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Despite the conceptual proximity between the basic needs and agency and communion and their similar function for psychological functioning, studies investigating their interplay are scarce. This study aims to investigate their joint role in hedonic and eudaimonic well-being in light of the COVID-19 pandemic. Self-reports were collected from 13,313 adolescents (Sample 1) and 1,707 young adults (Sample 2) from Austria. The results show the importance of both agency and communion for the fulfillment of different basic needs and their role in well-being, with a universal interaction effect between communion and perceived competence on intrinsic motivation (eudaimonic aspect) in both gender groups in adolescence, as well as on positive emotions (hedonic aspect) among young women. Theoretical and practical implications are discussed.

Abstract. School represents an essential developmental context for adolescents. Accordingly, understanding well-being in school is of utmost importance. While it has long been common to measure well-being on a general level, more recent conceptualizations emphasize its multidimensionality and context-specificity. Therefore, the present study took a person-oriented approach and investigated how profiles of adolescents’ school-related well-being differ regarding two relevant goals of schooling: academic achievement and self-esteem. School-related well-being was assessed along five dimensions: engagement, perseverance, optimism, connectedness, and happiness among Austrian students ( N = 1,484). By applying latent profile analyses, we obtained four profiles that differed primarily regarding their total school-related well-being scores and the expression of connectedness. Generally, groups with a higher total score displayed higher academic achievement and self-esteem. However, there are also exceptions standing out from that pattern. Different constellations are discussed, aiming to contribute to further differentiating research on well-being in the school-context.

The spread of COVID-19 led to an interruption of physical school attendance for around 1.6 billion students worldwide. During the school closures, schools switched to digital teaching which created a unique situation for all students but especially for groups disadvantaged in the (virtual) classroom. The current study is theoretically based on the situated expectancy-value theory that argues that an individual's motivation is shaped by their social identities. Following the intersectionality framework, the impact of gender and first language on motivation is examined simultaneously. The chapter presents an empirical study of motivation and perceived teacher support for digital learning among 19,337 secondary school students from Austria, shortly after the first pandemic-induced school closures in spring 2020. Results show differences in perceived teacher support, competence beliefs, intrinsic value, and engagement regarding digital learning between students of different gender and first languages. Practical and theoretical implications of the study's findings are discussed.

This paper addresses a validation study focusing on the process of adapting the EPOCH measure of adolescent well-being (Kern et al. in Psychol Assess 28(5):586–597. https://doi.org/10.1037/pas0000201, 2016) to the school context and translating it into German—resulting in the EPOCH-School model (EPOCH-S) with the corresponding measure EPOCH-G-S (EPOCH-German-School). As schools represent an important context for promoting well-being, while at the same time, favorable effects of school-related well-being for adolescent development can be expected, research on school-related well-being is of utmost interest. To provide schools with the information they actually need to promote their students’ well-being, integrative measurements of school-related well-being are important. The EPOCH-G-S is a multidimensional approach to measuring students’ well-being in schools with five factors: Engagement, Perseverance, Optimism, Connectedness, and Happiness. Construct validity and convergent validity of the EPOCH-G-S measure were validated in this study with an Austrian student sample (grade 5 to 12) of N = 1651 students (52.03% males, 47.43% females, 0.55% others, mean age 13.13 years/ SD = 1.89). Validation results are in favor of the EPOCH-G-S as an instrument to assess students’ well-being in school. A second-order model was applied with well-being as a second-order factor and the five specific EPOCH first-order factors. This allows for detecting strengths and weaknesses in students’ well-being profiles and derive needs for intervention. Additional measurement invariance analyses regarding gender and age were conducted.

The abstract is available here: https://uscholar.univie.ac.at/o:1586686

Although adolescence is characterized by increasing individuation, parental support represents an important resource especially in early adolescence. This multi-informant study examined the role of parental self-efficacy in providing emotional and instrumental support when early adolescents partially learned from home during the COVID-19 pandemic. Based on a resources model of coping, we examined effects of parental self-efficacy on early adolescents' reports of self-regulated learning (SRL), learning self-efficacy, and positive emotions, mediated via early adolescents’ problem-focused and emotion-focused coping. Assumptions were tested among 263 Austrian parent-child dyads. While the mediation assumption was rejected, we identified positive associations between emotional support and SRL, and between problem-focused coping and SRL, learning self-efficacy, and positive emotions. Instrumental support negatively related to SRL, suggesting benefits of emotional over instrumental support.

Abstract. Since the beginning of the 21st century universities are increasingly requested to use the results produced by their first (teaching) and second mission (research) to help resolve the growing challenges societies and local communities are faced with. This obligation has been codified as the Third Mission of universities. However, research and its results often seem to remain in the so-called ivory tower and realization of successful transfer often failed. Empirical research clearly shows that the key factor for successful transfer is to involve an intensive cooperation between researchers, policymakers, and practitioners within a mutually respectful, collaborative process. However, the establishment of a high quality and fruitful cooperation among these different groups is difficult. In the paper, possible reasons for poor transfer of research findings on part of researchers, practitioners, and policymakers are discussed as well as demands for successful transfer. A systematic six-step procedure for policy impact from research is presented, which summarizes the most relevant actions to be taken and issues to be considered on the part of (individual) researchers for realizing successful transfer. Universities can provide a supportive environment through the development of a distinct Third Mission profile including criteria and incentives for transfer activities of single researchers. It is the intention of this paper to convince researchers from the field of education to go ahead in moving beyond the ivory tower and to engage in transfer of scientific knowledge. One reason is the high importance of education for society. Another reason is that the competences and experiences necessary for successful transfer of research to the wider field of policy and practice are core competences and experiences of researchers from the field of education.

