Dispositions for collaborative problem solving.

in Kuger, Susanne; Klieme, Eckhard; Jude, Nina (Eds.) et al Assessing context of learning world-wide (in press)

Well-being and working from home during COVID-19

in Information Technology and People (in press)

Purpose – The authors track the well-being of individuals across five European countries during the course of the coronavirus disease 2019 (COVID-19) pandemic and relate their well-being to working from ... [more ▼]

Purpose – The authors track the well-being of individuals across five European countries during the course of the coronavirus disease 2019 (COVID-19) pandemic and relate their well-being to working from home. The authors also consider the role of pandemic-policy stringency in affecting well-being in Europe. Design/methodology/approach – The authors have four waves of novel harmonised longitudinal data in France, Italy, Germany, Spain and Sweden, covering the period May–November 2020. Well-being is measured in five dimensions: life satisfaction, a worthwhile life, loneliness, depression and anxiety. A retrospective diary indicates whether the individual was working in each month since February 2020 and if so whether at home or not at home. Policy stringency is matched in per country at the daily level. The authors consider both cross- section and panel regressions and the mediating and moderating effects of control variables, including household variables and income. Findings – Well-being among workers is lower for those who work from home, and those who are not working have the lowest well-being of all. The panel results are more mitigated, with switching into working at home yielding a small drop in anxiety. The panel and cross-section difference could reflect adaptation or the selection of certain types of individuals into working at home. Policy stringency is always negatively correlated with well-being. The authors find no mediation effects. The well-being penalty from working at home is larger for the older, the better-educated, those with young children and those with more crowded housing. Originality/value – The harmonised cross-country panel data on individuals’ experiences during COVID-19 are novel. The authors relate working from home and policy stringency to multiple well-being measures. The authors emphasise the effect of working from home on not only the level of well-being but also its distribution. [less ▲]

Neue Perspektiven auf das Akademische Selbstkonzept [Symposium]

Scientific Conference (2023, March 02)

Formation of academic self-concept and intrinsic value within and across three domains: Extending the reciprocal internal/external frame of reference model

in British Journal of Educational Psychology (2023)

Student-Situation Relations in Students’ Real-Time Perceptions of Instructional Quality

Scientific Conference (2022, July)

Aiding Reflective Navigation in a Dynamic Information Landscape: A Challenge for Educational Psychology

in Frontiers in Psychology (2022)

Open access to information is now a universal phenomenon thanks to rapid technological developments across the globe. This open and universal access to information is a key value of democratic societies ... [more ▼]

Open access to information is now a universal phenomenon thanks to rapid technological developments across the globe. This open and universal access to information is a key value of democratic societies because, in principle, it supports well-informed decision-making on individual, local, and global matters. In practice, however, without appropriate readiness for navigation in a dynamic information landscape, such access to information can become a threat to public health, safety, and economy, as the COVID-19 pandemic has shown. In the past, this readiness was often conceptualized in terms of adequate literacy levels, but the contemporarily observed highest-ever literacy levels have not immunized our societies against the risks of misinformation. Therefore, in this Perspective, we argue that democratisation of access to information endows citizens with new responsibilities, and second, these responsibilities demand readiness that cannot be reduced to mere literacy levels. In fact, this readiness builds on individual adequate literacy skills, but also requires rational thinking and awareness of own information processing. We gather evidence from developmental, educational, and cognitive psychology to show how these aspects of readiness could be improved through education interventions, and how they may be related to healthy work-home balance and self-efficacy. All these components of education are critical to responsible global citizenship and will determine the future direction of our societies. [less ▲]

Student profiles of self-concept and interest in four domains: A latent transition analysis

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 ▲]

The fight against infectious diseases. The essential role of higher-order thinking and problem solving

in Journal of Intelligence (2022), (10), 14

The generalized internal/external frame of reference model with academic self-concepts, interests, and anxieties in students from different language backgrounds

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 ▲]

Uncovering everyday dynamics in students’ perceptions of instructional quality with experience sampling

in Learning and Instruction (2022), 81