Barbara Schober
Biographic Data
| ID | 2016090 |
|---|---|
| NAME | Barbara Schober |
| GIVEN NAMES | Barbara |
| FAMILY NAME | Schober |
| SIGNATURE | SCHOBER B |
| AFFILIATIONS | University of Vienna |
| ORCID | 0000-0002-5754-8865 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
The importance of promoting social relatedness during host language instruction for immigrant adolescents’ motivation, achievement and aspirations
This study tested the motivational and achievement-related factors associated with immigrant adolescents’ high educational and occupational aspirations. Adolescents residing in Austria (457 girls; 235 first-generation, 418 second-generation and 238 2.5-generation immigrants) aged 11 to 15 years ( M age = 12.50, SD age = 1.08) participated. For all three immigrant groups, high levels of social relatedness–supportive teaching styles in German langu…
Implementation and evaluation of service learning at higher education institutions
Service learning courses enable students and lecturers at higher education institutions to take on social responsibility by collaborating with community partners. In this literature review that is complemented by empirical examples, we present advantages and challenges of this teaching approach as well as guidelines for developing concepts for a university-wide implementation and evaluation of service learning. Our article is informed by higher e…
Bildung gemeinsam gestalten: Empfehlungen für Projekte in Kooperation zwischen Wissenschaft, Politik und Praxis
Die empirische Forschung liefert viele Hinweise auf Ansatzpunkte, um Herausforderungen an Schulen zu bewältigen und Bildungschancen zu erhöhen. Jedoch sind die Umsetzung dieser Erkenntnisse und vor allem der Transfer in die Fläche höchst anspruchsvoll, denn es müssen die Perspektiven und Möglichkeiten unterschiedlicher Akteur*innen aus den Bereichen Wissenschaft, Politik und Praxis sehr gut koordiniert werden. Vor diesem Hintergrund wurden in den…
Gender Typicality and Prestige of Occupational Aspirations in Adolescents: The Relevance of Agency and Communion
Occupational gender segregation is still a persistent problem in the labor market. This study investigates gender differences in gender typicality and prestige of occupational aspirations in early adolescence, as well as the role of agency and communion in these differences. In total, 2779 adolescents (age 11–15) reported their occupational aspirations, later coded for gender typicality and prestige. Participants also described themselves spontan…
The Role of Parental Self-Efficacy Regarding Parental Support for Early Adolescents’ Coping, Self-Regulated Learning, Learning Self-Efficacy and Positive Emotions
Although adolescence is characterized by increasing individuation, parental support represents an important resource especially in early adolescence. This multi-informant study examined the role of parental self-efficacy in providing emotional and instrumental support when early adolescents partially learned from home during the COVID-19 pandemic. Based on a resources model of coping, we examined effects of parental self-efficacy on early adolesc…
Third Mission
Die Autor*innen widmen sich in diesem Beitrag der Frage, wie Hochschulen gesellschaftliche Verantwortung übernehmen und Erkenntnisse aus ihren beiden Kernmissionen Forschung und Lehre vermehrt gesellschaftlich nutzbar machen können. Dieses akademische Aufgabenfeld, das darauf abzielt basierend auf wissenschaftlichen Erkenntnissen gesellschaftliche Entwicklungen mitzugestalten, wird als Third Mission bezeichnet. Im ersten Teil des Beitrags wird di…
Learning during Covid-19: The role of self-regulated learning, motivation, and procrastination for perceived competence
In March 2020 schools in Austria temporarily closed and switched to distance learning to contain the spread of the coronavirus (COVID-19). The resulting situation posed great challenges to teachers, guardians and students (Huber and Helm 2020). Research has shown that perceived competence (Deci and Ryan 2000) affects selfregulated learning (SRL), intrinsic motivation and procrastination, however few studies have considered these variables in cont…
Students' basic needs and well‐being during the Covid‐19 pandemic: A two‐country study of basic psychological need satisfaction, intrinsic learning motivation, positive emotion and the moderating role…
COVID‐19 and its containment measures have uniquely challenged adolescent well‐being. Following self‐determination theory (SDT), the present research seeks to identify characteristics that relate to well‐being in terms of positive emotion and intrinsic learning motivation under distance schooling conditions and whether SDT's core postulates hold true in this exceptional situation. Feeling competent and autonomous concerning schoolwork, and social…
