Pub Date : 2022-10-01DOI: 10.1026/0049-8637/a000261
Julian Roelle, J. Schweppe, Tino Endres, A. Lachner, C. Aufschnaiter, A. Renkl, Alexander Eitel, D. Leutner, R. Rummer, K. Scheiter, Andreas Vorholzer
Abstract. Engaging learners in practicing the retrieval of learned information fosters the consolidation of learners’ mental representations and hence long-term retention. Retrieval practice research has enriched the instructional design literature by providing a wealth of evidence for these benefits of retrieval-based learning and thus emphasizing the value of means to consolidate knowledge. The present article makes the case that a fruitful next step could be to focus on the interplay between retrieval practice and generative activities. Rather than consolidating mental representations, generative activities should have as their main function the construction of coherent mental representations. Hence, from a theoretical perspective, generative activities and retrieval practice should functionally complement each other; hence, combinations of both activities might be particularly suitable to promote lasting learning. Given the challenge to beneficially combine these activities, we discuss open questions that could substantially advance both the retrieval practice and the generative learning field.
{"title":"Combining Retrieval Practice and Generative Learning in Educational Contexts","authors":"Julian Roelle, J. Schweppe, Tino Endres, A. Lachner, C. Aufschnaiter, A. Renkl, Alexander Eitel, D. Leutner, R. Rummer, K. Scheiter, Andreas Vorholzer","doi":"10.1026/0049-8637/a000261","DOIUrl":"https://doi.org/10.1026/0049-8637/a000261","url":null,"abstract":"Abstract. Engaging learners in practicing the retrieval of learned information fosters the consolidation of learners’ mental representations and hence long-term retention. Retrieval practice research has enriched the instructional design literature by providing a wealth of evidence for these benefits of retrieval-based learning and thus emphasizing the value of means to consolidate knowledge. The present article makes the case that a fruitful next step could be to focus on the interplay between retrieval practice and generative activities. Rather than consolidating mental representations, generative activities should have as their main function the construction of coherent mental representations. Hence, from a theoretical perspective, generative activities and retrieval practice should functionally complement each other; hence, combinations of both activities might be particularly suitable to promote lasting learning. Given the challenge to beneficially combine these activities, we discuss open questions that could substantially advance both the retrieval practice and the generative learning field.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1026/0049-8637/a000258
Tobias Richter, R. Berger, M. Ebersbach, Alexander Eitel, Tino Endres, R. Ferri, M. Hänze, A. Lachner, D. Leutner, Frank Lipowsky, Lea Nemeth, A. Renkl, Julian Roelle, R. Rummer, K. Scheiter, J. Schweppe, C. Aufschnaiter, Andreas Vorholzer
Abstract. Creating lasting knowledge is an important goal of education. But how much do students retain what they have learned in school beyond the next class assignment? Is school instruction suitable for creating lasting knowledge and skills? And what can teachers do to foster the learning of lasting knowledge? We present a selective overview of research on these questions. The two theoretical strands that deal with lasting learning are meaningful learning and desirable difficulties in learning. We propose combining ideas from these two approaches to develop a comprehensive theoretical account of lasting learning and sketch questions that research should clarify to enable such a theory.
{"title":"How to Promote Lasting Learning in Schools","authors":"Tobias Richter, R. Berger, M. Ebersbach, Alexander Eitel, Tino Endres, R. Ferri, M. Hänze, A. Lachner, D. Leutner, Frank Lipowsky, Lea Nemeth, A. Renkl, Julian Roelle, R. Rummer, K. Scheiter, J. Schweppe, C. Aufschnaiter, Andreas Vorholzer","doi":"10.1026/0049-8637/a000258","DOIUrl":"https://doi.org/10.1026/0049-8637/a000258","url":null,"abstract":"Abstract. Creating lasting knowledge is an important goal of education. But how much do students retain what they have learned in school beyond the next class assignment? Is school instruction suitable for creating lasting knowledge and skills? And what can teachers do to foster the learning of lasting knowledge? We present a selective overview of research on these questions. The two theoretical strands that deal with lasting learning are meaningful learning and desirable difficulties in learning. We propose combining ideas from these two approaches to develop a comprehensive theoretical account of lasting learning and sketch questions that research should clarify to enable such a theory.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48535614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1026/0049-8637/a000260
Tobias Richter, Lea Nemeth, R. Berger, R. Ferri, M. Hänze, Frank Lipowsky
Abstract. Inductive learning, that is, abstracting conceptual knowledge, rules, or principles from exemplars, plays a major role in educational settings, from literacy acquisition to mathematics and science learning. Interleaving exemplars of different categories rather than presenting blocks might be a simple but powerful way to improve inductive learning by supporting discriminative contrast. Although a consistent advantage of interleaving has been demonstrated for visual materials, relatively few studies have examined educationally relevant materials, such as mathematical tasks, science problems, and verbal materials, and their results are mixed. We discuss how interleaving could be made fruitful for school learning of mathematics, science, and literacy acquisition. We conclude that interleaving should be tailored to the specific learning content and combined with supportive instructional measures that assist students in comparing exemplars for discriminating features. Finally, we sketch research gaps that revolve around the use of interleaved learning in the classroom.
