Kontextfaktoren der Schulleistung im Grundschulalter
Ergebnisse aus der Hannoverschen Grundschulstudie
- authored by
- Joachim Tiedemann, Elfriede Billmann-Mahecha
- Abstract
Within the scope of the Hanover Primary School Study, the significance of context factors of school performance were established for 710 third-grade students. Amongst others, the following context factors were ascertained: Aggregated cognitive ability level, age of the students, and classroom climate. The data were analyzed using hierarchical linear modeling. The results substantiate the dual function of cognitive abilities within the framework of the genesis of school performance: On the one hand, cognitive abilities directly control individual performance in mathematics, on the other hand, however, they also indirectly control success over effects at the aggregated level. In addition, classroom climate and student age proved to be significant. At the school level it was shown that the performance differences between classes in schools with either a high or a low proportion of immigrant children reach a magnitude that corresponds to the provision of more than one year of schooling.
- Organisation(s)
-
Institute of Psychology
- Type
- Article
- Journal
- Zeitschrift fur Padagogische Psychologie
- Volume
- 18
- Pages
- 113-124
- No. of pages
- 12
- ISSN
- 1010-0652
- Publication date
- 01.06.2004
- Publication status
- Published
- Peer reviewed
- Yes
- ASJC Scopus subject areas
- Developmental and Educational Psychology
- Sustainable Development Goals
- SDG 13 - Climate Action
- Electronic version(s)
-
https://doi.org/10.1024/1010-0652.18.2.113 (Access:
Unknown)