![]() Niepel, Christoph ![]() in Journal of Educational Psychology (2022), 114(6), 1380-1393 Detailed reference viewed: 112 (5 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)![]() ; ; Niepel, Christoph ![]() in Journal of Educational Psychology (2021), 113(8), 15291549 Detailed reference viewed: 160 (12 UL)![]() Samuel, Robin ![]() in Journal of Educational Psychology (2020), 112(5), 973-986 Prior studies have noted several risk and protective factors for school dropout; however, only a few have examined longer-term vulnerabilities alongside temporary risk and protective factors. Consequently ... [more ▼] Prior studies have noted several risk and protective factors for school dropout; however, only a few have examined longer-term vulnerabilities alongside temporary risk and protective factors. Consequently, we focused on the role that both stable and time-varying psychosocial risk and protective factors play in dropout intentions and actual dropout, using a 4-year longitudinal design. We investigated to what extent dropout intentions and dropout can be predicted by an interplay between negative life events, general self-efficacy, and perceived social support. We distinguished between time-averaged levels of self-efficacy and social support, and within-person change in self-efficacy and social support over time. This enabled us to establish whether dropout intentions and dropout were sensitive to fluctuations in perceived self-efficacy and social support over time when controlling for person-specific levels of these psychosocial resources. Calculating multilevel models with data from a prospective cohort study (N = 4,956, 43% male), we found that negative life events were significantly associated with an increase in dropout intentions and the likelihood of school dropout. Furthermore, time-averaged levels of self-efficacy and social support, and a within-person (situational) increase in these characteristics relative to their time-averaged levels, were related to lower levels of dropout intentions but did not prevent dropout. The positive relationship between negative life events and dropout intentions was attenuated for individuals who perceived higher levels of self-efficacy than usual. Our findings suggest future research should further investigate time-averaged and situational psychosocial drivers of school dropout in combination. [less ▲] Detailed reference viewed: 108 (5 UL)![]() ; ; Greiff, Samuel ![]() in Journal of Educational Psychology (2020), 122 Detailed reference viewed: 59 (2 UL)![]() ; ; et al in Journal of Educational Psychology (2020), 112 Detailed reference viewed: 93 (0 UL)![]() Niepel, Christoph ![]() ![]() ![]() in Journal of Educational Psychology (2019), 111(6), 1119-1130 Detailed reference viewed: 327 (17 UL)![]() Samuel, Robin ![]() in Journal of Educational Psychology (2019) Prior studies have noted several risk and protective factors for school dropout; however, only a few have examined longer-term vulnerabilities alongside temporary risk and protective factors. Consequently ... [more ▼] Prior studies have noted several risk and protective factors for school dropout; however, only a few have examined longer-term vulnerabilities alongside temporary risk and protective factors. Consequently, we focused on the role that both stable and time-varying psychosocial risk and protective factors play in dropout intentions and actual dropout, using a 4-year longitudinal design. We investigated to what extent dropout intentions and dropout can be predicted by an interplay between negative life events, general self-efficacy, and perceived social support. We distinguished between time-averaged levels of self-efficacy and social support, and within-person change in self-efficacy and social support over time. This enabled us to establish whether dropout intentions and dropout were sensitive to fluctuations in perceived self-efficacy and social support over time when controlling for person-specific levels of these psychosocial resources. Calculating multilevel models with data from a prospective cohort study (N = 4,956, 43 male), we found that negative life events were significantly associated with an increase in dropout intentions and the likelihood of school dropout. Furthermore, time-averaged levels of self-efficacy and social support, and a within-person (situational) increase in these characteristics relative to their time-averaged levels, were related to lower levels of dropout intentions but did not prevent dropout. The positive relationship between negative life events and dropout intentions was attenuated for individuals who perceived higher levels of self-efficacy than usual. Our findings suggest future research should further investigate time-averaged and situational psychosocial drivers of school dropout in combination. (PsycINFO Database Record (c) 2019 APA, all rights reserved) [less ▲] Detailed reference viewed: 210 (13 UL)![]() ; Greiff, Samuel ![]() in Journal of Educational Psychology (2016), 108(7), 1028-1044 Detailed reference viewed: 163 (2 UL)![]() Grund, Axel ![]() in Journal of Educational Psychology (2014), 106(1), 242-257 Research on motivational conflicts indicates that students' difficulties during studying may result from tempting alternatives in the leisure domain. In the present set of studies, we addressed the ... [more ▼] Research on motivational conflicts indicates that students' difficulties during studying may result from tempting alternatives in the leisure domain. In the present set of studies, we addressed the question of whether academic motivation inversely has negative spillover effects on students' leisure-related functioning, too. In the first 2 studies (N = 169 and N = 206), the self-regulatory impairment students reported after the decision for studying or socializing in a predefined study-leisure conflict was related to their general academic and social adaptation. Results provide 1st evidence for domain-specific drawbacks in students' functioning, depending on which activity is interfered in situations of motivational conflict. In a 3rd study (N = 358), we replicated these findings based on idiographic conflicts. Furthermore, motivational interference is introduced as a crucial process that may underlie such adverse effects. It is demonstrated that after the decision for a focal action, the motivational strength of foregone alternatives continues to influence students' self-regulation