Religiosity predicts unreasonable coping with COVID-19; ; ;
in Psychology of Religion and Spirituality (in press)
Religiosity predicts unreasonable coping with COVID-19in Psychology of Religion and Spirituality (in press)
Illusory gender-equality paradox, math self-concept, and frame-of-reference effects: New integrative explanations for multiple paradoxesin Journal of Personality and Social Psychology (in press)
The Reciprocal 2I/E Model: An Investigation of Mutual Relations Between Achievement and Self-Concept Levels and Changes in the Math and Verbal Domain Across Three Countriesin Journal of Educational Psychology (in press)
Facets of conscientiousness and their relation to academic achievement: a person-centered approachScientific Conference (2021, September 16)
Students’ Personality Relates to Experienced Variability in State Academic Self-ConceptScientific 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. 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.
The development and validation of a short conscientiousness questionnaire for large-scale educational assessmentScientific Conference (2020, July)
Conscientiousness and its subfacets are related to multiple learning-related outcomes. MacCann, Duckworth and Roberts (2009) developed a questionnaire measuring seven subfacets of conscientiousness with 59 items. However, the resources required to complete such long scales often renders it unsuitable for large-scale educational assessment. Consequently, an economic and psychometrically sound conscientiousness questionnaire that is specifically customized for this context is needed. We developed and validated a short version of the MacCann et al. (2009) questionnaire. In study 1, French and German adaptations of the questionnaire were administered to a representative dataset comprising all ninth-graders in Luxembourg (N1=6325, Cohort 2017). Using an exhaustive search algorithm, we identified the optimal combination of four items for each subfacet by simultaneously considering three criteria: goodness of fit, factor saturation, and scalar measurement invariance across the German and French versions. In study 2, we validated our short 28-item questionnaire on a second, independent sample comprising 6,279 Luxembourgish ninth-graders (Cohort 2018). A 7-factor model assuming separate factors for each subfacet obtained acceptable fit (CFI=.93, RMSEA=.04, SRMR=.06). The criterion validity for each subfacet was tested by examining the relation to standardized achievement tests (SATs). In study 3, drawing on a dataset of 275 tenth-graders (linked longitudinally with the ninth-grade data from study 1), evidence of predictive validity (i.e., school grades) was examined. The subfacets of industriousness, caution and perfectionism showed the strongest relations with both SATs (study 2) and school grades (study 3). Our study delivered a short, valid and reliable questionnaire for the assessment of seven conscientiousness facets in the educational context. The scale is invariant across the German and French language versions and its brevity makes it suitable for large-scale educational assessment.
Does Conscientiousness Matter for Academic Success? Considering Different Facets of Conscientiousness and Different Educational OutcomesPoster (2020, April)
Conscientiousness is the strongest BIG-5 predictor of academic success. Both conscientiousness and academic success are broad concepts, consisting of multiple lower level facets. Conscientiousness facets might display differential relations to different indicators of academic success. To investigate these relations, conscientiousness facets need to be measured in an economic and valid way. We conducted two studies, validating a short conscientiousness scale measuring seven facets of conscientiousness (Industriousness, Task Planning, Perfectionism, Procrastination Refrainment, Tidiness, Control, Cautiousness), and testing the relations of these facets with GPA, test scores, school satisfaction, and engagement. The results supported the validity of the scale. Industriousness, Perfectionism, and Cautiousness revealed the highest relations to academic outcomes. GPA and test scores showed differential associations with the different conscientiousness facets.
Self-concept, interest, and achievement within and across math and verbal domains in first- and third-gradersScientific Conference (2020, April)
The generalized internal/external frame-of-reference (G)I/E model explains the formation of domain-specific motivational-affective constructs through social and dimensional comparisons. We examined the associations between verbal and math achievement and corresponding domain-specific academic self-concepts (ASCs) and interests for first-graders and third-graders (N=21,192). Positive achievement-self-concept and achievement-interest relations were found within matching-domains in both grades, while negative cross-domains achievement-self-concept and achievement-interest relations were only found for third-graders. These findings suggest that 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 in both grade levels. Findings are discussed within the framework of ASC differentiation and dimensional comparison theory.
