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Die anspruchsvolle Klausur behandelt zunächst Körperverletzungs- und Tötungsdelikte, wobei der Schwerpunkt auf schwierigen Zurechnungsproblemen aus dem Allgemeinen Teil liegt. Anschließend werden im Kontext von Vermögens- und Anschlussdelikten komplexe und wenig bekannte Beteiligungsfragen thematisiert, die zu eigenständiger Argumentation herausfordern.
Existing curricula for entrepreneurship education do not necessarily represent the best way of teaching. How could entrepreneurship curricula be improved? To answer this question, we aim to identify and rank desirable teaching objectives, teaching contents, teaching methods, and assessment methods for higher entrepreneurship education. To this end, we employ an international real-time Delphi study with an expert panel consisting of entrepreneurship education instructors and researchers. The study reveals 17 favorable objectives, 17 items of content, 25 teaching methods, and 15 assessment methods, which are ranked according to their desirability and the group consensus. We contribute to entrepreneurship curriculum research by adding a normative perspective.
Aufklärung und Emanzipation stellten das deutschsprachige Judentum vor die Aufgabe, ein modernes jüdisches Selbstverständnis zu entwickeln, das den neuen gesellschaftlichen Anforderungen entsprach. Dabei war das Gebiet der Erziehung einer jener Bereiche, in denen die jüdische Modernisierung zuerst zum Tragen kam. Durch die Neukonzeption des jüdischen Lernens, die stark von transkulturellen Diskursen geprägt war, entstanden neue pädagogische Konzepte und neue Lehrbücher. Als Erziehungsmittel trugen diese einen wichtigen Teil zum Sozialisierungsprozess des sich transformierenden Judentums bei und sind somit zentrale Quellen für die in jener Zeit stattfindende Aushandlung eines neuen jüdischen Selbstverständnisses. Der Sammelband beleuchtet in Überblicksdarstellungen und Einzelstudien die vielfältigen Wechselbeziehungen zwischen pädagogischen, religiösen und gesellschaftlichen Entwicklungen dieser Zeit und konturiert damit die im Hintergrund der jüdischen Modernisierung stehenden Prozesse des Kulturtransfers genauer.
MARLA
(2024)
Serious games
(2024)
Der Band stellt ein Modell für einen differenzierenden Literaturunterricht vor, der individuelle Förderung für unterschiedliche Bereiche von Heterogenität ermöglicht.
Eine ergiebige Differenzierung nutzt die Aspekte Ziele, Themen und Methoden des Unterrichts sowie Lenkung und Aufgabenformat. Diese Aspekte werden mit Blick auf die einzelnen Phasen des Unterrichts präzisiert. Dabei werden Leistungsunterschiede, sprachliche, kulturelle und soziale sowie individuelle Voraussetzungen der einzelnen Schüler:innen deutlicher adressiert.
Einzelne exemplarische Aufgabensets mit ausführlicher Erläuterung dienen der Veranschaulichung des Modells. Zudem werden Unterrichtseinheiten vorgestellt, die systematisch Möglichkeiten der Differenzierung nutzen.
Digitale Medien erlangen eine zunehmende Bedeutung für die Gestaltung von unterrichtlichen Lehr- und Lernprozessen (KMK, 2021; Scheiter, 2021). Die erfolgreiche Integration digitaler Medien und die qualitätsvolle Gestaltung digitalgestützten Unterrichts ist dabei abhängig von den digitalen Kompetenzen der beteiligten Lehrkräfte (KMK, 2021; Lachner et al., 2020). Lehrkräftefortbildungen zu Themen digitaler Medien sind in diesem Kontext von großer Relevanz. Die Teilnahme an Fortbildungen zu digitalen Themen kann zur Förderung der (selbsteingeschätzten) digitalen Kompetenzen sowie des digitalgestützten Unterrichts beitragen (KMK, 2021; SWK, 2022). Die Zusammenhänge zwischen Lehrkräftefortbildungen, Kompetenzen und Handeln von Lehrkräften werden auf theoretischer Ebene im Modell der Determinanten und Konsequenzen der professionellen Kompetenz von Lehrkräften nach Kunter et al. (2011) beschrieben. Allerdings ist bislang ungeklärt, inwiefern die für allgemeine Lehrkräftefortbildungen formulierten Zusammenhänge auch auf den digitalen Kontext übertragbar sind. Bisher weisen nur wenige empirische Ergebnisse darauf hin, dass digitalbezogene Lehrkräftefortbildungen mit selbsteingeschätzten digitalen Kompetenzen (z. B. Mayer et al., 2021; Ning et al., 2022; Reisoğlu, 2022) und dem digitalgestützten Unterrichtshandeln zusammenhängen (z. B. Alt, 2018; Gisbert Cervera & Lázaro Cantabrana, 2015). Eine zentrale Rolle für qualitätsvolles Unterrichtshandeln spielen die Handlungskompetenzen von Lehrkräften (Kunter et al., 2011). Auch im digitalen Kontext sind (selbsteingeschätzte) Kompetenzen von Lehrkräften für das unterrichtliche Handeln mit digitalen Medien relevant (z. B. Hatlevik, 2017; Spiteri & Rundgren, 2020). Eine systematische Darstellung von Kompetenzen von Lehrkräften für den unterrichtsbezogenen Einsatz digitaler Medien leistet der European Framework for the Digital Competence of Educators (DigCompEdu; Redecker & Punie, 2017). Jedoch liegen bisher nur wenige empirische Forschungsarbeiten zur Validierung dieses Rahmenmodells vor (z. B. Antonietti et al., 2022). Dabei bietet das DigCompEdu-Modell im Vergleich zu anderen Kompetenzmodellen wie beispielsweise dem Modell des Technological Pedagogical Content Knowledge (TPACK; Mishra & Koehler, 2006) einen differenzierten Blick auf verschiedene Kompetenzdimensionen.
Die aufgezeigten Forschungslücken aufnehmend, befasst sich die vorliegende Dissertation mit den Faktoren, die zu einer hohen Unterrichtsqualität im digitalgestützten Unterricht beitragen. Die drei empirischen Studien dieser Dissertation behandeln aus verschiedenen Perspektiven die Zusammenhänge zwischen der Teilnahme an digitalbezogenen Lehrkräftefortbildungen, den selbsteingeschätzten digitalen Kompetenzen von Lehrkräften und der selbstberichteten digitalgestützten Unterrichtsqualität. Die Studien orientieren sich dabei theoriegeleitet an den Annahmen des Modells der Determinanten und Konsequenzen der professionellen Kompetenz von Lehrkräften nach Kunter et al. (2011).
Studie 1 widmet sich der Frage, inwieweit die Teilnahme an digitalbezogenen Fortbildungen und Lehrkräftekooperationen im digitalen Kontext mit selbsteingeschätzten digitalen Kompetenzen, Interesse am digitalgestützten Unterrichten und qualitätsvollem Unterrichten mit digitalen Medien zusammenhängen. Die Ergebnisse manifester Pfadmodelle verdeutlichen, dass die Teilnahme an digitalbezogenen Fortbildungen und Kooperationen mit hohen digitalen Kompetenzen, einem hohen Interesse am digitalgestützten Unterrichten und einem selbstberichteten häufigen Einsatz digitaler Medien zur Umsetzung qualitätsvollen Unterrichtens (kognitive Aktivierung und Individualisierung) einhergingen. Digitalgestütztes Unterrichtshandeln wurde in bisherigen empirischen Studien vorrangig über die Nutzungshäufigkeit digitaler Medien im Unterricht erhoben, welche jedoch keine Rückschlüsse auf die Qualität des Einsatzes zulässt (Lachner et al., 2020; Scheiter, 2021). Der qualitätsvolle Einsatz digitaler Medien entlang der drei generischen Basisdimensionen (Klieme et al., 2009) wird daher in allen drei Studien der Dissertation berücksichtigt. In Studie 1 konnte zudem gezeigt werden, dass die selbsteingeschätzten digitalen Kompetenzen im Bereich TPACK die querschnittlichen Zusammenhänge zwischen der Teilnahmehäufigkeit von Lehrkräften an digitalbezogenen Fortbildungen und der Nutzungshäufigkeit digitaler Medien zur Umsetzung von kognitiver Aktivierung und Individualisierung vermitteln.
