Publications of the CBA Research Group
![]() ; ; Kunze, Thiemo ![]() in Psychometrika (2020), (85), 461-501 Detailed reference viewed: 22 (0 UL)![]() ; Greiff, Samuel ![]() in Computers in Human Behavior (2020) Detailed reference viewed: 183 (1 UL)![]() ; ; Greiff, Samuel ![]() in Computers in Human Behavior (2020) Detailed reference viewed: 104 (1 UL)![]() ; ; Greiff, Samuel ![]() in Journal of Educational Psychology (2020), 122 Detailed reference viewed: 56 (2 UL)![]() ; ; Greiff, Samuel ![]() in Journal of Computer Assisted Learning (2020), 36 Detailed reference viewed: 48 (1 UL)![]() ; ; et al in Journal of Educational Psychology (2020), 112 Detailed reference viewed: 88 (0 UL)![]() ; ; et al in European Journal of Psychological Assessment (2020), 36 Detailed reference viewed: 109 (0 UL)![]() ; ; et al in European Journal of Personality (2020), 34 Detailed reference viewed: 69 (0 UL)![]() Dörendahl, Jan ![]() Doctoral thesis (2019) Motivation, that is, the orientation of the momentary execution of life towards a positively evaluated target state (Rheinberg & Vollmeyer, 2012), is one of the most important psychological constructs ... [more ▼] Motivation, that is, the orientation of the momentary execution of life towards a positively evaluated target state (Rheinberg & Vollmeyer, 2012), is one of the most important psychological constructs related to success in various life domains such as school, work or family life (Pellegrino & Hilton, 2013). To be able to provide guidance to people and to support them in achieving success in these life domains, it is essential to identify those motivational aspects that are relevant for the respective life domain and to make them assessable. Here, motivational aspects that are inherent in a person, such as motives or goals, are promising candidates. Both constructs can be defined as explicit cognitive representations of desirable end states (Brandstätter, Schüler, Puca, & Lozo, 2013; Karoly, 1999). However, motives and goals are distinguished at the level of abstraction, that is, goals are a concrete representation of more abstract motives (Elliot & Church, 1997). In order to broaden our understanding in the assessment of motives and goals that are of relevance for education and work as two of the most important life domains, three studies were conducted in the context of the presented dissertation. In Paper 1, we revised the theory of Fundamental Motives (Havercamp, 1998; Reiss & Havercamp, 1998) and developed a time- and cost-efficient questionnaire to assess them in research settings. Fundamental Motives are a self-contained framework of 16 motives considered to be relevant for people in their everyday lives. The framework is appealing as it provides an approach to narrow down the plethora of motives to those relevant in a variety of life domains. In addition, the framework is already used extensively in coaching for work and other areas of life (Reyss & Birkhahn, 2009). First, an initial item pool was successively refined into 16 scales with three items each (named 16 motives research scales; 16mrs) across two samples with a total sample size of N = 569 representative for the German population with respect to age, sex and education. Second, we used another representative sample (N = 999) to validate the questionnaire and explore its nomological network. Results support the reliability and validity of the 16mrs for the assessment of Fundamental Motives. Investigations of the nomological network indicate, that Fundamental Motives represent aspects of personality that are different from the Big Five personality traits (e.g., Costa & McCrae, 1992) and cover motivational aspects beyond the well-established Power, Achievement, Affiliation, Intimacy, and Fear motives (Heckhausen & Heckhausen, 2010). Paper 2 was based on the results of Study 1, since we applied the framework of Fundamental Motives, as measured by the 16mrs constructed in Study 1, to the life domain of work. In coaching in work contexts, Fundamental Motives have been used extensively, not least because of their fine-grained level of abstraction that allows for a straightforward interpretation by the client. By investigating how the satisfaction of fine-grained motives supplied by characteristics of the workplace (i.e., need-supply fit) contribute to job satisfaction, we further validated the framework itself. At the same time were able to gain more detailed insights into how need-supply fit impacts job satisfaction, compared to broader motive or value clusters. To this end, we used the representative sample from Study 1 (N = 999) and selected all working people (n = 723). We applied polynomial regression in combination with response surface analysis (e.g., Edwards & Parry, 1993), which allows to simultaneously