Ulrich Trautwein
Biographic Data
| ID | 216746 |
|---|---|
| NAME | Ulrich Trautwein |
| GIVEN NAMES | Ulrich |
| FAMILY NAME | Trautwein |
| SIGNATURE | TRAUTWEIN U |
| AFFILIATIONS | University of Tübingen |
| ORCID | 0000-0003-0647-0057 |
| VERIFIED | Yes |
| TOTAL WORKS | 136 |
| TOTAL CITATIONS | 391 |
| AUTHOR COUNT | 131 |
| EDITOR COUNT | 5 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 11 |
Self-Regulation Competence as a Superpower: An Integrated Framework for K-12
Self-regulation competence is known to be a critical driver of academic achievement, mental health, and lifelong success. However, research on education and educational practice in K-12 remains fragmented in that groups of researchers focus on conceptualizations from different traditions, including self-regulated learning (SRL), executive functions (EFs) and personality psychology (e.g., conscientiousness), and there is limited cross-talk between…
Integrating Insights from Volitional Personality Change Interventions to Improve Self-Regulated Learning
Validating automated assessments of teaching effectiveness using multimodal data
For enhancing student learning in classrooms, high-quality teaching is essential. Research highlighted core dimensions of effective teaching, including classroom management, student support, and cognitive activation. However, traditional methods of assessing teaching effectiveness dimensions (e.g., student surveys) have limitations, including rating biases and resource intensiveness. To overcome these challenges, we explored machine learning (ML)…
Efficacy of a mathematical structuring competence intervention for talented students: A randomized controlled field trial
Mathematical structuring competence (MSC)—the ability to recognize, apply, and build patterns and structures—is a crucial component of mathematics education and an essential characteristic of mathematical talent. However, systematic approaches to fostering MSC, especially for talent promotion, are still lacking. We evaluated the efficacy of a newly developed intervention for enhancing talented students’ MSC as a primary outcome and their arithmet…
How is preservice teachers’ gaze during classroom observation connected to their assessments of teaching quality? A controlled study in screen-based and immersive video environments
Teaching quality is commonly assessed through classroom observation. However, observer ratings of teaching quality frequently exhibit limited psychometric quality. Beyond evaluating the ratings themselves, exploring the observation process and the design of the video environment may offer valuable insights into conditions that enhance rating accuracy. This study explored the classroom observation process of preservice teachers using eye-tracking …
The roles of parent and teacher support in students' academic development: Do associations change over the course of adolescence or is support always important for all students
Teachers and parents are two important sources of support for students. During adolescence, relationships with different social interaction partners undergo significant changes. However, empirical evidence on how the relative importance of parental and teacher support for adolescents' affective-motivational and performance outcomes may change over time remains limited. Additionally, effects of parent and teacher support may differ by students' ba…
Almighty ChatGPT? Development of gifted secondary school students’ AI (mis)conceptions
The current limitations of generative AI (genAI), such as hallucinations, are well-documented.However, research indicates that young students may misconceive genAI as omniscient.How such a misconception develops remains unclear, particularly as the use of advanced AI grows and exposure to AI increases.Building on certain assumptions from the elaboration likelihood model, this study investigates the "omniscient-AI" misconception among gifted secon…
Once a procrastinator, always a procrastinator? Examining stability, change, and long-term correlates of procrastination during young adulthood
Procrastination-a voluntary delay of an intended action despite the expectation of negative consequences-is a widespread phenomenon. Previous research has mainly focused on procrastination in specific situations and has rarely examined stability and change in procrastination over long periods of time. In the present study, we conducted an 18-year longitudinal study of procrastination. We report on stability and change in procrastination as well a…
Using theory-informed learning analytics to understand how homework behavior predicts achievement
