Department Erziehungswissenschaft
Refine
Year of publication
- 2017 (65) (remove)
Document Type
- Article (37)
- Part of a Book (11)
- Monograph/Edited Volume (8)
- Doctoral Thesis (6)
- Master's Thesis (1)
- Other (1)
- Postprint (1)
Keywords
- Grundschule (2)
- Inklusion (2)
- Musikunterricht (2)
- inclusion (2)
- Academic hope (1)
- Activity-related incentives (1)
- AfD (1)
- Alexander Gauland (1)
- Alternative for Germany (1)
- Alternative für Deutschland (1)
- Andreas Galau (1)
- Andreas Kalbitz (1)
- Arbeitsteilung (1)
- Beatrix von Storch (1)
- Bernd Lucke (1)
- Berufseinstieg (1)
- Berufskarriere (1)
- Bezugsnormorientierung (1)
- Bildungsexpansion (1)
- Björn Höcke (1)
- Centralized examinations (1)
- Cognitive skills (1)
- Combinatorics (1)
- Darstellen (1)
- Data-based decision making (1)
- Educational standards (1)
- Effective learning time (1)
- Einkommen (1)
- Expectancy-value theory (1)
- Familienarbeit (1)
- Flow-erleben (1)
- Fortbildung (1)
- Frauen (1)
- Frauke Petry (1)
- Fundamentalopposition (1)
- Game-based learning (1)
- Goal orientation (1)
- Growth modeling (1)
- Hans-Thomas Tillschneider (1)
- Hausarbeit (1)
- Humankapital (1)
- Instructional quality (1)
- Integration (1)
- Interaktion (1)
- Kombinatorik (1)
- Landtag Brandenburg (1)
- Landtag of Brandenburg (1)
- Large-scale assessment (1)
- Large-scale assessments (1)
- Lehrer (1)
- Lerngelegenheiten (1)
- Lernmotivation (1)
- Lieddidaktik (1)
- Low-stakes tests (1)
- Makrostrategien (1)
- Mathematics classrooms (1)
- Mathematics instruction (1)
- Mediationsanalyse (1)
- Multilevel analyses (1)
- Musik in der Sozialen Arbeit (1)
- Neue Rechte (1)
- New Right (1)
- Planspiel (1)
- Populismus (1)
- Primary school (1)
- Professionalisierung (1)
- Rechtspopulismus (1)
- Representation (1)
- Self-evaluation (1)
- Singprojekt (1)
- Sprache (1)
- State-wide comparison tests (1)
- Steffen Königer (1)
- Strategies (1)
- Teacher enthusiasm (1)
- Teacher self-efficacy (1)
- Test-taking motivation (1)
- Theory of planned behavior (1)
- Thomas Jung (1)
- Time on task (1)
- Tätigkeitsanreize (1)
- Video analysis (1)
- Videoanalyse (1)
- Zielorientierung (1)
- affect (1)
- alexithymia (1)
- career entry of novice teachers (1)
- cyberbully-victims (1)
- cyberbullying (1)
- cybervictimization (1)
- design parameters (1)
- division of labour (1)
- domestic work (1)
- educational expansion (1)
- effektive Lernzeit (1)
- family work (1)
- flow experience (1)
- fundamental opposition (1)
- further education (1)
- human capital (1)
- illegitimate opposition (1)
- illegitime Opposition (1)
- income (1)
- integration (1)
- interaction (1)
- intraclass correlation (1)
- kognitive Grundfähigkeiten (1)
- language (1)
- large-scale assessment (1)
- learning opportunities (1)
- learning styles (1)
- mediation (1)
- mediation analysis (1)
- metacognition (1)
- motivated strategies for learning questionnaire (1)
- motivation (1)
- motivation to learn (1)
- motivational beliefs (1)
- multilevel models (1)
- music education (1)
- music in school (1)
- music in social work (1)
- occupational career (1)
- parlamentarische Opposition (1)
- parliamentary opposition (1)
- persistence (1)
- populism (1)
- primary school (1)
- radical right (1)
- radical right party (1)
- radikale Rechte (1)
- radikale Rechtspartei (1)
- rechtsradikal (1)
- reference norm orientation (1)
- right-wing populism (1)
- science teacher-trainees (1)
- self-efficacy (1)
- singing project (1)
- social cooperation (1)
- song teaching methods (1)
- soziale Kooperation (1)
- student achievement (1)
- task value (1)
- teacher (1)
- teacher education students (1)
- total opposition (1)
- totale Opposition (1)
- women (1)
Change in test-taking motivation and its relationship to test performance in low-stakes assessments
(2017)
