Ann‐Kathrin Jaggy
Biographic Data
| ID | 6529052 |
|---|---|
| NAME | Ann‐Kathrin Jaggy |
| GIVEN NAMES | Ann‐Kathrin |
| FAMILY NAME | Jaggy |
| SIGNATURE | JAGGY A K |
| AFFILIATIONS | Thurgau University of Teacher Education |
| ORCID | 0000-0001-5602-4894 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The essence of creative thinking in Pisa 2022
The definition and measurement of creative thinking remain subjects of debate. In 2022, the Programme for International Student Assessment (PISA) introduced creative thinking as a new domain, conceptualized across three facets: generating diverse ideas, generating creative ideas, and evaluating and improving ideas. While this framework provides a valuable foundation, questions regarding the construct validity of PISA’s creative thinking assessmen…
Efficacy of a mathematical structuring competence intervention for talented students
Mathematical structuring competence (MSC)—the ability to recognize, apply, and build patterns and structures—is a crucial component of mathematics education and an essential characteristic of mathematical talent. However, systematic approaches to fostering MSC, especially for talent promotion, are still lacking. We evaluated the efficacy of a newly developed intervention for enhancing talented students’ MSC as a primary outcome and their arithmet…
Almighty ChatGPT? Development of gifted secondary school students’ AI (mis)conceptions
The current limitations of generative AI (genAI), such as hallucinations, are well-documented.However, research indicates that young students may misconceive genAI as omniscient.How such a misconception develops remains unclear, particularly as the use of advanced AI grows and exposure to AI increases.Building on certain assumptions from the elaboration likelihood model, this study investigates the "omniscient-AI" misconception among gifted secon…
Longitudinal associations between preschool children’s theory of mind, emotion understanding, and positive peer relationships
The positive links between children’s theory of mind (ToM), emotion understanding, and positive peer relationships are well established. However, the existing literature lacks comprehensive studies investigating the longitudinal interplay between these components in preschool-aged children. This study aimed to fill this gap by examining the concurrent and longitudinal associations between young children’s social cognition and their positive peer …
The impact of social pretend play on preschoolers’ social development
This controlled intervention study with a pre-test, post-test, and follow-up design investigated whether promoting children's social pretend play quality fosters their social development. Twenty-seven Swiss playgroups (N = 211 children, age: M = 43.3 months, SD= 6.5, with a median of 7 children per group) were randomly assigned to one of three experimental conditions: Play tutoring, provision of role play material, or control. Standardized tests …
Who’s bored in school
In the literature, general cognitive ability has been discussed as one critical factor that shapes students’ boredom. In this study, we investigated the relationship between academic boredom and general cognitive ability in primary school students while also considering intrinsic value. We analyzed data from N = 2849 third graders from 188 German classrooms. We used structural equation models with latent variables to test for whether general cogn…
Fostering children’s social pretend play competence and social skills through play tutoring
Training studies have shown the positive effects of play tutoring on children’s social skills. This study investigates whether the theoretically suggested mechanism of change—social pretend play quality—explains the effect of play tutoring on social pretend play competence and social skills. Twenty-seven Swiss playgroups ( N = 214 three- to four-year-olds) participated in a randomized intervention study with three conditions: the intervention gro…
Promoting Social Pretend Play in Preschool Age
This study investigated whether two educational strategies, providing material and active adult support during play, promote pretend play quality in a group of preschoolers. The sample consisted of 101 preschoolers (50% females; mean age at t1= 43.02 months, SD= 5.94) from 14 Swiss educational play groups. These were randomly allocated to the experimental conditions: material (n=4 groups, n=35 children), play tutoring (n=5 groups, n=32 children),…
Assessing Preschool Children’s Social Pretend Play Competence
Pretend play may be beneficial for young children’s social development. However, empirical results to date are inconsistent and limited, which is partly due to a lack of psychometrically sound measures for children’s social pretend play competence. The current study aimed to compare and validate different assessment methods for children’s social pretend play competence. In total, 64 3- to 4-year-old children participated in the study (age: M = 46…
The emergence of dyadic pretend play quality during peer play
The quality of social pretend play may have a positive impact on children's development. This study investigated to what degree this quality is a characteristic of a child versus a function of the play partner or the specific pairing of two children. For this purpose, preschool children's general pretend play quality (actor effect), their general influence on their play partner's pretend play quality (partner effect) and the role of the specific …
The impact of social pretend play on preschoolers’ social development
This controlled intervention study with a pre-test, post-test, and follow-up design investigated whether promoting children's social pretend play quality fosters their social development. Twenty-seven Swiss playgroups (N = 211 children, age: M = 43.3 months, SD= 6.5, with a median of 7 children per group) were randomly assigned to one of three experimental conditions: Play tutoring, provision of role play material, or control. Standardized tests …
