36 results on '"kognitive Fähigkeit"'
Search Results
2. THE USE OF CORRECTIVE TECHNOLOGIES IN THE PROCESS OF PREPARING SENIOR PRESCHOOLERS WITH AUTISM SPECTRUM DISORDER FOR LEARNING ACTIVITIES
- Author
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Oleksandr Volodymyrovych Kolyshkin and Yuliia Sidenko
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Process (engineering) ,media_common.quotation_subject ,autism spectrum disorders ,correctional technologies ,cognitive readiness ,education ,autism ,Vorschulalter ,senior preschool age ,Autismus ,050105 experimental psychology ,Mental operations ,Developmental psychology ,lcsh:Social Sciences ,Memory development ,Consistency (negotiation) ,ddc:150 ,Perception ,cognitive ability ,medicine ,Psychology ,0501 psychology and cognitive sciences ,preschool age ,media_common ,Psychological Disorders, Mental Health Treatment and Prevention ,05 social sciences ,Cognition ,medicine.disease ,Lernfähigkeit ,Psychotherapie ,learning aptitude ,psychotherapy ,lcsh:H ,Psychologie ,Autism spectrum disorder ,psychische Störungen, Behandlung und Prävention ,Autism ,kognitive Fähigkeit ,050104 developmental & child psychology - Abstract
The authors of the article have analyzed scientific research on the problem of the formation of cognitive readiness for educational activity in children with autism spectrum disorders of senior preschool age. It is noted that for children with autism spectrum disorders, a special approach should be applied with a focus on world standards and effective methods of correction and training should be developed. It is revealed that today the psychological and pedagogical correction of the development of autism does not have unambiguity and consistency regarding technologies and methods that would help to effectively overcome autism spectrum disorders and contribute to the effective preparation of autistic children for educational activities. The content of the concept of "cognitive readiness" is revealed as a prerequisite for the development of psychological characteristics and preparation of a child with autism spectrum disorders of senior preschool age for learning activities. The features of the use of correctional technologies to increase the level of cognitive readiness for educational activity of children with autism spectrum disorders of senior preschool age have been determined. It was revealed that the main condition for the formation of cognitive readiness for educational activity in children with autism spectrum disorders of senior preschool age is the use of ABA therapy technology, the TEACCH program, (PRT), PECS, sensory integration. It is revealed that the program (TEACCH, PECS) reflects a clear algorithm of actions, encourages mental operations; method (ABA-therapy) improves the stability of concentration, memory development, forms learning behavior; (PRT) promotes the development of motivation in a child with autism spectrum disorder of senior preschool age, self-management. The formation of imagination and perception of the surrounding world is carried out in the process of conducting classes with sensory integration. It is proved that the formation of cognitive readiness for educational activity in senior preschoolers with autism spectrum disorders is an important factor in the realization of personal potential and social adaptation.
- Published
- 2020
3. Proficiency level descriptors for low reading proficiency: An integrative process model
- Author
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Cordula Artelt, Beatrice Rammstedt, Clemens M. Lechner, Tabea Durda, and Alexandra Wicht
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Process (engineering) ,media_common.quotation_subject ,competence ,level of education ,050105 experimental psychology ,Education ,Task (project management) ,German ,ddc:150 ,Low literacy ,reading ,cognitive ability ,Reading (process) ,Psychology ,0501 psychology and cognitive sciences ,psychologische Diagnostik und Beratung, psychologische Methoden ,media_common ,05 social sciences ,050301 education ,language.human_language ,process model ,low reading proficiency ,large-scale assessments ,difficulty-generating factors ,standard setting ,Psychologie ,Reading comprehension ,Scale (social sciences) ,Lesen ,language ,Bildungsniveau ,Psychological Testing, Psychological Counseling, Psychological Methodology ,0503 education ,kognitive Fähigkeit ,Reading skills ,Kompetenz ,Cognitive psychology - Abstract
Low literacy among adolescents and adults worldwide remains a serious problem, even in economically developed countries. The consequences of low reading proficiency levels can be harmful in many ways for both the individuals concerned and their communities in terms of health, political, social and economic outcomes. While large-scale international assessments do assess reading proficiency, the data they provide for the bottom end of the scale are still somewhat undifferentiated. What is of particular concern to scholars and policymakers alike is to better understand the nature of reading difficulties among low-literate adolescents and adults. Addressing this need, the authors of this article present a new integrative process model which takes into consideration reader-related, text-related and task-related factors along different stages of the reading process that can cause reading difficulties. The process model incorporates different traditions of research on low reading proficiency: large-scale assessments, cognitive psychology, and research on developmental precursors of reading comprehension. It enabled the authors to identify core difficulty-generating factors, in particular task and text characteristics relevant in evaluating the difficulty of a reading task and thus in determining whether low-literate readers can solve it. The process model also proved suitable for incorporation into standard-setting practice. The authors demonstrate how the process model provided a framework for developing proficiency level descriptors (PLDs) which were then applied for the purpose of standard setting in a German large-scale assessment, the National Educational Panel Study (NEPS). Their results show that the PLDs were indeed suitable for differentiating between a low reading proficiency level and a functional reading proficiency level among adolescents and adults.
- Published
- 2020
4. Problem-Solving as a Governing Knowledge: 'Skills'-Testing in PISA and PIAAC
- Author
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Carol Bacchi
- Subjects
Genealogie ,media_common.quotation_subject ,Problemlösen ,Sociology & anthropology ,Education ,Politics ,ddc:370 ,Poststrukturalismus ,problem solving ,post-structuralism ,Argument ,cognitive ability ,050602 political science & public administration ,Pharmacology (medical) ,Sociology ,genealogy ,Bildung und Erziehung ,media_common ,Scope (project management) ,PISA-Studie ,05 social sciences ,Macroanalysis of the Education System, Economics of Education, Educational Policy ,050301 education ,Cognition ,PIAAC ,problem-solving ,poststructuralism ,problematizations ,“skills”-testing ,Morality ,0506 political science ,Epistemology ,Makroebene des Bildungswesens ,Sociology of Education ,Problematization ,Soziologie, Anthropologie ,Bildungs- und Erziehungssoziologie ,PISA study ,ddc:301 ,0503 education ,kognitive Fähigkeit - Abstract
This article scrutinizes critically a pervasive knowledge shaping contemporary sociopolitical relations and spaces—“problem-solving knowledge”. It develops the argument that, as a governing knowledge, “problem-solving” is increasing in intensity and scope, with a range of negative and potentially dangerous effects. As a case study, the article examines how problem-solving knowledge operates in the OECD “skills” assessment programs PISA and PIAAC, with a particularly worrying connection between so-called “cognitive abilities” and labour market performance. It considers how this “turn to cognition”, with its associated moralism, divides “citizens” into those who either can or who cannot solve “problems”, producing “more productive” and “less productive” categories of people. More broadly, these programs illustrate how treating “problems” as self-evident referents is deeply depoliticizing, highlighting the importance of examining how governing takes place through problematization. Through tracing the emergence and functioning of “problem-solving” as a knowledge practice, the article encourages reflection on how problem-solving knowledge has come to be taken-for-granted as “truth” and on how it operates to limit political debate and to regulate political subjects.
- Published
- 2020
5. Exploring the association between occupational complexity and numeracy
- Author
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Mary Genevieve Billington and Njål Foldnes
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Economics ,Erwachsenenbildung ,Denmark ,Frankreich ,Großbritannien ,Task (project management) ,Developmental psychology ,Basic skills ,Japan ,Belgium ,cognitive ability ,Samfunnsvitenskap: 200::Pedagogiske fag: 280 [VDP] ,Komplexität ,L7-991 ,Bildung und Erziehung ,Norwegen ,Czech Republic ,Netherlands ,Occupational Research, Occupational Sociology ,Belgien ,utdanningsvitenskap ,Polen ,Norway ,adult ,Skills ,Great Britain ,Wirtschaft ,Dänemark ,Education (General) ,Vocational Training, Adult Education ,occupational requirements ,Italy ,Rechnen ,France ,Psychology ,Slowakei ,Slovakia ,Human capital theory ,Italien ,Südkorea ,Human capital ,Education ,Bildungswesen quartärer Bereich, Berufsbildung ,Erwachsener ,ddc:370 ,Humankapital ,Numeracy ,South Korea ,ddc:330 ,human capital ,Cognitive skill ,Berufsforschung, Berufssoziologie ,Niederlande ,Occupational complexity ,Association (psychology) ,adult education ,Spanien ,Operationalization ,Tschechische Republik ,tallforståelse ,PIAAC 2012 ,arithmetic ,Spain ,Poland ,complexity ,Berufsanforderungen ,kognitive Fähigkeit - Abstract
The basic cognitive skill of numeracy is a recognized form of human capital, associated with economic and social well being for individuals and for nations. In this study, we explore how occupational complexity relates to proficiency in numeracy, among adults in full-time employment. We operationalize occupational complexity by constructing three measures of task complexity: complexity with data, complexity with people and complexity with things. Data from the international OECD survey of adult skills, 2012, is employed to investigate both the distribution of these three dimensions of occupational task complexity and how these relate to numeracy in 13 countries. The analysis indicates that data occupational complexity predicts numeracy scores, when controlling for age, gender and educational level. The findings open for a hypothesis that occupational activities may enhance basic skills in adult populations. If elaborated and supported through further studies this finding has practical implications for workplace organization and contributes to theoretical understandings of the development of basic skills in adults.
