Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie最新文献_第5页

Social Exclusion, Subjective Academic Success, Well-Being, and the Meaning of Trust 社会排斥、主观学业成功、幸福感与信任的意义

IF 0.9 4区心理学

Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie Pub Date : 2021-01-01 DOI: 10.1026/0049-8637/a000236

Barbara Thies, E. Heise, Inka Bormann

{"title":"Social Exclusion, Subjective Academic Success, Well-Being, and the Meaning of Trust","authors":"Barbara Thies, E. Heise, Inka Bormann","doi":"10.1026/0049-8637/a000236","DOIUrl":"https://doi.org/10.1026/0049-8637/a000236","url":null,"abstract":"Abstract. This article uses a person-environment fit perspective to investigate whether and how educational background and general trust are related to fit (or not) with university life as well as to criteria of subjective academic success and well-being. To analyze how students perceive fit with their university, we measured their perception of exclusion and their affective commitment. The sample includes N = 424 students from two German universities, about half of whom have at least one parent with tertiary education. The results show that especially general trust is related to the subjective criteria of academic success, and that this relationship is mediated by the perception of exclusion, on the one hand, and by the affective commitment, on the other hand. A comparison of the two mediators shows that the perception of exclusion is particularly potent in terms of predicting satisfaction with coping with study demands and general well-being. We discuss the results in terms of their significance to the future diversity management at universities for overcoming social inequality and increasing social inclusion.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

“How Do We Solve This Task?” “我们如何解决这个任务?”

IF 0.9 4区心理学

Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie Pub Date : 2020-09-16 DOI: 10.1026/0049-8637/A000215

Kim Angeles Erdmann, Verena Clara Vetter, M. Schäferling, G. Reuner, S. Hertel

{"title":"“How Do We Solve This Task?”","authors":"Kim Angeles Erdmann, Verena Clara Vetter, M. Schäferling, G. Reuner, S. Hertel","doi":"10.1026/0049-8637/A000215","DOIUrl":"https://doi.org/10.1026/0049-8637/A000215","url":null,"abstract":"Abstract. The study examines (a) whether gestational age relates to parental scaffolding (SCA), when controlling for child cognitive development, parenting stress, and socioeconomic status, and (b) how SCA links to parent–child problem-solving performance. The sample included 142 parents with a full-term or preterm 2-year-old toddler (corrected age). Parents’ SCA during one of two (randomly assigned) problem-solving tasks was rated on five scales (use of SCA means, cognitive support, metacognitive support, transfer or responsibility, contingency management). The results suggest that gestational age is positively related to parents’ transfer of responsibility and metacognitive support. The effects decrease, however, once covariates are controlled for. Regarding the problem-solving performance, direct effects were observed from parents’ cognitive and metacognitive support, transfer of responsibility, and contingency management. The data also confirm an indirect effect of parents’ use of SCA means on the problem-solving performance, partially mediated via parents’ cognitive support. Implications for the design of interventions are discussed.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Evaluation des Rechtschreibtrainings mit Dino 评估和雷诺一起做拼写训练

IF 0.9 4区心理学

Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie Pub Date : 2020-09-16 DOI: 10.1026/0049-8637/A000217

Samira Bruch, Gunnar Lemmer, M. Schwinger

{"title":"Evaluation des Rechtschreibtrainings mit Dino","authors":"Samira Bruch, Gunnar Lemmer, M. Schwinger","doi":"10.1026/0049-8637/A000217","DOIUrl":"https://doi.org/10.1026/0049-8637/A000217","url":null,"abstract":"Zusammenfassung. In der vorliegenden Studie wird das neu entwickelte Rechtschreibtraining mit Dino hinsichtlich seiner Auswirkungen auf die Lese-Rechtschreibkompetenz sowie motivationale Variablen evaluiert. 111 Kinder der dritten und vierten Jahrgangsstufe wurden randomisiert einer Interventions- ( n = 60) bzw. Kontrollgruppe ( n = 51 ) zugeteilt. Mitglieder der Interventionsgruppe wurden in Kleingruppen über einen etwa dreimonatigen Zeitraum von Studierenden gefördert. Varianzanalysen mit Messwiederholung zeigten, dass die Interventionsgruppe sich im Vergleich zur Kontrollgruppe signifikant stärker in ihrer Rechtschreibleistung und den Fähigkeitsselbstkonzepten Schreiben und Lesen verbesserte. Auch die Leseleistung nahm signifikant zu, wurde in der Kontrollgruppe jedoch nicht erfasst. Modelle latenter Veränderungsmessung zeigten positive Effekte der Intervention auf die latente Differenz im Fähigkeitsselbstkonzept Schreiben und die Differenz in der Rechtschreibekompetenz. Zudem lag ein positiver Zusammenhang der beiden Veränderungsvariablen vor. Neben dem Nachweis der Effektivität des Rechtschreibtrainings mit Dino leistet die Studie durch die Fokussierung motivationaler Variablen einen innovativen Beitrag in der Evaluationsforschung von Lese-Rechtschreibtrainings.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47684181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Der längsschnittliche Zusammenhang zwischen vorschulischen Selbstregulationsfähigkeiten und akademischen Kompetenzen in der Grundschule 小学教育能力与学习能力的纵向关联