The emergence of dyadic pretend play quality during peer play
The quality of social pretend play may have a positive impact on children's development. This study investigated to what degree this quality is a characteristic of a child versus a function of the play partner or the specific pairing of two children. For this purpose, preschool children's general pretend play quality (actor effect), their general influence on their play partner's pretend play quality (partner effect) and the role of the specific …
Assessing Preschool Children’s Social Pretend Play Competence
Pretend play may be beneficial for young children’s social development. However, empirical results to date are inconsistent and limited, which is partly due to a lack of psychometrically sound measures for children’s social pretend play competence. The current study aimed to compare and validate different assessment methods for children’s social pretend play competence. In total, 64 3- to 4-year-old children participated in the study (age: M = 46…
The emergence of dyadic pretend play quality during peer play
The quality of social pretend play may have a positive impact on children's development. This study investigated to what degree this quality is a characteristic of a child versus a function of the play partner or the specific pairing of two children. For this purpose, preschool children's general pretend play quality (actor effect), their general influence on their play partner's pretend play quality (partner effect) and the role of the specific …
Promoting Social Pretend Play in Preschool Age
This study investigated whether two educational strategies, providing material and active adult support during play, promote pretend play quality in a group of preschoolers. The sample consisted of 101 preschoolers (50% females; mean age at t1= 43.02 months, SD= 5.94) from 14 Swiss educational play groups. These were randomly allocated to the experimental conditions: material (n=4 groups, n=35 children), play tutoring (n=5 groups, n=32 children),…
Who’s bored in school
In the literature, general cognitive ability has been discussed as one critical factor that shapes students’ boredom. In this study, we investigated the relationship between academic boredom and general cognitive ability in primary school students while also considering intrinsic value. We analyzed data from N = 2849 third graders from 188 German classrooms. We used structural equation models with latent variables to test for whether general cogn…
Fostering children’s social pretend play competence and social skills through play tutoring
Training studies have shown the positive effects of play tutoring on children’s social skills. This study investigates whether the theoretically suggested mechanism of change—social pretend play quality—explains the effect of play tutoring on social pretend play competence and social skills. Twenty-seven Swiss playgroups ( N = 214 three- to four-year-olds) participated in a randomized intervention study with three conditions: the intervention gro…
The impact of social pretend play on preschoolers’ social development
This controlled intervention study with a pre-test, post-test, and follow-up design investigated whether promoting children's social pretend play quality fosters their social development. Twenty-seven Swiss playgroups (N = 211 children, age: M = 43.3 months, SD= 6.5, with a median of 7 children per group) were randomly assigned to one of three experimental conditions: Play tutoring, provision of role play material, or control. Standardized tests …
Longitudinal associations between preschool children’s theory of mind, emotion understanding, and positive peer relationships
The positive links between children’s theory of mind (ToM), emotion understanding, and positive peer relationships are well established. However, the existing literature lacks comprehensive studies investigating the longitudinal interplay between these components in preschool-aged children. This study aimed to fill this gap by examining the concurrent and longitudinal associations between young children’s social cognition and their positive peer …
The essence of creative thinking in Pisa 2022
The definition and measurement of creative thinking remain subjects of debate. In 2022, the Programme for International Student Assessment (PISA) introduced creative thinking as a new domain, conceptualized across three facets: generating diverse ideas, generating creative ideas, and evaluating and improving ideas. While this framework provides a valuable foundation, questions regarding the construct validity of PISA’s creative thinking assessmen…
Efficacy of a mathematical structuring competence intervention for talented students
Mathematical structuring competence (MSC)—the ability to recognize, apply, and build patterns and structures—is a crucial component of mathematics education and an essential characteristic of mathematical talent. However, systematic approaches to fostering MSC, especially for talent promotion, are still lacking. We evaluated the efficacy of a newly developed intervention for enhancing talented students’ MSC as a primary outcome and their arithmet…
Almighty ChatGPT? Development of gifted secondary school students’ AI (mis)conceptions
The current limitations of generative AI (genAI), such as hallucinations, are well-documented.However, research indicates that young students may misconceive genAI as omniscient.How such a misconception develops remains unclear, particularly as the use of advanced AI grows and exposure to AI increases.Building on certain assumptions from the elaboration likelihood model, this study investigates the "omniscient-AI" misconception among gifted secon…
Developmental psychology (7 works) · Psychology (7 works) · Early Childhood Education and Development (6 works) · Child Development and Digital Technology (5 works) · Social Psychology (5 works) · Cognition (4 works) · Social change (4 works) · Social competence (4 works) · Child and Animal Learning Development (3 works) · Social relation (3 works)