Reflect – A Teacher Training Program to Promote Gender Equality in Schools
Despite formally equal educational opportunities for women and men, educational and occupational careers are still characterized by gender disparities rather than gender equality. Men are overrepresented in STEM fields and higher positions, while women are frequently working in low-status jobs in the health and social sector. These differences already emerge during school time, when girls report lower academic self-concepts in STEM subjects than …
The role of within‐class consensus on mastery goal structures in predicting socio‐emotional outcomes
BACKGROUND: Within-class consensus on mastery goal structures describes the extent to which students agree in their perceptions of mastery goal structures. Research on (work) teams suggests that higher levels of consensus within a group indicate a well-functioning social environment and are thus positively related to beneficial socio-emotional outcomes. However, the potential of within-class consensus to predict socio-emotional outcomes has not y…
Gender stereotypes in education: Development, consequences, and interventions
Despite many efforts to increase gender fairness in education in recent years, the issue has not yet become obsolete: Gender discrimination still exists and finds expression in unused chances and limited action repertoires for both sexes. This article gives an overview on existing gender differences across the lifespan before providing explanations for these differences from a developmental perspective. We present psychological theories of develo…
Student-teacher agreement on classroom goal structures and potential predictors
Parents’ Judgments about the Desirability of Toys for Their Children: Associations with Gender Role Attitudes, Gender-typing of Toys, and Demographics
Parental toy selection and responses to toy play are important factors in children's gender socialization. Reinforcing play with same-gender-typed toys guides children's activities and limits their action repertoires in accordance with gender stereotypes. A survey of 324 Austrian parents of three- to six-year-old children was conducted to investigate parents' judgments about the desirability of different types of toys for their children and how t…
Enabling Improvements: Combining Intervention and Implementation Research
Transferring evidence‐based intervention programs effectively into practice and into the wider field of public policy often fails, even if the logic of evidence‐based approaches has become highly important in recent years. As a consequence, the field of implementation research has emerged, implementation frameworks have been developed, and implementation studies have been conducted. However, even if intervention research and implementation resear…
Program Evaluation
Measuring intervention fidelity from different perspectives with multiple methods: The Reflect program as an example
Competencies for successful self-regulated learning in higher education: Structural Model and Indications Drawn From Expert Interviews
A global characteristic of higher education is the opportunity and necessity for students to self-regulate their learning. In contrast to considerable research focusing on self-regulated learning (SRL) from a behavioural perspective, little is known concerning the underlying competencies which enable students to succeed in SRL. A structural model is proposed that differentiates SRL competencies in terms of descriptive, procedural, and conditional…
How do teachers promote their students' lifelong learning in class? Development and first application of the LLL Interview
Fostering lifelong learning – Evaluation of a teacher education program for professional teachers
Student-teacher agreement on classroom goal structures and potential predictors
Parents’ Judgments about the Desirability of Toys for Their Children: Associations with Gender Role Attitudes, Gender-typing of Toys, and Demographics
Parental toy selection and responses to toy play are important factors in children's gender socialization. Reinforcing play with same-gender-typed toys guides children's activities and limits their action repertoires in accordance with gender stereotypes. A survey of 324 Austrian parents of three- to six-year-old children was conducted to investigate parents' judgments about the desirability of different types of toys for their children and how t…
Competencies for successful self-regulated learning in higher education: Structural Model and Indications Drawn From Expert Interviews
A global characteristic of higher education is the opportunity and necessity for students to self-regulate their learning. In contrast to considerable research focusing on self-regulated learning (SRL) from a behavioural perspective, little is known concerning the underlying competencies which enable students to succeed in SRL. A structural model is proposed that differentiates SRL competencies in terms of descriptive, procedural, and conditional…
