Refine
Document Type
- Article (22)
- Doctoral Thesis (1)
Language
- English (23) (remove)
Has Fulltext
- yes (23)
Is part of the Bibliography
- no (23)
Keywords
- - (13)
- motivation (3)
- adolescence (2)
- fMRI (2)
- perceived stress (2)
- school engagement (2)
- secondary school (2)
- stress (2)
- telomere length (2)
- Adoleszenz (1)
- Assessment (1)
- Burnout (1)
- COVID-19 (1)
- CofP (1)
- Depression (1)
- Deutsche Version des School Burnout Inventory (1)
- German School Burnout Inventory (1)
- German and Canadian secondary school students (1)
- K−12 teachers (1)
- SBI-G (1)
- STEM performance (1)
- Schul-Burnout (1)
- Sekundarschülerinnen und Schüler (1)
- Soziale Beziehungen (1)
- Stress (1)
- ability to cope (1)
- absolute (1)
- academic achievement (1)
- achievement (1)
- achievement drive (1)
- adolescents (1)
- amylase (1)
- anxiety (1)
- assessment (1)
- attitudes and beliefs (1)
- autonomy (1)
- belonging (1)
- big-fish-little-pond-effect (1)
- bullying (1)
- burnout (1)
- classroom characteristics (1)
- competence (1)
- cortisol (1)
- criterial (1)
- cross-lagged panel design (1)
- early competencies (1)
- educational decisions (1)
- environmental factors (1)
- evidence-based practice (1)
- exclusion (1)
- external evidence (1)
- gender (1)
- gender differences (1)
- grade level differences (1)
- grit (1)
- habituation (1)
- helplessness (1)
- high school students (1)
- high-ability tracked students (1)
- imagery (1)
- individual academic self-concept (SESSKO) (1)
- infants (1)
- internal evidence (1)
- job satisfaction (1)
- language attitudes (1)
- language use (1)
- latent change model (1)
- learned helplessness (1)
- mental representations (1)
- mental rotation (1)
- mental transformations (1)
- middle school students (1)
- multigroup latent moderated structural equations (1)
- multilevel analyses (1)
- multilevel analysis (1)
- narrative interviews (1)
- network analysis (1)
- new speakers (1)
- oxidative stress (1)
- pandemic (1)
- parental pressure (1)
- parental support (1)
- parents (1)
- peer support (1)
- peers (1)
- peers as positive motivators (1)
- personality (1)
- practice-based evidence (1)
- psychosocial stress (1)
- regional language (1)
- reinforcement learning (1)
- relatedness (1)
- relatedness with peers (1)
- remote teaching (1)
- school absenteeism (1)
- school burnout (1)
- school environment (1)
- school self-concept (1)
- secondary-school students (1)
- self‐competence/self‐efficacy (1)
- self‐efficacy (1)
- sensory processing sensitivity (1)
- small language (1)
- social (1)
- social belonging (1)
- social evidence (1)
- social relationships in school (1)
- social support (1)
- socio-motivational relationships (1)
- sociolinguistic approach (1)
- sozio-emotionale Stärken und Schwächen (1)
- spatial cognition (1)
- structural equation modeling (1)
- structural equation modelling (1)
- teacher support (1)
- teachers (1)
- teachers as positive motivators (1)
- teacher–student relationship (1)
- test anxiety (1)
- track differences (1)
- well-being (1)
- working environment (1)
Institute
- Institut für Erziehungswissenschaft (23) (remove)
Publisher
- Frontiers Media S.A. (12)
- Wiley (5)
- MDPI (2)
- Hogrefe (1)
- Taylor & Francis (1)
- The British Psychological Society (1)
The current cross-national study investigates the potential buffering role of socio-motivational relationships for the association of achievement drive (AD) and test anxiety (TX) in secondary school students from Canada and Germany. One thousand and eighty-eight students (54% girls, Mage = 13.71, SD = 0.53, age span 12–15 years) from the state of Brandenburg and 389 students from Quebéc (55.9% girls, Mage = 13.43, SD = 0.82, age span 12–16 years) were asked about their socio-motivational relationships with their teachers and peers, their drive for achievement, and TX. Multigroup latent moderated structural equations were conducted to test for the moderator role of socio-motivational relationships that would buffer feelings of TX related to the drive for achievement. The analyses revealed the two-sided role socio-motivational relationships can have for students with different levels of AD; intensifying or mitigating feelings of TX. Thereby, the results of this study extend the buffering hypothesis by Cohen and Wills (1985). Cross-national differences between Canada and Germany were found concerning the studied moderators on the association of AD and TX: While for German students teacher–student relationships acted as moderator, for Canadian students student–student relationships and teachers acting as positive motivators displayed a moderator role.
