Author
Malte Jansen
Other affiliations: University of Hamburg
Bio: Malte Jansen is an academic researcher from Humboldt University of Berlin. The author has contributed to research in topics: Academic achievement & Psychology. The author has an hindex of 12, co-authored 39 publications receiving 744 citations. Previous affiliations of Malte Jansen include University of Hamburg.
Papers
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TL;DR: For instance, this article found that science self-concept was better predicted by the average peer achievement (Big-Fish-Little-Pond Effect), whereas science selfefficacy was more strongly affected by inquiry-based learning opportunities.
164 citations
TL;DR: In this article, the authors analyzed data from self-concept measures, grades and standardized achievement tests of 6036 German 10th graders across three science subjects (biology, chemistry, and physics) using structural equation modeling.
108 citations
TL;DR: Dimensional Comparison Theory (DCT) as mentioned in this paper proposes that self-evaluations are based on dimensional comparisons (e.g., how my accomplishments in one domain compare with my achievements in another domain) as well as the more traditional social and temporal comparisons, and on other sources of information about one's accomplishments.
99 citations
TL;DR: In this paper, the authors examined the incremental effect of academic interest on achievement beyond general cognitive ability and students' background characteristics in five domains (math, German, biology, chemistry, and physics) and found a unique effect of interest over and above the other predictors across the five domains.
87 citations
TL;DR: In this paper, the relative importance of different motivational constructs for the prediction of mathematical competence in adolescents and their incremental power beyond intelligence and prior achievement was examined for a cross-sectional and a one-year longitudinal approach.
81 citations
Cited by
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01 Jan 2016
TL;DR: The applied missing data analysis is universally compatible with any devices to read and is available in the digital library an online access to it is set as public so you can download it instantly.
Abstract: Thank you for downloading applied missing data analysis. Maybe you have knowledge that, people have look hundreds times for their favorite readings like this applied missing data analysis, but end up in infectious downloads. Rather than enjoying a good book with a cup of tea in the afternoon, instead they juggled with some malicious bugs inside their laptop. applied missing data analysis is available in our digital library an online access to it is set as public so you can download it instantly. Our digital library hosts in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the applied missing data analysis is universally compatible with any devices to read.
1,924 citations
18 Oct 2001
TL;DR: The authors explored the relationship between school composition and characteristics of school process and investigated their effect on mathematics achievement in Belgian (Flemish) secondary education by means of multilevel analysis.
Abstract: Este estudio explora la relacion entre la composicion de la escuela y las caracteristicas de su proceso e investiga su efecto en el rendimiento matematico en la educacion secundaria belga flamenca a traves de un analisis multinivel. El estudio confirma que hay importantes relaciones entre las variables de la composicion de la escuela y las del proceso escolar en la educacion secundaria. Los analisis del efecto de ambas variables en el rendimiento revelan que estas tienen importantes efectos aislados y combinados en el rendimiento independientemente de la habilidad inicial . This study explores the relationship between school composition and characteristics of school process and investigates their effect on mathematics achievement in Belgian (Flemish) secondary education by means of multilevel analysis. The study confirms that there are relationships between school composition and school process variables in secondary education. The analyses of the effect of both variables on achievement revealed that these variables have important net and joint effects on achievement independent of initial ability.
213 citations
TL;DR: The authors examined the contribution of self-concept and task values on educational outcomes using the latent moderated structural equation approach to predict achievement, self-reported effort and teacher-rated behavioral engagement in mathematics.
Abstract: Drawing on expectancy-value theory, the present study examined the unique contributions of the four major value beliefs and self-concept on achievement, self-reported effort, and teacher-rated behavioral engagement in mathematics. In particular, we examined the multiplicative effects of self-concept and task values on educational outcomes using the latent moderated structural equation approach. Participants were 1,868 German ninth-grade students. The data analyses relied on a higher-order structure of value beliefs, which is suited to parsing the differential patterns of predictive relations for different value beliefs. The findings revealed that (a) self-concept was more predictive of achievement, whereas value beliefs were more predictive of self-rated effort; (b) self-concept and value beliefs emerged as equally important predictors of teacher-reported engagement; (c) among the four value beliefs, achievement was more associated with low cost, whereas effort was more associated with attainment value; and (d) latent interactions between self-concept and value beliefs predicted the three outcomes synergistically.
210 citations
TL;DR: Light is shed on teachers’ readiness for OTL at the time of the pandemic by identifying teacher profiles based on a set of key dimensions of readiness and explaining profile membership by individual teacher characteristics, contextual aspects of the shift to OTL, and country-level indicators representing educational innovation and cultural orientation.
208 citations
TL;DR: The results suggest that both math self-concept and intrinsic value interact in predicting advanced math course selection, matriculation results, entrance into university, and STEM fields of study andGender differences in educational outcomes are mediated by gender differences in motivational beliefs and prior academic achievement.
Abstract: Drawing on the expectancy-value model, the present study explored individual and gender differences in university entry and selection of educational pathway (e.g., science, technology, engineering, and mathematics [STEM] course selection). In particular, we examined the multiplicative effects of expectancy and task values on educational outcomes during the transition into early adulthood. Participants were from a nationally representative longitudinal sample of 15-year-old Australian youths (N = 10,370). The results suggest that (a) both math self-concept and intrinsic value interact in predicting advanced math course selection, matriculation results, entrance into university, and STEM fields of study; (b) prior reading achievement has negative effects on advanced math course selection and STEM fields through math motivational beliefs; and (c) gender differences in educational outcomes are mediated by gender differences in motivational beliefs and prior academic achievement, while the processes underlying choice of educational pathway were similar for males and females.
202 citations