Temporal dynamics of meta-awareness of mind wandering during lecture viewing: Implications for learning and automated assessment using machine learning
Effects of working with multiple eyewitnesses in history lessons on competencies, knowledge, and motivation: A cluster randomized controlled field trial
Besserer Unterricht und verbessertes historisches Denken: Ergebnisse einer randomisierten kontrollierten Feldstudie zur Untersuchung der Wirksamkeit einer Lehrkräftefortbildung im Fach Geschichte
Nachdem das Fach Geschichte trotz seiner unbestrittenen Bedeutung in Deutschland lange Zeit nicht im Fokus der empirischen Unterrichtsforschung stand, liegen inzwischen Kompetenzmodelle, Konzeptionen zur Unterrichtsqualität sowie Testinstrumente zur Erfassung historischer Kompetenzen vor, die einen Anschluss an die moderne Wirkungsforschung zum Unterricht ermöglichen. Im vorliegenden Beitrag wurden die Effekte einer umfassenden Blended-Learning-F…
Immersive insights: Unveiling the impact of 360-degree videos on preservice teachers’ classroom observation experiences and teaching-quality ratings
Classroom videos are commonly used to observe and assess teaching quality in both teacher education and research on teaching and learning. In recent years, traditional video environments have increasingly been complemented by 360-degree videos, which promise a more immersive and realistic classroom experience and may affect the teaching-quality ratings that result. The aim of the present study was to explore differences between immersive 360-degr…
An experimental test of the Big-Fish-Little-Pond Effect using an immersive virtual reality classroom
Academic self-concept plays a central role in successful learning and is substantially shaped by social comparisons. Research on the so-called Big-Fish-Little-Pond Effect (BFLPE) has yielded a highly robust and generalizable pattern of negative effects of higher class/school average achievement on students’ self-concept when controlling for individual achievement. However, most BFLPE studies have not provided information about the causes behind o…
Examining the Conscientiousness × Interest Compensation (Conic) model with similar constructs in high school and college students
The Conscientiousness × Interest Compensation (CONIC) model (Authors, 2019) assumes that the two constructs conscientiousness and interest can (partly) compensate for each other in predicting academic effort and achievement. We extend previous work by testing the CONIC model in two independent U.S. samples from different age groups (high school sample: N = 1,246, Mage = 14.86 years; college sample: N = 581, Mage = 19.83 years). We also assessed w…
Personality, intelligence, and academic achievement: Charting their developmental interplay
OBJECTIVE: Although intelligence and personality traits have long been recognized as key predictors of students' academic achievement, little is known about their longitudinal and reciprocal associations. Here, we charted the developmental interplay of intelligence, personality (Big Five) and academic achievement in 3880 German secondary school students, who were assessed four times between the ages 11 and 14 years (i.e., in grades 5, 6, 7, and 8…
Getting fit for the Mathematical Olympiad: Positive effects on achievement and motivation
All around the world, there are numerous academic competitions (e.g., “Academic Olympiads”) and corresponding training courses to foster students’ competences and motivation. But do students’ competences and motivation really benefit from such courses? We developed and evaluated a course that was designed to prepare third and fourth graders to participate in the German Mathematical Olympiad. Its effectiveness was evaluated in a quasi-experimental…
Heterogenität in motivationalen Entwicklungsverläufen in Mathematik und Deutsch in Abhängigkeit von Schulform und Geschlecht
Die Motivationsforschung zeigt konsistent eine Abnahme der Motivation mit zunehmendem Alter sowie Geschlechterunterschiede in der Motivation für verschiedene Schulfächer. Weniger erforscht wurde bislang, wie solche Unterschiede mit der besuchten Schulform zusammenhängen. In dieser Studie wurde daher Heterogenität in Fähigkeitsselbstkonzept und Wertüberzeugungen in Mathematik und Deutsch in Abhängigkeit von Jahrgangsstufe, Geschlecht und Schulform…
Learning with simulated virtual classmates: Effects of social-related configurations on students’ visual attention and learning experiences in an immersive virtual reality classroom