How do teachers promote their students' lifelong learning in class? Development and first application of the LLL Interview
The Role of Parental Self-Efficacy Regarding Parental Support for Early Adolescents’ Coping, Self-Regulated Learning, Learning Self-Efficacy and Positive Emotions
Although adolescence is characterized by increasing individuation, parental support represents an important resource especially in early adolescence. This multi-informant study examined the role of parental self-efficacy in providing emotional and instrumental support when early adolescents partially learned from home during the COVID-19 pandemic. Based on a resources model of coping, we examined effects of parental self-efficacy on early adolesc…
Fostering lifelong learning – Evaluation of a teacher education program for professional teachers
Fostering lifelong learning – Evaluation of a teacher education program for professional teachers
How do teachers promote their students' lifelong learning in class? Development and first application of the LLL Interview
Program Evaluation
Measuring intervention fidelity from different perspectives with multiple methods: The Reflect program as an example
Competencies for successful self-regulated learning in higher education: Structural Model and Indications Drawn From Expert Interviews
A global characteristic of higher education is the opportunity and necessity for students to self-regulate their learning. In contrast to considerable research focusing on self-regulated learning (SRL) from a behavioural perspective, little is known concerning the underlying competencies which enable students to succeed in SRL. A structural model is proposed that differentiates SRL competencies in terms of descriptive, procedural, and conditional…
Enabling Improvements: Combining Intervention and Implementation Research
Transferring evidence‐based intervention programs effectively into practice and into the wider field of public policy often fails, even if the logic of evidence‐based approaches has become highly important in recent years. As a consequence, the field of implementation research has emerged, implementation frameworks have been developed, and implementation studies have been conducted. However, even if intervention research and implementation resear…
Gender stereotypes in education: Development, consequences, and interventions
Despite many efforts to increase gender fairness in education in recent years, the issue has not yet become obsolete: Gender discrimination still exists and finds expression in unused chances and limited action repertoires for both sexes. This article gives an overview on existing gender differences across the lifespan before providing explanations for these differences from a developmental perspective. We present psychological theories of develo…
Student-teacher agreement on classroom goal structures and potential predictors
Parents’ Judgments about the Desirability of Toys for Their Children: Associations with Gender Role Attitudes, Gender-typing of Toys, and Demographics
Parental toy selection and responses to toy play are important factors in children's gender socialization. Reinforcing play with same-gender-typed toys guides children's activities and limits their action repertoires in accordance with gender stereotypes. A survey of 324 Austrian parents of three- to six-year-old children was conducted to investigate parents' judgments about the desirability of different types of toys for their children and how t…
The role of within‐class consensus on mastery goal structures in predicting socio‐emotional outcomes
BACKGROUND: Within-class consensus on mastery goal structures describes the extent to which students agree in their perceptions of mastery goal structures. Research on (work) teams suggests that higher levels of consensus within a group indicate a well-functioning social environment and are thus positively related to beneficial socio-emotional outcomes. However, the potential of within-class consensus to predict socio-emotional outcomes has not y…
Reflect – A Teacher Training Program to Promote Gender Equality in Schools
Despite formally equal educational opportunities for women and men, educational and occupational careers are still characterized by gender disparities rather than gender equality. Men are overrepresented in STEM fields and higher positions, while women are frequently working in low-status jobs in the health and social sector. These differences already emerge during school time, when girls report lower academic self-concepts in STEM subjects than …
Third Mission
