Pub Date : 2023-10-31DOI: 10.1024/1010-0652/a000372
Scarlett Kobs, Jenny Lenkeit, Nadine Spörer, Anne Hartmann, Antje Ehlert, Michel Knigge
Zusammenfassung: Die soziale Partizipation aller Schülerinnen und Schüler ist ein zentrales Anliegen inklusiven Lernens. Studien zum Gerechtigkeitserleben zeigen Relationen zu Facetten sozialer Partizipation von Schülerinnen und Schülern. In welchem Zusammenhang individuelle und kontextbezogene Gerechtigkeitseinschätzungen zur selbst berichteten sozialen Partizipation von Jugendlichen stehen, wurde bisher kaum betrachtet. Um dies zu untersuchen, wurden individuelle Gerechtigkeitseinschätzungen sowie die soziale Partizipation von 745 Jugendlichen inklusiver Schulen erhoben. Außerdem wurde, basierend auf Gerechtigkeitsurteilen von Lehrkräften zu Textvignetten, die Sensitivität eines Kollegiums für Bedarfsgerechtigkeit modelliert. Die Ergebnisse deuten darauf hin, dass sich die berücksichtigten Schulen bedeutsam in ihrer grundlegenden Sensitivität für Bedarfsgerechtigkeit unterschieden. In Mehrebenenmodellen wiesen der individuelle Gerechte-Welt-Glaube sowie die erlebte Lehrkraftgerechtigkeit der Schülerinnen und Schüler einen positiven Zusammenhang zu ihrer sozialen Partizipation auf. Außerdem zeigte sich, dass Jugendliche mit sonderpädagogischem Förderbedarf ihre Lehrkräfte weniger gerecht erlebten als Jugendliche ohne sonderpädagogischen Förderbedarf. Insgesamt wird deutlich, dass ein für alle Schülerinnen und Schüler gerecht erlebtes Schulumfeld bedeutsam für die soziale Teilhabe aller zu sein scheint.
{"title":"Gerechtigkeitserleben und soziale Partizipation in der Adoleszenz in inklusiven Schulen","authors":"Scarlett Kobs, Jenny Lenkeit, Nadine Spörer, Anne Hartmann, Antje Ehlert, Michel Knigge","doi":"10.1024/1010-0652/a000372","DOIUrl":"https://doi.org/10.1024/1010-0652/a000372","url":null,"abstract":"Zusammenfassung: Die soziale Partizipation aller Schülerinnen und Schüler ist ein zentrales Anliegen inklusiven Lernens. Studien zum Gerechtigkeitserleben zeigen Relationen zu Facetten sozialer Partizipation von Schülerinnen und Schülern. In welchem Zusammenhang individuelle und kontextbezogene Gerechtigkeitseinschätzungen zur selbst berichteten sozialen Partizipation von Jugendlichen stehen, wurde bisher kaum betrachtet. Um dies zu untersuchen, wurden individuelle Gerechtigkeitseinschätzungen sowie die soziale Partizipation von 745 Jugendlichen inklusiver Schulen erhoben. Außerdem wurde, basierend auf Gerechtigkeitsurteilen von Lehrkräften zu Textvignetten, die Sensitivität eines Kollegiums für Bedarfsgerechtigkeit modelliert. Die Ergebnisse deuten darauf hin, dass sich die berücksichtigten Schulen bedeutsam in ihrer grundlegenden Sensitivität für Bedarfsgerechtigkeit unterschieden. In Mehrebenenmodellen wiesen der individuelle Gerechte-Welt-Glaube sowie die erlebte Lehrkraftgerechtigkeit der Schülerinnen und Schüler einen positiven Zusammenhang