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Spätestens seit der Corona-Pandemie gehören digital gestützte Lehrveranstaltungen zum Alltag an deutschen Hochschulen. Im Zuge der Qualitätsentwicklung von Hochschullehre sollten Besonderheiten und Spezifika digitaler Lehre (z.B. räumliche Flexibilität) bei der Evaluation derartiger Lehrveranstaltungen angemessen berücksichtigt werden. Bisher verwendete Evaluationsinstrumente leisten dies nicht und bleiben zudem häufig einen Nachweis ihrer theoretischen Grundlage und psychometrischen Qualität schuldig. In der vorliegenden Studie werden daher die Entwicklung und psychometrischen Eigenschaften des eigens für digitale Lehr-Lernsettings konzipierten modularen Fragebogens MOFEDILLS vorgestellt. Evaluationsdaten aus vier hessischen Hochschulen (N = 1,604) stützen die angenommene faktorielle Stuktur und Messinvarianz sowie Objektivität, Reliabilität und Validität des neuen Instruments.

Parents whose self-esteem is contingent on their children’s achievements tend to exert more control over their children by displaying decreased affection and regard after failure in school (parental academic conditional negative regard). The current study examined parental anger and dysregulated anger expression as possible mechanisms in the respective association. In total, 221 mothers reported their child-invested contingent self-esteem, habitual dysregulated anger expression, anticipated anger after child failure, and their explicit use of conditional negative regard; their 12- to 14-year-old adolescent children reported perceived conditional negative regard. The moderated mediation analysis revealed that anger after child failure partially mediated the effect of child-invested contingent self-esteem on maternal explicit use of conditional negative regard, which, in turn, predicted adolescents’ perception of conditional negative regard. The effect of anger was moderated by dysregulated anger expression, and anger was only positively related to conditional negative regard when expressed as medium- to highly-dysregulated. The results support our hypotheses and provide an explanation for parental application of conditional negative regard apart from socialization goals or a lack of knowledge about its suboptimal nature. Furthermore, our results underscore the importance of parents’ self-esteem concerns and strategies for anger regulation. We discuss the practical implications of an anger-driven, reactive type of conditional regard.

Zusammenfassung. Hintergrund: In Überblicksstudien zur Effektivität von Rechtschreibtrainings wird häufig ausschließlich die Rechtschreibleistung als abhängige Variable adressiert. Positive Effekte auf motivationale Faktoren werden kaum untersucht, obwohl diese angesichts potentieller Wechselwirkungen mit Rechtschreibleistungen ebenfalls für die Effektivität von Rechtschreibtrainings bedeutsam sind. Methode: Angesichts der Bedeutsamkeit rechtschreibbezogener Motivation für die Effektivität von Rechtschreibtrainings wurde in der vorliegenden Studie auf Basis vorhandener Überblicksarbeiten sowie durch ergänzende Literaturrecherche ein Überblick erstellt, welche deutschsprachigen Rechtschreibtrainings (a) die Förderung rechtschreibbezogener Motivation als Ziel formulieren und (b) in ihren Evaluationsstudien die Wirksamkeit auf motivationale Faktoren untersuchen. Ergebnisse: In 25 der 34 analysierten Evaluationsstudien wurden motivationale Faktoren gar nicht untersucht, obwohl die zugehörigen Rechtschreibtrainings in ihren Manualen zumindest teilweise die Wirksamkeit auf Motivation postulieren. Innerhalb der Evaluationsstudien, die motivationale Faktoren berücksichtigt haben, wurden in knapp zwei Drittel der Fälle Erwartungs-Wert-Komponenten wie z.B. Selbstwirksamkeit erfasst, wenngleich methodische Unschärfen zu konstatieren waren. Diskussion: Insgesamt weisen die vorgelegten Befunde darauf hin, dass zukünftige Evaluationsstudien deutschsprachiger Rechtschreibtrainings Motivationsfacetten umfangreicher erfassen sollten als bisher.

Self-esteem plays a decisive role for students in achievement situations. However, it is still unclear how different self-esteem facets and their interactions influence academic achievement and which psychological mechanisms mediate these relationships. In Study 1, we investigated self-handicapping and effort-management as mediators of the effects of self-esteem facets on academic Study 2 achievement in a sample of N = 600 university students, while in we examined test anxiety as mediating variable in a sample of N = 1052 school students. Path analyses revealed various relations between self-esteem facets, learning strategies, test anxiety, and academic achievement. Moreover, effort-management and test anxiety were identified as meaningful mediators of the effects of self-esteem facets. Implications for further research and for educational practice are discussed.

Although an average of one to two children per classroom suffer from ADHD, empirically supported classroom interventions are not yet implemented possibly because of teachers’ lack of knowledge or n...

