Die Entwicklung des Fachinteresses Deutsch, Mathematik und Englisch in der Adoleszenz: Ein personenzentrierter Ansatz

Schurtz, Irene M.; Artelt, Cordula

doi:10.3224/diskurs.v9i3.16623

Cited by 9 publications

(1 citation statement)

References 3 publications

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“…In line with this assumption, findings from research on student ratings on teaching quality point to an influence of students' general interest in the school subject on the perception of teaching (Ditton, 2002;Eder & Bergmann, 2004;Mayr, 2006;Rahn et al, 2019). Students' general interest in the school subject is known to show a relatively stable pattern from secondary school onwards (Schurtz & Artelt, 2014), although current teaching characteristics may cause minor changes (Ferdinand, 2014;Lazarides et al, 2015). Findings from Rahn et al (2019) point out that biasing effects of students' general interest in the school subject vary considerably between different subjects, particularly with regards to the distinction between compulsory and optional courses.…”

Section: Possible Explanations For Halo Effects In Student Ratingsmentioning

confidence: 97%

Student Perceptions of Teaching Quality: Dimensionality and Halo Effects

Röhl

Rollett

2021

Student Feedback on Teaching in Schools

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This chapter deals with the factorial structure of survey instruments for student perception of teaching quality. Often, high intercorrelations occur between different theoretically postulated teaching quality dimensions; other analyses point to a single unified factor in student perceptions of teaching quality, seemingly reflecting a “general impression” instead of a differentiated judgment. At the same time, findings from research on social judgment processes and from classroom research indicate that the teachers’ communion (warmth or cooperation) as well as students’ general subject interest can be important biasing factors in the sense of halo effects in student ratings of teaching quality. After presenting an overview of studies on the dimensionality of various survey instruments, we discuss whether aggregated data is impacted by an overall “general impression”. We confirmed this hypothesis using a sample of N = 1056 students from 50 secondary school classes. Moreover, this general impression could be explained at student and class level to a large extent by students’ perception of the teacher’s communion. Student general subject interest showed a medium effect but only at the individual level. These findings indicate that student perceptions of teaching quality dimensions are indeed influenced by a general impression which can be explained largely by teacher's communion.

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Section: Possible Explanations For Halo Effects In Student Ratingsmentioning

confidence: 97%

Student Perceptions of Teaching Quality: Dimensionality and Halo Effects

Röhl

Rollett

2021

Student Feedback on Teaching in Schools

View full text Add to dashboard Cite

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Motivationale Beziehungen, fachspezifisches Interesse und Lernstrategien bei Mädchen und Jungen im Deutschunterricht

Schweder¹,

Raufelder²

2021

Motivation in Unterrichtlichen Fachbezogenen Lehr-Lernkontexten

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Competence, Motivation and Interest Development Between Primary School and Tertiary Education—a Summary of Findings from the BiKS-8-18 Study

Pfost,

Becker,

Artelt

2024

Edition ZfE

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Within the BiKS-8-18 study (“Educational Processes, Competence Development, and Formation of Educational Decisions in Preschool and School Age”), the academic career of more than three thousand students from primary school up to tertiary education was observed. The longitudinal study design encompasses ten years of data collection on students, teachers and parents using a wide range of instruments. In this article, we summarize research findings on three major research questions. First, we discuss the development of reading comprehension in primary and secondary school, focusing on the exploration individual differences and the Matthew-effect. Second, we present research on students’ academic interests in secondary school and the role of social and dimensional comparisons for the development of individual differences. And third, we illustrate findings on the development of students’ goals at the transition from secondary school to tertiary education. Finally, a comprehensive outlook is provided.

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Die Entwicklung des Fachinteresses Deutsch, Mathematik und Englisch in der Adoleszenz: Ein personenzentrierter Ansatz

Cited by 9 publications

References 3 publications

Student Perceptions of Teaching Quality: Dimensionality and Halo Effects

Student Perceptions of Teaching Quality: Dimensionality and Halo Effects

Motivationale Beziehungen, fachspezifisches Interesse und Lernstrategien bei Mädchen und Jungen im Deutschunterricht

Competence, Motivation and Interest Development Between Primary School and Tertiary Education—a Summary of Findings from the BiKS-8-18 Study

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