This multi-methodological study applied functional magnetic resonance imaging to investigate neural activation in a group of adolescent students (N = 88) during a probabilistic reinforcement learning task. We related patterns of emerging brain activity and individual learning rates to socio-motivational (in-)dependence manifested in four different motivation types (MTs): (1) peer-dependent MT, (2) teacher-dependent MT, (3) peer-and-teacher-dependent MT, (4) peer-and-teacher-independent MT. A multinomial regression analysis revealed that the individual learning rate predicts students’ membership to the independent MT, or the peer-and-teacher-dependent MT. Additionally, the striatum, a brain region associated with behavioral adaptation and flexibility, showed increased learning-related activation in students with motivational independence. Moreover, the prefrontal cortex, which is involved in behavioral control, was more active in students of the peer-and-teacher-dependent MT. Overall, this study offers new insights into the interplay of motivation and learning with (1) a focus on inter-individual differences in the role of peers and teachers as source of students’ individual motivation and (2) its potential neurobiological basis.
Existing literature evidences the association between adolescents’ school self-concept and engagement, both concepts being related to students’ perception of teachers and peers as motivators. However, few longitudinal studies explore the interplay of these factors. The present study aims to close this gap, applying latent cross-lagged panel design to two-wave data from German adolescent students [1088 8th grade students at T1 (Mage = 13.7, SD = 0.53; 53.9% girls) and 845 9th grade students at T2 (Mage = 14.86; SD = 0.57; 55% girls) from the initial sample]. Besides direct effects, three cross-lagged over-time paths were found to be significant: students’ perception of peers as positive motivators (PPMs) at the beginning of 8th grade (T1) positively predicts their behavioral school engagement at the end of 9th grade (T2), as well as emotional school engagement at the beginning of 8th grade positively predicts students’ perception of PPMs 1.5 years later. Furthermore, behavioral school engagement at T1 functions as a predictor of a student’s school self-concept at T2.
Longitudinal Effects of Student-Perceived Classroom Support on Motivation – A Latent Change Model
(2017)
This two-wave longitudinal study examined how developmental changes in students’ mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students’ intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students’ motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (Mean age = 13.70, SD = 0.53, 54% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students’ academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students’ perceptions of competence in class when aiming to enhance students’ academic effort in secondary school classrooms.
Three-year-olds and 4-year-olds have severe difficulties solving standard mental rotation tasks. Only 5-year-olds solve such tasks above chance reliably. In contrast studies relying on simplified mental rotation tasks indicate that infants discriminate between an object and its mirror image. Furthermore in another simplified mental rotation task with 3-year-olds, a linear relation between angular disparity and reaction time typical for mental rotation was revealed. Therefore it was assumed that 3-year-olds’ capabilities are underestimated. In the current study, 3-year-olds were trained in two isolated sessions to solve standard mental rotation tasks and were tested in a third session. Three-year-olds solved this test above chance as a group – a substantial number of them doing so on an individual level. However, a linear relation between angular disparity and reaction time, that would indicate an analog mental transformation, was not discernable. Nevertheless, these findings are in accordance with a continuous line describing mental rotation in infants and older children. And, these also indicate that children’s mental rotation capabilities might be underestimated.
