Mieke Johannsen
Datos Biográficos
| ID | 4231802 |
|---|---|
| NOMBRE | Mieke Johannsen |
| NOMBRES | Mieke |
| APELLIDO | Johannsen |
| FIRMA | JOHANNSEN M |
| AFILIACIONES | Universität Hamburg |
| ORCID | 0009-0008-4728-7164 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 3 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 3 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2022 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 0 |
Becoming as Open‐Minded and Organized as My Classmates? Peer Effects on Self‐Reported Personality Trait Development in the Classroom
INTRODUCTION: How does a student's personality development relate to the personality of their classmates? The school class builds a pertinent comparison group during adolescence that has been identified as a critical factor in students' development of abilities and self-perceptions. This study empirically tests the impact of classroom personality composition on changes in adolescents' Big Five personality traits. We hypothesized positive associat…
Who flourishes in school? The interplay of academic self-concept and personality and its role for academic performance in middle adolescence
Why are some students more successful than others? We combined motivational and personality predictors and jointly examined the relevance of subject-specific academic self-concepts and Big Five personality traits for academic performance. Based on data from two independent studies of German 9th graders (Study 1: N = 1,508, M age = 14.98 years, 51% female, 38% immigrant background; Study 2: N = 19,783, M age = 15.10 years, 50% female, 36% immigran…
Investigating the Relation of Intelligence and Executive Functions in Children and Adolescents with and without Intellectual Disabilities
Despite their separate research traditions, intelligence and executive functioning (EF) are both theoretically and empirically closely related to each other. Based on a subsample of 8- to 20-year-olds of the standardization and validation sample ( N = 1540) of an internationally available instrument assessing both cognitive abilities, this study aimed at investigating a comprehensive structural model of intelligence and EF tasks and at gaining in…
Sin obras prominentes en esta página.
Investigating the Relation of Intelligence and Executive Functions in Children and Adolescents with and without Intellectual Disabilities
Despite their separate research traditions, intelligence and executive functioning (EF) are both theoretically and empirically closely related to each other. Based on a subsample of 8- to 20-year-olds of the standardization and validation sample ( N = 1540) of an internationally available instrument assessing both cognitive abilities, this study aimed at investigating a comprehensive structural model of intelligence and EF tasks and at gaining in…
Who flourishes in school? The interplay of academic self-concept and personality and its role for academic performance in middle adolescence
Why are some students more successful than others? We combined motivational and personality predictors and jointly examined the relevance of subject-specific academic self-concepts and Big Five personality traits for academic performance. Based on data from two independent studies of German 9th graders (Study 1: N = 1,508, M age = 14.98 years, 51% female, 38% immigrant background; Study 2: N = 19,783, M age = 15.10 years, 50% female, 36% immigran…
Becoming as Open‐Minded and Organized as My Classmates? Peer Effects on Self‐Reported Personality Trait Development in the Classroom
INTRODUCTION: How does a student's personality development relate to the personality of their classmates? The school class builds a pertinent comparison group during adolescence that has been identified as a critical factor in students' development of abilities and self-perceptions. This study empirically tests the impact of classroom personality composition on changes in adolescents' Big Five personality traits. We hypothesized positive associat…
Developmental psychology (3 obras) · Psychology (3 obras) · Big Five personality traits (2 obras) · Education, Achievement, and Giftedness (2 obras) · Personality (2 obras) · Social Psychology (2 obras) · Structural equation modeling (2 obras) · Academic achievement (1 obras) · Big Five personality traits and culture (1 obras) · Borderline intellectual functioning (1 obras)