In Studie 2 wurden Skalen zur Erfassung selbsteingeschätzter digitaler Kompetenzen basierend auf dem DigCompEdu-Modell entwickelt und getestet. Konkret wurde dabei die Kompetenzdimension der Lernerorientierung mit den Subdimensionen Differenzierung und Aktive Einbindung von Schüler*innen in den Blick genommen. Die Ergebnisse der durchgeführten Strukturgleichungsmodellierungen legen eine bifaktorielle Faktorstruktur nahe, die sowohl die zwei theoretisch angenommenen Subdimensionen repräsentiert als auch einen generellen Faktor beinhaltet, der sich als übergreifende Lernerorientierung interpretiert lässt. Die selbsteingeschätzten digitalen Kompetenzen in Bereich der Lernerorientierung standen in signifikant positivem Zusammenhang mit dem selbstberichteten Einsatz digitaler Medien zur selbstberichteten Umsetzung qualitätsvollen Unterrichtshandelns (Klassenführung, kognitive Aktivierung und konstruktive Unterstützung).
Studie 3 führt die Themenfelder der Fortbildungen und der Kompetenzen im digitalen Kontext zusammen und befasst sich mit dem Zusammenhang zwischen Fortbildungsthemen und digitalen Kompetenzen. Ergebnisse von Pfadmodellierungen zeigen, dass die Teilnahme an digitalbezogenen Fortbildungen zu den technologisch-pädagogisch-inhaltlichen Themen „Computergestützte Förderung der Schüler*innen“ und „Fachspezifische Unterrichtsentwicklung mit digitalen Medien“ mit dem selbstberichteten qualitätsvollen Einsatz digitaler Medien zur kognitiven Aktivierung und konstruktiven Unterstützung einhergehen. Diese Befunde stärken die Annahme, dass Lehrkräfte für einen qualitätsvollen Einsatz digitaler Medien sowohl technologische als auch pädagogisch didaktische Kompetenzen benötigen (Lipowsky & Rzejak, 2021; Mishra & Koehler, 2006; Scheiter & Lachner, 2019) und Fortbildungen folglich technologische mit unterrichtspraktischen Inhalten kombinieren sollten (Bonnes et al., 2022). Zudem zeigt die Studie basierend auf den theoretischen Annahmen von Kunter et al. (2011), dass selbsteingeschätzte digitale Kompetenzen von Lehrkräften die Zusammenhänge zwischen der Teilnahmehäufigkeit an digitalbezogenen Fortbildungen und der selbstberichteten digitalgestützten Unterrichtsqualität vermittelten.
In der abschließenden Gesamtdiskussion der Dissertation werden die Befunde vor dem Hintergrund des dargelegten Forschungsstandes und hinsichtlich der Forschungslücken diskutiert und auf Grundlage der Befunde der drei Studien forschungs- und praxisrelevante Implikationen abgeleitet.
Students enter school with a vast range of individual differences, resulting from the complex interplay between genetic dispositions and unequal environmental conditions. Schools thus face the challenge of organizing instruction and providing equal opportunities for students with diverse needs. Schools have traditionally managed student heterogeneity by sorting students both within and between schools according to their academic ability. However, empirical evidence suggests that such tracking approaches increase inequalities. In more recent years, driven largely by technological advances, there have been calls to embrace students' individual differences in the classroom and to personalize students' learning experiences. A central justification for personalized learning is its potential to improve educational equity. In this paper, we discuss whether and under which conditions personalized learning can indeed increase equity in K-12 education by bringing together empirical and theoretical insights from different fields, including the learning sciences, philosophy, psychology, and sociology. We distinguish between different conceptions of equity and argue that personalized learning is unlikely to result in "equality of outcomes" and, by definition, does not provide "equality of inputs". However, if implemented in a high-quality way, personalized learning is in line with "adequacy" notions of equity, which aim to equip all students with the basic competencies to participate in society as active members and to live meaningful lives.
Unterwachung lernen
(2024)
Zu treu geblieben
(2023)
Woran es hängt
(2023)
Regeln erwünscht!
(2023)
Genauer hinsehen
(2023)
Der Weg in die Matrix
(2023)
Drawing on the social-ecological perspective, this longitudinal study investigated the potential moderating effect of gender in the relationships among Machiavellianism, popularity goals, and cyberbullying involvement (i.e. victimization, perpetration) among adolescents from China, Cyprus, India, and the United States.
There were 2,452 adolescents (M-age = 14.85; SD = .53; 13-16 years old; 49.1% girls) from China, Cyprus, India, and the United States included in this study.
They completed surveys on Machiavellianism, popularity goals, and cyberbullying victimization and perpetration during the fall of 2014 (Time 1). One year later, during the fall of 2015, adolescents completed surveys on cyberbullying victimization and perpetration.
Findings revealed that Machiavellianism and popularity goals were both associated positively with Time 2 cyberbullying victimization and perpetration for all adolescents. The associations between Machiavellianism and Time 2 cyberbullying perpetration and between popularity goals and Time 2 cyberbullying perpetration were stronger for Chinese and Indian boys than girls.
Opposite patterns were found for popularity goals and Time 2 cyberbullying perpetration for adolescents from the United States.
Gender did not moderate any of the associations for Cypriot adolescents or for Time 2 cyberbullying victimization.
The social-ecological perspective provides a useful understanding of how various contexts influence bullying.
Both children and adults have been shown to benefit from the integration of multisensory and sensorimotor enrichment into pedagogy. For example, integrating pictures or gestures into foreign language (L2) vocabulary learning can improve learning outcomes relative to unisensory learning. However, whereas adults seem to benefit to a greater extent from sensorimotor enrichment such as the performance of gestures in contrast to multisensory enrichment with pictures, this is not the case in elementary school children. Here, we compared multisensory- and sensorimotor-enriched learning in an intermediate age group that falls between the age groups tested in previous studies (elementary school children and young adults), in an attempt to determine the developmental time point at which children's responses to enrichment mature from a child-like pattern into an adult-like pattern. Twelve-year-old and fourteen-year-old German children were trained over 5 consecutive days on auditorily presented, concrete and abstract, Spanish vocabulary. The vocabulary was learned under picture-enriched, gesture-enriched, and non-enriched (auditory-only) conditions. The children performed vocabulary recall and translation tests at 3 days, 2 months, and 6 months post-learning. Both picture and gesture enrichment interventions were found to benefit children's L2 learning relative to non-enriched learning up to 6 months post-training. Interestingly, gesture-enriched learning was even more beneficial than picture-enriched learning for the 14-year-olds, while the 12-year-olds benefitted equivalently from learning enriched with pictures and gestures. These findings provide evidence for opting to integrate gestures rather than pictures into L2 pedagogy starting at 14 years of age.
Informatische Bildung spielt eine immer zentralere Rolle in der Bildung einer Gesellschaft des 21. Jahrhunderts. Für den Chemieunterricht ergeben sich daraus zwei Aspekte: Einerseits können Konzepte der informatischen Bildung dabei helfen, chemie- und naturwissenschaftsspezifische Denk- und Arbeitsweisen zu fördern. Andererseits kann der Chemieunterricht einen Beitrag für die informatische Bildung leisten. Dieser Artikel geht auf beide Aspekte ein und versucht die gegenseitigen Vorteile der informatischen Bildung und der naturwissenschaftlichen Bildung im Chemieunterricht darzustellen.
The present study proposes and tests pathways by which racial discrimination might be positively related to bullying victimization among Black and White adolescents. Data were derived from the 2016 National Survey of Children's Health, a national survey that provides data on children's physical and mental health and their families. Data were collected from households with one or more children between June 2016 to February 2017.
A letter was sent to randomly selected households, who were invited to participate in the survey. The caregivers consisted of 66.9% females and 33.1% males for the White sample, whose mean age was 47.51 (SD = 7.26), and 76.8% females and 23.2% males for the Black sample, whose mean age was 47.61 (SD = 9.71).
In terms of the adolescents, 49.0% were females among the White sample, whose mean age was 14.73 (SD = 1.69). For Black adolescents, 47.9% were females and the mean age was 14.67(SD = 1.66).
