Leistungsmessung und -bewertung in der Schule (German Edition)

Aus den Ergebnissen kann ermittelt werden, wo zeitgemass Medienkompetenz und die damit verbundene Forderung ansetzen muss. Daruber hinaus wird einerseits die Entwicklung, andererseits die Bedeutung der Begriffe Medienkompetenz und Medienkompetenzforderung anhand von aktuellen Diskursen aus der deutschsprachigen Forschung erklart.

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Das Buch beinhaltet zudem Konzepte zur methodischen Umsetzung von Medienkompetenzforderung. Abschliessend zeigt eine Analyse die Inhalte und Uberlegungen zur Medienkompetenz und Medienkompetenzforderung im osterreichischen Medienerlass und in den osterreichischen Lehrplanen der SekundarstufImmer wieder werden von Lehrern Klagen laut Uber den Larm in Klassenraumen. Die Klagen konnen in zwei Gruppen einge- teilt werden. Einmal beschreiben Lehrer die Wirkungen des Larms auf sich selbst.

Hierbei wird vorausgesetzt, daS die Gerauschkulisse in der Klasse den SchUler stort oder zumindest in nicht unterrichtsfordernder Jeise beeinfluSt. Diese Frage ist aber bisher nicht ab- schlieSend geklart. Mathematische Aufgaben werden jedoch unter Larm schlechter gelost. Einer may refer to: This is a redirect from a title with another method of capitalisation.

It leads to the title in accordance with the Wikipedia naming conventions for capitalisation, or it leads to a title that is associated in some way with the conventional capitalisation of this redirect title.

This may help writing, searching and international language issues. Miscapitalisations can be tagged in any namespace. Learn more about Amazon Prime. Please try your request again later. Are you an author? Help us improve our Author Pages by updating your bibliography and submitting a new or current image and biography. Learn more at Author Central. All Formats Paperback Sort by: Popularity Popularity Featured Price: Low to High Price: High to Low Avg. Leistung in der Schule: This is in line with meta-analytic findings from developmental psychology, which reveal an extension of friendship networks during adolescence and young adulthood Wrzus et al.

Besides school-related changes, we observe a tendency toward education-related leisure activities like music lessons or sports. These findings can be interpreted in line with the increasing focus on an early professional appearance mentioned above. One important change during the last decades is that more and more activities, including social interactions, occur online.

Social interactions are the most important activity in online communities. However, social media may also be used for antisocial purposes. It may even cause greater damage, as it happens i anonymously, ii publicly, i. Indirectly, frequent online social media use may thus be related to lower self-esteem in the long run. Across age groups, respondents surveyed for the 6th Digital Future Report Center for the Digital Future, indicated that the Internet has greatly increased their contact with others, the trend being even more pronounced in than in There is no evidence that the Internet makes people lonely; instead, it may even affect their lives positively Amichai-Hamburger and Hayat, In contrast, for real-life relationships, the representative US General Social Survey GSS reveals that the number of close confidants has decreased from 2.

According to McPherson et al. The latter is confirmed for younger adults and adolescents. Loneliness in college students has decreased rather than increased between and ; similar trends can be observed for high-school students between and meta-analysis by Clark et al. Family and parent relationships are still important for children and adolescents. Our goals were i to provide an up-to-date account of the quality and extent to which different SC facets contribute to student self-esteem, thereby ii identifying possible differences between iia genders and iib types of secondary schools.

These questions were examined based on a large and highly diverse sample comprising 2, students from 5 different secondary school types from the highest track to special education schools, which were assessed using a recently validated measure of SC Weber and Freund, However, girls, who obtain better grades than boys Steinmayr and Spinath, ; see also Duckworth and Seligman, , might be in a conflicting role, as high achievement is still ambivalent with regard to gender roles Skelton et al.

In sum, the influence of academic SC on self-esteem should be rather low overall, but slightly higher for the higher tracks. Gender differences will be examined exploratorily. In line with theoretical conceptions from developmental psychology, current trends in society, and prior empirical findings, we expected appearance SC to affect self-esteem substantially across genders and school types, and more so than any other SC facet.

No track-based differences are hypothesized. Yet regarding gender stereotypes, which are far from overcome, we expect stronger effects for girls than for boys. Positive social relationships can be considered an indicator of social support. As described above, students spend most of their time in and for school. Therefore, we assume, that classmates and teachers are important reference persons for students.

As outlined above, peer and parent support are related to different aspects of SC, but both affect self-esteem. Though Harter did not specify the impact of positive teacher relationships, similar effects as for parents are expected. However, as it is not clear to what extent the effect of school type overrides the effect of the classroom, this question will be examined exploratorily. Conversely, the role of peers should be fairly consistent across school types.

Gender effects will be examined exploratorily as well. In Germany, every child must enroll in school by the age of 6 and complete at least 9 years of schooling. Up to Grade 4, all children attend a comprehensive elementary school in the three states examined. At the secondary school level, students are then separated into different achievement-based school tracks.

By the end of Grade 4, parents and teachers evaluate the academic achievement of the children and decide which secondary school track is best suited for the child. Most German federal states offer four types of secondary school: Tracks differ mainly with regard to academic level and curriculum. Students from all ability tracks are included in the present study: Hence, the sample was sufficiently heterogeneous and quite representative with regard to the different school tracks in the German educational system. The various SC variables were assessed using a German-language questionnaire specifically developed for both lower secondary students from special education schools with an emphasis on learning and from regular school types.

