![]() ![]() Niepel, Christoph ![]() Scientific Conference (2023, March 02) Detailed reference viewed: 52 (1 UL)![]() ![]() Niepel, Christoph ![]() Scientific Conference (2023, March 02) Detailed reference viewed: 22 (0 UL)![]() ; Franzen, Patrick ![]() ![]() in Identity (2023) Detailed reference viewed: 52 (0 UL)![]() van der Westhuizen, Lindie ![]() ![]() ![]() in Learning and Instruction (2023), 87 Detailed reference viewed: 33 (1 UL)![]() van der Westhuizen, Lindie ![]() ![]() in Contemporary Educational Psychology (2023) Detailed reference viewed: 31 (1 UL)![]() ; Niepel, Christoph ![]() in British Journal of Educational Psychology (2023) Detailed reference viewed: 24 (0 UL)![]() Talic, Irma ![]() in Current Psychology (2023) Detailed reference viewed: 24 (0 UL)![]() Hausen, Jennifer ![]() ![]() in Contemporary Educational Psychology (2023), 74 Detailed reference viewed: 31 (0 UL)![]() ![]() Talic, Irma ![]() Scientific Conference (2022, July) Detailed reference viewed: 29 (0 UL)![]() Grund, Axel ![]() ![]() Speeches/Talks (2022) We initially tested whether besides possessing a positive self-concept, possessing an accurate self-concept has an incremental effect on students’ school adaptation. As self-knowledge index, we calculated ... [more ▼] We initially tested whether besides possessing a positive self-concept, possessing an accurate self-concept has an incremental effect on students’ school adaptation. As self-knowledge index, we calculated ipsative profile correlations between 9th grade students’ academic self-concepts (i.e., how well students think they do) in the domains Math, German, and French and their respective achievement test scores in these domains (i.e., how well students actually do). We then related students’ self-knowledge to their general performance across these tests, their school satisfaction, and their perceived quality of the teacher-student relationship, assuming that accurate self-concepts lay the foundation for adaptive self-regulation processes (e.g., building on strengths and remedying or accepting weaknesses). In a first sample (N = 6279), we found that self-knowledge explained an incremental amount of variance in school adaptation above and beyond students’ general and domain-specific self-concepts in multiple regression analyses. The better aligned students’ self-concept profile was with their actual achievement profile, the better their performance across these domains, the more satisfied students were with schooling, and the better their relationship with their teachers. Except for school satisfaction, these findings were replicated in another cohort of 9th grade students (N = 6493), and they remained robust when we used rang-correlation instead of Pearson-correlation to derive our self-knowledge index. Notably, both indices seemed largely independent from students’ self-concepts and, on average, students seem to better “know” about their academic abilities compared to other aspects of their personality. We discuss necessary improvements to further substantiate the adaptive role of self-knowledge in self-regulation. [less ▲] Detailed reference viewed: 96 (4 UL)![]() Franzen, Patrick ![]() ![]() in Learning and Individual Differences (2022), 95(5), 102-139 Dimensional comparisons lead to contrast effects between academic self-concepts, implying that students view themselves as a math-type or a verbal-type. This study examined the short-term stability of ... [more ▼] Dimensional comparisons lead to contrast effects between academic self-concepts, implying that students view themselves as a math-type or a verbal-type. This study examined the short-term stability of these types and their generalizability to academic interest. N = 382 students completed questionnaires on self-concept and interest in math, physics, German, and English at two measurement waves over five weeks. Latent transition analyses were conducted with self-concepts and interests as indicators, revealing four profiles for both constructs. For self-concept a math + high profile, verbal + high profile, verbal + low profile and generally-moderate profile were found. For interest a math profile, verbal profile, generally-high profile, and generally-low profile were found. These profiles indicated that the formation of domain-specific self-concept and interest differs between groups of students. The profiles were stable across measurement waves. Relations to school grades and gender matched theoretical assumptions. [less ▲] Detailed reference viewed: 106 (19 UL)![]() Hausen, Jennifer ![]() ![]() in Journal of Educational Psychology (2022), 114(6), 13941411 A positive academic self-concept (ASC) relates to many desirable educational outcomes. Research on which student characteristics relate to the formation of ASC is therefore crucial. To examine the ... [more ▼] A positive academic self-concept (ASC) relates to many desirable educational outcomes. Research on which student characteristics relate to the formation of ASC is therefore crucial. To examine the importance of personality for ASC, we investigated the relation between Big Five traits and mean level as well as within-person variability in state general-school ASC for the first time using intensive longitudinal data. The sample comprised N = 291 German ninth and 10th graders who completed a 3-week e-diary after filling in a 60-item Big Five questionnaire assessing