from China, Cyprus, the Czech Republic, India, Japan, and the United States. Adolescents completed questionnaires on individualism and collectivism, and ratings of coping strategies and severity for public face-to-face victimization, private face-to-face victimization, public cyber victimization, and private cyber victimization. Findings revealed similarities in adolescents' coping strategies based on perceptions of severity, publicity, and medium for some coping strategies (i.e., social support seeking, retaliation) but differential associations for other coping strategies (i.e., avoidance, helplessness, ignoring). The results of this study are important for prevention and intervention efforts because they underscore the importance of teaching effective coping strategies to adolescents, and to consider how perceptions of severity, publicity, and medium might influence the implementation of these coping strategies. KW - coping KW - country KW - culture KW - victimization KW - severity KW - cyberbullying KW - bullying Y1 - 2022 U6 - https://doi.org/10.3390/ijerph192114405 SN - 1661-7827 SN - 1660-4601 VL - 19 IS - 21 PB - MDPI CY - Basel ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian A1 - Gámez-Guadix, Manuel T1 - Jóvenes ante el ciberodio BT - El rol de la mediación parental y el apoyo familiar BT - Roles of parental mediation and family support JF - Comunicar : revista científica de comunicación y educación N2 - Adolescents around the world are increasingly exposed to cyberhate. More knowledge is needed to understand how adolescents cope with cyberhate and how they can be supported when exposed. To this end, the present study investigated the associations between parental mediation of Internet use and adolescents' problem-focused coping strategies for hypothetical cyberhate victimization while considering family support as a moderator of these relationships. The sample consisted of self-reports of 5,960 adolescents between 12-18 years old (M=14.94; SD=1.61; females: 50.7%) from Cyprus, Germany, Greece, India, Spain, South Korea, and Thailand. A structural equation model was used to investigate the relationship among parental mediation, family support, and coping with cyberhate. Findings showed a positive relationship between instructive parental mediation and adolescents' problem-focused coping strategies, and a negative relationship between restrictive parental mediation and adolescents' capability to cope productively with cyberhate. In addition, family support strengthened the positive relationship between instructive parental mediation and adolescents' use of coping strategies and attenuated the negative relationship between restrictive parental mediation and adolescents' use of coping strategies. The findings highlight the need for parental education training and underscore the importance of family support for increasing adolescents' ability to cope productively with cyberhate. N2 - Adolescentes de todo el mundo están cada vez más expuestos al ciberodio. Se necesita más conocimiento para comprender cómo los y las adolescentes afrontan estas experiencias. El presente estudio investigó la relación entre la mediación parental en el uso de Internet y las estrategias de afrontamiento entre adolescentes centradas en el problema en una hipotética victimización en ciberodio, al tiempo que se consideró el apoyo familiar como moderador de estas relaciones. La muestra estuvo formada por 5.960 adolescentes de entre 12 y 18 años que completaron autoinformes (M=14,94; DE=1,61; mujeres: 50,7%) de Chipre, Alemania, Grecia, India, España, Corea del Sur y Tailandia. Se estimó un modelo de ecuaciones estructurales para investigar la relación entre mediación parental, apoyo social y afrontamiento. Se halló una relación positiva entre la mediación parental instructiva y el uso de estrategias de afrontamiento centradas en el problema y una relación negativa entre la mediación parental restrictiva y la capacidad de los adolescentes para afrontar de forma adecuada el ciberodio. Además, el apoyo familiar moderó estas relaciones, incrementando la relación entre mediación instructiva y afrontamiento y disminuyendo la relación entre mediación restrictiva y afrontamiento de ciberodio. Los hallazgos enfatizan la necesidad de proporcionar información a los padres y ponen de manifiesto la importancia de que las familias fomenten la habilidad de los adolescentes para afrontar de manera adecuada el ciberodio. T2 - Youths’ coping with cyberhate KW - Cyberhate KW - hate speech KW - parental mediation KW - family support KW - coping KW - media education KW - Ciberodio KW - discurso del odio KW - mediación parental KW - apoyo familiar KW - afrontamiento KW - educación mediática Y1 - 2021 U6 - https://doi.org/10.3916/C67-2021-02 SN - 1134-3478 SN - 1988-3293 VL - 29 IS - 67 SP - 21 EP - 33 PB - Grupo Comunicar CY - Huelva ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian T1 - Problematic online gaming, subjective health