The outbreak of the COVID-19 virus urged all members of the society to adopt COVID-responsible behavioral patterns and practice them in everyday life. Given the variability in its adoption, it is critical to understand psychological factors associated with socially responsible behavior during the pandemic. This might be even more important among adolescents, who are less endangered by the virus but contribute to its spread. In this article, we focus on adolescent boys’ and girls’ agency and communion orientations to explain the level of importance they attribute to the instituted measures to contain the spread of the COVID-19 virus (personal norm), as well as their behavioral adherence to those measures. In total, 12,552 adolescents (67.6% girls, Mage = 15.06, SDage = 2.44, age range 10–21) answered inventory assessing adolescents’ agentic and communal orientation (GRI-JUG) and items related to personal norm regarding the instituted measures and behavioral adherence to the measures. The results showed a small positive role of communion in both boys’ and girls’ personal norm and behavioral adherence, whereas agency played a very small negative role in boys’ and girls’ personal norm and boys’ behavioral adherence to measures. Nevertheless, these findings could indicate the importance of enhancing communal traits and behaviors in both genders in order to assure socially responsible behavior during the pandemic.

Die Autor*innen widmen sich in diesem Beitrag der Frage, wie Hochschulen gesellschaftliche Verantwortung übernehmen und Erkenntnisse aus ihren beiden Kernmissionen Forschung und Lehre vermehrt gesellschaftlich nutzbar machen können. Dieses akademische Aufgabenfeld, das darauf abzielt basierend auf wissenschaftlichen Erkenntnissen gesellschaftliche Entwicklungen mitzugestalten, wird als Third Mission bezeichnet. Im ersten Teil des Beitrags wird die Heterogenität solcher Third-Mission-Aktivitäten und die damit einhergehenden Schwierigkeiten eines einheitlichen inter- und intrauniversitären Begriffsverständnisses beschrieben . Anschließend wird diskutiert, wie die Third Mission in bestehende universitäre Strukturen eingebettet werden kann. Dabei wird besonders auf Förderungsmöglichkeiten von Third-Mission-Aktivitäten eingegangen. Abschließend wird am Beispiel dreier Universitäten illustriert, wie die oben genannten Herausforderungen systematisch bearbeitet werden können, um die Third Mission auf gesamtinstitutioneller Ebene zu implementieren.

This study investigated the gender-specific effects of social achievement goals – i.e., social development goals, social demonstration approach goals, and social demonstration avoid goals – on bull...

This study investigates the effects of contextual and motivational factors as well as, crucially, their interaction in predicting university students’ dropout intentions. We focus on context-related problems in students’ degree program as contextual factors and students’ personal best goals (PB goals) as motivational factors. The sample of this study comprised 432 university students (74.3% female) enrolled in master’s degree programs at Austrian universities. Data was analyzed by means of structural equation modeling and latent moderated structural equation modeling. The results indicated that PB goals were negatively associated with dropout intentions, while context-related problems were positively associated with dropout intentions. In addition, the context-related problems × PB goals interaction effect proved significant and negatively predicted dropout intentions. By showing that the positive relation between context-related problems and dropout intentions can be reversed by increasing PB goals, we provide empirical evidence of the buffering effect of PB goals in the face of context-related problems.

Empathy is considered a common protective factor against traditional and cyberbullying. Existing studies have only considered broad components of empathy, such as affective and cognitive empathy. However, there are still inconclusive results regarding the role of cognitive empathy in (cyber)bullying. Therefore, we examined relationships between not only components but also subcomponents of empathy and traditional and cyberbullying in order to investigate contextual differences (face-to-face, cyberspace) and unravel the blurry picture regarding cognitive empathy. A total of 521 students (37.4% girls; Mage = 17.83 years; SD = 2.13) answered questionnaires during regular school hours on their traditional and cyberbullying involvement, empathy and covariates (age, gender, social media use, migration background and gaming attitudes). The results for cognitive empathy revealed no differences in its protective function across contexts. However, the strength of the protective association was stronger for traditional than for cyberbullying. In contrast, affective empathy was not related to either form of bullying. Subcomponents of cognitive empathy exhibited positive and negative associations with (cyber)bullying. Considering subcomponents of affective empathy revealed differential relationships with traditional and cyberbullying. The functional and quantitative differences in empathy's relation to bullying across contexts and the results' potential contribution to the development of environment-specific interventions are discussed.

