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18 results on '"school performance"'

1. Zur Bedeutung von Emotionen im schulischen Kontext -- ein Überblick aus pädagogischpsychologischer Sicht.

Author

Gläser-Zikuda, Michaela, Meyer, Simon, and Stephan, Melanie

Subjects
*LEARNING, *EDUCATIONAL relevance, *EMOTIONAL experience, *INSTRUCTIONAL systems design, *STUDENT development, *EMOTIONS
Abstract

Emotions are both determinants and outcomes of any learning process. Therefore, the present article provides an overview of the importance of emotions for learning and teaching processes in school and instruction from an educational and psychological perspective. After a theoretical and conceptual explanation of the term "emotion", the conditions and processes of the development of emotions over the entire school period, as well as the relevance of emotions for educational processes will be explained in more detail. In the context of a research example, we give an insight in the emotional experiences of students and the development of positive and negative achievement emotions at the beginning of secondary school in church-run schools. The article concludes with implications for school and instructional design. [ABSTRACT FROM AUTHOR]

Published
2022

3. Mischverteilung der Verlaufsmuster von Schulleistungen über die obligatorische Schulzeit.

Author

Tomasik, Martin J. and Moser, Urs

Abstract

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2019
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4. Differenzierung unter Schüler_innen im reformorientierten Sekundarschulunterricht - oder: warum wir vorwiegend, Leistung' beobachten ,wenn wir nach ,Differenz ' fragen.

Author

Rose, Nadine and Gerkmann, Anna

Abstract

Copyright of Zeitschrift für Qualitative Forschung (ZQF) is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2015

5. Kompensatorische Wirkungen von Ganztagsschulen - Ist die Ganztagsschule ein Instrument zur Entkopplung des Zusammenhangs von sozialer Herkunft und Bildungserfolg?

Author

Züchner, Ivo and Fischer, Natalie

Abstract

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2014
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6. Die Kluft öffnet sich. Herkunftseffekte auf die schulischen Leistungen verstärken sich im Verlauf der Primarschule.

Author

Angelone, Domenico and Ramseier, Erich

Subjects
EDUCATIONAL equalization, SOCIAL stratification, SOCIAL background, ACHIEVEMENT gap, EDUCATIONAL stratification, EDUCATIONAL mobility, SECONDARY education
Abstract

Copyright of Swiss Journal of Sociology / Schweizerische Zeitschrift für Soziologie is the property of Sciendo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2012

7. Die Klasse an die Universität, die Masse an die anderen Hochschulen?

Author

Kramer, Jochen, Nagy, Gabriel, Trautwein, Ulrich, Lüdtke, Oliver, Jonkmann, Kathrin, Maaz, Kai, and Treptow, Rainer

Abstract

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2011
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8. Dropouts am Gymnasium.

Author

Stamm, Margrit

Abstract

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2010
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9. Selektionsprozesse beim Übergang in die Sekundarstufe I und II.

Author

Neuenschwander, Markus P. and Malti, Tina

Abstract

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2009
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10. Underachievement von Jungen: Perspektiven eines internationalen Diskurses.

Author

Stamm, Margrit

Abstract

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2008
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11. Institutionelle Öffnung trotz bestehender Dreigliedrigkeit.

Author

Maaz, Kai, Nagy, Gabriel, Trautwein, Ulrich, Watermann, Rainer, and Köller, Olaf

Subjects
EDUCATION, VOCATIONAL interests, GYMNASIUMS (Educational institutions), SOCIAL mobility
Abstract

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2004

12. Dropouts am Gymnasium: Eine empirische Studie zum Phänomen des Schulabbruchs

Author

Margrit Stamm

Subjects
School performance, Political science, Humanities, Education
Abstract

Zusammenfassung: Obwohl die Dropoutforschung auch hierzulande an Bedeutung gewinnt, konzentriert sie sich fast ausschließlich auf die Gruppe der schulleistungsschwachen Risikoschüler. Über Schulabgänge am Gymnasium weiß sie jedoch fast nichts. Dieser Beitrag präsentiert die Ergebnisse einer explorativen Studie zu Schulabbrechern am Gymnasium. 102 vorzeitigen Abgängern und Abgängerinnen ("Dropouts") und 105 am Gymnasium Verbleibenden ("Stabile") wurde ein Fragebogen vorgelegt, um Informationen zu den Gründen ihres Schulabbruchs, zu ihren personalen und sozialen Merkmalen und zu Unterschieden zwischen Jungen und Mädchen zu erhalten. Die Hauptbefunde verweisen auf deutliche Unterschiede zwischen Stabilen und Dropouts. Letztere stammen aus bildungsferneren Elternhäusern, berichten große Motivations- und Beziehungsprobleme mit Lehrkräften, Entfremdungsgefühle gegenüber der Schule sowie eine beachtliche Schuldistanz. Ihre Schulleistungen sind jedoch nur unwesentlich schlechter als diejenigen der Stabilen. Damit verweisen diese Befunde auf die Notwendigkeit, das Phänomen des Schulabbruchs am Gymnasium nicht nur als individuelles, sondern auch als institutionelles Problem zu diskutieren

Published
2018

13. Schüler mit einem psychisch erkrankten Elternteil und die Mental Health Literacy von Lehrkräften

Author

Orkan Okan, Stefanie Harsch, Janine Bröder, Katharina Kornblum, Dirk Bruland, and Ullrich Bauer