during both study and leisure activities. Findings are discussed with regard to the connection between study and leisure strivings, motivational conflicts, and academic motivation. [less ▲] Detailed reference viewed: 58 (2 UL)![]() Greiff, Samuel ![]() ![]() in Journal of Educational Psychology (2014), 106 Detailed reference viewed: 217 (73 UL)![]() Greiff, Samuel ![]() ![]() in Journal of Educational Psychology (2014) Detailed reference viewed: 191 (10 UL)![]() ![]() Niepel, Christoph ![]() ![]() in Journal of Educational Psychology (2014), 106(4), 1170-1191 Detailed reference viewed: 194 (12 UL)![]() Sonnleitner, Philipp ![]() ![]() in Journal of Educational Psychology (2014), Advance online publication Whereas the assessment of complex problem solving (CPS) has received increasing attention in the context of international large-scale assessments, its fairness in regard to students’ cultural background ... [more ▼] Whereas the assessment of complex problem solving (CPS) has received increasing attention in the context of international large-scale assessments, its fairness in regard to students’ cultural background has gone largely unexplored. On the basis of a student sample of ninth-graders (N = 299), including a representative number of immigrant students (N = 127), the present study evaluated (1) whether CPS can be assessed fairly among students with or without immigration background and (2) whether achievement differences between these groups exist. Results showed that fair assessment of CPS is possible using the Genetics Lab, a computer-based microworld that incorporates game-like characteristics and multilingual-friendly features. Immigrant students were generally outperformed by their non-immigrant peers, but performance differences can largely be explained by differential enrollment in lower academic tracks. Interestingly, CPS scales were less affected by students’ educational background than a traditional paper-pencil-based reasoning scale. Moreover, a fine-grained analysis of different facets of CPS showed that irrespective of the academic track, immigrant students demonstrated a more efficient task exploration behavior than their native peers (d = .26). In sum, this might point to the potential of computer-based assessment of CPS to identify otherwise hidden cognitive potential in immigrant students. [less ▲] Detailed reference viewed: 235 (35 UL)![]() Greiff, Samuel ![]() ![]() ![]() in Journal of Educational Psychology (2014) Detailed reference viewed: 491 (111 UL)![]() Greiff, Samuel ![]() ![]() in Journal of Educational Psychology (2013), 105 Innovative assessments of cross-curricular competencies such as complex problem solving (CPS) have currently received considerable attention in large-scale educational studies. This study investigated the ... [more ▼] Innovative assessments of cross-curricular competencies such as complex problem solving (CPS) have currently received considerable attention in large-scale educational studies. This study investigated the nature of CPS by applying a state-of-the-art approach to assess CPS in high school. We analyzed whether two processes derived from cognitive psychology, knowledge acquisition and knowledge application, could be measured equally well across grades and how these processes differed between grades. Further, relations between CPS, general mental ability (g), academic achievement, and parental education were explored. Hungarian high school students in Grades 5 to 11 (N 855) completed MicroDYN, which is a computer-based CPS test, and the Culture Fair Test 20-R as a measure of g. Results based on structural equation models showed that empirical modeling of CPS was in line with theories from cognitive psychology such that the two dimensions identified above were found in all grades, and that there was some development of CPS in school, although the Grade 9 students deviated from the general pattern of development. Finally, path analysis showed that CPS was a relevant predictor of academic achievement over and above g. Overall, results of the current study provide support for an understanding of CPS as a cross-curricular skill that is accessible through computer-based assessment and that yields substantial relations to school performance. Thus, the increasing attention CPS has currently received on an international level seems warranted given its high relevance for educational psychologists. [less ▲] Detailed reference viewed: 656 (281 UL)![]() Engel de Abreu, Pascale ![]() in Journal of Educational Psychology (2012), 104(4), 974-986 This paper reports a latent variable study exploring the specific links between executive processes of working memory, phonological short-term memory, phonological awareness, and proficiency in first (L1 ... [more ▼] This paper reports a latent variable study exploring the specific links between executive processes of working memory, phonological short-term memory, phonological awareness, and proficiency in first (L1), second (L2), and third (L3) languages in 8- to 9-year-olds experiencing multilingual edu-cation. Children completed multiple L1-measures of complex span, verbal short-term storage, and phonological awareness, and tests of proficiency in a range of linguistic domains (vocabulary, grammar, and literacy) in Luxembourgish (L1), German (familiar L2) and French (unfamiliar L3). Results indicate that executive processing abilities, phonological short-term memory, and phono-logical awareness operate as distinct but related constructs that manifest differential associations with native and second language proficiency in multilingual children: Phonological short-term memory was uniquely linked to vocabulary in L1 and the structurally similar L2; executive pro-cesses were related to grammar across languages, reading comprehension, and spelling; and phono-logical awareness made specific contributions to word decoding, spelling, and language proficiency in the structurally dissimilar L3. Phonological processing abilities appear to be critical for acquiring the sound structure of a new language, whereas executive processes share more general links with higher-order linguistic abilities in second language learners. [less ▲] Detailed reference viewed: 374 (11 UL)![]() Brunner, Martin ![]() ![]() ![]() in Journal of Educational Psychology (2010), 102(4), 964-981 Detailed reference viewed: 499 (28 UL) |
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