Christine Sälzer

Biographic Data

ID4084772
NAMEChristine Sälzer
GIVEN NAMESChristine
FAMILY NAMESälzer
SIGNATURESÄLZER C
AFFILIATIONSUniversity of Stuttgart
ORCID0000-0002-8064-4708
VERIFIEDYes
TOTAL WORKS15
TOTAL CITATIONS10
AUTHOR COUNT15
EDITOR COUNT0
FIRST PUBLICATION YEAR2009
LATEST PUBLICATION YEAR2026
H-INDEX2

  • Insufficient Effort Responding and Adolescent Respondents: Measurement, Extent, and Prediction

    Open AccessThomas Krause, Susanne Vogl et al.ARTICLESociological Methods & Research2026

    This article addresses insufficient effort responding (IER), an issue in survey research affecting data quality. We focus on predicting reactive-check-based IER classifications through nonreactive measures and estimating the proportion of respondents classified as IER in a pupil population, using a sizeable adolescent survey. The analysis highlights IER as a nonmarginal issue that varies considerably by gender, migration status, and school type. …

  • Beyond expectations: A three-dimensional perspective on pre-service and in-service teachers' engagement with teacher-oriented evidence media

    Open AccessLinda Schirle, Christine SälzerARTICLEFrontiers in Education2026

    Introduction Teacher education provides knowledge that supports (pre-service) teachers in continually improving their professional practice by introducing research evidence to prepare evidence-informed teaching. After completing their studies, teachers primarily access research evidence through professional development and engagement with various media sources. Technological advancements and open-access initiatives have widened the range of media…

  • Schulabsentismus aus einer humanökologischen Perspektive – aktuelle Analysen mit Pisa 2022

    Open AccessMichael Feldhaus, Meike Rau et al.ARTICLEZeitschrift für Erziehungswissensch…2025Cited by: 1

    Ziel des vorliegenden Beitrages ist es, anhand der PISA-Daten von 2022 aktuelle empirische Befunde zum Schulabsentismus von Schüler:innen vorzustellen. Bezugnehmend auf den humanökologischen Ansatz soll anhand der vorliegenden Querschnittsdaten von 2022 die Frage beantwortet werden, welche proximalen Prozesse und welche Kontextvariablen mit dem Schulabsentismus korrelieren. Ein Vergleich der Absentismuszahlen zwischen 2012 und 2022 verdeutlicht, …

  • Forschungsnotiz zu Pisa 2012–2022: Analysen zum Einfluss des familialen Hintergrunds auf den Schulabsentismus

    Open AccessSven Broschinski, Michael Feldhaus et al.ARTICLEKZfSS Kölner Zeitschrift für…2025References: 7

    Angesichts des vielfach diagnostizierten und zunehmenden Zusammenhangs zwischen der familialen Herkunft und dem Schulerfolg von Kindern stellt sich die Frage, ob auch der Zusammenhang zwischen Schulabsentismus und der sozialen Herkunft sich verändert hat. Die Forschungsnotiz greift mit Bezug auf die Kapital-Theorie von James Coleman diese Frage auf und analysiert anhand der PISA-Daten (von 2012, 2015, 2018, 2022), ob sich der Einfluss der soziale…

  • Addressing School Absenteeism Through Monitoring: A Review of Evidence-Based Educational Policies and Practices

    Open AccessChristine Sälzer, Heinrich Ricking et al.ARTICLEEducation Sciences2024

    In many countries, indicators related to educational contexts, inputs, processes, and outputs serve as important benchmarks for allocating funding to educational institutions. Educational monitoring provides a valuable approach for gathering data on these indicators. This review offers a critical analysis of the current state of educational monitoring of school attendance in Germany, emphasizing the need for a more comprehensive monitoring system…

  • Too Busy to Read, Too Important to Ignore: How Teachers Manage to Read Work-Related Literature in Their Day-to-Day Work

    Open AccessLinda Schirle, Andreas Just et al.ARTICLEEducation Sciences2024

    Educational policy and research demand evidence-orientation from teachers in their professional activities. However, how teachers should integrate this requirement into their everyday work remains controversial. The resources available to teachers—above all time—play a central role. Teachers are a very heterogeneous professional group that differs at least in terms of the subjects they teach. Using teacher data from PISA 2022, this study explores…