Zusammenfassung. Studien zeigen, dass geschlechterstereotype Annahmen und Erwartungen von Lehrkräften die Bildungskarrieren ihrer Schüler_innen beeinflussen. Systematisch evaluierte Interventionen, die Lehrkräfte dabei unterstützen, eigene Geschlechterstereotype zu reflektieren und Mädchen und Jungen gleichermaßen zu fördern, existieren jedoch kaum. Das Interventionsprogramm REFLECT zielt darauf ab, bei Lehrkräften die Kompetenzen für Reflexive Koedukation aufzubauen. Dazu setzt es an deren objektivem Handlungsrepertoire (Wissen, Unterrichtsgestaltung) und subjektivem Handlungsraum (Selbstwirksamkeitserwartung, Implizite Theorien über Geschlechtsunterschiede) an. In einer Pilotstudie wurde die Wirksamkeit von REFLECT anhand eines Zwei-Gruppen-Prä-Post-Designs evaluiert. Die 38 Lehrkräfte der Interventionsgruppe zeigten einen stärkeren Zuwachs im Wissen über Geschlechtsunterschiede und in der auf Autonomieförderung abzielenden Unterrichtsgestaltung als die 76 Lehrkräfte der Kontrollgruppe. Zudem war in der Interventionsgruppe ein stärkerer Zuwachs in der Selbstwirksamkeitserwartung bzgl. Motivationsförderung und eine stärkere Abnahme der Überzeugung, dass Geschlechtsunterschiede unveränderbar sind, zu beobachten. Insgesamt ist REFLECT ein vielversprechender Ansatz, um Lehrkräfte zu Reflexiver Koedukation zu befähigen und die Genderfairness der Schule zu erhöhen.

The concept of citizen science in scientific research brings researchers and laypersons together to work on research projects. Using an achievement goal theory framework, the present study employs a citizen science approach in which researchers and students collaboratively developed items assessing students’ achievement goals (mastery-approach, normative and appearance performance-approach, normative and appearance performance-avoidance goals). The newly developed scales were tested in two large studies carried out in Austria and the United Kingdom. All scales exhibited good psychometric properties (validity, reliability). Measurement invariance across the investigated subjects (mathematics and German in Austria and mathematics and English in the United Kingdom) and the two countries was established. Moreover, we investigated relations to implicit theories, self-efficacy, reference norms, and adaptive reactions to errors.

The spread of the COVID-19 pandemic quickly necessitated digital learning, which bore challenges for all pupils but especially for groups disadvantaged in a virtual classroom. As some studies indicate persistent differences between boys and girls in use of technologies and related skills, the aim of this study was to investigate gender differences in the digital learning environment students faced in spring 2020. Previous studies investigating gender differences in digital learning largely used biological sex as the only indicator of gender. This study includes both biological sex and gender role self-concept in order to investigate the role of gender in different components of this stereotyped domain in a more differentiated way. A total of 19,190 Austrian secondary school students (61.9% girls, Mage = 14.55, SDage = 2.49, age range 10–21) participated in an online study in April 2020 and answered questions regarding their competence beliefs, intrinsic value, engagement, and perceived teacher support in digital learning during the pandemic-induced school closures. Results showed higher perceived teacher support, intrinsic value, and learning engagement among girls than boys, while no significant sex differences were found in competence beliefs regarding digital learning. Furthermore, our results indicated clear benefits of an androgynous gender role self-concept for all studied components of digital learning. Implications of the findings for theory and practice are discussed.

Traditional conceptualizations of aggression distinguish between reactive (e.g., rage) and proactive (e.g., reward) functions of aggression. However, critiques of this dichotomy have pointed out these models conflate motivational valence and self-control. Addressing this weakness, recent conceptualizations consider four types of aggression: rage-, revenge-, reward-, and recreation aggression. The goal of the present study was to investigate contextual differences in the distribution of the four types of aggression as drivers of offline and cyberbullying among self-reported aggressors. A total of 839 participants (♀ = 70.26%; Mage = 23.41, SD = 9.21) answered questionnaires regarding their offline and cyberbullying behavior. If participants indicated that they had engaged in bullying behavior within the last two months, they had to specify why they had engaged in this behavior. Controlling for gender, age and the level of offline and cyberbullying, mixed effects logistic regression analyses revealed that cyberbullying was more likely to result from recreation aggression than offline bullying, whereas offline bullying was more likely to result from reward, rage, and revenge aggression than cyberbullying. In summary, the present study uncovers differences in the underlying aggression between offline and cyberbullying, thus providing information for environment-specific prevention and intervention programs.