{"title":"Using Interleaving to Promote Inductive Learning in Educational Contexts","authors":"Tobias Richter, Lea Nemeth, R. Berger, R. Ferri, M. Hänze, Frank Lipowsky","doi":"10.1026/0049-8637/a000260","DOIUrl":"https://doi.org/10.1026/0049-8637/a000260","url":null,"abstract":"Abstract. Inductive learning, that is, abstracting conceptual knowledge, rules, or principles from exemplars, plays a major role in educational settings, from literacy acquisition to mathematics and science learning. Interleaving exemplars of different categories rather than presenting blocks might be a simple but powerful way to improve inductive learning by supporting discriminative contrast. Although a consistent advantage of interleaving has been demonstrated for visual materials, relatively few studies have examined educationally relevant materials, such as mathematical tasks, science problems, and verbal materials, and their results are mixed. We discuss how interleaving could be made fruitful for school learning of mathematics, science, and literacy acquisition. We conclude that interleaving should be tailored to the specific learning content and combined with supportive instructional measures that assist students in comparing exemplars for discriminating features. Finally, we sketch research gaps that revolve around the use of interleaved learning in the classroom.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1026/0049-8637/a000257
N. Eckerlein, Tobias Engelschalk, G. Steuer, M. Dresel
Abstract. Learners utilize a variety of strategies to regulate their motivation. Theoretical models of motivational regulation imply a connection between the decision for a concrete strategy and the specific situational requirements. Accordingly, one would expect that the suitability of a strategy depends on how well it fits the motivational problem in question. Since reliable findings on this point are missing, we conducted a survey of N = 33 proven experts in the field of self-regulated learning to enlighten the suitability of nine strategies for six different motivational problems. Our findings showed that the suitability of a group of strategies was consistently considered dependent on the given motivational problem (e. g., ability-focus self-talk was suitable to enhance motivation for a difficult task) – pointing to the importance of conditional strategy knowledge for learners. For another group of strategies, experts’ suitability judgments were indifferent, indicating that strategy suitability may also comprise idiosyncratic (i. e., person-specific) aspects.
{"title":"Suitability of Motivational Regulation Strategies for Specific Motivational Problems","authors":"N. Eckerlein, Tobias Engelschalk, G. Steuer, M. Dresel","doi":"10.1026/0049-8637/a000257","DOIUrl":"https://doi.org/10.1026/0049-8637/a000257","url":null,"abstract":"Abstract. Learners utilize a variety of strategies to regulate their motivation. Theoretical models of motivational regulation imply a connection between the decision for a concrete strategy and the specific situational requirements. Accordingly, one would expect that the suitability of a strategy depends on how well it fits the motivational problem in question. Since reliable findings on this point are missing, we conducted a survey of N = 33 proven experts in the field of self-regulated learning to enlighten the suitability of nine strategies for six different motivational problems. Our findings showed that the suitability of a group of strategies was consistently considered dependent on the given motivational problem (e. g., ability-focus self-talk was suitable to enhance motivation for a difficult task) – pointing to the importance of conditional strategy knowledge for learners. For another group of strategies, experts’ suitability judgments were indifferent, indicating that strategy suitability may also comprise idiosyncratic (i. e., person-specific) aspects.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1026/0049-8637/a000256
Maren Hentschel, B. Averbeck, C. Lange-Küttner
Abstract. Most feedback we receive or give is correct (deterministic feedback), though a small fraction can be wrong for various reasons. Children need to cope with receiving some portion of wrong feedback (stochastic feedback). It is still unknown if better social functioning and communication skills or outstanding intelligence (IQ) or chronological age support children in the coping process. We tested a sample of 7-, 9-, and 11-year-old children ( N = 60) who deduced a sequence of four left and right button presses from a red and green stochastic feedback signal that was wrong in 15 % of the trials. Children performed worse with stochastic than with deterministic feedback but improved in the repeated trials, especially after receiving positive feedback about whether true or false. Controlling for IQ improved and confirmed these effects, while social and communicative competence explained little or no variance.