complaints, and depression among adolescent gamers from the United States BT - the role of console-gaming aggression JF - Journal of children and media N2 - The purpose of this study was to examine the longitudinal relationship between problematic online gaming and subjective health complaints and depressive symptoms, and the moderation of console-gaming aggression (i.e. verbal aggression, camping, trolling) in this relationship. Participants were 202 adolescents (86% boys; M age = 12.99 years) in the 7(th) or 8(th) grade who played first-person shooter games. They completed questionnaires on problematic online gaming, console-gaming aggression, subjective health complaints, and depressive symptoms. Six months later (Time 2), they completed questionnaires on subjective health complaints and depressive symptoms again. Findings revealed that problematic online gaming and console-gaming aggression were positive predictors of Time 2 subjective health complaints and depressive symptoms, while controlling for Time 1 levels and gender. Moderating effects were found as well, indicating that high levels of console-gaming aggression increased the positive relationship between problematic online gaming and depressive symptoms. These effects were also replicated for verbal aggression, problematic online gaming, and subjective health complaints. These findings suggest the importance of considering the implications of console-gaming aggression and problematic online gaming for the physical and mental health of adolescents. IMPACT SUMMARY Prior State of Knowledge. Problematic online gaming and aggressive behaviors are linked to negative outcomes, including depression and subjective health complaints. Longitudinal research further supports this connection for depression, but not for subjective health complaints or various types of aggression via console games. Novel Contributions. Few studies have focused on various types of aggression and the longitudinal associations among problematic online gaming, depression, and subjective health complaints, while controlling for previous levels of depression and subjective health complaints. The present research addresses these gaps. Practical Implications. Findings of the present research has implications for clinicians and researchers concerned with identifying adolescents who might be at risk for negative outcomes. KW - Depression KW - subjective health complaints KW - problematic online gaming KW - first-person shooter games KW - aggression Y1 - 2022 U6 - https://doi.org/10.1080/17482798.2022.2036211 SN - 1748-2798 SN - 1748-2801 VL - 16 IS - 3 SP - 451 EP - 460 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian T1 - Parental support, health, and cyberbullying among adolescents with intellectual and developmental disabilities JF - Journal of child and family studies N2 - Some studies reveal that adolescents with intellectual disabilities and developmental disabilities are more likely to be victims of both face-to-face bullying and cyberbullying. Research also suggests that these adolescents are likely to witness bullying victimization. More research is needed to better understand the negative outcomes associated with their experiences. The purpose of this short-term longitudinal study was to investigate the buffering effect of parental social support on the associations of cyberbullying victimization and bystanding to subjective health complaints, suicidal ideation, and non-suicidal self-harm. Participants were 121 adolescents (63% male;Mage = 14.10 years) with intellectual disabilities and developmental disorders who completed questionnaires on their face-to-face and cyberbullying victimization and bystanding, parental social support, subjective health complaints, suicidal ideation, and non-suicidal self-harm during the 7th grade (Time 1). In 8th grade (Time 2), they completed questionnaires on subjective health complaints, suicidal ideation, and non-suicidal self-harm. The findings revealed that the positive associations between Time 1 cyberbullying victimization and Time 2 subjective health complaints, suicidal ideation, and non-suicidal self-harm were stronger at lower levels of Time 1 parental social support, while high levels of Time 1 parental social support diminished these relationships. Similar patterns were found for Time 1 cyberbullying bystanding and Time 2 subjective health complaints. Parental social support has a buffering effect on the relationships among cyberbullying victimization, bystanding, and health outcomes among adolescents with intellectual and developmental disorders. KW - bystander KW - victimization KW - health KW - susicidal ideation KW - self-harm Y1 - 2020 U6 - https://doi.org/10.1007/s10826-020-01739-9 SN - 1062-1024 SN - 1573-2843 VL - 29 IS - 9 SP - 2390 EP - 2401 PB - Springer CY - New York ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian T1 - Self-isolation and adolescents' friendship quality: moderation of technology use for friendship