References of "2020"
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See detailInterview: 100 Joer russesch Präsenz zu Lëtzebuerg
Ganschow, Inna UL; Delage, Michel

Speeches/Talks (2020)

„D'Geschicht vun der Awanderung vu Russen, respektiv vu Bierger aus dem fréieren Zareräich oder der Sowjetunioun, war éischter manner bekannt. Bis d'Fuerscherin Inna Ganschow sech mam Thema ausernee gesat ... [more ▼]

„D'Geschicht vun der Awanderung vu Russen, respektiv vu Bierger aus dem fréieren Zareräich oder der Sowjetunioun, war éischter manner bekannt. Bis d'Fuerscherin Inna Ganschow sech mam Thema ausernee gesat huet. Ëm déi 100 perséinlech Interviewen huet d'Fuerscherin gefouert, fir sech en ongeféiert Bild ze maachen.“ [less ▲]

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See detailMultilingual education in early years in Luxembourg: mind ideologies!
Kirsch, Claudine UL

Scientific Conference (2020, November 14)

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See detailFormation à la pratique d’enseignement en temps de crise sanitaire: Conception, production et diffusion de vidéos pédagogiques à distance
Reuter, Robert UL; Reeff, Alain; Busana, Gilbert UL

Scientific Conference (2020, November 13)

Le Bachelor en Sciences de l’Education (BScE) de l’Université du Luxembourg propose une formation approfondie et exigeante alliant savoir académique et pratique. Ils sont formés pour enseigner dans tous ... [more ▼]

Le Bachelor en Sciences de l’Education (BScE) de l’Université du Luxembourg propose une formation approfondie et exigeante alliant savoir académique et pratique. Ils sont formés pour enseigner dans tous les cycles de l’école fondamentale, dans les classes de la voie de préparation et dans le contexte d’élèves à besoins éducatifs spécifiques au Luxembourg. Comme dans de nombreuses autres formations initiales des enseignants, le temps de terrain (ou stage) représente un moment clé de chaque semestre dans le BScE. Face à la crise sanitaire du COVID-19, ce dispositif de formation à la pratique pédagogique n’a pas pu être conservé. En effet, les écoles étaient fermées, les élèves étaient scolarisés à distance par leur enseignant. Nous avons donc dû rapidement innover et mettre en place des activités d’apprentissage alternatives qui correspondaient au mieux aux objectifs visés par les temps de terrain. Nous avons ainsi demandé à nos étudiants de concevoir et produire, en dyades, des vidéos pédagogiques à destination des écoles du pays. Le but était de permettre à nos étudiants de développer les compétences nécessaires pour réaliser de telles ressources d’apprentissage et de de les mettre à disposition des écoles via Internet. Nous allons décrire, analyser et évaluer le dispositif mis en place, ainsi que les vidéos qui ont été produite. Nous allons également discuter des éventuelles leçons apprises qui conduiront à des adaptations dans notre formation. [less ▲]

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See detailProfessional development to promote innovative language teaching: examples from multilingual Luxembourg
Kirsch, Claudine UL

Scientific Conference (2020, November 13)

While multilingual programmes have been implemented in early childhood education in several countries in Europe, professionals may still be unsure of how to promote multilingualism and deal with language ... [more ▼]

While multilingual programmes have been implemented in early childhood education in several countries in Europe, professionals may still be unsure of how to promote multilingualism and deal with language diversity. There is a need for professional development (PD) which can influence the practitioners’ attitudes, knowledge and skills, and the quality of their teaching (Egert et al., 2018; Peleman et al., 2017). This presentation begins with an outline of several theoretical models of PD and explains why integrated models that are collaborative, inquiry-based, and performance-based are the most effective in contributing to change. I will then present a PD used in Luxembourg to help early childhood practitioners develop and implement multilingual pedagogies. The model, which comprised training sessions, network meetings, and coaching, aimed to deepen the practitioners’ understanding of multilingualism and language learning, familiarize them with translanguaging (García & Reid, 2019) and enable them to implement language and literacy activities in Luxembourgish, French and children’s home languages (Kirsch et al. forthcoming). Finally, I provide insights into the professional learning of two preschool teachers. The PD, the experience of engaging in multilingual activities, and the reflection on teaching and learning, enabled the teachers to develop a positive stance to multilingual education, design productive leaning environments based on social-constructivist theories, and monitor language use to guarantee responsible translanguaging (Kirsch 2020). [less ▲]