investigate how different levels of Fundamental Motives on the one hand and different levels of supply to satisfy these motives at the workplace on the other contribute to job satisfaction. We found that job satisfaction was highest when the level of supply by the workplace exceeded the level of the motive for Social Acceptance, Status, Autonomy, Sex, and Retention motives. When a high level of the motive and a high level of supply met, job satisfaction was highest for Curiosity, Idealism, and Social Participation motives. When the supplies fell short compared to the level of the motive, job satisfaction was negatively affected by the need-supply fit of Social Acceptance, Status, Sex, Retention, Curiosity, and Idealism motives. The results can be used in coaching and career development to uncover potential causes of low job satisfaction and provide guidance to clients on how to enhance their job satisfaction. In Paper 3, we shifted the focus to education as another major life domain. Here, achievement motivation has been identified as one of the major driving forces for progression and success (Schiefele & Schaffner, 2015). On a more concrete level compared to achievement motivation, Achievement Goals have been established as students’ cognitive representations of desired and undesired end states in educational achievement contexts (Elliot & Thrash, 2002; Hulleman, Schrager, Bodmann, & Harackiewicz, 2010). These goals typically focus on mastery, that is learning as much as possible, and performance, that is outperforming others or avoiding being outperformed. So far, Achievement Goals have been mostly conceptualized as domain-specific (Bong, 2001). Although this assumption is supported by previous studies, research on the processes operating behind the domain- specificity is scarce. The dimensional comparisons theory (Möller & Marsh, 2013) has introduced dimensional comparisons as a potential process operating behind the domain- specificity. Dimensional comparisons describe intrapersonal comparisons of characteristics in a domain with characteristics in another domain for the sake of self-evaluation. Previous investigations indicated that dimensional comparison processes are involved in the formation of the domain-specificity of important educational constructs, such as Self-Concept or Test Anxiety. Consequently, our aim in study 3 was to investigate, if dimensional comparison processes operate in the formation of the domain-specificity of Achievement Goals. To this end, we used a sample of N = 381 German ninth and tenth grade students in six German highest-track schools. Results indicate that dimensional comparison processes impact the domain specificity of Achievement Goals. Thus, the results extend our understanding of the domain specificity of Achievement Goals and simultaneously add to the validity of the dimensional comparison theory. In conclusion, the presented scientific work adds to the assessment of motives and goals that are crucially important in various life domains, but especially in work and educational settings. The contributions of this dissertation to the existing literature include (1) the revision of a comprehensive motivational framework (Paper 1), (2) the development and validation of a questionnaire based on this revised framework (Papers 1 & 2), (3) important assessment related insights concerning Achievement Goals in educational settings (Paper 3), and (4) practical implications for coaching and interventions in work and educational settings as two of the most important life domains (Papers 2 & 3). [less ▲] Detailed reference viewed: 139 (10 UL)![]() van der Westhuizen, Lindie ![]() ![]() Scientific Conference (2019, November 06) Academic self-concepts (ASCs) are self-perceptions of one’s own academic abilities. The internal/external frame of reference (I/E) model (Marsh, 1986) explains the formation of domain-specific ASCs ... [more ▼] Academic self-concepts (ASCs) are self-perceptions of one’s own academic abilities. The internal/external frame of reference (I/E) model (Marsh, 1986) explains the formation of domain-specific ASCs through a combination of social (i.e. comparing one’s achievement in one domain with the achievement of others in the same domain) and dimensional (i.e. comparing one’s achievement in one domain with one’s achievement in another domain) comparisons. This results into positive achievement-self-concept relations within the math and verbal domains, but into negative achievement-self-concept relations across these domains. The generalized internal/external frame of reference (GI/E) model (Möller, Müller-Kalthoff, Helm, Nagy, & Marsh, 2015) extends the I/E model to the formation of other domain-specific academic self-beliefs such as interest. Research on the validity of