{"title":"The Role of IQ and Social Skills in Coping With Uncertainty in 7- to 11-Year-Old Children","authors":"Maren Hentschel, B. Averbeck, C. Lange-Küttner","doi":"10.1026/0049-8637/a000256","DOIUrl":"https://doi.org/10.1026/0049-8637/a000256","url":null,"abstract":"Abstract. Most feedback we receive or give is correct (deterministic feedback), though a small fraction can be wrong for various reasons. Children need to cope with receiving some portion of wrong feedback (stochastic feedback). It is still unknown if better social functioning and communication skills or outstanding intelligence (IQ) or chronological age support children in the coping process. We tested a sample of 7-, 9-, and 11-year-old children ( N = 60) who deduced a sequence of four left and right button presses from a red and green stochastic feedback signal that was wrong in 15 % of the trials. Children performed worse with stochastic than with deterministic feedback but improved in the repeated trials, especially after receiving positive feedback about whether true or false. Controlling for IQ improved and confirmed these effects, while social and communicative competence explained little or no variance.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1026/0049-8637/a000255
N. Zmyj, Anne Rausch, Lisa Schröder, Sabine Seehagen
Abstract. Children’s motivation for the egalitarian allocation of resources is reflected in their allocation of positive and negative resources between themselves and others. In the present study, 6- ( n = 29) and 8-year-olds ( n = 25) could choose between different allocations of positive and negative resources to themselves and others in a series of games. The other player was either an ingroup member or an outgroup member. Results revealed that, overall and irrespective of resource valence, 8-year-olds were more likely to choose an egalitarian allocation of resources than 6-year-olds. 8-year-olds also shared more positive resources with the outgroup member than 6-year-olds. Children’s egalitarianism is discussed in light of theories of prosocial development.
{"title":"The Development of Children’s Egalitarianism in the Context of Group Membership and Resource Valence","authors":"N. Zmyj, Anne Rausch, Lisa Schröder, Sabine Seehagen","doi":"10.1026/0049-8637/a000255","DOIUrl":"https://doi.org/10.1026/0049-8637/a000255","url":null,"abstract":"Abstract. Children’s motivation for the egalitarian allocation of resources is reflected in their allocation of positive and negative resources between themselves and others. In the present study, 6- ( n = 29) and 8-year-olds ( n = 25) could choose between different allocations of positive and negative resources to themselves and others in a series of games. The other player was either an ingroup member or an outgroup member. Results revealed that, overall and irrespective of resource valence, 8-year-olds were more likely to choose an egalitarian allocation of resources than 6-year-olds. 8-year-olds also shared more positive resources with the outgroup member than 6-year-olds. Children’s egalitarianism is discussed in light of theories of prosocial development.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1026/0049-8637.36.1.38
S. Hartmann, A. Lohaus, J. Rüth, H. Eschenbeck
Zusammenfassung. Diese Studie untersucht, ob sich das Ausmaß des Stresserlebens und der physischen Stresssymptomatik bei Kindern und Jugendlichen in den vergangenen 20 Jahren verändert hat. Grundlage bilden die Daten von 4450 Schülerinnen und Schülern der dritten bis sechsten Klassenstufe (Altersbereich: 6 bis 14 Jahre), die im Rahmen der Normierung des Fragebogens zur Erhebung von Stress und Stressbewältigung im Kindes- und Jugendalter (SSKJ) in den Jahren 1996 (Kohorte 1, n = 960, 49 % männlich), 2006 (Kohorte 2, n = 1324, 49 % männlich) und 2018 (Kohorte 3, n = 2166, 50 % männlich) erfasst wurden. Die Überprüfung der Messinvarianz anhand konfirmatorischer Faktorenmodelle zeigte für beide Skalen partielle skalare Invarianz, wonach die Voraussetzung für die Durchführung latenter Mittelwertvergleiche erfüllt ist. Die Vergleiche weisen bei beiden Skalen nicht auf eine bedeutsame Veränderung über die Zeit hinweg hin. Gleichzeitig lassen die Invarianzanalysen erkennen, dass die Struktur der erhobenen Konstrukte über die Zeit stabil war.