Objective. Parental academic conditional regard is a socialization strategy in which parents’ displays of appreciation increase (conditional positive regard; PACPR) or decrease (conditional negative regard; PACNR) depending on the children’s academic achievement. Little is known about how adolescents perceive combinations of conditional positive and negative regard and how within-person combinations of them relate to developmental outcomes. Design. This study uses a person-oriented approach to examine within-person combinations of PACPR and PACNR and their different associations with individuals’ motivation and adjustment. Three different samples reported on perceived PACPR and PACNR: adolescent students (N = 3,891), university freshmen (N = 556), and parents (N = 760). We conducted confirmatory latent profile analyses and investigated associations between profiles and outcome measures (basic need satisfaction, self-esteem level and contingency, ability self-concept, achievement goal orientation, test anxiety, and depressive symptoms). Results. The results supported a 3-class solution in all samples: low (44.4%–61.4%) or high (14.5%–24.5%) on both, and only high on PACPR (14.1%–31.3%). Groups reporting overall high levels of conditional regard scored the least favorably on all outcomes. Individuals with only high scores on PACPR differed from those with overall low scores on conditional regard primarily in terms of higher contingent self-esteem. Conclusions. The two dimensions of conditional regard are distinct. Although combination of the two dimensions is associated with individuals’ general poor adjustment, the presence of PACPR alone is related to a fragile sense of self-esteem. Implications for future research are discussed.

Zusammenfassung. In der vorliegenden Studie wird das neu entwickelte Rechtschreibtraining mit Dino hinsichtlich seiner Auswirkungen auf die Lese-Rechtschreibkompetenz sowie motivationale Variablen evaluiert. 111 Kinder der dritten und vierten Jahrgangsstufe wurden randomisiert einer Interventions- ( n = 60) bzw. Kontrollgruppe ( n = 51 ) zugeteilt. Mitglieder der Interventionsgruppe wurden in Kleingruppen über einen etwa dreimonatigen Zeitraum von Studierenden gefördert. Varianzanalysen mit Messwiederholung zeigten, dass die Interventionsgruppe sich im Vergleich zur Kontrollgruppe signifikant stärker in ihrer Rechtschreibleistung und den Fähigkeitsselbstkonzepten Schreiben und Lesen verbesserte. Auch die Leseleistung nahm signifikant zu, wurde in der Kontrollgruppe jedoch nicht erfasst. Modelle latenter Veränderungsmessung zeigten positive Effekte der Intervention auf die latente Differenz im Fähigkeitsselbstkonzept Schreiben und die Differenz in der Rechtschreibekompetenz. Zudem lag ein positiver Zusammenhang der beiden Veränderungsvariablen vor. Neben dem Nachweis der Effektivität des Rechtschreibtrainings mit Dino leistet die Studie durch die Fokussierung motivationaler Variablen einen innovativen Beitrag in der Evaluationsforschung von Lese-Rechtschreibtrainings.

This study focused on associations between teachers’ flexibility and their use of evidence-based strategies in inclusive education in a sample of N = 119 teachers. Flexibility showed direct effects on teachers’ attitudes towards the achievement of mainstream students and students with learning difficulties, attitudes towards social benefits of inclusion for students with emotional and behavioral disturbances, and on teachers’ self-efficacy regarding the support of students’ social skills. Furthermore, indirect effects of flexibility on intentions and behavior regarding the support of social skills were found. The findings emphasize the importance of teachers’ flexibility in the realization of inclusive education.

Students with attention deficit/hyperactivity disorder (ADHD) show reduced on-task behavior at school and educational problems due to the symptoms associated with this diagnosis. Classroom management strategies (CMS) are important to reduce impairment by ADHD but are not yet well implemented. In this study we analyzed whether the facilitators and barriers regarding the intention to apply CMS identified for pre-service teachers are replicable in a sample of teachers in service. Overall, 599 teachers in service completed an online survey on the intention to apply CMS, their attitude towards CMS and towards students with ADHD, direct experiences, individual differences, and social influences. We calculated path models that significantly clarified variance in the intention to apply CMS (R2intention to use effective CMS = 0.47, p &lt, 0.01 and R2intention to use ineffective CMS = 0.39, p &lt, 0.01). It turns out that similar variables are relevant to teachers in service as well as pre-service teachers. A models’ extension to include variables that do justice to the difference between the two groups, such as work experience, shows a better model fit. Especially, attitude towards CMS, attitude towards students with ADHD, strain, perceived behavioral control and teachers’ affiliation with primary or special needs schools are important variables regarding the intention to apply CMS. The implementation of effective and elimination of ineffective CMS should thus be addressed by targeting teacher’s attitudes towards children with ADHD. Furthermore, strain prevention and education might enhance the application of effective CMS.

OBJECTIVE Relations between parental conditional regard (PCR) and children's motivational and emotional functioning have been demonstrated by past research. However, most available studies relied on cross-sectional correlational data, leaving open the causal direction of these relations. In the present article, we sought to contribute to this topic and examined the longitudinal connection between PCR and adolescents' contingent self-esteem (CSE) over time. METHOD Hypotheses were tested in two longitudinal studies with differently gifted samples of German high school students (N = 188 and N = 202 students, respectively). Data were gathered at three time points in Study 1 and at two time points in Study 2. In both studies, adolescents answered questionnaires regarding positive and negative PCR in the academic domain as well as general CSE (and additionally academic CSE in Study 2). RESULTS Cross-lagged analyses revealed several significant paths from CSE to PCR, and some paths from PCR to CSE, indicating the presumed reciprocal relationship between these constructs. CONCLUSIONS Our findings suggest that children high in CSE may lead their parents to engage in PCR and that these effects may be more pronounced than vice versa. Possible reasons for these findings and their implications are discussed.

