Search

Copyright of Unterrichtswissenschaft (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Kölner Zeitschrift für Soziologie und Sozialpsychologie ( KZfSS) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Monatsschrift Kinderheilkunde is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper analyses the relationship between social integration and social insecurity. Based on the multidimensional model of social integration (Koster et al., 2009), the dimensions relationships, contacts, acceptance by classmates and self-perception are analysed discriminately. Therefore, data from N = 617 pupils of 28 different classes (third and fourth grade) were examined. As a result of multilevel analyses, there is a significant negative relationship between social insecurity and social integration in the dimensions relations, self-perception and acceptance by classmates. The results for the dimensions of social integration are discussed. Furthermore, implications for research and practice are derived. [ABSTRACT FROM AUTHOR]

Based on the self-determination theory and the theory of social interdependence, various developmental trajectories (increase, decrease) can be derived for the social integration of students. The role played by social negotiation as a constructivist form of teaching-learning (positive, negative effect) cannot be clearly deduced from the reference theories as well. Findings to date do not yet allow clear conclusions to be drawn regarding the related effect patterns. Therefore, the present study aims to investigate the development of students' social integration and the influence of social negotiation on it. The analyses rely on a nationally representative sample of n = 7,619 students at a university in Germany (NEPS data set) and cover the time span between the 3rd and 5th semester in a longitudinal design. True-Intra-individual-Change Models were applied to tap intra-individual social integration trajectories predicted by constructivist teaching. The results indicated that social integration decreased slightly over the course of one year (d = .08). Constructivist teaching showed significant positive effects on the level of social integration (intercept) and no effect on the development of social integration (change). The results are discussed in terms of theoretical models regarding group formation processes. [ABSTRACT FROM AUTHOR]

Copyright of German Journal of Forced Migration & Refugee Studies / Zeitschrift für Flüchtlingsforschung (Z'Flucht) is the property of Nomos Verlagsgesellschaft mbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Unterrichtswissenschaft (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper examines the role of self-concept and test anxiety as well as "constructive support" by teachers for the social acceptance of students in secondary school. With regard to constructive support, a distinction is made between two central facets, namely socio-emotional support and instructional support. Here, for the first time, the role of these facets for the social acceptance experienced by students is investigated and it is examined which differential effects are shown for learners with individual risk factors of school failure. Survey data from two time points (mean interval 8 weeks) of 1,116 students in 49 secondary school mathematics classes in Germany were analysed using multi-level analyses. The results show that both facets of constructive support were related to students' perceived social acceptance. Students with low mathematics self-concept or high anxiety felt less well integrated into class. The facets of constructive support played a special role for these correlations: The connection between self-concept and social acceptance was moderated by instructional support, so that in classes with high instructional support, learners with low self-concept felt comparably well socially integrated as the other learners. The relationship between anxiety and social acceptance was moderated by both facets of constructive support, so that in classes with high constructive support, learners with high performance anxiety perceived themselves as socially accepted as their less anxious peers. This contribution thus supports the high importance of relationship quality in school and provides new insights into differential connections between teaching and school outcomes depending on the learning prerequisites of the students. [ABSTRACT FROM AUTHOR]

Copyright of Österreichische Zeitschrift für Soziologie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Soziale Welt is the property of Nomos Verlagsgesellschaft mbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Soziale Welt is the property of Nomos Verlagsgesellschaft mbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

School-related well-being (SRWB) is an important prerequisite for school performance. Nevertheless, only a few studies in the German-speaking countries exist – especially regarding the examination of the SRWB among first graders. This may be due to a lack of adequate instruments what is especially true if the health status of the children is considered. The aim of the paper is the validation of the adapted questionnaire for grapping emotional and social school experiences (FEESS 1 – 2; Rauer & Schuck, 2004). Thus, the focus is on its suitability for children with and without chronic diseases. Therefore, the construct of well-being (WB) respectively SRWB will be defined and embedded in relevant theories – Self-Determination Theory according to Deci and Ryan (1985) and the Expectancy-Value-Model according to Wigfield and Eccles (2000). Furthermore, the meaning of the used FEESS scales and their relationship to school performance are pointed out. 1491 children were interviewed about their learning enjoyment (LE), their social integration (SI), and their school-related self-concept of abilities (SC). Their health status was measured through a parental questionnaire and the preschool health examination. In addition, parents were asked about the health-related quality of life (QoL) of their children using a questionnaire for grapping the quality of life of children (KINDL; Bullinger, Mackensen, & Kirchberger, 1994). Psychometric properties of the adapted FEESS scales were examined for both the group of healthy and diseased children at scale and item level. Here, both classical methods and methods of item response theory were used. The results support the construct validity and the assumption of three-dimensionality (LE, SI, and SC). All three scales show a satisfactory to very good reliability. The items show very good MNSQ (weighted mean-square) values and good to very good discriminatory power. The external validity, for which the relationship between the answers of the children and the information of the parents on the health-related QoL was examined, could not yet be sufficiently supported. Except for this limitation, the SRWB of healthy and chronically ill children can be compared by using the adapted instrument in order to compensate possible inequality of opportunity. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Öffentliche und Gemeinwirtschaftliche Unternehmen (ZÖgU) / Journal for Public & Nonprofit Services is the property of Nomos Verlagsgesellschaft mbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Österreichische Zeitschrift für Soziologie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Österreichische Zeitschrift für Soziologie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Soziale Welt is the property of Nomos Verlagsgesellschaft mbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Internationale Bildungsforschung und Entwicklungspädagogik is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)