Martin Brunner
Biographic Data
| ID | 309301 |
|---|---|
| NAME | Martin Brunner |
| GIVEN NAMES | Martin |
| FAMILY NAME | Brunner |
| SIGNATURE | BRUNNER M |
| AFFILIATIONS | University of Potsdam |
| ORCID | 0000-0001-7182-5622 |
| VERIFIED | Yes |
| TOTAL WORKS | 36 |
| TOTAL CITATIONS | 336 |
| AUTHOR COUNT | 36 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Empowering Randomized Intervention Studies on Students’ Socio-Emotional Learning Outcomes: A Database of Design Parameters for Power Analysis
Introduction Determining which interventions meaningfully foster students’ socio-emotional learning (SEL) remains an urgent concern in educational and psychological research. Valid statistical conclusions about an intervention’s effect, however, require robust experimental designs with adequate sample sizes. Therefore, the availability of appropriate and reliable estimates of design parameters for a priori power analyses is crucial.Materials and …
Academic profile development: An investigation of differentiation processes based on students’ level of achievement and grade level
peer reviewed
Wo soll’s hingehen, kleiner Fisch? Eine konzeptuelle Replikation von Dumont et al. (2017) zu Schulformeffekten auf akademisches Selbstkonzept, schulische Motivation und die Einschätzung eigener Ausbil…
Als konzeptuelle Replikation von Dumont et al. (2017) untersucht diese Studie Effekte der Schulform auf das akademische Selbstkonzept, die Einschätzung eigener Ausbildungschancen und die schulische Motivation von Schüler:innen an nicht-gymnasialen Schulzweigen gegen Ende der Pflichtschulzeit in Klasse 9. Dabei wird anhand von Mehrebenenanalysen geprüft, inwiefern der antizipierte Schulabschluss (mittlerer Schulabschluss [MSA] vs. Hauptschulabschl…
Leveraging Observation Timing Variability to Understand Intervention Effects in Panel Studies: An Empirical Illustration and Simulation Study
To examine developmental processes, intervention effects, or both, longitudinal studies often aim to include measurement intervals that are equally spaced for all participants. In reality, however, this goal is hardly ever met. Although different approaches have been proposed to deal with this issue, few studies have investigated the potential benefits of individual variation in time intervals. In the present paper, we examine how continuous time…
A Dynamic Structural Equation Approach to Modeling Wage Dynamics and Cumulative Advantage across the Lifespan
Wages and wage dynamics directly affect individuals' and families' daily lives. In this article, we show how major theoretical branches of research on wages and inequality-that is, cumulative advantage (CA), human capital theory, and the lifespan perspective-can be integrated into a coherent statistical framework and analyzed with multilevel dynamic structural equation modeling (DSEM). This opens up a new way to empirically investigate the mechan…
Wie verändert sich die Unterrichts- und Schulqualität, die Leistung und die Schülerzusammensetzung nach der Schulinspektionsdiagnose „erheblicher Entwicklungsbedarf“
Die Schulinspektion evaluiert Schulen mit dem Ziel der Qualitätssicherung von Unterrichts- und Schulqualität. Dies gilt insbesondere für Schulen, an denen „erheblicher Entwicklungsbedarf“ festgestellt wurde. Diese Schulen bekommen zusätzliche Unterstützung, erfahren aber auch zusätzlichen Druck durch diese Einordnung. Die weitere Entwicklung dieser Schulen ist bisher kaum erforscht. Diese Studie untersucht mit Daten der Schulinspektion, der amtli…
Top-performing math students in 82 countries: An integrative data analysis of gender differences in achievement, achievement profiles, and achievement motivation
In this repository, we archived the R syntax for computing effect sizes, conducting the integrative data analysis, and drawing the figures presented in our manuscript, as well as the protocols of our systematic search for international large-scale assessments. The databases used in this manuscript can be downloaded from https://www.oecd.org/pisa/pisaproducts
Differentiation hypotheses of intelligence: A systematic review of the empirical evidence and an agenda for future research
The Structure of Academic Self-Concept: A Methodological Review and Empirical Illustration of Central Models
The structure of academic self-concept (ASC) is assumed to be multidimensional and hierarchical. This methodological review considers the most central models depicting the structure of ASC: a higher-order factor model, the Marsh/Shavelson model, the nested Marsh/Shavelson model, a bifactor representation based on exploratory structural equation modeling, and a first-order factor model. We elaborate on how these models represent the theoretical as…
Nonlinear relations between achievement and academic self-concepts in elementary and secondary school: An integrative data analysis across 13 countries
It is well-documented that academic achievement is associated with students' self-perceptions of their academic abilities, that is, their academic self-concepts. However, low-achieving students may apply self-protective strategies to maintain a favorable academic self-concept when evaluating their academic abilities. Consequently, the relation between achievement and academic self-concept might not be linear across the entire achievement continuu…
Age and ability differentiation in children: A review and empirical investigation