IF 0.9 4区心理学

Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie Pub Date : 2020-09-16 DOI: 10.1026/0049-8637/A000214

A. Rademacher

{"title":"Der längsschnittliche Zusammenhang zwischen vorschulischen Selbstregulationsfähigkeiten und akademischen Kompetenzen in der Grundschule","authors":"A. Rademacher","doi":"10.1026/0049-8637/A000214","DOIUrl":"https://doi.org/10.1026/0049-8637/A000214","url":null,"abstract":"Zusammenfassung. Die Vorhersagekraft selbstregulatorischer Fähigkeiten für die Entwicklung früher akademischer Kompetenzen wurde vielfach hervorgehoben. Allerdings bestehen häufig variierenden Definitionen von Selbstregulation, die mit verschiedenen Operationalisierungsvarianten einhergehen. Das Ziel dieses systematischen Reviews ist es, unter Berücksichtigung der verschiedenen Definitionen, eine Übersicht der Ergebnisse zur Vorhersagekraft vorschulischer Selbstregulationsfähigkeiten auf die akademischen Kompetenzen in der Grundschule zu erstellen. Eine systematische Literaturrecherche in den bibliografischen Fachdatenbanken Web of Science, PsycINFO und Psyndex ergab 1.509 Studien, von denen 22 Studien die weiteren Einschlusskriterien erfüllt haben. Trotz unterschiedlicher Erhebungsmethoden und Definitionen unterstützen die Studienergebnisse übereinstimmend die bedeutende Rolle vorschulischer Selbstregulationsfähigkeiten für die Entwicklung mathematischer Kompetenzen und Lese- und Schreibfähigkeiten in den frühen Grundschuljahren. Insbesondere kognitive Aspekte der Selbstregulation scheinen im Zusammenhang mit der Schulleistungsfähigkeit von Kindern zu stehen. Implikationen für frühe Trainingsmaßnahmen und die Übertragbarkeit der Erkenntnisse der vorwiegend internationalen Studien auf das deutsche Bildungssystem werden diskutiert.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47409254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Reexamining the Association of Parental Implicit Theories of Intelligence With Children’s Mastery Orientation and Actual Aptitude 再论父母内隐智力理论与儿童掌握倾向和实际能力倾向的关系

IF 0.9 4区心理学

Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie Pub Date : 2020-09-16 DOI: 10.1026/0049-8637/A000216

Aleksandra Đurović, Sonja Protić, A. Dimitrijevic

{"title":"Reexamining the Association of Parental Implicit Theories of Intelligence With Children’s Mastery Orientation and Actual Aptitude","authors":"Aleksandra Đurović, Sonja Protić, A. Dimitrijevic","doi":"10.1026/0049-8637/A000216","DOIUrl":"https://doi.org/10.1026/0049-8637/A000216","url":null,"abstract":"Abstract. This study looked into the associations between parents’ implicit theories of intelligence, children’s cognitive aptitude, and children’s tendency to opt for mastery-oriented responses to challenging achievement situations. All child participants ( N = 59, 31 girls; 6;3 – 7;2 years) were individually assessed for cognitive aptitude and mastery orientation, while one of their parents (46 mothers) completed a questionnaire on entity versus incremental beliefs about intelligence. Correlation analyses indicated a statistically significant negative association between parental endorsement of the incremental theory and children’s cognitive aptitude ( r = −.29), as well as between parental endorsement of the entity theory and children’s mastery orientation ( r = −.28). Moreover, two significant canonical functions emerged, one of which was defined by higher parental endorsement of the entity theory along with higher cognitive aptitude and lower mastery orientation of the child, while the second entailed higher parental endorsement of the incremental theory, lower cognitive aptitude of the child, and again, the child’s lower mastery orientation. While confirming the theoretically proposed negative association between parents’ entity beliefs and children’s mastery orientation, the present results challenge a unidimensional conception of implicit theories of intelligence and their assumed independence of cognitive aptitude; moreover, they stimulate several interpretations regarding the psychological mechanisms surrounding children’s lower mastery orientation.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Social Relations in Educational Settings 教育环境中的社会关系

