Andrea Westphal
Biographic Data
| ID | 2747589 |
|---|---|
| NAME | Andrea Westphal |
| GIVEN NAMES | Andrea |
| FAMILY NAME | Westphal |
| SIGNATURE | WESTPHAL A |
| AFFILIATIONS | Universität Greifswald |
| ORCID | 0000-0001-6936-2235 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
What does it take for students to value grades for oral participation? Transparency is key
Introduction This study addresses the controversy over whether students consider grades accurate indicators of achievement. We focused on grades for oral participation, as teachers rely on informal assessments in assigning these grades, and educational measurement studies have questioned the validity of such assessments. Methods Based on two samples of university students (Sample 1: M = 22 years, 80% female; Sample 2: M = 21 years, 67% female) (T…
Let Me Think About It—Establishing “Need to Reflect” as a Motivational Variable in Reflection Processes
Reflection is considered to be a core component of professional development in teacher education, yet little is known about the motivational determinants of reflective activities in everyday school contexts. Drawing on theories of learning and motivation, we introduce and conceptualise the “need to reflect” as a situationally and personally influenced motivational factor that mediates the relationship between classroom experiences and subsequent …
Climate change education: Bibliometric analysis of the Status-Quo and future research paths
Tackling climate change is one of the most pressing issues faced by societies around the world. Climate change education (CCE) is therefore of great importance. Moreover, previous research has shown that addressing science concepts behind societal issues such as the climate crisis can reduce the gender gap in science. The present study used bibliometric methods to provide an overview of the field of CCE research. Based on 1447 research articles o…
More I-talk in student teachers’ written reflections indicates higher stress during VR teaching
Teacher autonomy support counters declining trend in intrinsic reading motivation across secondary school
Students’ intrinsic motivation to read, which is relevant to all forms of learning, tends to decline throughout secondary school. Based on self-determination theory (SDT), this study examines whether this downward trend is slowed when students perceive greater autonomy support in the classroom. We used large-scale panel data from the NEPS comprising N = 8193 students in Germany who reported their intrinsic motivation to read and their perceived a…
The essential role of teacher self-efficacy and enthusiasm for differentiated instruction
This study examines which professional characteristics may help elementary school teachers ( N = 489) to implement differentiated instruction (DI). Regression models showed that teacher self-efficacy and enthusiasm are positively associated with teacher-reported DI aimed at students with different achievement levels, and at high achievers only. Teacher assessment activities during lesson planning were positively associated with DI for all achieve…
Who thinks about dropping out and why? Cognitive and affective-motivational profiles of student teachers explain differences in their intention to quit their teaching degree
This mixed-methods study aims to uncover different combinations of cognitive and affective-motivational characteristics in N = 395 student teachers and trace them to intentions to quit their teaching degree. Latent profile analysis resulted in three profiles of (1) teachers with an engaged mindset (high scores on all indicators, except knowledge), (2) a balanced profile with average scores on all indicators, and (3) a low mindset profile (low sel…
Enhancing writing analytics in science education research with machine learning and natural language processing—Formative assessment of science and non-science preservice teachers’ written reflections
Introduction Science educators use writing assignments to assess competencies and facilitate learning processes such as conceptual understanding or reflective thinking. Writing assignments are typically scored with holistic, summative coding rubrics. This, however, is not very responsive to the more fine-grained features of text composition and represented knowledge in texts, which might be more relevant for adaptive guidance and writing-to-learn…
How do you feel reflecting on your teaching practice: Relations between student teachers’ teaching-related self-efficacy and emotion word use in written reflections on teaching situations
Reflecting on teaching situations is important for student teachers’ professionalization and can be understood as a learning opportunity. However, despite being important for their professional development, only little is known about the interindividual psychological processes that occur when student teachers reflect on their teaching. The present study examines 146 student teachers’ teaching-related self-efficacy beliefs at two timepoints (at th…
Reflect on your teaching experience: Systematic reflection of teaching behaviour and changes in student teachers’ self-efficacy for reflection