zu ihrer sozialen Partizipation auf. Außerdem zeigte sich, dass Jugendliche mit sonderpädagogischem Förderbedarf ihre Lehrkräfte weniger gerecht erlebten als Jugendliche ohne sonderpädagogischen Förderbedarf. Insgesamt wird deutlich, dass ein für alle Schülerinnen und Schüler gerecht erlebtes Schulumfeld bedeutsam für die soziale Teilhabe aller zu sein scheint.","PeriodicalId":51755,"journal":{"name":"Zeitschrift Fur Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135871827","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 : 2023-09-26DOI: 10.1024/1010-0652/a000371
Avelina Lovis-Schmidt, Laura Ackermann, Saskia Wascher, Heiner Rindermann
Zusammenfassung: Hintergrund: Das Erlernen emotionaler Basiskompetenzen ist eine zentrale Entwicklungsaufgabe für Kinder und steht in einem positiven Zusammenhang mit dem Aufbau sozialer und kognitiver Kompetenzen. Insbesondere das mittlere Kindesalter (6–12 Jahre) eignet sich für den Einsatz von Interventionen, da Kinder in dieser Altersphase selbstständiger sind als in der frühen Kindheit und in der Schule förderliche Kompetenzen in Sprache sowie Denken parallel erlernt werden. Ziele: Bisher ist unklar, wie Programme im deutschsprachigen Raum zur Förderung der emotionalen Entwicklung in der Primärprävention für diese Altersgruppe im Detail wirken. Die vorliegende Metaanalyse hat deshalb zum Ziel, Daten zu emotionalen Kompetenzprogrammen und deren Inhalte und Wirkweise bei Kindern im mittleren Kindesalter zu quantifizieren und daraus konkrete Erkenntnisse für die Praxis abzuleiten. Methode: Es wurden zwei systematische Literaturrecherchen durchgeführt: 1) Suche nach passenden Programmen für diesen Altersbereich ( N = 20) und 2) Suche nach Evaluationsstudien im Kontrollgruppendesign für die gefundenen Programme ( k = 49, mit einer Gesamtstichprobe von N = 27.000). Ergebnisse: Programme zur Förderung der emotionalen Entwicklung erzielen im Mittel moderate Effekte auf die emotionale Entwicklung (gemittelt und nach Stichprobengröße gewichtet: d = 0.48). Dieser mittlere Effekt ist deutlich größer als die gemittelten Effektgrößen aus vorherigen Metaanalysen, welche breitere Altersspannen untersuchten. Als voraussichtlich wirksame Moderatorvariablen erwiesen sich das Alter der Zielgruppe, die Ganzheitlichkeit von Inhalten sowie der Einbezug von Eltern. Limitationen: Die Studienlage pro Programm ist mangelhaft, was die Aussagekraft der Ergebnisse zu spezifischen Programmen einschränkt. Zukünftige Studien sollten es sich zur Aufgabe machen, bereits bestehende Programme umfangreicher und differenzierter zu evaluieren. Schlussfolgerung: Emotionale Kompetenzprogramme eignen sich, um die emotionale Entwicklung von Kindern zwischen 6 und 12 Jahren zu fördern. Die Erkenntnisse inklusive der Empfehlungen zur Konzeptionalisierung von zukünftigen Programmen ist wertvoll für Schulen, Psycholog_innen, Pädagog_innen und schlussendlich ebenso für Eltern und Kinder.