extraversion, agreeableness, conscientiousness, negative emotionality, and open-mindedness as well as their respective subfacets (15 subfacets overall). To assess state ASC, students completed three items after each lesson in four different subjects (resulting in Mlessons = 21.32). We ran six mixed-effects location scale models: one with all broad Big Five domains and five (one for each Big Five domain) with the subfacets as predictors of state ASC. Higher scores in the domains and in at least one subfacet of open-mindedness, conscientiousness, and extraversion but lower scores in negative emotionality were related to higher mean levels of state ASC. Higher scores in depression (subfacet of negative emotionality) were related to greater within-person variability in state ASC. These findings suggest that Big Five traits are predictors of mean level and within-person variability in students’ state ASC, thus contributing to a more complete map of the formation of students’ ASC and the role of personality therein. Theoretical and practical implications of these findings are discussed. [less ▲] Detailed reference viewed: 55 (6 UL)![]() Talic, Irma ![]() in Learning and Instruction (2022), 81 Detailed reference viewed: 87 (3 UL)![]() Franzen, Patrick ![]() ![]() in Journal of Personality Assessment (2022), 104(6), 759-773 Conscientiousness is the most important personality predictor of academic achievement. It consists of several lower order facets with differential relations to academic achievement. There is currently no ... [more ▼] Conscientiousness is the most important personality predictor of academic achievement. It consists of several lower order facets with differential relations to academic achievement. There is currently no short instrument assessing facets of conscientiousness in the educational context. Therefore, in the present multi-study report, we develop and validate a short-form questionnaire for the assessment of seven Conscientiousness facets, namely Industriousness, Perfectionism, Tidiness, Procrastination Refrainment, Control, Caution, and Task Planning. To this end, we examined multiple representative samples totaling N = 14,604 Grade 9 and 10 students from Luxembourg. The questionnaire was developed by adapting and shortening an existing scale using an exhaustive search algorithm. The algorithm was specified to select the best item combination based on model fit, reliability, and measurement invariance across the German and French language versions. The resulting instrument showed the expected factorial structure. The relations of the facets with personality constructs and academic achievement were in line with theoretical assumptions. Reliability was acceptable for all facets. Measurement invariance across language versions, gender, immigration status and cohort was established. We conclude that the presented questionnaire provides a short measurement of seven facets of Conscientiousness with valid and reliable scores. [less ▲] Detailed reference viewed: 97 (9 UL)![]() Niepel, Christoph ![]() in Journal of Educational Psychology (2022), 114(6), 1380-1393 Detailed reference viewed: 112 (5 UL)![]() van der Westhuizen, Lindie ![]() ![]() in Contemporary Educational Psychology (2022) Student motivation and affect play an important role in successful language learning. To investigate the formation of language learning motivation and affect, this study extended the generalized internal ... [more ▼] Student motivation and affect play an important role in successful language learning. To investigate the formation of language learning motivation and affect, this study extended the generalized internal/external frame of reference (GI/E) model framework to multiple languages (German and French, along with math) and multiple motivational-affective outcomes (academic self-concept, interest, and anxiety). We examined whether social and dimensional comparisons play similar roles in the formation of students’ self-concepts, interests, and anxieties concerning different languages and whether dimensional comparisons result in contrast or assimilation effects. Moreover, we tested the generalizability of the GI/E model assumptions across students with different language backgrounds. Using a data set comprising virtually all ninth-grade students (N=6275; 48.0% female) from Luxembourg’s multilingual educational system, our findings indicated (1) clear contrast effects in the formation of self-concept and interest in math, German, and French, and (2) a combination of contrast, assimilation, and no effects in the formation of anxiety in math, German, and French. Using a subsample of 5837 students with valid language information (48.0% female), invariance tests demonstrated that the GI/E achievement–outcome relations operated equivalently across students from different home language backgrounds. [less ▲] Detailed reference viewed: 82 (10 UL)![]() ![]() Franzen, Patrick ![]() ![]() Scientific Conference (2021, September 16) Detailed reference viewed: 64 (2 UL)![]() ![]() ; ; Niepel, Christoph ![]() Scientific Conference (2021, July) Detailed reference viewed: 23 (0 UL)![]() ![]() Talic, Irma ![]() Scientific Conference (2021) Detailed reference viewed: 28 (0 UL)![]() Dörendahl, Jan ![]() ![]() ![]() in Frontiers in Psychology (2021), 12 Detailed reference viewed: 47 (1 UL) |
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