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Showing results 21 to 40 of 75
   Profile formation of academic self-concept in elementary school students in grades 1 to 4; Brunner, Martin  ; et alin PLoS ONE (2017), 12(5), 0177854 Detailed reference viewed: 183 (1 UL) Need for cognition in children and adolescents. Correlates and relations to intelligence and academic performance; ; Wollschläger, Rachel et alin Learning and Individual Differences (2017) Detailed reference viewed: 364 (20 UL)Domain-Specificity of Need for Cognition Among High School StudentsKeller, Ulrich ; ; Martin, Romain et alin European Journal of Psychological Assessment (2017), Advance online publication Need for Cognition (NFC) is increasingly being investigated in educational research. In contrast to other non-cognitive constructs in this area, such as academic self-concept and interest, NFC has ... [more ▼] Need for Cognition (NFC) is increasingly being investigated in educational research. In contrast to other non-cognitive constructs in this area, such as academic self-concept and interest, NFC has consistently been conceptualized as domain-general. We employed structural equation modelling to address the question of whether NFC can be meaningfully and gainfully conceptualized as domain-specific. To this end, we developed a domain-specific 20-item NFC scale with parallel items for Science, Mathematics, German, and French. Additionally, domain-general NFC was assessed with five domain-general items. Using a cross-sectional sample of more than 4500 Luxembourgish 9th graders, we found that a nested-factor model incorporating both a general factor and domain-specific factors better accounted for the data than a single- factor or a correlated-factor model. However, the influence of the general factor was markedly stronger than in corresponding models for academic self-concept and interest. When controlling for the domain-specific factors, only Mathematics achievement was significantly predicted by the domain-general factor, while all achievement measures (Mathematics, French, and German) were predicted by the corresponding domain-specific factor. The nested domain-specific NFC factors were clearly empirically distinguishable from first-order domain-specific interest factors. [less ▲] Detailed reference viewed: 297 (38 UL)Différences inter‐ et intraindividuelles en besoin de cognitionKeller, Ulrich ; ; Martin, Romain et alPoster (2016, June) Detailed reference viewed: 370 (13 UL)Teachers' conceptions of gifted and average-ability students on achievement-relevant dimensionsBaudson, Tanja ; in Gifted Child Quarterly (2016), 60 Detailed reference viewed: 243 (2 UL)Vergleichende Betrachtung sprachfreier Intelligenztests für sprach-, sprech- und hörgestörte Kinder und Jugendliche: CFT 1-R, CFT 20-R, SPM, CPM, WMT-2, BOMAT – StandardWollschläger, Rachel ; in Sprache Stimme Gehor (2016), 40 Detailed reference viewed: 271 (4 UL)Teacher judgments as measures of children's cognitive ability: A multilevel analysisBaudson, Tanja Gabriele ; Fischbach, Antoine ; in Learning and Individual Differences (2016), 52 Detailed reference viewed: 384 (32 UL)THINK 1–4. Test zur Erfassung der Intelligenz im GrundschulalterBaudson, Tanja Gabriele ; Wollschläger, Rachel ; Book published by Hogrefe - Hogrefe Schultests (2016) Detailed reference viewed: 332 (8 UL)mini-q: Intelligenzscreening in drei Minuten.Baudson, Tanja Gabriele ; in Diagnostica (2016), 62 Detailed reference viewed: 239 (0 UL)LOTUS – Gesprächsgruppen für hochbegabte Jugendliche (Materialband).Baudson, Tanja Gabriele ; Diverse speeches and writings (2016) Detailed reference viewed: 146 (1 UL)LOTUS – Gesprächsgruppen für hochbegabte Jugendliche (Trainingsmanual).Baudson, Tanja Gabriele ; Book published by Karg-Stiftung (2016) Detailed reference viewed: 189 (1 UL)Erfassung und Bedeutung von Need for Cognition im GrundschulalterKeller, Ulrich ; Wollschläger, Rachel ; et alScientific Conference (2015, September) Detailed reference viewed: 314 (3 UL)Need for Cognition bei Kindern und Jugendlichen: Korrelate und Zusammenhänge mit Intelligenz und schulischer Leistung; ; Greiff, Samuel et alScientific Conference (2015, September) Detailed reference viewed: 380 (2 UL)Need for Cognition im Grundschulalter: Erfassung und nomologisches Netzwerk (Arbeitsgruppe „Kognitive Motivation in Lern- und Leistungssituationen“)Wollschläger, Rachel ; Keller, Ulrich ; et alScientific Conference (2015, September) Detailed reference viewed: 211 (4 UL)Intelligenztestleistung und aktuelle Aufgabenmotivation; ; Wollschläger, Rachel et alScientific Conference (2015, September) Detailed reference viewed: 291 (3 UL)Examining students’ mathematics attitudes across time: A test of the theory of planned behavior.Niepel, Christoph ; Greiff, Samuel ; et alScientific Conference (2015, August) Detailed reference viewed: 292 (3 UL)40 Jahre später: Kann die Einschätzung von Grundschullehrkräften zur Intelligenz ihrer Schülerinnen und Schülern deren Bildungsrenditen als Erwachsene vorhersagen?; Fischbach, Antoine ; et alScientific Conference (2015, March) Detailed reference viewed: 186 (8 UL)Gifted and maladjusted? Implicit attitudes and automatic associations related to gifted children; Baudson, Tanja Gabriele ; Krolak-Schwerdt, Sabine et alin American Educational Research Journal (2015), 52(6), 1160-1184 Detailed reference viewed: 253 (13 UL)Begabte Kinder finden und fördern. Ein Ratgeber für Eltern, Erzieherinnen und Erzieher, Lehrerinnen und Lehrer; ; et al Book published by BMBF - 2nd (2015) Detailed reference viewed: 555 (3 UL)Hochbegabt und verhaltensauffällig? Automatische Assoziationen und implizite Einstellungen von Lehramtsstudierenden gegenüber hochbegabten Kindern.; ; Krolak-Schwerdt, Sabine et alScientific Conference (2015) Detailed reference viewed: 223 (1 UL) |
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