1.2, range 6-12 years) of the THINK 1-4 intelligence test to investigate ability differentiation, developmental differentiation, and their interaction. The sample was nationally representative regarding age, gender, urbanization, and geographic location of residence but not regarding parents' education and migration background (overrepresentation of children with more educated parents, underrepresentation of children with migration background). T…
Teacher educators’ task perception and its relationship to professional identity and teaching practice
We assessed teacher educators’ task perception and investigated its relationship with components of their professional identity and their teaching practice. Using data from 145 teacher educators, two different task perceptions were found: transmitters and facilitators. Teacher educators who were categorized as facilitator tend to demonstrate higher levels of self-efficacy, job satisfaction, constructivist beliefs about teaching and learning and u…
General intelligence and specific cognitive abilities in adolescence: Tests of age differentiation, ability differentiation, and their interaction in two large samples
Differentiation of intelligence refers to changes in the structure of intelligence that depend on individuals' level of general cognitive ability (ability differentiation hypothesis) or age (developmental differentiation hypothesis). The present article aimed to investigate ability differentiation, developmental differentiation, and their interaction with nonlinear factor analytic models in 2 studies. Study 1 was comprised of a nationally represe…
Effects of achievement differences for internal/external frame of reference model investigations: A test of robustness of findings over diverse student samples
BackgroundAchievement in math and achievement in verbal school subjects are more strongly correlated than the respective academic self-concepts. The internal/external frame of reference model (I/E model; Marsh, 1986, Am. Educ. Res. J., 23, 129) explains this finding by social and dimensional comparison processes. We investigated a key assumption of the model that dimensional comparisons mainly depend on the difference in achievement between subje…
The Kind of Student You Were in Elementary School Predicts Mortality
We examined the association of self‐reported and teacher‐rated student characteristics assessed at the end of primary school with all‐cause mortality assessed through age 52. Data stem from a representative sample of students from Luxembourg assessed in 1968 ( N = 2,543; M = 11.9 years, SD = 0.6; 49.9% female; N = 166 participants died). Results from logistic regression analyses showed that the self‐reported responsible student scale (OR = .81; C…
Is Personal Vote‐Seeking Behavior Effective
Does representatives' legislative activity have any effect on their electoral performance? A broad theoretical literature suggests so, but real‐world evidence is scarce as empirically, personal and party votes are hard to separate. In this article, we examine whether bill initiation actually helps MPs to attract preference votes under flexible list electoral systems. In these systems, voters can accept the party‐provided rank order or vote for sp…
Academic self-concept, achievement goals, and achievement: Is their relation the same for academic achievers and underachievers
This longitudinal study investigated the contribution of achievement goals and academic self-concept for the prediction of unexpected academic achievement (i.e., achievement that is higher or lower than expected with respect to students’ cognitive ability) in general and when comparing groups of extreme over- and underachievers. Our sample comprised 769 students (50.78% female, 160 underachievers, 176 overachievers) in the highest track of the Ge…
Childhood intelligence predicts premature mortality: Results from a 40-year population-based longitudinal study
Student characteristics and behaviors at age 12 predict occupational success 40 years later over and above childhood IQ and parental socioeconomic status
Drawing on a 2-wave longitudinal sample spanning 40 years from childhood (age 12) to middle adulthood (age 52), the present study was designed to examine how student characteristics and behaviors in late childhood (assessed in Wave 1 in 1968) predict career success in adulthood (assessed in Wave 2 in 2008). We examined the influence of parental socioeconomic status (SES), childhood intelligence, and student characteristics and behaviors (inattent…
“My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures
Personality is related to educational outcomes in late adolescence: Evidence from two large-scale achievement studies
Stability and change in intelligence from age 12 to age 52: Results from the Luxembourg Magrip study
The present longitudinal study tackled 2 key aspects of the development of intelligence across a 40-year time period from age 12 to age 52 concerning (a) stability and change in the structure of intelligence with reference to the age differentiation-dedifferentiation hypothesis (how different cognitive abilities relate to each other across age) and (b) differential stabilities (the rank ordering of persons' intelligence levels across time). To th…
Parliaments and Legislative Activity: Motivations for Bill Introduction
Parliaments And Legislative Activity Motivations For Bill Introduction
A Tutorial on Hierarchically Structured Constructs
