School can be regarded as an important factor in the development of children's values and attitudes. Given this great importance of justice experiences for students' development, this study aimed at examining the influence of perceived injustice in school on students' emotions, well-being, and behavior with an experimental longitudinal design. In total, 196 students participated in this study and came to the university with their classes to receive extra teaching once a week for six consecutive weeks. To manipulate justice perceptions, a scenario of arbitrary privilege was chosen to lead students of the experimental group to experience injustice from a beneficiary perspective. We found that students in the experimental group reported higher well-being and a higher appreciation of the opportunity to learn than the control group did. Additionally, they showed an increase in justicerelated negative emotions over time; that is, they expressed more of a bad conscience and stronger feelings of anger the more they became aware of their privilege. This study shows that even subtle experiences of injustice in school can have an impact on students' outcomes. These results are discussed with regard to practical implications.
auf der Idee, Schülerinnen und Schülern Videosequenzen von fachdidaktischen Demonstrationen zu präsentieren und sie aufzufordern, den Videoinhalt in Form eines Erarbeitungsprotokolls darzustellen. Die Kombination aus Videosequenz und Arbeitsauftrag wird als "Video-Item" bezeichnet. Um die Ausprägung der Qualität dieser Erarbeitungsprotokolle ermitteln zu können, wurde ein Kategoriensystem entwickelt, welches sich zurzeit in der Validierungsphase befindet.Abstract In educational contexts, autonomous learning is seen to be an important aspect for the process of the acquirement of knowledge. The results of these learning processes can be investigated by using performance tests. However, there is limited empirical evidence on factors that contribute significantly to the successful acquirement of knowledge during autonomous learning processes. A core competency could be the ability to write work process protocols. To assess this competency it is necessary to capture the expertise by the analysis of key steps of the process of acquirement of knowledge including the form and development process of the work process protocols. There are a few empirical studies on the individual's ability to create work process protocols that show the contribution to knowledge acquisition. Therefore, the objective of the research project was to develop a prototype of a measuring Zusammenfassung Im schulischen Kontext wird dem Prozess der Erkenntnisgewinnung in eigenverantwortlichen Lernprozessen immer mehr Bedeutung beigemessen. Durch Leistungstests kann das Ergebnis dieser Lernprozesse überprüft werden. Es gibt jedoch kaum empirische Befunde zur Frage, welche Kompetenzen maßgeblich zu einer erfolgreichen Erkenntnisgewinnung in eigenverantwortlichen Lernprozessen beitragen. Eine zentrale Kompetenz im Erkenntnisprozess könnte die Protokollierfähigkeit sein, die Fähigkeit zur Darstellung der wesentlichen Teilschritte in Form eines Erarbeitungsprotokolls. Empirisch ist die individuelle Fähigkeit zum Erstellen von Erarbeitungsprotokollen allerdings nur wenig erforscht. Ziel des Forschungsprojektes war es deshalb, einen Prototyp eines Messinstruments zur Erfassung der individuellen Protokollierfähigkeit zu entwickeln. Das Messinstrument beruht L. Engl () · B.
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