Measures for the study included bullying perpetration, racial discrimination, academic disengagement, and socio-demographic variables of the parent and child.
Analyses included descriptive statistics, bivariate correlations, and structural path analyses.
For adolescents in both racial groups, racial discrimination appears to be positively associated with depression, which was positively associated with bullying perpetration. For White adolescents, racial discrimination was positively associated with academic disengagement, which was also positively associated with bullying perpetration. For Black adolescents, although racial discrimination was not significantly associated with academic disengagement, academic disengagement was positively associated with bullying perpetration.
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.
The following article deals with the new-institutionalist concept of buffering. The concept describes in short, how organizations cope with external and internal demands in order to gain or maintain legitimacy. The article applies this approach to quality management in higher education. We argue, that the introduction of quality management is a reaction to external demands to achieve more quality in teaching and learning. Simultaneously, it functions as a buffer for other organizational subunits within the higher education institution and tries to prevent them from becoming overloaded with external demands. Based on interviews from a research project, the article shows, that both quality managers and higher education managers partly perceive quality management as service unit, which prevents the departments from exaggerating external demands.
Eine evidenzbasierte Gestaltung von Studium und Lehre, wie sie heute normativ eingefordert wird, bedarf des integrierten Zusammenwirkens von Qualitätsmanagement und Hochschuldidaktik – aber gibt es dieses in der Praxis? Mit Blick auf die allgemeine Befundlage, aber auch anhand einer eigenen empirischen Untersuchung zeigt der Beitrag diesbezüglich auf, dass Qualitätsmanagement und Hochschuldidaktik als weitgehend desintegrierte Funktionsbereiche wahrgenommen werden und Evidenzbasierung in der Praxis folglich keinen sehr hohen Stellenwert genießt. Ausgehend von einer Ursachenanalyse wird auf die dysfunktionalen, aber auch auf die funktionalen Auswirkungen dieser Separierung aufmerksam gemacht.
Teaching quality is a key factor in student academic success, but few studies have investigated how teaching quality changes at the beginning of secondary education and how such changes are predicted by dimensions of teacher motivation. This study investigated the changes in class-level student perceptions of teaching quality over one school year at the beginning of secondary school and examined how teachers? self-efficacy and enthusiasm predicted such changes. Data from 1996 students (53.8% male; mean age: 11.09 years, SD = 0.55) and their homeroom teachers (N = 105), who were surveyed at the beginning of Grades 5 and 6, were analyzed. Results showed a significant decline in class-level student-perceived emotional support, classroom management, and instructional clarity. Teacher-reported self-efficacy was not significantly related to changes in teaching quality. Teacher-reported enthusiasm buffered the decline in students? class-level classroom management.
Descriptive analyses of socially important or theoretically interesting phenomena and trends are a vital component of research in the behavioral, social, economic, and health sciences.
Such analyses yield reliable results when using representative individual participant data (IPD) from studies with complex survey designs, including educational large-scale assessments (ELSAs) or social, health, and economic survey and panel studies. The meta-analytic integration of these results offers unique and novel research opportunities to provide strong empirical evidence of the consistency and generalizability of important phenomena and trends.
Using ELSAs as an example, this tutorial offers methodological guidance on how to use the two-stage approach to IPD meta-analysis to account for the statistical challenges of complex survey designs (e.g., sampling weights, clustered and missing IPD), first, to conduct descriptive analyses (Stage 1), and second, to integrate results with three-level meta-analytic and meta-regression models to take into account dependencies among effect sizes (Stage 2).
The two-stage approach is illustrated with IPD on reading achievement from the Programme for International Student Assessment (PISA). We demonstrate how to analyze and integrate standardized mean differences (e.g., gender differences), correlations (e.g., with students' socioeconomic status [SES]), and interactions between individual characteristics at the participant level (e.g., the interaction between gender and SES) across several PISA cycles.
All the datafiles and R scripts we used are available online. Because complex social, health, or economic survey and panel studies share many methodological features with ELSAs, the guidance offered in this tutorial is also helpful for synthesizing research evidence from these studies.
We tested whether a brief self-affirmation writing intervention protected against identity-threats (i.e., stereotyping and discrimination) for adolescents' school-related adjustment. The longitudinal study followed 639 adolescents in Germany (65% of immigrant descent, 50% female, M-age = 12.35 years, SDage = .69) from 7(th) grade (pre-intervention at T1, five to six months post-intervention at T2) to the end of 8(th) grade (one-year follow-up at T3). We tested for direct and moderated (by heritage group, discrimination, classroom cultural diversity climate) effects using regression and latent change models. The self-affirmation intervention did not promote grades or math competence. However, in the short-term and for adolescents of immigrant descent, the intervention prevented a downward trajectory in mastery reactions to academic challenges for those experiencing greater discrimination. Further, it protected against a decline in behavioral school engagement for those in positive classroom cultural diversity climates. In the long-term and for all adolescents, the intervention lessened an upward trajectory in disruptive behavior. Overall, the self-affirmation intervention benefited some aspects of school-related adjustment for adolescents of immigrant and non-immigrant descent. The intervention context is important, with classroom cultural diversity climate acting as a psychological affordance enhancing affirmation effects. Our study supports the ongoing call for theorizing and empirically testing student and context heterogeneity to better understand for whom and under which conditions this intervention may work.
Im Lehramtsstudium sollen Studierende grundlegende Fähigkeiten zur theoriegeleiteten Unterrichtsplanung erwerben.
In Übereinstimmung mit Modellen zur professionellen Handlungskompetenz von Lehrkräften wird hierbei meist angenommen, dass das im Studienverlauf erworbene Professionswissen eine wesentliche Grundlage für den Aufbau von Fähigkeiten zur Unterrichtsplanung bildet.
Lerngelegenheiten zur Anwendung dieses Professionswissens bieten vor allem schulpraktische Phasen im fortgeschrittenen Studienverlauf. Es wird aber ebenso angenommen, dass gerade Erfahrungen mit der Unterrichtsplanung den Aufbau von Professionswissen unterstützen.
Der Zusammenhang zwischen dem Ausmaß des Professionswissens und der Entwicklung von Planungsfähigkeit ist bisher unzureichend empirisch geklärt. Eine besondere methodische Herausforderung besteht darin, Planungsfähigkeiten sowohl möglichst authentisch als auch auf standardisierte Weise zu erfassen. Zur Untersuchung des genannten Zusammenhangs wurde eine längsschnittliche Studie im Prä-Post-Design bei angehenden Physiklehrkräften (N = 68 im Längsschnitt) an vier Universitäten durchgeführt.
Die Unterrichtsplanungsfähigkeit wurde mit Hilfe eines standardisierten Performanztests vor und nach dem Absolvieren eines Praxissemesters erfasst, indem als Standardsituation der Entwurf einer Unterrichtsstunde zum 3. Newton’schen Axiom unter definierten Zeitvorgaben im Praxissemester simuliert wurde. Zusätzlich wurden das fachliche, fachdidaktische und pädagogische Wissen der Studierenden mit Hilfe standardisierter Instrumente zu beiden Zeitpunkten erhoben, sowie die einschlägigen Lerngelegenheiten im Praxissemester über einen Fragebogen erfasst.
Sowohl für Unterrichtsplanungsfähigkeit als auch für alle Wissensvariablen können Zuwächse im Praxissemester beobachtet werden. Cross-Lagged-Panel-Analysen zeigen, dass insbesondere die Ausprägung des fachdidaktischen und pädagogischen Wissens der Studierenden am Beginn des Praxissemesters die Entwicklung von Unterrichtsplanungsfähigkeit begünstigt.
Der vorliegende Beitrag informiert über 14 deutschsprachige Programme zur Prävention und Intervention bei Hatespeech unter Kindern und Jugendlichen (Jahrgangsstufen 5–12). Inhalte und Durchführungsmodalitäten der Programme sowie Ergebnisse einer kriteriengeleiteten Qualitätseinschätzung anhand von fünf Kriterien werden im Hinblick auf deren Anwendung in der schulischen Praxis beschrieben und erörtert. Der Überblick über Schwerpunkte, Stärken und Entwicklungspotentiale schulbezogener Hatespeech-Programme ermöglicht Leser*innen eine informierte Entscheidung über den Einsatz der Programme in der Schule sowie in der offenen Kinder- und Jugendarbeit.
