Anna Volodina

Institut zur Qualitätsentwicklung im Bildungswesen

The present study examines the role of gender, school achievement tests, school grades, self-concepts, and vocational interests in predicting the transition from school to different fields of vocational education and training in a German sample of 10th-grade students (N = 900) attending intermediate secondary school. All sets of constructs were ass...

The present study examines the relationship of cognitive and scholastic abilities, vocational interests, and personality traits with vocational success in the first phase of the vocational career. Drawing on large samples of technicians and industrial clerks, the effects of the covariates on satisfaction and dropout intention in the first months of...

Diese Arbeit untersucht die Rolle beruflicher Interessen sensu Holland (1997) beim Übergang von der SekundarstufeI in die Profiloberstufe allgemeinbildender Gymnasien in Schleswig-Holstein. Ausgehend vom Circumplexmodell beruflicher Interessen wurde die Vorhersageleistung der daraus abgeleiteten Parameter individueller Interessenprofile für die in...

Lifelong learning is a worldwide practice. It supposes another approach to learning and, consequently, to evaluation. In the present paper differences between traditional and lifelong learning are presented, and reasons to another type of evaluation are outlined. Lifelong learning offers a waste amount of assessment tools that aimed to develop indi...

Résumé. Une étude a été menée avec le but de vérifier des qualités métrologiques d'un nouveau questionnaire d'attitudes face à l'éducation multilingue. Cent quatre-vingt-deux étudiants de l'Université du Luxembourg ont répondu au questionnaire en mars et avril 2011. Les résultats montrent que le questionnaire présente de bons indices de fidélité et...

Number of books at home is often associated with reading, mathematics, and science skills. Number of children’s own books has rarely been considered in previous studies as a separate variable. The present study aimed to investigate relations between both of these indicators and cognitive and socio-emotional outcomes in secondary school students, wh...

Academic language and its associations with school success have been established in many prior studies. However, the scholarship lacks research on the mechanisms that constitute these relations. This study investigates the mediating role of motivational-­affective variables, specifically reading self-concept and reading enjoyment, in relations betw...

The educational development and achievements of children depend on individual prerequisites as well as on familial and institutional learning contexts. Data from the study BiKS-3-18 (Educational Processes, Competence Development, and Formation of Educational Decisions in Preschool and School Age) enables educational research on mechanisms and long-...

This paper provides new evidence on inequalities in resources for children age 3–4 by parental education using harmonized data from six advanced industrialized countries—United States, United Kingdom, France, Germany, Netherlands, and Japan—that represent different social welfare regime types. We analyze inequalities in two types of resources for y...

This study explored whether the directionality of the relation between majority language and various facets of socioemotional development (three to 5 years old) differs between children with different language backgrounds. 12,951 children (49% girls; 85% White, 6% Pakistani and Bangladeshi, 3% Black, 3% Mix, 2% Indian) from the British Millennium C...

This document presents the protocol of a study conducted as a part of the WEB DATA OPP project, which is funded by the H2020 program. The study aimed to investigate different aspects of the collection of images through web surveys. To do this, we implemented a mobile web survey in an opt-in online panel in Spain. The survey had various questions, s...

Background Research on factors underlying socioeconomic status (SES)-related inequalities in child development mainly focuses on single countries and specific influential factors. Only few studies scrutinize to what extent differences in children’s early behavioural outcomes vary across countries and whether the processes that account for them are...

Background There are significant cross-country differences in socio-economic gradients in later childhood and adulthood overweight/obesity; few studies assess whether this cross-national variation is evident from early childhood. Furthermore, the role of childcare in explaining overweight/obesity gradients might vary across countries, given differe...

Child outcomes vary by family’s socioeconomic status (SES). Research on explanatory factors underlying early SES-related disparities has mainly focused on specific child outcomes (e.g., language skills) and selected influencing factors in single countries often with a focus on individual differences but not explicitly on early SES-related gaps. Thi...

This study takes a cross-country perspective to examine whether inaccurate teacher judgements of students’ math skills correlate with student social origin and whether such bias is associated with math achievement in primary school. We focus on England, Germany, and the US because these countries differ in the teachers’ growth mindsets, accountabil...