the (G)I/E model for elementary school children is limited, especially for first-graders. This study examined the associations between verbal and math achievement and corresponding domain-specific self-concepts and interests for first-graders and third-graders. Two fully representative Luxembourgish first-grader cohorts and two fully representative third-graders cohorts (N=21,192) were used. The analyses were based on structural equation modeling. The findings fully supported the (G)I/E model for third-graders: Achievement was positively related to self-concept and interest within matching domains. Negative relations were found between achievement and self-concept and between achievement and interest across domains. For first-graders, achievement was positively related to self-concept and interest within matching domains. However, the majority of cross-domain relations were non-significant, except for the negative path between math achievement and verbal interest. Hence, while the formation of domain-specific ASCs and interests seem to rely on social and dimensional comparisons for third-graders, only social comparisons seem to be in operation for first-graders. Gender and cohort invariance was established for both grade levels. The findings are discussed within the framework of ASC differentiation and dimensional comparison theory applied to elementary school students. [less ▲] Detailed reference viewed: 169 (9 UL)![]() ![]() Franzen, Patrick ![]() ![]() Poster (2019, November 06) Detailed reference viewed: 93 (8 UL)![]() Talic, Irma ![]() ![]() Scientific Conference (2019, November 06) Detailed reference viewed: 82 (3 UL)![]() Talic, Irma ![]() ![]() Scientific Conference (2019, September 11) Detailed reference viewed: 59 (8 UL)![]() Hausen, Jennifer ![]() ![]() Scientific Conference (2019, September 10) Domain-specific academic self-concepts (ASCs) are mental representations of one’s abilities that are specific to a particular school subject. According to the internal/external frame of reference (I/E ... [more ▼] Domain-specific academic self-concepts (ASCs) are mental representations of one’s abilities that are specific to a particular school subject. According to the internal/external frame of reference (I/E) model, achievement influences the formation of ASCs via social and dimensional comparison processes: within one domain students not only compare their achievement with their peers (social comparison) but also with their own achievements in other domains (dimensional comparison). However, students’ intelligence as an indicator of achievement has been neglected within the I/E model framework. Yet, intelligence is known to be an important determinant of academic success and thus it can be assumed to influence the formation of academic self-concepts, too. Hence, this research examined the links between verbal, numerical, figural intelligence and domain-specific ASCs while controlling for grades and achievement test scores. We drew on N = 382 German students to analyze verbal, numerical, and figural intelligence, German and math achievement, domain-specific self-reported grades and ASCs in math, physics, German, and English. We performed structural equation modeling using Mplus 8 with grades, achievement scores and intelligence facets specified as manifest predictors and domain-specific ASCs as latent criteria. Positive within-domain relations indicating social comparison effects were found between math, physics, German, and English grade to their corresponding self-concept as well as from math achievement to math ASC. Dimensional comparison effects are implied by a positive cross-domain path between physics grade and math ASC and by negative cross-domain paths from math grade to German, physics, and English ASC. Further, a positive cross-domain relation was found between math achievement and physics ASC while a negative cross-domain path was found between German achievement and math ASC. With regard to the intelligence facets, positive paths were found between numerical intelligence and physics ASC as well as between verbal intelligence and English ASC. Our findings thus suggest numerical and verbal intelligence to be valid predictors of ASC formation in an extended I/E model beyond grades and test scores. Overall, the proposed I/E model permitted meaningful relations to be drawn between domain-specific achievement indicators and ASCs suggesting that these variables provide incremental validity. [less ▲] Detailed reference viewed: 118 (10 UL)![]() ![]() Franzen, Patrick ![]() ![]() Scientific Conference (2019, September) Die Rolle von Persönlichkeitsvariablen für den Schulerfolg rückt immer stärker in den Fokus wissenschaftlicher Untersuchungen. Insbesondere Gewissenhaftigkeit zeigt eine hohe prädiktive Validität