Elisa Oppermann
Biographic Data
| ID | 4636458 |
|---|---|
| NAME | Elisa Oppermann |
| GIVEN NAMES | Elisa |
| FAMILY NAME | Oppermann |
| SIGNATURE | OPPERMANN E |
| AFFILIATIONS | University of Bamberg |
| ORCID | 0000-0003-1286-5725 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Psychische Gesundheit in der Kita: Die Rolle von Leadership und Teamklima für das Belastungserleben frühpädagogischer Fachkräfte
Frühpädagogische Fachkräfte zählen zu den Berufsgruppen mit einem erhöhten Risiko für emotionale Erschöpfung, einer zentralen Facette von Burnout. Als wesentliche Einflussfaktoren für die Entstehung von emotionaler Erschöpfung werden insbesondere soziale Aspekte des Arbeitsumfeldes angenommen. Die vorliegende Studie untersucht die Rolle der Führungspraktiken der Einrichtungsleitung sowie des Teamklimas in der Einrichtung für das Belastungserleben…
The Quality of Interactions in the Home Science Environment and Associations With Children's Science Learning
From early on, families play a critical role in fostering their children's science development, particularly through shared interactions in the home science environment (HSE). The quality of these interactions is deemed pivotal for children's science learning. However, there is limited understanding regarding the quality of interactions between parents and children when exploring science together and how these interactions relate to children's sc…
Frühpädagogische Qualität in Kindertageseinrichtungen: Eine Erweiterung des Struktur-Prozess-Modells
Hohe pädagogische Qualität in Kindertageseinrichtungen ist ausschlaggebend für die kindliche Entwicklung. Ausgehend von dieser Bedeutsamkeit hat sich in den letzten Jahrzehnten eine umfangreiche nationale sowie internationale Forschungsliteratur zu Voraussetzungen, Struktur, Weiterentwicklung und Auswirkungen der frühpädagogischen Qualität entwickelt. Diese unterschiedlichen Forschungsstränge, theoretischen Annahmen und Forschungsbefunde wurden j…
Children’s Social-Emotional Development During the Covid-19 Pandemic: Protective Effects of the Quality of Children’s Home and Preschool Learning Environments
Research Findings: The study examined the development of children’s social-emotional problems between 2019 (T1) and winter 2021/22 (T2) during the COVID-19 pandemic, as well as the role of children’s home and preschool learning environments. The sample included 228 German children ages 3–7 years at T1 (MAge = 5.13, SD = 0.79, 46% female). Results showed an increase in emotional problems between T1 and T2, which was more pronounced among already d…
Relationships Among Parental Self‐Efficacy , Home Learning Activities, and Child Skills
Early childhood educators’ emotional exhaustion and the frequency of educational activities in preschool
Previous research has demonstrated that early childhood educators are particularly affected by burnout symptoms, such as emotional exhaustion. However, only few studies exploring preschool quality consider early childhood educators’ burnout symptoms as a predictor. Yet we know from other professions that burnout symptoms often lead to reduced job performance. Therefore, this study examines the link between emotional exhaustion in early childhood …
Parental self-efficacy in relation to family characteristics
Parental self-efficacy (PSE) is an essential predictor of parenting practices and child development. The content-specificity of PSE is not well understood: Previous studies are based on either measure of general parental self-efficacy or task-specific parental self-efficacy but not measures of both constructs. Thus, we do not know how both constructs are related. With data from the “AQuaFam” study, we compared four-factor models to investigate th…
Associations between preschool quality and children's social-emotional development until 2nd grade of elementary school
(Digitale) Elternzusammenarbeit in Kindertageseinrichtungen während der Corona-Pandemie. Digitalisierungsschub oder verpasste Chance
Die Schließung von Kindertageseinrichtungen (Kita) als Maßnahme zur Eindämmung des Corona-Virus stellte frühpädagogische Fachkräfte kurzfristig vor veränderte Tätigkeitsbedingungen und Möglichkeiten, den weiterhin bestehenden Bildungsauftrag umzusetzen. Die Zusammenarbeit mit Eltern, mit und ohne digitale Medien, spielt in dieser Hinsicht eine wichtige Rolle. Der Beitrag untersucht a) wie häufig und in welcher Form Fachkräfte die Elternzusammenar…
Burnout undermines empathising: Do induced burnout symptoms impair cognitive and affective empathy
Empathy is crucial for the quality of social interactions and thus highly relevant in human service professions. At the same time, people belonging to this occupational group are especially vulnerable to developing burnout symptoms. With this study, we aimed to investigate the causal link between burnout symptoms and empathy by using a novel experimental design. Our participants (N = 355; 44.5% women; Mage = 36.37) filled out an online questionna…
