Kontextfaktoren der Schulleistung im Grundschulalter

Ergebnisse aus der Hannoverschen Grundschulstudie

verfasst von

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.

Organisationseinheit(en)

Institut für Psychologie

Typ

Artikel

Journal

Zeitschrift fur Padagogische Psychologie

Band

18

Seiten

113-124

Anzahl der Seiten

12

ISSN

1010-0652

Publikationsdatum

01.06.2004

Publikationsstatus

Veröffentlicht

Peer-reviewed

Ja

ASJC Scopus Sachgebiete

Pädagogische und Entwicklungspsychologie

Ziele für nachhaltige Entwicklung

SDG 13 – Klimaschutzmaßnahmen

Elektronische Version(en)

https://doi.org/10.1024/1010-0652.18.2.113 (Zugang: Unbekannt)