References of "Empirische Pädagogik"
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See detailProblemlösen in digitalen Kontexten
Reuter, Timo; Weber, Anke Maria UL; Nitz, Sandra et al

in Empirische Pädagogik (2021), 35(1), 5-18

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See detailDer Zusammenhang emotionaler Kosten bei Grundschullehramtsstudierenden mit ihrer informatischen Problemlösekompetenz
Weber, Anke Maria UL; Barkela, Veronika; Stiel-Dämmer, Sabrina et al

in Empirische Pädagogik (2021), 35(1), 93-111

Computational thinking as an aspect of informatic problem-solving is considered to be an increasingly important competence. Computational thinking can already be fostered in primary school children, but ... [more ▼]

Computational thinking as an aspect of informatic problem-solving is considered to be an increasingly important competence. Computational thinking can already be fostered in primary school children, but its teaching in primary school remains sparse. A possible reason might be primary school teachers’ uncertainty regarding computer science and programming. Therefore, we developed a university course to teach the implementation of computational thinking to primary school student teachers with the goal of reducing possible emotional costs such as anxiety. Within this framework, we examined interindividual differences in informatic problem solving and logical thinking as prerequisites for reduction in these emotional costs. 70 students participated in the study with pre- and a post-assessment. A multiple regression showed that students’ emotional costs remained unchanged, however, informatic problem solving had a negative influence. Students with higher informatic problem solving competencies reported lower emotional costs. Logical thinking had no effect. The results indicate that students’ anxiety should be considered when eaching computational thinking. [less ▲]

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See detailEntwicklung und erste empirische Überprüfung des Fragebogens zur Erfassung des generellen emotionalen Selbstkonzepts in der frühen Adoleszenz (FEGESK-A)
Schmidt, Philipp; Zurbriggen, Carmen UL

in Empirische Pädagogik (2021), 35(2), 183201

The general emotional self-concept (GESC) is highly relevant to psychosocial development in adolescence. However, the GESC is hardly considered within empirical education and educational science. This is ... [more ▼]

The general emotional self-concept (GESC) is highly relevant to psychosocial development in adolescence. However, the GESC is hardly considered within empirical education and educational science. This is also mirrored by the lack of appropriate measurement instruments. The aim of this paper is the development and first empirical evaluation of a questionnaire assessing the general emotional self-concept in early ado-lescence (QAGESC-A). The development of the QAGESC-A was based on the hierarchically structured Marsh/Shavelson model of the general self-concept. Two working models were generated. According to working model I, the GESC contains three dimensions (perception, expression, coping), whereas model II comprises two dimensions (perception, modulation). In accordance with these self-concept dimensions, 24 items were generated. Based on a sample of a pilot study with 142 students (MRageR = 10.98 years, SDRageR = 0.89 years), the questionnaire was then reduced stepwise to 12 items and evaluated for factorial validity and reliability. The results of the confirmatory factor analysis provide first evidence that the two-factor model fitted slightly better than the three-factor model. The questionnaire shows good reliability (α = .82, ω = .85) and the scales exhibit acceptable internal consistencies (α / ω = .75). [less ▲]

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See detailSoziale Partizipation und aktuelles Erleben im gemeinsamen Unterricht
Zurbriggen, Carmen UL; Venetz, Martin

in Empirische Pädagogik (2016), 30(1), 98112

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See detailIntensity bias oder rosy view? Zur Diskrepanz habituell und aktuell berichtetem emotionalen Erleben im Unterricht
Venetz, Martin; Zurbriggen, Carmen UL

in Empirische Pädagogik (2016), 30(1), 2742

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See detailLeistungstestwerte als Validierungskriterium von Schullaufbahnempfehlungen: Ein neuer formaler Ansatz
Klapproth, Florian UL; Krolak-Schwerdt, Sabine UL; Hörstermann, Thomas UL et al

in Empirische Pädagogik (2013), 27

In this paper, an approach of validating school placement decisions is presented and ap­plied to a representative sample of N = 2 300 Luxembourgish 9th graders. In this approach, the vali­dation criterion ... [more ▼]

In this paper, an approach of validating school placement decisions is presented and ap­plied to a representative sample of N = 2 300 Luxembourgish 9th graders. In this approach, the vali­dation criterion “keeping the track” was supplemented by a criterion based on scores of standardized scholastic aptitude tests. For this purpose, students’ test scores were allocated to either of two catego­ries. These categories were separated by the test score that represented the intersection of the distribu­tions of test scores of students from either the vocational track or the academic track of Luxembour­gish secondary school. Students of the vocational track were considered as being misclassified if their test score was above the intersection test score, students of the academic track were considered as being misclassified if their test score was below the intersection test score. According to this classifi­cation rule, about 21 % of all students were misclassified. Predictive validity was estimated by the degree of agreement between school placement decisions and test categories and between school placement decisions and actual tracks, with the latter being higher than the former. The results ob­tained were discussed as indicators of both a lack of permeability of the Luxembourgish school sys­tem and placement decisions being only partially based on students’ performance. [less ▲]

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