Although numerous studies have reported the predictive power of various factors for academic performance in regular students, little is known about the predictive power of students with Special Educational Needs (SEN). In the present study, we investigated the relative importance of thoroughly selected factors like prior performance, intelligence, ability self-concept, domain-specific interest, gender, migration background, and school setting for reading and writing (literacy) performance of students with mild learning difficulties (MLD). Data from a representative German sample of elementary school children with MLD were examined. Our results revealed that prior performance, school setting, intelligence, and ability self-concept were significant predictors for performance in literacy. Relative weights did not differ significantly between different types of schooling. Our findings mostly resemble former research on regular students.

All over the world; measures have been implemented to contain the novel Sars-CoV-2 virus since its outbreak in the beginning of 2020. These measures—among which social distancing and contact restrictions were most prominent—may have an overall effect on people’s psychological well-being. The present study seeks to examine whether lockdown measures affected people’s well-being; anxiety; depressive symptoms during the lockdown and whether these effects could be explained by reduced satisfaction of the basic psychological needs of autonomy and relatedness. N = 1086 participants of different ages and educational levels from all over Germany reported strong declines in autonomy and well-being; small declines in relatedness satisfaction; moderate increases in anxiety and depressive symptoms. These effects were stronger for people with moderate to bad subjective overall health. Latent change modeling revealed that, especially, decreases in autonomy satisfaction led to stronger decreases in well-being as well as stronger increases in anxiety and depressive symptoms; whereas decreases in relatedness had much weaker effects. Our results imply differential effects depending on individual preconditions; but also more generally that peoples’ need for autonomy was most strongly affected by the lockdown measures, which should be considered as important information in planning future lockdowns.

A positive attitude of teachers and psychotherapists towards children with ADHD can both support their mutual relationship and support reducing ADHD-related symptoms. According to Fishbein and Ajzen&rsquo, s rational-choice approach, attitude formation is based on a person&rsquo, s expectations and the appraisal of these, thus attitude, therefore, differs individually. The present study aimed to identify different attitude profiles based on our participants&rsquo, answer patterns on the ADHD-school-expectation questionnaire&rsquo, s (ASE) subscales, and to examine which attitude profile would be desirable for professionals working with children with ADHD. We conducted a latent profile analysis and investigated differences between the latent profiles. Our analysis revealed three attitude profiles characterized by negative, moderate and extreme ratings of expectations. The attitude profiles differed in further variables such as the use and effectiveness of rating classroom management strategies, knowledge of ADHD, perceived control, stress and strain, as well as some personality traits. The extreme rating profile seems to be beneficial for children with ADHD, whereas the moderate rating profile might appeal to certain professionals.

Zusammenfassung. Der Selbstwert ist eines der am häufigsten untersuchten Konstrukte der Psychologie. Lange verfolgte die Forschung zum Selbstwert einen variablenzentrierten Ansatz, mit dem lediglich die einzelnen Selbstwertfacetten betrachtet wurden. In der vorliegenden Arbeit werden erstmalig verschiedene Kombinationen von Selbstwerthöhe, -stabilität und -kontingenz untersucht und deren Korrelate im Lern- und Leistungskontext analysiert. In latenten Profilanalysen konnten in drei Online-Studien (ngesamt = 2499) neben dem Profil des „optimalen Selbstwerts“ ( Kernis, 2003 ) vier weitere Selbstwertprofile identifiziert werden. Diese Selbstwertprofile gehen mit unterschiedlichen Konsequenzen einher. So weist etwa das Profil „optimaler Selbstwert“ die günstigsten Ergebnismuster auf, was sich beispielhaft in einer häufigen Nutzung tiefenorientierter Lernstrategien niederschlägt. Insgesamt legen die Befunde nahe, dass eine mehrdimensionale Betrachtung des Selbstwerts präzisere Verhaltensvorhersagen ermöglicht. Implikationen für die weitere Forschung und Praxis werden diskutiert.

This study analyzed the latent structure of academic ability self-concepts of primary school students with mild learning difficulties (MLD) cross-sectionally at three time points. We sought to explore (a) whether MLD students at the end of primary school already show a differentiated, domain-specific self-concept, (b) whether there are subgroups of students with different degrees of self-concept differentiation, and (c) whether belonging to any of these subgroups depends on attending inclusive vs. exclusive school settings. Factor analyses with a sample of >400 students from mainstream (inclusive) and special (exclusive) primary schools revealed clearly differentiated academic self-concepts for reading, writing, and math. There was no further differentiation at later time points. In factor mixture analyses, two latent classes emerged which showed equal factorial structures of their academic self-concepts but differed in the level of mean self-concept factor scores. Students from inclusive schools were more likely to belong into the class with lower mean academic self-concept scores. Overall, our findings provide useful insights into the structure and level of academic self-concepts of primary school students with MLD which, in turn, may contribute to the debate on more inclusive schooling of these students.