maintenance JF - Youth and Society N2 - The purpose of the present study was to investigate the moderating effect of technology use for friendship maintenance in the associations between self-isolation during the COVID-19 pandemic and friendship quality, measured 6 months later (Time 2). Participants were 1,567 seventh and eighth graders (51% female; 51% white; M-age = 13.47) from the United States. They completed questionnaires on friendship quality at Time 1, and self-isolation during COVID-19 and technology use for friendship maintenance and friendship quality at Time 2. The findings revealed that self-isolation during COVID-19 was related positively to technology use for friendship maintenance and negatively to Time 2 friendship quality. Higher technology use for friendship maintenance buffered against the negative impacts on friendship quality associated with self-isolation during COVID-19, while lower technology use had the opposite effects on Time 2 friendship quality. KW - technology KW - self-isolation KW - friendship KW - friendship quality Y1 - 2022 U6 - https://doi.org/10.1177/0044118X221080484 SN - 0044-118X SN - 1552-8499 VL - 55 IS - 4 SP - 673 EP - 685 PB - Sage Publications CY - Thousand Oaks ER - TY - JOUR A1 - Wright, Michelle F. A1 - Harper, Bridgette D. A1 - Wachs, Sebastian T1 - Differences in Adolescents’ Response Decision and Evaluation for Face-to-Face and Cyber Victimization JF - The Journal of Early Adolescence N2 - The current study was designed to assess early adolescents’ response evaluation and decision for hypothetical peer victimization vignettes. Participants were 336 (59% girls; X¯¯¯ age = 12.55) seventh and eighth graders from one school in the Midwestern United States. Adolescents read a hypothetical online or offline social situation and answered questions designed to access internal congruence, response evaluation, response efficacy, emotional outcome expectancy, and social outcome expectancy. Girls were more likely to believe that aggressive responses online and offline would lead to positive social and emotional outcome expectancies when compared with boys. Adolescents were more likely to believe that offline and online aggressive responses were legitimate responses to face-to-face victimization, feel that aggressive responses online or offline were easier to execute in response to face-to-face victimization, and that aggressive responses online or offline would lead to positive emotions and better social outcomes. KW - response decision KW - response evaluation KW - cyber aggression KW - cyberbullying KW - aggression KW - bullying Y1 - 2018 U6 - https://doi.org/10.1177/0272431618806052 SN - 0272-4316 SN - 1552-5449 VL - 39 IS - 8 SP - 1110 EP - 1128 PB - Sage Publ. CY - Thousand Oaks ER - TY - THES A1 - Wolf, Anne-Christine T1 - Duales Lernen BT - eine Lernform zur Berufsorientierung durch Verknüpfen von schulischem Lernen und Lernen am Praxisort : Entwicklung, Erprobung und Ergebnisse einer Evaluation an Berliner Integrierten Sekundarschulen im 7. Jahrgang Y1 - 2022 SN - 978-3-7369-7648-1 SN - 978-3-7369-6648-2 PB - Cuvillier CY - Göttingen ER - TY - JOUR A1 - Wojciechowicz, Anna Aleksandra A1 - Vock, Miriam T1 - Wiedereinstieg in den Lehrerberuf nach der Flucht mit dem Refugee Teachers Program in Brandenburg T1 - Re-Entering the Teaching Profession aft er Refugee Migration with the Refugee Teachers Program in Brandenburg JF - Die deutsche Schule N2 - Die durch die Fluchtmigration ausgelösten aktuellen gesellschaftspolitischen Herausforderungen erfordern auch in der Lehrer*innenbildung institutionelle Weiterentwicklungsprozesse. Der vorliegende Beitrag befasst sich mit der Bedeutung der Fluchtmigration für die Lehrer*innenbildung. Am Beispiel des Refugee Teachers Program an der Universität Potsdam wird ein universitäres Bildungsangebot zur Nachqualifizierung für geflüchtete Lehrkräfte vorgestellt. Dabei fokussieren wir die konzeptionellen Grundlagen, die Struktur und die Inhalte des Programms und diskutieren es im Kontext aktueller Fragestellungen der Lehrer*innenbildung. N2 - Amongst other challenges through refugee migration, institutional changes are required also in teacher education. Th is article exemplifi es reactions to forced migration with the Refugee Teachers Program at the University of Potsdam, a program designed to re� qualify in-service teachers who took refuge in Germany. We focus on the underlying concepts, the structure and the contents of the program and discuss it in the context of current issues of teacher education. KW - teacher training KW - forced migration KW - refugee teachers KW - Lehrer*innenbildung KW - (Flucht-)Migration KW - geflüchtete Lehrkräfte Y1 - 2019 U6 - https://doi.org/10.31244/dds.2019.02.08 SN - 0012-0731 VL - 111 IS - 2 SP - 219 EP - 229 PB - Waxmann CY - Münster ER - TY - JOUR A1 - Westphal, Anke T1 - Zur Wertorientierung in der instrumentalen Leistungsmotivation - geschlechtsspezifische Aspekte (eine Studie an Brandenburger