背景:基本技能的学习对儿童来说是一项核心的发展任务，并与培养社会认知能力和认知能力密切相关。对儿童中年龄(6至12岁)进行干预特别适用，因为在这一年龄阶段，儿童比幼儿期更加自立，同时学习语言和思想，这也有助于在中学学习。目标:目前为止，德语国家为促进情感发展制定的项目在对这一年龄群体的初级预防方面如何发挥作用还不太清楚。因此，本比例分析的目的是把相关情感技能计划和它们的内容对中级儿童的数据进行量化，并据此推断具体的行动知识。方法:有两项有系统的文献调查:(1)寻找适合的这类年龄方案(N = 20)和(2)寻找所获方案的控制群组设计调查(k = 49, N = 27000)。调查结果:促进情绪发展的方案以适当手段对情绪发展产生效果(通过适当抽查和样本加权:d = 0.48)。这些中间效应的作用正大于之前的战略分析中所有着的对比，分析了大范围的衰老路径。结果表明目标年龄、内容完完全全和家长参与是可能有效的促成因素。极限:每个方案的学习环境不佳，限制了针对具体方案的效果。今后的研究应要求对现有的方案进行大规模和更为个别的评价。没错，情感能力对6至12岁儿童的感情发展有帮助。包括关于未来方案设计的建议在内的结果对学校、心理学家、教育家，以及家长和儿童都很有价值。
{"title":"Programme zur Förderung emotionaler Kompetenzen in der mittleren Kindheit","authors":"Avelina Lovis-Schmidt, Laura Ackermann, Saskia Wascher, Heiner Rindermann","doi":"10.1024/1010-0652/a000371","DOIUrl":"https://doi.org/10.1024/1010-0652/a000371","url":null,"abstract":"Zusammenfassung: Hintergrund: Das Erlernen emotionaler Basiskompetenzen ist eine zentrale Entwicklungsaufgabe für Kinder und steht in einem positiven Zusammenhang mit dem Aufbau sozialer und kognitiver Kompetenzen. Insbesondere das mittlere Kindesalter (6–12 Jahre) eignet sich für den Einsatz von Interventionen, da Kinder in dieser Altersphase selbstständiger sind als in der frühen Kindheit und in der Schule förderliche Kompetenzen in Sprache sowie Denken parallel erlernt werden. Ziele: Bisher ist unklar, wie Programme im deutschsprachigen Raum zur Förderung der emotionalen Entwicklung in der Primärprävention für diese Altersgruppe im Detail wirken. Die vorliegende Metaanalyse hat deshalb zum Ziel, Daten zu emotionalen Kompetenzprogrammen und deren Inhalte und Wirkweise bei Kindern im mittleren Kindesalter zu quantifizieren und daraus konkrete Erkenntnisse für die Praxis abzuleiten. Methode: Es wurden zwei systematische Literaturrecherchen durchgeführt: 1) Suche nach passenden Programmen für diesen Altersbereich ( N = 20) und 2) Suche nach Evaluationsstudien im Kontrollgruppendesign für die gefundenen Programme ( k = 49, mit einer Gesamtstichprobe von N = 27.000). Ergebnisse: Programme zur Förderung der emotionalen Entwicklung erzielen im Mittel moderate Effekte auf die emotionale Entwicklung (gemittelt und nach Stichprobengröße gewichtet: d = 0.48). Dieser mittlere Effekt ist deutlich größer als die gemittelten Effektgrößen aus vorherigen Metaanalysen, welche breitere Altersspannen untersuchten. Als voraussichtlich wirksame Moderatorvariablen erwiesen sich das Alter der Zielgruppe, die Ganzheitlichkeit von Inhalten sowie der Einbezug von Eltern. Limitationen: Die Studienlage pro Programm ist mangelhaft, was die Aussagekraft der Ergebnisse zu spezifischen Programmen einschränkt. Zukünftige Studien sollten es sich zur Aufgabe machen, bereits bestehende Programme umfangreicher und differenzierter zu evaluieren. Schlussfolgerung: Emotionale Kompetenzprogramme eignen sich, um die emotionale Entwicklung von Kindern zwischen 6 und 12 Jahren zu fördern. Die Erkenntnisse inklusive der Empfehlungen zur Konzeptionalisierung von zukünftigen Programmen ist wertvoll für Schulen, Psycholog_innen, Pädagog_innen und schlussendlich ebenso für Eltern und Kinder.","PeriodicalId":51755,"journal":{"name":"Zeitschrift Fur Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134959952","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 : 2023-09-08DOI: 10.1024/1010-0652/a000370
Julia Künstler-Sment, Aleksander Kocaj, Georg Lorenz, Malte Jansen
Abstract: In Germany, the number of all-day schools has been steadily increasing since 2001. This study examines the social relationships of students in all-day and half-day schools. We hypothesized that spending more time with different classmates in extracurricular activities and a greater emphasis on social skills in all-day schools contribute to higher levels of social integration. We also expected that classrooms with higher participation rates in extracurricular activities would exhibit higher levels of social integration. We analyzed data from the IQB Trends in Student Achievement 2018 study, including information from 10,010 ninth-grade students (15.49 years old; 49.0% girls) in 481 classrooms from 368 German secondary schools (202 half-day and 166 all-day schools). Linear regression analyses of different social integration measures at the classroom level, including self-reported and sociometric items, enabled us to explore differences in social relations based on extracurricular participation, controlling for school track and composition. Results showed that all-day schools exhibited higher levels of social integration than half-day schools. Additionally, classrooms with higher extracurricular participation rates displayed higher levels of social integration than classrooms with lower extracurricular participation rates. However, the effects of these findings were small.