Immersive virtual reality (IVR) provides great potential to experimentally investigate effects of peers on student learning in class and to strategically deploy virtual peer learners to improve learning. The present study examined how three social-related classroom configurations (i.e., students' position in the classroom, visualization style of virtual avatars, and virtual classmates' performance-related behavior) affect students' visual attenti…
The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations
In their situated expectancy-value theory, Eccles and Wigfield (2020) assume students' competence and value beliefs to be situation-specific and thereby to be "situative" in nature.Even though motivation research has gradually been developing an understanding of this situative nature, for instance, by disentangling time-consistent and fluctuating proportions of competence and value beliefs at the analytical level of the individual, most studies s…
When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (Pash) to explain differential associations between achievement measures and personality …
Students' academic achievement is a key predictor of various life outcomes and is commonly used for selection as well as for educational monitoring and accountability. With regard to achievement indicators, a differentiation has traditionally been drawn between grades and standardized tests. There is initial, albeit inconclusive, evidence that these indicators might differentially reflect students' personality as encapsulated in the Big Five pers…
Which class matters? Juxtaposing multiple class environments as frames-of-reference for academic self-concept formation
Investigating the Association between the Big Fish Little Pond Effect and Grading on a Curve: A Large-Scale Quasi-Experimental Study
How students’ perceptions of teaching quality in one subject are impacted by the grades they receive in another subject: Dimensional comparisons in student evaluations of teaching quality
According to dimensional comparison theory (DCT), students evaluate their ability in one domain (e.g., math) by comparing their achievement in that domain with their achievement in other domains (e.g., English). Primarily in research on students’ academic self-concept, these comparison processes have been found to lead to positive associations within subjects (e.g., the better the student’s achievement in math, the higher that student’s math self…
Scaling up an extracurricular science intervention for elementary school students: It works, and girls benefit more from it than boys
The promotion of an adequate understanding of science is a central goal of science education, even in elementary school. In this study, we analyzed the effects of a recently developed science intervention program aimed at fostering the understanding of science as well as the motivation of elementary school–aged boys and girls. In prior research, this 10-lesson science course was evaluated with efficacy and effectiveness studies, both of which att…
Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale
A random walk down university avenue: Life paths, life events, and personality trait change at the transition to university life
This longitudinal study examined the relation between continuity and change in the Big Five personality traits and life events.Approximately 2,000 German students were tracked from high school to university or to vocational training or work, with 3 assessments over 4 years.Life events were reported retrospectively at the 2nd and 3rd assessment.Latent curve analyses were used to assess change in personality traits, revealing 3 main findings.First,…
Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom
Interventions targeting students' perceived relevance of the learning content have been shown to effectively promote student motivation within science classes (e.g., Hulleman & Harackiewicz, 2009). Yet, further research is warranted to understand better how such interventions should be designed in order to be successfully implemented in the classroom setting. A cluster randomized controlled study was conducted to test whether ninth-grade students…
Can personality traits and intelligence compensate for background disadvantage? Predicting status attainment in adulthood
This study investigated the interplay of family background and individual differences, such as personality traits and intelligence (measured in a large U.S. representative sample of high school students; N = 81,000) in predicting educational attainment, annual income, and occupational prestige 11 years later. Specifically, we tested whether individual differences followed 1 of 3 patterns in relation to parental socioeconomic status (SES) when pre…