摘要.本研究旨在调查20年来，儿童和青少年在压力下生活的程度和身体压力方面的症状是否发生了改变。基础数据4450名女生和三至六年级学生(Altersbereich: 6到14岁)Normierung范围内作出的问卷收集的压力和Stressbewältigung于儿童和青少年(SSKJ) 1996年(步兵大队(49 % n = 960年男性),2006年(步兵大队(49 % n = 1324男性)和2018年(步兵大队3,n = 2166, 50%的男性)被.使用确认因素模型检视黄体变质显示为这两个象限局部规模错配，完成了进行中位比较所必须的条件。两个工科的比较表明，随着时间的推移没有明显的变化。与此同时，房内分析显示，彼时之间房屋保护的结构非常稳定。
{"title":"Stresserleben und Stresssymptomatik bei Kindern und Jugendlichen","authors":"S. Hartmann, A. Lohaus, J. Rüth, H. Eschenbeck","doi":"10.1026/0049-8637.36.1.38","DOIUrl":"https://doi.org/10.1026/0049-8637.36.1.38","url":null,"abstract":"Zusammenfassung. Diese Studie untersucht, ob sich das Ausmaß des Stresserlebens und der physischen Stresssymptomatik bei Kindern und Jugendlichen in den vergangenen 20 Jahren verändert hat. Grundlage bilden die Daten von 4450 Schülerinnen und Schülern der dritten bis sechsten Klassenstufe (Altersbereich: 6 bis 14 Jahre), die im Rahmen der Normierung des Fragebogens zur Erhebung von Stress und Stressbewältigung im Kindes- und Jugendalter (SSKJ) in den Jahren 1996 (Kohorte 1, n = 960, 49 % männlich), 2006 (Kohorte 2, n = 1324, 49 % männlich) und 2018 (Kohorte 3, n = 2166, 50 % männlich) erfasst wurden. Die Überprüfung der Messinvarianz anhand konfirmatorischer Faktorenmodelle zeigte für beide Skalen partielle skalare Invarianz, wonach die Voraussetzung für die Durchführung latenter Mittelwertvergleiche erfüllt ist. Die Vergleiche weisen bei beiden Skalen nicht auf eine bedeutsame Veränderung über die Zeit hinweg hin. Gleichzeitig lassen die Invarianzanalysen erkennen, dass die Struktur der erhobenen Konstrukte über die Zeit stabil war.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57254778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1026/0049-8637/a000248
F. Hoferichter, D. Raufelder, Sabine Schweder, K. Salmela‐Aro
Abstract. This study investigates the validity and reliability of the German version of the School Burnout Inventory (SBI-G) in 1,570 secondary-school students ( Mage = 14.11, SD = 0.78; 51.7 % girls). Results indicate that school burnout consists of two correlated but separate dimensions including (1) exhaustion at school, (2) cynicism toward the meaning of school and sense of inadequacy. The study revealed that school burnout can be measured as a two-factor model, which provided good reliability and validity indices. Further, we verified concurrent validity, finding that students suffering from general stress also reported overall school burnout as well as exhaustion, cynicism, and inadequacy. Students who exhibited cynicism and inadequacy also reported lower levels of behavioral, emotional, and cognitive school engagement, while exhausted students reported lower emotional school engagement but higher cognitive school engagement.