Students’ perceptions of instructional quality: Validating 3 dimensions on a lesson-to-lesson basisScientific Conference (2020, January 17)
Actually getting some satisfaction. Need-supply fit of fundamental motives at workin Frontiers in Psychology (2020), 11
Actually Getting Some Satisfaction on the Job: Need–Supply Fit of Fundamental Motives at Workin Frontiers in Psychology (2020), 11
The coronavirus (COVID‐19) fatality risk perception of US adult residents in March and April 2020in British Journal of Health Psychology (2020)
The study compares empirical results on the coronavirus SARS‐CoV‐2 (causing COVID‐19) fatality risk perception of US adult residents stratified for age, gender, and race in mid‐March 2020 (N1 = 1,182) and mid‐April 2020 (N2 = 953). While the fatality risk perception has increased from March 2020 to April 2020, our findings suggest that many US adult residents severely underestimated their absolute and relative fatality risk (i.e., differentiated for subgroups defined by pre‐existing medical conditions and age) at both time points compared to current epidemiological figures. These results are worrying because risk perception, as our study indicates, relates to actual or intended health‐protective behaviour that can reduce SARS‐CoV‐2 transmission rates.
The stability of academic self-concept profiles – a latent transition analysisPoster (2019, November 06)
How students perceive instructional quality in everyday school life: The factorial validity of three basic dimensions on a lesson-to-lesson basisScientific Conference (2019, November 06)
Dimensional and Social Comparison Effects on Domain-Specific Academic Self-Concepts and Interests with First- and Third-Grade StudentsScientific 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 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.
Students' perception of instructional quality in everyday life: Examining the factorial validity of three basic dimensions on a lesson-to-lesson basisScientific Conference (2019, September 11)
Examining grades, achievement test scores, and three intelligence facets within an extended I/E modelScientific 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) 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.
Die Stabilität von akademischen Selbstkonzept-Profilen: Befunde einer „latent transition analysis“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) 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.
Entwicklung und Validierung eines Kurzfragebogens zur Erfassung von sieben Facetten von GewissenhaftigkeitScientific 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 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.
Dimensional Comparison Effects on Facets of Subject-Specific Anxieties: A Nested Modelling ApproachScientific Conference (2019, August 16)
Assimilation and Contrast Effects of Dimensional Comparisons in Self-Concepts, Interests & AnxietiesScientific 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 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.
Implementing intelligence facets as predictors into the generalised I/E modelScientific 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 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.
Developing and validating a short-form assessment of conscientiousness competenciesScientific Conference (2019, August)
Extraversion, working style, reasoning, and complex problem solving. A study on the mechanisms underlying the link between personality and cognitive abilityin Psychological Test and Assessment Modeling (2019), 61
School attitude and perceived teacher acceptance: Developmental trajectories, temporal relations, and gender differencesin British Journal of Educational Psychology (2019), 89
Differentiating between static and complex problems: A theoretical framework and its empirical validationin Intelligence (2019), 72
Seeing is believing: Gender diversity in STEM is related to mathematics self-conceptin Journal of Educational Psychology (2019), 111(6), 1119-1130
The English and German versions of the Lesbian, Gay, and Bisexual Identity Scale. Establishing measurement invariance across nationality and gender groupsin Psychology of Sexual Orientation and Gender Diversity (2019), 6
The Incremental Contribution of Complex Problem-Solving Skills to the Prediction of Job Level, Job Complexity, and Salaryin Journal of Business and Psychology (2019), 34
Replicating and extending the GI/E model: Social and dimensional comparison effects of achievement on test anxiety in math, physics, German, and EnglishScientific Conference (2018, November 09)
