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Background: Although research on mathematics learning programs has taken off in recent years, little is known about how different person characteristics are related to practice behaviour with such programs. When implementing a mathematics learning program in the classroom, it might be important to know whether students with specific characteristics need more encouragement to make use of this learning opportunity. Objectives: Using a supply‐use model, we analysed the predictive power of students' cognitive characteristics (prior mathematics knowledge), personality traits (conscientiousness), motivational‐affective characteristics (mathematics self‐concept and mathematics anxiety), and family background characteristics (socioeconomic status and migration background) for practising with an adaptive arithmetic learning program. Methods: We used longitudinal data from 203 fifth graders from seven non‐academic‐track schools in Germany. Practice behaviour, measured by completed tasks in the learning program, was recorded weekly for every student over a period of 22 weeks. Results and Conclusions: The results of our multilevel analyses showed that mathematics anxious students practised less with the program. We did not find any relationship with the other characteristics. Takeaways: Our results suggest that mathematics anxious students need more encouragement when practising with a mathematics learning program; otherwise, they do not get the chance to benefit from the use. Lay Description: What is already known about this topic: The use of mathematics learning programmes in mathematics education has recently intensified.It is important that students practice with such learning programmes regularly over a longer period of time in order for them to achieve learning success.Students differ in their mathematics learning behaviour. What this paper adds: Little is known about how person characteristics are related to practice behaviour with mathematics learning programmes.Students may differ in their use of a mathematics learning programme, which is why cognitive characteristics, personality traits, motivational‐affective characteristics, and family background characteristics may affect students' practice behaviour. Implications for practice: Mathematics anxious students practiced less with a mathematics learning program, and need more encouragement to benefit equally from the implementation in school.Teachers should keep in mind that after the initial enthusiasm, practice with a programme may decrease over time, especially after school holidays. [ABSTRACT FROM AUTHOR]

Background: Students often show unfavourable attribution: they attribute poor school performance to stable factors such as lack of ability and good school performance to variable factors such as effort. However, attribution can be influenced by individualized digital re‐attributional feedback leading to positive motivational effects and higher learning outcomes. This is very promising, but it still is unclear, whether this digital re‐attributional feedback can also be successfully integrated in everyday classroom activities. Objectives: The present field experiment investigated how integrating digital re‐attributional feedback into classroom instruction affects student attribution, motivation and learning outcomes. Methods: In the experiment, 8th–10th grade high school students (N = 322) worked with a digital mathematics learning program which was integrated in a three‐week teaching unit. Half the students in each classroom received only standard feedback after each practice task (SF group); the other half received additionally an individual re‐attributional feedback (RF group) after every third task. Attribution, mathematics self‐concept, and self‐efficacy were measured by an online questionnaire twice a week; learning outcomes in mathematics were measured weekly. Results and Conclusion: Hierarchical analyses showed that re‐attributional feedback led to a more favourable attribution in case of success on stable factors. Especially low‐performing students benefited from this feedback. No effects on attribution in case of failure, self‐efficacy or learning outcomes could be found. Further research could investigate if certain adaptations to the digital re‐attributional feedback is more effective in a real classroom setting and has a broader impact on different students. Lay Description: What is already known about this topic: Working with computers in the classroom and at home is becoming more common.Re‐attributional feedback can increase student's motivation when given directly after solving a task and at a high density.Digital re‐attributive feedback can be given in a high density.Re‐attributional training sessions have been shown to be effective in individual training sessions or outside the students' classroom. What this paper adds: The study took place within a real teaching environment during mathematics class for 4 weeks.Digital re‐attributional feedback sessions were directly integrated into the students' online learning which was part of the teaching plan. The implications of study findings for practitioners: Computer‐based re‐attributional training show some limited effects in regular classroom instruction and could be well integrated in student online learning—when adapted accordingly.Low‐performing students show less favourable attribution than better‐performing students in case of success and benefit the most from re‐attributional training. [ABSTRACT FROM AUTHOR]