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.
Do stereotypes strike twice?
(2019)
Stereotypes influence teachers' perception of and behaviour towards students, thus shaping students' learning opportunities. The present study investigated how 315 Australian pre-service teachers' stereotypes about giftedness and gender are related to their perception of students' intellectual ability, adjustment, and social-emotional ability, using an experimental vignette approach and controlling for social desirability in pre-service teachers' responses. Repeated-measures ANOVA showed that pre-service teachers associated giftedness with higher intellectual ability, but with less adjustment compared to average-ability students. Furthermore, pre-service teachers perceived male students as less socially and emotionally competent and less adjusted than female students. Additionally, pre-service teachers seemed to perceive female average-ability students' adjustment as most favourable compared to male average-ability students and gifted students. Findings point to discrepancies between actual characteristics of gifted female and male students and stereotypes in teachers' beliefs. Consequences of stereotyping and implications for teacher education are discussed.
Online hate speech has become a widespread problem in the daily life of adolescents. Despite growing societal and academic interest in this online risk, not much is known about the relationship between online hate speech victimization (OHSV) and adolescents' mental well-being.
In addition, potential factors influencing the magnitude of this relationship remain unclear. To address these gaps in the literature, this study investigated the relationship between OHSV and depressive symptoms and the buffering effects of resilience in this relationship. The sample consists of 1,632 adolescents (49.1% girls) between 12 and 18 years old (M-age = 13.83, SDage = 1.23), recruited from nine schools across Spain.
Self-report questionnaires were administered to assess OHSV, depressive symptoms, and resilience. Regression analyses revealed that OHSV was positively linked to depressive symptoms.
In addition, victims of online hate speech were less likely to report depressive symptoms when they reported average or high levels of resilience (i.e., social competence, personal competence, structured style, social resources, and family cohesion) compared with those with low levels of resilience.
Our findings highlight the need for the development of intervention programs and the relevance of focusing on internal and external developmental assets to mitigate negative outcomes for victims of online hate speech.
In his essay, Mel Ainscow looks at inclusion and equity from an international perspective and makes suggestions on how to develop inclusive education in a ‘whole-system approach’. After discussing different conceptions of inclusion and equity, he describes international policies which address them. From this international macro-level, Ainscow zooms in to the meso-level of the school and its immediate environment, defining dimensions to be considered for an inclusive school development. One of these dimensions is the ‘use of evidence’. In my comment, I want to focus on this dimension and discuss its scope and the potential to apply it in inclusive education development. As a first and important precondition, Ainscow explains that different circumstances lead to different linguistic uses of the term ‘inclusive education’. Thus, the term ‘inclusive education’ does not refer to an identical set of objectives across countries, and neither does the term ‘equity’.
Krisenvorstellungen
(2022)
Der Beitrag stellt zentrale Ergebnisse der qualitativen Untersuchung zum Thema „Gesellschaftliche Herausforderungen im sozialen und im schulischen Raum“ dar. Dabei wird zunächst nur der erste Teil und damit das Erfahrungswissen im sozialen Raum beleuchtet. Neben einer kurzen Darstellung des theoretischen und methodischen Zugangs werden unterschiedliche Krisenverständnisse von Lehrer/-innen herausgestellt und auf sozialwissenschaftliche Erkenntnisse zurückgeführt. Der Rekurs auf die Krise(n) wird als Zugang genutzt, um gesellschaftliche He-rausforderungen zu identifizieren und Einschätzungen zu explizieren. In einem zweiten Schritt werden zwei Typen präsentiert, durch die exemplarisch konträre Vorstellungen zu unterschiedlichen gesellschaftlichen Herausforderungen und Krisen herausgestellt werden können. Durch die zwei Typen „progressive“ und „konservative Kritiker/-innen“ kann ein Spannungsfeld aufgemacht werden, auf dem die untersuchten Fälle verortet werden. Ziel ist es, Erfahrungswissen und die gesellschaftlichen Sichtweisen wie auch politischen Überzeugungen sichtbar und vergleichbar werden zu lassen. Diese bilden die Grundlage, um anschließend zu untersuchen, wie sich Vorstellungen und Überzeugungen auch im schulischen Raum wiederfinden lassen. Ein erster Einblick wird am Ende des Beitrags durch die Darstellung eines exemplarischen Falls gewährt.
Across continental Europe, educational research samples are often divided by 'migrant background', a binary variable criticized for masking participant heterogeneity and reinforcing exclusionary norms of belonging.
This study endorses more meaningful, representative, and precise research by offering four guiding questions for selecting relevant, social justice oriented, and feasible social categories for collecting and analysing data in psychological and educational research. Using a preregistered empirical example, we first compare selected social categories ('migrant background', family heritage, religion, citizenship, cultural identification, and generation status) in their potential to reveal participant heterogeneity.
Second, we investigate differences in means and relations between variables (discrimination experiences, perceived societal Islamophobia, and national identity) and academic motivation among 1335 adolescents in Germany (48% female, M-age = 14.69). Regression analyses and multigroup SEM revealed differential experiences with and implications of discrimination for academic motivation.
Results highlight the need for a deliberate, transparent use of social categories to make discrimination visible and centre participants' subjective experiences.
#Gesellschaftslehre 7/8
(2022)
Despite public discourses highlighting the negative consequences of time spent online (TSO) for children's well-being, Norwegian children (aged 9-16 years) use the Internet more than other European children and score higher on self-reported life satisfaction (SRLS).
To explore the possibility that TSO might contribute to high life satisfaction or other underlying explanatory factors, we investigate the relationship between TSO and SRLS in Norway while also accounting for how individual, family, school, and broader social circumstances influence this relationship.
Countering prevailing discourses, we find a positive relationship between TSO and SRLS, which remains positive and significant even after a wider range of variables are accounted for.
By explaining the circumstances under which TSO has a positive effect on SRLS, this article provides evidence of the complex role that digital technology plays in the lives of children.
It also provides a critique of the often simplistic arguments found in public discourses around children's digital media use.
#Gesellschaftslehre 9/10
(2023)
Detrimental effects of adverse family conditions for children's wellbeing are well-documented, but little is known about the impact of specific risk factors, or about potential protective factors that buffer the effects of family risk factors on negative development.
We investigated the impact of five important family risk factors (e.g., parental conflict) on internalizing and externalizing problems and the potential buffering effects of peer acceptance and academic skills at two measurement points two years apart in 1195 7-to 10-year-olds (T1: M-Age = 8.54).
Latent change models showed that increases in risk factors over the two years predicted increasing internalizing and externalizing problems. Parental conflict was the most impactful risk factor, although peer acceptance and academic skills showed some buffering effects.
The results highlight the necessity of investigating cumulative and single risk factors, specifically interparental conflict, and emphasize the need to strengthen children's internal and social resources to buffer the effects of adverse family conditions.
Previous literature has shown that task-based goal-setting and distributed learning is beneficial to university-level course performance. We investigate the effects of making these insights salient to students by sending out goal-setting prompts in a blended learning environment with bi-weekly quizzes. The randomized field experiment in a large mandatory economics course shows promising results: the treated students outperform the control group. They are 18.8% (0.20 SD) more likely to pass the exam and earn 6.7% (0.19 SD) more points on the exam. While we cannot causally disentangle the effects of goal-setting from the prompt sent, we observe that treated students use the online learning platform earlier in the semester and attempt more online exercises compared to the control group. The heterogeneity analysis suggests that higher treatment effects are associated with low performance at the beginning of the course.
Wer ist leistungsstark?
(2022)
Leistungsstarke Kinder und Jugendliche sind in den letzten Jahren zunehmend in den Fokus der Bildungspolitik und der Bildungsforschung gerückt. Allerdings gibt es in der Forschung bislang kein geteiltes Verständnis darüber, was genau unter akademischer Leistungsstärke zu verstehen ist.
Die vorliegende Arbeit gibt einen systematischen Überblick darüber, wie Forschende, die seit dem Jahr 2000 die Gruppe der leistungsstarken Schülerinnen und Schüler erforschten, Leistungsstärke in ihren Studien operationalisiert haben.
