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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.
Low-achieving students are at risk of experiencing a pattern of emotional, motivational, and cognitive deficits called school-related helplessness if they attribute their low achievement to low aptitude. Teachers' beliefs about the causes of students' low achievement are important sources of attributional information for students. In a sample of 2117 German ninth-graders attending the lowest track, 118 math and 129 German-language teachers, we tested whether teachers' beliefs about the extent to which aptitude causes achievement moderated the achievement-helplessness relation in students and whether there were differences between math and German. Multilevel analyses revealed that low prior achievement predicted higher helplessness in both subjects but the effect was stronger in math than in German. Teachers' beliefs amplified the achievement-helplessness relation in math but not in German. Results are discussed regarding domain-specific epistemological beliefs, and implications for research and practice are derived.
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.
There is much interest in the identification of the main drivers controlling changes in the microbial community that may be related to sustainable land use. We examined the influence of soil properties and land-use intensity (N fertilization, mowing, grazing) on total phospholipid fatty acid (PLFA) biomass, microbial community composition (PLFA profiles) and activities of enzymes involved in the C, N, and P cycle. These relationships were examined in the topsoil of grasslands from three German regions (Schorfheide-Chorin (SCH), Hainich-Dun (HAI), Schwabische Alb (ALB)) with different parent material. Differences in soil properties explained 60% of variation in PLFA data and 81% of variation in enzyme activities across regions and land-use intensities. Degraded peat soils in the lowland areas of the SCH with high organic carbon (OC) concentrations and sand content contained lower PLFA biomass, lower concentrations of bacterial, fungal, and arbuscular mycorrhizal PLFAs, but greater enzyme activities, and specific enzyme activities (per unit microbial biomass) than mineral soils in the upland areas of the HAI and ALB, which are finer textured, drier, and have smaller OC concentrations. After extraction of variation that originated from large-scale differences among regions and differences in land-use intensities between plots, soil properties still explained a significant amount of variation in PLFA data (34%) and enzyme activities (60%). Total PLFA biomass and all enzyme activities were mainly related to OC concentration, while relative abundance of fungi and fungal to bacterial ratio were mainly related to soil moisture. Land-use intensity (LUI) significantly decreased the soil C:N ratio. There was no direct effect of LUI on total PLFA biomass, microbial community composition, N and P cycling enzyme activities independent of study region and soil properties. In contrast, the activities and specific activities of enzymes involved in the C cycle increased significantly with LUI independent of study region and soil properties, which can have impact on soil organic matter decomposition and nutrient cycling. Our findings demonstrate that microbial biomass and community composition as well as enzyme activities are more controlled by soil properties than by grassland management at the regional scale.
This study explores learning-disabled students' academic and psychosocial adjustment as compared to their non-disabled classmates within the mainstream public education system in Greece. A brief description of the special education services in Greece is also presented. The sample of the study consisted of fifth and sixth grade elementary school students in northern Greece. The learning-disabled students were identified based on teachers' evaluation (N=30). The control group consisted of all classmates of these students (N=307). Teacher-, peer and self-ratings were used and achievement data were obtained. The learning-disabled students were found to exhibit various academic and psychosocial difficulties based on the perceptions of all raters. Implications of the findings are discussed.
School performance and adjustment of Greek remigrant students in the schools of their home country
(1992)
This study explores the adjustment of Greek remigrant students in Greek public schools after their families' return to Greece from the Federal Republic of Germany. Teacher and self-rating instruments were used, and achievement and language competence data were obtained. The sample consisted of 13- to 15-year-old junior high school students in northern Greece. The remigrant students were divided into two groups ("early return" and "late return"), based on the year of return to Greece. The control group consisted of all the local classmates of these students. Remigrant students (mainly late return) were found to experience difficulties mainly in the language/learning domain and less in the interpersonal and intrapersonal behavior domains.
This study explores the sociometric status group differences in psychosocial adjustment and academic performance in various domains using multiple sources of information (teacher-, peer-, self-ratings, achievement data) and 2 age groups (elementary and secondary school students) in a different educational and cultural context. Gender differences in the profiles of the sociometric groups were also examined. The sample consisted of 1,041 elementary school (mean age = 11.4 years) and 862 secondary school (mean age = 14.3 years) students in public schools in Greece. Findings extended previous descriptions of rejected, neglected, and controversial groups based on the perceptions of all raters. Gender and age differences were found in the profiles of rejected and controversial groups, which were markedly distinguished from the other groups based on all data sets. Neglected children at both age levels were differentiated to a weaker degree.