- Published
- 2021
6. Short-term earnings mobility in the Canadian and German context: the role of cognitive skills
- Author
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Britta Gauly, Ashley Pullman, and Clemens M. Lechner
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Economics ,J24 ,German ,cognitive ability ,PIAAC ,Earnings mobility ,Relative income position ,Cognitive skills ,J31 ,Labor Market Research ,050207 economics ,Occupational Research, Occupational Sociology ,education ,05 social sciences ,Wirtschaft ,050301 education ,Cognition ,General Medicine ,Social mobility ,Bundesrepublik Deutschland ,mobility ,income ,multivariate analysis ,multivariate Analyse ,language ,Bildungsniveau ,I26 ,Canada ,I24 ,Federal Republic of Germany ,Context (language use) ,Mobilität ,level of education ,Human capital ,Humankapital ,0502 economics and business ,ddc:330 ,human capital ,Cognitive skill ,Berufsforschung, Berufssoziologie ,kognitive Faktoren ,Earnings ,Arbeitsmarktforschung ,language.human_language ,Term (time) ,Kanada ,Demographic economics ,Einkommen ,Bildung ,cognitive factors ,0503 education ,kognitive Fähigkeit - Abstract
It is well-established that human capital contributes to unequal levels of earnings mobility. Individuals with higher levels of human capital, typically measured through education, earn more on average and are privy to greater levels of upward change over time. Nevertheless, other factors may have an incremental effect over education, namely cognitive ability and the skill demands of employment. To deepen insight into whether these aspects contribute to earnings mobility over a four-year period, the present study examines positional change in Canada and Germany—two contexts typified as examples of liberal and coordinated market economies. A series of descriptive indices and relative change models assess how different measures of human capital are associated with earnings mobility. The results indicate that, while individuals with higher cognitive skills experience greater earnings stability and upward mobility in both countries, there is only an incremental effect of skills on mobility in Germany once we account for educational credentials. The results also provide evidence on the role of skill demands for earnings mobility; in both countries, advanced skills at work are associated with greater short-term mobility, even while controlling for cognitive ability and other factors. Together the results showcase how longitudinal data containing detailed measures of human capital allow for deeper insight into what facilitates earnings mobility.
- Published
- 2021
7. A cross-country study of skills and unemployment flows
- Author
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Damir Stijepic
- Subjects
Erziehungswissenschaft ,Economics ,J24 ,Adult population ,Arbeitslosigkeit ,internationaler Vergleich ,Gross worker flows ,cognitive ability ,PIAAC ,Labor Market Research ,050207 economics ,Bildung und Erziehung ,050205 econometrics ,media_common ,Reverse causality ,Skills ,Survey of Adult Skills ,05 social sciences ,Wirtschaft ,Education and Pedagogics ,I20 ,Bildungsniveau ,unemployment ,International comparisons ,media_common.quotation_subject ,education ,Sample (statistics) ,level of education ,Education ,Survey of Adult Skills, PIAAC ,ddc:370 ,Humankapital ,parasitic diseases ,0502 economics and business ,ddc:330 ,human capital ,Cognitive skill ,Cross country ,kognitive Faktoren ,Arbeitsmarktforschung ,International survey ,international comparison ,Unemployment ,Demographic economics ,J20 ,J64 ,Bildung ,cognitive factors ,kognitive Fähigkeit ,J60 - Abstract
Using an international survey that directly assesses the cognitive skills of the adult population, I study the relation between skills and unemployment flows across 37 countries. Depending on the specifically assessed domain, I document that skills have an unconditional correlation with the log-risk-ratio of exiting to entering unemployment of 0.65–0.68 across the advanced and skill-abundant countries in the sample. The relation is remarkably robust and it is unlikely to be due to reverse causality. I do not find evidence that this positive relation extends to the seven relatively less advanced and less skill-abundant countries in the sample: Peru, Ecuador, Indonesia, Mexico, Chile, Turkey and Kazakhstan.
- Published
- 2021
8. Gender differences in the skill content of jobs
- Author
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Rita Pető and Balázs Reizer
- Subjects
Family and Changing Gender Roles IV - ISSP 2012 ,Programme for the International Assessment of Adult Competencies survey (PIAAC) (ZA5900) [Ecomics of gender ,Tima allocation ,International Social Survey Programme] ,Economics and Econometrics ,Economics ,qualification requirements ,education ,Control (management) ,Time allocation ,Benachteiligung ,Human capital ,Task (project management) ,deprivation ,Humankapital ,gender-specific factors ,cognitive ability ,0502 economics and business ,ddc:330 ,human capital ,Cognitive skill ,Frau ,050207 economics ,Berufsforschung, Berufssoziologie ,Qualifikationsanforderungen ,Social sciences, sociology, anthropology ,050205 econometrics ,Demography ,Social policy ,Occupational Research, Occupational Sociology ,Sozialwissenschaften, Soziologie ,ISSP ,05 social sciences ,Wirtschaft ,occupational requirements ,General Social Survey ,Frauen- und Geschlechterforschung ,General partnership ,geschlechtsspezifische Faktoren ,woman ,ddc:300 ,Demographic economics ,Women's Studies, Feminist Studies, Gender Studies ,available workers ,Psychology ,Berufsanforderungen ,kognitive Fähigkeit ,Arbeitskräfteangebot - Abstract
There is significant heterogeneity in actual skill use within occupations even though occupations are differentiated by the task workers should perform during work. Using data on 12 countries which are available both in the Programme for the International Assessment of Adult Competencies survey and International Social Survey Program, we show that women use their cognitive skills less than men even within the same occupation. The gap in skill intensity cannot be explained by differences in worker characteristics or in cognitive skills. Instead, we show that living in a partnership significantly increases the skill use of men compared with women. We argue that having a partner affects skill use through time allocation as the gender penalty of partnered women is halved once we control for working hours and hours spent on housework. Finally, we do not find evidence of workplace discrimination against women.
- Published
- 2021
9. Private education and inequality in the knowledge economy
- Author
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John D. Stephens, Jacob R. Gunderson, and Evelyne Huber
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Labour economics ,inequality ,Public Administration ,Sociology and Political Science ,Inequality ,media_common.quotation_subject ,private education ,Ungleichheit ,education ,competence ,wage dispersion ,Wissensökonomie ,cognitive skills ,Economic inequality ,ddc:370 ,cognitive ability ,0502 economics and business ,Erziehung ,050602 political science & public administration ,Economics ,difference in income ,Cognitive skill ,qualification ,Bildung und Erziehung ,health care economics and organizations ,media_common ,knowledge economy ,Knowledge economy ,05 social sciences ,Wage dispersion ,PIAAC ,skill premium ,Macroanalysis of the Education System, Economics of Education, Educational Policy ,0506 political science ,lcsh:Political institutions and public administration (General) ,Makroebene des Bildungswesens ,Political Science and International Relations ,lcsh:JF20-2112 ,Private education ,Einkommensunterschied ,Bildung ,Qualifikation ,050203 business & management ,kognitive Fähigkeit ,Kompetenz - Abstract
This article explores the consequences of public and private spending on education at all levels, looking at skills and income inequality. We use data for 22 affluent democracies from 1960 or 1995 (depending on data availability) to 2017. High levels of public education spending consistently lower income inequality, both measured as wage dispersion and as the education premium. In contrast, higher levels of private education spending are associated with both higher wage dispersion and a higher education premium. We show that this effect works in part through differential skills acquisition. Public education spending raises the math scores of 15-years old students at the mean and at the 25th percentile, but private education spending has no effect on skills at these levels. We find the same pattern among skills of adults; public education spending raises skills at the 25th percentile and the mean; private spending has no effect. Finally, we also show that higher levels of adult skills indeed depress the education premium.
- Published
- 2020
10. Adult Cognitive and Non-cognitive Skills: An Overview of Existing PIAAC Data
- Author
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Ingo Konradt, Débora B. Maehler, Maehler, Débora B., and Rammstedt, Beatrice
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Computer science ,Population ,Adult population ,Umfrageforschung ,PIAAC ,PIAAC datasets ,Public use files ,Scientific use files ,OECD ,internationaler Vergleich ,Erwachsener ,data access ,Public use ,cognitive ability ,survey research ,Research community ,Messung ,Datengewinnung ,education ,Social sciences, sociology, anthropology ,Erhebungstechniken und Analysetechniken der Sozialwissenschaften ,education.field_of_study ,Sozialwissenschaften, Soziologie ,Datenzugang ,adult ,international comparison ,Cognition ,Data science ,data capture ,Methods and Techniques of Data Collection and Data Analysis, Statistical Methods, Computer Methods ,Data access ,ddc:300 ,Non cognitive ,measurement ,kognitive Fähigkeit ,Specific population - Abstract
As of summer 2019, more than 60 PIAAC datasets from participating countries worldwide were available for research purposes. These datasets can be differentiated, for example, in terms of their accessibility, the extent of the information provided, the population group in focus, and the design of the underlying study. PIAAC Public Use Files, for instance, are freely available and are therefore highly anonymised, whereas PIAAC Scientific Use Files are available only for scientific research purposes and provide access to more detailed variables. The majority of the PIAAC data are available as public use files, but some participating countries (e.g. Germany and the United States) have also made several scientific use files or other extended file versions available to the research community. Some of the available PIAAC datasets focus on specific population groups - for example, the incarcerated adult population in the United States. Regarding the design of the underlying studies, most available datasets are cross-sectional, but some longitudinal data already exist (e.g. PIAAC-L in Germany). The present chapter provides an overview of the structure, accessibility, and use of the PIAAC datasets available worldwide.
