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)