Subjects
Coping (psychology), Sociology of scientific knowledge, Medical education, 05 social sciences, education, primary prevention, 050301 education, School setting, 050109 social psychology, Special needs, high risk, Focus group, Mental health, school options, School performance, health competencies, professional role, 0501 psychology and cognitive sciences, group, Psychology, 0503 education, Mental health literacy
Abstract

Students Having Parents with Mental Health Issues and Teachers' Mental Health Literacy Mental health issues of parents of school children often negatively affects the children as well, including their school performance and social behavior in the school setting. Teachers are then required to take actions with regards to supporting children in their coping with and mastering of their home situation and their responds to educational demands. As such, schools' and teachers' actions can either support affected children and fulfill a protective function or respond inappropriately, with negative impact on the affected children. Although the societal discussion about and acceptance of mental illnesses have increased in recent years, scientific knowledge on how well teachers are prepared for meeting the needs of affected students remains insufficient. Therefore, this research study examines teachers' attitudes towards, knowledge about, and competencies regarding children affected by a mentally ill parent. 15 in-depth interviews and 3 focus groups (n = 11) with teachers from primary and secondary schools were conducted and systematically analyzed. Although burdens in the family are perceived as major influences on children's school day and performance, teachers report to not feel sufficiently prepared for and uncertain about supporting and coping with the special needs of affected students. Instead they report to "learn from a case to case" basis. Recognizing the family situation of children with mentally ill parents is reported to be especially difficult for teachers. Responding inadequately and insensitive to the needs of affected children was perceived as a serious burden for teachers themselves. While schools can function as entry points to professional social help systems, teachers frequently reported barriers and challenges in accessing, communicating, and collaborating with these systems. The practical implications of these results regarding the "Mental Health Literacy" of teachers are being discussed.

Published
2017

16. Komplexes Problemlösen, schulfachliche Kompetenzen und ihre Relation zu Schulnoten

Author

Jonas Neubert, Samuel Greiff, André Kretzschmar, University of Zurich, and Kretzschmar, André

Subjects
Gynecology, competencies, medicine.medical_specialty, 3204 Developmental and Educational Psychology, 10093 Institute of Psychology, 4. Education, 05 social sciences, 050301 education, school grades, Theoretical & cognitive psychology [H12] [Social & behavioral sciences, psychology], Complex problem solving, 050105 experimental psychology, School performance, Political science, Schulnoten, Developmental and Educational Psychology, medicine, complex problem solving, 0501 psychology and cognitive sciences, Kompetenzen, 150 Psychology, Komplexes Problemlösen, 0503 education, Psychologie cognitive & théorique [H12] [Sciences sociales & comportementales, psychologie]
Abstract

Die Bedeutung des komplexen Problemlösens (KPL) hat sich im pädagogisch-psychologischen Kontext vielfach gezeigt und ist einer der Gründe dafür, dass KPL in Schulleistungsstudien (z.B. PISA) eine wichtige Rolle einnimmt. Bisherige Forschungsarbeiten zum Einfluss von KPL auf Schulleistungen haben jedoch schulfachliche Kompetenzen und deren Beziehung zu Schulnoten außer Acht gelassen. Diese Forschungslücke soll mit der vorliegenden Arbeit geschlossen werden, indem die Beziehung zwischen KPL und schulfachspezifischen Kompetenzen in Mathematik sowie Lesen untersucht wurde. An einer finnischen Stichprobe mit N=1908 Schülerinnen und Schülern wurde mittels Strukturgleichungsmodellen der Zusammenhang zwischen KPL, schulfachlichen Kompetenzen sowie fachspezifischen Schulnoten überprüft. Die Ergebnisse zeigten, dass KPL über die schulfachlichen Kompetenzen hinaus inkrementell Varianz der Schulnoten in Mathematik und muttersprachlichem Unterricht aufklären konnte. Dies zeigte sich deutlicher für das mathematische als für das muttersprachliche Schulfach, insbesondere wenn für schlussfolgerndes Denken kontrolliert wurde. Implikationen für das Verständnis von KPL und dessen Bedeutung im pädagogisch-psychologischen Kontext werden diskutiert. The importance of Complex Problem Solving (CPS) within the educational context is well established. This is one of the reasons why CPS plays a prominent role in educational large-scale assessments (e.g., PISA) besides school competencies. However, recent research on CPS and its connection to school performance did not include such school competencies as such, which have proven to be strong predictors of school grades. Consequently, the aim of this study is to close this gap and to examine the relation between CPS and competencies in mathematics and reading. Based on a sample of N=1908 Finish high school students, structural equation modeling was used to analyse the relation of CPS, school competencies, and school grades. In general, the results showed an incremental predictive power of CPS over and above school competencies on school grades in mathematics and mother language. However, differential effects showed a higher importance of CPS in the mathematic domain in comparison to the language domain especially if controlled for reasoning. Implications for the construct of CPS and its importance within the educational context are discussed.

Published
2014

18. The Illusion of Equal Opportunities in the German Education System -- Dispelled by PISA.

Author

Geißler, Rainer

Subjects
EDUCATIONAL equalization, CLASS differences, EDUCATION research, EDUCATION policy, EDUCATION, SOCIALISM
Abstract

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2004

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