Kontextfaktoren der Schulleistung im Grundschulalter

Ergebnisse aus der Hannoverschen Grundschulstudie

verfasst von: Joachim Tiedemann, Elfriede Billmann-Mahecha
Abstract: Within the scope of the Hanover Primary School Study, the significance of context factors of school performance were established for 710 third-grade students. Amongst others, the following context factors were ascertained: Aggregated cognitive ability level, age of the students, and classroom climate. The data were analyzed using hierarchical linear modeling. The results substantiate the dual function of cognitive abilities within the framework of the genesis of school performance: On the one hand, cognitive abilities directly control individual performance in mathematics, on the other hand, however, they also indirectly control success over effects at the aggregated level. In addition, classroom climate and student age proved to be significant. At the school level it was shown that the performance differences between classes in schools with either a high or a low proportion of immigrant children reach a magnitude that corresponds to the provision of more than one year of schooling.
Organisationseinheit(en): Institut für Psychologie
Typ: Artikel
Journal: Zeitschrift fur Padagogische Psychologie
Band: 18
Seiten: 113-124
Anzahl der Seiten: 12
ISSN: 1010-0652
Publikationsdatum: 01.06.2004
Publikationsstatus: Veröffentlicht
Peer-reviewed: Ja
ASJC Scopus Sachgebiete: Pädagogische und Entwicklungspsychologie
Ziele für nachhaltige Entwicklung: SDG 13 – Klimaschutzmaßnahmen
Elektronische Version(en): https://doi.org/10.1024/1010-0652.18.2.113 (Zugang: Unbekannt)

BibTeX

@article{824cc4897a8f493b9b5167532f77fc96,
title = "Kontextfaktoren der Schulleistung im Grundschulalter: Ergebnisse aus der Hannoverschen Grundschulstudie",
abstract = "Within the scope of the Hanover Primary School Study, the significance of context factors of school performance were established for 710 third-grade students. Amongst others, the following context factors were ascertained: Aggregated cognitive ability level, age of the students, and classroom climate. The data were analyzed using hierarchical linear modeling. The results substantiate the dual function of cognitive abilities within the framework of the genesis of school performance: On the one hand, cognitive abilities directly control individual performance in mathematics, on the other hand, however, they also indirectly control success over effects at the aggregated level. In addition, classroom climate and student age proved to be significant. At the school level it was shown that the performance differences between classes in schools with either a high or a low proportion of immigrant children reach a magnitude that corresponds to the provision of more than one year of schooling.",
keywords = "Class context, Cognitive abilities, Immigrant children, School performance",
author = "Joachim Tiedemann and Elfriede Billmann-Mahecha",
year = "2004",
month = jun,
day = "1",
doi = "10.1024/1010-0652.18.2.113",
language = "Deutsch",
volume = "18",
pages = "113--124",
journal = "Zeitschrift fur Padagogische Psychologie",
issn = "1010-0652",
publisher = "Verlag Hans Huber",
number = "2",
}