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.
The impact of individual differences in cognitive skills and socioeconomic background on key educational, occupational, and health outcomes, as well as the mechanisms underlying inequalities in these outcomes across the lifespan, are two central questions in lifespan psychology. The contextual embeddedness of such questions in ontogenetic (i.e., individual, age-related) and historical time is a key element of lifespan psychological theoretical frameworks such as the HIstorical changes in DEvelopmental COntexts (HIDECO) framework (Drewelies et al., 2019). Because the dimension of time is also a crucial part of empirical research designs examining developmental change, a third central question in research on lifespan development is how the timing and spacing of observations in longitudinal studies might affect parameter estimates of substantive phenomena. To address these questions in the present doctoral thesis, I applied innovative state-of-the-art methodology including static and dynamic longitudinal modeling approaches, used data from multiple international panel studies, and systematically simulated data based on empirical panel characteristics, in three empirical studies.
The first study of this dissertation, Study I, examined the importance of adolescent intelligence (IQ), grade point average (GPA), and parental socioeconomic status (pSES) for adult educational, occupational, and health outcomes over ontogenetic and historical time. To examine the possible impact of historical changes in the 20th century on the relationships between adolescent characteristics and key adult life outcomes, the study capitalized on data from two representative US cohort studies, the National Longitudinal Surveys of Youth 1979 and 1997, whose participants were born in the late 1960s and 1980s, respectively. Adolescent IQ, GPA, and pSES were positively associated with adult educational attainment, wage levels, and mental and physical health. Across historical time, the influence of IQ and pSES for educational, occupational, and health outcomes remained approximately the same, whereas GPA gained in importance over time for individuals born in the 1980s.
The second study of this dissertation, Study II, aimed to examine strict cumulative advantage (CA) processes as possible mechanisms underlying individual differences and inequality in wage development across the lifespan. It proposed dynamic structural equation models (DSEM) as a versatile statistical framework for operationalizing and empirically testing strict CA processes in research on wages and wage dynamics (i.e., wage levels and growth rates). Drawing on longitudinal representative data from the US National Longitudinal Survey of Youth 1979, the study modeled wage levels and growth rates across 38 years. Only 0.5 % of the sample revealed strict CA processes and explosive wage growth (autoregressive coefficients AR > 1), with the majority of individuals following logarithmic wage trajectories across the lifespan. Adolescent intelligence (IQ) and adult highest educational level explained substantial heterogeneity in initial wage levels and long-term wage growth rates over time.
The third study of this dissertation, Study III, investigated the role of observation timing variability in the estimation of non-experimental intervention effects in panel data. Although longitudinal studies often aim at equally spaced intervals between their measurement occasions, this goal is hardly ever met. Drawing on continuous time dynamic structural equation models, the study examines the –seemingly counterintuitive – potential benefits of measurement intervals that vary both within and between participants (often called individually varying time intervals, IVTs) in a panel study. It illustrates the method by modeling the effect of the transition from primary to secondary school on students’ academic motivation using empirical data from the German National Educational Panel Study (NEPS). Results of a simulation study based on this real-life example reveal that individual variation in time intervals can indeed benefit the estimation precision and recovery of the true intervention effect parameters.
Germany historically responded to student diversity by tracking students into different schools beginning with grade 5. In the last decades, sociopolitical changes, such as an increase in "German-as-a-second-language" speaking students (GSL), have increased diversity in all tracks and have forced schools to consider forms of individualization. This has opened up the scientific debate in Germany on merits and limitations of individualization for different student groups within a tracked system and heterogeneous classes. The aim of the present exploratory study was to examine how individualized teaching (i.e., teacher self-reported individualized teaching practices and individual reference norm orientation) is related to student-perceived teaching quality. Additionally, we considered moderation effects of classroom composition in relation to achievement and proportion of GSL students. Longitudinal data came from 35 mathematics classes with 659 9th and 10th grade students. Results showed significant relation between teacher self-reported individualized teaching practices and individual reference norm orientation and monitoring. Regarding the composition effects, the proportion of GSL students in class moderated the relation between teacher self-reported individual reference norm orientation and cognitive activation. Our findings contribute to the growing body of evidence that classroom composition can differentially impact the relation between teachers' behaviors and students' perceptions of teaching quality.