In March 2020 schools in Austria temporarily closed and switched to distance learning to contain the spread of the coronavirus (COVID-19). The resulting situation posed great challenges to teachers, guardians and students (Huber and Helm 2020). Research has shown that perceived competence (Deci and Ryan 2000) affects selfregulated learning (SRL), intrinsic motivation and procrastination, however few studies have considered these variables in context of distance learning among adolescents. This study investigated differences in students who perceived themselves as high vs. low in competence with respect to these constructs. In an online questionnaire, 2652 Austrian secondary school students answered closed questions regarding SRL, intrinsic motivation and procrastination as well as open-ended questions about challenges, successes and need for support in distance. Structural equation modeling was applied for the quantitative analysis which was complemented by thematic analysis for the qualitative questions (Braun and Clarke 2006). Results showed that students who experienced themselves as highly competent use SRL strategies (goal setting and planning, time management, metacognitive strategies) more often and are more intrinsically motivated than students with lower perceived competence. They also procrastinate less. Furthermore, qualitative analysis revealed that although all students face similar challenges (e.g., independent learning, time and task management, learning on the computer, lack of contact with teachers and peers), students who perceived themselves as highly competent seemed to cope better, and have less need for support. Implications for distance learning and future research are discussed.The online version of this article (10.1007/s11618-021-01002-x) contains supplementary material, which is available to authorized users.Im März 2020 wurden in Österreich Schulen vorübergehend geschlossen und auf Lernen auf Distanz umgestellt, um die Ausbreitung des Coronavirus (COVID-19) einzudämmen. Die daraus resultierende Situation stellte Lehrer, Erziehungsberechtigte und Schüler*innen vor große Herausforderungen (Huber und Helm 2020). Obwohl bisherige Forschung gezeigt hat, dass wahrgenommene Kompetenz selbstreguliertes Lernen (SRL), intrinsische Motivation und Prokrastination beeinflusst, haben sich nur wenige Studien mit diesen im Kontext des Lernens auf Distanz bei Jugendlichen befasst. Die vorliegende Studie untersuchte die Unterschiede zwischen Schüler*innen, die sich selbst als hoch vs. niedrig kompetent wahrnahmen und inwieweit diese Variablen hierfür eine Rolle spielen. In einem Online-Fragebogen beantworteten 2652 österreichische Schüler*innen der Sekundarstufe geschlossene Fragen zu SRL, intrinsischer Motivation und Prokrastination sowie offene Fragen zu Herausforderungen und Erfolgen beim Lernen auf Distanz und dem damit zusammenhängenden Unterstützungsbedarf. Für die quantitative Analyse wurde ein Strukturgleichungsmodell berechnet, welches durch eine thematische Analyse der qualitativen Fragen ergänzt wurde (Braun und Clarke 2006). Die Ergebnisse zeigten, dass Schüler*innen, die sich selbst als hochkompetent erleben, häufiger SRLStrategien (Zielsetzung und Planung, Zeitmanagement, metakognitive Strategien) anwenden und höhere intrinsische Motivation aufweisen, als Schüler*innen mit geringer wahrgenommener Kompetenz. Sie prokrastinieren außerdem weniger. Darüber hinaus ergab die qualitative Analyse, dass, obwohl alle Schüler*innen mit ähnlichen Herausforderungen konfrontiert sind (z. B. selbständiges Lernen, Zeit- und Aufgabenmanagement, Lernen am Computer, mangelnder Kontakt mit Lehrern und Gleichaltrigen), jene Schüler*innen, die sich selbst als hochkompetent wahrnehmen, besser damit zurechtkommen und weniger Unterstützung benötigen. Implikationen für das Lernen auf Distanz und zukünftige Forschung werden diskutiert.

Forty-seven secondary school teachers participated in a four-week training program on assessment strategies. A subgroup of 15 teachers documented their implementation of the training content and rated their reflective practice in standardized diaries. Teachers most often applied techniques of trying to avoid judgment biases, followed by systematic observation. The higher teachers' self-reported use of reflection and the greater the frequency of open reflection in the diaries, the better teachers' assessment competence was afterwards. In conclusion, some strategies seem to be easier to implement than others, and diaries have the potential to be not only evaluation tools, but also “intervention boosters”.

Positive attitudes toward evaluation among stakeholders are an important precondition for successful evaluation processes. However, empirical studies focusing on stakeholders’ attitudes toward evaluation are scarce. The present paper explores the approach of assessing social representations as indicators of people’s attitudes toward evaluation. In an exploratory study, two groups were surveyed: University students (n = 60) with rather theoretical knowledge of evaluation and stakeholders (n = 61) who had shortly before taken part in participatory evaluation studies. Both groups were asked to name their free associations with the term “evaluation”, which were subsequently analyzed lexicographically. The results indicate different social representations of evaluation in the two groups. The student group primarily saw evaluation as an “appraisal”, whereas the stakeholders emphasized the “improvement” resulting from evaluation. Implications for further evaluation research and practice are discussed.

There is a lively discussion on how to evaluate competence-based higher education in both evaluation and competence research. The instruments used are often limited to course evaluation or specific competences, taking a rather narrow perspective. Furthermore, the instruments often comprise predetermined competences that cannot be adapted to higher education needs. The aim of this paper is to provide a flexible screening instrument into which practitioners/evaluators of study programmes can themselves insert the competences they are interested in, i.e. competences students ought to acquire through their study programme. The present study describes the development of the Competence Screening Questionnaire for Higher Education (CSQ-HE) in different domains of higher education. Results show that the CSQ-HE provides plausible screening information whilst fulfilling evaluation standards. It can be integrated into a higher education institution’s internal quality management system to demonstrate a progra...

Abstract. The goals of the present study were (1) to examine parents’ and teachers’ opinions on bullying and cyberbullying prevention, and (2) to investigate whether the involvement of their children or students in bullying affects their opinions. Altogether, 959 adults (466 parents, 493 teachers) reported on their opinions. More than 95% of parents and teachers regarded bullying as an important topic. Cyberbullying was seen as the least serious form and physical bullying as the most serious one. Ninety-five percent of parents and 90% of teachers stated that they would accept a bullying prevention program; 61% of parents and 75% of teachers were willing to actively participate in bullying prevention; 34% of parents and 66% of teachers reported that their own children or students were victims of bullying. This involvement moderated teachers’ opinions. Teachers of students affected by bullying rated verbal and cyberbullying as more serious, accepted prevention programs more readily, and were more willing to actively participate in a program compared to teachers whose students were not involved.

