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Duales Lernen
(2022)
Die betriebliche oder „arbeitsplatzorientierte Grundbildung (AoG)“ ist ein noch junges Forschungsgebiet der wissenschaftlichen Erwachsenenbildung. Neuerdings wenden sich auch betriebliche Kursangebote an die „Bildungsverlierer“ unseres Schulsystems, die mit z.T. massiven Problemen die Haupt- oder Sonderschule verlassen. Diese qualitative Studie ist dem Bereich der subjektwissenschaftlichen Lernforschung zuzuordnen. Sie rekonstruiert die subjektiven Lernbegründungen der formal gering literalisierten Beschäftigten, wenn sie an Grundbildungskursen am Arbeitsplatz teilnehmen. Die Studie zeigt auf, dass erhebliche lernbiografisch begründete Widerstände überwunden werden müssen, um – eingebettet in Anerkennungsverhältnisse im Kurs – zu persönlich bedeutsamem produktivem Lernen vorzudringen. Zunächst sind Freiwilligkeit und Teilnehmendenorientierung in Kursen häufig in Frage gestellt. Mehr oder weniger reflektierte Lernwiderstände mit defensiven Lerngründen werden insofern vom Autor als subjektiv sinnvolle Handlungsstrategien verstanden. Als lebenslang tätiger Praktiker erläutert der Autor, wie die Resultate der Studie für eine gute Praxis betrieblicher Grundbildung genutzt werden können.
We present the first systematic literature review on stress and burnout in K-12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K-12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K-12 teachers compared to individuals employed in other occupational fields. School principals' leadership styles emerged as an organizational characteristic that is highly relevant for K-12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K-12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond.
This mixed-method study addresses the need for a clear conceptualization of the professional reflection element of Lesson Study (LS), a popular collaborative approach to the professional development of teachers. Grounding and re-framing LS's post-lesson discussion in a theoretical framework of critical and collaborative reflection, we analyze the transcripts of four LS groups at German primary schools, focusing on depth of reflection and teachers' trajectories through their reflective practice. The findings show that LS groups differed significantly in the depth and the trajectories of their reflection processes. We consider implications for post-lesson discussions and critical reflection as a LS core skill.
Teachers frequently express stress associated with teaching in large classrooms. Despite the timehonored tradition in teacher stress research of treating class size as a job-related stressor, the underlying premise that class size directly impacts teachers' stress reactions remains untested. In this randomized controlled experiment targeted at preservice teachers, we utilized a standardized virtual reality (VR) classroom to examine whether class size (number of student avatars) directly affected physiological (heart rate) or psychological (subjective rating) stress reactions among 65 preservice teachers. Results from linear mixed-effects modeling (LMM) showed that class size significantly predicted both their physiological and psychological stress reactions in the simulated environment: Average heart rate and subjective stress ratings were both significantly higher in the large class size condition. Further investigations into the causes of this association has been proposed. These findings may contribute to a better understanding of the effects of classroom features on preservice teachers' emotional experiences and well-being.
Video is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest-posttest experimental design to examine the influence of a video- versus VR-based task on changing situational interest and self-efficacy in classroom management. Results from 49 student teachers revealed that the VR simulation led to higher increments in self-reported triggered interest and self-efficacy in classroom management, but also invoked higher extraneous cognitive load than a video viewing task. We discussed the implications of these results for pre-service teacher education and the design of VR environments for professional training purposes. Practitioner notes What is already known about this topic Video is a popular teacher training medium given its ability to display classroom situations. Virtual reality (VR) also immerses users in lifelike situations and has gained popularity in recent years. Situational interest and self-efficacy in classroom management is vital for student teachers' professional development. What this paper adds VR outperforms video in promoting student teachers' triggered interest in classroom management. Student teachers felt more efficacious in classroom management after participating in VR. VR also invoked higher extraneous cognitive load than the video. Implications for practice and/or policy VR provides an authentic teacher training environment for classroom management. The design of the VR training environment needs to ensure a low extraneous cognitive load.
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.
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.
Wie bewerten begabte und leistungsstarke Jugendliche in separaten Spezialklassen ihren Unterricht?