Many psychological constructs are conceived to be hierarchically structured and thus to operate at various levels of generality. Alternative confirmatory factor analytic ( CFA ) models can be used to study various aspects of this proposition: (a) The one‐factor model focuses on the top of the hierarchy and contains only a general construct, (b) the first‐order factor model focuses on the intermediate level of the hierarchy and contains only speci…
Teachers' Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
In both the United States and Europe, concerns have been raised about whether preservice and in-service training succeeds in equipping teachers with the professional knowledge they need to deliver consistently high-quality instruction. This article investigates the significance of teachers' content knowledge and pedagogical content knowledge for high-quality instruction and student progress in secondary-level mathematics. It reports findings from…
Personal vote‐seeking in flexible list systems: How electoral incentives shape Belgian MPs' bill initiation behaviour
It is well known that different types of electoral systems create different incentives to cultivate a personal vote and that there may be variation in intra‐party competition within an electoral system. This article demonstrates that flexible list systems – where voters can choose to cast a vote for the list as ordered by the party or express preference votes for candidates – create another type of variation in personal vote‐seeking incentives wi…
Is Personal Vote‐Seeking Behavior Effective
Does representatives' legislative activity have any effect on their electoral performance? A broad theoretical literature suggests so, but real‐world evidence is scarce as empirically, personal and party votes are hard to separate. In this article, we examine whether bill initiation actually helps MPs to attract preference votes under flexible list electoral systems. In these systems, voters can accept the party‐provided rank order or vote for sp…
Student characteristics and behaviors at age 12 predict occupational success 40 years later over and above childhood IQ and parental socioeconomic status
Drawing on a 2-wave longitudinal sample spanning 40 years from childhood (age 12) to middle adulthood (age 52), the present study was designed to examine how student characteristics and behaviors in late childhood (assessed in Wave 1 in 1968) predict career success in adulthood (assessed in Wave 2 in 2008). We examined the influence of parental socioeconomic status (SES), childhood intelligence, and student characteristics and behaviors (inattent…
Teacher educators’ task perception and its relationship to professional identity and teaching practice
We assessed teacher educators’ task perception and investigated its relationship with components of their professional identity and their teaching practice. Using data from 145 teacher educators, two different task perceptions were found: transmitters and facilitators. Teacher educators who were categorized as facilitator tend to demonstrate higher levels of self-efficacy, job satisfaction, constructivist beliefs about teaching and learning and u…
Between Programmatic Interests and Party Politics: The German Bundesrat in the Legislative Process
Legislation in Germany is dominated by three central actors: government, Bundestag (first chamber), and Bundesrat (second chamber). While the role of the Bundesrat as initiator of laws is disregarded in most research on legislation in Germany, it will be at the centre of this article, which analyses the factors determining the success of Bundesrat bills. We focus on the question whether the actors' policy positions or party strategic consideratio…
Revisiting the Structure of Subjective Well-Being in Middle-Aged Adults
Personality is related to educational outcomes in late adolescence: Evidence from two large-scale achievement studies
Stability and change in intelligence from age 12 to age 52: Results from the Luxembourg Magrip study
The present longitudinal study tackled 2 key aspects of the development of intelligence across a 40-year time period from age 12 to age 52 concerning (a) stability and change in the structure of intelligence with reference to the age differentiation-dedifferentiation hypothesis (how different cognitive abilities relate to each other across age) and (b) differential stabilities (the rank ordering of persons' intelligence levels across time). To th…
General intelligence and specific cognitive abilities in adolescence: Tests of age differentiation, ability differentiation, and their interaction in two large samples
Differentiation of intelligence refers to changes in the structure of intelligence that depend on individuals' level of general cognitive ability (ability differentiation hypothesis) or age (developmental differentiation hypothesis). The present article aimed to investigate ability differentiation, developmental differentiation, and their interaction with nonlinear factor analytic models in 2 studies. Study 1 was comprised of a nationally represe…
Effects of achievement differences for internal/external frame of reference model investigations: A test of robustness of findings over diverse student samples