{"title":"Are adolescents more socially integrated in all-day schools than in half-day schools?","authors":"Julia Künstler-Sment, Aleksander Kocaj, Georg Lorenz, Malte Jansen","doi":"10.1024/1010-0652/a000370","DOIUrl":"https://doi.org/10.1024/1010-0652/a000370","url":null,"abstract":"Abstract: In Germany, the number of all-day schools has been steadily increasing since 2001. This study examines the social relationships of students in all-day and half-day schools. We hypothesized that spending more time with different classmates in extracurricular activities and a greater emphasis on social skills in all-day schools contribute to higher levels of social integration. We also expected that classrooms with higher participation rates in extracurricular activities would exhibit higher levels of social integration. We analyzed data from the IQB Trends in Student Achievement 2018 study, including information from 10,010 ninth-grade students (15.49 years old; 49.0% girls) in 481 classrooms from 368 German secondary schools (202 half-day and 166 all-day schools). Linear regression analyses of different social integration measures at the classroom level, including self-reported and sociometric items, enabled us to explore differences in social relations based on extracurricular participation, controlling for school track and composition. Results showed that all-day schools exhibited higher levels of social integration than half-day schools. Additionally, classrooms with higher extracurricular participation rates displayed higher levels of social integration than classrooms with lower extracurricular participation rates. However, the effects of these findings were small.","PeriodicalId":51755,"journal":{"name":"Zeitschrift Fur Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57219522","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 : 2023-08-01DOI: 10.1024/1010-0652/a000369
D. Leutner
{"title":"Nachruf auf Karl Josef Klauer","authors":"D. Leutner","doi":"10.1024/1010-0652/a000369","DOIUrl":"https://doi.org/10.1024/1010-0652/a000369","url":null,"abstract":"","PeriodicalId":51755,"journal":{"name":"Zeitschrift Fur Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57219459","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 : 2023-06-21DOI: 10.1024/1010-0652/a000366
Miriam Compagnoni, B. Rechsteiner, U. Grob, Nicole Bayer, A. Wullschleger, Katharina Maag Merki
Abstract: COVID-19-related school closures in spring 2020 interrupted learning routines and posed a great challenge for students' competencies acquisition and self-concepts. Concerns about possible learning losses due to school closures, especially for disadvantaged students, are justified, but the currently available empirical evidence is still scarce, varies greatly with regard to context, and neglects reciprocal effects of competencies and self-concept. To address these shortcomings, this paper first provides insights on the effect that the 8 weeks of school closures had on Swiss primary school students' math competencies. IRT-based math tests were used to cross-sectionally compare data from 1,299 students in Grade 5 in late spring 2020 shortly after the reopening of schools with data from a previous year's cohort ( n = 11,314) using propensity score matching. The results revealed no significant differences in math competencies and no evidence of an increase in inequality when children with not German (vs German) as their first language were studied. Second, changes in math self-concepts in the school year 2019/20, when the pandemic first hit, as well as reciprocal effects of math competencies and math self-concept were assessed longitudinally ( n = 1,299) using random intercept cross-lagged panel models based on three measurement points. Results showed that higher math self-concept and positive change in math self-concept over the time of school closures were related to higher learning gains. Different development trajectories for children with German (vs not German) first language emerged. The study therefore fosters a better understanding of the effect that pandemic-induced school closures had on learning and relativizes the feared negative effects on math competencies caused by short school closures.