Elementary school teachers' self-efficacy, student-perceived support and students’ mathematics interest
Motivational profiles across domains and academic choices within Eccles et al.’s situated expectancy–value theoretical framework
This longitudinal person-centered study aimed to identify profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, English, biology, and physics in Grades 10 and 12. We were interested in gendered changes of profile membership, and in relations between profile membership and educational and occupational outcomes in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Tran…
Geschlechtsunterschiede in der kindlichen Mint-Lernmotivation: Forschungsbefunde zu bestehenden Unterschieden und Einflussfaktoren
Der Forschungsüberblick skizziert die Entwicklung von Geschlechtsunterschieden in der kindlichen Lernmotivation in MINT (Mathematik, Informatik, Naturwissenschaften und Technik). Geschlechtsunterschiede in der MINT-Lernmotivation zeichnen sich in nationalen sowie internationalen Studien teilweise bereits in der Kita ab. Mit Blick auf die Bedingungsfaktoren weisen erste Ergebnisse auf Unterschiede in der Häufigkeit und Qualität früher MINT-Lerngel…
Preschool teachers’ learning opportunities in their initial teacher education and in-service professional development – do they have an influence on preschool teachers’ science-specific professional k…
Preschool teachers’ science-specific competences have been shown to influence their science instruction, which in turn appear directly related to the development of children’s science competences. Initial teacher education and in-service professional development may include learning opportunities to acquire science-specific competences necessary for teaching science in preschool. Knowledge about the effects of learning opportunities in initial te…
The influence of preschool teachers’ content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children’s play
Motivational profiles across domains and academic choices within Eccles et al.’s situated expectancy–value theoretical framework
This longitudinal person-centered study aimed to identify profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, English, biology, and physics in Grades 10 and 12. We were interested in gendered changes of profile membership, and in relations between profile membership and educational and occupational outcomes in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Tran…
The influence of preschool teachers’ content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children’s play
Elementary school teachers' self-efficacy, student-perceived support and students’ mathematics interest
The influence of preschool teachers’ content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children’s play
Geschlechtsunterschiede in der kindlichen Mint-Lernmotivation: Forschungsbefunde zu bestehenden Unterschieden und Einflussfaktoren
Der Forschungsüberblick skizziert die Entwicklung von Geschlechtsunterschieden in der kindlichen Lernmotivation in MINT (Mathematik, Informatik, Naturwissenschaften und Technik). Geschlechtsunterschiede in der MINT-Lernmotivation zeichnen sich in nationalen sowie internationalen Studien teilweise bereits in der Kita ab. Mit Blick auf die Bedingungsfaktoren weisen erste Ergebnisse auf Unterschiede in der Häufigkeit und Qualität früher MINT-Lerngel…
Preschool teachers’ learning opportunities in their initial teacher education and in-service professional development – do they have an influence on preschool teachers’ science-specific professional k…
Preschool teachers’ science-specific competences have been shown to influence their science instruction, which in turn appear directly related to the development of children’s science competences. Initial teacher education and in-service professional development may include learning opportunities to acquire science-specific competences necessary for teaching science in preschool. Knowledge about the effects of learning opportunities in initial te…
(Digitale) Elternzusammenarbeit in Kindertageseinrichtungen während der Corona-Pandemie. Digitalisierungsschub oder verpasste Chance
Die Schließung von Kindertageseinrichtungen (Kita) als Maßnahme zur Eindämmung des Corona-Virus stellte frühpädagogische Fachkräfte kurzfristig vor veränderte Tätigkeitsbedingungen und Möglichkeiten, den weiterhin bestehenden Bildungsauftrag umzusetzen. Die Zusammenarbeit mit Eltern, mit und ohne digitale Medien, spielt in dieser Hinsicht eine wichtige Rolle. Der Beitrag untersucht a) wie häufig und in welcher Form Fachkräfte die Elternzusammenar…
Burnout undermines empathising: Do induced burnout symptoms impair cognitive and affective empathy