The internal/external frame of reference model (I/E model; Marsh, 1986) depicts the formation of academic self-concept by assuming an interplay of social and dimensional comparison processes within and across different domains. Associations between achievement and self-concept are expected to be positive within one given domain due to social comparisons (i.e., external frame of reference) and negative across different domains due to dimensional comparisons (i.e., internal frame of reference). The Generalized I/E model (GI/E model; Möller, Müller-Kalthoff, Helm, Nagy, & Marsh, 2015) allows for the inclusion of other outcome variables besides academic self-concept, for example, interest or motivation. The present research aimed at applying the GI/E model to the construct of test anxiety, thereby replicating and significantly extending some first supportive findings on the validity of the GI/E model with test anxiety (Arens, Becker, & Möller, 2017). To this end, we expanded the scope of the GI/E model with test anxiety for the first time to four domains; namely math, physics, German, and English. For this purpose, we drew on a sample of N = 305 9th and 10th graders attending the highest ability school track (i.e., Gymnasium) from six different secondary schools in four German federal states. Analyses were carried out using structural equation modelling in Mplus 8. We used school grades in the respective domains as achievement indicators. Test anxiety was assessed separately for each domain while simultaneously differentiating between two components of test anxiety; namely, worry and emotionality. Our results suggested negative within-domain relations between achievement and test anxiety in all four domains (i.e., higher grades were associated with less test anxiety). The pattern of results for the relations across domains was not as clear. Positive links between achievement and test anxiety across domains (i.e., higher grades in domain A were associated with higher test anxiety in domain B) were weak and could only be established for the association between German achievement and students’ worry in mathematics. These findings partially supported the assumptions made by the GI/E model. As such, we replicated preexisting findings and added novel insights to the GI/E model. Our results were discussed within the framework of self-concept theory and research as well as dimensional comparison theory.
Developing and validating a short-form questionnaire for the assessment of seven conscientiousness facets in educational large-scale assessmentsScientific Conference (2018, November 09)
The influence of personality on academic outcomes has been demonstrated consistently in previous research. In particular, conscientiousness and its lower order facets generally show the strongest predictive validity for academic success. MacCann et al. (2009) constructed a 68-item questionnaire for the comprehensive assessment of different conscientiousness facets in secondary education. However, such questionnaires are arguably too long for the use in large-scale educational assessments. Investigating the influence of conscientiousness facets within large-scale educational assessments is, nevertheless, crucial for advancing our knowledge of the differential influence of facets on various academic outcomes. Short and psychometrically sound questionnaires are thus required. Currently, no short and yet comprehensive questionnaire assessing the lower order facets of conscientiousness, that is suitable for large-scale educational assessments exists. Therefore, within the present investigation we develop a short-form instrument based upon the seven-factor version (59 items) of the questionnaire presented by MacCann et al. (2009), by using an exhaustive search algorithm and traditional item selection methods. Our sample consists of a large and representative dataset comprising all 9th grade students in Luxembourg from the Luxembourgish national school monitoring system (N = 6325; see epstan.lu), who answered French and German adaptations of the original 59-item questionnaire. We specified the exhaustive search algorithm to select the best possible combination of four items for each lower order facet, by considering goodness of fit criteria, factor saturation statistics, and measurement invariance between the German and French version. In addition, we used Mokken scale analysis and assessed the congruence of item wordings and theoretical definitions of each lower order facet to ensure content validity. We finally selected four to five items per scale based on our analyses. We found good fit statistics for all lower order facet scales (CFI >.95, RMSEA < 0.05), and acceptable to good factor saturation statistics for all but one of these scales (McDonalds ω > 0.7). On top of that, all scales show either scalar invariance, or partial scalar invariance between the German and French language version. The result of our investigation is a short and psychometrically sound instrument for the assessment of the lower order facets of conscientiousness. It is specifically tailored towards the unique context of the multilingual Luxembourgish educational system, and can be used in the upcoming Épstan cohorts.