{"title":"No Loss, No Gain? COVID-19 school closures and Swiss fifth-graders' competencies and self-concept in mathematics","authors":"Miriam Compagnoni, B. Rechsteiner, U. Grob, Nicole Bayer, A. Wullschleger, Katharina Maag Merki","doi":"10.1024/1010-0652/a000366","DOIUrl":"https://doi.org/10.1024/1010-0652/a000366","url":null,"abstract":"Abstract: COVID-19-related school closures in spring 2020 interrupted learning routines and posed a great challenge for students' competencies acquisition and self-concepts. Concerns about possible learning losses due to school closures, especially for disadvantaged students, are justified, but the currently available empirical evidence is still scarce, varies greatly with regard to context, and neglects reciprocal effects of competencies and self-concept. To address these shortcomings, this paper first provides insights on the effect that the 8 weeks of school closures had on Swiss primary school students' math competencies. IRT-based math tests were used to cross-sectionally compare data from 1,299 students in Grade 5 in late spring 2020 shortly after the reopening of schools with data from a previous year's cohort ( n = 11,314) using propensity score matching. The results revealed no significant differences in math competencies and no evidence of an increase in inequality when children with not German (vs German) as their first language were studied. Second, changes in math self-concepts in the school year 2019/20, when the pandemic first hit, as well as reciprocal effects of math competencies and math self-concept were assessed longitudinally ( n = 1,299) using random intercept cross-lagged panel models based on three measurement points. Results showed that higher math self-concept and positive change in math self-concept over the time of school closures were related to higher learning gains. Different development trajectories for children with German (vs not German) first language emerged. The study therefore fosters a better understanding of the effect that pandemic-induced school closures had on learning and relativizes the feared negative effects on math competencies caused by short school closures.","PeriodicalId":51755,"journal":{"name":"Zeitschrift Fur Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57219399","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 : 2023-06-13DOI: 10.1024/1010-0652/a000368
U. Wagner
Zusammenfassung: Deutschland ist ein sicheres Land. Im Kontrast dazu kam es in jüngster Zeit zu vermehrten Berichten über Gewalt gegen Rettungskräfte, Feuerwehr, Polizei und andere. Die Gewalt geht vermutlich von einem spezifischen Segment der Bevölkerung aus, das unter bestimmten gewaltfördernden Bedingungen lebt. Die Gleichartigkeit der Ereignisse über die Zeit hinweg und an unterschiedlichen Orten deuten darauf hin, dass diese Form kollektiver Gewalt zur „gewohnten“ Ausdrucksform von Unzufriedenheit werden könnte. Prävention ist daher dringend erforderlich. Effektive Gewaltpräventionsprogramme gibt es, in der Regel angebunden an das schulische Bildungssystem. Diese Maßnahmen müssen jedoch enger aufeinander abgestimmt werden. Gewalttäter sind überwiegend männliche Jugendliche und junge Erwachsene. Gerade für diese Zielgruppe fehlen aber Gewaltpräventionsangebote. Skizziert wird ein Konzept der Gewaltprävention durch Präventionsangebote, das die Bedürfnisse wenig integrierter Jugendlicher und junger Erwachsener ins Auge fasst. Besondere Bedeutung könnten dabei Maßnahmen inklusive Raumgestaltung der Städte bekommen, mit denen alle Gruppen in die Gestaltung und Nutzung des öffentlichen Raums einbezogen werden. Dringend notwendig für die weitere Präventionsplanung ist eine zeitnahe zuverlässige Beschreibung der Phänomenologie der aktuellen Gewaltereignisse und eine wissenschaftlich fundierte Analyse der zugrundeliegenden Prozesse.