The theoretical foundation for its construction and the empirical evidence for reliability and validity of the instrument are presented in Weber and Freund The questionnaire features eight subscales: SC in German e. Appearance SC and self-esteem are represented by four items, whereas the other six subscales are represented by five items each. All items are positively worded.

The 38 items are given as statements. The original German version is available on request from the corresponding author. To minimize social desirability bias or any bias associated with self-reports, students had the additional option do not know considered a missing value if they did not want to answer the question or did not know what to choose. The survey was conducted in class during school hours by the second author and trained test administrators in groups of 3 special educational school to 26 high-ability track students. Teachers were not present.

As the university where the present study was carried out does not provide a standardized IRB approval procedure, we strictly adhered to the recommendations and guidelines of the local educational authorities, which are based on extensive experience with the population in question.

Students who had no signed parental consent or did not want to participate left the classroom during the survey. At the beginning of the survey, students were given an overview of the investigation and were guaranteed both anonymity of their responses and the freedom to drop out of the examination at any time for whatever reason. All students participated voluntarily. The standardized instructions were read aloud by the test administrators and students were asked to complete the questionnaire. Answering the questionnaire took between 5 and 25 min, with students at special educational schools taking the longest time.

Students indicated their gender, date of birth, grade level, and school type. Social SC facets and general academic SC showed none or only very small gender differences. To ensure that results are comparable across groups, measurement invariance needs to be ascertained cf. In a first step, we specified an 8-factor model with each subscale of the questionnaire as a separate factor for the total sample.

Next, we examined measurement invariance across genders Models 2—5 and across different ability tracks Models 6—9. Lack of invariance is represented by a decrease of 0. Therefore, measurement invariance across genders and ability tracks can be assured, such that meaningful comparisons among these groups are possible.

After measurement invariance was ascertained, the next step was to examine the predictors of self-esteem separately for boys and girls and within each ability track. All analyses were conducted with M plus 7. For both girls and boys, appearance SC was by far the most important predictor of self-esteem girls: For girls, appearance SC was slightly more important.

Results furthermore demonstrate that self-esteem decreases with age in both girls and boys girls: Results of regression analyses predicting self-esteem for the different ability tracks. Parent relations SC significantly predicted self-esteem for students at high-, middle-, mixed- and low-ability tracks, but not for students at special educational schools. Compared to these large effects, the role of academic and social SCs is much smaller. Absolute SC levels were similar across subsamples, indicating frame-of-reference effects.

The predictive power of different SC facets depended on the academic track students attended. Appearance SC was a strong predictor of self-esteem especially for special education students, whereas the self-esteem of students in the highest track did not hinge on their academic SC, suggesting that frame-of reference effects extend across school types, too.

Teacher relations affected self-esteem of both genders. However, looking into the different tracks, only self-esteem of students in the low-ability track were influenced by how well they got along with their teachers. Parent relations contributed to self-esteem in all groups except for special education students. In line with previous findings, SE also decreased with age; we will discuss this finding below.

Despite the quality of the sample, data are not representative for all of Germany, much less worldwide; as the education sector is governed by each the federal state individually resulting, strictly speaking, in 16 different German education systems , this may limit the generalizability of our findings. The scales we used have been thoroughly validated Weber and Freund, and comprise a large number of SC facets, thus allowing to assess the construct and its facets in a highly differentiated way. However, the questionnaire we used is based on the scales of the Self Descriptions Questionnaires see Marsh, , for an overview and the theoretical model of Shavelson et al.

The advantage of our instrument consists in its economic usability with 38 items, the questionnaire we used is much more economic than the item SDQ II. However, the PSC scale is limited to self-perceived attractiveness. Including other aspects, e. Marsh, across school types. Adolescence is a period of identity formation; this also includes sexual and gender identity.

Still, in absolute terms, both sexes suffer from feeling unattractive. Our finding that the influence is even stronger for girls is in line with most findings on gender differences in imaginary audience, though there are contradicting results as well see Galanaki, , for an overview. However, the imaginary audience does not explain the age-related decline in self-esteem.

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As they are negatively related to global self-esteem, an age-related increase in self-esteem should be expected. Thus, other factors are likely at work here, such as increasing outside and subjective pressure relating to achievement- and partnership-related developmental tasks. However, these ideas are rather speculative at the present stage and would therefore require further empirical examination.

The outside view also comprises stereotypes that are prevalent in society, which might help explain observed differences between school types. Hence, it is conceivable that special education students, who are ascribed low academic and social competencies e. In contrast, students attending the highest track have a rather positive image, possibly allowing them to neglect the one aspect where their superiority is undisputed.

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The teacher-student relationship may thereby become particularly salient. This interpretation is supported by the fact that the second-highest coefficient was observed for special education students, who also require much attention. In addition, teachers can be considered representatives of an achievement-oriented society. Unlike students at special education schools, those on the lowest academic track are still considered part of the regular school system.

In part, these results confirm that physical SC, and especially appearance SC, is still the most important predictor of self-esteem e. With respect to the extant clinical literature on body image and its relation to self-esteem, it is surprising that, apparently, education has cared so little about what the substantial effects of appearance SC on self-esteem imply for practice. Considering the number of publications on the different SC facets, academic SC seems to have a much better lobby than other SC components.

The mind-body hierarchy is reflected in school, too.

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Although more recent curricula stress that school should consider the holistic development of all students, this is not yet fully reflected in practice. On the contrary, there are numerous examples for the neglect of the body in the schools. For instance, whenever resources are scarce, PE is one of the first subjects to suffer from budget cuts; generally, PE is anything but in good shape Marshal and Hardman, As the limitations of one study always imply opportunities for future research, attempts to generalize our findings, e.