Recent research has integrated developmental and dimensional perspectives on epistemic beliefs by implementing an approach in which profiles of learners’ epistemic beliefs are modeled across multiple ...dimensions. Variability in study characteristics has impeded the comparison of profiles of epistemic beliefs and their relations with external variables across studies. We examined this comparability by integrating data on epistemic beliefs about the source, certainty, development, and justification of knowledge in science from six studies comprising
N
= 10,932 German students from elementary to upper secondary school. Applying latent profile analyses to these data, we found that profiles of epistemic beliefs that were previously conceptualized were robust across multiple samples. We found indications that profiles of epistemic beliefs homogenize over the course of students’ education, are related to school tracking, and demonstrate robust relations with students’ personal characteristics and socioeconomic background. We discuss implications for the theory, assessment, and education of epistemic beliefs.
Die gelingende Integration von Kindern und Jugendlichen mit Fluchterfahrung stellt eine der zentralen aktuellen Herausforderungen des deutschen Bildungssystems und der alltäglichen Arbeit von ...Lehrerinnen und Lehrern dar. Das gemeinsame Lernen von Kindern unterschiedlicher sprachlicher, kultureller und religiöser Hintergründe ist einerseits eine große Chance für die pädagogische Arbeit. Andererseits gibt es substanzielle Herausforderungen, denen sich die Akteurinnen und Akteure auf allen Ebenen des Bildungssystems - Bildungspolitik, Bildungsadministration, Schulleitungen, Lehrkräfte, weiteres pädagogisches Personal, Eltern und die Lernenden selbst - gegenüber sehen. Dieser Band mit Beiträgen aus Wissenschaft und Praxis widmet sich neben den aktuellen Entwicklungen und strukturellen Rahmenbedingungen einigen der wichtigsten Themen: der Integration im Klassenzimmer, der Förderung der Sprachkompetenzen sowie dem Umgang mit traumatischen Erfahrungen. Dazu beziehen Expertinnen und Experten Stellung aus der Perspektive der Bildungspolitik, Bildungsforschung, Bildungsadministration und Bildungspraxis. (Orig.).
Emotional Transmission in the Classroom Frenzel, Anne C; Goetz, Thomas; Lüdtke, Oliver ...
Journal of educational psychology,
08/2009, Volume:
101, Issue:
3
Journal Article
Peer reviewed
Open access
In this study, the authors examined the relationship between teacher and student enjoyment. Based on social-cognitive approaches to emotions, they hypothesized (a) that teacher enjoyment and student ...enjoyment within classrooms are positively linked and (b) that teacher enthusiasm mediates the relationship between teacher and student enjoyment. Self-reported enjoyment of mathematics classes was available from 1,542 students from 71 classrooms at 2 time points (Grades 7 and 8). At Time 2, mathematics teachers' reports of their enjoyment of teaching were available (
N
= 71), as well as student ratings of teacher enthusiasm. The findings were in line with theoretical expectations. Multilevel structural equation modeling showed that teacher and student enjoyment were positively related even when the authors adjusted for students' previous-class levels of mathematics enjoyment, and that the effect of teacher enjoyment on student enjoyment was mediated by teacher enthusiasm. Discussion centers on the practical implications for affective interactions in the classroom.
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Mathematics anxiety is a problem for many secondary school students, and the accompanying worries and unpleasant affective reactions threaten their well-being. An extensive body of studies has found ...a negative correlation between anxiety and concurrent mathematics achievement. However, prior research on their longitudinal interplay has yielded inconsistent results. Furthermore, the question of how teachers' instructional behavior could reduce anxiety and its negative associations remains open. In this regard, especially teacher sensitivity, that is, teachers' awareness of students' academic difficulties and emotional needs, could be a resource. Therefore, the present study drew on longitudinal data from N = 1,559 secondary school students who completed standardized mathematics achievement tests, reported on their mathematics anxiety in terms of worry and emotionality, and on their mathematics teachers' sensitivity in the fifth, sixth, and seventh grades. To obtain a comprehensive picture, parents also rated their children's anxiety, and report card grades were included as an additional indicator of achievement. The results of latent cross-lagged panel analyses showed reciprocal links between students' mathematics anxiety, in particular their worry, and achievement. Notably, the results were consistent regardless of whether students or parents reported on anxiety. Regarding the question of how to intervene in this process, we found some evidence that teacher sensitivity was associated with decreases in students' mathematics anxiety. This study emphasizes that mathematics anxiety is an important factor for secondary school students' educational pathways and that teacher sensitivity has the possibility to intervene in this process.
