Pub Date : 2021-02-11DOI: 10.1024/1010-0652/A000303
Jan-Henning Ehm, M. Hasselhorn, Florian Schmiedek
Zusammenfassung. Der Zusammenhang zwischen dem akademischen Selbstkonzept und der Leistung wird als reziprok angesehen. Wahrend eine grose Anzahl von Studienergebnissen im Sinne einer bidirektional...
摘要.学术自定义与表现之间的联系被视为一个对等。一个大分数的大学成绩
{"title":"Der wechselseitige Einfluss von Selbstkonzept und Leistung bei Grundschulkindern im Lichte verschiedener längsschnittlicher Analysemethoden","authors":"Jan-Henning Ehm, M. Hasselhorn, Florian Schmiedek","doi":"10.1024/1010-0652/A000303","DOIUrl":"https://doi.org/10.1024/1010-0652/A000303","url":null,"abstract":"Zusammenfassung. Der Zusammenhang zwischen dem akademischen Selbstkonzept und der Leistung wird als reziprok angesehen. Wahrend eine grose Anzahl von Studienergebnissen im Sinne einer bidirektional...","PeriodicalId":51755,"journal":{"name":"Zeitschrift Fur Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77196537","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 : 2021-02-01DOI: 10.1024/1010-0652/A000304
Almut E. Thomas, Irina Andreitz
Zusammenfassung. Die vorliegende Studie beschreibt die Entwicklung und Validierung eines Kurzfragebogens zur Erfassung eines motivierenden Unterrichtsstils fur Schulerinnen und Schuler der funften ...
摘要.本研究描述了一个简要问卷的开发和验证，该问卷旨在测量函数的教学风格的本源。
{"title":"Entwicklung und Validierung eines Kurzfragebogens zur Erfassung eines motivierenden Unterrichtsstils","authors":"Almut E. Thomas, Irina Andreitz","doi":"10.1024/1010-0652/A000304","DOIUrl":"https://doi.org/10.1024/1010-0652/A000304","url":null,"abstract":"Zusammenfassung. Die vorliegende Studie beschreibt die Entwicklung und Validierung eines Kurzfragebogens zur Erfassung eines motivierenden Unterrichtsstils fur Schulerinnen und Schuler der funften ...","PeriodicalId":51755,"journal":{"name":"Zeitschrift Fur Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81289089","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 : 2021-01-20DOI: 10.1024/1010-0652/A000301
Eva Thomm, Christine Sälzer, Manfred Prenzel, Johannes Bauer
Abstract. Teachers' reception of educational research is considered important for improving teaching and student learning. Yet, it is a challenging task requiring teachers to have access to scientific sources, the skill and time to find and exhaust such resources, and the capacity to interpret retrieved information. If such essential conditions are not met, teachers have hardly any chance to engage in research reception and, consequently, may question the value and relevance of research findings to their practice. Prior research has suggested that teachers are indeed critical of educational research findings and rarely refer to them. Based on data from the field trial ( N = 674) and main study ( N = 2,549) of a national extension study of the Programme for International Student Assessment (PISA) 2012 in Germany, this study explored the role of (a) teachers' access to scientific sources, (b) perceived lack of skill and time to search for research findings, and (c) their familiarity with research methods/statistics as potential predictors of their appreciation of evidence-based practice, and perceived irrelevance of educational research findings. Structural equation models demonstrated that perceived lack of skill and time to find research findings, in particular, substantially affected participants' irrelevance perceptions. The more participants assessed their sourcing skill and time to be too constrained to engage in research reception, the more they judged research findings to be irrelevant to their practice. Though source access and familiarity with research methods/statistics indicated only small or even no effects, they strongly correlated with participants' perceived lack of sourcing skill and time. Better source access and greater familiarity were associated with less concern about one's skill and time resources to search for relevant research findings. These findings potentially underline the relevance of strengthening both teachers' access to scientific sources and individual capacities to understanding research contents.
