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The aim of this study was to evaluate self-reporting of adherence to cardiovascular medication using elec-

This study presents a newly developed test to assess students’ knowledge of learning strategies that they use when completing complex assignments at the upper secondary baccalaureate school (Gymnasium) level. The sample included N = 2,300 students at 23 baccalaureate schools in Switzerland and also a small sample of university students (N = 58). We tested hypotheses regarding cognitive, metacognitive, and motivational dimensions of learning. In addition, students’ self-reported grades in German were used as an achievement criterion. The analyses included estimation of Cronbach’s alpha and distribution of the test scores on the individual and class level. Furthermore, structural equation modeling was carried out. The findings support the reliability and validity of the new test. We found significant differences in terms of gender and school attendance. Learning strategy knowledge showed a positive relationship with student achievement, students’ learning motivation, and students’self-reported use of habitual learning strategies.

Effects of home-based early intervention on child outcomes: A randomized controlled trial of Parents as Teachers in Switzerland.

The aim of this study was to investigate the development of metacognitive strategy knowledge (MSK) during schooling at the upper secondary education level and to examine its relation with individual student characteristics. This longitudinal study with two measurement points analyzed a sample of students in grades 10 and 11 from 19 schools preparing students for university in Switzerland. The findings showed no development of MSK within a single year of school. Individual differences appeared in the level and the change of MSK over time. Female students as well as students with higher SES displayed higher MSK than male students and students with lower SES at the first measurement point. Furthermore, SES predicted changes in MSK over time. Between learning motivation and MSK as well as self-efficacy and MSK, high correlations were found at t1. Neither learning motivation nor self-efficacy had an effect on the change of MSK over time. The results show that there is still substantial potential for MSK development at the upper secondary education level. Implications for education and further studies are discussed.

Home-visiting programs have gained increasing importance in family-centered prevention and intervention. However, few studies have examined the mechanisms underlying early intervention treatment effects. The goal of this study is to analyze the mediating role of maternal sensitivity in enhancing language development with the home-visiting program Parents as Teachers (PAT). Data were collected and analyzed within the ongoing, long-term ZEPPELIN study, a randomized controlled trial with 251 participating at-risk families. Via longitudinal mediation analysis, we examined whether effects of the PAT on receptive and expressive language outcomes at 24 and 36 months were mediated by maternal sensitivity at 12 months. Within a moderated mediation framework, we investigated whether the level of family psychosocial stress affects this mediation. Results showed that intervention effects on language outcomes are mediated by maternal sensitivity-weakly and through specific pathways. Moderation and moderated mediation analyses indicated that effects of the PAT and also specific mediation effects increase with the level of psychosocial stress. Implications of the results for practice are discussed.

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Zusammenfassung. Unterrichtsstörungen belasten sowohl Lehrpersonen als auch Schülerinnen und Schüler. Gleichzeitig ist davon auszugehen, dass Lehrpersonen und Lernende Störungen anders wahrnehmen. Mit einem Fragebogen wurden Unterrichtsstörungen, Beziehung und Klassenführung an 83 Klassen mehrperspektivisch aus Sicht der Klassenlehrperson (N = 83), einer ausgewählten Fachlehrperson (N = 83) und der Schülerinnen und Schüler (N = 1290) erfasst. Die Daten wurden in einem Multitrait-Multimethod-Design ausgewertet. Die Ergebnisse weisen auf eine sehr hohe Reliabilität der aggregierten Schülerurteile hin. In der Einschätzung dreier Formen von Unterrichtsstörungen korrelierten die Schülerurteile im Durchschnitt zu .44 mit der Einschätzung der Klassenlehrperson und zu .54 mit der Einschätzung der Fachlehrperson. In der Einschätzung ihrer Beziehung stimmten die Lehrpersonen und Schülerinnen und Schüler nur schwach (.38 und .23), bzw. für Klassenführung (.09 und -.07) gar nicht überein. Lehrpersonen und Lernende erleben den Unterricht aus einer rollenspezifischen Subjektivität jeweils anders. Für Lehrpersonen ist es entscheidend, auch die Perspektive der Schülerinnen und Schüler einzunehmen und eigene Anteile an Störungen kritisch zu reflektieren.