Dabei wurde insbesondere untersucht, welche Leistungsindikatoren genutzt wurden, ob ein spezifischer Fachbezug hergestellt wurde und welche Cut-off-Werte und Vergleichsmaßstäbe angelegt wurden. Die systematische Datenbanksuche lieferte insgesamt N = 309 Artikel, von denen n = 55 die Einschlusskriterien erfüllten.
Die Ergebnisse zeigen, dass eine große Vielfalt in der Operationalisierung von Leistungsstärke vorliegt. Die meistgenutzten Leistungsindikatoren waren Noten und Testwerte, wobei fächerübergreifende und fachspezifische Definitionen beide häufig waren. Die Cut-off-Werte der Studien waren zum Teil schwierig vergleichbar, aber dort, wo ein Populationsbezug hergestellt werden konnte, lag der Median des Populationsanteils Leistungsstarker bei 10 Prozent.
Die Studie diskutiert methodische und inhaltliche Rahmenbedingungen, welche sich auf die Operationalisierung von Leistungsstärke und ihre Vergleichbarkeit über Studien hinweg auswirken.
Die vorliegende Arbeit schließt mit Empfehlungen zur Operationalisierung von Leistungsstärke.
It is well-documented that academic achievement is associated with students' self-perceptions of their academic abilities, that is, their academic self-concepts. However, low-achieving students may apply self-protective strategies to maintain a favorable academic self-concept when evaluating their academic abilities. Consequently, the relation between achievement and academic self-concept might not be linear across the entire achievement continuum. Capitalizing on representative data from three large-scale assessments (i.e., TIMSS, PIRLS, PISA; N = 470,804), we conducted an integrative data analysis to address nonlinear trends in the relations between achievement and the corresponding self-concepts in mathematics and the verbal domain across 13 countries and 2 age groups (i.e., elementary and secondary school students). Polynomial and interrupted regression analyses showed nonlinear relations in secondary school students, demonstrating that the relations between achievement and the corresponding self-concepts were weaker for lower achieving students than for higher achieving students. Nonlinear effects were also present in younger students, but the pattern of results was rather heterogeneous. We discuss implications for theory as well as for the assessment and interpretation of self-concept.
Due to the COVID-19 pandemic, all schools in Germany were locked down for several months in 2020. How schools realized teaching during the school lockdown greatly varied from school to school. N = 2,647 parents participated in an online survey and rated the following activities of teachers in mathematics, language arts (German), English, and science / biology during the school lockdown: frequency of sending task assignments, task solutions and requesting for solutions, giving task-related feedback, grading tasks, providing lessons per videoconference, and communicating via telecommunication tools with students and / or parents. Parents also reported student academic outcomes during the school lockdown (child's learning motivation, competent and independent learning, learning progress). Parents further reported student characteristics and social background variables: child's negative emotionality, school engagement, mathematical and language competencies, and child's social and cultural capital. Data were separately analyzed for elementary and secondary schools. In both samples, frequency of student-teacher communication was associated with all academic outcomes, except for learning progress in elementary school. Frequency of parent-teacher communication was associated with motivation and learning progress, but not with competent and independent learning, in both samples. Other distant teaching activities were differentially related to students' academic outcomes in elementary vs. secondary school. School engagement explained most additional variance in all students' outcomes during the school lockdown. Parent's highest school leaving certificate incrementally predicted students' motivation, and competent and independent learning in secondary school, as well as learning progress in elementary school. The variable "child has own bedroom" additionally explained variance in students' competent and independent learning during the school lockdown in both samples. Thus, both teaching activities during the school lockdown as well as children's characteristics and social background were independently important for students' motivation, competent and independent learning, and learning progress. Results are discussed with regard to their practical implications for realizing distant teaching.
Peer assessment in MOOCs
(2021)
We report on a systematic review of the landscape of peer assessment in massive open online courses (MOOCs) with papers from 2014 to 2020 in 20 leading education technology publication venues across four databases containing education technology-related papers, addressing three research issues: the evolution of peer assessment in MOOCs during the period 2014 to 2020, the methods used in MOOCs to assess peers, and the challenges of and future directions in MOOC peer assessment. We provide summary statistics and a review of methods across the corpus and highlight three directions for improving the use of peer assessment in MOOCs: the need for focusing on scaling learning through peer evaluations, the need for scaling and optimizing team submissions in team peer assessments, and the need for embedding a social process for peer assessment.
I need to move it, move It!
(2024)
Purpose
Student interest and learning success is an important component of teaching learning research. However, while the impact of emotions and psychological needs on students' achievements has been a focus of research, the impact of their physiological needs has been under studied. In this explorative study, I examine what impact the physiological and psychological needs of student teachers have on their feelings, motivation, and interest in different learning settings.
Approach
The research method used was the daily reconstruction method and included the Felix-App, a new digital research and feedback tool that allows the measurement of feelings, needs, motivation, and interest in real time.
Findings
The results suggest the importance of physiological needs for perceived emotions, motivation, and interest in the learning subject. The psychological needs, on the other hand, are of less importance.
Originality
The Felix-App is an innovative tool to learn more about learners' emotions and needs in real learning settings. The importance of physiological needs has been known since Maslow, but should be considered much more in the context of teaching and learning research in the future. There is a need for further research on the importance of physical aspects in learning.
Ausgehend von der nötigen Implementierung und strukturellen Verankerung der Ergebnisse und Erkenntnisse der Modellversuche des Bundesinstituts für Berufsbildung (BIBB) in die Berufsbildungspraxis kommt dem Ausbildungspersonal eine Schlüsselfunktion zu. Nur eine ganzheitliche Qualifizierung des Berufsbildungspersonals ermöglicht eine Vorbereitung auf den digitalen Wandel sowie eine Verankerung von nachhaltiger Entwicklung in die berufliche Ausbildungspraxis und dadurch die Befähigung der Auszubildenden zur Mitgestaltung der Gesellschaft und Wirtschaft durch nachhaltiges Denken und Handeln. Hierfür bietet der Deutsche Qualifikationsrahmen (DQR) sowohl einen berufs- als auch bildungsbereichsübergreifenden Orientierungsrahmen, welcher für die Ordnungsarbeit und Berufsbildungspraxis nutzbar gemacht werden kann.
Editorial
(2021)
Berufsbildung für nachhaltige Entwicklung (BBNE) ist (nicht nur) für die Berufs- und Wirtschaftspädagogik ein komplexes, anregendes Forschungsfeld. Zugleich stellt sie für die Lehrer:innenbildung eine herausfordernde Orientierungsaufgabe dar. Dabei kann eine Transdisziplinarität als Basis gemeinsamer Forschungs- und Erkenntnisprozesse der Berufs- und Wirtschaftspädagogik und der Praxis als unumgängliche Voraussetzung zur Annäherung an eine BBNE angesehen werden. Ein Weg, der zukünftigen Berufsschullehrkräften einen praxisorientierten Zugang zur BBNE eröffnen kann, wird in dieser Ausgabe der bwp-Schriften aus unterschiedlichen Perspektiven beschrieben.
Die vorliegende Studie untersucht die Zusammenhänge zwischen integrativem Schulleitungshandeln, das transformationale und instruktionale Komponenten enthält, und der Nutzungshäufigkeit verschiedener Datenquellen durch Lehrkräfte. Die Ergebnisse eines Strukturgleichungsmodells zeigen, dass integrative Führung direkte und indirekte Zusammenhänge mit der Nutzung verschiedener Datenquellen aufweist. Die Effekte scheinen vorwiegend durch die Kooperationsaktivität der Lehrkräfte vermittelt zu sein.
Who suffered most?
(2022)
Objective:
This study examines gender and socioeconomic inequalities in parental psychological wellbeing (parenting stress and psychological distress) during the COVID-19 pandemic in Germany.
Background:
The dramatic shift of childcare and schooling responsibility from formal institutions to private households during the pandemic has put families under enormous stress and raised concerns about caregivers' health and wellbeing. Despite the overwhelming media attention to families’ wellbeing, to date limited research has examined parenting stress and parental psychological distress during the COVID-19 pandemic, particularly in Germany.