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Context Basic science teaching in undergraduate medical education faces several challenges. One prominent discussion is focused on the relevance of biomedical knowledge to the development and integration of clinical knowledge. Although the value of basic science knowledge is generally emphasised, theoretical positions on the relative role of this knowledge and the optimal approach to its instruction differ. The present paper addresses whether and to what extent biomedical knowledge is related to the development of clinical knowledge. Methods We analysed repeated-measures data for performances on basic science and clinical knowledge assessments. A sample of 598 medical students on a traditional curriculum participated in the study. The entire study covered a developmental phase of 2 years of medical education. Structural equation modelling was used to analyse the temporal relationship between biomedical knowledge and the acquisition of clinical knowledge. Results At the point at which formal basic science education ends and clinical training begins, students show the highest levels of biomedical knowledge. The present data suggest a decline in basic science knowledge that is complemented by a growth in clinical knowledge. Statistical comparison of several structural equation models revealed that the model to best explain the data specified unidirectional relationships between earlier states of biomedical knowledge and subsequent changes in clinical knowledge. However, the parameter estimates indicate that this association is negative. Discussion Our analysis suggests a negative relationship between earlier levels of basic science knowledge and subsequent gains in clinical knowledge. We discuss the limitations of the present study, such as the educational context in which it was conducted and its non-experimental nature. Although the present results do not necessarily contradict the relevance of basic sciences, we speculate on mechanisms that might be related to our findings. We conclude that our results hint at possibly critical issues in basic science education that have been rarely addressed thus far. [ABSTRACT FROM AUTHOR]

Background. Students' perceptions of classroom goals influence their adoption of personal goals. To assess different forms of classroom goals, recent studies have favoured an overall measure of performance classroom goals, compared to a two-dimensional assessment of performance-approach and performance-avoidance classroom goals (PAVCG). Aims. This paper considered the relationship between students' perceptions of classroom goals and their endorsement of personal achievement goals. We proposed that three (instead of only two) classroom goals need to be distinguished. We aimed to provide evidence for this hypothesis by confirmatory factor analysis (CFA) and also by divergent associations between the respective classroom goal and students' personal goal endorsement. Sample. A total of 871 (474 female) 10th grade students from several German high schools participated in this study. Method. Students responded to items assessing their perception of mastery, performance-approach, and performance-avoidance goals in the classroom. Additionally, the students reported how much they personally pursue mastery, performance-approach, and performance-avoidance goals. All items referred to German as a specific school subject. Results. A CFA yielded empirical support for the proposed distinction of three (instead of only two) different kinds of classroom goals. Moreover, in hierarchical linear modelling (HLM) analyses all three classroom goals showed unique associations with students' personal goal adoption. Conclusions. The findings emphasized the need to distinguish performance-approach and PAVCG. Furthermore, our results suggest that multiple classroom goals have interactive effects on students' personal achievement strivings. [ABSTRACT FROM AUTHOR]

As mathematical competence is linked to educational success, professional achievement, and even a country's economic growth, researchers have been interested in early predictors for quite some time. Although there have been numerous studies on domain‐specific numerical abilities predicting later mathematical competence in preschool children, research in toddlers is scarce, especially regarding additional influential aspects, such as domain‐general cognitive abilities and the children's social background. Using a large‐scale dataset, the present study examined predictive effects of numeracy skills in 17‐month‐olds for later mathematical achievement. We found small, positive effects, even when controlling for child‐related variables (i.e., age and sex) and the children's social background (i.e., maternal education and household language). Additionally, we compared results with a domain‐general categorization task and found no distinct effect on mathematical competence. The present results are discussed with regard to the specificities of the dataset, as well as implications for future studies on predictors of mathematical competence. [ABSTRACT FROM AUTHOR]

Max Corden recalls his emigration from Nazi Germany, and arrival in Melbourne on the day before Australia Day in 1939. He describes his ambivalence towards undergraduate economics, and the fortuitous events that led him to pursue a PhD at the London School of Economics. He explains the significance of James Meade and Harry Johnson for his intellectual development and academic advancement. He stresses the support the Australian professoriate and public service gave his critique of protection, but ponders certain frustrations he felt in Australian academia. He summarises his work as ‘old-fashioned Pigovian economics’, and himself as ‘European intellectual with a strong Australian veneer’. [ABSTRACT FROM AUTHOR]

Immigrant background and disadvantaged socioeconomic background are two key predictors of poorer school achievement in Europe. However, the former is associated with higher while the latter is associated with lower aspirations. This study asks whether family relationships account for this difference. Data come from 5,926 students in Germany and Sweden, eliciting indicators of family background and relationships at age 14–15 years (2011) and occupational aspirations 1 year later. High aspirations were found among students of non‐European background and students with higher parental occupational status. Structural equation models showed that while immigrant families had greater parental aspirations and encouragement, family cohesion, and parental monitoring, only parental aspirations mediated the effects of family background. [ABSTRACT FROM AUTHOR]

The present study investigated the factor structure of and measurement invariance in the information and communication technology (ICT) engagement construct, and the relationship between ICT engagement and students' performance on science, mathematics and reading in China and Germany. Samples were derived from the Programme for International Student Assessment (PISA) 2015 survey. Configural, metric and scalar equivalence were found in a multigroup exploratory structural equation model. In the regression model, a significantly positive association between interest in ICT and student achievement was found in China, in contrast to a significantly negative association in Germany. All achievement scores were negatively and significantly correlated with perceived ICT competence scores in China, whereas science and mathematics achievement scores were not predicted by scores on ICT competence in Germany. Similar patterns were found in China and Germany in terms of perceived autonomy in using ICT and social relatedness in using ICT to predict students' achievement. The implications of all the findings were discussed. [ABSTRACT FROM AUTHOR]