{"title":"Gewaltprävention durch Partizipationsangebote und inklusive Raumgestaltung","authors":"U. Wagner","doi":"10.1024/1010-0652/a000368","DOIUrl":"https://doi.org/10.1024/1010-0652/a000368","url":null,"abstract":"Zusammenfassung: Deutschland ist ein sicheres Land. Im Kontrast dazu kam es in jüngster Zeit zu vermehrten Berichten über Gewalt gegen Rettungskräfte, Feuerwehr, Polizei und andere. Die Gewalt geht vermutlich von einem spezifischen Segment der Bevölkerung aus, das unter bestimmten gewaltfördernden Bedingungen lebt. Die Gleichartigkeit der Ereignisse über die Zeit hinweg und an unterschiedlichen Orten deuten darauf hin, dass diese Form kollektiver Gewalt zur „gewohnten“ Ausdrucksform von Unzufriedenheit werden könnte. Prävention ist daher dringend erforderlich. Effektive Gewaltpräventionsprogramme gibt es, in der Regel angebunden an das schulische Bildungssystem. Diese Maßnahmen müssen jedoch enger aufeinander abgestimmt werden. Gewalttäter sind überwiegend männliche Jugendliche und junge Erwachsene. Gerade für diese Zielgruppe fehlen aber Gewaltpräventionsangebote. Skizziert wird ein Konzept der Gewaltprävention durch Präventionsangebote, das die Bedürfnisse wenig integrierter Jugendlicher und junger Erwachsener ins Auge fasst. Besondere Bedeutung könnten dabei Maßnahmen inklusive Raumgestaltung der Städte bekommen, mit denen alle Gruppen in die Gestaltung und Nutzung des öffentlichen Raums einbezogen werden. Dringend notwendig für die weitere Präventionsplanung ist eine zeitnahe zuverlässige Beschreibung der Phänomenologie der aktuellen Gewaltereignisse und eine wissenschaftlich fundierte Analyse der zugrundeliegenden Prozesse.","PeriodicalId":51755,"journal":{"name":"Zeitschrift Fur Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57219441","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 : 2023-06-12DOI: 10.1024/1010-0652/a000357
O. Chernikova, D. Holzberger, Nicole Heitzmann, Matthias Stadler, T. Seidel, F. Fischer
Abstract: This meta-analysis builds on and extends Chernikova, Heitzmann, Stadler, et al.’s (2020) meta-analysis on simulation-based learning in higher education by summarizing the findings of 214 empirical studies. The main focus of the current meta-analysis was to investigate the role of prior knowledge and design features, namely (1) the authenticity of simulated scenarios (as both functional correspondence with a real task and a physical resemblance of the environment) and (2) the salience of relevant information in moderating the effects of simulation-based learning on facilitating complex skills in higher education. The analysis identified that the salience of relevant information contributes significantly to explaining the variation in the effectiveness of simulation-based learning environments. We conclude that authenticity and salience can be assessed independently of each other, and both can be considered important design features in creating effective simulation-based learning environments to meet the needs of learners with different levels of prior knowledge.