Method:
We analyzed four waves of panel data (N= 1,771) from an opt-in online survey, which was conducted between March 2020 and April 2021. Multivariable OLS regressions were used to estimate variations in the pandemic's effects on parenting stress and psychological distress by various demographic and socioeconomic characteristics.
Results:
Overall, levels of parenting stress and psychological distress increased during the pandemic. During the first and third wave of the COVID-19 pandemic, mothers, parents with children younger than 11 years, parents with two or more children, parents working from home as well as parents with financial insecurity experienced higher parenting stress than other sociodemographic groups. Moreover, women, respondents with lower incomes, single parents, and parents with younger children experienced higher levels of psychological distress than other groups.
Conclusion:
Gender and socioeconomic inequalities in parents' psychological wellbeing increased among the study participants during the pandemic.
Being perceived as a foreigner regardless of one's generational status, citizenship, or self-identification is called foreigner objectification. This is a form of identity denial and is linked to psychological distress. To test how foreigner objectification could be measured in Europe, we assessed whether the Foreigner Objectification Scale demonstrated reliability and validity with German adolescents. The sample included 806 9th graders from 17 high schools. The results showed that the scale demonstrates good reliability, scalar measurement invariance across gender and citizenship status, and partial scalar measurement invariance across family heritage, generational status, and cultural self-identification. Adolescents who scored higher on the scale also reported greater school behavioral disengagement, lower life satisfaction, and stronger ethnic identity. Our findings suggest that the scale is psychometrically sound and is linked in theoretically consistent ways to adjustment and ethnic identity. We conclude that this scale offers another way to capture subtle discrimination experiences that add to a more comprehensive understanding of discrimination and the related implications in Europe.
Motivation and Emotion in Learning and Teaching across Educational Contexts brings together current theoretical and methodological perspectives as well as examples of empirical implementations from leading international researchers focusing on the context specificity and situatedness of their core theories in motivation and emotion.
The book is compiled of two main sections. Section I covers theoretical reflections and perspectives on the main theories on emotion and motivation in learning and teaching and their transferability across different educational contexts illustrated with empirical examples. Section II addresses the methodological reflections and perspectives on the methodology that is needed to address the complexity and context specificity of motivation and emotion. In addition to general reflections and perspectives regarding methodology, concrete empirical examples are provided. All cutting-edge chapters include current empirical studies on emotions and motivation in learning and teaching across different contexts (age groups, domains, countries, etc.) making them applicable and relevant to a wide range of contexts and settings.
This high-quality volume with contributions from leading international experts will be an essential resource for researchers, students and teacher trainers interested in the vital role that motivation and emotions can play in education.
This chapter provides an overview of methods to capture developments and changes in motivational beliefs. Motivational research has recently begun to venture beyond just examining average developmental trends in motivational variables by starting to investigate how developmental changes in motivational variables differ between and within individuals in different learning situations and across contexts. Although studies have started to uncover differences in motivational changes, a systematic overview of suitable methods for capturing motivational differences in developmental processes is still missing. In this chapter, we review key methods of change modelling, bringing together variable-centred approaches, such as growth modelling and true intraindividual change (TIC) models, and person-centred approaches, such as latent transition and growth mixture models. We illustrate the value of the reviewed statistical methods for the analysis of context-specific motivational changes by reviewing recent empirical studies that identify different patterns and trajectories of such motivational beliefs across time. Our focus is thereby on research grounded in situated expectancy-value theory as a core theory in motivational research.
In this article, we address the measurement of individualized instruction in the context of regular classroom instruction. Our study assessed instructional practices geared towards individualization in German third grade reading lessons by combining self-report data from 621 students, from their teachers (n = 57), and live obser-vations. We then investigated the reliability of these different approaches to measuring individualization as well as the agreement between them. All three approaches yielded reliable indicators of individualized practices, but not all of them corresponded with each other. We found considerable agreement between students and observers, but neither agreed with teachers' self-reports. Upon closer examination, we found that students' ratings only correlated with teacher ratings that were provided close to the timepoint of interest. This correlation increased when teacher measures were corrected for response tendencies. We conclude with some recommendations for future studies that aim to measure individualized instruction in the classroom.
Teen dating violence
(2021)
What’s “Drache“ in English?
(2023)
Krisen werden nicht nur als Herausforderungen, sondern auch als Chance für Veränderungen, Neuerungen oder Innovationen betrachtet. Die Covid-19-Pandemie hat die Lehre an Deutschlands Universitäten mit einem Schlag in die digitale Welt verbannt. Von dieser Digitalisierung ist eine sozioökonomische Bildung genauso wie jede andere universitäre Bildung betroffen. Was es bedeutet, Lehre ausschließlich in digitaler Form zu gestalten, wird exemplarisch an einer digitalen Blockveranstaltung zur „Nachhaltigen Berufsbildungsforschung“ an der Leuphana Universität Lüneburg skizziert und insbesondere unter dem Aspekt der Bedürfnisorientierung kritisch reflektiert.
The objective of the present paper is to explore the potentials and challenges inherent in con- ceptualizations of global citizenship education (GCE) in the context of foreign language edu- cation. Specifically, we argue for a critical approach to GCE that emphasizes the significance of language as symbolic power by drawing on the concepts of critical literacy (e.g., Freire 1983; Janks 2014) and symbolic competence (Kramsch 2006; 2011; 2021). To illustrate the necessity of such a critical approach to GCE, we critically analyze teaching materials designed for the English language classroom as provided by the curriculum framework (KMK/ BMZ 2016). The analysis reveals how reliance on dominant Western liberal and neoliberal epistemologies, norms, and discourses might inadvertently reinforce the very inequalities that GCE actually seeks to address. By foregrounding the relationship between language, symbolic power, and GCE, we further redesign these teaching materials and incorporate pedagogical and methodological principles which are in line with a critical literacy and symbolic competence.
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.
Hate speech has become a widespread phenomenon, however, it remains largely unclear why adolescents engage in it and which factors are associated with their motivations for perpetrating hate speech. To this end, we developed the multidimensional "Motivations for Hate Speech Perpetration Scale" (MHATE) and evaluated the psychometric properties. We also explored the associations between social norms and adolescents' motivations for hate speech perpetration. The sample consisted of 346 adolescents from Switzerland (54.6% boys; Mage=14; SD=0.96) who reported engagement in hate speech as perpetrators. The analyses revealed good psychometric properties for the MHATE, including good internal consistency. The most frequently endorsed subscale was revenge, followed by ideology, group conformity, status enhancement, exhilaration, and power. The results also showed that descriptive norms and peer pressure were related to a wide range of different motivations for perpetrating hate speech. Injunctive norms, however, were only associated with power. In conclusion, findings indicate that hate speech fulfills various functions. We argue that knowing the specific motivations that underlie hate speech could help us derive individually tailored prevention strategies (e.g., anger management, promoting an inclusive classroom climate). Furthermore, we suggest that practitioners working in the field of hate speech prevention give special attention to social norms surrounding adolescents.
An effective handling of heterogeneous groups in classrooms is one of the main challenges that teachers face when planning their instruction. However, including means of adaptive teaching in classrooms also yields the chance to re-conceptualize classroom instruction. Researchers and practitioners often discuss the question of how different ability levels can be considered adequately in teaching and learning. Because motivation is a central source of competence development and self-regulated learning, the current article discusses how teaching can adapt to learners' different motivational states and traits. In a first step, we review theoretical and empirical perspectives on intra- and interindividual motivational differences in students and their relations to other dimensions of classroom heterogeneity such as gender, ethnic background, and socio-economic status. Against this background, we discuss how instruction can adapt effectively to learners' different motivational needs. We introduce a model of adaptive teaching that refers to students' intra- and interindividual motivational differences and derive conclusions for teacher education and instructional practice.