The social context plays a decisive role in the formation of the academic self-concept (ASC) and has been widely studied as the big-fish-little-pond-effect (BFLPE). This effect describes that comparable talented students in high-achieving school settings have a lower ASC compared to equally talented students attending low-achieving settings. Past research has focused on students’ domain-specific ASC, while little is known about the relation of achievement-related classroom compositions and the various facets of ASC. Additionally, BFLPE-research has been critiqued to build its theoretical frame on social comparison theory, without providing sufficient empirical support. To address this gap, we analyzed how the single student’s social, criterial, absolute, and individual ASC relate to class-level achievement of 8th graders. Applying Multilevel Structural Equation Modeling (MLSEM) we found that all facets of ASC were significantly related to average-class achievement, while student’s social ASC revealed the strongest associated. The results reveal explicitly that average-class achievement is strongly related to social comparison processes.
The first part of my work comprises empirical findings and theoretical foundations on stress in its historical development and socio-emotional and behavioural factors.
The first study of my dissertation focuses on the relationship between perceived stress in adolescence, the context variables of perceived helpfulness and competition and socio-emotional and behavioural strengths and difficulties (i.e., emotional problems, symptoms of hyperactivity, problems with peers, prosocial behaviour and conduct problems) from early to middle adolescence. I postulated a moderation or mediation of the effect of perceived stress on socio-emotional and behavioural strengths and difficulties through the two context variables. My hypotheses were tested using a latent moderating structural equation model (moderation analysis) and a multi-group structural equation model taking into account the gender and age of the students (mediation analysis). The theoretical basis of my first study is the transactional stress model by Lazarus and Folkman (1984).
The second study of my dissertation is dedicated to the question whether perceived stress is a moderator in the relationship between depressive symptoms in early adolescence and socio-emotional and behavioural strengths and difficulties in middle adolescence. Based on the cognitive vulnerability-transactional stress theory of Hankin and Abramson (2001), which assumes reciprocal and dynamic relationships between the individual and the environment, I investigated this question and tested the relationships using a latent moderating structural equation model.
The third study of my dissertation is based on Bronfenbrenner’s socio-ecological model (1975). Using a cross-lagged panel design, I investigate the within time and longitudinal relationships between variables of emotional (in-)stability (i.e., depressive symptoms, perceived stress and loneliness) and socio-environmental factors (i.e., sense of belonging, student-student and teacher-student-relationship) from early to middle adolescence.
At the end of my work there is a summary of all results, a discussion and an outlook for future research.
Research has shown that parental pressure is negatively whereas parental support is positively associated with various scholastic outcomes, such as school engagement, motivation, and achievement. However, only few studies investigate boys' and girls' perception of mother and father pressure/support in detail. This might be particularly essential when it comes to girls' and boys' achievement in STEM subjects, as girls and boys might profit differently from parental pressure/support regarding their achievement in STEM and vice versa. This study aims to shed light on this topic and explores potential within—and over time associations between students' perception of parental pressure/support and grades in mathematics and biology. Using self-report data from 1,088 8th grade students at T1 (Mage = 13.70, SD = 0.53, 54% girls) from Brandenburg, Germany, multigroup cross-lagged models were conceptualized with Mplus. The results indicate that there are gender differences in the interplay of students' grades in mathematics, biology, and their perception of parental pressure and support: Whereas, mother support plays a central beneficial role for girls' achievement in STEM subjects as well as for the other parental variables over time, for boys mother support is negatively associated with math performance over time. Within-time associations further show that boys—in contrast to girls—do not benefit from any parental support regarding their performance in mathematics or biology. Finally, results suggest that the relationship between adolescents' STEM achievement and parental pressure/support is rather mono-directional than bi-directional over time.
The Role of Evidence-Based Practice in German Special Education—State of Research and Discussion
(2019)
Parents, peers, and teachers provide a powerful context for school students’ well-being. However, a detailed and systematic analysis of how parental, peer, and teacher support relate to students’ well-being, measured by the dimensions self-worth, psychological and physical well-being, is still missing. To address this research gap, the following study investigates 733 adolescent German students from grades 7 and 8 (Mage = 13.97, SD = 0.41, 52% girls) with respect to their perceived supportive relationships at home and within the school context. The study considers gender, socioeconomic status, and school form as potential confounders. The results of the structural equation model, analyzed with the statistical software R, indicate that perceived teacher support was positively related to students’ self-worth and physical well-being, while peer support was related to psychological well-being. Students who perceived their parents as supportive reported higher well-being with respect to all three dimensions investigated.