Reflecting on teaching experience is meaningful in teacher education because it enables student teachers to evaluate their professional behaviours in the classroom and to develop new instructional strategies. Little is known, however, about the motivational aspects of the reflection process, such as self-efficacy for reflection. Self-efficacy is an important resource in teacher education which relates negatively to stress and burnout, and positiv…
Welche individuellen und institutionellen Faktoren begünstigen die Kooperation von Grundschullehrkräften
Der Kooperation von Lehrkräften wird für die Bewältigung der komplexen Anforderungen des Schulalltags großes Potenzial zugeschrieben. Dennoch ist Kooperation in vielen Lehrkräftekollegien nicht selbstverständlich. Auf Basis einer Befragung von N = 489 Grundschullehrkräften untersucht dieser Beitrag in einem querschnittlichen Design die kollegiale Kooperation in Schulen in Deutschland. Mit einer Regression wurde unter Berücksichtigung der Mehreben…
Wie bewerten begabte und leistungsstarke Jugendliche in separaten Spezialklassen ihren Unterricht? Unterrichtsqualität in Deutsch und Mathematik in der Sekundarstufe
Leistungsstarke und besonders begabte Schüler*innen werden im Unterricht oft nicht genügend gefordert. In speziellen Klassen für besonders Leistungsstarke und Begabte kann der Unterricht stärker auf die Lernmöglichkeiten dieser Gruppe zugeschnitten werden. Spezialklassen gelten insgesamt als leistungsförderlich, Studien zur Unterrichtsqualität sind bisher jedoch rar. In dieser Studie wird untersucht, wie Schüler*innen der Leistungs- und Begabungs…
Covid-19-bedingte Online- vs. Präsenzlehre: Differentielle Entwicklungsverläufe von Beanspruchung und Selbstwirksamkeit in der Lehrkräftebildung
Bedingt durch die COVID-19-Pandemie haben Universitäten die Lehrkräftebildung in den vergangenen Monaten rasant auf Online-Formate umstellen müssen. Für eine evidenzbasierte Weiterentwicklung der Online-Lehre sind empirische Ergebnisse zur professionellen Entwicklung von Lehramtsstudierenden erforderlich. Vor diesem Hintergrund ist es wichtig, Unterschiede zwischen Präsenz- und Onlineformaten in der Lehre zu untersuchen. In der vorliegenden Studi…
Preservice Teachers’ Implicit and Explicit Attitudes Towards Teaching and Learning
When it comes to teacher attitudes towards teaching and learning, research relies heavily on explicit measures (e.g., questionnaires). These attitudes are generally conceptualized as constructivist and transmissive views on teaching and learning with constructivism often considered to be more desirable. In explicit measures, this can have drawbacks like socially desirable responding. It is for this reason that, in this study, we investigated impl…
Are some students graded more appropriately than others? Student characteristics as moderators of the relationships between teacher‐assigned grades and test scores in mathematics
BACKGROUND: Building on the Realistic Accuracy Model, this paper explores whether it is easier for teachers to assess the achievement of some students than others. Accordingly, we suggest that certain individual characteristics of students, such as extraversion, academic self-efficacy, and conscientiousness, may guide teachers' evaluations of student achievement, resulting in more appropriate judgements and a stronger alignment of assigned grades…
Von der Allgemeinen Erziehungswissenschaft zur Empirischen Bildungsforschung: Eine Analyse von Beiträgen der Zeitschrift für Erziehungswissenschaft
Der vorliegende Beitrag beschäftigt sich mit den Publikationen, die in der Zeitschrift für Erziehungswissenschaft ( ZfE ) in den Jahren 1998–2017 veröffentlicht wurden. Angesichts der Veränderungen in der erziehungswissenschaftlichen Forschungslandschaft in der jüngeren Vergangenheit untersuchen wir, inwiefern sich eine veränderte Schwerpunktsetzung auch in den Beiträgen der ZfE nachweisen lassen. Dazu führen wir zunächst eine quantitative Textan…
The Relationship Between Attitudes Toward Inclusion, Beliefs About Teaching and Learning, and Subsequent Automatic Evaluations Amongst Student Teachers
Teachers' attitudes toward inclusion are frequently cited as being an important predictor of how successfully a given inclusive school system is implemented. At the same time, beliefs about the nature of teaching and learning are discussed as a possible predictor of attitudes toward inclusion. However, more recent research emphasizes the need of considering implicit processes, such as automatic evaluations, when describing attitudes and beliefs. …
The essential role of teacher self-efficacy and enthusiasm for differentiated instruction
This study examines which professional characteristics may help elementary school teachers ( N = 489) to implement differentiated instruction (DI). Regression models showed that teacher self-efficacy and enthusiasm are positively associated with teacher-reported DI aimed at students with different achievement levels, and at high achievers only. Teacher assessment activities during lesson planning were positively associated with DI for all achieve…
Who thinks about dropping out and why? Cognitive and affective-motivational profiles of student teachers explain differences in their intention to quit their teaching degree