In der Ausgabe Politisches Lernen 1-2|2019 setzte sich Kurt P. Tudyka mit dem Verhältnis von Theater und Politik auseinander. Er gelangte zu dem ernüchternden Resümee: „Der Anspruch, Theater sei die Schule der Nation, – soweit er überhaupt noch besteht –, müsste aufgegeben werden.“ (S. 32) In Tudykas Einführung hieß es bereits: „Eine politisierende Wirkung auf das Publikum wird bestritten.“ (S. 30) Vor diesem Hintergrund könnte bei Lehrerinnen und Lehrern der Politischen Bildung der Eindruck entstehen, ein Besuch im Theater mit Schülerinnen und Schülern sei didaktisch nicht sinnvoll. Dagegen wird im folgenden Beitrag die Auffassung vertreten, dass ein Theaterbesuch mit den Lernenden durchaus mit Erkenntnisgewinnen, seien sie politisch oder über das Politische hinausweisend, verbunden sein kann. Der Beitrag stellt eine gekürzte Fassung des Textes „Theater und politische Bildung“ dar, der in Markus Gloe / Tonio Oeftering (Hrsg.): Politische Bildung meets Kulturelle Bildung, Baden-Baden (Nomos) 2020, erscheinen wird.
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.
Am Anfang war...
(2022)
Although teen dating violence (TDV) is internationally recognized as a serious threat to adolescents' health and well-being, almost no data is available for Slovenian youth. Hence, the purpose of this study was to examine the prevalence and predictors of TDV among Slovenian adolescents for the first time. Using data from the SPMAD study (Study of Parental Monitoring and Adolescent Delinquency), 330 high school students were asked about physical TDV victimization and perpetration as well as about their dating history, relationship conflicts, peers' antisocial behavior, and informal social control by family and school. A substantial number of female andmale adolescents reported victimization (16.7% of female and 12.7% of male respondents) and perpetration (21.1% of female and 6.0% of male respondents). Furthermore, the results revealed that lower age at the first relationship, relationship conflicts, and school informal social control were associated with victimization, whereas being female, relationship conflicts, having antisocial peers, and family informal social control were linked to perpetration. Implications of the study findings were discussed.
Teachers' self-efficacy beliefs have been shown to be related to their supportive teaching practices and to adolescents' motivation. Yet, little is known about these relations in elementary school. The present study examined the longitudinal effects of teachers' self-efficacy on student-perceived teacher support and students' mathematics interest with a sample of 2082 students and 133 teachers in third and fourth grade. Results revealed that teachers' self-efficacy was longitudinally related to student-perceived support, which in turn was positively related to students' interest. The findings underline the relevance of teachers' self-efficacy beliefs and teacher support for the development of students' interest in elementary school.
When used in a sensible way, Interactive Whiteboards (IWB) are supposed to motivate and engage students in learning in the classroom. Thereby, they might also stimulate students who are usually more restrained, such as more anxious students. However, the body of research on the impact of IWB lessons is rather small. The present study investigated whether a 45-minute lesson with the IWB compared to a conceptual identical 45-minute lesson without the IWB would support learning and motivation within the subject English as a foreign language for German students. Moreover, the study examined whether the 45-minute lesson with the IWB compared to the 45-minute lesson without the IWB would be better able to counteract the detrimental effects of foreign language classroom anxiety (FLCA). One hundred and two eighth graders from two secondary schools in Germany took part in this study and were either taught with the IWB (condition IWB; n = 53) or without the IWB (condition No-IWB; n = 50). Results showed that students in the IWB condition stated to be higher motivated and performed better in a vocabulary test than their counterparts in the No-IWB condition. FLCA was negatively correlated with performance in the vocabulary test. Other than expected, learning with the IWB did not compensate the detrimental effect of FLCA, meaning that learning with the IWB was more beneficial than learning without the IWB irrespective of a student's FLCA. Implications of the study will be discussed.
Classroom noise impairs students' cognition and learning. At a first glance, it seems useful to prevent the negative effects of noise on academic learning by wearing noise-cancelling (NC) headphones during class. The literature and guidelines emphasize the academic benefits of wearing NC headphones (decreased auditory distraction, increased concentration, learning improvement, and decreased distress). These benefits are particularly expected for students with special needs. None of the recommendations to wear NC headphones during class refer to any empirical studies, indicating a potential research gap and lack of evidence. Therefore, the question arises: Is there any empirical evidence supporting academic benefits of wearing NC headphones during class for typically developing students or students with special needs? A total of 13 empirical studies (quantitative and qualitative) were identified through a systematic scoping review of the existing literature. A wide range of outcomes (cognition, learning, academic performance, behaviour, and emotions) were reported related to the use of NC headphones. Most of the studies refer to specific groups of students with special needs (learning disabilities, autism, ADHD, etc.). In view of the limited number of studies, small sample sizes, and lack of replication studies, all studies give the impression of being pilot studies on the academic benefits of wearing NC headphones. The practice of wearing NC headphones during class is an understudied topic. The current body of evidence does not meet the standards for evidence-based practices in both general and special education. Implications for educational practice and future research are discussed.
In this study, we investigated retention intention and job satisfaction of 238 first-year alternatively certified (AC) teachers. Drawing on Organizational Socialization Theory, we tested the hypothesis that AC teacher extraversion and perceived school support are positively related to the two variables and mediated by self-efficacy. To test our hypothesis, we applied structural equation modeling. Our results demonstrate that extraversion and perceived social support are positively related to retention intentions and job satisfaction. In addition, self-efficacy serves as a mediator. The findings could help school administrators to better understand how to support and retain AC teachers and thus address teacher shortages.
Wages and wage dynamics directly affect individuals' and families' daily lives. In this article, we show how major theoretical branches of research on wages and inequality-that is, cumulative advantage (CA), human capital theory, and the lifespan perspective-can be integrated into a coherent statistical framework and analyzed with multilevel dynamic structural equation modeling (DSEM). This opens up a new way to empirically investigate the mechanisms that drive growing inequality over time. We demonstrate the new approach by making use of longitudinal, representative U.S. data (NLSY-79). Analyses revealed fundamental between-person differences in both initial wages and autoregressive wage growth rates across the lifespan. Only 0.5% of the sample experienced a "strict" CA and unbounded wage growth, whereas most individuals revealed logarithmic wage growth over time. Adolescent intelligence and adult educational levels explained substantial heterogeneity in both parameters. We discuss how DSEM may help researchers study CA processes and related developmental dynamics, and we highlight the extensions and limitations of the DSEM framework.
Teacher self-efficacy for classroom management is an important component of teachers' identity with implications for their teaching quality. Theoretically, it has been described that contextual variables play an important role for self-efficacy development and its consequences. However, little is known about the interrelationships of job resources and demands with teacher self-efficacy, and consequences for teachers' professional behaviors. We extend teacher self-efficacy research by drawing on the Job Demands-Resources model in examining contextual influences on developmental dynamics between classroom management self-efficacy and teacher-reported classroom management, from prior to qualifying as a teacher until mid-career. Participants were 395 primary and secondary Australian school teachers. Longitudinal structural equation models showed teachers' classroom management self-efficacy positively related to aspects of their perceived classroom management, particularly during early career. Between early and mid-career, the positive relationship between self-efficacy and classroom management was moderated by early career excessive demands. Implications are outlined for teacher education and school administration.
This study examined the relations between teacher-reported classroom management self-efficacy, stu-dent-reported teaching quality and students' enjoyment in mathematics. Data were collected from German ninth and tenth-grade students (N = 779) and their teachers (N = 40) at the beginning and the middle of the school year. Multilevel models showed that teachers' self-efficacy at time 1 significantly and positively related to class-level monitoring and relatedness at time 2. Class-level relatedness at time 2 was significantly and positively associated with enjoyment at time 2. Teacher-reported self-efficacy at time 1 was indirectly related to enjoyment at time 2 through relatedness at time 2.
Spatial abilities have been found to interact with the design of visualizations in educational materials in different forms: (1) spatial abilities enhanced learning with optimized visual design (ability-as-enhancer) or (2) spatial abilities compensated for suboptimal visual design (ability-as-compensator). A brief review of pertinent studies suggests that these two forms are viewed as mutually exclusive. We propose a novel unifying conceptualization. This conceptualization suggests that the ability-as enhancer interaction will be found in the low-medium range of a broad ability continuum whereas the ability-as-compensator interaction will be found in the medium-high range. The largest difference in learning outcomes between visual design variations is expected for medium ability. A corresponding analytical approach is suggested that includes nonlinear quadratic interactions. The unifying conceptualization was confirmed in an experiment with a consistent visual-spatial task. In addition, the conceptualization was investigated with a reanalysis of pooled data from four multimedia learning experiments. Consistent with the conceptualization, quadratic interactions were found, meaning that interactions depended on ability range. The largest difference between visual design variations was obtained for medium ability, as expected. It is concluded that the unifying conceptualization is a useful theoretical and methodological approach to analyze and interpret aptitude-treatment interactions that go beyond linear interactions.