BackgroundAchievement in math and achievement in verbal school subjects are more strongly correlated than the respective academic self-concepts. The internal/external frame of reference model (I/E model; Marsh, 1986, Am. Educ. Res. J., 23, 129) explains this finding by social and dimensional comparison processes. We investigated a key assumption of the model that dimensional comparisons mainly depend on the difference in achievement between subje…
Childhood intelligence predicts premature mortality: Results from a 40-year population-based longitudinal study
How can we enhance girls' interest in scientific topics
Background. Girls are considerably less interested in scientific subjects than boys. One reason may be that scientific subjects are considered to be genuinely masculine. Thus, being interested in science may threaten the self-perception of girls as well as the femininity of their self-image.Aims. If scientific topics that are considered to be stereotypically feminine were chosen, however, this potential threat might be overcome which, in turn, mi…
Analyzing the Reliability of Multidimensional Measures: An Example from Intelligence Research
Two aspects of the reliability of multidimensional measures can be distinguished: the amount of scale score variance that is accounted for by all underlying factors (composite reliability) and the degree to which the scale score reflects one particular factor (construct reliability). Confidence intervals for composite and construct reliabilities can be estimated by bootstrap methods. The authors demonstrate the application of these methods by ana…
Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction
Pedagogical content knowledge and content knowledge of secondary mathematics teachers.
Drawing on the work of L. S. Shulman (1986), the authors present a conceptualization of the pedagogical content knowledge and content knowledge of secondary-level mathematics teachers. They describe the theory-based construction of tests to assess these knowledge categories and the implementation of these tests in a sample of German mathematics teachers (N=198). Analyses investigate whether pedagogical content knowledge and content knowledge can …
The Internal/External Frame of Reference Model Revisited: Incorporating General Cognitive Ability and General Academic Self-Concept
The internal/external frame of reference model (I/E model; Marsh, 1986 ) is a highly influential model of self-concept formation, which predicts that domain-specific abilities have positive effects on academic self-concepts in the corresponding domain and negative effects across domains. Investigations of the I/E model do not typically incorporate general cognitive ability or general academic self-concept. This article investigates alternative me…
Between Programmatic Interests and Party Politics: The German Bundesrat in the Legislative Process
Legislation in Germany is dominated by three central actors: government, Bundestag (first chamber), and Bundesrat (second chamber). While the role of the Bundesrat as initiator of laws is disregarded in most research on legislation in Germany, it will be at the centre of this article, which analyses the factors determining the success of Bundesrat bills. We focus on the question whether the actors' policy positions or party strategic consideratio…
Does politics matter? The influence of elections and government formation in the Netherlands on the Amsterdam Exchange Index
Teachers' Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
In both the United States and Europe, concerns have been raised about whether preservice and in-service training succeeds in equipping teachers with the professional knowledge they need to deliver consistently high-quality instruction. This article investigates the significance of teachers' content knowledge and pedagogical content knowledge for high-quality instruction and student progress in secondary-level mathematics. It reports findings from…
How can we enhance girls' interest in scientific topics
Background. Girls are considerably less interested in scientific subjects than boys. One reason may be that scientific subjects are considered to be genuinely masculine. Thus, being interested in science may threaten the self-perception of girls as well as the femininity of their self-image.Aims. If scientific topics that are considered to be stereotypically feminine were chosen, however, this potential threat might be overcome which, in turn, mi…
Parliaments and Legislative Activity: Motivations for Bill Introduction
Parliaments And Legislative Activity Motivations For Bill Introduction
A Tutorial on Hierarchically Structured Constructs
Many psychological constructs are conceived to be hierarchically structured and thus to operate at various levels of generality. Alternative confirmatory factor analytic ( CFA ) models can be used to study various aspects of this proposition: (a) The one‐factor model focuses on the top of the hierarchy and contains only a general construct, (b) the first‐order factor model focuses on the intermediate level of the hierarchy and contains only speci…
Does childhood general cognitive ability at age 12 predict subjective well-being at age 52
Personal vote‐seeking in flexible list systems: How electoral incentives shape Belgian MPs' bill initiation behaviour
It is well known that different types of electoral systems create different incentives to cultivate a personal vote and that there may be variation in intra‐party competition within an electoral system. This article demonstrates that flexible list systems – where voters can choose to cast a vote for the list as ordered by the party or express preference votes for candidates – create another type of variation in personal vote‐seeking incentives wi…