Abstract. In prior research, goal structures have been measured as macroscopic and holistic constructs referring to all activities in the classroom setting associated with learning and performing on a meta-level. A more comprehensive approach for identifying concrete classroom structures that should foster students’ mastery goals is provided by the multidimensional TARGET framework with its six instructional dimensions (Task, Autonomy, Recognition, Grouping, Evaluation, Time). However, measurement instruments assessing students’ perceptions of all TARGET dimensions are largely lacking. The main aim of this study was to develop and validate a new student questionnaire for comprehensive assessment of the perceived TARGET classroom structure (the Goal Structure Questionnaire – GSQ). Scales were constructed using a rational-empirical strategy based on classical conceptions of the TARGET dimensions and prior empirical research. The instrument was tested in a study using a sample of 1,080 secondary school students. Findings indicate that the scales are reliable, internally valid, and externally valid in terms of relationships with students’ achievement goals. More concretely, analyses revealed that the TARGET mastery goal structure positively predicts mastery goals, performance approach goals, and an incremental implicit theory of intelligence. No associations were found with performance avoidance goals.

This chapter describes the elements of the ViSC programme, a socio-ecological primary prevention programme that was originally developed, implemented, and evaluated in a high-income country (Austria). The programme defines bullying prevention as a whole school task and aims to change the behaviour of students (at individual and class level) and teachers (at school level). In Austria, the programme was implemented with a cascaded train-the-trainer model as one component of the Austrian national strategy ‘Together against violence’ in secondary schools between 2008 and 2013. Later on, the programme has also been implemented in Romania, Cyprus, Turkey, and Kosovo. To be able to implement the programme in low- and middle-income countries, it was necessary to adapt the programme to overcome several practical obstacles. The evaluation results demonstrate that ViSC programme is effective and shows sustainable effects regarding different forms of victimization, and can be adapted to new countries. However, it is important that well-designed, theoretically sound programmes are implemented sustainably and with high fidelity in practice. The chapter also discusses lessons learned for policy impact through research and introduces a six-step procedure to systematically integrate intervention and implementation research.

Eingang in den deutschen Wortschatz hat die Evaluation spatestens seit der starken medialen Prasenz des „Programme for International Student Assessment“ (PISA) Anfang des neuen Jahrtausends gefunden. Die im Bildungskontext durchgefuhrten Evaluationen sollen dazu beitragen, die Qualitat von padagogischen Masnahmen, Bildungsinstitutionen oder auch ganzen Bildungssystemen zu erfassen, zu bewerten und im Idealfall entsprechende Handlungen zur Sicherung oder Optimierung zu initiieren. Damit Evaluationen auch zu einer Qualitatsverbesserung fuhren konnen, braucht es in den Bildungsinstitutionen und insbesondere der Schule eine evaluative Grundhaltung sowie das Wissen daruber, wie Evaluationsprojekte in der Schule konkret gestaltet werden und welchen Stellenwert Monitoring-Ergebnisse fur Lehrkrafte und ihren Unterricht haben konnen.

Transferring evidence-based intervention programs effectively into practice and into the wider field of public policy often fails, even if the logic of evidence-based approaches has become highly important in recent years. As a consequence, the field of implementation research has emerged, implementation frameworks have been developed, and implementation studies have been conducted. However, even if intervention research and implementation research have both achieved mentionable progress in the past, they are rather unrelated, and different traditions and research groups are involved. This might be one of the key reasons why there are still many problems in transferring evidence-based programs into widespread community. In order to enable improvement in this field, in this essay, we argue for a systematic integration of intervention and implementation research as a promising emerging approach. Therefore, we recommend a six-step procedure requiring researchers to design and develop intervention programs using a field-oriented and participative approach from the beginning on. In particular, the perspective of policymakers has to be included as well as the wider context of values, rewarding systems, and basic attitudes in science. Keywords: evidence-based practice; intervention research; transfer; implementation science; public policy; integrative approach

Strong evidence indicates the importance of successful education for individuals as well as for society as a whole; however, evidence-based knowledge from educational psychology is frequently not (successfully) transferred to decision-makers and practitioners. Besides, there is an increasing demand for transfer of academic knowledge in general to help resolve diverse societal challenges – codified as the obligation of universities to perform a Third Mission. This paper aims to demonstrate Bildung-Psychology’s contribution to successful knowledge transfer. Two examples from Bildung-Psychology illustrate how teaching and research activities can contribute to fulfilling universities’ Third Mission. By localizing these activities within the structure model of Bildung-Psychology, we aim to depict how this framework may serve as a role model for other scientific fields to build a firm basis for successful transfer.

Despite many efforts to increase gender fairness in education in recent years, the issue has not yet become obsolete: Gender discrimination still exists and finds expression in unused chances and limited action repertoires for both sexes. This article gives an overview on existing gender differences across the lifespan before providing explanations for these differences from a developmental perspective. We present psychological theories of development dealing with the adoption of gender typical preferences and behaviors in children, and draw the connection to the role parents’ and teachers’ gender stereotypes play in this process. The mechanisms contributing to the perpetuation of gender differences are illustrated via empirical studies. Finally, we offer starting points for interventions to prevent the development of these gender differences, and introduce the REFLECT program which enhances gender competence in secondary school teachers and their students, and a training program for kindergarten ...