This mixed-methods study aims to uncover different combinations of cognitive and affective-motivational characteristics in N = 395 student teachers and trace them to intentions to quit their teaching degree. Latent profile analysis resulted in three profiles of (1) teachers with an engaged mindset (high scores on all indicators, except knowledge), (2) a balanced profile with average scores on all indicators, and (3) a low mindset profile (low sel…
Von der Allgemeinen Erziehungswissenschaft zur Empirischen Bildungsforschung: Eine Analyse von Beiträgen der Zeitschrift für Erziehungswissenschaft
Der vorliegende Beitrag beschäftigt sich mit den Publikationen, die in der Zeitschrift für Erziehungswissenschaft ( ZfE ) in den Jahren 1998–2017 veröffentlicht wurden. Angesichts der Veränderungen in der erziehungswissenschaftlichen Forschungslandschaft in der jüngeren Vergangenheit untersuchen wir, inwiefern sich eine veränderte Schwerpunktsetzung auch in den Beiträgen der ZfE nachweisen lassen. Dazu führen wir zunächst eine quantitative Textan…
The Relationship Between Attitudes Toward Inclusion, Beliefs About Teaching and Learning, and Subsequent Automatic Evaluations Amongst Student Teachers
Teachers' attitudes toward inclusion are frequently cited as being an important predictor of how successfully a given inclusive school system is implemented. At the same time, beliefs about the nature of teaching and learning are discussed as a possible predictor of attitudes toward inclusion. However, more recent research emphasizes the need of considering implicit processes, such as automatic evaluations, when describing attitudes and beliefs. …
Preservice Teachers’ Implicit and Explicit Attitudes Towards Teaching and Learning
When it comes to teacher attitudes towards teaching and learning, research relies heavily on explicit measures (e.g., questionnaires). These attitudes are generally conceptualized as constructivist and transmissive views on teaching and learning with constructivism often considered to be more desirable. In explicit measures, this can have drawbacks like socially desirable responding. It is for this reason that, in this study, we investigated impl…
Are some students graded more appropriately than others? Student characteristics as moderators of the relationships between teacher‐assigned grades and test scores in mathematics
BACKGROUND: Building on the Realistic Accuracy Model, this paper explores whether it is easier for teachers to assess the achievement of some students than others. Accordingly, we suggest that certain individual characteristics of students, such as extraversion, academic self-efficacy, and conscientiousness, may guide teachers' evaluations of student achievement, resulting in more appropriate judgements and a stronger alignment of assigned grades…
Von der Allgemeinen Erziehungswissenschaft zur Empirischen Bildungsforschung: Eine Analyse von Beiträgen der Zeitschrift für Erziehungswissenschaft
Der vorliegende Beitrag beschäftigt sich mit den Publikationen, die in der Zeitschrift für Erziehungswissenschaft ( ZfE ) in den Jahren 1998–2017 veröffentlicht wurden. Angesichts der Veränderungen in der erziehungswissenschaftlichen Forschungslandschaft in der jüngeren Vergangenheit untersuchen wir, inwiefern sich eine veränderte Schwerpunktsetzung auch in den Beiträgen der ZfE nachweisen lassen. Dazu führen wir zunächst eine quantitative Textan…
Welche individuellen und institutionellen Faktoren begünstigen die Kooperation von Grundschullehrkräften
Der Kooperation von Lehrkräften wird für die Bewältigung der komplexen Anforderungen des Schulalltags großes Potenzial zugeschrieben. Dennoch ist Kooperation in vielen Lehrkräftekollegien nicht selbstverständlich. Auf Basis einer Befragung von N = 489 Grundschullehrkräften untersucht dieser Beitrag in einem querschnittlichen Design die kollegiale Kooperation in Schulen in Deutschland. Mit einer Regression wurde unter Berücksichtigung der Mehreben…
Wie bewerten begabte und leistungsstarke Jugendliche in separaten Spezialklassen ihren Unterricht? Unterrichtsqualität in Deutsch und Mathematik in der Sekundarstufe
Leistungsstarke und besonders begabte Schüler*innen werden im Unterricht oft nicht genügend gefordert. In speziellen Klassen für besonders Leistungsstarke und Begabte kann der Unterricht stärker auf die Lernmöglichkeiten dieser Gruppe zugeschnitten werden. Spezialklassen gelten insgesamt als leistungsförderlich, Studien zur Unterrichtsqualität sind bisher jedoch rar. In dieser Studie wird untersucht, wie Schüler*innen der Leistungs- und Begabungs…
Covid-19-bedingte Online- vs. Präsenzlehre: Differentielle Entwicklungsverläufe von Beanspruchung und Selbstwirksamkeit in der Lehrkräftebildung
Bedingt durch die COVID-19-Pandemie haben Universitäten die Lehrkräftebildung in den vergangenen Monaten rasant auf Online-Formate umstellen müssen. Für eine evidenzbasierte Weiterentwicklung der Online-Lehre sind empirische Ergebnisse zur professionellen Entwicklung von Lehramtsstudierenden erforderlich. Vor diesem Hintergrund ist es wichtig, Unterschiede zwischen Präsenz- und Onlineformaten in der Lehre zu untersuchen. In der vorliegenden Studi…
Enhancing writing analytics in science education research with machine learning and natural language processing—Formative assessment of science and non-science preservice teachers’ written reflections