The aim of the three different studies presented was the development and evaluation of the Differentiated Attitudes Towards Inclusion Scale as a valid, reliable and economic instrument for the meas...

Zusammenfassung. Selbstwertkontingenz beschreibt die Abhängigkeit des Selbstwerts von äußeren Faktoren ( Crocker & Wolfe, 2001 ; Kernis, 2003 ). Das Ausmaß, in dem Studierende ihren Selbstwert von äußeren Faktoren wie z. B. Anerkennung durch andere, akademische Kompetenz oder Wettbewerb abhängig machen, sollte mit ihrem Lern- und Leistungsverhalten, und hierbei insbesondere mit der Nutzung bestimmter Lernstrategien, assoziiert sein. Theoretisch sind diesbezüglich sowohl Zusammenhänge der Selbstwertkontingenz mit der ressourcenbezogenen Lernstrategie Anstrengungsbereitschaft als auch mit verschiedenen weiteren Lernstrategien denkbar. Welche selbstregulierten Lernstrategien mit der Selbstwertkontingenz von Studierenden assoziiert sind und inwiefern diese die Beziehung zwischen der Selbstwertkontingenz und der resultierenden Studienleistung mediieren, wurde bislang kaum untersucht. In der vorliegenden Studie wurden daher bei N = 614 Studierenden die Zusammenhänge zwischen der Selbstwertkontingenz, verschiedenen selbstregulierten Lernstrategien sowie den später erfassten Studienleistungen analysiert. Pfadanalysen zeigten, dass die Selbstwertkontingenz mit der Anstrengungsbereitschaft sowie mit oberflächenorientierten Lernstrategien signifikant positiv zusammenhing, während sich keine signifikanten Zusammenhänge zwischen der Selbstwertkontingenz und tiefenorientierten Lernstrategien nachweisen ließen. Außerdem zeigte sich eine signifikante indirekte Beziehung zwischen der Selbstwertkontingenz und den Noten, welche durch die ressourcenbezogene Lernstrategie Anstrengungsbereitschaft mediiert wurde. Die überwiegend erwartungskonformen Ergebnisse blieben auch bei Kontrolle der Selbstwerthöhe robust und unterstreichen insgesamt die Relevanz der Selbstwertkontingenz für das Lern- und Leistungsverhalten im Studium.

Somatic complaints are a widespread problem among children, and are considered as an important precursor to internalizing problems. Particularly, children with special educational needs are at risk of suffering from school-related somatic complaints. However, there is a lack of research on the role of anger regulation for the development of somatic complaints. Moreover, studies on underlying mechanisms are scarce. We assumed that the effect of anger regulation on somatic complaints is mediated by school-related affect, and that the effect of anger regulation on school-related affect is moderated by intelligence. A representative German sample of 467 elementary school children with special educational needs participated in the study. We collected longitudinal data at two measurement occasions (Grade 3 and Grade 4). Children were asked about their use of adaptive anger regulation strategies, their school-related affect, and their somatic complaints in school, and they completed an intelligence test at the first measurement point. Somatic complaints again were assessed one year later. As expected, adaptive anger regulation strategies were not related directly to somatic complaints, but were positively related to school-related affect, which, in turn, predicted decreased somatic complaints over and above initial levels. Also, as expected, children higher in intelligence benefitted more from using adaptive anger regulation strategies in terms of school-related affect. Our findings support the assumption that adaptive anger regulation strategies and intelligence may be important protective factors and potential starting points in the prevention of somatic complaints in children with special educational needs.

Zusammenfassung. Diese Arbeit untersucht die Lese-Rechtschreibentwicklung von Grundschülern mit Förderschwerpunkt Lernen im inklusiven und exklusiven Schulsetting. Des Weiteren wird die Bedeutung potenzieller Einflussfaktoren wie Intelligenz, Geschlecht und sozioökonomischer Status berücksichtigt. Die Analysen basieren auf Daten der Bielefelder Längsschnittstudie zum Lernen in inklusiven und exklusiven Förderarrangements (BiLieF), in der N = 410 Schüler zu drei Messzeitpunkten teilnahmen. Multiple Group Latent Growth Curve Models ergaben höhere Ausgangswerte für inklusiv beschulte Kinder im Lesen und Schreiben. Alle Kinder konnten ihre Leistungen über die Zeit steigern, wobei der Leistungszuwachs im Lesen bei den inklusiv beschulten Kindern und der Leistungszuwachs im Rechtschreiben bei den exklusiv beschulten Kindern höher ausfiel. Nur für die inklusiv beschulten Kinder ging eine höhere Intelligenz mit höheren Ausgangswerten im Lesen einher. Darüber hinaus waren Vorteile der inklusiv beschulten Mädchen in Bezug auf die Ausgangsleistung im Lesen und Rechtschreiben sowie die Entwicklung der Rechtschreibleistung nachweisbar.

