Details
| Translated title of the contribution | Context factors of primary school performance: Results from the Hanover Primary School Study |
|---|---|
| Original language | German |
| Pages (from-to) | 113-124 |
| Number of pages | 12 |
| Journal | Zeitschrift fur Padagogische Psychologie |
| Volume | 18 |
| Issue number | 2 |
| Publication status | Published - 1 Jun 2004 |
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.
ASJC Scopus subject areas
- Psychology(all)
- Developmental and Educational Psychology
Sustainable Development Goals
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In: Zeitschrift fur Padagogische Psychologie, Vol. 18, No. 2, 01.06.2004, p. 113-124.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Kontextfaktoren der Schulleistung im Grundschulalter
T2 - Ergebnisse aus der Hannoverschen Grundschulstudie
AU - Tiedemann, Joachim
AU - Billmann-Mahecha, Elfriede
PY - 2004/6/1
Y1 - 2004/6/1
N2 - 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.
AB - 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.
KW - Class context
KW - Cognitive abilities
KW - Immigrant children
KW - School performance
UR - http://www.scopus.com/inward/record.url?scp=3042670189&partnerID=8YFLogxK
U2 - 10.1024/1010-0652.18.2.113
DO - 10.1024/1010-0652.18.2.113
M3 - Artikel
AN - SCOPUS:3042670189
VL - 18
SP - 113
EP - 124
JO - Zeitschrift fur Padagogische Psychologie
JF - Zeitschrift fur Padagogische Psychologie
SN - 1010-0652
IS - 2
ER -