Dimensional and Social Comparisons Effects on Domain-Specific Self-Concepts and Interests: A Study of Elementary School Children from Luxembourg Across Two WavesScientific Conference (2018, November 09)
Already at the beginning of elementary school, students start to develop self-beliefs and attitudes that reflect their motivation, thoughts, and feelings about a specific school domain. The internal/external frame of reference (I/E) model (Marsh, 1986) encapsulates this phenomenon by explicating the formation of academic self-concept through a combination of social (i.e. comparing one’s achievement in one domain with the achievement of one’s peers in the same domain) and dimensional (i.e. comparing one’s achievement in one domain with one’s achievement in another domain) comparison processes. The recently established generalized internal/external frame of reference (GI/E) model (Möller, Müller-Kalthoff, Helm, Nagy, & Marsh, 2015) builds on the I/E model by extending it to the formation of other subject-specific academic self-beliefs and attitudes, such as interest and test anxiety. Despite the salience of the (G)I/E model in educational research, studies investigating the formation of self-beliefs and attitudes according to this model remains scarce among elementary school children. This study aims to contribute to the current literature by examining the associations between verbal and mathematics achievement, on the one hand, and corresponding domain-specific self-concepts and interests, on the other hand. A population of Luxembourgish elementary school students was assessed twice, two years apart (once in Grade 1 and once in Grade 3) as part of the Luxembourgish school monitoring system (EpStan, cohorts 2014 & 2016; epstan.lu). Using a domain-specific approach, students were assessed on math and verbal achievement as well as German- and math self-concept and interest. This culminated in a sample of N = 3606 elementary school children who participated in both waves. German- and math self-concepts and interests were self-reported whereas standardized achievement tests (see epstan.lu) were used as indicators of math and verbal (Luxembourgish for Grade 1 and German for Grade 3) achievement. Cross-lagged structural equation modelling was performed in Mplus 8 using WLSMV estimation for categorical variables. Overall, the results suggest strong support for the (G)I/E model for Grade 3, while only partial support was found for the (G)I/E model for Grade 1. More specifically, for both Grade 1 and Grade 3, achievement was positively related to self-concept and interest within the same domain. Negative relations between achievement and self-concept and interest across domains were found in Grade 3, but not in Grade 1. The findings are discussed within the context of theory and research on self-concept differentiation processes, dimensional comparison theory, and the multilingual Luxembourgish educational system.
Befriedigung gleich Zufriedenheit? Eine Need-Supplies Fit Analyse zur Bedeutung fundamentaler Motive für die ArbeitszufriedenheitScientific Conference (2018, September)
The role of fundamental motives in job satisfaction. An investigation of needs-supplies fitScientific Conference (2018, July)
An overview. Collaborative problem solving in large-scale assessmentsScientific Conference (2018, April)
Collaborative problem solving human-agent assessment and the role of personality.Scientific Conference (2018, April)
Validating PISA 2015 collaborative problem solving by face-to-face, self-, and teacher report collaboration measures.Scientific Conference (2018, April)
Messinvarianz von Leistungsängstlichkeit über Schulfächer hinweg. Ein Vergleich von Äpfeln mit Birnen?Scientific Conference (2018, February)
„Ich will gut in Mathe sein“. Eine längstschnittliche Überprüfung der Theorie des geplanten Verhaltens zur Vorhersage von MathematikleistungScientific Conference (2018, February)
Desires and intentions for fatherhood: A comparison of childless gay and heterosexual men in Germanyin Journal of Family Psychology (2018), 32(8), 995-1004
How employees perceive organizational learning: construct validation of the 25-item short form of the strategic learning assessment map (SF-SLAM)in Journal of Knowledge Management (2018), 22
Students' beliefs and attitudes toward mathematics across time: A longitudinal examination of the theory of planned behaviorin Learning and Individual Differences (2018), 63
Dimensional and social comparisons effects on domain-specific self-concepts and interests: An examination of the generalized I/E model in first- and third-gradersScientific Conference (2017, September)
Empirische Trennung von Konnektivität und Dynamik in komplexen ProblemlöseaufgabenScientific Conference (2017, September)
Relationship satisfaction: Establishing measurement and structural invariance across men with gay and straight identityPoster (2017, September)
The Relationship Assessment Scale (RAS; Hendrick, 1988) is a widely employed, seven-item measure of relationship satisfaction. However, research on its measurement invariance across people differing in their sexual orientation identity has yet to be conducted. Consequently, it is still an open question whether the RAS can be used for comparative research across gay and straight people. This study starts filling this gap in examining RAS' measurement invariance across gay and straight men. To this end, we drew on a sample of 644 German men (half gay/straight), who responded to the German-version RAS (Hassebrauck, 1991), which has been extensively validated and found to be equivalent to its English counterpart. A stepwise multigroup confirmatory factor analysis was used to examine configural, metric, and scalar invariance as well as the structural invariance of latent factor variances and means across groups. Configural, metric, and partial scalar measurement invariance (by freeing one item intercept) could be established, indicating that the RAS enables comparative research targeting variances and means. Further, structural invariance testing revealed non-invariant variances but invariant latent means across groups, indicating that gay and straight men's reported relationship satisfaction is equally high albeit differently distributed.