Tracking Effects Depend on Tracking Type: An International Comparison of Students’ Mathematics Self-Concept
The aim of the present study was to examine how different types of tracking— between-school streaming, within-school streaming, and course-by-course tracking—shape students’ mathematics self-concept. This was done in an internationally comparative framework using data from the Programme for International Student Assessment (PISA). After controlling for individual and track mean achievement, results indicated that generally for students in course-…
Achievement, agency, gender, and socioeconomic background as predictors of postschool choices: A multicontext study
In this article, the authors develop and test a differential effects model of university entry versus major selection using a set of common predictors, including background factors (gender and socioeconomic status), academic achievement, and academic self-concept. The research used data from 2 large longitudinal databases from Germany (N = 5,048) and England (N = 15,995) to explore the generalizability of the hypothesized model in 2 cultural cont…
Die Zusammensetzung der Schülerschaft als Einflussfaktor für Schulleistungen
Der vorliegende Beitrag fasst die Befundlage zu der Frage, ob die Zusammensetzung der Schülerschaft einer Schule bzw. Schulklasse einen Einfluss auf die Schulleistungen von Schülerinnen und Schülern hat, zusammen. Dazu wird zunächst der Begriff Kompositionseffekt definiert und von anderen Kontexteffekten abgegrenzt. Darauf aufbauend erfolgt eine Erörterung methodischer Aspekte der Untersuchung von Kompositionseffekten. Bei der anschließenden Dars…
Independent Freshman Admission and Educational Inequality in the Access to Elite Higher Education: Evidence from Peking University
Over the past decade, China has undertaken a significant institutional reform of its admission system in elite higher education (namely, Independent Freshman Admission, IFA), adopting a multistage selection strategy characterized by recommendation and interviews as an alternative channel of admission to the national college entrance examination (gaokao). Using IFA administrative data from Peking University, we reveal the mechanism of educational …
Different forces, same consequence: Conscientiousness and competence beliefs are independent predictors of academic effort and achievement
Conscientiousness and domain-specific competence beliefs are known to be highly important predictors of academic effort and achievement. Given their basis in distinct research traditions, however, these constructs have rarely been examined simultaneously. Three studies with 571, 415, and 1,535 students, respectively, found a moderate association between conscientiousness and competence beliefs. Both conscientiousness and competence beliefs meanin…
Wege zur Hochschulreife in Baden-Württemberg: Tosca - eine Untersuchung an allgemein bildenden und beruflichen Gymnasien
In der Bundesrepublik Deutschland hat in den vergangenen Jahrzehnten eine bemerkenswerte Öffnung von Bildungswegen im Sekundarschulsystem stattgefunden, die sich u.a. in der Entkopplung von Bildungsweg und Abschlusszertifikat ausdrückt. Diese Entkopplung bietet beachtliche Modernisierungschancen für das Schulsystem. Musterbeispiel für die Öffnung von Bildungswegen sind die beruflichen Gymnasien in Baden-Württemberg, in denen die allgemeine Hochsc…
The Big-Fish-Little-Pond Effect: Persistent Negative Effects of Selective High Schools on Self-Concept After Graduation
According to the big-fish-little-pond effect (BFLPE), attending academically selective high schools negatively affects academic self-concept. Does the BFLPE persist after graduation from high school? In two large, representative samples of German high school students (Study 1: 2,306 students, 147 schools; Study 2: 1,758 students, 94 schools), the predictive effects of individual achievement test scores and school grades on math self-concept are v…
Cherish yourself: Longitudinal patterns and conditions of self-esteem change in the transition to young adulthood
Several recent studies have illustrated a general increase in self-esteem from after adolescence until midlife. However, the specific pattern and possible conditions of self-esteem development from the important transition out of high school into young adulthood are still not well understood. In a longitudinal study (Transformation of the Secondary School System and Academic Careers; TOSCA), German students were interviewed 4 times beginning with…