{"title":"Where salience goes beyond authenticity","authors":"O. Chernikova, D. Holzberger, Nicole Heitzmann, Matthias Stadler, T. Seidel, F. Fischer","doi":"10.1024/1010-0652/a000357","DOIUrl":"https://doi.org/10.1024/1010-0652/a000357","url":null,"abstract":"Abstract: This meta-analysis builds on and extends Chernikova, Heitzmann, Stadler, et al.’s (2020) meta-analysis on simulation-based learning in higher education by summarizing the findings of 214 empirical studies. The main focus of the current meta-analysis was to investigate the role of prior knowledge and design features, namely (1) the authenticity of simulated scenarios (as both functional correspondence with a real task and a physical resemblance of the environment) and (2) the salience of relevant information in moderating the effects of simulation-based learning on facilitating complex skills in higher education. The analysis identified that the salience of relevant information contributes significantly to explaining the variation in the effectiveness of simulation-based learning environments. We conclude that authenticity and salience can be assessed independently of each other, and both can be considered important design features in creating effective simulation-based learning environments to meet the needs of learners with different levels of prior knowledge.","PeriodicalId":51755,"journal":{"name":"Zeitschrift Fur Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57219219","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 : 2023-06-12DOI: 10.1024/1010-0652/a000364
Nils Machts, O. Chernikova, Thorben Jansen, Marc Weidenbusch, F. Fischer, Jens Möller
Abstract: Simulated diagnostic situations function as learning environments and research tools to deepen the understanding of diagnostic processes. In this conceptual paper, we present a framework that fulfils two purposes. First, we categorize simulations of diagnostic situations using six descriptive components: physical environment, social embeddedness, diagnostic tasks, activities, information, and decisions. Second, we discriminate the salience of diagnostic information into four facets: access, prominence, simplicity, and clarity. These facets determine the likelihood that participants in a simulation will perceive and process relevant diagnostic information toward correct or accurate diagnostic decisions. We use one simulation to explain these components and facets in more detail. With this systematic conceptualization, we intend to deepen the understanding of how and why simulations work in creating authentic diagnostic situations, measuring diagnostic competencies, and providing learning environments for the facilitation of these competencies in higher education.
{"title":"Categorization of simulated diagnostic situations and the salience of diagnostic information","authors":"Nils Machts, O. Chernikova, Thorben Jansen, Marc Weidenbusch, F. Fischer, Jens Möller","doi":"10.1024/1010-0652/a000364","DOIUrl":"https://doi.org/10.1024/1010-0652/a000364","url":null,"abstract":"Abstract: Simulated diagnostic situations function as learning environments and research tools to deepen the understanding of diagnostic processes. In this conceptual paper, we present a framework that fulfils two purposes. First, we categorize simulations of diagnostic situations using six descriptive components: physical environment, social embeddedness, diagnostic tasks, activities, information, and decisions. Second, we discriminate the salience of diagnostic information into four facets: access, prominence, simplicity, and clarity. These facets determine the likelihood that participants in a simulation will perceive and process relevant diagnostic information toward correct or accurate diagnostic decisions. We use one simulation to explain these components and facets in more detail. With this systematic conceptualization, we intend to deepen the understanding of how and why simulations work in creating authentic diagnostic situations, measuring diagnostic competencies, and providing learning environments for the facilitation of these competencies in higher education.","PeriodicalId":51755,"journal":{"name":"Zeitschrift Fur Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57219340","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 : 2023-06-12DOI: 10.1024/1010-0652/a000363
Elisabeth Bauer, Michael Sailer, J. Kiesewetter, Martin R Fischer, Iryna Gurevych, F. Fischer
Abstract: Teachers need to learn complex skills in higher education, such as diagnostic argumentation. We suggest that relations between the argumentation facets justification, disconfirmation, and transparency are a relevant indicator for the quality of diagnostic argumentation. In an experimental study, we investigated whether automatic adaptive feedback – based on natural language processing – compared to static feedback facilitates relations between the argumentation facets in preservice teachers' diagnostic argumentation when learning with case-based simulations. A sample of N = 60 preservice teachers received adaptive or static feedback on their written explanations concerning simulated cases of pupils having behavioral or reading and writing problems. Using Epistemic Network Analysis, we analyzed learners' written explanations and found that adaptive feedback compared to static feedback facilitates relations between justification, disconfirmation, and transparency in preservice teachers' diagnostic argumentation. The results confirm that adaptivity is an important feature of effective feedback, which can be automated by methods of natural language processing.