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See detailTrafficSliver: Fighting Website Fingerprinting Attacks with Traffic Splitting
de La Cadena Ramos, Augusto Wladimir UL; Mitseva, Asya; Hiller, Jens et al

in 27th ACM Conference on Computer and Communications Security (CCS '20) (2020, November 13)

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See detailInequalities in the Luxembourgish Educational System: Effects of Language Proficiency on Math Performance Among Different Generations of Immigrant Students
Krämer, Charlotte UL; Rivas, Salvador UL; Reichel, Yanica UL et al

Poster (2020, November 12)

Research indicates students with immigrant background are disadvantaged in educational systems of the host country (e.g., OECD, 2018). In Luxembourg, roughly half of the school population has an immigrant ... [more ▼]

Research indicates students with immigrant background are disadvantaged in educational systems of the host country (e.g., OECD, 2018). In Luxembourg, roughly half of the school population has an immigrant background (Lenz & Heinz, 2018), and several studies indicate these students are considerably disadvantaged in terms of educational achievement levels (Hadjar et al., 2015, 2018). Lower achievement may be partly due to difficulties related to displacement and settling of 1st generation immigrant students. Second and later generation students may however also experience disadvantages as they speak languages at home that are different from the two main languages of instruction (i.e., German and French), and their parents may be less familiar with the educational system and less able to provide support for their children (Alba & Foner, 2016). This may explain why educational inequalities persist; however little is known about the influence of language proficiency of different generations of immigrant students on their performance in other school subjects. Therefore, our poster focuses on the effect of generation after controlling for the effect of language on math competency. Using data from the Luxembourg School Monitoring Programme (Épreuves Standardisées) for the 2016 cohort of 9th grade students in the two main tracks of secondary school (n=4,339), we conduct regression analysis to investigate to what extent language proficiency in German and French and generational status have an impact on math performance. Data indicates that language proficiency in both German and French explains a significant proportion of variance in math performance. In addition, there is a generation effect, whereby 3rd and later generation immigrant students achieve a higher level of math competency than students of the 1st or 2nd generation. Results will be discussed in terms of social mobility and educational inequality. [less ▲]

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See detailLuxembourg Economy Facing Challenges: A Historical Overview
Danescu, Elena UL

in Hartley (Ed.) Western Europe 2021 (2020)

The chapter focused on Luxembourg economy and history will endeavour to explain how Luxembourg managed to achieve transitions from an agrarian economy to a knowledge-driven economy; its current strengths ... [more ▼]

The chapter focused on Luxembourg economy and history will endeavour to explain how Luxembourg managed to achieve transitions from an agrarian economy to a knowledge-driven economy; its current strengths and weaknesses; and its future challenges in an increasingly globalized, competitive international environment [less ▲]

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See detailThe use of augmented reality, digital and physical modelling in schooling at home in early childhood in Echternach
Haas, Ben; Kreis, Yves UL; Zsolt, Lavicza

Scientific Conference (2020, November 12)

During the confinement of COVID-19, many efforts were made by teachers in elementary school to switch from in-school to schooling at home (Kreis et al., 2020). The use of educational technology in early ... [more ▼]

During the confinement of COVID-19, many efforts were made by teachers in elementary school to switch from in-school to schooling at home (Kreis et al., 2020). The use of educational technology in early childhood (cycle 1), however, is not yet a common practice in elementary schools in Luxemburg. Participation in online video conferences or the use of educational technologies relied in early childhood in significant parts on the disponibility and skills of parents. Younger students were experiencing difficulties in following-up courses requests in schooling at home. From previous research (Haas et al., In Preparation), we designed a conceptual framework on parent assisted remote teaching. Hence, we used these findings to work with 12 early childhood students (ages 4-6), their teachers and parents in schooling at home. Based on the four basic principles of Dienes’s theory of mathematics in physical and digital modelling (Lieban, 2019), we created mathematical modelling tasks with TinkerCad. During two weeks, we collected data through chat responses, web meetings and observations. In this presentation, we will explain insights and how further tasks in schooling at home in early childhood could benefit from this experience. [less ▲]

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See detailTranslanguaging course for preschool teachers to disrupt inequalities
Aleksic, Gabrijela UL; Bebić, Džoen Dominique UL

Presentation (2020, November 12)

The highly linguistically and culturally diverse reality of Luxembourg and its school system pose a great challenge to students, families, and teachers alike. This reality tends to produce one of the ... [more ▼]