In emotion regulation research, it is common to distinguish adaptive from maladaptive emotion regulation strategies. However, little is known about their interactional impact (compensational or interfering effects) on adolescents’ adjustment. We collected longitudinal, multiple informant questionnaire data from N = 608 adolescents and their parents to examine the prevalence of adolescents’ anger regulation profiles using latent profile analysis. We identified five anger regulation profiles—an adaptive, a maladaptive, a low, a medium, and an undefined profile. The first three profiles could be replicated 1 year later, as could one additional multiple and another undefined profile. Findings supported the assumption that adaptive strategies compensate for the negative impact of maladaptive strategies, yielding negative psychosocial consequences, particularly for the maladaptive profiles. Moreover, different profiles were divergently related to adolescents’ internalizing and externalizing problems concurrently and over time. Results highlight the importance of considering both adaptive and maladaptive anger regulation strategies in prevention and psychotherapy.

The present study investigated antecedents and consequences of achievement goal profiles across multiple measurement waves from second to fourth grade in a sample of 542 German elementary school students. Latent profile analyses revealed five different achievement goal profiles (high and moderate, multiple goals, primarily mastery- and moderately performance-oriented, and amotivated), although not all profiles were prevalent at each measurement wave. Over 85% of the students changed their goal profiles over time, with slightly greater instabilities within rather than between school years. We found mixed support for the hypothesized cognitively based shift from mastery-oriented to performance-oriented profiles. Though the amount of moderately performance-oriented students increased over time, the overall number of students adopting this profile remained small until the end of fourth grade. Gender and implicit theories of intelligence, but not ability self-perceptions, were significant antecedents of goal profiles, with girls and students favoring an incremental view of intelligence, and being more likely to pursue primarily mastery goals. Cross-sectional analyses revealed that primarily mastery-oriented and high multiple goal students showed significantly higher values on intrinsic motivation than moderately performance-oriented and amotivated students. Though mean differences were not always significant, primarily mastery-oriented students received the best school grades. Cross-lagged analyses showed that lower school grades and lower intrinsic motivation at one time point made adopting a mastery-oriented profile less likely at the following time point. Results are discussed in relation to our understanding of the nature and development of individual goal profiles in elementary school.

Integrating findings from research on self-efficacy and motivation regulation, the present studies explored the concept of self-efficacy for motivation regulation, which refers to students' beliefs about effectively using strategies to regulate their motivation. In this work, we suggest that students' self-efficacy for motivation regulation represents an additional source of potential success or failure in motivation regulation in two ways. It could (a) lead to a more frequent use of motivation regulation strategies, thereby enhancing effort (mediation effect), whereas it may also (b) increase the effectivity of strategy use with more self-efficacious individuals applying strategies more thoroughly (moderation effect). We explored the two suggested mechanisms in three large samples of German university students. Path analyses revealed direct associations between self-efficacy beliefs and frequency of motivation regulation strategy use (β = 0.43 to 0.47). Further, self-efficacy for motivation regulation influenced effort via an increased frequency of motivation regulation strategy use (indirect effects of β = 0.11 to.14), while the expected interaction effect of self-efficacy and strategy use was not significant. Furthermore, self-efficacy for motivation regulation more strongly predicted positive affect than grades, indicating a stronger role within the motivational-affective components of self-regulated learning and thus rather indirect links to actual achievement. Overall, our findings imply that supporting students' self-efficacy beliefs for motivation regulation can enhance self-regulatory success.

Zusammenfassung. Achtsamkeit hat für die Gesundheitspsychologie eine immer stärkere Bedeutung, da achtsamkeitsbasierte Interventionen in der Prävention und Rehabilitation das körperliche Wohlbefinden und die Lebensqualität steigern können. Wie valide lässt sich selbstberichtete Achtsamkeit mit der deutschen Übersetzung des „Five Facet Mindfulness Questionnaire“ (FFMQ) erfassen? Der 39 Items umfassende FFMQ wurde ins Deutsche übersetzt. An einer Stichprobe von 550 studentischen Versuchspersonen wurde die dimensionale Struktur, Reliabilität und Validität der fünf Skalen bestimmt. Die Ergebnisse zeigen eine hohe Übereinstimmung mit den Validierungsstudien zur englischsprachigen Originalfassung des FFMQ. Die fünf-faktorielle Struktur konnte weitestgehend repliziert werden. Hypothesenkonform fanden sich korrelative Zusammenhänge zur psychopathologischen Symptombelastung und zu Indikatoren der psychischen Gesundheit. Mit der deutschen Version des FFMQ liegt ein valides Instrument vor, das die Erfassung der von Baer beschriebenen fünf Facetten selbstberichteter Achtsamkeit ermöglicht.

Adaptive and maladaptive emotion regulation (ER) strategies have been found to be important prerequisites of children’s social competence and psychosocial adjustment. However, only a few studies have been conducted to examine their interactional impact on children’s psychosocial adjustment. We collected multiple informant questionnaire data from N = 608 adolescents (10 - 14 years) and their parents in order to examine the prevalence of adolescents’ anger regulation profiles by means of latent profile analysis (LPA) as a sophisticated person-centered method. Overall, LPA identified four corresponding anger regulation profiles for adolescents (self-report) and parents (other-report). Furthermore, the different anger regulation profiles were found to be divergently related to internalizing and externalizing problems and prosocial behavior. Our findings support the assumption that specific kinds of psychopathology might be characterized by a different interplay of adaptive and maladaptive ER strategies. Possible reasons and practical implications are discussed.