Self-esteem, academic self-concept, and achievement: How the learning environment moderates the dynamics of self-concept
The authors examine the directionality of effects between global self-esteem, domain-specific academic self-concepts, and academic achievement. Special emphasis is placed on learning environments as potential moderators of the direction of these effects. According to the meritocracy principle presented here, so-called bottom-up effects (i.e., self-esteem is influenced by academic self-concept) are more pronounced in meritocratic learning environm…
Are personality traits and relationship characteristics reciprocally related? Longitudinal analyses of codevelopment in the transition out of high school and beyond
Personality development has been associated with changes in various aspects of social relationships (e.g., contact frequency, emotional closeness, etc.). However, specific patterns of personality-relationship transactions are still not well understood as not many empirical studies have explored major life transitions. Emerging adulthood with its numerous life transitions is crucial for personality and social relationship development. In this stud…
Vocational interests assessed at the end of high school predict life outcomes assessed 10 years later over and above IQ and Big Five personality traits
Vocational interests are important aspects of personality that reflect individual differences in motives, goals, and personal strivings. It is therefore plausible that these characteristics have an impact on individuals' lives not only in terms of vocational outcomes, but also beyond the vocational domain. Yet the effects of vocational interests on various life outcomes have rarely been investigated. Using Holland's RIASEC taxonomy (Holland, 1997…
Low self-esteem prospectively predicts depression in the transition to young adulthood: A replication of Orth, Robins, and Roberts (2008)
The present study is a close replication of the work of Orth, Robins, and Roberts (2008). Orth et al. (2008) tested three theoretical models of the relation between self-esteem and depression--the vulnerability model, the scar model, and the common factor model--using longitudinal, cross-lagged panel designs. The authors concluded that depression and self-esteem were not the same construct (contrary to the common-factor model), and furthermore, t…
The Development of Students' Mathematics Self-Concept in Relation to Gender: Different Countries, Different Trajectories
Gender differences in the development of children's and adolescents' academic self-perceptions have received increasing attention in recent years. This study extends previous research by examining the development of mathematics self-concept across grades 7–12 in three cultural settings: Australia (Sydney; N=1,333), the United States (Michigan; N=2,443), and Germany (four federal states; N=4,688). Results of latent growth curve models document ver…
The development of narcissistic admiration and machiavellianism in early adulthood
We investigated the development of narcissistic admiration (i.e., the assertive or extraverted dimension of narcissism; Back et al., 2013) and Machiavellianism (Mach) in early adulthood. Specifically, we examined (a) mean-level changes in narcissistic admiration and Mach during early adulthood and (b) how studying economics and experiencing any of 30 life events were related to individual differences in changes in narcissistic admiration and Mach…
Is doing your homework associated with becoming more conscientious
Using individual interest and conscientiousness to predict academic effort: Additive, synergistic, or compensatory effects
Although both conscientiousness and domain-specific interest are believed to be major determinants of academic effort, they have rarely been brought together in empirical studies. In the present research, it was hypothesized that both interest and conscientiousness uniquely predict academic effort and statistically interact with each other to predict academic effort. In 4 studies with 2,557, 415, 1,025, and 1,531 students, respectively, conscient…
Belonging Mediates Effects of Student-University Fit on Well-Being, Motivation, and Dropout Intention
About one third of university students drop out from their undergraduate studies. The fit between students' self-construal and university norms has been suggested to contribute to academic success. Building on this idea, we tested a student-university fit model in a cross-sectional online study among 367 German university students. Results support a P-E fit effect, showing that students with a high dignity self-construal and who perceived the uni…