Dimensional comparisons in primary school. A validation of the generalized I/E modelScientific Conference (2017, August)
Effekte sozialer und dimensionaler Vergleiche auf fachspezifische Selbstkonzepte und Interessen bei GrundschulkindernScientific Conference (2017, March)
Assimilation and contrast effects in the formation of problem-solving self-conceptin Learning and Individual Differences (2017), 54
Entwicklung und erste Überprüfung des dialog Persönlichkeitsinventars (dpi) für den Einsatz im Coachingin Zeitschrift für Arbeits- und Organisationspsychologie (2017), 61(1), 31-44
21st century skills at work. The incremental contribution of complex problem solving skills to occupational choice and successScientific Conference (2017)
Metacognitive confidence judgments and their link to complex problem solvingin Intelligence (2017)
With the aim to better understand the nature of complex problem solving (CPS), we investigated the link between confidence judgments, which represent a major constituent of metacognitive self-monitoring, and CPS by regressing the two facets of CPS (i.e., knowledge acquisition and knowledge application) on confidence in CPS. To ensure that the link between confidence in CPS and CPS is distinct, we controlled for reasoning, which is the strongest known correlate of CPS. Using structural equation modeling in a sample of 471 German eventh- grade students, we found that confidence in CPS explained 67% of the variance in CPS knowledge acquisition and 55% of the variance in CPS knowledge application. These links were reduced but remained substantial when we controlled for reasoning. The results indicate that confidence judgments as indicators of metacognitive monitoring in CPS are substantially linked to successful CPS, thus bringing us one step closer to a full understanding of CPS.
Complex Problems in Entrepreneurship Education: Examining Complex Problem-Solving in the Application of Opportunity Identificationin Education Research International (2017)
The role of ICT usage in problem-solving achievement. Findings from the PISA 2012 dataScientific Conference (2016, October)
Computer-based assessment of transversal competence. The case of problem-solving competence.Scientific Conference (2016, October)
Soziale Vergleiche jenseits der Schule: Gender Diversity in MINT-Berufen sagt das mathematische Selbstkonzept von Schülerinnen und Schülern in 24 Ländern vorausScientific Conference (2016, September 18)
Fatherhood Desires and Intentions: A Comparison of Young Gay Men in Germany and TurkeyScientific Conference (2016, August)
Assessment of transversal skills in large-scale assessments across countries. What about cross-cultural comparability?in Issues and current topics in cross cultural assessment (2016, July)
Using behavioral data from computer-generated log files to understand complex problem solving performance in a computer-based assessmentScientific Conference (2016, July)
Fatherhood Desires and Intentions: A Comparison of Childless Gay and Straight Men in GermanyPoster (2016, July)
Lesbian and Gay Identity: Testing for Equivalence Across Germans and US-AmericansScientific Conference (2016, July)
Parenting Desires and Intentions: A Comparison of Childless Gays and Lesbians in GermanyScientific Conference (2016, July)
Complex problem solving in a changing world of work. An empirical construct validationScientific Conference (2016, April)
Wie entstehen domänenübergreifende Fähigkeiten und Selbstkonzepte? Prädiktoren des ProblemlöseselbstkonzeptsScientific Conference (2016, March)
Welche Rolle spielt metacognitive Selbsteinschätzung beim Lösen komplexer Probleme?Scientific Conference (2016, March)
Easily too difficult. Estimating item difficulty in computer simulated microworldsin Computers in Human Behavior (2016), 65
Understanding students' performance in a computer-based assessment of complex problem solving. An analysis of behavioral data from computer-generated log files.in Computers in Human Behavior (2016), 61