- Published
- 2020
11. The Prediction of Professional Success in Apprenticeship: The Role of Cognitive and Non-Cognitive Abilities, of Interests and Personality
- Author
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Jennifer Diedrich, Anna Ortner, and Aljoscha C. Neubauer
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Test ,Vocational School ,Economics ,Vorhersage ,Vocational training ,Berufsschule ,Satisfaction ,050109 social psychology ,Berufs- und Wirtschaftspädagogik ,Career Guidance ,Fähigkeit ,Intelligenz ,Occupational field ,Cognitive competence ,Arbeitszufriedenheit ,Persönlichkeit ,cognitive ability ,part-time vocational school ,Österreich ,Big Five personality traits ,Bildung und Erziehung ,work satisfaction ,Ability ,job satisfaction ,media_common ,Occupational Research, Occupational Sociology ,lcsh:LC8-6691 ,VET ,Vocational Education and Training ,Apprentice ,Job Satisfaction ,Secondary School ,Personality ,Vocational Interest ,05 social sciences ,Wirtschaft ,vocational education ,Berufszufriedenheit ,intelligence ,Ausbildungserfolg ,Validität ,Vocational Training, Adult Education ,weiterführende Schule ,Berufsbildung ,Austria ,In-house training ,Practical learning ,Job satisfaction ,Psychology ,Regression analysis ,Social psychology ,lcsh:Education ,Predictive validity ,Erziehung, Schul- und Bildungswesen ,media_common.quotation_subject ,Testbatterie ,Occupational success ,Berufsfeld ,Education ,Bildungswesen quartärer Bereich, Berufsbildung ,ddc:370 ,0502 economics and business ,ddc:330 ,Vocational Interests ,0501 psychology and cognitive sciences ,Qualification ,Berufsforschung, Berufssoziologie ,Competence (human resources) ,Motivation ,lcsh:Special aspects of education ,Berufserfolg ,Kognitive Kompetenz ,Conscientiousness ,Zufriedenheit ,Berufsausbildung ,Regressionsanalyse ,Building trade ,personality ,secondary school ,training success ,job success ,Apprenticeship ,Prediction ,lcsh:L ,Berufsinteresse ,Incremental validity ,kognitive Fähigkeit ,050203 business & management - Abstract
Context: We addressed the issue of person-job-fit by focussing on both professional success and work satisfaction. Publications studying the predictive validity of (cognitive) ability, personality, or vocational interest alone have shown relationships with professional success or work satisfaction for each predictor separately. Nevertheless, these predictors have rarely been studied simultaneously. Methods: To this end we tested the incremental validity of abilities, traits, and interests in a sample from diverse occupations: In 648 apprentices and students from five different branches (Food, Tech, People, Office, Craft) the (incremental) contributions of 3 intelligence factors (verbal, numerical, spatial), 3 alternative abilities (social-emotional, creative, practical), 4 conscientiousness facets, other big five factors (O, E, A, N), and of 14 professional interests were analysed regarding prediction of GPA in professional schools and school/job satisfaction. Results: Intelligence and conscientiousness were best predictors, followed by social-emotional competence and interests, whereas other traits provided marginal contributions. Predictors varied between branches, mostly following expectations. The test battery allowed a very good prediction of apprenticeship success (max. 37%), but for some branches prediction was considerably lower.Conclusion: Criteria for person-job-fit are not swappable, neither are the predictors. Professional success was mostly predicted by a different predictor set -namely ability and the personality dimension of conscientiousness- then satisfaction, which was mostly predicted by non-interest in a certain occupation. As a practical implication, we conclude that choosing the right candidate for a certain branch one needs to use a broad set of predictor variables. Besides cognitive ability also personality and vocational interests had predictive validity for an individuals person-job-fit.
- Published
- 2018
12. Entwicklung exekutiver Funktionen in der Sekundarstufe I – Ergebnisse einer quasi-experimentellen Studie zum Potenzial des Sportunterrichts und zur Altersabhängigkeit des Fördereffekts
- Author
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Karin Eckenbach and Nils Neuber
- Subjects
Sportpädagogik ,medicine.medical_specialty ,Lernerfolg ,psychomotor activity ,neuropsychology ,Intervention effect ,Lernen ,Psychomotorik ,Education ,Developmental psychology ,promotion of development ,ddc:370 ,ddc:150 ,physical exercise ,cognitive ability ,medicine ,Psychology ,secondary education lower level ,Bildung und Erziehung ,körperliche Bewegung ,General Psychology ,Special areas of Education ,Sekundarstufe I ,Gynecology ,Allgemeine Psychologie ,learning ,Intervention program ,Sportunterricht ,Jugendlicher ,Sport- und Bewegungswissenschaften ,learning success ,Intervention studies ,physical education ,Psychologie ,Sonderbereiche der Pädagogik ,adolescent ,General psychology ,Exekutive Funktionen ,Interventionsstudie ,neuropsychologie ,Entwicklungsförderung ,kognitive Fähigkeit - Abstract
Zusammenfassung Fortschritte in der Neuro- und Kognitionspsychologie haben zu einer Prominenz exekutiver Funktionen gefuhrt. Als kognitive Kontrollinstanz wird ihnen eine Schlusselfunktion fur erfolgreiches Lernen zugeschrieben. Der Beitrag behandelt die Moglichkeiten, exekutive Funktionen uber Bewegungsspiele zu fordern, und bezieht sich auf eine Interventionsstudie mit 197 Schulerinnen und Schulern der Jahrgangsstufe 6. Die Forderung dieser Zielgruppe wird angesichts des Uberganges von der Primar- in die Sekundarstufe und den damit verbundenen Entwicklungsaufgaben als besonders notwendig angesehen. In der Interventionsstudie wurde ein anwendungsorientierter Ansatz gewahlt, in dem uber 20 Wochen spezifische, kognitiv anspruchsvolle Bewegungsinterventionen in den Sportunterricht der Interventionsgruppe integriert wurden. Wahrenddessen blieb der Unterricht der Kontrollgruppe unbeeinflusst. Eine Messung der exekutiven Funktionen erfolgte zweimalig (Pre/Post) unter Verwendung reaktionszeitbezogener Computeraufgaben (n-back task, switching task, stroop task). Dabei konnte ein signifikanter Interventionseffekt bezuglich einer Teilkomponente exekutiver Funktionen (Inhibitionsfahigkeit) belegt werden. Interessant an dem Befund ist insbesondere, dass lediglich die alteren Schulerinnen und Schuler (ab ca. zwolf Jahren) von der Intervention profitierten, die jungeren hingegen nicht. Dieses Ergebnis spricht dafur, den bisherigen Fokus kognitiver Fordermasnahmen zu erweitern und auch Jugendliche entsprechend zu fordern. Schlagworter: Exekutive Funktionen, Interventionsstudie, Sportunterricht, Jugendliche, Alter ----- Development of Executive Functions in Secondary Schools – Findings of a Quasi-experimental Study on the Potential of Physical Education and Age Dependence of the Intervention Effect Abstract Advances in the fields of neuroscience and cognitive psychology have led to a prominence of executive functions. In the role of a cognitive control system they are considered key components of successful learning. The article deals with ways to promote executive functions through movement games and refers to an intervention study with 197 students in grade 6. The promotion of this target group is considered to be necessary due to the transition from primary to secondary school and the related developmental challenges. In the intervention study an application-oriented approach was chosen. Over a period of 20 weeks a cognitively and physically demanding intervention program was integrated into the physical education (PE) lessons of the experimental group. Meanwhile, the PE lessons of the control group remained unaffected. Executive functioning has been measured twice (pre/post) using reaction time-related computer tasks (n-back task, switching task, stroop task).A significant intervention effect has been identified regarding one subcomponent of executive functions (inhibition). What is particularly interesting about this finding is that only the older students (twelve years and older) benefited from the intervention, whereas the younger students did not. This result suggests extending the recent focus of cognitive support strategies and also to promote adolescents accordingly. Keywords: Executive Functions, Intervention Study, Physical Education, Adolescents, Age ----- Bibliographie: Eckenbach, Karin/Neuber, Nils: Entwicklung exekutiver Funktionen in der Sekundarstufe I – Ergebnisse einer quasi-experimentellen Studie zum Potenzial des Sportunterrichts und zur Altersabhangigkeit des Fordereffekts, Diskurs Kindheits- und Jugendforschung, 4-2016, S. 387-399. https://doi.org/10.3224/diskurs.v11i4.25600
- Published
- 2016
13. The association between personality and cognitive ability: Going beyond simple effects
- Author
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Beatrice Rammstedt, Daniel Danner, and Silke Martin
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literacy ,050109 social psychology ,Intelligenz ,Big Five ,Developmental psychology ,Correlation ,ddc:150 ,Persönlichkeit ,cognitive ability ,PIAAC ,Erwerbstätiger ,Assoziation ,Psychology ,Psychology(all) ,General Psychology ,media_common ,emotionality ,Pflicht ,05 social sciences ,Cognitive ability ,Cognition ,intelligence ,psychische Faktoren ,Rechnen ,Bildungsniveau ,gainfully employed person ,Social psychology ,Personality ,Social Psychology ,obligation ,media_common.quotation_subject ,psychological factors ,level of education ,association (psych.) ,050105 experimental psychology ,Education ,Literacy ,reading ,Emotionalität ,Openness to experience ,Messung ,0501 psychology and cognitive sciences ,Alphabetisierung ,Association (psychology) ,Numeracy ,Conscientiousness ,arithmetic ,Educational attainment ,Psychologie ,personality ,Negative relationship ,Persönlichkeitspsychologie ,Lesen ,Personality Psychology ,measurement ,kognitive Fähigkeit - Abstract
To examine the relationship between the Big Five and cognitive ability, we investigated whether we could replicate in a heterogeneous population sample the positive association between cognitive ability and Openness and Emotional Stability and its negative association with Conscientiousness. Besides analyzing the pure associations, we shed further light on sources of these associations by investigating potential moderating effects of education and labor force participation. Our results clearly replicate the previously found positive association between cognitive ability and Emotional Stability and Openness and the negative relationship between Conscientiousness and cognitive ability. The correlation between cognitive ability and Openness was found to be moderated by educational attainment, the negative association between Conscientiousness and cognitive ability was moderated by labor force participation.