{"title":"Validation and Reliability of the German Version of the School Burnout Inventory","authors":"F. Hoferichter, D. Raufelder, Sabine Schweder, K. Salmela‐Aro","doi":"10.1026/0049-8637/a000248","DOIUrl":"https://doi.org/10.1026/0049-8637/a000248","url":null,"abstract":"Abstract. This study investigates the validity and reliability of the German version of the School Burnout Inventory (SBI-G) in 1,570 secondary-school students ( Mage = 14.11, SD = 0.78; 51.7 % girls). Results indicate that school burnout consists of two correlated but separate dimensions including (1) exhaustion at school, (2) cynicism toward the meaning of school and sense of inadequacy. The study revealed that school burnout can be measured as a two-factor model, which provided good reliability and validity indices. Further, we verified concurrent validity, finding that students suffering from general stress also reported overall school burnout as well as exhaustion, cynicism, and inadequacy. Students who exhibited cynicism and inadequacy also reported lower levels of behavioral, emotional, and cognitive school engagement, while exhausted students reported lower emotional school engagement but higher cognitive school engagement.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1026/0049-8637/a000246
{"title":"Ausschreibung einer Mitherausgeberschaft der Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie","authors":"","doi":"10.1026/0049-8637/a000246","DOIUrl":"https://doi.org/10.1026/0049-8637/a000246","url":null,"abstract":"","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48247896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1026/0049-8637/a000250
Jennifer Seeger, Wolfgang Lenhard
Zusammenfassung. Internationale Studierende an deutschen Hochschulen sehen sich mit vielfältigen Herausforderungen des Studienalltags konfrontiert. Grundlegend für ein erfolgreiches Studium ist hierbei eine eigenverantwortliche Anpassung an die neue und offen gestaltete Lern- und Arbeitsumwelt sowie ein angemessener Umgang mit sprachlich schwierigen Situationen im Studienalltag. Die vorliegende Studie untersucht anhand einer Stichprobe von 289 internationalen Studierenden die grundlegende Kompetenz des metakognitiven Strategiewissens und stellt Bezüge zur Sprachfähigkeit in der deutschen Zweitsprache sowie dem Studienerfolg her. Das metakognitive Strategiewissen zu Studienbeginn erweist sich für die Entwicklung der Sprachfähigkeit über das anfängliche Sprachniveau hinaus prädiktiv. Dasselbe Ergebnis zeigt sich für den Studienerfolg in Form erreichter Leistungspunkte innerhalb der ersten drei Studiensemester. Die Ergebnisse deuten demnach auf eine Relevanz metakognitiven Strategiewissens für die Sprachfähigkeit in der deutschen Zweitsprache sowie den Studienerfolg internationaler Studierender.
{"title":"Metakognitives Strategiewissen – prädiktiv für die Sprachfähigkeit und den Studienerfolg von internationalen Studierenden","authors":"Jennifer Seeger, Wolfgang Lenhard","doi":"10.1026/0049-8637/a000250","DOIUrl":"https://doi.org/10.1026/0049-8637/a000250","url":null,"abstract":"Zusammenfassung. Internationale Studierende an deutschen Hochschulen sehen sich mit vielfältigen Herausforderungen des Studienalltags konfrontiert. Grundlegend für ein erfolgreiches Studium ist hierbei eine eigenverantwortliche Anpassung an die neue und offen gestaltete Lern- und Arbeitsumwelt sowie ein angemessener Umgang mit sprachlich schwierigen Situationen im Studienalltag. Die vorliegende Studie untersucht anhand einer Stichprobe von 289 internationalen Studierenden die grundlegende Kompetenz des metakognitiven Strategiewissens und stellt Bezüge zur Sprachfähigkeit in der deutschen Zweitsprache sowie dem Studienerfolg her. Das metakognitive Strategiewissen zu Studienbeginn erweist sich für die Entwicklung der Sprachfähigkeit über das anfängliche Sprachniveau hinaus prädiktiv. Dasselbe Ergebnis zeigt sich für den Studienerfolg in Form erreichter Leistungspunkte innerhalb der ersten drei Studiensemester. Die Ergebnisse deuten demnach auf eine Relevanz metakognitiven Strategiewissens für die Sprachfähigkeit in der deutschen Zweitsprache sowie den Studienerfolg internationaler Studierender.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48670846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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