Computer-based assessments of complex problem solving (CPS) that have been used in international large-scale surveys require students to engage in an in-depth interaction with the problem environment. In this, they evoke manifest sequences of overt behavior that are stored in computer-generated logfiles. In the present study, we explored the relation between several overt behaviors, which N=1476 Finnish ninth-grade students (mean age=15.23,SD=.47 years) exhibited when exploring a CPS environment, and their CPS performance. We used the MicroDYN approach to measure CPS and inspected students' behaviors through log-file analyses. Results indicated that students who occasionally observed the problem environment in a noninterfering way in addition to actively exploring it (noninterfering observation) showed better CPS performance, whereas students who showed a high frequency of (potentially unplanned) interventions (intervention frequency) exhibited worse CPS performance. Additionally, both too much and too little time spent on a CPS task (time on task) was associated with poor CPS performance. The observed effects held after controlling for students' use of an exploration strategy that required a sequence of multiple interventions (VOTAT strategy) indicating that these behaviors exhibited incremental effects on CPS performance beyond the use of VOTAT.
Die Rolle transversaler Kompetenzen für schulisches Lernen. Das Beispiel des komplexen Problemlösensin BMBF (Ed.) Forschungsvorhaben in Ankopplung an Large-Scale Assessments (2016)
The choice between what you want now and what you want most. Self-control explains academic achievement beyond cognitive abilityin Personality and Individual Differences (2016), 94
Achieving a university degree is a demanding long-term goal, and students often show varying levels of academic achievement despite similar intellectual abilities. In order to help students, researchers thereby need to understand the origins of these individual differences. However, it remains unclear whether self-control is important for students' academic achievement beyond their general cognitive ability. To answer this question,N= 150 German university students completed a measure of general cognitive ability as well as a German translation of the Brief Self-Control Scale. Grade point average (GPA) served as an objective indicator of academic achievement, complemented by personal ratings as a measure of subjective academic achievement (SAA). Both cognitive ability and self-control explained substantial amounts of variance in GPA; however, only self-control accounted for variance in SAA. The study's keyfinding was that self-control indeed contributed to explaining GPA and SAA, even when cognitive ability was controlled for. On the basis of these results, we argue that self-control holds important explanatory value for both objective and subjective academic achievement, and we discuss the results' practical relevance with regard to student success at university.
Transversal skills and human capital. Current directions and future perspectives. In K. Murphy (Ed.), Complex problem solvingScientific Conference (2015, December)
Die Rolle von Geschlecht und Selbstkonzept in der komplexen ProblemlösefähigkeitScientific Conference (2015, September)
Den Zusammenhang zwischen Konfidenz und komplexer Problemlöseleistung verstehen: Eine Betrachtung unter Einbezug von Verhalten, Selbstkonzept und kognitiven Fähigkeiten.Scientific Conference (2015, September)
Examining the formation of students’ intellectual self-concept and problem-solving self-concept within the revisited internal/external frame of reference modelScientific Conference (2015, August)
Examining students’ mathematics attitudes across time: A test of the theory of planned behavior.Scientific Conference (2015, August)
Regenbogenfamilien: Forschungsfelder und Befunde zu Kindern in gleichgeschlechtlichen PartnerschaftenPresentation (2015, June 18)
Identität und sexuelle Orientierung: Empirisch-psychologische Forschung nicht nur zum Coming OutPresentation (2015, May 21)
Perceiving entrepreneurial challenges as complex problems. The role of complex problem solving in opportunity identification.Scientific Conference (2015, May 21)