Students with ADHD often feel mistreated at school, receive low grades, and can have low socioeconomic statuses as adults. Evidenced-based classroom management strategies (CMS) are effective in minimizing ADHD-related issues in schools, but have not found their way into practice. 1086 pre-service teachers completed an online survey on direct experiences, social influences, individual differences, attitude, and intention to use CMS. We examined which variables mostly influenced the intention to use CMS. Pre-service teachers’ attitude towards CMS was the most important influencing factor, and knowledge most significantly influenced attitudes towards CMS. Attitude towards CMS need to be changed to increase the probability pre-service teachers will use effective CMS. Additionally, education for teachers should include information on CMS.

Self-handicapping represents a frequently used strategy for regulating the threat to self-esteem elicited by the fear of failing in academic achievement settings. Several studies have documented negative associations between self-handicapping and different educational outcomes, inter alia academic achievement. However, studies on the relation between self-handicapping and academic achievement have yielded heterogeneous results, indicating the need to conduct meta-analytic investigations and to examine the relevance of several potential moderator variables. This meta-analysis integrates the results of 36 field studies with 49 independent effect sizes (N = 25,550). A random effects model revealed a mean effect size between self-handicapping and academic achievement of r = −.23 (p < .001, range: r = −.46 to r = .02). Moreover, moderator analyses showed that the type of self-handicapping scale, the school type (elementary, middle, high school, university), the level of mastery goals in the sample, and the reliability of the self-handicapping scale considerably influenced the mean correlation. Based on our findings, we conclude that educational interventions to enhance academic achievement should additionally focus on preventing self-handicapping.

Researchers have argued that the strategies individuals use for self-esteem regulation are interchangeable. In the present study, we examined whether previous self-affirmation reduces the amount of subsequent claimed self-handicapping. More importantly, we tested potential moderators of these effects. Following negative feedback on an intelligence test, 56 female college students were given the opportunity to affirm themselves either within the threatened intelligence domain or within a domain unrelated to the source of threat (e.g., musicality). Results revealed that subjects handicapped less when they had previously affirmed themselves in a domain which was unrelated to the threatening domain (contextual moderator). However, these effects were moderated by dispositional self-esteem (individual moderator). High self-esteem participants claimed fewer handicaps the more they felt self-affirmed whereas claimed self-handicapping among low self-esteem participants was not affected by previous self-affirmation. Altogether, our findings suggest certain limitations on the substitutability of self-protection processes.

Given the well-documented negative effects of academic self-handicapping, researchers should be able to (a) draw valid conclusions about the nature and magnitude of these maladaptive effects, and (b) create efficient intervention procedures that help reduce self-handicapping. To accomplish these goals, reliable knowledge about the structure of academic self-handicapping is needed. In this article, I therefore analyzed the domain specificity of academic self-handicapping by assessing the use of handicapping strategies across different school subjects in two samples of German high school students. In Studies 1 and 2, confirmatory factor analyses revealed better fit indices for domain-specific compared to domain-general models. Moreover, the subject-specific handicapping factors were differentially related to students' subject-specific self-concept, interest, and achievement. I conclude that academic self-handicapping should be seen from a domain-specific perspective yielding important implications for educational practitioners.

In einer Reihe von Studien wurden bedeutsame Zusammenhänge der Big Five Persönlichkeitsfaktoren Extraversion, Neurotizismus, Gewissenhaftigkeit, Verträglichkeit und Offenheit für Erfahrungen mit sportlichen Leistungen berichtet. Gleichwohl ist bislang wenig über die genauen Wirkmechanismen der verschiedenen Persönlichkeitsmerkmale bekannt. In der vorliegenden Arbeit wurde anhand einer Stichprobe von N = 149 Wettkampfschwimmern sowie N = 79 Freizeitschwimmern die Gültigkeit eines hierarchischen Modells, in dem der Zusammenhang zwischen Big Five und sportlichen Leistungen durch habituelle Zielorientierungen sowie spezifische Verhaltensweisen mediiert wird, pfadanalytisch überprüft. Vor allem Gewissenhaftigkeit und Neurotizismus wiesen vielfältige erwartete Zusammenhänge mit Zielorientierungen, Ausdauer und Self-Handicapping auf, welche ihrerseits signifikante Prädiktoren der Schwimmleistungen darstellten. Für Wettkampf- und Freizeitschwimmer zeigten sich differenzielle Wirkmechanismen, was die Wichtigkeit der Berücksichtigung kontextueller Moderatoren in sportpsychologischen Untersuchungen unterstreicht.