The highly linguistically and culturally diverse reality of Luxembourg and its school system pose a great challenge to students, families, and teachers alike. This reality tends to produce one of the largest differences in reading performance between Luxembourgish and language minority children compared to other countries (PISA, 2019), which creates inequalities in students’ academic trajectory. Translanguaging as a pedagogy has been established to overcome these inequalities by disrupting language hierarchies and giving language minority children a space and voice to learn and prosper (García, 2019). To address the inequalities and help implement a translanguaging pedagogy in preschool, our project : (1) offered a professional development course in translanguaging to 40 teachers, (2) involves children’s parents to foster home-school collaboration through questionnaires and interviews, and (3) cultivates children’s linguistic, cognitive, and socio-emotional engagement in the classroom through linguistic tests and video observations. We also used focus groups and questionnaires at the beginning and the end of the course. The 18-hour course in Translanguaging (June to December 2019) aimed to challenge the teachers’ perception about multilingualism and equality in their classroom. Through the preliminary results of the focus groups, questionnaires and field notes, we were able to observe some positive changes in the teachers’ attitudes and beliefs about their language minority children such as realizing that language is a tool of communication. Teachers were also more positive about home-school collaboration. However, despite our continuous creative efforts, some teachers still maintained their traditional monolingual stance and conviction of parents’ lack of education and interest. Most of the teachers did, however, not completely overcome a monolingual bias and this remains our main focus in the remaining points and follow-ups of our project. References García, O. (2019). Translanguaging: a coda to the code?, Classroom Discourse, 10(3-4), 369-373, doi: 10.1080/19463014.2019.1638277 OECD (2019). PISA 2018 Results (Volume I): What students know and can do. PISA, OECD Publishing: Paris. doi: https://doi.org/10.1787/5f07c754-en [less ▲]

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See detailHow do pupils experience Technology-Based Assessments? Implications for methodological approaches to measuring the User Experience based on two case studies in France and Luxembourg
Lehnert, Florence Kristin UL; Lallemand, Carine UL; Fischbach, Antoine UL et al

Scientific Conference (2020, November 12)

Technology-based assessments (TBAs) are widely used in the education field to examine whether the learning goals were achieved. To design fair and child-friendly TBAs that enable pupils to perform at ... [more ▼]

Technology-based assessments (TBAs) are widely used in the education field to examine whether the learning goals were achieved. To design fair and child-friendly TBAs that enable pupils to perform at their best (i.a. independent of individual differences in computer literacy), we must ensure reliable and valid data collection. By reducing Human-Computer Interaction issues, we provide the best possible assessment conditions and user experience (UX) with the TBA and reduce educational inequalities. Good UX is thus a prerequisite for better data validity. Building on a recent case study, we investigated how pupils perform TBAs in real-life settings. We addressed the context-dependent factors resulting from the observations that ultimately influence the UX. The first case study was conducted with pupils age 6 to 7 in three elementary schools in France (n=61) in collaboration with la direction de l’évaluation, de la prospective et de la performance (DEPP). The second case study was done with pupils age 12 to 16 in four secondary schools in Luxembourg (n=104) in collaboration with the Luxembourg Centre for Educational Testing (LUCET). This exploratory study focused on the collection of various qualitative datasets to identify factors that influence the interaction with the TBA. We also discuss the importance of teachers’ moderation style and mere system-related characteristics, such as audio protocols of the assessment data. This study contribution comprises design recommendations and implications for methodological approaches to measuring pupils’ user experience during TBAs. [less ▲]

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See detailThe Monk's Guide to the Sacred Remains. Johannes Scheckmann's Heiltumsbücher between Hagiography and Curiosity
Dubuisson, Bastien UL

Presentation (2020, November 12)

At the dawn of Reformation and the religious tensions that spread across Europe in the 16th century, the German city of Trier was the theatre of a particular religious craze considered a peak in the ... [more ▼]

