Zwischen Bildungsaufstieg und Karriere Studienperspektiven „nicht-traditioneller Studierender“

This contribution looks at a series of qualitative and quantitative investigations on the study success and study behavior of so-called non-traditional students. Of particular interest are two aspects: the combination of qualitative and quantitative findings, which are mutually complementary and in a sense present plausible corrections for one-sided observations, and controlled observations over a long period of time, as the first studies were carried out within the framework of an international study in 1998 and the last one within the framework of a project sponsored by the German Research Foundation (DFG) in 2007. This longer time period certainly increases the plausibility of the cautious diagnoses made, which attempt to capture the relevant changes in this field of research. Such mixed methods research (Derzin 1970, 1989; Flick 1992) – i.e. the link between quantitative and qualitative research and survey methods often termed “triangulation” (cf. Prein/Kelle/Kluge 1993; Flick 1995) – has the advantage that a complex field of research can be scanned using different instruments and through a type of “convergence model” (Jacob 2001) the data won from different methods can be used to mutually validate the results. The qualitative material used in this study comes from theoretical sampling (cf. Glaser 1965; Strauss/Corbin 1996) of data from six German higher education institutions from two points in time (1998 and 2005; n=2x c. 400 surveyed respondents). The quantitative analysis, which was especially carried out for our study, profits from the fact that 2500 interested people responded to our recruitment search for biographic-narrative interviews. This group of people was then asked to participate in a special online survey in 2007 – a cooperative initiative in which around one third of the initial respondents took part. That does, however, mean that the quantitative study is not representative. Our overall research design remains complex, but retains an exploratory character     

Early Histories of School‐Aged Children With Attention‐Deficit/ Hyperactivity Disorder

In a prospective study of developmental outcomes in relation to early‐life otitis media, behavioral, cognitive, and language measures were administered to a large, diverse sample of children at 2, 3, 4, 6, and 9–11 years of age (N = 741). At 9–11 years of age, 9% of the children were categorized as having attention‐deficit/hyperactivity disorder (ADHD) based on parent report. Compared to the non‐ADHD group, the ADHD group had higher (i.e., less favorable) scores on parent and teacher versions of the Child Behavior Checklist at all ages. Children in the ADHD group also had lower scores on cognitive and receptive language measures in preschool. The findings support the concept that ADHD is a cognitive as well as a behavioral disorder.     

A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform

This paper uses a sociocultural theoretical lens, incorporating mediated agency [Wertsch et al. (1993). A sociocultural approach to agency. In A. Forman, N. Minick, & A. Stone (Eds.), Contexts for learning sociocultural dynamics in children's development (pp. 336–357). New York: Oxford University Press] to examine the dynamic interplay among teacher identity, agency, and context as these affect how secondary teachers report experiencing professional vulnerability, particularly in terms of their abilities to achieve their primary purposes in teaching students. Two mediational systems that shape teacher agency and their professional vulnerability are addressed. These are: (a) the early influences on teacher identity; and (b) the current reform context. Interview data revealed that the political and social context along with early teacher development shaped teachers’ sense of identity and sense of purpose as a teacher. Survey and interview data indicate that there was a disjuncture between teacher identity and expectations of the new reform mandates. Teacher agency was clearly constrained in the new reform context. Teachers struggled to remain openly vulnerable with their students, and to create trusting learning environments in what they described as a more managerial profession with increased accountability pressures. Directions for future research are also discussed.     

Personality traits moderate the Big-Fish–Little-Pond Effect of academic self-concept

Equally able students have lower academic self-concepts in high-achieving classrooms than in low-achieving classrooms. This highly general and robust frame of reference effect is widely known as the Big-Fish–Little-Pond Effect (BFLPE; Marsh, 1987). This study contributes to research aiming to identify moderators of the BFLPE by investigating the effects of students' personality (i.e. Big Five traits and narcissism). Multilevel structural equation modeling was used to test the moderator hypotheses, drawing on data from a large sample of N = 4973 upper secondary track students (M age = 19.57). Consistent with a priori predictions, the negative effect of school-average achievement (the BFLPE) interacted significantly with narcissism. Students high in narcissism experienced smaller BFLPEs than did students with low or average levels of narcissism. The statistically significant effect for neuroticism acted in the opposite direction. The study illustrates how personality moderates frame of reference effects that are central to self-concept formation.     