(2022)
Leistungsstarke und besonders begabte Schüler*innen werden im Unterricht oft nicht genügend gefordert. In speziellen Klassen für besonders Leistungsstarke und Begabte kann der Unterricht stärker auf die Lernmöglichkeiten dieser Gruppe zugeschnitten werden. Spezialklassen gelten insgesamt als leistungsförderlich, Studien zur Unterrichtsqualität sind bisher jedoch rar. In dieser Studie wird untersucht, wie Schüler*innen der Leistungs- und Begabungsklassen (LuBK) im Land Brandenburg die Qualität ihres Unterrichts in Deutsch und Mathematik im Vergleich zu Schüler*innen von Regelklassen einschätzen. Die Datenbasis bilden N = 3371 Schüler*innen der 8. und 10. Jahrgangsstufe aus 33 Schulen. Mittels Fragebögen wurden Merkmale der Unterrichtsqualität nach dem QuAIT-Modell erfragt; die Datenanalyse erfolgte mit regressionsanalytischen Mehrebenenmodellen. Die Schüler*innen der LuBK bewerten die Qualität ihres Unterrichts überwiegend positiver als die Schüler*innen der Regelklassen, Defizite zeigen sich jedoch in beiden Klassentypen bei den Qualitätsmerkmalen der inneren Differenzierung und der Mitsprache bei Unterrichtsthemen.
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.
Der Kooperation von Lehrkräften wird für die Bewältigung der komplexen Anforderungen des Schulalltags großes Potenzial zugeschrieben. Dennoch ist Kooperation in vielen Lehrkräftekollegien nicht selbstverständlich. Auf Basis einer Befragung von N = 489 Grundschullehrkräften untersucht dieser Beitrag in einem querschnittlichen Design die kollegiale Kooperation in Schulen in Deutschland. Mit einer Regression wurde unter Berücksichtigung der Mehrebenenstruktur der Daten geprüft, in welchem Ausmaß personale, kompetenzbezogene und institutionelle Merkmale die Umsetzung verschiedener Kooperationsformen wahrscheinlicher machen. Die Ergebnisse zeigen, dass die Kooperationsform „Austausch“ in der Arbeit der Lehrkräfte ausgeprägt wahrgenommen wurde, die Kooperationsform „Kokonstruktion“ weniger. Zudem zeigen sich Gemeinsamkeiten, aber auch Unterschiede in den begünstigenden Faktoren. Während sich für beide Kooperationsformen die Wahrnehmung kollektiver Selbstwirksamkeit und das Zusammenspiel zwischen organisatorischen und räumlichen Rahmenbedingungen als prädiktiv erwiesen, spielte der Enthusiasmus lediglich für den Austausch und die Unterrichtserfahrung nur für die Kokonstruktion eine Rolle.
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.
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.
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.
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.
Lesemotivation ist von Bedeutung für Leseleistung und ist interindividuell unterschiedlich ausgeprägt. Jedoch ist bislang wenig bekannt über Veränderungen unterschiedlicher Lesemotivationsmuster und die Bedeutung des Geschlechts, der Leseleistung und der Unterrichtsgestaltung für solche Veränderungen. Mittels dieser Erkenntnisse könnten adaptive Lernangebote ausgeweitet werden. Die vorliegende Längsschnittstudie greift diese Frage auf und untersucht basierend auf Daten von N = 1313 Lernenden (50,0 % Mädchen) in der 5. und 6. Jahrgangsstufe, wie sich Wertüberzeugungen und Leseselbstkonzept interindividuell unterschiedlich verändern. Latente Profilanalysen verweisen auf drei motivationale Muster zu beiden Zeitpunkten: ‚Geringer intrinsischer Wert‘, ‚Moderate Lesemotivation‘ und ‚Hohe Lesemotivation‘. Hohe Lehrkraftunterstützung trägt dazu bei, dass Lernende im Verlauf des fünften Schuljahres in das Profil ‚Hohe Lesemotivation‘ statt in das Motivationsprofil ‚Geringer intrinsischer Wert‘ wechseln. Mädchen und Lernende mit hoher Leseleistung wechseln eher in das Profil ‚Hohe Lesemotivation‘ statt in das Profil ‚Moderate Lesemotivation‘. Implikationen für Unterricht werden diskutiert.
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.
Does youth matter?