At the dawn of Reformation and the religious tensions that spread across Europe in the 16th century, the German city of Trier was the theatre of a particular religious craze considered a peak in the development of personal piety. During his second stay in the Mosellan city in 1512, emperor Maximilian of Habsburg ordered the clergy to excavate the tunica Christi, a relic that had remained buried under the main altar of the eastern choir of the cathedral since the end of the 12th century. This inventio was followed by a series of ostensiones to show the Holy Tunic to the mass of people gathered in front of the cathedral. Being located on the pilgrimage route to Aachen and Cologne, the churches of Trier took advantage of the influx of pilgrims to promote their own places of worship. A real “flood of relics” (“Heiltumsflut”) fell upon the city with all the drifts that went with it such as the digging of bones and a massive consumption of indulgence letters, a lucrative activity heavily criticized by Martin Luther a few years later. In this context, a whole literature related to these ostensiones reliquiarum as well as to the history of the city and of its churches emerged (so-called Heiltumsschriften), the most notorious example being Johannes Enen’s “Medulla Gestorum Trevirensium”, a vernacular treaty published in 1514, with a second edition in 1515. Two years later, in 1517, a Latin version of the above-mentioned text was released (“Epitome alias medulla Gestorum Trevirorum”). Its author was Johannes Scheckmann, a monk from the Benedictine abbey of St Maximin who had already published four other prints and is believed to be behind a series of hagiographic texts preserved in manuscript form only. Traditionally, Heilthumsbücher can be defined as printed brochures containing textual and visual information necessary for pilgrims to follow the exhibition ceremony of relics in a particular church. Yet, Scheckmann’s publications intrigue by their prosaic developments that lay far beyond the literary limits of their counterparts. Acting as a true hagiographer, the monk of Saint-Maximin shaped a new form of compendium by reemploying a classical hagiographical repertory, including one of the two only preserved medieval treaties about the cult of the saints and the worship of their relics: Thiofrid of Echternach’s Flores Epytaphii Sanctorum (ca. 1100). My paper’s proposal aims to explore to which extend Scheckmann’s work takes place in the context of an increased competition between sanctuaries to attract pilgrims; it also analysis the intended message of his writings in consideration with the past literature about the local saints. [less ▲]

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See detailGeoGebraTAO: Geometry Learning using a Dynamic Adaptive ICT-Enhanced Environment to Promote String Differentiation of Children's Individual Pathways
Dording, Carole; Max, Charles Joseph UL; Kreis, Yves UL et al

Scientific Conference (2020, November 12)

In our project, we investigate the scientific validity of a specific self-built Adaptive Learning Tool in the field of dynamic geometry with a particular focus on the individual learning pathways of a ... [more ▼]

In our project, we investigate the scientific validity of a specific self-built Adaptive Learning Tool in the field of dynamic geometry with a particular focus on the individual learning pathways of a highly diverse student population. 164 children of Luxembourg elementary schools, aged between 10 and 13 years, acted as test-group and explored elementary geometric concepts in a sequence of learning assignments, created with the dynamic mathematics system GeoGebra integrated into the computer-assisted testing framework TAO. They actively built new knowledge in an autonomous way and at their own pace with only minor support interventions of their teacher. Based on easily exploitable data, collected within a sequence of exploratory learning assignments, the GeoGebraTAO tool analyses the answers provided by the child and performs a diagnostic of the child’s competencies in geometry. With respect to this outcome, the tool manages to identify children struggling with geometry concepts and subsequently proposes a differentiated individual pathway through scaffolding and feedback practices. Short videoclips aim at helping the children to better understand any task in case of need and can be watched voluntarily. Furthermore, a spaced repetition feature is another highly useful component. Pre- and post-test results show that the test-group, working with GeoGebraTAO, and a parallel working control-group, following a traditional paper-and-pencil geometry course, increased their geometry skills and knowledge through the training program; the test-group performed even better in items related to dynamic geometry. In addition, a more precise analysis within clusters, based on similar performances in both pre- and post-tests and the child’s progress within GeoGebraTAO activities, provides evidence of some common ways of working with our dynamic geometry tool, leading to overall improvement at an individualized level. [less ▲]

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See detailvan der Waals Dispersion Interactions in Biomolecular Systems: Quantum-Mechanical Insights and Methodological Advances
Stoehr, Martin UL

Doctoral thesis (2020)

Intermolecular interactions are paramount for the stability, dynamics and response of systems across chemistry, biology and materials science. In biomolecules they govern secondary structure formation ... [more ▼]