{"title":"Predictors of teachers' appreciation of evidence-based practice and educational research findings","authors":"Eva Thomm, Christine Sälzer, Manfred Prenzel, Johannes Bauer","doi":"10.1024/1010-0652/A000301","DOIUrl":"https://doi.org/10.1024/1010-0652/A000301","url":null,"abstract":"Abstract. Teachers' reception of educational research is considered important for improving teaching and student learning. Yet, it is a challenging task requiring teachers to have access to scientific sources, the skill and time to find and exhaust such resources, and the capacity to interpret retrieved information. If such essential conditions are not met, teachers have hardly any chance to engage in research reception and, consequently, may question the value and relevance of research findings to their practice. Prior research has suggested that teachers are indeed critical of educational research findings and rarely refer to them. Based on data from the field trial ( N = 674) and main study ( N = 2,549) of a national extension study of the Programme for International Student Assessment (PISA) 2012 in Germany, this study explored the role of (a) teachers' access to scientific sources, (b) perceived lack of skill and time to search for research findings, and (c) their familiarity with research methods/statistics as potential predictors of their appreciation of evidence-based practice, and perceived irrelevance of educational research findings. Structural equation models demonstrated that perceived lack of skill and time to find research findings, in particular, substantially affected participants' irrelevance perceptions. The more participants assessed their sourcing skill and time to be too constrained to engage in research reception, the more they judged research findings to be irrelevant to their practice. Though source access and familiarity with research methods/statistics indicated only small or even no effects, they strongly correlated with participants' perceived lack of sourcing skill and time. Better source access and greater familiarity were associated with less concern about one's skill and time resources to search for relevant research findings. These findings potentially underline the relevance of strengthening both teachers' access to scientific sources and individual capacities to understanding research contents.","PeriodicalId":51755,"journal":{"name":"Zeitschrift Fur Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49149101","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 : 2021-01-20DOI: 10.1024/1010-0652/A000300
Friederike Hendriks, Eva Seifried, Cordelia Menz
Abstract. To guide their professional practice, (pre-service) teachers consider information from a variety of sources. One prerequisite for source preference is the extent to which a source is cons...
{"title":"Unraveling the “smart but evil” stereotype: Pre-service teachers' evaluations of educational psychology researchers versus teachers as sources of information","authors":"Friederike Hendriks, Eva Seifried, Cordelia Menz","doi":"10.1024/1010-0652/A000300","DOIUrl":"https://doi.org/10.1024/1010-0652/A000300","url":null,"abstract":"Abstract. To guide their professional practice, (pre-service) teachers consider information from a variety of sources. One prerequisite for source preference is the extent to which a source is cons...","PeriodicalId":51755,"journal":{"name":"Zeitschrift Fur Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78403294","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 : 2021-01-19DOI: 10.1024/1010-0652/A000302
K. Kiemer, I. Kollar
Abstract. Pre-service teachers rarely deal with problematic classroom situations in an evidence-informed way. One reason is that they often hold unfavourable beliefs about the utility of educationa...
摘要职前教师很少以循证的方式处理有问题的课堂情况。原因之一是他们经常对教育的效用持不利看法。
{"title":"Source selection and source use as a basis for evidence-informed teaching","authors":"K. Kiemer, I. Kollar","doi":"10.1024/1010-0652/A000302","DOIUrl":"https://doi.org/10.1024/1010-0652/A000302","url":null,"abstract":"Abstract. Pre-service teachers rarely deal with problematic classroom situations in an evidence-informed way. One reason is that they often hold unfavourable beliefs about the utility of educationa...","PeriodicalId":51755,"journal":{"name":"Zeitschrift Fur Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86553322","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 : 2021-01-07DOI: 10.1024/1010-0652/A000299
Cordelia Menz, Birgit Spinath, Eva Seifried
Abstract. Previous research has found a high prevalence of some (educational) psychological misconceptions (i.e., incorrect but often popular assumptions that contradict results from psychological ...
{"title":"Where do pre-service teachers' educational psychological misconceptions come from?","authors":"Cordelia Menz, Birgit Spinath, Eva Seifried","doi":"10.1024/1010-0652/A000299","DOIUrl":"https://doi.org/10.1024/1010-0652/A000299","url":null,"abstract":"Abstract. Previous research has found a high prevalence of some (educational) psychological misconceptions (i.e., incorrect but often popular assumptions that contradict results from psychological ...","PeriodicalId":51755,"journal":{"name":"Zeitschrift Fur Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84205808","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 : 2021-01-05DOI: 10.1024/1010-0652/a000298
Stefan Janke, L. Messerer, Belinda Merkle, Claudia Krille
Zusammenfassung. Forschung zu Studienwahlmotivation von Lehramtsaspirantinnen und -aspiranten hat gezeigt, dass verschiedene Motivationen die Studienwahlentscheidung beeinflussen konnen. Leider man...
摘要.研究教学教学助理员和阿司匹林的研究发现，不同的动机可以影响学生的选择。不幸的是人们...