Effects of full-time ability grouping on students' academic self-concept (ASC) and mathematics achievement were investigated in the first 3 years of secondary school (four waves of measurement; students' average age at first wave: 10.5 years). Students were primarily from middle and upper class families living in southern Germany. The study sample comprised 148 (60% male) students from 14 gifted classes and 148 (57% male) students from 25 regular classes (matched by propensity score matching). Data analyses involved multilevel and latent growth curve analyses. Findings revealed no evidence for contrast effects of class-average achievement or assimilation effects of class type on students' ASC. ASC remained stable over time. Students in gifted classes showed higher achievement gains than students in regular classes. [ABSTRACT FROM AUTHOR]

Background: The d2‐R test is a cancellation test developed in Germany to measure concentration and attention. This study examined the validity of the d2‐R test for Japanese adolescents in comparison with German standardized data. Methods: Japanese junior high school students (n = 121; 61 girls, 60 boys) participated in this study. The students' performance scores in the d2‐R test were compared with their daily attentiveness and hyperactivity/impulsiveness assessments conducted by the teachers. The assessments were evaluated using the attention deficit–hyperactivity disorder rating scale, fourth edition (ADHD‐RS)‐IV. The comparison with German counterparts was also made. Results: Students who were rated as less attentive and more hyperactive/impulsive performed more slowly and committed more errors in the d2‐R test. Although there were no sex differences in any of the d2‐R parameters, male students were rated higher than female students in all of the ADHD‐RS‐IV scores. Japanese adolescents outscored German counterparts on speed, concentration, and carefulness. Conclusion: The concurrent validity of the d2‐R test is confirmed. It is an appropriate index to measure the sustained and focused attention of Japanese adolescents. The present research merits attention as the first investigation of the d2‐R test conducted for Japanese adolescents. [ABSTRACT FROM AUTHOR]

ABSTRACT Differences in regional unemployment are still pronounced in Germany, especially between eastern and western Germany. Although the skill level seems important for the relationship between regional disparities and labor migration, corresponding empirical evidence is scarce. Applying dynamic panel models, we investigate the impact of labor mobility differentiated by educational attainment of the workers on regional unemployment disparities between 2000 and 2008. The impact of low- and medium-skilled migration is consistent with traditional neoclassical reasoning, suggesting that labor mobility reduces differences in regional unemployment rates. In contrast, the migration of high-skilled workers tends to reinforce disparities. [ABSTRACT FROM AUTHOR]

Background In Lower Saxony, Germany, pre-school children with language- and speech-deficits have the opportunity to access kindergartens with integrated language-/speech therapy prior to attending primary school, both regular or with integrated speech therapy. It is unknown whether these early childhood education treatments are helpful and effective. Aims To determine the value of early language-/speech therapy treatment in combination with support of personality traits during the pre-school and primary school period on the long-term social and academic development of children with significant language-/speech delay. Methods & Procedures We conducted prospective longitudinal case series, following the academic progress of 71 children after they had been discharged from a speech therapy kindergarten (STK) up to 19 years previously. Data collection included details on language/speech impairment, socio-economic factors, psycho-social skills and intelligence quotient. Results & Implications At the end of the follow-up period, 58 children were attending secondary schools: 44 (76%) children attended a regular secondary school, whereas 14 (24%) children were enrolled in a school with special needs education. The results suggest that self-awareness and intelligence quotient in this study cohort correlated with later academic achievements. Conclusion & Implications Kindergartens and primary schools which support curriculum-integrated language-/speech therapy and allow for different personality traits appear to improve longterm development and academic outcome of children with language-/speech impairment or delay. [ABSTRACT FROM AUTHOR]

Educational performance rankings elicit extensive press coverage and varied political responses. To investigate how the negativity of press coverage was related to the rankings results and political response, we compared the domestic press coverage of two educational rankings (the 2006 editions of the OECD's Progress in Student Achievement (PISA) and the IEA's Progress in International Reading Literacy Study (PIRLS)) in four European countries (Germany, Finland, France, and Britain). We found negative press coverage in all four countries. Strikingly, Finland had the same percentage of negative articles as Germany, despite much better performance. British politicians received far more personal blame for poor results than their French or German counterparts, but the political response was strongest in Germany and Britain. We discuss our findings in the context of the effects such rankings might be expected to have, and argue that these rankings alone do not provide sufficient levers to improve educational performance. [ABSTRACT FROM AUTHOR]