Intermolecular interactions are paramount for the stability, dynamics and response of systems across chemistry, biology and materials science. In biomolecules they govern secondary structure formation, assembly, docking, regulation and functionality. van der Waals (vdW) dispersion contributes a crucial part to those interactions. As part of the long-range electron correlation, vdW interactions arise from Coulomb-coupled quantum-mechanical fluctuations in the instan- taneous electronic charge distribution and are thus inherently many-body in nature. Common approaches to describe biomolecular systems (i.e., classical molecular mechanics) fail to capture the full complexity of vdW dispersion by adapting a phenomenological, atom-pairwise formalism. This thesis explores beyond-pairwise vdW forces and the collectivity of intrinsic electronic behav- iors in biomolecular systems and discusses their role in the context of biomolecular processes and function. To this end, the many-body dispersion (MBD) formalism parameterized from density-functional tight-binding (DFTB) calculations is used. The investigation of simple molecular solvents with particular focus on water gives insights into the vdW energetics and electronic response properties in liquids and solvation as well as emergent behavior for coarse-grained models. A detailed study of intra-protein and protein–water vdW interactions highlights the role of many-body forces during protein folding and provides a funda- mental explanation for the previously observed “unbalanced” description and over-compaction of disordered protein states. Further analysis of the intrinsic electronic behaviors in explicitly solvated proteins indicates a long-range persistence of electron correlation through the aque- ous environment, which is discussed in the context of protein–protein interactions, long-range coordination and biomolecular regulation and allostery. Based on the example of a restriction enzyme, the potential role of many-body vdW forces and collective electronic behavior for the long-range coordination of enzymatic activity is discussed. Introducing electrodynamic quantum fluctuations into the classical picture of allostery opens up the path to a more holistic view on biomolecular regulation beyond the traditional focus on merely local structural modifications. Building on top of the MBD framework, which describes vdW dispersion within the interatomic dipole-limit, a practical extension to higher-order terms is presented. The resulting Dipole- Correlated Coulomb Singles account for multipolar as well as dispersion-polarization-like contri- butions beyond the random phase approximation by means of first-order perturbation theory over the dipole-coupled MBD state. It is shown that Dipole-Correlated Coulomb Singles become particularly relevant for relatively larger systems and can alter qualitative trends in the long-range interaction under (nano-)confinement. Bearing in mind the frequent presence of confinement in biomolecular systems due to cellular crowding, in ion channels or for interfacial water, this so-far neglected contribution is expected to have broad implications for systems of biological relevance. Ultimately, this thesis introduces a hybrid approach of DFTB and machine learning for the accu- rate description of large-scale systems on a robust, albeit approximate, quantum-mechanical level. The developed DFTB-NN rep approach combines the semi-empirical DFTB Hamiltonian with a deep tensor neural network model for localized many-body repulsive potentials. DFTB- NN rep provides an accurate description of energetic, structural and vibrational properties of a wide range of small organic molecules much superior to standard DFTB or machine learning. Overall, this thesis aims to extend the current view of complex (bio)molecular systems being governed by local, (semi-)classical interactions and develops methodological steps towards an advanced description and understanding including non-local interaction mechanisms enabled by quantum-mechanical phenomena such as long-range correlation forces arising from collective electronic fluctuations. [less ▲]

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See detailTackling educational inequalities using school effectiveness measures
Levy, Jessica UL; Mussack, Dominic UL; Brunner, Martin et al

Scientific Conference (2020, November 11)

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See detailBeyond School Effects: Private Schooling, Segregation and Standardization of School Systems in Latin America
Ceron, Francisco UL

in Tackling Educational Inequalities in Luxembourg and Beyond. Abstract Booklet (2020, November 11)

The design of educational institutions may face policy trade-offs in the tasks of school systems that are served by them (van de Werfhorst and Mijs, 2010; Pedró et al 2015). Differentiation of school ... [more ▼]

The design of educational institutions may face policy trade-offs in the tasks of school systems that are served by them (van de Werfhorst and Mijs, 2010; Pedró et al 2015). Differentiation of school systems may foster efficient sorting of students and then maximize learnings but at the cost of exacerbating social inequalities. A centralized education system may guarantee equality of educational opportunities, but it is not clear if it increases or hinder the overall performance level (e.g. Woessman 2003; Brunello & Checchi 2007; Bol et al., 2014; Bol & van de Werfhorst, 2016; Mijs 2016). Until now, researchers have overlooked the role of private schooling as an important dimension of stratification in national school systems, focusing mainly on its relative effectiveness and assuming implicitly that school sector capacity truly reflects a level of differentiation (e.g. Hanushek & Woessman, 2015; Chmielewski & Reardon 2016). I attempt to address the following research question: to what extend the differentiation induced by private schooling increase achievement inequalities, counteracting the effects of standardization of the school systems in Latin American countries? Using data from the 2013 UNESCO TERCE regional large-scale assessment, I study how private schooling is related to overall levels of stratification and the extent to which it affects achievement inequality in a context of varying levels of standardization, across countries. I construct a generalized entropy measure of segregation to capture system level differentiation induced by private schooling, a standardization index (Bol & van de Werfhorst, 2016) and by using multilevel models with county fixed effects, I find that private schooling counterbalance the equalizing effect of higher levels of standardization on achievement inequalities, no matter their relative size, on top of individual and school level controls. I conclude by discussing how these findings speak to the potential policy trade-off between equality and efficiency in the region. [less ▲]