In many countries, students are asked about their perceptions of teaching in order to make decisions about the further development of teaching practices on the basis of this feedback. The stability of this measurement of teaching quality is a prerequisite for the ability to generalize the results to other teaching situations. The present study aims to expand the extant empirical body of knowledge on the effects of situational factors on the stability of students’ perceptions of teaching quality. Therefore, we investigate whether the degree of stability is moderated by three situational factors: time between assessments, subjects taught by teachers, and students’ grade levels. To this end, we analyzed data from a web-based student feedback system. The study involved 497 teachers, each of whom conducted two student surveys. We examined the differential stability of student perceptions of 16 teaching constructs that were operationalized as latent correlations between aggregated student perceptions of the same teacher’s teaching. Testing metric invariance indicated that student ratings provided measures of teaching constructs that were invariant across time, subjects, and grade levels. Stability was moderated to some extent by grade level but not by subjects taught nor time spacing between surveys. The results provide evidence of the extent to which situational factors may affect the stability of student perceptions of teaching constructs. The generalizability of the students’ feedback results to other teaching situations is discussed.
Background:
Using the internet to search for information or share images about self-harm is an emerging risk among young people. The aims of this study were (a) to analyze the prevalence of different types of self-harm on the internet and differences by sex and age, and (b) to examine the relationship of self-harm on the internet with intrapersonal factors (i.e., depression and anxiety) and interpersonal factors (i.e., family cohesion and social resources).
Method:
The sample consisted of 1,877 adolescents (946 girls) between 12 and 17 years old (Mage = 13.41, SD = 1.25) who completed self-report measures.
Results:
Approximately 11% of the participants had been involved in some type of self-harm on the internet. The prevalence was significantly higher among girls than boys and among adolescents older than 15 years old. Depression and anxiety increased the risk of self-harm on the internet, whereas family cohesion decreased the probability of self-harm on the internet.
Conclusions:
Self-harm on the internet is a relatively widespread phenomenon among Spanish adolescents. Prevention programs should include emotional regulation, coping skills, and resilience to reduce in this behavior.
Social transitions are characterized by an increased heterogeneity in Western societies. Following the life course perspective, individual agency becomes central in shaping one’s life course. This article examines social transitions of adolescents using individual resource theory to explain differences of the timing of five transitions in partnership and family formation: the first sexual experience, the first intimate relationship, the first cohabitation, the first marriage, and the birth of the first child. Since little is so far known about how individual characteristics interact and influence the social transition to adulthood, we focus on the varying impacts of personal, social and socio-economic resources across the social life course. We use longitudinal data from the German LifE-Study, which focuses on the birth cohort of individuals born between 1965 and 1967. Using event history analysis, we find that the timing of the first sexual experience and first partnership transitions are mainly influenced by personal and social ressources, whereas socio-economic resources offer better explanations for the timing of entering marriage and parenthood. Most striking are the different explanatory models for women and men.
Causes, Time, and Truth
(2016)
We need causation, time, and truth in order to know how things in the broadest sense of the term hang together in the broadest sense of the term. The essays try to say something clarifying about those three classical questions of traditional metaphysics. Not dogmatic answers are offered, but guiding perspectives and possible justifiable ways of dealing with such fundamental
Prior research suggests that teachers with higher levels of empathy are more willing to intervene in bullying among students. However, these findings are based on hypothetical bullying situations and teachers' self-reports. In this study with 2,071 German students and their 556 teachers, we analysed reactions to hypothetical relational bullying situations as well as retrospectively reported bullying situations both from the teachers' as well as the students' perspectives. Results showed that teachers with higher levels of empathy reported stronger intentions to intervene in hypothetical relational bullying situations but were not more likely to intervene in retrospectively reported bullying situations. From the students' perspective, teachers' empathy was neither connected to the teachers' intention to intervene nor to the likelihood of intervention in the retrospectively reported situations. These different results could be taken as an opportunity to investigate whether existing findings could be influenced by methodological aspects such as teachers' self-reports. Implications for future research are discussed.