- Published
- 2016
14. Does bilingualism really affect social flexibility?
- Author
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Lydia Repke, Albert Costa, and Marc-Lluís Vives
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Linguistics and Language ,Task switching ,Mehrsprachigkeit ,Bilingualism ,multilingualism ,interaction ,050109 social psychology ,social flexibility ,bilingualism ,task-switching ,Affect (psychology) ,050105 experimental psychology ,Language and Linguistics ,Education ,Social skills ,ddc:150 ,cognitive ability ,Psychology ,0501 psychology and cognitive sciences ,Neuroscience of multilingualism ,General Psychology ,soziale Kompetenz ,Allgemeine Psychologie ,05 social sciences ,social competence ,Flexibility (personality) ,Social flexibility ,Interaktion ,Psychologie ,Scale (social sciences) ,Task-switching ,kognitive Fähigkeit ,Cognitive psychology - Abstract
Ikizer and Ramirez-Esparza (2017) reported a study suggesting that bilingualism may have a positive impact on people's social skills. They found that a) bilinguals scored higher on a scale that is supposed to reveal social flexibility, and that b) they also report having social interactions more frequently than monolinguals. The authors relate this advantage in social flexibility to the need of exercising language switching in bilingual speakers. In this commentary, we argue that their arguments are not theoretically sound and that their observations are not compelling enough to reach this conclusion.
- Published
- 2018
15. Unentdeckte Kompetenzen: Jugendliche ohne Mittleren Schulabschluss finden schwer einen Ausbildungsplatz
- Author
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Holtmann, Anne Christine, Menze, Laura, Solga, Heike, and Wissenschaftszentrum Berlin für Sozialforschung gGmbH
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evaluation ,Schulabschluss ,Bildungsverlauf ,social competence ,Federal Republic of Germany ,Vocational Training, Adult Education ,Bundesrepublik Deutschland ,Education ,Bildungswesen quartärer Bereich, Berufsbildung ,training opportunities ,ddc:370 ,cognitive ability ,Hauptschule ,school graduation ,course of education ,Bewertung ,Bildung und Erziehung ,kognitive Fähigkeit ,soziale Kompetenz ,Ausbildungschancen - Abstract
Nur die Hälfte der Jugendlichen, die höchstens einen Hauptschulabschluss haben, schafft den direkten Übergang in eine Ausbildung. Weder kognitive Fähigkeiten noch soziale Kompetenzen erhöhen die Übergangschancen dieser Jugendlichen. Solange vor allem Noten und Abschlüsse zählen, ist der Blick der Betriebe auf individuelle Stärken verstellt. korrigierte Ausgabe
- Published
- 2018
16. Conducting Research With an Adolescent Diagnosed With Fragile X Syndrome
- Author
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Weber, Chantel Lynette
- Subjects
Behinderung ,Adoleszenz ,qualitative Forschung ,Fragile-X-Syndrom ,Fallstudie ,Forschungsansatz ,qualitative Methode ,research approach ,Resilienz ,case study ,ddc:150 ,cognitive ability ,Psychology ,fragile X syndrome ,lcsh:Social sciences (General) ,Social sciences, sociology, anthropology ,resilience ,education ,educational psychology ,disability studies ,Erhebungstechniken und Analysetechniken der Sozialwissenschaften ,Sozialwissenschaften, Soziologie ,Psychological Disorders, Mental Health Treatment and Prevention ,Jugendlicher ,Methods and Techniques of Data Collection and Data Analysis, Statistical Methods, Computer Methods ,qualitative method ,Psychologie ,disability ,psychische Störungen, Behandlung und Prävention ,adolescent ,ddc:300 ,lcsh:H1-99 ,adolescence ,qualitative research ,kognitive Fähigkeit - Abstract
In this article I address the reflexive nature of research undertaken when I investigated the presence of resilience found in an adolescent girl diagnosed with fragile X syndrome. The highlights of this article include specific challenges I experienced when conducting research with this adolescent and how I have adapted the process accordingly. These challenges involve the planning and preparation before data commenced; the influence of sensory integration, behavioral, cognitive and language characteristics of fragile X syndrome on an adolescent girl; and the aspects of ethical and rigorous research. I have also included recommendations such as guidelines for other researchers interested in conducting a similar study with adolescents affected by fragile X syndrome. I hope that with this article, other researchers would be provided with a better understanding of how to proceed with research that involves individuals with disabilities and more specifically, individuals diagnosed with fragile X syndrome. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1702102, Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, Vol 18, No 2 (2017)
- Published
- 2017
17. Politisches Lernen
- Author
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Weißeno, Georg, Lange, Dirk, and Reinhardt, Volker
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Politik ,political education ,knowledge ,Politikwissenschaft ,Fachdidaktik ,competence ,politische Bildung ,Lernen ,subject didactics ,Wissen ,Education ,ddc:370 ,cognitive ability ,Curriculum, Teaching, Didactics ,Unterricht, Didaktik ,politischer Unterricht ,Bildung und Erziehung ,Political Process, Elections, Political Sociology, Political Culture ,Political science ,teaching politics ,politische Willensbildung, politische Soziologie, politische Kultur ,learning ,Bildungsmotivation ,ddc:320 ,educational motivation ,politics ,kognitive Fähigkeit ,Kompetenz - Abstract
Der vorliegende Handbuchartikel definiert die Facetten politischen Lernens kompetenztheoretisch. Lernen erfordert, politisches Wissen im Gedächtnis zu behalten. Dazu gehört des Weiteren die Begründung von Argumenten, die Anzahl der Argumente bzw. die Nennung der Fakten (Deskription) unter Anwendung der Fachsprache und Nutzung konzeptuellen Wissens. Darüber hinaus haben die Schüler/innen eine individuelle Entscheidung treffen, die als politisches Urteil bezeichnet wird. In Erweiterung des Kompetenzbegriffs wird im Beitrag auf die motivationalen Voraussetzungen wie das Interesse am Fach und das fachbezogene Selbstkonzept hingewiesen.
- Published
- 2017
18. Educating 'Modern Mind' in the Light of the Evolution of Western Educational Thought
- Author
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Bulle, Nathalie
- Subjects
knowledge ,Liberal education ,progressive education ,epistemology ,intellectual development ,Allgemeines, spezielle Theorien und Schulen, Methoden, Entwicklung und Geschichte der Erziehungswissenschaft ,Konzeption ,curriculum ,Intelligenz ,Wissen ,Education ,westliche Welt ,ddc:370 ,Erfahrungswissen ,Western world ,cognitive ability ,Entwicklung ,kognitive Entwicklung ,Erziehung ,Basic Research, General Concepts and History of Education and Pedagogics ,Bildung und Erziehung ,development ,Erziehungsstil ,Modellvergleich ,Erkenntnistheorie ,intelligence ,parenting style ,experiential knowledge ,model comparison ,conception ,kognitive Fähigkeit ,cognitive development - Abstract
My thesis is that liberal and progressive education models respectively refer to dual and unitary conceptions of intellectual development, and that these differences account for their pedagogical antagonisms. I test the validity of this argument by using it to account for the evolution of Western pedagogy and the fate of liberal and progressive education. I introduce the dualist epistemological premises of the major educational models that have followed one after the other in the history of Western education. Then, I account for the impact of classical empiricism, and later evolutionary doctrines, on the discredit of liberal education and the emergence of educational progressivism. Progressive educational conceptions are rooted in a representation of humankind developed under the influence of the Darwinian revolution. They justify an adaptive model of the mind within the framework of a functionalist psychology. According to alternative currents of modern educational thought, the use of auxiliary means of thought marks a rupture with human biological development. These currents underpin a dual conception of human reason according to which rational or theoretical understanding is a sui generis dimension of thought. They offer support for a modernized version of liberal education.