Background. Assigning students to different school tracks on the basis of their achievement levels is a widely used strategy that aims at giving students the best possible learning opportunity. There is, however, a growing body of literature that questions such positive effects of tracking. Aims. This study compared the developmental trajectories of reading comprehension and decoding speed between students at academic track schools that typically prepare students for university entrance and students at non-academic track schools that usually prepare students for vocational education. Sample. In a longitudinal design with three occasions of data collection, the authors drew on a sample of N= 1,508 5th graders (age at T1 about 11 years, age at T3 about 14 years) from 60 schools in Germany. The academic track sample comprised n= 568 students; the non-academic track sample comprised n= 940 students. Method. Achievement measures were obtained by standardized tests of reading comprehension and decoding speed. Students at the different tracks were closely matched using propensity scores. To compare students' growth trajectories between the different school tracks, we applied multi-group latent growth curve models. Results. Comparable results were recorded for the complete (unmatched) sample and for the matched pairs. In all cases, students at the different tracks displayed a similar growth in reading comprehension, whereas larger growth rates for students at academic track schools were recorded for decoding speed. Conclusions. Our findings contribute to an increasing body of literature suggesting that tracking might have undesired side effects. [ABSTRACT FROM AUTHOR]

Self-handicapping is an anticipatory self-protective strategy in which individuals create or claim obstacles to success prior to an important performance to excuse potential failure. The present research sought in four studies to document the anticipatory nature of self-handicapping, examining the role of prefactual ('what if ...?') thoughts in this strategy. Individuals prone to self-handicap were more likely to generate prefactuals, identifying ways to undermine their performance. Moreover, inducing individuals to consider these thoughts increased self-handicapping behavior, whereas focusing individuals on ways to improve their performance actually reduced self-handicapping behavior. Implications of this work for understanding the cognitive processes underlying self-handicapping behavior and for interventions that seek to minimize this self-defeating behavior are discussed. Copyright © 2011 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Unlike other forms of positive thinking (e.g., expectations), research finds that positive fantasies (experiencing one's thoughts and mental images about the future positively) predict low effort and little success in several domains. However, for vocational education students of low socioeconomic status and minority ethnicity, for whom the present environment is especially difficult, perhaps it would be appropriate to indulge in positive fantasies that depict the future as bright and easily attained. Three studies show that this is not the case. Positive future fantasies measured early in the program predicted more days absent (Studies 2-3) and lower grades at the end of the program (Studies 1-3), even when adjusting for initial academic competence, expectations of successful achievement, and self-discipline. Expectations of successful achievement predicted fewer days absent and higher grades only when measured midway through the school year, once participants had experience with their own academic standing (Study 3). Results indicate that positive fantasies, which allow people to indulge in images of a bright future, predict poor achievement even in vocational students immersed in a particularly difficult environment. Copyright © 2011 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The article focuses on the role of linguistic performances, particularly of non-Standard English (NSE), in the construction of identity in the field of sociolinguistics. It examines the use of Mock NSE by male students at a German-American bilingual school in Berlin, Germany, and how their linguistic performances affect their identities and academic achievements. It discusses the significance of Mock NSE utterances, particularly in constructing one's status as a speaker of Standard English. It notes that the male students' use of Mock NSE has served as a socio-pragmatic device that showed their wish to be identified.

Relative age describes a youth's age within their age group cohort. Compared to relatively younger peers, relatively older youth in an annual age group cohort have been found more likely to be selected to sports teams, and to receive higher grades in education. This study examined the influence of youth sport participants’ relative age on participation and dropout. Using data from the 1995 German Youth Sport Survey (Ntotal=2612), comparisons (stratified by gender and sport type) were made between the relative age of current and former participants. Analyses also considered the type of school youths were enrolled in while exploring the influence of relative age on sport participations. No relative age effects for dropout emerged among males in team or individual sport contexts. Female dropouts were more likely to be relatively older (Q1, ORadjusted: 0.52, 95% CI: 0.34–0.80; Q2, ORadjusted: 0.55, 95% CI: 0.36–0.84; Q3, ORadjusted: 0.59, 95% CI: 0.39–0.89), an effect that was mirrored among ‘artistic’ sport participants. Boys and girls in schools that were for children of higher academic proficiency were more likely to be currently participating in sport. Findings suggest that relative age-related dropout effects may be context sensitive and different for males and females. For the most part, relative age did not appear to have any relationship with dropout in this sample, with some notable exceptions for females. Overall, factors such as the type of school youths were enrolled in appear to be a more salient influence on sport participation than relative age. [ABSTRACT FROM AUTHOR]