{"title":"Facilitating justification, disconfirmation, and transparency in diagnostic argumentation","authors":"Elisabeth Bauer, Michael Sailer, J. Kiesewetter, Martin R Fischer, Iryna Gurevych, F. Fischer","doi":"10.1024/1010-0652/a000363","DOIUrl":"https://doi.org/10.1024/1010-0652/a000363","url":null,"abstract":"Abstract: Teachers need to learn complex skills in higher education, such as diagnostic argumentation. We suggest that relations between the argumentation facets justification, disconfirmation, and transparency are a relevant indicator for the quality of diagnostic argumentation. In an experimental study, we investigated whether automatic adaptive feedback – based on natural language processing – compared to static feedback facilitates relations between the argumentation facets in preservice teachers' diagnostic argumentation when learning with case-based simulations. A sample of N = 60 preservice teachers received adaptive or static feedback on their written explanations concerning simulated cases of pupils having behavioral or reading and writing problems. Using Epistemic Network Analysis, we analyzed learners' written explanations and found that adaptive feedback compared to static feedback facilitates relations between justification, disconfirmation, and transparency in preservice teachers' diagnostic argumentation. The results confirm that adaptivity is an important feature of effective feedback, which can be automated by methods of natural language processing.","PeriodicalId":51755,"journal":{"name":"Zeitschrift Fur Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57219328","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 : 2023-06-12DOI: 10.1024/1010-0652/a000365
Thorben Jansen, Jennifer Meyer, S. Schipolowski, J. Möller
Abstract: Teachers' assessment of students' performance on complex tasks, such as writing, is important both for their teaching and for students' learning. Teachers must be able and motivated to assess texts correctly. According to theoretical assumptions, feedback can help promote the diagnostic competencies required to assess texts correctly, but, up until now, no empirical studies have examined the effects of accuracy feedback on teachers' assessments. We conducted an experimental study comparing the effects of two feedback interventions with a practice-only control group on teachers' assessment accuracy and motivation. Student teachers ( n = 181) and experienced teachers ( n = 114) assessed 10 students' texts in all groups. The feedback in both of the feedback groups showed the teachers a comparison between their own assessments and correct assessments. We varied the feedback presentation between one single presentation after five texts and single presentations after each of the first five texts. We measured assessment accuracy and situational interest, which conceptualizes motivation, to assess the next five texts. The results showed that feedback promoted situational interest but not assessment accuracy. We discuss why teachers found feedback interesting and under what circumstances training interventions could be useful.
{"title":"Feedback on teachers' text assessment: Does it foster assessment accuracy and motivation?","authors":"Thorben Jansen, Jennifer Meyer, S. Schipolowski, J. Möller","doi":"10.1024/1010-0652/a000365","DOIUrl":"https://doi.org/10.1024/1010-0652/a000365","url":null,"abstract":"Abstract: Teachers' assessment of students' performance on complex tasks, such as writing, is important both for their teaching and for students' learning. Teachers must be able and motivated to assess texts correctly. According to theoretical assumptions, feedback can help promote the diagnostic competencies required to assess texts correctly, but, up until now, no empirical studies have examined the effects of accuracy feedback on teachers' assessments. We conducted an experimental study comparing the effects of two feedback interventions with a practice-only control group on teachers' assessment accuracy and motivation. Student teachers ( n = 181) and experienced teachers ( n = 114) assessed 10 students' texts in all groups. The feedback in both of the feedback groups showed the teachers a comparison between their own assessments and correct assessments. We varied the feedback presentation between one single presentation after five texts and single presentations after each of the first five texts. We measured assessment accuracy and situational interest, which conceptualizes motivation, to assess the next five texts. The results showed that feedback promoted situational interest but not assessment accuracy. We discuss why teachers found feedback interesting and under what circumstances training interventions could be useful.","PeriodicalId":51755,"journal":{"name":"Zeitschrift Fur Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57219388","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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