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Applied Missing Data Analysis

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.

Relación entre la composión de la escuela y las características de su proceso, y su efecto en el rendimiento matemático / Relationship between school composition and characteristics of school process and their effect on mathematics achievement

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.

https://files.eric.ed.gov/fulltext/EJ1194603.pdf

Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes.

Profiling Teachers’ Readiness for Online Teaching and Learning in Higher Education: Who’s Ready?

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.

Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective

Although developing a cultural identity is a core task for adolescents from immigrant families and the school is a highly important context in adolescence, to date, few studies have examined whether adolescents with particular cultural identities cluster in certain school contexts. Using data from a representative German sample including 7702 secondary school students of immigrant background from 1643 classrooms, we examined how the attended school track and four aspects of ethnic classroom composition relate to adolescents' cultural identity (i.e., their ethnic identity and mainstream identity). Two-level structural equation models indicated that students' ethnic identity was not systematically associated with the attended school track and the ethnic composition of the classroom. However, attending the academic school track, a classroom with a low proportion of classmates with immigrant background and frequently using German with classmates related positively to mainstream identity. Ethnic diversity and proportion of co-ethnics in class did not relate to mainstream identification. Our findings suggest that the ethnic identity of adolescents with an immigrant background in Germany is largely independent from the different socialisation contexts related to school tracks and the ethnic classroom composition. Yet, students' with a strong mainstream identity cluster in certain school contexts.

School track and ethnic classroom composition relate to the mainstream identity of adolescents with immigrant background in Germany, but not their ethnic identity.

In Germany, male students are largely overrepresented in STEM majors at university. Gender differences in important predictors of major choices, namely self-concept and interest in math or science have been discussed to explain the gender gap in STEM. For both, self-concept and interest, social comparisons with peers are important (big-fish-little-pond effect - BFLPE). Recent findings have further shown indirect long-term BFLPEs in high school on STEM major choice at university through students’ self-concept and interest. We built on these findings and investigated if differential BFLPEs on females’ and males’ self-concepts and interests in high school could help understand gendered enrollment processes in math intensive university majors. We used a subsample (N = 2182) of a German longitudinal study and used data from two measurement points (T1: 12 th grade; T2: two years after high school graduation). Results showed gender differences in math self-concept, math achievement, and enrollment in math intensive university majors. The BFLPE on self-concept, interest and university major choice did not differ between female and male students. These findings point to gender differences in the means of relevant predictors of university major choice, but to gender similarity in the underlying processes of self-concept formation and university major choice.

/pdf/do-social-comparisons-matter-for-university-major-choices-a-2amgjr1ftq.pdf

Do Social Comparisons Matter for University Major Choices? A Longitudinal Study From a Gender Perspective

Zusammenfassung: Das akademische Selbstkonzept wird als multidimensionales, fachspezifisches Konstrukt aufgefasst. Welchen Einfluss die schulische Facherstruktur auf die Struktur des Selbstkonzepts hat, ist jedoch noch unklar. In diesem Beitrag wird untersucht, ob bei Schulern, die interdisziplinaren Naturwissenschaftsunterricht erhalten, ein weniger stark ausdifferenziertes naturwissenschaftliches Selbstkonzept vorliegt als bei Schulern, die Unterricht in Biologie, Chemie und Physik getrennt erhalten. Dazu wurden 326 Schuler, die in der gesamten Sekundarstufe im Facherverbund beschult wurden, mit einer Vergleichsgruppe von 4361 fachergetrennt beschulten Schulern verglichen. Mit konfirmatorischen (Mehrgruppen-) Faktorenanalysen wird gezeigt, dass Schuler beider Gruppen in ihrem Selbstkonzept zwischen den drei Fachern differenzieren, in der interdisziplinar beschulten Gruppe die Zusammenhange zwischen den Selbstkonzeptfaktoren aber deutlich hoher sind. Interdisziplinarer Unterricht scheint also mit einer Vereinheitlichung der Selbstkonzeptstruktur auf Schulerseite einherzugehen. Implikationen fur die Selbstkonzepttheorie werden diskutiert. Schlusselworter: akademisches Selbstkonzept, Naturwissenschaftsunterricht, Dimensionalitat des Selbstkonzepts Interdisciplinary Science Classes and the Dimensional Structure of Academic Self-Concept in the Sciences

Interdisziplinäre Beschulung und die Struktur des akademischen Selbstkonzepts in den naturwissenschaftlichen Fächern

Academic self-concept during the transition to upper secondary school

Zusammenfassung. Leistungsstarke Kinder und Jugendliche sind in den letzten Jahren zunehmend in den Fokus der Bildungspolitik und der Bildungsforschung gerückt. Allerdings gibt es in der Forschung bislang kein geteiltes Verständnis darüber, was genau unter akademischer Leistungsstärke zu verstehen ist. Die vorliegende Arbeit gibt einen systematischen Überblick darüber, wie Forschende, die seit dem Jahr 2000 die Gruppe der leistungsstarken Schülerinnen und Schüler erforschten, Leistungsstärke in ihren Studien operationalisiert haben. Dabei wurde insbesondere untersucht, welche Leistungsindikatoren genutzt wurden, ob ein spezifischer Fachbezug hergestellt wurde und welche Cut-off-Werte und Vergleichsmaßstäbe angelegt wurden. Die systematische Datenbanksuche lieferte insgesamt N = 309 Artikel, von denen n = 55 die Einschlusskriterien erfüllten. Die Ergebnisse zeigen, dass eine große Vielfalt in der Operationalisierung von Leistungsstärke vorliegt. Die meistgenutzten Leistungsindikatoren waren Noten und Testwerte, wobei fächerübergreifende und fachspezifische Definitionen beide häufig waren. Die Cut-off-Werte der Studien waren zum Teil schwierig vergleichbar, aber dort, wo ein Populationsbezug hergestellt werden konnte, lag der Median des Populationsanteils Leistungsstarker bei 10 Prozent. Die Studie diskutiert methodische und inhaltliche Rahmenbedingungen, welche sich auf die Operationalisierung von Leistungsstärke und ihre Vergleichbarkeit über Studien hinweg auswirken. Die vorliegende Arbeit schließt mit Empfehlungen zur Operationalisierung von Leistungsstärke.

Malte Jansen

Papers

School track and ethnic classroom composition relate to the mainstream identity of adolescents with immigrant background in Germany, but not their ethnic identity.

Do Social Comparisons Matter for University Major Choices? A Longitudinal Study From a Gender Perspective

Interdisziplinäre Beschulung und die Struktur des akademischen Selbstkonzepts in den naturwissenschaftlichen Fächern

Academic self-concept during the transition to upper secondary school

Wer ist leistungsstark? Operationalisierung von Leistungsstärke in der empirischen Bildungsforschung seit dem Jahr 2000