In many cases, innovative forms of learning require innovative concepts of using space in school. However, so far there has been a lack of research concerning the perspectives of school principals as important stakeholders in the adoption of alternative school architecture. The present study examines the importance of alternative school architecture in a sample of 1164 principals (56% females, mean-age 52.7 years) in Austria. An online questionnaire was conducted, containing questions about the school building, innovative forms of learning, and principals’ level of information, perceptions, and thoughts on the relevance of school architecture, as well as their motivation and self-efficacy. Results showed that principals are aware of the advantages of certain architectural elements, although these elements have been implemented in only a few schools. A high proportion of respondents report a lack of information about configurations of space that go beyond the traditional corridor-scheme. We conclud...

We investigated whether the general anti-bullying program ViSC sustainably prevents cyberbullying and cyber-victimization. A longitudinal randomized control group design was used to examine (i) program effectiveness immediately after a 1 year implementation phase and (ii) sustainable program effects 6 months later taking several moderators on the class level (class climate and ethnic diversity) and on the individual level (gender, age, internet usage, traditional bullying/victimization) into account. Effectiveness (e.g., the change between waves 2 and 1) was examined in 2,042 students (47.6% girls), aged 11.7 years (SD = 0.88) enrolled in 18 schools and 103 classes. Sustainability (e.g., the change between waves 3 and 2) was examined in a sub-sample of 6 schools and 35 classes comprising 659 students. The self-assessment multiple-item scales showed longitudinal and multiple group invariance. Factor scores were extracted to compute difference scores for effectiveness (Posttest minus Pretest) and sustainability (Follow-up test minus Posttest) for cyberbullying and cyber-victimization. Multilevel Modeling was applied to examine (i) the effectiveness and (ii) the sustainability of the ViSC intervention controlling for several individual and class level variables. Controlling for covariates, it was demonstrated that the ViSC program is effective in preventing cyberbullying and cyber-victimization and that the effects are sustainable after 6 months. The consequences for cyberbullying prevention are discussed. Aggr. Behav. 42:181-193, 2016. © 2016 Wiley Periodicals, Inc. Language: en

Implementing programs with high intervention fidelity generally increases program effectiveness. When evaluating intervention fidelity, collecting data from multiple informants and using different methods is likely to clarify different aspects of program outcomes. The present study investigated intervention fidelity in a gender competence program being implemented by 31 teachers in their classrooms. Intervention fidelity was assessed by expert ratings of the teachers’ project portfolios and a survey of 564 participating students. Multilevel analyses showed that the two perspectives predicted different outcomes: the experts’ ratings were linked to the students’ gain in knowledge, while the students’ ratings were linked to a change in their perception of a diversity-fair classroom environment. The results argue for a multi-perspective, multi-method approach when evaluating intervention fidelity.

Education is the process of learning and expanding culture, and, as it contributes to the improvement of the human condition through better knowledge, health, living conditions, social equity and productivity, is a central tool for social progress. Education is expected to foster social progress through four different but interrelated purposes: humanistic, through the development of individual and collective human virtues to their full extent; civic, by the enhancement of public life and active participation in a democratic society; economic, by providing individuals with intellectual and practical skills that make them productive and enhance their and society’s living conditions; and through fostering social equity and justice. The expansion of formal education, which was part of the emergence of the nation states and modern economies, is one of the most visible indicators of social progress. In its expansion, education created a complex web of institutions distributed according to different paths along the life course, from early education through the school cycles to the final stages of higher education, continuing with the provision of forms of lifelong education. This web of institutions is subject to breaks and cleavages that reflect their diverse and multiple historical origins and purposes and the asynchronous developments in different regions. From primary schooling, education institutions grew horizontally (by learning fields, subjects, or occupations) and vertically (by levels and credentials.) The allocation of children and young people to different tracks and institutions, by a mixture of choice and assignment, is a core process in formal education that often reflects and reproduces preexisting inequalities. The chapter presents the main actions needed to allow education to fulfill its promise to promote social progress considering the four purposes of education. On a global level more research informed policy is required and a balanced approach to educational reform, including teacher education, by putting more emphasis on the civic and humanistic purposes. Governance structures that are flexible, participatory, and accountable considering the political and social context are recommended. The new agenda of Sustainable Development Goals for 2030 established in 2015 calls for a new cooperative paradigm based on the concept of “full global partnership” and the principle of “no one will be left behind.” Sustainable Development Goal 4 for Education aims “to ensure inclusive and quality education for all and promote lifelong learning”. This provides a broad framework for education’s contribution to social progress. To achieve this, it is necessary: (1) to expand access and improve the quality of early childhood education, as a precondition for life-long educational success in all its goals; (2) to improve the quality of schools, including in learners’ direct interactions with their peer groups, educators and the surroundings; in institutional characteristics such as group size, student-teacher ratio, teacher qualifications and spatial and material conditions, and in the provision of a meaningful and relevant curriculum; (3) to enhance the role of educators, considering that teachers are not just carriers of knowledge and information, but role models that have a significant impact on children’s dispositions towards learning and life more generally; (4) to make higher and vocational education more inclusive and socially relevant, thereby enhancing the opportunities for students of all sectors of society to further their education in a meaningful and practical ways, eliminating social and cultural restrictions to access and reducing the dividing lines between high and low prestige and esteem between institutions and careers. Additionally, appropriate use of the opportunities created by the new digital technologies is recommended. These are not a magic bullet that will replace existing educational institutions and create a new learning world. But they can be powerful instruments to improve the quality and relevance of education and its contribution to social progress.