- Published
- 2017
19. Skills, earnings, and employment: exploring causality in the estimation of returns to skills
- Author
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Simon Wiederhold, Franziska Hampf, and Ludger Woessmann
- Subjects
Labour economics ,Economics ,lifelong learning ,internationaler Vergleich ,Bildungsökonomie ,Labor market ,cognitive ability ,PIAAC ,050207 economics ,Labor Market Research ,qualification ,Bildung und Erziehung ,050205 econometrics ,Sozialwissenschaften, Soziologie ,05 social sciences ,International comparisons ,Wirtschaft ,Causality ,income ,Earnings ,ddc:300 ,Beschäftigungsfähigkeit ,lcsh:L7-991 ,Bildungsniveau ,Kompetenz ,Employment ,competence ,Sample (statistics) ,Human capital ,level of education ,lcsh:Education (General) ,Education ,economics of education ,ddc:370 ,Humankapital ,Berufsaussicht ,0502 economics and business ,ddc:330 ,Messung ,human capital ,Cognitive skill ,employability ,Social sciences, sociology, anthropology ,Estimation ,Erhebungstechniken und Analysetechniken der Sozialwissenschaften ,Arbeitsmarktforschung ,Berufserfolg ,Macroanalysis of the Education System, Economics of Education, Educational Policy ,international comparison ,Educational attainment ,lebenslanges Lernen ,Makroebene des Bildungswesens ,Methods and Techniques of Data Collection and Data Analysis, Statistical Methods, Computer Methods ,Cognitive skills ,career prospect ,Einkommen ,job success ,measurement ,Qualifikation ,kognitive Fähigkeit - Abstract
Ample evidence indicates that a person’s human capital is important for success on the labor market in terms of both wages and employment prospects. However, unlike the efforts to identify the impact of school attainment on labor-market outcomes, the literature on returns to cognitive skills has not yet provided convincing evidence that the estimated returns can be causally interpreted. Using the PIAAC Survey of Adult Skills, this paper explores several approaches that aim to address potential threats to causal identification of returns to skills, in terms of both higher wages and better employment chances. We address measurement error by exploiting the fact that PIAAC measures skills in several domains. Furthermore, we estimate instrumental-variable models that use skill variation stemming from school attainment and parental education to circumvent reverse causation. Results show a strikingly similar pattern across the diverse set of countries in our sample. In fact, the instrumental-variable estimates are consistently larger than those found in standard least-squares estimations. The same is true in two “natural experiments,” one of which exploits variation in skills from changes in compulsory-schooling laws across U.S. states. The other one identifies technologically induced variation in broadband Internet availability that gives rise to variation in ICT skills across German municipalities. Together, the results suggest that least-squares estimates may provide a lower bound of the true returns to skills in the labor market.
- Published
- 2017
20. The Development of Cognitive, Language, and Cultural Skills From Age 3 to 6
- Author
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Nicole Biedinger, Birgit Becker, and Oliver Klein
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Eltern ,Turkey ,Elementary Education Sector ,Turkish ,First language ,Kind ,Spracherwerb ,Türkei ,Sociology & anthropology ,Developmental psychology ,early childhood education and care ,German ,kulturelle Integration ,cognitive ability ,Cognitive development ,child ,Bildungswesen Elementarbereich ,parents ,frühkindliche Erziehung ,learning success ,Bundesrepublik Deutschland ,Acculturation ,migration background ,language acquisition ,Akkulturation ,Bildungs- und Erziehungssoziologie ,language ,preschool education ,ddc:301 ,Psychology ,Cultural competence ,cultural identity ,Lernerfolg ,educational inequality ,Vorschulerziehung ,Federal Republic of Germany ,Education ,ddc:372 ,cultural integration ,Cognitive skill ,kulturelle Identität ,Migrationshintergrund ,Primary education (elementary education) ,Migrant ,Child development ,language.human_language ,Sociology of Education ,Soziologie, Anthropologie ,Bildungsungleichheit ,acculturation ,Primar- und Elementarbildung ,kognitive Fähigkeit - Abstract
This article analyzes the longitudinal development of differences in academic skills between children of Turkish origin and children of native-born German parents from age 3 to 6 in Germany with a focus on the role of immigrant parents’ acculturation to the receiving society. Growth curve models show that Turkish-origin children start with lower test scores at the age of 3 regarding German language skills and cultural knowledge but not with respect to cognitive skills. The difference in the language domain decreases until the age of 6 while it increases regarding children’s cultural knowledge. Immigrant parents’ acculturation to the receiving country is positively related with all three academic skill domains. The results point to the importance of early intervention strategies.
- Published
- 2013
21. Lernmotivation und Lernstrategien als Schülervoraussetzungen für den Erwerb politischen Wissens: Ergebnisse einer Studie
- Author
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Weißeno, Georg, Landwehr, Barbara, Engartner, Tim, and Krisanthan, Balasundaram
- Subjects
self-regulation ,judgment formation ,political education ,intermediate school ,Urteilsbildung ,Realschule ,politische Bildung ,Lernen ,Politikkompetenz ,Education ,ddc:370 ,Strategie ,motivation ,gender-specific factors ,cognitive ability ,Curriculum, Teaching, Didactics ,Unterricht, Didaktik ,politischer Unterricht ,Bildung und Erziehung ,teaching politics ,learning ,secondary school (Gymnasium) ,geschlechtsspezifische Faktoren ,Gymnasium ,Selbststeuerung ,strategy ,kognitive Fähigkeit - Abstract
Es ist das Ziel des Beitrags, unterschiedliche Lernstrategien zu untersuchen, die für die Entwicklung der Politikkompetenz zentral sind. Schüler/-innen benötigen Strategien der Verarbeitung politischer Informationen. Sie müssen den Wert und Nutzen solcher Strategien kennen, um selbstreguliert lernen zu können. Lernstrategien sowie (Lern-)Motivation sind konstituierende Elemente selbstregulierten Lernens. Hierfür müssen sie ihr Wissen organisieren, reorganisieren und nicht verbundene Wissensteile integrieren. Auf der anderen Seite kommt es darauf an, die Lernmotivation aufrecht zu erhalten. Bislang ist nicht bekannt, welche Strategien im Politikunterricht genutzt werden und ob diese Schülervoraussetzungen in einem Zusammenhang zum politischen Wissen stehen. In der vorliegenden Studie wurden Elaborier-, Memorier-, Kontrollstrategien (kognitive Strategien) sowie Lernmotivation und Wissen erhoben. Das Sample besteht aus 1071 Schüler/-innen in Realschulen und Gymnasien aus 51 neunten und zehnten Klassen. Mädchen nutzen bei gleichzeitiger Betrachtung von Lernmotivation und Lernstrategien die Kontrollstrategien mehr als Jungen, wissen aber nicht mehr. Mädchen setzen wie bei PISA mehr Memorierstrategien ein und bringen mehr Lernmotivation und Ausdauer auf. Sie verfügen über die besseren Lernstrategien. Die Nutzung der Kontrollstrategie hat erwartungsgemäß einen schwachen Effekt auf das Wissen. Das oberflächenstrategische Memorieren weist einen negativen Zusammenhang mit der Politikkompetenz auf. Der nicht vorhandene Effekt des tiefenstrategischen Elaborierens, das für nachhaltiges Lernen verantwortlich ist, überrascht.
- Published
- 2016
22. Game effectiveness of cognitive behavior therapy on improving social skills in children with AD-hyperactive in Sanandaj
- Author
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Rezgar Majidi and Sharmin Rahmani
- Subjects
education ,0211 other engineering and technologies ,Kind ,02 engineering and technology ,Verhalten ,Jugendsoziologie, Soziologie der Kindheit ,Sociology & anthropology ,Developmental psychology ,soziale Entwicklung ,Social skills ,ddc:150 ,cognitive ability ,Play therapy ,Verhaltenstherapie ,medicine ,behavior therapy ,Psychology ,0501 psychology and cognitive sciences ,learning difficulty ,General Psychology ,Allgemeine Psychologie ,child ,Data collection ,Lernschwierigkeit ,playing ,behavior ,Sociology of the Youth, Sociology of Childhood ,05 social sciences ,Social change ,social change ,021107 urban & regional planning ,Cognition ,Checklist ,Test (assessment) ,Psychologie ,Soziologie, Anthropologie ,Learning disability ,medicine.symptom ,ddc:301 ,kognitive Fähigkeit ,Spiel ,050104 developmental & child psychology ,Clinical psychology - Abstract
The purpose of this study, the efficacy of cognitive-behavioral play therapy to improve social skills in children with AD - more active Sanandaj. Is a quasi-experimental study pretest – post test control group not equivalent. The study population consisted of all elementary school students with "11-9" years , referring to a centers of learning disorders in Sanandaj 94-95 . Using convenience sampling of 20 children with learning disorders were selected and assigned to two experimental and control groups. For data collection, a checklist was used to assess social skills children Matson. After 10 sessions of cognitive-behavioral play therapy was applied to the experimental group, the results showed that the game - the treatment is to increase and improve social skills.
- Published
- 2016
23. Experience of intensification of students' cognitive activity in the USSR (postwar period the middle of the 20th century)
- Author
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Holubnycha, Lyudmyla
- Subjects
student ,Bildungswesen tertiärer Bereich ,learning process ,university level of education ,teacher training ,Education ,ddc:370 ,university ,cognitive ability ,ComputingMilieux_COMPUTERSANDEDUCATION ,Curriculum, Teaching, Didactics ,Lehrerbildung ,Unterricht, Didaktik ,autonomy ,Bildung und Erziehung ,Hochschulbildung ,Lehrer ,teaching method ,Lehrmethode ,Hochschule ,Bildungseinrichtung ,Selbständigkeit ,University Education ,teaching ,Unterricht ,teacher ,Lernprozess ,kognitive Fähigkeit ,educational institution - Abstract
The article reflects the experience of Kharkiv higher educational institutions' leading teachers who were looking for and using ways to enhance cognitive activity of students in the difficult recovery time of higher school after the Second World War. Teachers' attempts to develop students' cognitive activity were conditioned by the need to perform complex tasks (to increase constantly the level and to improve the quality of graduates; to strengthen links between theory and practice; to attract students to scientific researches and introduction of teaching staff’s inventions in production; to improve qualifications of teaching staff of higher educational institutions (HEIs); to develop initiative of universities’ and institutes' teachers and professors; to develop and intensify independent work of students in the learning process), which were put forward the higher education institutions by the state leadership. Kharkiv University' and institutes' progressive professors tried to intensify students' cognitive activity at lectures, workshops, seminars, consultations, laboratory workshops. They used a variety of unusual for that time teaching methods: search, problem, research, etc. The article presents examples of various tasks (situation-exercises, group games, situations-problems) and approaches to the educational process (using problematic approach while giving lectures, case reports of students at lectures, exchange of best lecturers and others), describes the characteristics of using of them at lectures, seminars and workshops.