Empathy is crucial for the quality of social interactions and thus highly relevant in human service professions. At the same time, people belonging to this occupational group are especially vulnerable to developing burnout symptoms. With this study, we aimed to investigate the causal link between burnout symptoms and empathy by using a novel experimental design. Our participants (N = 355; 44.5% women; Mage = 36.37) filled out an online questionna…
Elementary school teachers' self-efficacy, student-perceived support and students’ mathematics interest
Motivational profiles across domains and academic choices within Eccles et al.’s situated expectancy–value theoretical framework
This longitudinal person-centered study aimed to identify profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, English, biology, and physics in Grades 10 and 12. We were interested in gendered changes of profile membership, and in relations between profile membership and educational and occupational outcomes in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Tran…
Associations between preschool quality and children's social-emotional development until 2nd grade of elementary school
Early childhood educators’ emotional exhaustion and the frequency of educational activities in preschool
Previous research has demonstrated that early childhood educators are particularly affected by burnout symptoms, such as emotional exhaustion. However, only few studies exploring preschool quality consider early childhood educators’ burnout symptoms as a predictor. Yet we know from other professions that burnout symptoms often lead to reduced job performance. Therefore, this study examines the link between emotional exhaustion in early childhood …
Parental self-efficacy in relation to family characteristics
Parental self-efficacy (PSE) is an essential predictor of parenting practices and child development. The content-specificity of PSE is not well understood: Previous studies are based on either measure of general parental self-efficacy or task-specific parental self-efficacy but not measures of both constructs. Thus, we do not know how both constructs are related. With data from the “AQuaFam” study, we compared four-factor models to investigate th…
Frühpädagogische Qualität in Kindertageseinrichtungen: Eine Erweiterung des Struktur-Prozess-Modells
Hohe pädagogische Qualität in Kindertageseinrichtungen ist ausschlaggebend für die kindliche Entwicklung. Ausgehend von dieser Bedeutsamkeit hat sich in den letzten Jahrzehnten eine umfangreiche nationale sowie internationale Forschungsliteratur zu Voraussetzungen, Struktur, Weiterentwicklung und Auswirkungen der frühpädagogischen Qualität entwickelt. Diese unterschiedlichen Forschungsstränge, theoretischen Annahmen und Forschungsbefunde wurden j…
Children’s Social-Emotional Development During the Covid-19 Pandemic: Protective Effects of the Quality of Children’s Home and Preschool Learning Environments
Research Findings: The study examined the development of children’s social-emotional problems between 2019 (T1) and winter 2021/22 (T2) during the COVID-19 pandemic, as well as the role of children’s home and preschool learning environments. The sample included 228 German children ages 3–7 years at T1 (MAge = 5.13, SD = 0.79, 46% female). Results showed an increase in emotional problems between T1 and T2, which was more pronounced among already d…
Relationships Among Parental Self‐Efficacy , Home Learning Activities, and Child Skills
The Quality of Interactions in the Home Science Environment and Associations With Children's Science Learning
From early on, families play a critical role in fostering their children's science development, particularly through shared interactions in the home science environment (HSE). The quality of these interactions is deemed pivotal for children's science learning. However, there is limited understanding regarding the quality of interactions between parents and children when exploring science together and how these interactions relate to children's sc…
Psychische Gesundheit in der Kita: Die Rolle von Leadership und Teamklima für das Belastungserleben frühpädagogischer Fachkräfte
Frühpädagogische Fachkräfte zählen zu den Berufsgruppen mit einem erhöhten Risiko für emotionale Erschöpfung, einer zentralen Facette von Burnout. Als wesentliche Einflussfaktoren für die Entstehung von emotionaler Erschöpfung werden insbesondere soziale Aspekte des Arbeitsumfeldes angenommen. Die vorliegende Studie untersucht die Rolle der Führungspraktiken der Einrichtungsleitung sowie des Teamklimas in der Einrichtung für das Belastungserleben…
Psychology (12 works) · Developmental psychology (8 works) · Early Childhood Education and Development (8 works) · Child and Adolescent Psychosocial and Emotional Development (5 works) · Child Development and Digital Technology (5 works) · Mathematics education (5 works) · Social Psychology (5 works) · Education, Achievement, and Giftedness (4 works) · German (4 works) · Pedagogy (4 works)