Körper, Geist und Schule
(2023)
Der Schulalltag ist oft von fehlender Mitarbeit und mangelnder Motivation der Schüler:innen geprägt. Um diesen Umstand entgegenzuwirken und die Lernsituation zu verbessern, stellt das praxisorientierte Buch einen neuen Ansatz vor: Lernen ist ein körperlicher Prozess und im Unterricht müssen Körper und Geist gleichermaßen angesprochen werden. Als Resultat wird eine körperintegrierende Lerntheorie entwickelt, die den Körper als Ausgangspunkt für Lernprozesse versteht und die Methode vermittelt, im Unterricht mit und durch den Körper zu lernen. Es beinhaltet wichtige Hinweise und Anregungen für die Unterrichtsgestaltung und zeigt mögliche Entwicklungen für die Didaktik und die allgemeine Schullandschaft auf.
Gerechtfertigtes Einzelrasen
(2020)
Der Gesetzgeber hat den Prüfungsstoff im Pflichtfach Strafrecht 2017 durch Einführung des § 315 d um eine Strafvorschrift erweitert, die – zB durch eine Reihe von Gerichtsentscheidungen – schnell als Quelle schwieriger und gewiss examensrelevanter Auslegungsprobleme identifiziert worden ist. Insbesondere die gegen „Einzelraser“ gerichtete Tatbestandsvariante § 315 d I Nr. 3 bereitet den Gerichten erhebliche Probleme, von denen sich Verfasser von Prüfungsaufgaben und Prüfer in mündlichen Prüfungsgesprächen sicher gern inspirieren lassen. Studenten und Examenskandidaten müssen also damit rechnen, zu § 315 d befragt zu werden. Die spezifischen Tatbestandsprobleme sind inzwischen in Lehrbüchern und Kommentaren umfassend aufbereitet. Darauf kann in der Examensvorbereitung Bezug genommen werden. Noch nicht hinreichend berücksichtigt sind nach meiner Beobachtung Fallkonstellationen, in denen eine Erfüllung des „Einzelrasertatbestands“ § 315 d I Nr. 3 unter Begleitumständen in Betracht kommt, die geeignet sind, das Handeln des Rasers zu rechtfertigen. Der Beitrag gibt einen Überblick über die einschlägigen Fallsituationen und führt in die damit verbundenen Strafrechtsprobleme ein.
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.
Jóvenes ante el ciberodio
(2021)
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.
Despite evidence that acculturation hassles (such as discrimination and language hassles) relate to poorer adjustment for adolescents of immigrant descent, we know less about the psychological processes underlying these associations. In this study, we test whether reduced psychological needs satisfaction in terms of a lower sense of belonging, autonomy, and competence, mediates the associations of acculturation hassles with psychological distress and academic adjustment. Our sample included 439 seventh graders from 15 schools in Germany (51% female, M-age = 12.4 years, SD = .73). Results revealed that adolescents who experienced greater discrimination and language hassles showed a lower sense of belonging with classmates and subsequently, greater psychological distress. Those who experienced greater language hassles also exhibited a lower sense of perceived competence, and ultimately poorer academic adjustment. We conclude that self-determination theory (SDT) provides an important framework to explain key processes underlying the links between acculturation hassles with psychological distress and academic (mal-)adjustment. Strengthening belonging and competence among adolescents of immigrant descent may enhance their well-being in the face of acculturation hassles.
The color-evasive ideology (commonly termed "colorblindness") proposes that ethnic and cultural group memberships should be deemphasized. Yet there is a conceptual confusion around the meaning and measurement of color-evasiveness, and this construct is not used consistently in the international as well as German literature. Our purpose is to investigate whether two underlying forms of the color-evasive ideology (i.e., stressing similarities and ignoring differences) are two distinct, albeit related, constructs. We tested this hypothesis by applying these two forms of the color-evasive ideology to teachers' cultural diversity beliefs. In two cross-sectional field studies conducted with pre-service teachers (Study 1, n = 210), and in-service teachers (Study 2, n = 99), questionnaire items on the stressing similarities ideology and items on the ignoring differences ideology loaded on two separate factors, providing a better fit to the data than the one-factor model. Mean scores on these two types of color-evasive ideology also differed substantially, indicating that participants across the two studies mainly endorsed the stressing similarities perspective. The stressing similarities and ignoring differences ideologies related differently to other intergroup ideologies (i.e., multiculturalism and polyculturalism), and showed different patterns to psychosocial functioning in culturally diverse classrooms (i.e., cultural diversity-related stress).
Auffälliges Verhalten von Kindern und Jugendlichen im schulischen Alltag zeugt oftmals von den schwierigen Lebenssituationen, in denen sie aufwachsen. Für Lehr- und pädagogische Fachkräfte stellt der Umgang mit den daraus resultierenden Konflikten die größte Herausforderung dar. In diesem Buch werden Ansätze und Lösungen für das Verstehen und Handeln in schwierigen pädagogischen Situationen in der Schule vorgestellt. Außerdem bietet ein inklusiver Förderansatz Impulse für die Schulentwicklung zur Prävention auffälligen Verhaltens.
According to the personalization principle, addressing learners by means of a personalized compared to a nonpersonalized message can foster learning. Interestingly, though, a recent study found that the personalization principle can invert for aversive contents. The present study investigated whether the negative effect of a personalized message for an aversive content can be compensated when learners are in a happy mood. It was hypothesized that the negative effect of a personalized compared to a nonpersonalized message would only be observable for participants in a sad mood, while for participants in a happy mood a personalized message should be beneficial. A 2 x 2 between-subject design with mood (happy vs. sad) and personalization (personalized vs. nonpersonalized message) was used (N = 125 University students). Mood was experimentally varied prior to learning. Learning outcomes were measured by a retention and a transfer test. Results were essentially in line with the assumption: For participants in the sad mood condition, a negative effect of a personalized message was observable for retention and transfer. For participants in the happy mood condition, a positive effect of personalized message was observable for retention, but no effect for transfer. Note that the manipulation check measure for the mood induction procedure did not detect differences between conditions; this may be due to a shortcoming of the used measure (as indicated by an additional evaluation study). The study emphasizes the importance to consider the inherent emotional content of a topic, such as its aversive nature, since the emotional content of a topic can be a boundary condition for design principles in multimedia learning. The study also highlights the complex interplay of externally induced and inherently arising emotions.
Mismatch of the South African foundation phase curriculum demands and learners’ current knowledge
(2020)
Against the background of the low mathematical performance of South African learners in international panel studies, there is an urgent need to improve mathematical education. In particular, the curriculum and its structure raise questions. It is logical that the prescribed curricula should align with learners' developmental trajectories. Given the hierarchical structure of mathematics, the curricular requirements should pay attention to learners' current knowledge of mathematical concepts. The aim of this study was to compare the curricular requirements as defined by the CAPS with the conceptual current knowledge of South African learners. South African Grade 1 learners (N = 602) were assessed on a test of numeracy concepts, based on a theoretically informed and empirically validated model of developing mathematical proficiency. The content of the CAPS for Grade 1 was aligned to the model levels by two experts (Cohen's kappa = .753, p < 0.001). Results show that the curricular requirements go far beyond the current knowledge required to engage with these new concepts of the vast majority of South African Grade 1 learners. The mismatch may to some extent be responsible for the unsatisfactory results in international comparison studies. These results show that the intended curriculum is beyond the grasp of most South African Grade 1 learners. These children are unlikely to develop new arithmetic concepts based on their lack of required foundation knowledge. We therefore argue that the intended curriculum for Grade 1 should focus more on counting skills, ordinal relations between numbers and-most importantly-set-based number representations and part-part-whole relations.