There is consensus that child socio-emotional development is influenced by various contexts, such as the family one. Research on influencing factors on child socio-emotional skills mainly investigated the effects of home learning environment, whereas the effects of out-of-home activities were often analysed mainly in samples of adolescents. The pre...

The present study investigates the incremental validity of the traditional books-at-home measure and selected extensions (i.e., number of children’s books and number of ebooks) for explaining students’ academic achievement as measured by their academic language comprehension. Using multiple linear regressions, we additionally explore the role of th...

This short SEED working paper is designed to highlight the value of and the pitfalls in combining and comparing data across large scale representative population cohorts. It was carried out as part of the Norface DIAL initiative by the SEED project (Social InEquality and its Effects on child Development: A study of birth cohorts in the UK, Germany...

The comprehension of connectives, which still develops across primary school age, is an important facet of academic language proficiency. We investigated relations between the comprehension of connectives and school performance in primary school. Drawing on two cohorts with a total of 294 students and two measurement points either in Grades 2 and 3...

Academic language proficiency (ALP) is supposed to contribute to success across school subjects and to be a hurdle for students, in particular for those from families with a migration background. The present study investigated the effects of language use (i.e., use of the majority and/or a minority language) at home and at free time as well as of f...

Dieses Skalenhandbuch dokumentiert die Erhebungsinstrumente, die im Projekt „BiSpra-Aufgaben: Weiterentwicklung zu einem diagnostisch nutzbaren Testinstrument und Prüfung der Sensitivität für Fördereffekte (BiSpra-Transfer)“ eingesetzt wurden. Dies umfasst die Testinstrumente zur Erfassung der Kompetenzen der Schüler*innen sowie die Fragebögen der...

Empirical research repeatedly shows cross-country differences in the extent and distribution of socioeconomic inequalities in educational achievement. This observation is the starting point for the comparative DICE-project (Development of Inequalities in Child Educational Achievement: A Six-Country Study). It aims to improve the understanding of ch...

Bildungssprachliche Kompetenzen sind für den Schulerfolg unabdingbar. Jedoch mangelt es bisher an validen Instrumenten zu ihrer Erfassung. Im vorliegenden Beitrag stellen wir das Testinstrument BiSpra 2 – 4 vor, mit dem sich verschiedene Facetten des Verständnisses von Bildungssprache bei Grundschulkindern der Klassenstufen 2 bis 4 bestimmen lassen...

BiSpra 2-4 ist ein Test zur Erfassung bildungssprachlicher Kompetenzen von Grundschulkindern der Jahrgangsstufen 2 bis 4. Er umfasst drei Untertests, die sich auf das Verständnis bildungssprachlich anspruchsvoller Hörtexte (BiSpra-Text), das Verständnis von Satzverbindungen mit Konnektoren (BiSpra-Satz) und das Verständnis von allgemeinen (fächerüb...

Language development is not completed when children enter primary school. As the comprehension of connectives (such as although, despite) is important for understanding and producing academic texts and, thus, relevant for school success, we investigated its development and influencing factors across primary school age on the basis of a newly develo...

Academic language has been shown to significantly contribute to success across school subjects. However, to date, there are no empirical studies addressing its development across primary school age. The present study investigated the growth of academic vocabulary and influential conditions from Grades 2 to 4 based on a newly developed and validated...

The present study investigated the role that personality traits and basic psychological need satisfaction (BPNS) play in apprentices’ satisfaction with vocational education and training (VET) and life satisfaction in two different contexts (the company and the vocational school). Drawing on a German sample of N = 2,477 apprentices in their first ye...

Expatriates need to deal with numerous stimuli resulting from new environmental and cultural influences abroad, contributing to stress and high rates of failure and turnover. Based on conservation-of-resources theory, this study aims to explore the role of resources (including sensory processing sensitivity (SPS) and social capital) in explaining e...

Gegenstand der vorliegenden Arbeit ist die Rolle beruflicher Interessen sensu Holland (1997) bei schulischen und ausbildungsbezogenen Übergängen. Trotz einer großen Anzahl an Arbeiten zur Rolle beruflicher Interessen bei Übergängen im Studium und im Beruf gibt es kaum empirische Studien, die sich mit der Rolle beruflicher Interessen bei innerschuli...