Abstract. Contingent Self-Esteem (CSE) has been conceptualized in two different ways in the literature. Some theorists have emphasized that self-esteem may be generally dependent on external outcomes, while others have argued that people’s self-esteem is contingent on experiences related to specific domains (e.g., academic performance). However, relying on a particular definition of CSE may lead to different consequences for both research and practice. In this article, we sought to clarify whether contingent self-esteem represents a global, domain-specific, or hierarchically organized construct. Three large samples of German college students responded to two popular contingent self-esteem instruments and various validity measures. Findings from exploratory and confirmatory factor analyses clearly favored a domain-specific model over unidimensional and hierarchical models. Moreover, hierarchical regression analyses in Study 3 indicated that participants’ depression and other important life outcomes could be better predicted by domain-specific facets than by global scores of contingent self-esteem. Compared to previous research, our findings provide a more thorough empirical and conceptual basis for favoring a domain-specific approach to contingent self-esteem. Implications for both research and practice are discussed.

espanolIntroduccion. La imputacion multiple (IM) es uno de los metodos mas recomendados para sustituir valores perdidos en datos de investigacion. Este articulo se dedica al manejo de los valores perdidos en MES, analizando dos bases de datos de Psicologia Educativa y a recomendaciones para investigadores orientados a las aplicaciones. Metodo. Presentamos dos muestras de estudiantes (N = 589 y N = 621, respectivamente) de estudios anteriores que se dedicaron al autoconcepto, a las metas de aprendizaje y de evitacion, y al rendimiento en un tutorial de siete pasos. En los datos de las dos muestras producimos artificilamente un 20 y un 40 por ciento de valores perdidos. Luego analizamos estos datos utilizando (1) eliminacion de los casos (listwise) y modelos de ecuaciones estructurales (MES), (2) maxima verosimilitud con informacion completa (MVIC) con MES, y (3) IM con MES e agrupamiento de datos (Pooling). Por lo tanto los resultados proceden de un diseno de 2 x 3 x 3 condiciones. Resultados. Replicamos investigaciones anteriores para ilustrar una manera practica de combinar IM con MES e Pooling. Imputando valores multiples en las dos muestras, podemos confirmar la estructura supesta de la MES. Discusion. Recomendamos anadir variables para aclarar el mecanismo de datos perdidos,sobre todo para variables dependentes que se refieren a la motivacion. Estos tipos de variablespodrian indicar que los valores perdidos en variables dependentes estan en correlacion convariables independentes (por ejemplo interes) o con la variable dependente en si (por ejemplo falta de motivacion, con independicia de interes). EnglishIntroduction. Multiple imputation (MI) is one of the most highly recommended methods for replacing missing values in research data. The scope of this paper is to demonstrate missing data handling in SEM by analyzing two modified data examples from educational psychology, and to give practical recommendations for applied researchers. Method. We provide two examples (N = 589 and N = 621, respectively) based on previous studies of students’ self-concepts, mastery goals and performance avoidance goals, and a 7-step tutorial. Then, we produced 20% and 40% missing data under three missing mechanisms by these complete, genuine data sets. The resulting datasets were then analyzed by (1) listwise deletion and structural equation models (SEM), (2) full information maximum likelihood (FIML) with SEM, and (3) MI combined with SEM and pooling. Thus, the results stem from 2 × 3 × 3 conditions. Results. Previous research was replicated by illustrating a practical way to combine MI with SEM and pooling. The assumed factor structure was depicted in both examples with multiplyimputed values applied. Discussion. We suggest adding variables to clarify the missing data mechanism, especially for dependent variables as motivation. Such variables might indicate whether missing values in dependent variables are correlated with independent variables (e.g., interest) or the dependent variable itself (e.g. lack of motivation independently of interest).

The self-regulation of motivation represents a key feature of self-regulated learning. Recent studies have documented that students use a variety of strategies to sustain their learning motivation and that most of these strategies have positive effects. However, less is known about how students integrate the various motivational strategies into an individual motivational regulation profile and which kind of profiles are most adaptive with respect to enhanced effort and persistence. To shed more light on this issue, we examined the motivational regulation profiles within two samples of German high-school and college students. In Study 1 ( N = 231 11th and 12th grade students), latent profile analysis revealed five subgroups of students holding different motivational regulation profiles. In Study 2 ( N = 600 college students), the five class solution was replicated with slight changes in the nature of the profiles. In both studies, profiles with a higher overall level of motivational strategy use were associated with a higher level of effort and achievement. Regarding differences in profile shape, results indicated that profiles emphasizing mastery and/or performance-approach self-talk were most adaptive. Implications of the findings for future research on motivational regulation are discussed.

Zusammenfassung. Die Angst, in anstehenden Prüfungssituationen zu scheitern, wird von vielen Studierenden als selbstwertbedrohlich erlebt. In solchen Situationen muss der Lernende einen Weg finden, seinen Selbstwert zu regulieren bzw. vor weiteren Bedrohungen zu schützen. Eine häufig angewandte Regulationsstrategie ist Self-Handicapping. Hierbei verschafft sich der Lernende vor einer wichtigen Prüfung ein Handicap (z.B. wenig Schlaf in der Nacht vor der Klausur), welches er im Falle eines tatsächlichen Misserfolgs als Begründung hierfür heranziehen kann. Da habituelles Self-Handicapping mit negativen Folgen wie z.B. schlechten Leistungen assoziiert ist, ist es notwendig, über ein diagnostisches Instrument zu verfügen, anhand dessen die habituelle Tendenz eines Lerners zum Self-Handicapping ermittelt werden kann. In der vorliegenden Arbeit wurde eine deutsche Adaptation der Academic Self-Handicapping Scale ( Urdan, Midgley & Anderman, 1998 ) verschiedenen Stichproben von Studierenden vorgelegt. Es ergaben sich insgesamt erwartungskonforme Zusammenhänge der Self-Handicapping Skala mit konstruktnahen Kriterien wie dem allgemeinen Selbstwert, kognitiven und motivationalen Lernstrategien sowie universitären Leistungen.

