Thema: Persönlichkeitsentwicklung

Um diese Studie geht es:

Roberts, B. W., Walton, K. E., & Viechtbauer, W. (2006).Patterns of mean-level change in personality traits across the life course: A meta-analysis of longitudinal studies. Psychological Bulletin, 32(1), 1–25.

Weitere Forschung:

Hudson, N. W., & Fraley, R. C. (2015). Volitional personality trait change: Can people choose to change their personality traits?
Journal of Personality and Social Psychology, 109(3), 490–507.

Magidson, J. F., Roberts, B. W., Collado-Rodriguez, A., & Lejuez, C. W. (2014). Theory-driven intervention for changing personality: Expectancy value theory, behavioral activation, and conscientiousness. Developmental Psychology, 50(5), 1442–1450.

Thema: Methodenvielfalt

Um diese Studie geht es:

Rozenblit, L., & Keil, F. C. (2002). The misunderstood limits of folk science: An illusion of explanatory depth. Journal of Cognition, 7(1), 1–15.

Erwähnt:

Helmke, A., & Jäger, R. (2002). Das Projekt MARKUS. Mathematik-Gesamterhebung Rheinland-Pfalz: Kompetenzen, Unterrichtsmerkmale, Schulkontext. Landau: Verlag Empirische Pädagogik.

Krammer, K. (2021). Methodenvielfalt im Unterricht und ihre Wirkung auf Lernerfolg (Masterarbeit). Universität Graz. https://unipub.uni-graz.at/obvugrhs/content/titleinfo/6802188/full.pdf

Meyer, H. (2004). Was ist guter Unterricht? Berlin: Cornelsen.

Huber, S. G., & Hader-Popp, S. (2008). Unterrichtsentwicklung durch Methodenvielfalt im Unterricht fördern. http://schulegestalten.net/pdf/Huber-HaderPopp-2008-UnterrichtsentwicklungDurchMethodenvielfaltImUnterrichtF%C3%B6rdern.pdf

Weitere Forschung:

Mills, C. M., & Keil, F. C. (2004). Knowing the limits of one’s understanding: The development of an illusion of explanatory depth. Journal of Experimental Child Psychology, 87(1), 1–32.

Zemla, J. C., Sloman, S. A., Bechlivanidis, C., & Lagnado, D. A. (2024). Subjective understanding is reduced by mechanistic explanation. Journal of Cognition, 7(1), 1–15.

Thema: Anschaulichkeit

Um diese Studie geht es:

Harp, S. F., & Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90(3), 414–434.

Weitere Forschung:

Alter, A. L., & Oppenheimer, D. M. (2009). Uniting the tribes of fluency to form a metacognitive nation. Personality and Social Psychology Review, 13(3), 219–235.

Kaminski, J. A., Sloutsky, V. M., & Heckler, A. F. (2008). The advantage of abstract examples in learning math. Science, 320(5875), 454–455.

Rey, G. D. (2012). A review of research and a meta-analysis of the seductive detail effect. Educational Research Review, 7(3), 216–237.

Thema: Vertrauen in Wissenschaft

Um diese Studie geht es:

Schmidt, K., Rosman, T., Cramer, C., Besa, K. S., & Merk, S. (2022). Teachers trust educational science – Especially if it confirms their beliefs. Frontiers in Education, 976556.

Intro:

Whitaker, T. (2009). Was erfolgreiche Lehrer anders machen. Weinheim: Beltz.

Zum Confirmation Bias:

Wason, P. C. (1960). On the failure to eliminate hypotheses in a conceptual task. Quarterly Journal of Experimental Psychology, 12, 129-140.

Weitere Forschung:

Carnine, D. (2000). Why education experts resist effective practices (And what it would take to make education more like medicine). Thomas B. Fordham Foundation.

Rosman, T., & Merk, S. (2021). Teacher’s Reasons for Trust and Distrust in Scientific Evidence: Reflecting a “Smart But Evil” Stereotype?. AERA Open, 7, 23328584211028599.

Um diese Studie geht es:

Luo, L., Kiewra, K. A., Flanigan, A. E., & Peteranetz, M. S. (2018). Laptop versus longhand note taking: Effects on lecture notes and achievement. Instructional Science, 46, 947–971.

Erwähnt:

Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological science, 25(6), 1159-1168.

Weitere Forschung:

Allen, M., LeFebvre, L., LeFebvre, L., & Bourhis, J. (2020). Is the pencil mightier than the keyboard? A meta-analysis comparing the method of notetaking outcomes. Southern Communication Journal, 85(3), 143-154.