The 2030 Agenda emphasizes the requirement for researchers to collaborate with policy makers, practitioners and other stakeholders in providing solutions to sustainable development challenges, benefitting the most vulnerable and marginalized and leaving no one behind. However, the establishment of high-quality and fruitful collaboration is difficult, and there are several challenges in transferring research evidence into practice. To cope with this situation, we have recommended a systematic six-step procedure, which summarizes the most relevant actions to be taken and issues to be considered on the part of (individual) researchers.

The present chapter discusses evaluation in higher education using the example of medical education. Concretely, the chapter has three aims: (1) we illustrate potential limitations of “classic” entrance examinations for medical education in addition to their limited scope in terms of academic competencies, using a very detailed evaluation of the Austrian medical school entrance examination as a sample case; (2) we briefly summarize the changes the concepts and goals of entrance examinations in medical education have undergone in recent years. There has been a shift to also include interpersonal and intrapersonal competencies in the medical school admission process, as these competencies are considered decisively relevant for physicians as members of the future health care workforce; and (3) we propose a comprehensive evaluation model for competence-based teaching that begins by defining the competencies students should acquire through higher education. In a second step, the curriculum has to be developed in a way that addresses all of the goal competencies that have been defined. The final step should then be to define the competencies incoming freshmen should possess in order to be successful in university training and specifically in medical education.

One of the most intriguing questions for those who study intellectually gifted students is why some of them reach peak performances at school and others don’t. Moderator theories of giftedness assume that domain-specific gifts are transformed into achievement in a process influenced by non-cognitive and environmental variables. Thus, the current study investigates differences in the non-cognitive construct motivation (achievement goals, interest, self-concept, self-efficacy, implicit theories) and perception of classroom environment (classroom structure, class climate) between mathematically gifted high achievers (n = 66) and mathematically gifted students with non-high achievement (n = 144) using a latent variable approach. Gifted high achievers expressed higher levels of motivation than non-high achievers. Furthermore, they perceived a classroom structure that provides more tasks with a focus on learning and more autonomy.

University students are supposed to be autonomous learners, able to adapt to an educational environment significantly less guided than school. Entering higher education poses a challenge of self-regulation, in which beginning students are often not prepared with self-regulation strategies needed. Since there are many studies assessing self-regulated learning (SRL) via classical self-reports, we know a lot about how students generally self-assess their SRL strategies. However, SRL and performance do not always correlate highly in these studies. The aim of the present study is to determine whether there are discrepancies between students' knowledge about SRL and their action in applying adequate SRL strategies in relevant learning situations. We also want to know whether such discrepancies generalize across domains and what the reasons for discrepancies are. The situation-specific Self-Regulated Learning Questionnaire for Action and Knowledge (SRL-QuAK) was used in a sample of 408 psychology and economic sciences students. Descriptive data analysis was conducted to determine potential discrepancies between SRL knowledge and action and differences between the study domains in an explorative way. The reasons for not using SRL-strategies were derived via qualitative content analysis. The results showed that although students had quite advanced knowledge of SRL strategies, they did not put this knowledge into action. This dissonance between SRL knowledge and action was found in both domains. In terms of reasons, students stated that they (a) lacked the time to use SRL strategies, (b) would not benefit from SRL strategies in the given situation, (c) would not be able to put the strategies to use effectively or (d) found it too arduous to use SRL strategies. The implications of these results will be discussed, e.g., the consequences for measures to overcome students' dissonance between knowledge and action and therefore to promote academic performance and well-being.

Lebenslanges Lernen ist zu einem zentralen Thema der Bildungspolitik geworden und soll nicht zuletzt in der Schule systematisch gefordert werden. Nach begrifflichen Klarungen und einem Uberblick zum Forschungsstand werden Fordermasnahmen in der Schule sowie ihre schuler- und lehrerseitigen Bedingungen erortert. Als konkretes Beispiel wird das Projekt TALK vorgestellt und vor diesem Hintergrund eine Perspektive fur kunftige Bemuhungen entwickelt.

It is well-documented that cyberbullying and victimization co-occur with traditional forms indicating that they share similar mechanisms. Therefore, it was hypothesized that the general antibullying program ViSC might also be effective in tackling these new forms of bullying. A longitudinal randomized control group design has been applied to examine the program effectiveness in 18 schools. In total, 2,042 students in Grades 5 to 7 (47.3% girls) aged 11.7 (SD = 0.9) attending 105 classes participated in the study. Utilizing a multiple group bivariate latent change score model controlling for traditional aggression, traditional victimization, and age, results demonstrate program effectiveness for cyberbullying (latent d = 0.39) and cyber victimization (latent d = 0.29) indicating that these behaviors reflect a systemic (school) problem.

Lifelong learning's (LLL) cornerstones are laid at school. Especially teachers' behaviour is central. As of yet, there is no instrument to measure teachers' efforts in promoting aspects associated with LLL within their students. We present a new interview to measure teachers' competence concerning this matter. To illustrate possible results, we interviewed N = 40 teachers. While teachers did very well in arousing interest in a new topic, they did worse in supporting students while planning. The LLL Interview is a promising new instrument that allows for identifying which aspects related to LLL need more attention.