Die Autor*innen widmen sich in diesem Beitrag der Frage, wie Hochschulen gesellschaftliche Verantwortung übernehmen und Erkenntnisse aus ihren beiden Kernmissionen Forschung und Lehre vermehrt gesellschaftlich nutzbar machen können. Dieses akademische Aufgabenfeld, das darauf abzielt basierend auf wissenschaftlichen Erkenntnissen gesellschaftliche Entwicklungen mitzugestalten, wird als Third Mission bezeichnet. Im ersten Teil des Beitrags wird di…
Learning during Covid-19: The role of self-regulated learning, motivation, and procrastination for perceived competence
In March 2020 schools in Austria temporarily closed and switched to distance learning to contain the spread of the coronavirus (COVID-19). The resulting situation posed great challenges to teachers, guardians and students (Huber and Helm 2020). Research has shown that perceived competence (Deci and Ryan 2000) affects selfregulated learning (SRL), intrinsic motivation and procrastination, however few studies have considered these variables in cont…
Students' basic needs and well‐being during the Covid‐19 pandemic: A two‐country study of basic psychological need satisfaction, intrinsic learning motivation, positive emotion and the moderating role…
COVID‐19 and its containment measures have uniquely challenged adolescent well‐being. Following self‐determination theory (SDT), the present research seeks to identify characteristics that relate to well‐being in terms of positive emotion and intrinsic learning motivation under distance schooling conditions and whether SDT's core postulates hold true in this exceptional situation. Feeling competent and autonomous concerning schoolwork, and social…
Gender Typicality and Prestige of Occupational Aspirations in Adolescents: The Relevance of Agency and Communion
Occupational gender segregation is still a persistent problem in the labor market. This study investigates gender differences in gender typicality and prestige of occupational aspirations in early adolescence, as well as the role of agency and communion in these differences. In total, 2779 adolescents (age 11–15) reported their occupational aspirations, later coded for gender typicality and prestige. Participants also described themselves spontan…
The Role of Parental Self-Efficacy Regarding Parental Support for Early Adolescents’ Coping, Self-Regulated Learning, Learning Self-Efficacy and Positive Emotions
Although adolescence is characterized by increasing individuation, parental support represents an important resource especially in early adolescence. This multi-informant study examined the role of parental self-efficacy in providing emotional and instrumental support when early adolescents partially learned from home during the COVID-19 pandemic. Based on a resources model of coping, we examined effects of parental self-efficacy on early adolesc…
Bildung gemeinsam gestalten: Empfehlungen für Projekte in Kooperation zwischen Wissenschaft, Politik und Praxis
Die empirische Forschung liefert viele Hinweise auf Ansatzpunkte, um Herausforderungen an Schulen zu bewältigen und Bildungschancen zu erhöhen. Jedoch sind die Umsetzung dieser Erkenntnisse und vor allem der Transfer in die Fläche höchst anspruchsvoll, denn es müssen die Perspektiven und Möglichkeiten unterschiedlicher Akteur*innen aus den Bereichen Wissenschaft, Politik und Praxis sehr gut koordiniert werden. Vor diesem Hintergrund wurden in den…
The importance of promoting social relatedness during host language instruction for immigrant adolescents’ motivation, achievement and aspirations
This study tested the motivational and achievement-related factors associated with immigrant adolescents’ high educational and occupational aspirations. Adolescents residing in Austria (457 girls; 235 first-generation, 418 second-generation and 238 2.5-generation immigrants) aged 11 to 15 years ( M age = 12.50, SD age = 1.08) participated. For all three immigrant groups, high levels of social relatedness–supportive teaching styles in German langu…
Implementation and evaluation of service learning at higher education institutions
Service learning courses enable students and lecturers at higher education institutions to take on social responsibility by collaborating with community partners. In this literature review that is complemented by empirical examples, we present advantages and challenges of this teaching approach as well as guidelines for developing concepts for a university-wide implementation and evaluation of service learning. Our article is informed by higher e…
Psychology (15 works) · Social Psychology (10 works) · Developmental psychology (7 works) · Computer Science (6 works) · Political science (6 works) · Mathematics education (5 works) · Pedagogy (5 works) · Education, Achievement, and Giftedness (4 works) · Motivation and Self-Concept in Sports (4 works) · Social Psychology (4 works)