- Published
- 2016
24. Von individuellen Wertedilemmata zu gesellschaftlichen Regeln: Möglichkeiten und Notwendigkeiten der Verbindung von Werte- und politischer Bildung
- Author
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Reinhardt, Sibylle
- Subjects
social dilemma ,political education ,Ethik ,Theorieanwendung ,Politikwissenschaft ,Federal Republic of Germany ,pupil ,politische Bildung ,decision ,Entscheidung ,conflict of values ,Education ,theory application ,soziales Lernen ,empirisch-qualitativ ,qualitative empirical ,Kohlberg, L ,ddc:370 ,cognitive ability ,Curriculum, Teaching, Didactics ,Unterricht, Didaktik ,Bildung und Erziehung ,Political Process, Elections, Political Sociology, Political Culture ,Political science ,politische Willensbildung, politische Soziologie, politische Kultur ,Wertkonflikt ,anwendungsorientiert ,empirisch ,Didaktik ,morality ,Moral ,ethics ,Bundesrepublik Deutschland ,teaching ,social learning ,applied research ,didactics ,ddc:320 ,Schüler ,Unterricht ,empirical ,soziales Dilemma ,kognitive Fähigkeit - Abstract
"Moralische Dilemmata stellen Individuen vor die Entscheidung zwischen wichtigen Werten. Oft stellen solche Dilemmata zugleich die Gesellschaft vor die Aufgabe einer allgemeinen politischen Regelung. Drei didaktische Konsequenzen für den Unterricht werden in diesem Beitrag mit Beispielen skizziert: Es bedarf einer Phase der Politisierung, als Theoriebezug und Analyseinstrument eignet sich Kohlbergs Stufenmodell, und für die kooperativ-selbständige Schülerarbeit wurde die 'Moralstufenanalyse' entwickelt. Die Trennung und Zusammenführung von Moral und Politik finden eine Parallele in der Beziehung von sozialem und politischem Lernen." (Autorenreferat), "Moral dilemmas ask individuals to decide for one side of conflicting values. Often society will or must decide on a political rule to render a general answer. Three didactical consequences for teaching are outlined and demonstrated by examples: Teaching must arrange for a separate phase of political questioning, Kohlberg's stage model renders a theoretical frame for analyses and was transformed into the instrument of 'moral-stage-analysis' for cooperative learning. The relationship of ethics and politics (separation and combination are necessary) is the same as the relationship of social and political learning." (author's abstract)
- Published
- 2013
25. Dimensionen der Politikkompetenz
- Author
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Weißeno, Georg, Weißeno, Georg, Buchstein, Hubertus, and Bundeszentrale für politische Bildung
- Subjects
political attitude ,Fachdidaktik ,politische Einstellung ,Civic education ,Specialized knowledge ,politische Bildung ,Modell ,subject didactics ,Lerntheorie ,Cognition ,Bildungstheorie ,cognitive ability ,Political action ,Curriculum, Teaching, Didactics ,Theory ,Unterricht, Didaktik ,Bildung und Erziehung ,Political science ,Politisches Handeln ,Competency ,Subject didactics ,Citizenship education ,Bildungsstandards ,political action ,Political education ,educational theory ,Standardisierung ,Educational standard ,Standard setting ,Fachdidaktik/sozialkundlich-philosophische Fächer ,capacity to act ,expertise ,Handlungsfähigkeit ,Theorie ,Kompetenz ,judgment formation ,politisches Handeln ,political education ,Standards ,Learning theory ,Erziehung, Schul- und Bildungswesen ,Politikwissenschaft ,competence ,Urteilsbildung ,Fachwissen ,Specialized didactics ,Education ,ddc:370 ,motivation ,education standards ,Politische Bildung ,Political Process, Elections, Political Sociology, Political Culture ,politische Willensbildung, politische Soziologie, politische Kultur ,Pedagogical theory ,Fachdidaktiken ,Pädagogische Theorie ,ddc:320 ,kognitive Fähigkeit ,Kognition - Abstract
Die Kultusministerkonferenz (KMK) hat sich in mehreren Beschlüssen in den Jahren 2003 und 2004 für ein evaluationsorientiertes, standardbasiertes Steuerungskonzept entschieden, das in den Fächern mit hinreichender Forschungsleistung (Naturwissenschaften, Mathematik, Englisch, Deutsch) bereits umgesetzt wird. Für diese Fächer wurden Bildungsstandards erlassen und das IQB mit der Überprüfung betraut. Das Schulfach "Politische Bildung" war nicht dabei. ... Um mit den anderen Fächern gleichwertig zu bleiben, arbeitete die GPJE von sich aus Nationale Bildungsstandards mit Kompetenzen aus. ... Die Politikdidaktik diskutiert seit 2003 kontrovers und intensiv über Kompetenzen und Dimensionen. ... In der Kompetenzdebatte sind die theoretischen und empirischen Defizite der Politikdidaktik sichtbar geworden. Der Beitrag fragt nach dem theoretischen Stand, der den bisher vorliegenden Kompetenzmodellen zugrunde liegt und welcher Bezug dabei zu einer standardisierten Überprüfung hergestellt wird. (DIPF/Orig.)
- Published
- 2012
- Full Text
- View/download PDF
26. Mit KLASSIK Kompetenzen steigern: Programm zur Verbesserung der kognitiven Leistungsfähigkeit Älterer
- Author
-
Kaiser, Ruth and Kaiser, Arnim
- Subjects
Informationsverarbeitung ,Sozialwissenschaften, Soziologie ,Allgemeines, spezielle Theorien und Schulen, Methoden, Entwicklung und Geschichte der Erziehungswissenschaft ,Geist ,Gerontologie, Alterssoziologie ,Problemlösen ,elderly ,information processing ,Leistungsfähigkeit ,Education ,alter Mensch ,ddc:370 ,problem solving ,cognitive ability ,Basic Research, General Concepts and History of Education and Pedagogics ,ddc:300 ,Alter ,Bildung und Erziehung ,Social sciences, sociology, anthropology ,Gerontology ,kognitive Fähigkeit ,performance ,old age - Abstract
KLASSIK intendiert, die Fähigkeit älterer Menschen zur Informationsverarbeitung zu sichern und zu optimieren. Informationsverarbeitung wird in einem breiten Sinn verstanden: Als Fähigkeit, geistige Repräsentationen zu bilden und zwischen ihnen sinnhafte Verbindungen herzustellen. Damit erweist sich Informationsverarbeitung als konstitutives Element auch bei Problemlösungsprozessen. In Kurzform lässt sich daher sagen: KLASSIK will die Problemlösekompetenz älterer Menschen steigern.
- Published
- 2011
27. Adaptación curricular para el área de matemáticas: dificultades cognitivas (Síndrome de Down con retraso mental leve)
- Author
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Fernández Plaza, José Antonio
- Subjects
mathematics ,Sonderpädagogik ,curriculum ,adaptación curricular significativa y no significativa ,metodología ,objetivos ,contenidos ,materiales y recursos ,Education ,ddc:370 ,disability ,cognitive ability ,Mathematik ,Curriculum, Teaching, Didactics ,Unterricht, Didaktik ,Behinderung ,Bildung und Erziehung ,Special Education for the Handicapped ,kognitive Fähigkeit - Abstract
Se trata de una adaptación curricular diseñada para estudiantes con dificultades cognitivas debidas al síndrome de Down que ocasiona un retraso mental leve. De acuerdo a la legislacióin vigente se proponen medidas para que estos estudiantes tengan un acceso adecuado al currículo de matemáticas.
- Published
- 2010
28. Bildung und Entwicklung: die Kulturhistorische Schule der russischen Psychologie und ihr Beitrag zur Geistigbehindertenpädagogik
- Author
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Hoffmann, Thomas, Musenberg, Oliver, and Riegert, Judith
- Subjects
Geistigbehindertenpädagogik ,Kulturhistorische Schule ,Sonderpädagogik ,Education ,Russia ,Persönlichkeitsentwicklung ,educational opportunity ,ddc:370 ,ddc:150 ,Entwicklungspsychologie ,cognitive ability ,developmental psychology ,kognitive Entwicklung ,Emotionalität ,Psychology ,Bildung und Erziehung ,psychische Entwicklung ,special education ,emotionality ,Kulturpsychologie ,Didaktik ,participation in education ,psychological development ,Psychologie ,mental disability ,didactics ,geistige Behinderung ,cultural psychology ,Entwicklungstheorie ,Russland ,Bildungschance ,Special Education for the Handicapped ,personality development ,development theory ,Bildungsbeteiligung ,kognitive Fähigkeit ,cognitive development - Abstract
Der Artikel zeichnet den Beitrag der kulturhistorischen Schule zum Bildungs- und Entwicklungsverständnis der Geistigbehindertenpädagogik nach. Dabei wird vor allem auf die ursprüngliche Fassung dieser Theorie Bezug genommen, wie sie in der ersten Hälfte des 20. Jahrhunderts von der sogenannten »Troika« formuliert wurde. Der erste Teil des Textes setzt sich mit dem Behinderungsbegriff der Kulturhistorischen Schule auseinander. Dessen anthropologische Verankerung in der Entwicklungstheorie wird im zweiten Teil erörtert, der anhand des Konzepts der »Zone der nächsten Entwicklung« die Bedeutung von Unterricht für die Entwicklung des Menschen aufzeigt. Abschließend wird im dritten Teil auf das Verhältnis von Bildung und Erziehung eingegangen, das zum einen auf den Doppelcharakter menschlicher Tätigkeit als individuelles Handeln einerseits und gesellschaftliche Praxis andererseits verweist und in dem sich zum anderen die komplexen Beziehungen zwischen affektiver (emotionaler) und intellektueller (kognitiver) Entwicklung widerspiegeln, die, wie gezeigt werden soll, für ein verändertes Bildungs- und Entwicklungsverständnis der Geistigbehindertenpädagogik von fundamentaler Bedeutung sind.