Educational Impact and Implications Statement
Students' mathematics anxiety, in particular the presence of worry cognitions rather than physiological arousal, impeded students' learning progress as reflected in poor report card grades and low scores on standardized mathematics tests. Conversely, low achievement predicted an increase in students' mathematics anxiety. We suggested that teachers' responsiveness to students' academic and emotional needs is a potential resource for intervening in this process and we found partial support for this.
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ECON 2022 entwickelt ein Kompetenzmodell und einen Test zur ökonomischen Bildung auf der Grundlage von Lehrplananalysen für Jahrgang 8 an allgemeinbildenden Schulen. Der Fokus liegt auf ...Wissensbeständen und Fähigkeiten, die zu einer gelingenden Partizipation am wirtschaftlichen und gesellschaftlichen Leben erforderlich sind. Dazu werden auch Aspekte des nachhaltigen Wirtschaftens und Konsumierens integriert, die für die persönliche Lebensführung und politische Gestaltung einen essenziellen Bewertungsmaßstab darstellen. Zusätzlich werden begleitende Fragebögen zu den ökonomischen Bildungskontexten und Einstellungen der Jugendlichen entwickelt. Insgesamt bietet der Band einen empirisch analytischen Einblick in die Startchancen und den Vorbereitungsstand von Jugendlichen als Wirtschaftsbürger*innen. (DIPF/Orig.)
Die traditionellen Formen und Inhalte des Unterrichts werden den Herausforderungen der Zukunft nicht mehr gerecht. Über ,,Bildungs"-Wissen hinaus ist ein erweitertes und anspruchsvolles Verständnis ...von ,,Erziehung" erforderlich. In dieser Zielsetzung wird ein alternatives Konzept der Lernorganisation entwickelt: Heranwachsende erarbeiten in eigener Lernarbeit individuelle Kompetenz-Profile und erfahren gleichzeitig in gemeinsamen Projekten, dass alle mit ihren unterschiedlichen Kompetenzen verantwortungsbewusst zum Gelingen beitragen können und müssen. (DIPF/Orig.)
The role of student well-being for academic outcomes is increasingly gaining attention. However, studies on the relationship between well-being and achievement are inconclusive, and evidence ...regarding associations between well-being and motives for achievement related behavior is scarce. The present study therefore investigates relations between students' school-related well-being, achievement goals and academic achievement, applying multidimensional measures to examine relations between sub-facets. We assumed achievement goals to mediate the relation between well-being and achievement. Data were collected from 1484 Austrian secondary school students. Whereas the mediation assumption was rejected, several effects of the school-related well-being components on achievement goals and academic achievement were identified, including associations of engagement, perseverance, and optimism in school with mastery goals, and optimism and perseverance in school with academic achievement. The study thus contributes to differentiating the evidence regarding the investigated constructs and supports the approach to apply multidimensional measures for both well-being and achievement goals.
•Studies about well-being, achievement goals, and achievement lack differentiation.•This study considers the multidimensionality and contextuality of the constructs.•Engagement, perseverance, and optimism in school significantly predicted mastery goals.•Perseverance and optimism in school significantly predicted academic achievement.•The study underscores the multidimensionality of well-being and achievement goals.
Formatives Assessment gilt als wesentlicher Indikator für Unterrichtsqualität und ist Teil einer lernförderlichen Beurteilungskultur. Das Konzept des formativen Assessments geht davon aus, dass ...Beurteilungen als Teil eines Lernprozesses verstanden werden, mit dem Ziel, diesen zu erfassen und zu fördern. Der Sammelband vermittelt im ersten Teil anhand von sieben Beiträgen einen Einblick in aktuelle Studien zur Umsetzung von formativen Beurteilungsprozessen in der Unterrichtspraxis. Der zweite Teil beinhaltet vier Beiträge, wie Lehramtsstudierende für diese Thematik qualifiziert werden können. (DIPF/Orig.)
Schools can be a place of both love and of cruelty. We examined one type of cruelty that occurs in the school context: sadism, that is, harming others for pleasure. Primarily, we proposed and tested ...whether boredom plays a crucial role in the emergence of sadistic actions at school. In two well-powered studies (N = 1038; student age range = 10–18 years) using both self- and peer-reports of students' boredom levels and their sadistic tendencies, we first document that sadistic behavior occurs at school, although at a low level. We further show that those students who are more often bored at school are more likely to engage in sadistic actions (overall r = .36, 95% CI 0.24, 0.49). In sum, the present work contributes to a better understanding of sadism in schools and points to boredom as one potential motivator. We discuss how reducing boredom might help to prevent sadistic tendencies at schools.
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