IF 0.9 4区心理学

Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie Pub Date : 2020-07-01 DOI: 10.1026/0049-8637/a000240

Hanna Beißert, Tamara Marksteiner

引用次数: 0

Introduction: The Importance of Mutual Respect, Fairness, and Compassion in Educational Settings 引言:在教育环境中相互尊重、公平和同情的重要性

IF 0.9 4区心理学

Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie Pub Date : 2020-07-01 DOI: 10.1026/0049-8637/A000229

Laura Elenbaas, M. Killen

引用次数: 0

Discrimination Among Youth of Immigrant Descent in Germany 德国移民后裔青年中的歧视

IF 0.9 4区心理学

Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie Pub Date : 2020-07-01 DOI: 10.1026/0049-8637/a000231

David Kunyu, Linda P. Juang, M. Schachner, Miriam Schwarzenthal

{"title":"Discrimination Among Youth of Immigrant Descent in Germany","authors":"David Kunyu, Linda P. Juang, M. Schachner, Miriam Schwarzenthal","doi":"10.1026/0049-8637/a000231","DOIUrl":"https://doi.org/10.1026/0049-8637/a000231","url":null,"abstract":"Abstract. Ethnic discrimination has a negative impact on the socioemotional, behavioral, relational, and academic adjustment of adolescents, while belonging with classmates, teachers, heritage, and national group may promote positive socioemotional and academic adjustment. We investigate (1) whether greater discrimination by peers and a lower sense of belonging with classmates, teachers, heritage group, and national group are associated with lower socioemotional and academic adjustment of adolescents of immigrant descent in Germany; and (2) whether a sense of belonging with these different sources acts as a protective factor lowering the negative effects of discrimination on adjustment. Our sample included 439 7th-grade adolescents (51 % female, Mage = 12.4 years) of immigrant descent from 15 Berlin secondary schools. Results showed that higher discrimination was related to greater physiological stress, depressive symptoms, and disruptive school behavior. Higher heritage (but not national) identity, a higher sense of belonging with classmates and with teachers were associated with better socioemotional and academic adjustment. An examination of interaction effects between discrimination and forms of belonging on adjustment revealed that, while the association between discrimination and poorer adjustment weakened for those with higher heritage identity, the association between discrimination and physiological stress increased for those with higher teacher relatedness. We conclude that heritage identity (but not national identity or sense of belonging with classmates) can indeed be a protective factor against the negative effects of discrimination for adolescents of immigrant descent in Germany. Even though belonging with teachers may exacerbate discrimination effects, further investigation with longitudinal data is needed. The findings underline the important role of heritage ties among adolescents of immigrant descent as a source of adjustment, especially in light of discrimination experiences.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 14

The Power of Everyday Peer Relatedness in Predicting Subjective Well-Being After School Transition 日常同伴关系在预测转学后主观幸福感中的作用

IF 0.9 4区心理学

Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie Pub Date : 2020-07-01 DOI: 10.1026/0049-8637/a000220

Andrea Schmidt, J. Dirk, F. Schmiedek

{"title":"The Power of Everyday Peer Relatedness in Predicting Subjective Well-Being After School Transition","authors":"Andrea Schmidt, J. Dirk, F. Schmiedek","doi":"10.1026/0049-8637/a000220","DOIUrl":"https://doi.org/10.1026/0049-8637/a000220","url":null,"abstract":"Abstract. The transition from primary to secondary school represents a challenging life event. This study examined 108 children (age M = 10.11 years, SD = 0.44) in Germany during the first 12 weeks at a new school. Daily satisfaction and frustration of the basic need for relatedness were examined as predictors of subjective well-being versus ill-being and adjustment versus psychopathology. Subjective well-being or ill-being was assessed at weeks 3 – 4 and week 11 of the school year. In between, there was a 4-week period of daily assessments of perceived relatedness satisfaction and frustration. Teachers indicated each child’s psychological adjustment or psychopathology (e. g., emotional symptoms) in weeks 11 – 12. Daily relatedness satisfaction was associated with increases in positive affect from weeks 3 – 4 to week 11, while daily relatedness frustration was linked to an increase in negative affect and school anxiety. Furthermore, daily relatedness satisfaction was negatively linked to teacher-reported emotional symptoms and peer problems at weeks 11 – 12, and daily relatedness frustration was positively associated with teacher-reported conduct problems and hyperactivity-inattention.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Belonging as Compensator 属于补偿器

IF 0.9 4区心理学

Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie Pub Date : 2020-07-01 DOI: 10.1026/0049-8637/a000221

Tamara Marksteiner, Marc P. Janson, Hanna Beißert

引用次数: 4