Short Intervention, Sustained Effects: Promoting Students’ Math Competence Beliefs, Effort, and Achievement
The present study investigated the effectiveness of two short relevance interventions (writing a text or evaluating quotations about the utility of mathematics) using a sample of 1,916 students in 82 math classrooms in a cluster randomized controlled experiment. Short-term and sustained effects (6 weeks and 5 months after the intervention) of the two intervention conditions on students' competence beliefs (self-concept, homework self-efficacy), t…
Predicting global and topic-specific certainty beliefs: Domain-specificity and the role of the academic environment
Background. Epistemological beliefs are subjective theories of the structure and acquisition of knowledge. The instruments used to measure epistemological beliefs in educational psychology (see Duell & Schommer-Aikins, 2001) typically consist of questionnaires tapping general, decontextualized beliefs about knowledge or knowledge acquisition in a specific field or in general.Aims. Using specific theories as stimuli, we determine the degree of top…
Honesty-humility and dictator and ultimatum game-giving in children
Schulleistungen von Abiturienten: Die neugeordnete gymnasiale Oberstufe auf dem Pru fstand
Schulumwelten — institutionelle Bedingungen des Lehrens und Lernens
Ein strukturbildendes Merkmal der Mittelstufe des Schulwesens in Deutschland ist die Gliederung in unterschiedliche Schulformen. Die frühe Verteilung von Schülerinnen und Schülern auf unterschiedliche Bildungsgänge nach Maßgabe von Eignung und Leistung ist eine Besonderheit, die Deutschland mit anderen deutschsprachigen Ländern wie Österreich und der Schweiz teilt. Österreich etwa trennt in der 5. Jahrgangsstufe die allgemein bildenden höheren Sc…
Transformation des Sekundarschulsystems und akademische Karrieren — Zusammenfassung, Diskussion und ein Ausblick
Die Erweiterung von Biklungschancen für mehr Schülerinnen und Schüler, höhere Bildungsbeteiligung gerade auch derjenigen mit ungünstigem sozialem Hintergrund, Modifizierbarkeit von Bildungsentscheidungen — dies waren einige der Intentionen und Visionen von Politik und Bildungsforschung, als ab den 1960er Jahren Veränderungen bzw. Innovationen im Sekundarschulsystem ihren Anfang nahmen, die unter anderem die Durchlässigkeit zwischen den Schulforme…
Wege zur Hochschulreife in Baden-Württemberg — Erweiterung von Bildungswegen und Studiereignung: Die grundlegenden Fragestellungen in Tosca
In Baden-Württemberg hat sich als Folge der Modernisierungstendenzen im Bildungssystem ein breites Netz von beruflichen Gymnasien etabliert, in dem sechs Richtungen angeboten werden: die agrarwissenschaftliche, ernährungswissenschaftliche, sozialpädagogische, technische, biotechnische und wirtschaftswissenschaftliche Richtung. Neben der stärker berufsorientierten Vorbereitung bieten diese Schulen einen alternativen Weg zur allgemeinen Hochschulre…
Englischleistungen von Schülerinnen und Schülern an allgemein bildenden und beruflichen Gymnasien
Vertiefte Kenntnisse in Englisch als Weltsprache (lingua franca) gelten nach allgemein geteilter Ansicht (vgl. KMK, 1995; Tenorth, 2001) zu den Basisqualifikationen im Hinblick auf die Bewältigung beruflicher und gesellschaftlicher Anforderungen. Schätzungen zufolge (vgl. Zydatiß, 2001) sprechen rund 350 Millionen Menschen Englisch als Erst- bzw. Muttersprache, und etwa 700 Millionen Menschen verwenden Englisch als Zweitsprache, das heißt als pri…
Vorwort der Herausgeber
Die allgemeine Hochschulreife ist in Deutschland die Eintrittskarte zur Universität. Der Weg zur Hochschulreife führt dabei für die meisten Abiturienten über den Besuch einer Oberstufe eines allgemein bildenden Gymnasiums. Im Zuge der Modernisierung und Transformation des Sekundarschulsystems haben sich weitere Zugangswege zur Hochschule etabliert, wobei gymnasiale Oberstufen an Gesamtschulen und berufliche Gymnasien/Fachgymnasien aufgrund ihrer …
Aspekte von Wissenschaftspropädeutik und Studierfähigkeit
Eine vertiefte Allgemeinbildung, eine wissenschaftspropädeutische Vorbereitung und die Sicherstellung der Studierfähigkeit werden als wesentliche Ziele der gymnasialen Oberstufe angesehen (vgl. Huber, 1997; KMK, 1977/1978) und mitunter auch als „Trias der Ziele der gymnasialen Oberstufe“ (KMK, 1995, S. 74) bezeichnet: In „ihrer Gesamtheit repräsentieren sie den komplexen Anspruch, den gymnasiale Oberstufen traditionell vertreten haben“ (KMK, 1995…