Revisiting the Structure of Subjective Well-Being in Middle-Aged Adults
Personality is related to educational outcomes in late adolescence: Evidence from two large-scale achievement studies
Stability and change in intelligence from age 12 to age 52: Results from the Luxembourg Magrip study
The present longitudinal study tackled 2 key aspects of the development of intelligence across a 40-year time period from age 12 to age 52 concerning (a) stability and change in the structure of intelligence with reference to the age differentiation-dedifferentiation hypothesis (how different cognitive abilities relate to each other across age) and (b) differential stabilities (the rank ordering of persons' intelligence levels across time). To th…
“My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures
Academic self-concept, achievement goals, and achievement: Is their relation the same for academic achievers and underachievers
This longitudinal study investigated the contribution of achievement goals and academic self-concept for the prediction of unexpected academic achievement (i.e., achievement that is higher or lower than expected with respect to students’ cognitive ability) in general and when comparing groups of extreme over- and underachievers. Our sample comprised 769 students (50.78% female, 160 underachievers, 176 overachievers) in the highest track of the Ge…
Childhood intelligence predicts premature mortality: Results from a 40-year population-based longitudinal study
Student characteristics and behaviors at age 12 predict occupational success 40 years later over and above childhood IQ and parental socioeconomic status
Drawing on a 2-wave longitudinal sample spanning 40 years from childhood (age 12) to middle adulthood (age 52), the present study was designed to examine how student characteristics and behaviors in late childhood (assessed in Wave 1 in 1968) predict career success in adulthood (assessed in Wave 2 in 2008). We examined the influence of parental socioeconomic status (SES), childhood intelligence, and student characteristics and behaviors (inattent…
The Kind of Student You Were in Elementary School Predicts Mortality
We examined the association of self‐reported and teacher‐rated student characteristics assessed at the end of primary school with all‐cause mortality assessed through age 52. Data stem from a representative sample of students from Luxembourg assessed in 1968 ( N = 2,543; M = 11.9 years, SD = 0.6; 49.9% female; N = 166 participants died). Results from logistic regression analyses showed that the self‐reported responsible student scale (OR = .81; C…
Is Personal Vote‐Seeking Behavior Effective
Does representatives' legislative activity have any effect on their electoral performance? A broad theoretical literature suggests so, but real‐world evidence is scarce as empirically, personal and party votes are hard to separate. In this article, we examine whether bill initiation actually helps MPs to attract preference votes under flexible list electoral systems. In these systems, voters can accept the party‐provided rank order or vote for sp…
Effects of achievement differences for internal/external frame of reference model investigations: A test of robustness of findings over diverse student samples
BackgroundAchievement in math and achievement in verbal school subjects are more strongly correlated than the respective academic self-concepts. The internal/external frame of reference model (I/E model; Marsh, 1986, Am. Educ. Res. J., 23, 129) explains this finding by social and dimensional comparison processes. We investigated a key assumption of the model that dimensional comparisons mainly depend on the difference in achievement between subje…
General intelligence and specific cognitive abilities in adolescence: Tests of age differentiation, ability differentiation, and their interaction in two large samples
Differentiation of intelligence refers to changes in the structure of intelligence that depend on individuals' level of general cognitive ability (ability differentiation hypothesis) or age (developmental differentiation hypothesis). The present article aimed to investigate ability differentiation, developmental differentiation, and their interaction with nonlinear factor analytic models in 2 studies. Study 1 was comprised of a nationally represe…
The Structure of Academic Self-Concept: A Methodological Review and Empirical Illustration of Central Models
The structure of academic self-concept (ASC) is assumed to be multidimensional and hierarchical. This methodological review considers the most central models depicting the structure of ASC: a higher-order factor model, the Marsh/Shavelson model, the nested Marsh/Shavelson model, a bifactor representation based on exploratory structural equation modeling, and a first-order factor model. We elaborate on how these models represent the theoretical as…
Psychology (25 works) · Developmental psychology (15 works) · Education, Achievement, and Giftedness (11 works) · Mathematics education (10 works) · Cognition (9 works) · Cognitive Abilities and Testing (9 works) · Social Psychology (9 works) · Academic achievement (7 works) · Mathematics (7 works) · Computer Science (6 works)