{"title":"STUWA: Ein multifaktorielles Inventar zur Erfassung von Studienwahlmotivation","authors":"Stefan Janke, L. Messerer, Belinda Merkle, Claudia Krille","doi":"10.1024/1010-0652/a000298","DOIUrl":"https://doi.org/10.1024/1010-0652/a000298","url":null,"abstract":"Zusammenfassung. Forschung zu Studienwahlmotivation von Lehramtsaspirantinnen und -aspiranten hat gezeigt, dass verschiedene Motivationen die Studienwahlentscheidung beeinflussen konnen. Leider man...","PeriodicalId":51755,"journal":{"name":"Zeitschrift Fur Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77782369","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 : 2021-01-01DOI: 10.1024/1010-0652/a000281
H. Schöler
P . b . b . G Z 0 2 Z 0 3 1 1 0 8 M , V e r l a g s p o s t a m t : 3 0 0 2 P u r k e r s d o r f , E r s c h e i n u n g s o r t : 3 0 0 3 G a b l i t z Indexed in SCOPUS/EMBASE/Excerpta Medica www.kup.at/mineralstoffwechsel Österreichische Gesellschaft für Orthopädie und Orthopädische Chirurgie Österreichische Gesellschaft für Rheumatologie Offizielles Organ der Österreichischen Gesellschaft zur Erforschung des Knochens und Mineralstoffwechsels Member of the Buchbesprechung
P .b .b .G Z Z 2 0 0 3 1 1 0 8 M, V e r l a G p s o s t a M t: 3 0 0 2 p u r k e r s d o f r e r s c h e n u s o r t:冰雪3 0 0 3 G甲b l i t Z Indexed在SCOPUS / EMBASE / Excerpta Medica www.kup.at / mineralstoffwechsel奥地利和风湿筋骨的外科协会奥地利奥地利Rheumatologie协会官方机构的社会研究骨头的和Mineralstoffwechsels中共书评
{"title":"Buchbesprechung","authors":"H. Schöler","doi":"10.1024/1010-0652/a000281","DOIUrl":"https://doi.org/10.1024/1010-0652/a000281","url":null,"abstract":"P . b . b . G Z 0 2 Z 0 3 1 1 0 8 M , V e r l a g s p o s t a m t : 3 0 0 2 P u r k e r s d o r f , E r s c h e i n u n g s o r t : 3 0 0 3 G a b l i t z Indexed in SCOPUS/EMBASE/Excerpta Medica www.kup.at/mineralstoffwechsel Österreichische Gesellschaft für Orthopädie und Orthopädische Chirurgie Österreichische Gesellschaft für Rheumatologie Offizielles Organ der Österreichischen Gesellschaft zur Erforschung des Knochens und Mineralstoffwechsels Member of the Buchbesprechung","PeriodicalId":51755,"journal":{"name":"Zeitschrift Fur Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57218889","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 : 2020-12-10DOI: 10.1024/1010-0652/a000296
Jennifer Meyer, Thorben Jansen, Johanna Fleckenstein, S. Keller, O. Köller
Zusammenfassung. Argumentatives Schreiben ist eine bedeutsame Kompetenz in der Fremdsprache Englisch. Entsprechende Schreibaufgaben sind Teil von Schulabschlussprufungen in der Sekundarstufe II und...
摘要.说书的英语能力非常强。适合的写作业是第二阶段的学生考试的一部分和。
{"title":"Machine Learning im Bildungskontext: Evidenz für die Genauigkeit der automatisierten Beurteilung von Essays im Fach Englisch","authors":"Jennifer Meyer, Thorben Jansen, Johanna Fleckenstein, S. Keller, O. Köller","doi":"10.1024/1010-0652/a000296","DOIUrl":"https://doi.org/10.1024/1010-0652/a000296","url":null,"abstract":"Zusammenfassung. Argumentatives Schreiben ist eine bedeutsame Kompetenz in der Fremdsprache Englisch. Entsprechende Schreibaufgaben sind Teil von Schulabschlussprufungen in der Sekundarstufe II und...","PeriodicalId":51755,"journal":{"name":"Zeitschrift Fur Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75672755","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 : 2020-12-09DOI: 10.1024/1010-0652/a000295
D. Alfermann, Swantje Reimann
Zusammenfassung. Der niedrige Frauenanteil in Informatik ist Anlass fur die vorliegende Studie. Hierbei sollen erstmalig in Deutschland mogliche Besonderheiten speziell im Promotionsprozess von Inf...
摘要.为进行这项研究，女人在计算机科学上不那么明显。这是首次在德国是无法克服的。
{"title":"Promovieren in Informatik – Eine Studie mit Doktorandinnen und Doktoranden","authors":"D. Alfermann, Swantje Reimann","doi":"10.1024/1010-0652/a000295","DOIUrl":"https://doi.org/10.1024/1010-0652/a000295","url":null,"abstract":"Zusammenfassung. Der niedrige Frauenanteil in Informatik ist Anlass fur die vorliegende Studie. Hierbei sollen erstmalig in Deutschland mogliche Besonderheiten speziell im Promotionsprozess von Inf...","PeriodicalId":51755,"journal":{"name":"Zeitschrift Fur Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73322533","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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