Die gymnasiale Oberstufe und psychische Ressourcen: Gewissenhaftigkeit, intellektuelle Offenheit und die Entwicklung von Berufsinteressen
Der Auftrag der gymnasialen Oberstufe bezieht sich insbesondere auf fachliche Kompetenzen, die gelehrt und erlernt werden sollen. Anhand der Kenntnisse in Mathematik und Englisch, die bis zum Ende der gymnasialen Oberstufe erworben wurden (vgl. Watermann, Nagy & Köller sowie Köller & Trautwein, in diesem Band), sowie den eher fachübergreifenden Aspekten von Studierfähigkeit und Wissenschaftspropädeutik (vgl. Trautwein & Lüdtke, in diesem Band) wu…
Transformation des Sekundarschulsystems in der Bundesrepublik Deutschland: Differenzierung, Öffnung von Bildungswegen und die Wahrung von Standards
Baden-Wurttemberg gehort in Deutschland zu den Bundeslandern, die relativ streng an der traditionellen Dreigliedrigkeit im Sekundarbereich festgehalten haben, immer auch mit dem Ziel, die Hauptschule zu starken. Nach der 4. Jahrgangsstufe erfolgt in Baden-Wurttemberg auf der Basis der Ubergangsempfehlung der Wechsel auf die Hauptschule, die Realschule oder das Gymnasium, wobei alle drei Schulformen mit leichten Schwankungen etwa 30 Prozent der Sc…
Pisa und die Konsequenzen für die erziehungswissenschaftliche Forschung
Wege zur Hochschulreife in Baden-Württemberg: Tosca - eine Untersuchung an allgemein bildenden und beruflichen Gymnasien
In der Bundesrepublik Deutschland hat in den vergangenen Jahrzehnten eine bemerkenswerte Öffnung von Bildungswegen im Sekundarschulsystem stattgefunden, die sich u.a. in der Entkopplung von Bildungsweg und Abschlusszertifikat ausdrückt. Diese Entkopplung bietet beachtliche Modernisierungschancen für das Schulsystem. Musterbeispiel für die Öffnung von Bildungswegen sind die beruflichen Gymnasien in Baden-Württemberg, in denen die allgemeine Hochsc…
Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering
Reciprocal effects models of longitudinal data show that academic self-concept is both a cause and an effect of achievement. In this study this model was extended to juxtapose self-concept with academic interest. Based on longitudinal data from 2 nationally representative samples of German 7th-grade students (Study 1: N=5,649, M age=13.4; Study 2: N=2,264, M age=13.7 years), prior self-concept significantly affected subsequent math interest, scho…
Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics.
Assigning students to different classes on the basis of their achievement levels (tracking, streaming, or ability grouping) is an extensively used strategy with widely debated consequences. The authors developed a model of the effects of tracking on self-concept and interest that integrates the opposing predictions of "assimilation" and "contrast" effects, which specifies teacher-assigned grades as a major mediating variable, and tested it in 2 s…
Predicting homework effort: Support for a domain-specific, multilevel homework model.
All in-text\treferences\tunderlined\tin\tblue\tare\tlinked\tto\tpublications\ton\tResearchGate, letting you\taccess\tand\tread\tthem\timmediately.
Gender and course selection in upper secondary education: Effects of academic self-concept and intrinsic value
Predictions about processes linking gender to students' choices of advanced courses were derived from the internal/external frame of reference (I/E) model and expectancy value (EV) theory. The predictions were tested for the domains of mathematics and biology using data from 1,148 students attending academically oriented secondary schools in Germany. Results revealed substantial gender differences on measures gathered in Grade 10. Males outperfor…
Integration of Multidimensional Self‐Concept and Core Personality Constructs: Construct Validation and Relations to Well‐Being and Achievement
Relations between multiple dimensions of self‐concept, personality (Big Five), well‐being, and academic outcomes (school grades, test scores, coursework selection) for a large ( N =4,475) sample of German adolescents support the construct validity of a well‐defined, multidimensional set of self‐concept factors in relation to personality factors, and vice versa. Confirmatory factor analysis of a German adaptation of the Self Description Questionna…
Self-esteem, academic self-concept, and achievement: How the learning environment moderates the dynamics of self-concept
The authors examine the directionality of effects between global self-esteem, domain-specific academic self-concepts, and academic achievement. Special emphasis is placed on learning environments as potential moderators of the direction of these effects. According to the meritocracy principle presented here, so-called bottom-up effects (i.e., self-esteem is influenced by academic self-concept) are more pronounced in meritocratic learning environm…
