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Mädchen haben Vorteile im Lesen, Jungen in Mathematik? Geschlechterstereotype auf dem Prüfstand
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In: Schulverwaltung : Fachzeitschrift für Schulentwicklung und Schulmanagement. Bayern 38 (2015) 12, S. 337-340 (2015)
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Kompetenz von Lehramtsstudierenden in Deutsch als Zweitsprache. Validierung des GSL-Testinstruments
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In: Blömeke, Sigrid [Hrsg.]; Zlatkin-Troitschanskaia, Olga [Hrsg.]: Kompetenzen von Studierenden. Weinheim u.a. : Beltz Juventa 2015, S. 32-54. - (Zeitschrift für Pädagogik, Beiheft; 61) (2015)
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Mädchen haben Vorteile im Lesen, Jungen in Mathematik? Geschlechterstereotype auf dem Prüfstand
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In: Schulverwaltung : Zeitschrift für Schulentwicklung und Schulmanagement. Nordrhein-Westfalen 26 (2015) 11, S. 295-298 (2015)
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Beiträge zum Mathematikunterricht 2015. Vorträge auf der 49. Tagung für Didaktik der Mathematik vom 09.02.2015 bis 13.02.2015 in Basel [Band 2]
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In: Münster : WTM, Verlag für wissenschaftliche Texte und Medien 2015, 588-1174 S. (2015)
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Kompetenz von Lehramtsstudierenden in Deutsch als Zweitsprache. Validierung des GSL-Testinstruments ...
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Relations between classroom disciplinary problems and student motivation. Achievement as a potential mediator?
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In: Learning and instruction 39 (2015), S. 184-193 (2015)
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Achieving the Gold Standard: How Exceptional Customer Service Creates Family Friendly Schools
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In: National Youth Advocacy and Resilience Conference (2015)
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Differentiation of competence and affect self-perceptions in elementary school students. Extending empirical evidence
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In: European journal of psychology of education 30 (2015) 4, S. 405-419 (2015)
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An Analysis of the Correlation between ACT Scores and One-to-One Computing
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In: Dissertations (2015)
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The student-institution fit at university: interactive effects of academic competition and social class on achievement goals
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In: ISSN: 1664-1078 ; Frontiers in Psychology, Vol. 6, No 769 (2015) (2015)
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The student-institution fit at university : interactive effects of academic competition and social class on achievement goals
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In: Frontiers in Psychology, vol. 6, no. 769, pp. 1-11 (2015)
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Abstract:
As compared to continuing-generation students, first-generation students are struggling more at university. In the present article, we question the unconditional nature of such a phenomenon and argue that it depends on structural competition. Indeed, most academic departments use harsh selection procedure all throughout the curriculum, fostering between-student competition. In these departments, first-generation students tend to suffer from a lack of student-institution fit, that is, inconsistencies with the competitive institution's culture, practices, and identity. However, one might contend that in less competitive academic departments continuing-generation students might be the ones experiencing a lack of fit. Using a cross-sectional design, we investigated the consequences of such a context- and category-dependent lack of fit on the endorsement of scholastically adaptive goals. We surveyed N = 378 first- and continuing-generation students from either a more competitive or a less competitive department in their first or final year of bachelor's study. In the more competitive department, first-to-third year decrease of mastery goals (i.e., the desire to learn) was found to be steeper for firstthan for continuing-generation students. In the less competitive department, the reversed pattern was found. Moreover, first-to-third year decrease of performance goals (i.e., the desire to outperform others) was found to be steeper within the less competitive department but did not depend on social class. This single-site preliminary research highlights the need to take the academic context into account when studying the social class graduation gap.
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Keyword:
academic competition; achievement gap; achievement goals; first- and continuing-generation students; social class; student-institution fit
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URL: https://serval.unil.ch/notice/serval:BIB_EA1A650A86B9 https://doi.org/10.3389/fpsyg.2015.00769 http://nbn-resolving.org/urn/resolver.pl?urn=urn:nbn:ch:serval-BIB_EA1A650A86B97 https://serval.unil.ch/resource/serval:BIB_EA1A650A86B9.P001/REF.pdf
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Culturally and Linguistically Diverse Students' Perceptions of Out-of-School Pleasure Reading during the Academic Year: A Mixed Methods Study
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A Times Series Study: Student Perceptions on Multimedia Discussion Features’ Impact on Student Learning and Student Achievement
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Exploring the Relationship between Student Truancy and Science and Social Studies CRCT Scores
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Are Student Absences Worth the Worry in U.S. Primary Schools?
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ADVANCING THE SCIENCE OF HIRING TEACHERS : AN ANALYSIS OF THE EFFECTS OF TEACHER CHARACTERISTICS ON STUDENT ACHIEVEMENT
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Teachers' Perceptions of Merit Pay in Georgia
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In: Electronic Theses and Dissertations (2014)
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An Examination of the Correlation between the Seven Critical Leadership Functions and Middle School African-American and Hispanic Student Achievement
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In: Electronic Theses and Dissertations (2014)
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Akademisches Selbstkonzept im Grundschulalter. Entwicklungsanalyse dimensionaler Vergleiche und Exploration differenzieller Unterschiede
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In: 2014, 98 S. - (Zugl.: Frankfurt am Main, Univ., Diss., 2012) (2014)
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Undergraduate student course engagement and the influence of student, contextual, and teacher variables
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In: Submitted by the University of Missouri--Columbia Graduate School. (2014)
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