Peerbeziehungen im Klassenzimmer

Zander, Lysann; Kreutzmann, Madeleine; Hannover, Bettina

doi:10.1007/s11618-017-0768-9

Cited by 23 publications

(11 citation statements)

References 114 publications

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“…Further, our measures of interpersonal sources of self-efficacy are limited in that we solely used sociometric data of peers. Given that peers are particularly influential to the academic and intellectual outcomes of students in adolescence ( Zander et al, 2017 ; Wentzel, 2017 ; Wang et al, 2018 ), it is plausible that classmates are a central source of social persuasion. However, we acknowledge that parents and teachers might also be important sources of social persuasion information.…”

Section: Discussionmentioning

confidence: 99%

When Grades Are High but Self-Efficacy Is Low: Unpacking the Confidence Gap Between Girls and Boys in Mathematics

et al. 2020

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Girls have much lower mathematics self-efficacy than boys, a likely contributor to the under-representation of women in STEM. To help explain this gender confidence gap, we examined predictors of mathematics self-efficacy in a sample of 1,007 9th graders aged 13–18 years (54.2% girls). Participants completed a standardized math test, after which they rated three indices of mastery: an affective component (state self-esteem), a meta-cognitive component (self-enhancement), and their prior math grade. Despite having similar grades, girls reported lower mathematics self-efficacy and state self-esteem, and were less likely than boys to self-enhance in terms of performance. Multilevel multiple-group regression analyses showed that the affective mastery component explained girls’ self-efficacy while cognitive self-enhancement explained boys’. Yet, a chi-square test showed that both constructs were equally relevant in the prediction of girls’ and boys’ self-efficacy. Measures of interpersonal sources of self-efficacy were not predictive of self-efficacy after taking the other dimensions into account. Results suggest that boys are advantaged in their development of mathematics self-efficacy beliefs, partly due to more positive feelings and more cognitive self-enhancement following test situations.

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Section: Discussionmentioning

confidence: 99%

When Grades Are High but Self-Efficacy Is Low: Unpacking the Confidence Gap Between Girls and Boys in Mathematics

et al. 2020

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“…In erster Linie informativ sind der Eingangsgrad (wie oft ein*e Schüler*in nominiert wurde) und der Ausgangsgrad (wie viele Klassenkamerad*innen ein*e Schüler*in nominiert hat). 2 Der Eingangsgrad kann einen Hinweis auf die Beliebtheit und soziale Eingebundenheit geben, während der Ausgangsgrad eher den Wunsch nach Eingebundenheit darstellt (Zander, Kreutzmann & Hannover, 2017). Diese Ergebnisse lassen bereits einige Erkenntnisse über die jeweiligen Rollen der einzelnen Schüler*innen innerhalb der Klassengemeinschaft zu.…”

Section: Methodeunclassified

Soziale Netzwerkanalyse. Einsatz in Professionalisierung und Lehrer*innenbildung

Kolleck¹,

Schuster²

2019

jlb 04-2019 Forschung

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“…From the perspective of an individual child, the “attractiveness” of the class can be either social or task-based:ATG-social: This facet relates to social interactions between classmates including extracurricular activities or playing together in the breaks. How socially attractive the class is depends on the affective quality of the peer relationships which develop.ATG-task: In relation to task-based or cognitive-instrumental relations (Zander, Kreutzmann, & Hannover, 2017), a group will be very attractive if the children enjoy learning and working together and enjoy the lessons themselves. Thus, a high task-related attractiveness results when the child positively evaluates the activities in class and wants to participate in them.…”

Section: Cohesionmentioning

confidence: 99%

“…ATG-task: In relation to task-based or cognitive-instrumental relations (Zander, Kreutzmann, & Hannover, 2017), a group will be very attractive if the children enjoy learning and working together and enjoy the lessons themselves. Thus, a high task-related attractiveness results when the child positively evaluates the activities in class and wants to participate in them.…”

Section: Cohesionmentioning

confidence: 99%

“…On the one hand, school classes allow for cognitive-instrumental peer relations by joint learning and achieving common learning goals (task). On the other hand, they offer space for affective relations with peers and thereby fulfilling the students’ need to belong and social contact (social) (Zander et al, 2017). Some teachers might invest more time in developing a strong community with a corporate feeling by undertaking common class trips or team building activities.…”

Section: Cohesionmentioning

confidence: 99%

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A New Instrument for Assessing Cohesion in Primary and Grammar School Classes—Factorial Structure and Measurement Invariance of the GruKo4

Schürer¹,

Ophuysen²,

Behrmann³

2020

Journal of Psychoeducational Assessment

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Class climate has been focused in the context of school research for decades. One central facet of class climate is cohesion. Whereas there are well-elaborated instruments to assess cohesion in different contexts (e.g., sport and therapy), such an instrument is missing for the school context. The aim of the current article is to present an instrument to measure different facets of group cohesion in classes of primary and grammar schools. The factorial structure of the instrument is analyzed using data from Grades 2 to 7 ( N ≈ 3052 from 146 classes) by means of confirmatory factor analysis. Furthermore, tests of measurement invariance across the different levels of education (primary vs. grammar school) are undertaken. Results support configural as well as partial metric and scalar invariance between students of primary and grammar schools. Further, cohesion in primary schools is significantly higher than in grammar schools. Limitations of the study and implications for future research in the context of school are discussed.

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Peerbeziehungen im Klassenzimmer

Cited by 23 publications

References 114 publications

When Grades Are High but Self-Efficacy Is Low: Unpacking the Confidence Gap Between Girls and Boys in Mathematics

When Grades Are High but Self-Efficacy Is Low: Unpacking the Confidence Gap Between Girls and Boys in Mathematics

Soziale Netzwerkanalyse. Einsatz in Professionalisierung und Lehrer*innenbildung

A New Instrument for Assessing Cohesion in Primary and Grammar School Classes—Factorial Structure and Measurement Invariance of the GruKo4

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