- Published
- 2010
29. Ungleiche Bildungschancen: Welche Rolle spielen underachievement und Persönlichkeitsstruktur?
- Author
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Uhlig, Johannes, Solga, Heike, Schupp, Jürgen, and Wissenschaftszentrum Berlin für Sozialforschung gGmbH
- Subjects
Eltern ,Schulbildung ,level of education attained ,Sociology & anthropology ,academic ,cognitive ability ,empirisch-quantitativ ,soziale Herkunft ,Bildung und Erziehung ,equal opportunity ,quantitative empirical ,social inequality ,school success ,empirisch ,parents ,learning success ,Bundesrepublik Deutschland ,participation in education ,Bildungs- und Erziehungssoziologie ,social opportunity ,ddc:300 ,school education ,Bildungsangebot ,ddc:301 ,Bildungschance ,Bildungsniveau ,soziale Differenzierung ,social differentiation ,Lernerfolg ,school attendance ,Federal Republic of Germany ,social background ,soziale Ungleichheit ,level of education ,Education ,educational opportunity ,ddc:370 ,Bildungsabschluss ,Chancengleichheit ,educational offerings ,Macroanalysis of the Education System, Economics of Education, Educational Policy ,soziale Chance ,Schulbesuch ,Akademiker ,Makroebene des Bildungswesens ,Sociology of Education ,education system ,Bildungswesen ,Soziologie, Anthropologie ,Persönlichkeitsmerkmal ,personality traits ,empirical ,Bildungsbeteiligung ,Schulerfolg ,kognitive Fähigkeit - Abstract
"Der Beitrag untersucht, inwiefern ungleiche Bildungschancen mit dem Phänomen von Underachievement verbunden sind und ob Persönlichkeitseigenschaften den Zusammenhang von sozialer Herkunft und Bildungschancen vermitteln. Underachievement ist - entsprechend dem mehrgliedrigen deutschen Bildungssystem - als Besuch eines Schultyps definiert, der unterhalb des jeweiligen individuellen kognitiven Lernpotenzials von Jugendlichen liegt. Die Analysen basieren auf Daten des Sozio-oekonomischen Panels (SOEP). Sie zeigen, dass das Risiko eines Underachievement und damit die Entdeckung vorhandener Lernpotenziale stark von der sozialen Herkunft der Kinder abhängen. Verteilungsunterschiede in Persönlichkeitsstrukturen nach sozialer Herkunft spielen dafür allerdings keine Rolle. Vielmehr haben Persönlichkeitseigenschaften einen stärkeren Einfluss auf den Schulerfolg von Kindern mit akademisch gebildeten Eltern - und nicht, wie wohl häufig eher erwartet wird, bei Kindern von Eltern ohne akademischen Abschluss. Ferner deuten die Befunde darauf hin, dass nicht Leistungs-, sondern eher Unterschiede in Bildungsentscheidungen das höhere Risiko eines Underachievement von Kindern aus nicht-akademischen Familien verursachen." (Autorenreferat) "The paper examines the impact of underachievement on inequality of educational opportunities and of personality traits as a mediating mechanism between the two. The paper develops a definition that is suitable to identify underachievement in the German school system with its different types of secondary schools. Underachievement is defined as attending a school type that is below the individual cognitive learning potential, measured by tests for fluid intelligence. The empirical analyses use the data of the German Socio-Economic Panel (GSOEP). They show that underachievement is dependent on social origin. This clearly violates the principle of equal opportunities. Compositional differences in personality traits between children with different social background are not responsible for differences in the risk of underachievement. Moreover, the influence of personality traits is larger for children from higher social classes, and not for children from lower social classes. A comparison of school grades of underachievers and non-underachievers reveals finally that not differences in school performance, but differences in educational decisions cause the higher risk of underachievement of children from lower classes." (author's abstract)
- Published
- 2009
30. Politikkompetenz. Neue Aufgaben für Theorie und Praxis
- Author
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Weißeno, Georg, Weißeno, Georg, and Bundeszentrale für politische Bildung
- Subjects
judgment formation ,Erziehung, Schul- und Bildungswesen ,Politikwissenschaft ,Fachdidaktik ,competence ,Urteilsbildung ,Civic education ,Educational research ,Modell ,psychology of learning ,Fachwissen ,Specialized didactics ,Education ,ddc:370 ,Bildungstheorie ,cognitive ability ,Germany ,Curriculum, Teaching, Didactics ,Politische Bildung ,Theory ,Unterricht, Didaktik ,politischer Unterricht ,Kompetenzentwicklung ,Bildungsforschung ,Bildung und Erziehung ,Political Process, Elections, Political Sociology, Political Culture ,Deutschland ,Political science ,teaching politics ,politische Willensbildung, politische Soziologie, politische Kultur ,Subject didactics ,Citizenship education ,Teaching ,Theory Practice Relationship ,Politische Didaktik ,Political education ,educational theory ,Fachdidaktik/sozialkundlich-philosophische Fächer ,ddc:320 ,capacity to act ,Theorie-Praxis-Beziehung ,expertise ,Handlungsfähigkeit ,Unterricht ,Lernpsychologie ,Skill development ,kognitive Fähigkeit ,Kompetenz - Abstract
Seit der Einführung von Bildungsstandards durch die Kultusministerkonferenz (KMK) ist das Thema Kompetenz verstärkt Gegenstand politikdidaktischer Diskussionen. Pädagogische Ansprüche sind inputorientiert und beschreiben meist das, was erwünscht ist. Die Lernpsychologie hebt dagegen auf Konstrukte ab, die operationalisiert werden können. Die Politikkompetenz beschreibt wie die Mathematikkompetenz oder Sprachkompetenz die Struktur des Fachwissens und die dazu gehörenden Kompetenzdimensionen. Hierfür werden lernpsychologisch anschlussfähige Stufenkonzepte benötigt, die für die einzelnen Altersstufen zu entwickeln sind. Der Beitrag stellt die Diskussion um die ersten Kompetenzmodelle für den Politikunterricht im Zeitraum von 2004 bis 2008 dar.
- Published
- 2008
31. Returns to schooling, ability and cognitive skills in Pakistan
- Author
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Aslam, Monazza, Bari, Faisal, Kingdon, Geeta, and University of Cambridge, Faculty of Education, Research Consortium on Educational Outcomes and Poverty (RECOUP)
- Subjects
Economics ,investment in education ,competence ,Arbeitsmarkt ,rates of return ,schooling ,ability ,cognitive skills ,Education ,ddc:370 ,Schulleistung ,gender-specific factors ,cognitive ability ,ddc:330 ,gender ,Pakistan ,Frau ,Labor Market Research ,Bildung und Erziehung ,Bildungsinvestition ,Arbeitsmarktforschung ,empirisch ,Macroanalysis of the Education System, Economics of Education, Educational Policy ,Bildungsertrag ,Wirtschaft ,returns on education ,Makroebene des Bildungswesens ,academic achievement ,income ,geschlechtsspezifische Faktoren ,woman ,Einkommenseffekt ,Einkommen ,labor market ,empirical ,income effect ,kognitive Fähigkeit ,Kompetenz - Abstract
This study investigates the economic outcomes of education for wage earners in Pakistan. This is done by analysing the relationship between schooling, cognitive skills and ability on the one hand, and economic activity, occupation, sectoral choice and earnings, on the other. In Pakistan, an important question remains largely unaddressed: what does the coefficient on 'schooling' in conventional earnings function estimates measure? While human capital theory holds that the economic return to an extra year of schooling measures productivity gains acquired through additional schooling, the credentialist view argues that it represents a return to acquired qualifications and credentials while a third, the signalling hypothesis, suggests that is captures a return to native ability. This paper seeks to adjudicate between these theories using data from a unique purpose-designed survey of more than 1000 households in Pakistan, collected in 2007. The paper also examines the shape of the education-earnings relationship in Pakistan as a way of testing the poverty reducing potential of education in Pakistan.