Introduction Science educators use writing assignments to assess competencies and facilitate learning processes such as conceptual understanding or reflective thinking. Writing assignments are typically scored with holistic, summative coding rubrics. This, however, is not very responsive to the more fine-grained features of text composition and represented knowledge in texts, which might be more relevant for adaptive guidance and writing-to-learn…
How do you feel reflecting on your teaching practice: Relations between student teachers’ teaching-related self-efficacy and emotion word use in written reflections on teaching situations
Reflecting on teaching situations is important for student teachers’ professionalization and can be understood as a learning opportunity. However, despite being important for their professional development, only little is known about the interindividual psychological processes that occur when student teachers reflect on their teaching. The present study examines 146 student teachers’ teaching-related self-efficacy beliefs at two timepoints (at th…
Reflect on your teaching experience: Systematic reflection of teaching behaviour and changes in student teachers’ self-efficacy for reflection
Reflecting on teaching experience is meaningful in teacher education because it enables student teachers to evaluate their professional behaviours in the classroom and to develop new instructional strategies. Little is known, however, about the motivational aspects of the reflection process, such as self-efficacy for reflection. Self-efficacy is an important resource in teacher education which relates negatively to stress and burnout, and positiv…
More I-talk in student teachers’ written reflections indicates higher stress during VR teaching
Teacher autonomy support counters declining trend in intrinsic reading motivation across secondary school
Students’ intrinsic motivation to read, which is relevant to all forms of learning, tends to decline throughout secondary school. Based on self-determination theory (SDT), this study examines whether this downward trend is slowed when students perceive greater autonomy support in the classroom. We used large-scale panel data from the NEPS comprising N = 8193 students in Germany who reported their intrinsic motivation to read and their perceived a…
The essential role of teacher self-efficacy and enthusiasm for differentiated instruction
This study examines which professional characteristics may help elementary school teachers ( N = 489) to implement differentiated instruction (DI). Regression models showed that teacher self-efficacy and enthusiasm are positively associated with teacher-reported DI aimed at students with different achievement levels, and at high achievers only. Teacher assessment activities during lesson planning were positively associated with DI for all achieve…
Who thinks about dropping out and why? Cognitive and affective-motivational profiles of student teachers explain differences in their intention to quit their teaching degree
This mixed-methods study aims to uncover different combinations of cognitive and affective-motivational characteristics in N = 395 student teachers and trace them to intentions to quit their teaching degree. Latent profile analysis resulted in three profiles of (1) teachers with an engaged mindset (high scores on all indicators, except knowledge), (2) a balanced profile with average scores on all indicators, and (3) a low mindset profile (low sel…
What does it take for students to value grades for oral participation? Transparency is key
Introduction This study addresses the controversy over whether students consider grades accurate indicators of achievement. We focused on grades for oral participation, as teachers rely on informal assessments in assigning these grades, and educational measurement studies have questioned the validity of such assessments. Methods Based on two samples of university students (Sample 1: M = 22 years, 80% female; Sample 2: M = 21 years, 67% female) (T…
Let Me Think About It—Establishing “Need to Reflect” as a Motivational Variable in Reflection Processes
Reflection is considered to be a core component of professional development in teacher education, yet little is known about the motivational determinants of reflective activities in everyday school contexts. Drawing on theories of learning and motivation, we introduce and conceptualise the “need to reflect” as a situationally and personally influenced motivational factor that mediates the relationship between classroom experiences and subsequent …
Climate change education: Bibliometric analysis of the Status-Quo and future research paths
Tackling climate change is one of the most pressing issues faced by societies around the world. Climate change education (CCE) is therefore of great importance. Moreover, previous research has shown that addressing science concepts behind societal issues such as the climate crisis can reduce the gender gap in science. The present study used bibliometric methods to provide an overview of the field of CCE research. Based on 1447 research articles o…
Mathematics education (12 works) · Psychology (11 works) · Social Psychology (7 works) · Pedagogy (6 works) · Teacher Professional Development and Motivation (6 works) · Computer Science (5 works) · Political science (5 works) · Teacher Education and Leadership Studies (5 works) · Education, Achievement, and Giftedness (3 works) · Educational and Psychological Assessments (3 works)