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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.
Are we good friends?
(2020)
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.
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.
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.
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.
Die vorliegende Studie untersucht an einer Stichprobe integrativ tätiger Grundschullehrkräfte (N = 618) den Zusammenhang zwischen der individuellen und kollektiven Selbstwirksamkeit sowie den beruflichen Erfahrungen einerseits und der Einstellung zur Integration andererseits. Die Ergebnisse der Untersuchung zeigen, dass sich die Lehrerkollegien (N = 67) hinsichtlich der Einstellung zur Integration, der individuellen und kollektiven Selbstwirksamkeit sowie der beruflichen Erfahrung im Unterrichten von Kindern mit sonderpädagogischem Förderbedarf unterscheiden. Entsprechend unserer Annahmen zeigt sich in einer Mehrebenenanalyse eine bedeutsame Aufklärung der Varianz der Einstellung zur Integration durch die individuelle und kollektive Selbstwirksamkeit sowie die berufliche Erfahrung.
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.
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.