Since research on self-regulated learning has underemphasized the aspect of motivational regulation, we propose a new conceptual model in this article that aims to explain relevant processes and structures regarding the self-regulation of motivation. Furthermore, we describe an empirical analysis of central aspects of the new Motivational Regulation Model. A total of 301 twelfth grade high school students were surveyed with respect to their use of motivational regulation strategies while preparing for an exam. Path analysis results yielded support for the expected indirect effect of motivational regulation on achievement. Motivational regulation strategies were positively related to students’ current learning effort, which in turn was associated with better exam grades. Moreover, the effects of some strategies differed between school subjects while other strategies had effort enhancing effects independent of the subject considered. Altogether, the results provide support for the Motivational Regulation Model and also emphasize the need for a more sophisticated analysis of the self-regulation of motivation.

Drawing on modern diathesis-stress theories which suggest a multiplicative approach to determine one's personal vulnerability status, we posit that the degree of an individual's vulnerability for using self-handicapping strategies in case of self-threatening events depends on the interaction between different vulnerability and protective factors. In this article, we assume that the pursuit of mastery goals buffers the relations between self-handicapping and two frequently cited determinants (low self-esteem, high performance-avoidance goals). In three studies with German high-school and college students, we found empirical evidence for the assumed moderator effect of mastery goals. In studies 1 and 3, performance-avoidance goals were remarkably lower associated with self-handicapping in the group of students highly endorsing mastery goals compared to students who proved to be less mastery oriented. In studies 2 and 3, moreover, individuals' self-esteem was less related to self-handicapping when students strongly emphasized mastery goals. We discuss several implications of these findings for both educational practice and future research on self-handicapping.

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.

It was assumed that the effect of motivational regulation strategies on achievement is mediated by effort management and moderated by intelligence. A sample of 231 11th and 12th grade German high-school students provided self-reports on their use of motivational regulation strategies and effort management and completed an intelligence test. Students' half-year grades (GPA) were assessed six months later. As expected, motivational regulation strategies were not directly related to GPA but showed positive effects on students' effort management which in turn predicted students' GPA. Intelligence and effort management were equally strong direct predictors of GPA. Also as expected, more intelligent students benefitted more from using some, but not all, motivational regulation strategies in terms of increased effort management. Implications of these findings regarding the effectiveness of motivational regulation strategies are discussed.

In the present research, we examined whether the use of motivational regulation strategies has an effect on academic procrastination, students' academic performance, and well-being. More precisely, we investigated whether academic procrastination mediated the relationship between the application of the motivational regulation strategies and students' academic performance and affective/cognitive well-being. To examine the paths between the variables, we conducted two studies with university students (N-1 = 419; N-2 = 229). The results of both studies showed that the use of motivational regulation strategies overall, and the use of most of the individual motivational regulation strategies, had significant positive indirect effects on students' academic performance and affective/cognitive well-being via academic procrastination. However, the strategy of performance avoidance self-talk had a significant negative indirect effect on students' academic performance and well-being via academic procrastination. Thus, this strategy does not seem recommendable for students. Our research provides insight into mechanisms for the regulation of motivation that affect students' academic procrastination, academic performance, and well-being. (C) 2016 Elsevier Inc. All rights reserved.

Zusammenfassung. In der vorliegenden Arbeit wird untersucht, inwiefern eine von Wolters (1998 , 1999 , 2003 ) vorgenommene Systematisierung und ein darauf basierender Fragebogen zur Erfassung von Strategien zur Motivationsregulation auf deutsche Studierende übertragbar sind. Zu diesem Zweck wurden drei Studien durchgeführt. In der ersten Untersuchung wurde 106 Studierenden eine deutsche Übersetzung des Fragebogens vorgegeben. Es zeigte sich, dass die Faktorenstruktur und die Reliabilitäten der deutschen Übersetzung gut mit denen des amerikanischen Originals übereinstimmten. Die Antworten einer Substichprobe von 78 Studierenden, die auch in einem offenen Fragebogen nach ihren Motivationsregulationsstrategien befragt wurden, wiesen auf zusätzliche Strategien hin. Aus diesem Grund wurde der Fragebogen erweitert und an zwei weiteren studentischen Stichproben (N = 168 bzw. N = 87) erprobt. Wiederum erwiesen sich die psychometrischen Eigenschaften als gut. Zudem wiesen die Motivationsregulationsstrategien in erwarteter Weise Zusammenhänge zu Zielorientierungen und Lernstrategien auf, was für die konvergente und diskriminante Validität des Verfahrens spricht. Diskutiert werden u.a. Gründe für die bei den Studierenden festgestellte Bevorzugung extrinsischer gegenüber intrinsischen Motivationsregulationsstrategien.