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See detailEnd-to-end Signal Processing Algorithms for Precoded Satellite Communications
Krivochiza, Jevgenij UL

Doctoral thesis (2020)

The benefits of full frequency reuse in satellite communications consist of increased spectral efficiency, physical layer security, enhanced coverage, and improved Quality of Service. This is possible due ... [more ▼]

The benefits of full frequency reuse in satellite communications consist of increased spectral efficiency, physical layer security, enhanced coverage, and improved Quality of Service. This is possible due to novel digital signal processing techniques for interference mitigation as well as signal predistortion in non-linear high-performance amplifiers. Advanced linear precoding and symbol-level precoding can jointly address the signal processing demands in the next-generation satellite communications. The real-time signal precoding increases the computational complexity handled at the gateway, thus requiring low-complexity high-performance algorithms to be developed. Additionally, extensive in-lab and field tests are required to increase the technology readiness level and industrial adaption rate. In this thesis, we focus on low-complexity precoding design and in-lab validations. We study the state-of-the-art linear and symbol-level precoding techniques and multi-user MIMO test-beds available in the literature. First, we present a novel low-complexity algorithm for sum power minimization precoding design. This technique allows to reduce transmitted power in a multi-beam satellite system and improves the quality of the received signal at user terminals. Next, we demonstrate an FPGA accelerated high-throughput precoding design. The FPGA precoding design is scalable for a different number of beams in the systems and operates in a real-time processing regime using a commercially available software defined radio platform. One of the highlights of this research is the creation of a real-time in-lab precoding test-bed. The test-bed consists of a DVB-S2X precoding enabled gateway prototype, a MIMO channel emulator, and user terminals. By using the radio frequency for transmitting and receiving the precoded signals, we can test the performance of different precoding techniques in realistic scenarios and channel impairments. We demonstrate an end-to-end symbol-level precoded real-time transmission, in which user terminals can acquire and decode the precoded signals showing an increase in performance and throughput. The in-lab validations confirm numerical results conducted alongside in this work. [less ▲]

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See detailStudents’ Personality Relates to Experienced Variability in State Academic Self-Concept
Hausen, Jennifer UL; Möller, Jens; Greiff, Samuel UL et al

Scientific Conference (2020, November 11)

Attaining a positive academic self-concept (ASC) is linked to many desirable educational outcomes. Research on which student attributes relate to the formation of ASC is therefore considered to be central ... [more ▼]

Attaining a positive academic self-concept (ASC) is linked to many desirable educational outcomes. Research on which student attributes relate to the formation of ASC is therefore considered to be central. Past research on the association between personality traits and ASC has taken an interindividual perspective, while the intraindividual perspective has been disregarded. The present research explored the relation between students’ Big Five traits and intraindividual variability in state general-school ASC in everyday school life for the first time using intensive longitudinal data. We drew on N=294 German ninth and tenth graders who completed a three-week e-diary and a previously presented 60-item Big Five questionnaire (BFI-2; Danner et al., 2016; Soto & John, 2017) assessing Open-Mindedness, Conscientiousness, Extraversion, Agreeableness, and Negative Emotionality as well as their respective subfacets (i.e., resulting in 15 subfacets). To assess state ASC, students completed three items after every single lesson across four different subjects (resulting in Mlessons = 21.12). We ran six mixed-effects location scale models: one specified with all five Big Five domains, and five (one for each Big Five domain) with the subfacets as predictors of intraindividual variability in state ASC. We found that Open-Mindedness, Conscientiousness, Extraversion, and Negative Emotionality as well as at least one subfacet of each Big Five trait were significant predictors of levels of state ASC independently of students’ gender and reasoning ability, and the narrower subfacets Organization (Conscientiousness) and Depression (Negative Emotionality) predicted variability in state ASC independently of students’ gender and reasoning ability. These findings thus provide first evidence that students’ ASC undergoes short-term fluctuations from school lesson to school lesson and that this intraindividual variability can be partly explained by students’ personality. Our results thus contribute to a more complete map of the formation of ASC and the role of personality therein. [less ▲]

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