für die ... [more ▼] Die Rolle von Persönlichkeitsvariablen für den Schulerfolg rückt immer stärker in den Fokus wissenschaftlicher Untersuchungen. Insbesondere Gewissenhaftigkeit zeigt eine hohe prädiktive Validität für die Schulleistung (Poropat, 2009). Zur näheren Untersuchung des Konstrukts der Gewissenhaft haben MacCann, Duckworth und Roberts (2009) einen aus 68 Items bestehenden Fragebogen zur Erfassung von acht verschiedenen Facetten von Gewissenhaftigkeit im Sekundarschulalter entwickelt. Dieser ist jedoch zu umfangreich für die Verwendung in large-scale Studien, die in der pädagogischen Forschung von zunehmender Bedeutung sind. Der vorliegende Beitrag präsentiert daher die Entwicklung und Validierung einer Kurzform eines Fragebogens zur Erfassung von sieben Facetten von Gewissenhaftigkeit. Die Entwicklungsstichprobe umfasste die Schüler aller neunten Klassen in Luxemburg in 2017 (N1 = 6.325). Die Schüler beantworteten deutsche oder französische Adaptionen eines aus 59 Items und sieben Facetten bestehenden Fragebogens zu Gewissenhaftigkeit, der an das Instrument von MacCann et al. angelehnt war. Zur Entwicklung einer Kurzversion wurde ein exhaustive-search Algorithmus verwendet. Dabei sollte für jede Facette von Gewissenhaftigkeit die bestmögliche Kombination aus vier Items ausgewählt werden. Die Selektionskriterien hierfür waren Fit-Statistiken, interne Konsistenz und Messinvarianz zwischen den Sprachversionen. Der resultierende Fragebogen – bestehend aus 28 Items – wurde 2018 den Schülern aller neunten Klassen in Luxemburg vorgelegt (N2 =6.279). Für diese Validierungsstichprobe zeigte ein Modell mit sieben Faktoren von Gewissenhaftigkeit einen guten Fit (CFI = 0.93, RMSEA = 0.04). Alle Facetten hatten sehr gute Reliabilitäten (ɑs > 0.97). Außerdem fanden wir skalare Messinvarianz zwischen den Sprachversionen und zwischen beiden Geschlechtern. Weitere Validierungsschritte und Anwendungsmöglichkeiten dieses Fragebogens im schulischen Kontext werden diskutiert. Literatur MacCann, C., Duckworth, A.L., & Roberts, R.D. (2009). Empirical identification of the major facets of conscientiousness. Learning and Individual Differences, 19, 451–458. Poropat, A.E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135, 322–338. [less ▲] Detailed reference viewed: 393 (14 UL)![]() ![]() Franzen, Patrick ![]() ![]() Scientific Conference (2019, September) Nach dem „internal-external frame of reference“ Modell (Marsh, 1986), spielen u.a. dimensionale Vergleiche (Vergleich der eigenen Leistung in einem Fach mit der eigenen Leistung in einem anderen Fach ... [more ▼] Nach dem „internal-external frame of reference“ Modell (Marsh, 1986), spielen u.a. dimensionale Vergleiche (Vergleich der eigenen Leistung in einem Fach mit der eigenen Leistung in einem anderen Fach) eine Rolle für die Ausbildung fachspezifischer akademischer Selbstkonzepte (ASKs). Dabei kommt es zu Kontrasteffekten: Eine gute Leistung in Mathematik stärkt das Mathematik-ASK, schwächt aber das Deutsch-ASK und vice versa. Schüler schätzen sich daher oft als fähiger in einem der beiden Fächer ein. Diese Typisierung ließ sich auch in personenzentrierten Ansätzen zeigen. Eine Profilanalyse von Marsh, Lüdtke, Trautwein und Morin (2009) ergab, dass ASK-Profile entweder einem Mathematik-Typ (höheres Mathe-ASK, niedrigeres Sprach-ASK), einem Sprach-Typ (niedrigeres Mathe-ASK, höheres Sprach-ASK) oder einem Mischtyp (gleich hohe ASKs in allen Domänen) folgten. Ob diese Profile über die Zeit hinweg stabil sind oder Schüler in Abhängigkeit ihrer Erfahrungen im Schulalltag zwischen den Typen wechseln können, ist bisher unklar. Ziel der vorliegenden Studie ist es, diese Frage zu beantworten. Eine Stichprobe von N = 382 Schülern aus 18 Klassen und vier Bundesländern beantwortete einen Fragebogen zum Mathematik-, Physik-, Deutsch- und Englisch-ASK an zwei Messzeitpunkten, mit einem Intervall von vier Wochen. Eine „latent transition analysis“ ergab eine Vier-State Lösung (BIC = 7797.8, Entropie = 0.884). Die vier States beschrieben einen Mathematik-Typ (höhere ASKs in Mathematik und Physik, niedrigere ASKs in Deutsch und Englisch), einen Sprach-Typ (höhere ASKs in Deutsch und Englisch, niedrigere ASKs in Mathematik und Physik), und zwei Mischtypen (gleich hohe ASKs für alle Fächer mit generell höheren ASKs bzw. niedrigeren ASKs). Die Ergebnisse zeigten eine hohe Stabilität der States: Alle Personen wurden an beiden Messzeitpunkten demselben State zugewiesen; die Transitionswahrscheinlichkeiten lagen bei 0% bis 5%. Weitere Ergebnisse zur Stabilität von ASK-Profilen bei noch kürzeren Zeitabständen, basierend auf „Experience Sampling“ Daten, werden diskutiert. Marsh, H.W. (1986). Verbal and math self-concepts: An internal/external frame of reference model. American Educational