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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.
Laura Lübke; Martin Pinquart; Malte Schwinger. The Role of Flexibility in the Realization of Inclusive Education. Sustainability 2021, 13, 4452 .
AMA StyleLaura Lübke, Martin Pinquart, Malte Schwinger. The Role of Flexibility in the Realization of Inclusive Education. Sustainability. 2021; 13 (8):4452.
Chicago/Turabian StyleLaura Lübke; Martin Pinquart; Malte Schwinger. 2021. "The Role of Flexibility in the Realization of Inclusive Education." Sustainability 13, no. 8: 4452.
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 due to ADHD symptoms 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 (R 2 intention to use effective CMS = 0.47, p < 0.01 and R 2 intention to use ineffective CMS = 0.39, p < 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.
Anna Strelow; Martina Dort; Malte Schwinger; Hanna Christiansen. Influences on Teachers’ Intention to Apply Classroom Management Strategies for Students with ADHD: A Model Analysis. Sustainability 2021, 13, 2558 .
AMA StyleAnna Strelow, Martina Dort, Malte Schwinger, Hanna Christiansen. Influences on Teachers’ Intention to Apply Classroom Management Strategies for Students with ADHD: A Model Analysis. Sustainability. 2021; 13 (5):2558.
Chicago/Turabian StyleAnna Strelow; Martina Dort; Malte Schwinger; Hanna Christiansen. 2021. "Influences on Teachers’ Intention to Apply Classroom Management Strategies for Students with ADHD: A Model Analysis." Sustainability 13, no. 5: 2558.
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.
Henrike Kärchner; Claudia Schöne; Malte Schwinger. Beyond level of self-esteem: exploring the interplay of level, stability, and contingency of self-esteem, mediating factors, and academic achievement. Social Psychology of Education 2021, 24, 319 -341.
AMA StyleHenrike Kärchner, Claudia Schöne, Malte Schwinger. Beyond level of self-esteem: exploring the interplay of level, stability, and contingency of self-esteem, mediating factors, and academic achievement. Social Psychology of Education. 2021; 24 (2):319-341.
Chicago/Turabian StyleHenrike Kärchner; Claudia Schöne; Malte Schwinger. 2021. "Beyond level of self-esteem: exploring the interplay of level, stability, and contingency of self-esteem, mediating factors, and academic achievement." Social Psychology of Education 24, no. 2: 319-341.
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.
Malte Schwinger; Maike Trautner; Henrike Kärchner; Nantje Otterpohl. Psychological Impact of Corona Lockdown in Germany: Changes in Need Satisfaction, Well-Being, Anxiety, and Depression. International Journal of Environmental Research and Public Health 2020, 17, 9083 .
AMA StyleMalte Schwinger, Maike Trautner, Henrike Kärchner, Nantje Otterpohl. Psychological Impact of Corona Lockdown in Germany: Changes in Need Satisfaction, Well-Being, Anxiety, and Depression. International Journal of Environmental Research and Public Health. 2020; 17 (23):9083.
Chicago/Turabian StyleMalte Schwinger; Maike Trautner; Henrike Kärchner; Nantje Otterpohl. 2020. "Psychological Impact of Corona Lockdown in Germany: Changes in Need Satisfaction, Well-Being, Anxiety, and Depression." International Journal of Environmental Research and Public Health 17, no. 23: 9083.
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’s rational-choice approach, attitude formation is based on a person’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’ answer patterns on the ADHD-school-expectation questionnaire’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.
Martina Dort; Anna Strelow; Malte Schwinger; Hanna Christiansen. Working with Children with ADHD—A Latent Profile Analysis of Teachers’ and Psychotherapists’ Attitudes. Sustainability 2020, 12, 9691 .
AMA StyleMartina Dort, Anna Strelow, Malte Schwinger, Hanna Christiansen. Working with Children with ADHD—A Latent Profile Analysis of Teachers’ and Psychotherapists’ Attitudes. Sustainability. 2020; 12 (22):9691.
Chicago/Turabian StyleMartina Dort; Anna Strelow; Malte Schwinger; Hanna Christiansen. 2020. "Working with Children with ADHD—A Latent Profile Analysis of Teachers’ and Psychotherapists’ Attitudes." Sustainability 12, no. 22: 9691.
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.
Maike Trautner; Malte Schwinger. Integrating the concepts self-efficacy and motivation regulation: How do self-efficacy beliefs for motivation regulation influence self-regulatory success? Learning and Individual Differences 2020, 80, 101890 .
AMA StyleMaike Trautner, Malte Schwinger. Integrating the concepts self-efficacy and motivation regulation: How do self-efficacy beliefs for motivation regulation influence self-regulatory success? Learning and Individual Differences. 2020; 80 ():101890.
Chicago/Turabian StyleMaike Trautner; Malte Schwinger. 2020. "Integrating the concepts self-efficacy and motivation regulation: How do self-efficacy beliefs for motivation regulation influence self-regulatory success?" Learning and Individual Differences 80, no. : 101890.
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.
Henrike Kärchner; Malte Schwinger. Selbstwertprofile und ihre Korrelate im Lern- und Leistungskontext: Eine latente Profilanalyse. Zeitschrift für Pädagogische Psychologie 2018, 32, 171 -186.
AMA StyleHenrike Kärchner, Malte Schwinger. Selbstwertprofile und ihre Korrelate im Lern- und Leistungskontext: Eine latente Profilanalyse. Zeitschrift für Pädagogische Psychologie. 2018; 32 (3):171-186.
Chicago/Turabian StyleHenrike Kärchner; Malte Schwinger. 2018. "Selbstwertprofile und ihre Korrelate im Lern- und Leistungskontext: Eine latente Profilanalyse." Zeitschrift für Pädagogische Psychologie 32, no. 3: 171-186.
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.
Maike Trautner; Malte Schwinger. Differentiation of academic self-concept in primary school students with mild learning difficulties: A factor mixture analysis approach. Learning and Individual Differences 2018, 65, 20 -29.
AMA StyleMaike Trautner, Malte Schwinger. Differentiation of academic self-concept in primary school students with mild learning difficulties: A factor mixture analysis approach. Learning and Individual Differences. 2018; 65 ():20-29.
Chicago/Turabian StyleMaike Trautner; Malte Schwinger. 2018. "Differentiation of academic self-concept in primary school students with mild learning difficulties: A factor mixture analysis approach." Learning and Individual Differences 65, no. : 20-29.
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.
Malte Schwinger; Ricarda Steinmayr; Birgit Spinath. Achievement goal profiles in elementary school: Antecedents, consequences, and longitudinal trajectories. Contemporary Educational Psychology 2016, 46, 164 -179.
AMA StyleMalte Schwinger, Ricarda Steinmayr, Birgit Spinath. Achievement goal profiles in elementary school: Antecedents, consequences, and longitudinal trajectories. Contemporary Educational Psychology. 2016; 46 ():164-179.
Chicago/Turabian StyleMalte Schwinger; Ricarda Steinmayr; Birgit Spinath. 2016. "Achievement goal profiles in elementary school: Antecedents, consequences, and longitudinal trajectories." Contemporary Educational Psychology 46, no. : 164-179.