  • Socially Jetlagged and Late for School: Chronotypes, Achievement and Truancy among 15-Year-Old Students in Pisa 2018

    Jörg-Henrik Heine, Christine SälzerARTICLEEuropean Education2023References: 61

    This paper uses data from PISA 2018 in Germany to explore how the students'chronotype (known as larks and owls) and their academic achievement is related to truancy. We used an adapted version of the Munich Chronotype Questionnaire (MCTQ) to measure the students' chronotype. The results demonstrate a correlation between the students' social jet lag, student achievement, and truancy. Finally, we discuss the potential inclusion of chronotypes as a …

  • I can't get no (job) satisfaction? Differences in teachers' job satisfaction from a career pathways perspective

    Open AccessTim Fütterer, Leo van Waveren et al.ARTICLETeaching and Teacher Education2022Cited by: 6References: 8

    Education policy stakeholders attempt to counteract teacher shortages by recruiting persons from outside of the teacher career. However, teachers' job satisfaction, a key predictor for teacher retention, often differs between those originally trained as a teacher and those from different career pathways. Applying multiple indicator multiple causes (MIMIC) bifactor models on PISA data (N = 125,764 teachers), we found that first career teachers sho…

  • Measuring mathematics competence in international and national large scale assessments: Linking Pisa and the national educational panel study in Germany

    Open AccessTimo Ehmke, Ann-Katrin van den Ham et al.ARTICLEStudies In Educational Evaluation2020

    This study examines a linkage between the international mathematics scale of the Programme for International Student Assessment (PISA 2012) and the mathematics assessment taken from the German National Educational Panel Study (NEPS). The linking was realized by a separate linking study that uses a single group design. The sample consists of n = 1,270 9th graders from 78 German secondary schools. The equipercentile linking leads to close descripti…

  • Unattended consequences: How text responses alter alongside Pisa’s mode change from 2012 to 2015

    Open AccessFabian Zehner, Frank Goldhammer et al.ARTICLEEducation Inquiry2018References: 3

    In 2015, the Programme for International Student Assessment (PISA) introduced multiple changes in its study design, the most extensive being the transition from paper- to computer-based assessment. We investigated the differences between German students’ text responses to eight reading items from the paper-based study in 2012 to text responses to the same items from the computer-based study in 2015. Two response features – information quantity an…

  • Automatic Coding of Short Text Responses via Clustering in Educational Assessment

    Open AccessFabian Zehner, Christine Sälzer et al.ARTICLEEducational and Psychological…2016

    Automatic coding of short text responses opens new doors in assessment. We implemented and integrated baseline methods of natural language processing and statistical modelling by means of software components that are available under open licenses. The accuracy of automatic text coding is demonstrated by using data collected in the Programme for International Student Assessment (PISA) 2012 in Germany. Free text responses of 10 items with [Formula:…

  • Students’ skipping behavior on truancy items and (school) subjects and its relation to test performance in Pisa 2012

    Open AccessChristine Sälzer, Jörg-Henrik HeineARTICLEInternational Journal of…2015Cited by: 3References: 3

  • Schule und Absentismus

    Open AccessChristine SälzerBOOKSchule und Absentismus2010

    Schulabsentismus ist in gewisser Weise ein Mysterium. Zwar werden die meisten Leser entweder eigene Erinnerungen an ihre Schulzeit und die eine oder andere versäumte Unterrichtsstunde haben oder aber

  • Schule und Absentismus: Individuelle und Schulische Faktoren Für Jugendliches Schwänzverhalten

    Christine Sälzer, Christine RiegelBOOKSchule und Absentismus2010

  • Schulabsentismus und die Bedeutung von Schule und Familie

    Open AccessChristine SälzerARTICLESwiss Journal of Educational…2009

    Dass Schulabsentismus ein Ergebnis von multifaktoriellen Bedingungsgefügen ist, gilt inzwischen als unbestritten. Wenn Jugendliche ihrer Schulpflicht nicht nachkommen, werden in der Regel deren Eltern zur Verantwortung gezogen; auf der anderen Seite nimmt jedoch die Schule eine wichtige Funktion für den regelmässigen Schulbesuch ein. In diesem Artikel wird anhand von Mehrebenenanalysen untersucht, inwieweit familiäre und schulische Merkmale zusam…