Horbury, S. R., & Edmonds, C. J. (2021). Taking class notes by hand compared to typing: Effects on children’s recall and understanding. Journal of research in childhood education, 35(1), 55-67.

Um diese Studie geht es:

Bennewitz, H., & Wegner, L. (2017). Empirische Arbeit: " Er tut sich einfach schwer.". Psychologie in Erziehung und Unterricht, 64(4), 270-281.

Wahrnehmung von Elterngesprächen auf beiden Seiten:

• Lawrence-Lightfoot, S. (2003). The essential conversation: What parents and teachers can learn from each other. New York: Ballantine Books.
• Baker, C. & Keogh, J. (1995). Accounting for achievement in parent-teacher interviews. Human Studies, 18(2-3), 263-300.
• Cheatham, G. A. & Ostrosky, M. M. (2013). Goal setting during early childhood parent-teacher conferences: A comparison of three groups of parents. Journal of Research in Childhood Education, 27(2), 166-189

Weitere Forschung:

Gartmeier, M., Gebhardt, M., Dotger, B., & Schratz, M. (2016).
Teachers’ communication competence: A latent class analysis of 677 German mathematics teachers. Teaching and Teacher Education, 54, 56–67.

Munthe, E., & Westergård, E. (2023).
Parents’, teachers’, and students’ roles in parent-teacher conferences: A systematic review and meta-synthesis. Teaching and Teacher Education, 136, 104355.

Um diese Studie geht es:

Tetzlaff, L., Simonsmeier, B. A., Peters, T., & Brod, G. (2025). A cornerstone of adaptivity – A meta‑analysis of the expertise reversal effect. Learning and Instruction, 98, Article 102142.

Weitere Forschung:

Rey, G. D., & Buchwald, F. (2011). The expertise reversal effect: cognitive load and motivational explanations. Journal of Experimental Psychology: Applied, 17(1), 33-48.

Grub, A. S., Biermann, A., Lewalter, D., & Brünken, R. (2022, May). Professional vision and the compensatory effect of a minimal instructional intervention: A quasi-experimental eye-tracking study with novice and expert teachers. In Frontiers in Education (Vol. 7, p. 890690).

Boxing Bell.wav by Benboncan -- https://freesound.org/s/66951/ -- License: Attribution 4.0

Um diese Studie geht es:

Eckert, H., Steinmayr, R., & Wirthwein, L. (2025). Socioemotional and sociodemographic determinants of subjective well-being in school during childhood and adolescence. European Journal of Psychology of Education, 40(2), 54.

Im Intro erwähnt:

„Deutsch, Mathe Glück“, Dein Spiegel 4/2025

Überblicksartikel zur Wirkung von mental-health-Programmen

Links zum Wohlbefinden und zur psychischen Gesundheit von Kindern und Jugendlichen in Deutschland:

https://www.bosch-stiftung.de/sites/default/files/documents/202411/Deutsches%20Schulbarometer_Schüler_2024.pdf

https://www.aerzteblatt.de/news/copsy-studie-psychische-gesundheit-von-heranwachsenden-ist-schlechter-als-vor-coronapandemie-b19d186c-dc51-4c06-8708-1f932f458a4c

Wodurch wird das Fähigkeitsselbstkonzept beeinflusst?

Muijs, R. D. (1997). Predictors of academic achievement and academic self‐concept: A longitudinal perspective. British Journal of Educational Psychology, 67(3), 263-277.

Problematik von Affirmationen

Escobar-Soler, C., Berrios, R., Peñaloza-Díaz, G., Melis-Rivera, C., Caqueo-Urízar, A., Ponce-Correa, F., & Flores, J. (2023, December). Effectiveness of self-affirmation interventions in educational settings: a meta-analysis. In Healthcare (Vol. 12, No. 1, p. 3). MDPI.

Weitere Forschung:

Obermeier, R., Hagenauer, G., & Gläser-Zikuda, M. (2021). Who feels good in school? Exploring profiles of scholastic well-being in secondary-school students and the effect on achievement. International Journal of Educational Research Open, 2, 100061.

Long, R. F., Huebner, S. E., Wedell, D. H., & Hills, K. J. (2012). Measuring school-related subjective well-being in adoles-cents. American Journal of Orthopsychiatry, 82, 50–60. https://doi.org/10.1111/j.1939-0025.2011.01130.x

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