Research Journal, 23, 129-149. Marsh, H.W., Lüdtke, O., Trautwein, U., & Morin, A.J.S. (2009). Classical latent profile analysis of academic self-concept dimensions: Synergy of person- and variable-centered approaches to theoretical models of self-concept. Structural Equation Modeling, 16, 191–225. [less ▲] Detailed reference viewed: 136 (4 UL)![]() ![]() van der Westhuizen, Lindie ![]() ![]() Scientific Conference (2019, August 16) Research on the internal/external frame of reference (I/E) model has frequently found contrast effects of dimensional comparisons (i.e. a negative relationship between achievement and self-concept across ... [more ▼] Research on the internal/external frame of reference (I/E) model has frequently found contrast effects of dimensional comparisons (i.e. a negative relationship between achievement and self-concept across domains) between math and verbal domains. The generalised internal/external frame of reference (GI/E) model extends the I/E model to multiple domains including multiple languages and to other academic self-beliefs and attitudes. When considering multiple languages, achievement-self-concept relations across languages have been found to be either negative (i.e. contrast effect), positive (i.e. assimilation effect), or non-significant. The present study contributes to the ongoing debate concerning the effect of dimensional comparisons among languages by (1) examining dimensional comparisons across two languages and (2) extending the examination to interest and anxiety as outcome variables beyond self-concept. We analysed domain-specific self-concepts, interest, anxieties, and achievement regarding French, German and math in a representative sample (N=5,789) of Luxembourgish ninth-graders. Findings indicated (1) clear contrast effects in the formation of self-concept and interest in German, French and math, and (2) a combination of contrast, assimilation and/or no effects in the formation of anxiety in math, German, and French. With regard to the latter, contrast effects were found for achievement-anxiety paths from German to French, French to German, and French to math. Achievement-anxiety paths from math to French and German to math were non-significant, while the path from math achievement to German anxiety showed a small, yet significant assimilation effect. Results are contextualised within the multilingual Luxembourgish educational system and implications for research on dimensional comparisons are discussed. [less ▲] Detailed reference viewed: 106 (7 UL)![]() Talic, Irma ![]() Scientific Conference (2019, August 16) Detailed reference viewed: 72 (4 UL)![]() Hausen, Jennifer ![]() ![]() Scientific Conference (2019, August 13) The internal/external (I/E) frame of reference model postulates that achievement influences the formation of academic self-concept (ASC) via social and dimensional comparison processes. Its recent ... [more ▼] The internal/external (I/E) frame of reference model postulates that achievement influences the formation of academic self-concept (ASC) via social and dimensional comparison processes. Its recent extension as the generalized I/E model allows further domains than math and verbal achievement. However, intelligence facets as an indicator of achievement have been neglected within the GI/E model framework. Therefore, the purpose of this research is to explore the influences of three intelligence facets (verbal, numerical, figural) on domain-specific ASCs beyond grades and achievement scores. We drew on N=382 German students to analyze verbal, numerical, and figural intelligence, German and math achievement, self-reported grades and ASCs in four domains. We performed a structural equation model using Mplus with grades, achievement scores and intelligence facets specified as predictors and domain-specific ASCs as criteria. Positive paths were found from math, physics, German and English grade to their corresponding self-concepts. A positive path was found between physics grade and math ASC while negative paths were found from English grade to math and physics ASC and from math grade to German, physics and English ASC. The path coefficients from math achievement to math ASC as well as to physics ASC were positive; German achievement was negatively related to math ASC. Lastly, numerical intelligence was positively related to physics ASC, and verbal intelligence was positively related to English ASC. Thus, intelligence, specifically numerical and verbal intelligence, seem to be valid predictors of domain-specific ACSs beyond grades and achievement test scores. [less ▲] Detailed reference viewed: 107 (12 UL)![]() ; Krieger, Florian ![]() in PLoS ONE (2019), 14(8), Detailed reference viewed: 73 (5 UL) |
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