Musikschulen) JF - LLF-Berichte / Universität Potsdam, Zentrum für Lehrerbildung Y1 - 1996 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-4946 SN - 0945-294X VL - 15 ER - TY - JOUR A1 - Westphal, Andrea A1 - Zawacki-Richter, Olaf T1 - Von der allgemeinen Erziehungswissenschaft zur empirischen Bildungsforschung? BT - eine Analyse von Beiträgen der Zeitschrift für Erziehungswissenschaft BT - an analysis of contributions to the journal JF - Zeitschrift für Erziehungswissenschaft : ZfE N2 - The present study examines articles published in Zeitschrift fur Erziehungswissenschaft (ZfE-Journal of Educational Sciences) between 1998 and 2017, to discover whether the thematic focus of the articles it published during this period changed over time. To do this, we scrutinized articles in four consecutive five-year periods: 1998-2002, 2003-2007, 2008-2012, 2013-2017. Using the titles and abstracts of 821 articles published between 1998 and 2017, we conducted a quantitative text analysis and identified the most frequent and most characteristic bigrams that emerged during these periods. In addition, we looked at whether specific word stems (e.g., "erziehungswissenschaft", "bildungsforsch", "didakt") began to occur more frequently over the two decades under study. Finally, we used the text mining tool Leximancer (TM) to construct concept maps that point to the semantic structure of the topics and key concepts in the analyzed articles. The results indicate that, over the course of this twenty-year period, the ZfE predominantly published empirical articles with a focus on the social aspects of education, but that its focus on research into general pedagogy decreased in frequency. N2 - er vorliegende Beitrag beschäftigt sich mit den Publikationen, die in der Zeitschrift für Erziehungswissenschaft (ZfE) in den Jahren 1998–2017 veröffentlicht wurden. Angesichts der Veränderungen in der erziehungswissenschaftlichen Forschungslandschaft in der jüngeren Vergangenheit untersuchen wir, inwiefern sich eine veränderte Schwerpunktsetzung auch in den Beiträgen der ZfE nachweisen lassen. Dazu führen wir zunächst eine quantitative Textanalyse durch und identifizieren die häufigsten sowie die charakteristischen Bigramme (Zweiwortsequenzen) in vier aufeinanderfolgenden Fünfjahres-Abschnitten (1998–2002, 2003–2007, 2008–2012, 2013–2017). Zudem prüfen wir, inwiefern bestimmte Wortstämme (bspw. „erziehungswissenschaft“, „bildungsforsch“, „didakt“) über die Jahre hinweg häufiger auftreten. Schließlich erstellen wir mit dem Textmining Tool Leximancer™ concept maps, die Hinweise auf die semantische Struktur der Themengebiete und Schlüsselkonzepte geben. Die Ergebnisse deuten darauf hin, dass im gesamten Zeitraum mehrheitlich Beiträge mit empirischem Fokus publiziert wurden, ein inhaltlicher Fokus auf sozialen Aspekten von Bildung lag und die Beschäftigung mit der allgemeinen Erziehungswissenschaft abnahm. T2 - From general pedagogy to empirical educational research? KW - Content analysis KW - Journal analysis KW - Quantitative text analysis KW - Science KW - studies KW - Zeitschriftenanalyse KW - Wissenschaftsforschung KW - Inhaltsanalyse KW - Quantitative Textanalyse KW - Empirische Wendung Y1 - 2021 U6 - https://doi.org/10.1007/s11618-021-01008-5 SN - 1434-663X SN - 1862-5215 VL - 24 IS - 3 SP - 641 EP - 669 PB - Springer VS/Springer Fachmedien Wiesbaden GmbH CY - Wiesbaden ER - TY - JOUR A1 - Westphal, Andrea A1 - Kretschmann, Julia A1 - Gronostaj, Anna A1 - Vock, Miriam T1 - More enjoyment, less anxiety and boredom BT - How achievement emotions relate to academic self-concept and teachers' diagnostic skills JF - Learning and individual differences : a multidisciplinary journal in education N2 - 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. KW - Achievement emotions KW - Diagnostic skills KW - Instructional quality KW - Academic self-concept KW - Multilevel modeling Y1 - 2018 U6 - https://doi.org/10.1016/j.lindif.2018.01.016 SN - 1041-6080 SN - 1873-3425 VL - 62 SP - 108 EP - 117 PB - Elsevier B.V. CY - Amsterdam ER - TY - JOUR A1 - Westphal, Andrea A1 - Kalinowski, Eva A1 - Hoferichter, Clara Josepha A1 - Vock, Miriam T1 - K-12 teachers' stress and burnout during the COVID-19 pandemic BT - a systematic review JF - Frontiers in psychology N2 - We present the first systematic literature review on stress and burnout in K-12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K-12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K-12 teachers compared to individuals employed in other occupational fields. School principals' leadership styles emerged as an organizational characteristic that is highly relevant for K-12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K-12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond. KW - burnout KW - stress KW - COVID-19 KW - pandemic KW - K-12 teachers KW - remote teaching Y1 - 2022 U6 - https://doi.org/10.3389/fpsyg.2022.920326 SN - 1664-1078 VL - 13 PB - Frontiers Media CY - Lausanne ER -