Umgang mit fehlenden Werten in der psychologischen Forschung
Fehlende Werte stellen in der empirisch-psychologischen Forschung oftmals ein Problem dar. Häufig verwendete Verfahren wie fallweiser und paarweiser Ausschluss, Regression- und Mean-Imputation sind aus methodischer Sicht defizitär. Alternative Verfahren für die Analyse von Datensätzen mit fehlenden Werten, die in den letzten drei Jahrzehnten entwickelt wurden, werden in der Forschungspraxis noch selten angewendet. Der vorliegende Beitrag führt zu…
The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort
Fachdidaktische Massnahmen im Französischunterricht aus Schülersicht: Der Zusammenhang mit Schulleistung und Motivation
Die jüngere Forschung zur Unterrichtsqualität im Fremdsprachenbereich weist auf die Notwendigkeit hin, die fachübergreifenden Qualitätsdimensionen des Unterrichts durch fachspezifische Beschreibungsmodelle zu ergänzen. In der vorliegenden Studie werden theoretische Annahmen über fachdidaktische Determinanten von Leistung und Interesse im Fremdsprachenunterricht anhand einer Stichprobe von 1 655 Achtklässlern aus den drei Schweizer Kantonen Freibu…
Aggregating to the between-person level in idiographic research designs: Personal goal research as an example of the need to distinguish between reliability and homogeneity
The Big-Fish-Little-Pond Effect: Persistent Negative Effects of Selective High Schools on Self-Concept After Graduation
According to the big-fish-little-pond effect (BFLPE), attending academically selective high schools negatively affects academic self-concept. Does the BFLPE persist after graduation from high school? In two large, representative samples of German high school students (Study 1: 2,306 students, 147 schools; Study 2: 1,758 students, 94 schools), the predictive effects of individual achievement test scores and school grades on math self-concept are v…
Predicting global and topic-specific certainty beliefs: Domain-specificity and the role of the academic environment
Background. Epistemological beliefs are subjective theories of the structure and acquisition of knowledge. The instruments used to measure epistemological beliefs in educational psychology (see Duell & Schommer-Aikins, 2001) typically consist of questionnaires tapping general, decontextualized beliefs about knowledge or knowledge acquisition in a specific field or in general.Aims. Using specific theories as stimuli, we determine the degree of top…
The multilevel latent covariate model: A new, more reliable approach to group-level effects in contextual studies.
In multilevel modeling (MLM), group-level (L2) characteristics are often measured by aggregating individual-level (L1) characteristics within each group so as to assess contextual effects (e.g., group-average effects of socioeconomic status, achievement, climate). Most previous applications have used a multilevel manifest covariate (MMC) approach, in which the observed (manifest) group mean is assumed to be perfectly reliable. This article demons…
What makes lessons interesting? The role of situational and individual factors in three school subjects.
The present study investigated intraindividual variation in students' interest experience in 3 school subjects and the predictive power of perceived autonomy support and control. Participants were 261 students in 7th grade. After a survey of students' individual interests and other individual characteristics, repeated lesson-specific measures of students' interest experience and perceived autonomy support and control during instruction were obtai…
Teachers' occupational well-being and quality of instruction: The important role of self-regulatory patterns.
Teachers' occupational well-being (level of emotional exhaustion and job satisfaction) and quality of instruction are two key aspects of research on teaching that have rarely been studied together. The role of occupational engagement and resilience as two important work-related self-regulatory dimensions that predict occupational well-being and teachers' instructional performance in the classroom was investigated. In Part 1 of the study, self-reg…
Psychology (94 works) · Social Psychology (68 works) · Developmental psychology (54 works) · Education, Achievement, and Giftedness (40 works) · Mathematics education (39 works) · Mathematics (31 works) · Personality (31 works) · Statistics (28 works) · Big Five personality traits (27 works) · Motivation and Self-Concept in Sports (26 works)