Since the turn of the century, an increasing number of low-stakes assessments (i.e., assessments without direct consequences for the test-takers) are being used to evaluate the quality of educational systems. Internationally, research has shown that low-stakes test results can be biased due to students’ low test-taking motivation and that students’ effort levels can vary throughout a testing session involving both cognitive and noncognitive tests. Thus, it is possible that students’ motivation varies throughout a single cognitive test and in turn affects test performance. This study examines the change in test-taking motivation within a 2-h cognitive low-stakes test and its association with test performance. Based on expectancy-value theory, we assessed three components of test-taking motivation (expectancy for success, value, and effort) and investigated its change. Using data from a large-scale student achievement study of German ninth-graders, we employed second-order latent growth modeling and structural equation modeling to predict test performance in mathematics. On average, students’ effort and perceived value of the test decreased, whereas expectancy for success remained stable. Overall, initial test-taking motivation was a better predictor of test performance than change in motivation. Only the variability of change in the expectancy component was positively related to test performance. The theoretical and practical implications for test practitioners are discussed.
Seit einigen Jahren werden kombinatorische Aufgaben als eigenständiges Thema im Mathematikunterricht der Grundschule behandelt, das diverse Lerngelegenheiten bereithält. Dies wirft Fragen zur Bearbeitungsweise sowie zu den Repräsentationen der Schülerinnen und Schüler auf. In einer empirischen Studie (N = 548) wurden anhand von sechs Kombinatorikaufgaben Leistungen und Bearbeitungsweisen von Lernenden in der dritten Klasse erhoben. Besonderes Augenmerk wurde auf die verwendeten Darstellungen und den Abstraktionsgrad sowie den Einsatz von Makrostrategien gerichtet. Diese drei Faktoren wurden hinsichtlich ihres Einflusses auf die Lösungsgüte untersucht.
Die Ergebnisse zeigen, dass nicht alle Schülerinnen und Schüler ohne Anleitung geeignete Lösungsansätze zu kombinatorischen Problemen fanden. Die Darstellungsweise hatte einen vergleichsweise geringen Einfluss auf die Lösungsquote. Im Gegensatz dazu konnten unterschiedlich starke positive Zusammenhänge zwischen Abstraktionsgrad bzw. Strategieeinsatz und Lösungserfolg nachgewiesen werden. Aus den Ergebnissen der Studie lassen sich Schlüsse über die Vermittlung und didaktische Aufbereitung des Themenfeldes Kombinatorik in der Grundschulmathematik ziehen.
Between-School Variation in Students' Achievement, Motivation, Affect, and Learning Strategies
(2017)
To plan group-randomized trials where treatment conditions are assigned to schools, researchers need design parameters that provide information about between-school differences in outcomes as well as the amount of variance that can be explained by covariates at the student (L1) and school (L2) levels. Most previous research has offered these parameters for U.S. samples and for achievement as the outcome. This paper and the online supplementary materials provide design parameters for 81 countries in three broad outcome categories (achievement, affect and motivation, and learning strategies) for domain-general and domain-specific (mathematics, reading, and science) measures. Sociodemographic characteristics were used as covariates. Data from representative samples of 15-year-old students stemmed from five cycles of the Programme for International Student Assessment (PISA; total number of students/schools: 1,905,147/70,098). Between-school differences as well as the amount of variance explained at L1 and L2 varied widely across countries and educational outcomes, demonstrating the limited generalizability of design parameters across these dimensions. The use of the design parameters to plan group-randomized trials is illustrated.
Texte
(2017)
Hermeneutik
(2017)