Die ‚Dunkle Seite der Kreativität’: Sagt Kreativität negative Veränderungen im ethischen Entscheiden von Schülerinnen und Schülern vorher?Scientific Conference (2015, March 11)
Transversal skills and human capital. Current directions and future perspectives.Scientific Conference (2015)
Die Erfassung naturwissenschaftlicher Kompetenzen bei Luxemburger Schülerinnen und Schülernin Bildungsbericht Luxembourg (2015)
How motivational and cognitive correlates and their interaction influence Complex Problem Solving ProcessesScientific Conference (2015)
21st century skills. Recent advancements and international developments. Special Issuein Thinking Skills and Creativity (2015), 8
Complex problem solving. Facilitating the utilization of a concept towards lifelong education. Special Issuein International Journal of Lifelong Education (2015), 4
The dark side of creativity revisited: Is students’ creativity associated with subsequent decreases in their ethical decision making?in Thinking Skills and Creativity (2015), 18
Explaining response confidence in Complex Problem Solving perfomanceScientific Conference (2015)
Die Bedeutung komplexer Problemlösefähigkeit für ein erfolgreiches StudiumScientific Conference (2015)
Linking confidence in complex problem solving to problem solving selfconcept, achievement, and need for cognition.Scientific Conference (2015)
The formation of academic self-concept in elementary education: a unifying model for external and internal comparisonsin Contemporary Educational Psychology (2015), 41(2), 124-132
Komplexes Problemlösen und naturwissenschaftliche Erkenntnisgewinnung. Internationale Forschung zu interaktiven Kompetenzen.Presentation (2014, September 25)
What companies can gain. The assessment of 21st century skills in personnel selection and human resource developmentPresentation (2014, July)
Reference-group effects of class-average cognitive ability on teacher recommendations for higher educationScientific Conference (2014, April)
Others don´t like me if I am good at school? Reciprocal effects of adolescents’ academic and social self-conceptsScientific Conference (2014, April)
Achievement goals, academic self-concept, and school grades in mathematics: Longitudinal reciprocal relations in above average ability secondary school studentsin Contemporary Educational Psychology (2014), 39
The Longitudinal Interplay of Students’ Academic Self-Concepts and Achievements Within and Across Domains: Replicating and Extending the Reciprocal Internal/External Frame of Reference Modelin Journal of Educational Psychology (2014), 106(4), 1170-1191
Begabtenförderung durch Fähigkeitsgruppierung: Eine wissenschaftliche Begleitung der Sir-Karl-Popper-Klassen am Wiedner-Gymnasium in Wienin ÖzBF news & science (2014), 36/37
Entwicklung nicht-heterosexueller Identitäten: Forschungsergebnisse und Theorien (nicht nur) zum Coming OutPresentation (2013, May 31)
Nicht-heterosexuelle Identitäten in der empirisch-psychologischen ForschungPresentation (2013, May 21)
Self-concept in adolescence: A longitudinal study on reciprocal effects of self-perceptions in academic and social domainsin Journal of Adolescence (2013), 36
Academic self-concept and achievement goals: Do their reciprocal effects differ for over- and underachievers?Scientific Conference (2012, April)
Entwicklung nicht-heterosexueller Identitäten: Forschungsergebnisse und Theorien (nicht nur) zum Coming OutPresentation (2012, January 18)
Big fish, little pond. Students' self concept and motivation in integrated and segregated gifted educationScientific Conference (2011, August)
Nicht-heterosexuelle Identitäten: Empirisch-psychologische Betrachtungenin Schneider, M.; Diehl, M. (Eds.) Gender, Queer und Fetisch – Konstruktion von Identität und Begehren (2011)
Homosexuelle Identitäten im Blickfeld der empirisch-psychologischen Forschung - Theorien, Befunde, MeinungenPresentation (2010, December 20)
Struktur und Entwicklung des akademischen Selbstkonzeptes bei Gymnasialschüler/innen: Eine längsschnittliche ModellierungScientific Conference (2010, September)
Effects of ability grouping of gifted students on academic self-conceptScientific Conference (2010, May)