(2022)
This dissertation is a compilation of publications and submitted publication manuscripts that seek to improve the understanding of modern partnership trajectories. Romantic relationships constitute one of the most important dimensions in a person’s life. They serve to satisfy social and emotional needs (Arránz Becker, 2008) and have an impact on various other dimensions of life. Since the 1970s, partnership formation has been characterized by increased heterogeneity, has become less ordered and much more diverse in terms of living arrangements and the number of unions across the life course (Helske et al, 2015; Ross et al, 2009). This dissertation argues that while partnerships have become more unstable, the need for attachment and the importance of relationship have remained high, if not increased, as evidenced by the prevalence of couple relationships that have remained quite stable (Eckhardt, 2015). The life course perspective (Elder, 1994; Elder et al., 2004; Mayer, 2009) offers an appropriate framework for the understanding of partnership formations throughout the life course. This perspective stresses the path dependency of the life course as well as the interdependencies of life domains (Bernardi et al., 2019). Thus, it can be argued that conditions, resources, and experiences in youth have a substantial influence on later life course outcomes. Given the increasing heterogeneity of partnership trajectories, research to understand partnership processes cannot be based only on single events (e.g., marriage or divorce) or life stages, but must be explored in a dynamic context and over a longer period of time. In sum, this thesis argues that partnership trajectories have to be considered from a holistic perspective. Not only single transitions or events are useful to describe modern partnership histories adequately, but rather the whole process. Additionally, as partnership trajectories are linked to various outcomes (e.g., economics, health, effects on children), it is therefore highly relevant to improve our understanding of partnership dynamics and their determinants and consequences. Findings in this field of research contribute to a better understanding of how childhood and youth are of prospective importance for the later partnership trajectories and whether there are any long-term effects of the conditions and resources formed and stabilized in youth, which then help to understand and explain partnership dynamics. Thus, the interest of this thesis lies in the longitudinal description and prediction of the dynamics of partnership trajectories in light of the individual resources formed and stabilized in youth, as well as in the investigation of the consequences of different partnership trajectory patterns on individual well-being. For these objectives, a high demand on the data is required, as prospective data at the beginning of the partnership biography are needed, as well as data on current life dimensions and the detailed partnership history. The German LifE Study provides this particular data structure as it examines life courses of more than 1,300 individuals from adolescence to middle adulthood. With regard to the overall aim of this dissertation, the main conclusion is that early life conditions, experiences, and resources influence the dynamics of individual partnership trajectories. The results illustrate that youth matters and that characteristics and resources anchored in youth influence the timing of early status passages, which sets individuals on specific life paths. However, in addition to personal and social resources, partnership trajectories were also significantly influenced by individuals’ sociodemographic placement. Additionally, individual resources are also linked to the overall turbulence or stability of partnership trajectories. This overall dynamic, which is reflected in different partnership patterns, influences individual well-being, with stability being associated with greater satisfaction, and instability (women), or permanent singlehood (men), having a negative impact on well-being. My analyses contribute to life course research by examining path dependency against the background of various individual factors (socio-structural and psychological characteristics) to model decision-making processes in partnerships in more detail. They do so by including also non-cohabitational union types in the analyses, by accounting for pre-trajectory life conditions and resources, and, most importantly, by modeling the partnership trajectory in a holistic and dynamic perspective, applying this perspective to appropriate and modern statistical methods on a unique dataset.
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.
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.
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.
Schools are key contexts for the development of adolescents' critical consciousness. We explored how three dimensions of the classroom cultural diversity climate (critical consciousness, color-evasion, and multiculturalism) related to adolescents' critical reflection (i.e., perceived societal Islamophobia) and intended critical action (i.e., political activism). Our sample included adolescents experiencing high (second generation, Muslim, N = 237) versus low (non-immigrant descent, non-Muslim, N = 478) stigmatization in Germany. Multilevel analyses revealed that for both groups a critical consciousness climate, but not a color-evasive or a multicultural climate, was positively associated with perceived societal Islamophobia and intended critical action. Thus, to promote adolescents' critical consciousness, schools should go beyond emphasizing a common humanity and celebrating cultural diversity and include explicit discussions of social inequity.
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.
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.
The purpose of the present study was to investigate the moderating effect of perceived social support from friends in the associations between self-isolation practices during the COVID-19 pandemic and adolescents' mental health (i.e., depression, subjective health complaints, self-harm), measured six months later (Time 2). Participants were 1,567 7(th) and 8(th) graders (51% female; 51% white; M age = 13.67) from the United States. They completed questionnaires on perceived social support from friends, depression, subjective health complaints, and self-harm at Time 1, and self-isolation practices during COVID-19, depression, subjective health complaints, and self-harm at Time 2. The findings revealed that self-isolation practices during COVID-19 was related positively to Time 1 perceived social support from friends, and negatively to Time 2 depression, subjective health complaints, and self-harm, while accounting for Time 1 mental health outcomes. Higher perceived social support from friends at Time 1 buffered against the negative impacts on adolescents' mental health outcomes at Time 2 when they practiced greater self-isolation during COVID-19, while lower perceived social support at Time 1 had the opposite effects on Time 2 mental health outcomes.
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.
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.
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.
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.