Profiles of competence development in mathematics and reading in early secondary education

This article examines the development of reading and mathematical competence in early secondary education and aims at identifying distinct profiles of competence development. Since reading and mathematical competences are highly correlated both cross-sectionally and longitudinally, we expected to find a generalized profile of competence development with students developing parallel in reading and mathematical competences. Moreover, previous research confirmed individuals’ specific focus on one of the two domains, for example, in their interest, self-concept, or motivation. Also, differences in competence levels between both domains were found in cross-sectional studies. Therefore, we hypothesized that additional to the generalized profile, there are specialized profiles of competence development with students developing distinctively faster in one of the two domains. To identify both types of profiles, latent growth mixture modeling was used on a sample of 5,301 students entering secondary education from the German National Educational Panel Study. To demonstrate the robustness of the results, these analyses were repeated using different model specifications and subgroups with higher homogeneity (with students belonging to the highest track, i.e., “Gymnasium”). The results indicate only small to non-existent specialized profiles of competence development in all conditions. This finding of roughly parallel development of reading and mathematical competences throughout early secondary education indicates that potential specializations are less important at this point in students’ educational careers.

     

School-based prevention: Effects on obesity and physical performance after 4 years

Abstract

Juvenile obesity is increasing worldwide. Preventive strategies are warranted. The school-based Children's Health Interventional Trial (the CHILT Project) combines health education and physical activity for children. The effect on obesity and physical performance was studied after four years in 12 primary schools compared with five control schools. Anthropometric data were recorded. Physical performance was measured by a coordination test for children (balancing backwards, one-legged obstacle jumping, lateral jumping, sideways movements) and a 6-min run (endurance). No difference in the prevalence and incidence of overweight and obesity was found between the intervention and control schools before and after the intervention. Remission of overweight was higher in the intervention schools (23.2 vs. 19.2%), but not significant. An increase in coordination related to lateral jumping and balancing backwards was apparent in the intervention schools (30.6, s = 10.8 vs. 26.1, s = 10.8, P = 0.005; 21.8, s = 11.8 vs. 19.4, s = 11.7, P = 0.007), and the increase in endurance performance tended to be higher in intervention schools (100.8, s = 122.7 vs. 92.8, s = 126.0, P = 0.055), adjusted for age, sex, baseline test result, and body mass index at final examination. Therefore, preventive intervention in primary school offers the possibility to improve physical performance in children. The prevalence and incidence of obesity were not affected.     

Stages of Change in Relationship Status Questionnaire: Development and Validation

This study involved the development of the Stages of Change in Relationship Status (SOCRS) measure in 2 samples of college students. This scale is designed to measure how individuals progress through stages of change when terminating violent and nonviolent intimate relationships. Results indicated that the SOCRS is a reliable and valid tool to assess stages of change consistent with the guiding theory. Implications for practice are discussed.     

Die Klasse an die Universit?t, die Masse an die anderen Hochschulen?

In Germany, different types of university-level institutions are available for tertiary education: traditional universities (Universit?ten) and??since the 1970s??universities of applied science (Fachhochschulen) as well as universities of cooperative education (Berufsakademien). The present study investigates differences in key areas related to students?? academic choices and success: do students at different types of university differ significantly in terms of cognitive performance, personality or social background? We compared N?=?1.230 students at traditional universities, universities of applied science, and universities of cooperative education (Baden-W??rttemberg Cooperative State University) on the basis of a large scale longitudinal study in the German federal state of Baden-W??rttemberg. Students of the different university types differed significantly in all three key areas (cognitive performance, personality, and social background) within the fields of technical sciences and economics. We determine the relative importance of these key areas for differences between university types and we discuss the implications of our findings.