1. IntroductionChildren develop implicit theories of gender s chemata at an early age. Soon after the age of two, they identify themselves as a member of one sex (Kohlberg, 1966; Sandnabba & Ahlberg, 1999) which they soon connect with a preference of specific behavior being 'appropriate' for either girls or boys (Martin & Ruble, 2004). Starting with kindergarten-age, children give gender-stereotyped ans wers when as ked about objects their guardians would want them to play with (Raag & Rackliff, 1998) as pa rents are known to criticize them for engaging in behavior which they cons ider to be 'appropriate' for the opposite sex (Cahill & Adams , 1997; Martin, 1995). By the age of five, children already seem to have a firm understanding of how to behave 'properly' as a boy or a girl (Martin & Ruble, 2004). This knowledge is soon to be cons idered as 'correct' behavior and also expected from others. By the age of five, gender-stereotyped attitudes start to arise and expand with increasing age while rigidity seems to decrease(Huston, 1983; Ruble & Martin, 1998). At preschool age, children's play is dominated of s ame -s ex interaction (Maccoby, 1998) as playing with peers of the oppos ite sex may result in a decreas e of popularity (Ladd, 1983; Martin, 1994). The gender-segregated play-behavior of preschoolers results from a different education and treatment of sons and daughters by guardians , specifically parents (Lindsey & Mize, 2001). Emp irical evidence could, for example, be found for toy -preferences (Leaper & Gleason, 1996; Freeman, 2007), language-us e (Leaper, Anderson, & Sanders, 1998) or gender-s tereotyped play activities (Lytton & Romney, 1991) that parents engage their children in. These parental concepts of gender-stereotyped socializat ion s eem to be also crucial for the subsequent selfsocializat ion of the child (Maccoby & Jacklin, 1974). Kanka, Wagner, Schober and Spiel (2011) revealed the s trong connection between gender-stereotyped behavior and corresponding attitudes in kindergarten students : the higher thes e attitudes , the higher the related gender-stereotyped behavior. During kindergarten-age, gender-stereotyped attitudes s ignificantly start to rise and so does gender-stereotyped behavior (Campbell, Shirley, & Candy, 2004). It was already more than 30 years ago, when Bem (1981) s tated in her Gender Schema Theory that gender-stereotyped attitudes corresponding to gender-s tereotyped behavior in kindergarten s tudents are internalized by a combination of cognitive development and social learning.2. Problem StatementFor the last 40 years , the res earch of gender-stereotyped attitudes and behavior has been of major s cientific interes t (Helwig, 1998). Even though cognitive development has been shown to affect gender -s tereotyped attitudes in children, no s tudy could be found that aimed to investigate the relationship between intelligence and gender - s tereotypy in kindergarten s tudents . In s pecific, it was the crys tallized intelligence which was of interest as this is the part of intelligence known as being determined by s ocial influences and hence modifiable (whereas the fluid intelligence is determined by genetic endowments; Cattell, 1963). Hence, the pres ent s tudy aimed to inves tigate this s pecific influence of cognitive development on gender -s tereotyped attitudes at kindergarten-age whereby the other known predetermining factors , parental education and the child's own s ex, should be reg arded in data analysis as well.3. Research QuestionsAs this s tudy aimed to inves tigate various influences on kindergarten s tudents ' gen der -stereotyped attitudes , the following research questions were examined:(1) Do boys and girls show different gender-stereotyped attitudes according to cognitive development and their parental influence in s ocialization? and(2) Is there a verifiable age effect? …

Classroom structure is a concept in the area of teaching quality and describes how teachers design tasks, share authority, and evaluate students' progress. There is little research on the association between classroom structure and students' functioning. Furthermore, previous studies have included only single aspects of students' functioning in investigating the association. The aim of our study was to provide a comprehensive view by investigating the association between classroom structure and several aspects of students' functioning simultaneously (mastery approach goal orientation, meta-cognitive learning strategies, academic achievement, and classroom climate). 1558 secondary school students filled out an online questionnaire. A multiple mediator model with latent variables showed a significant direct association between classroom structure and mastery goal orientation, metacognitive learning strategies, and classroom climate. Furthermore, indirect associations between classroom structure and achievement were shown, whereby mastery goal orientation and meta-cognitive learning strategies appeared to be mediators.

Teachers promote student learning and well-being in school by establishing a supportive classroom structure. The term classroom structure refers to how teachers design tasks, maintain authority, and evaluate student achievement. Although empirical studies have shown the relation of classroom structure to student motivation, achievement, and well-being, no prior investigations have examined the influence of classroom structure on aggression among peers. The present study examined whether a supportive classroom structure has an impact on verbal and physical aggression. At two points in time, data were collected from 1680 students in Grades 5 to 7 using self-report questionnaires. The results of structural equation modeling revealed that a supportive classroom structure at Time 1 was associated with less perpetrated verbal aggression at Time 2, 9months later. This finding has practical relevance for teacher training as well as for aggression prevention and intervention among children. Language: en

Diagnosing learning behavior is one of teachers' most central tasks. So far, accuracy in teachers' judgments on students' achievement has been investigated. In this study, a new perspective is taken by developing and testing a three-dimensional model that describes the process of diagnosing learning behavior within a sample of N = 293 participants. The model is validated by participants' actual diagnoses in a case scenario. The postulated model provides a good fit and following its steps leads to more accurate diagnoses. Future research should aim to foster diagnostic competence based on the model.