- Published
- 2008
32. Gegenstand und Motiv: vom Nutzen der Tätigkeitsanalyse für eine entwicklungsorientierte Didaktik
- Author
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Hoffmann, Thomas and Ziemen, Kerstin
- Subjects
Sonderpädagogik ,learning process ,Diskursanalyse ,Lernen ,Tätigkeitsanalyse ,Education ,Persönlichkeitsentwicklung ,ddc:370 ,Bildungstheorie ,cognitive ability ,kognitive Entwicklung ,Curriculum, Teaching, Didactics ,Unterricht, Didaktik ,Bildung und Erziehung ,job task analysis ,discourse analysis ,learning ,gemeinsamer Gegenstand ,Kulturhistorische Schule ,Tätigkeitstheorie ,Entwicklung ,Machtanalyse ,Didaktik ,educational theory ,inclusion ,mental disability ,geistige Behinderung ,didactics ,Special Education for the Handicapped ,personality development ,Lernprozess ,Inklusion ,kognitive Fähigkeit ,cognitive development - Abstract
Ausgehend von dem Problem des "Lernens am gemeinsamen Gegenstand" (Feuser) setzt sich der vorliegende Artikel mit der Frage auseinander, welchen Beitrag die Tätigkeitsanalyse für eine entwicklungsorientierte Didaktik leisten kann. Die Argumentation erfolgt in sechs Schritten: Im ersten Abschnitt wird zunächst begründet, warum der Begriff des "Lernens am gemeinsamen Gegenstandes" in der aktuellen didaktischen Diskussion kritikwürdig erscheint. Als ein zentrales Problem wird im zweiten Abschnitt das Verhältnis von Subjekt, Tätigkeit und Objekt näher untersucht. Im dritten und vierten Abschnitt werden vor dem Hintergrund des psychologischen Ansatzes der "kulturhistorischen Schule" (Wygotski, Leontjew, Luria) allgemeine Überlegungen zur Struktur menschlicher Tätigkeiten sowie zur Entwicklung von Sinn und Bedeutung dargestellt. Der fünfte Abschnitt skizziert knapp, inwiefern Bildung als "Dispositiv der Macht" (Foucault) begriffen werden kann und welcher Nutzen für die Didaktik von einer Erweiterung der psychologischen Tätigkeitsanalyse um die soziologische Dimension der Macht- und Diskursanalyse zu erwarten ist. Abschließend wird im sechsten Abschnitt das Verhältnis von Unterricht, Lernen und Entwicklung betrachtet und ein Ausblick auf offene Forschungsfragen gegeben.
- Published
- 2008
33. Die Insignifikanz signifikanter Unterschiede: der Genauigkeitsanspruch von PISA ist illusorisch
- Author
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Wuttke, Joachim, Jahnke, Thomas, and Meyerhöfer, Wolfram
- Subjects
representativity ,Federal Republic of Germany ,Repräsentativität ,Education ,ddc:370 ,cognitive ability ,Kritik ,data quality ,Datengewinnung ,Bildung und Erziehung ,Social sciences, sociology, anthropology ,Erhebungstechniken und Analysetechniken der Sozialwissenschaften ,criticism ,Sozialwissenschaften, Soziologie ,Datenqualität ,Methode ,Stichprobe ,PISA-Studie ,Macroanalysis of the Education System, Economics of Education, Educational Policy ,sample ,Bundesrepublik Deutschland ,data capture ,Makroebene des Bildungswesens ,Methods and Techniques of Data Collection and Data Analysis, Statistical Methods, Computer Methods ,PISA study ,method ,ddc:300 ,performance assessment ,kognitive Fähigkeit ,Leistungsbewertung - Abstract
Verbesserte und stark erweiterte Neufassung des Aufsatzes "Fehler, Verzerrungen, Unsicherheiten in der PISA-Auswertung" aus der 1. Auflage von 2006
- Published
- 2007
34. Lerner/-in
- Author
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Weißeno, Georg, Weißeno, Georg, Hufer, Klaus-Peter, Kuhn, Hans-Werner, Massing, Peter, and Richter, Dagmar
- Subjects
Lernsituation ,political education ,Lehrende, Erziehende, Lernende ,Politikdidaktik ,Fachdidaktik ,politische Bildung ,subject didactics ,Education ,Bildungsmotivation ,ddc:370 ,learning situation ,cognitive ability ,educational motivation ,politischer Unterricht ,Bildung und Erziehung ,Teachers, Students, Pupils ,kognitive Fähigkeit ,teaching politics - Abstract
Der Beitrag für das Wörterbuch politische Bildung beschreibt die erwünschten Einstellungs- und Verhaltensweisen als abhängig von den Bildungseinrichtungen, der Motivation, kognitiven Fähigkeiten, der dispositionalen Faktoren, der Lernstrategien und der Unterrichtsgestaltung.
- Published
- 2007
35. Die Bedeutung der Familie für die Entwicklung der Medienkompetenz von Kindern
- Author
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Stefan Aufenanger
- Subjects
cognition ,Medienkompetenz ,family ,descriptive study ,deskriptive Studie ,Konsum ,Kind ,Verhalten ,Sociology & anthropology ,soziale Entwicklung ,ddc:150 ,Entwicklungspsychologie ,cognitive ability ,Psychology ,media skills ,Fernsehen ,moral education ,soziale Kompetenz ,education ,child ,aesthetic education ,consumer ,social competence ,social change ,Orientierung ,psychophysical stress ,television ,Verbraucher ,Freizeitbeschäftigung ,affectivity ,Family Sociology, Sociology of Sexual Behavior ,ddc:301 ,scope of action ,Familiensoziologie, Sexualsoziologie ,Affektivität ,Stress ,moralische Erziehung ,orientation ,ästhetische Erziehung ,Medien ,kognitive Fähigkeit ,Handlungsspielraum ,Erziehung ,Familie ,Kognition ,consumption ,lcsh:HQ1-2044 ,behavior ,media ,recreational activity ,Psychologie ,Soziologie, Anthropologie ,lcsh:The family. Marriage. Woman ,Developmental Psychology - Abstract
Der Aufsatz orientiert sich an der Frage, welche Erziehungskompetenzen Familien heute angesichts der Vielfalt an Medien und Medieninhalten sowie der Gewalt in den Medien benötigen und wie diese vermittelt werden können. In diesem Zusammenhang widmet sich der Autor den unterschiedlichen Aspekten der Medienkompetenz und beleuchtet Problemzonen des Umgangs mit Medien in den Familien. Der Medienkompetenzbegriff umfasst neben der technischen Handhabung von Medien auch allgemeinere Fähigkeiten und zwar die (1) kognitive, (2) moralische, (3) soziale, (4) affektive, (5) ästhetische und (6) die Handlungsdimension. Diese sechs Dimensionen werden in ihrem Zusammenhang gesehen und dürfen nicht einzeln dominieren. Die Entwicklung der Medienkompetenz ist als ein Prozess zu betrachten, der von einfachen zu komplex-anspruchsvollen Fähigkeiten und Fertigkeiten voranschreitet. Bei einer Untersuchung der einzelnen Dimensionen lassen sich unterschiedliche soziale Entwicklungsbedingungen herausarbeiten. Mittels diesen wissenschaftlichen Instrumentariums setzt sich der Autor mit den zu beobachtenden Problemzonen bei der Entwicklung von Medienkompetenz in Familien auseinander. Hier werden vier familienbezogene Problemfelder genannt und mögliche (medien)pädagogische Interventionen skizziert: (1) Maßlosigkeit durch Orientierungslosigkeit im Umgang mit dem Fernsehen, (2) Überfunktionalisierung des Fernsehens für das Familiensystem, (3) problematischer Umgang mit Freizeit in der Familie sowie (4) Umgang mit Stresssituationen in Familien. (ICG2)
- Published
- 2003
36. Personality, competencies, and life outcomes: results from the German PIAAC longitudinal study
- Author
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Beatrice Rammstedt, Daniel Danner, and Clemens M. Lechner
- Subjects
level of education attained ,literacy ,050109 social psychology ,Berufssituation ,Developmental psychology ,ddc:150 ,Persönlichkeit ,soziale Faktoren ,well-being ,cognitive ability ,PIAAC ,Psychology ,occupational situation ,Big Five personality traits ,berufliche Integration ,media_common ,Sozialwissenschaften, Soziologie ,adult ,05 social sciences ,longitudinal study ,demographic factors ,health ,Lebenszufriedenheit ,Bundesrepublik Deutschland ,income ,Health ,Income ,ddc:300 ,Rechnen ,Bildungsniveau ,lcsh:L7-991 ,Personality ,Clinical psychology ,demographische Faktoren ,Agreeableness ,media_common.quotation_subject ,satisfaction with life ,Wohlbefinden ,Federal Republic of Germany ,Competencies ,Personality psychology ,level of education ,lcsh:Education (General) ,050105 experimental psychology ,Cognitive skills ,Well-being ,Education ,Erwachsener ,Bildungsabschluss ,Openness to experience ,0501 psychology and cognitive sciences ,Alphabetisierung ,Social sciences, sociology, anthropology ,social factors ,Erhebungstechniken und Analysetechniken der Sozialwissenschaften ,Extraversion and introversion ,Gesundheit ,Life satisfaction ,occupational integration ,Conscientiousness ,arithmetic ,Längsschnittuntersuchung ,Methods and Techniques of Data Collection and Data Analysis, Statistical Methods, Computer Methods ,Psychologie ,personality ,Persönlichkeitspsychologie ,Persönlichkeitsmerkmal ,personality traits ,Personality Psychology ,Einkommen ,kognitive Fähigkeit - Abstract
The present paper investigates the power of personality to predict important life outcomes in the context of the Programme for the International Assessment of Adult Competencies (PIAAC). On the most global level, personality can be described by the Big Five dimensions, extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience. These five dimensions were assessed in the German PIAAC longitudinal study (N = 4122) and can thus be directly related to the central competence and outcome indicators measured in PIAAC. In a first step, we report the relationships between the Big Five dimensions and the basic competencies literacy and numeracy. In a second step, we investigate the extent to which the five personality dimensions can contribute to explaining six important life outcomes, above and beyond competencies and sociodemographic characteristics. Our results indicate that personality is substantially related to all six life outcomes. The portion of variance explained by personality was similar to, and sometimes larger than, that explained by competencies. After adjusting for competencies, personality was incrementally predictive of life satisfaction and health, in particular, and, to a lesser extent, of educational attainment, employment status, and income. The only outcome of which personality was not incrementally predictive over and above competencies was participation in continuing education. Overall, these findings highlight the merit of including measures for the Big Five personality domains in upcoming cycles of PIAAC.
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