A. Katrin Arens's research while affiliated with DIPF - Leibniz Institute for Research and Information in Education and other places

Publications (57)

Article
Full-text available
Zusammenfassung Die vorliegende Studie untersucht das Selbstkonzept im Schulfach Musik im Kontext der aktuellen Forschung zum bereichsspezifischen akademischen Selbstkonzept. Dazu werden die Zusammenhänge zwischen dem Selbstkonzept im Schulfach Musik und (1) Selbstkonzepten in weiteren Schulfächern und bezogen auf Schule allgemein, (2) Noten und (3...
Article
Dimensional comparisons lead to contrast effects between academic self-concepts, implying that students view themselves as a math-type or a verbal-type. This study examined the short-term stability of these types and their generalizability to academic interest. N = 382 students completed questionnaires on self-concept and interest in math, physics,...
Article
Full-text available
Conscientiousness is the most important personality predictor of academic achievement. It consists of several lower order facets with differential relations to academic achievement. There is currently no short instrument assessing facets of conscientiousness in the educational context. Therefore, in the present multi-study report, we develop and va...
Article
Full-text available
Student motivation and affect play an important role in successful language learning. To investigate the formation of language learning motivation and affect, this study extended the generalized internal/external frame of reference (GI/E) model framework to multiple languages (German and French, along with math) and multiple motivational-affective...
Article
According to the goal orientation model, students’ achievement goals and beliefs are interrelated. Within this framework, research and theory have so far assumed that achievement goals are associated with students’ beliefs of causes of success, the latter representing students’ subjective beliefs about the factors contributing to success at school....
Article
Full-text available
The structure of academic self-concept (ASC) is assumed to be multidimensional and hierarchical. This methodological review considers the most central models depicting the structure of ASC: a higher-order factor model, the Marsh/Shavelson model, the nested Marsh/Shavelson model, a bifactor representation based on exploratory structural equation mod...
Article
This study examined temporal interrelations among math self-concept and math self-efficacy and their differential relations to two commonly applied math achievement indicators, that is, math achievement test scores and school grades in math. It based on a longitudinal design with four annual assessments of self-concept, self-efficacy, school grades...
Article
The Generalized Internal/External Frame of Reference Model offers a framework according to which the perception of teacher characteristics might impact on students' motivation within and between subjects. In the present study, relations between perceived teacher unfairness and student motivation in math and German were examined. In a sample of N =...
Article
Expectancy-value theory (EVT) is a popular framework to understand and improve students' motivation. Unfortunately, limited research has verified whether EVT predictions generalize to students with low levels of cognitive ability. This study relies on Grade 5 and 8 data from 177 students with low levels of cognitive ability and a matched sample of...
Article
Background: Findings on whether immigrant students suffer from higher levels of peer victimization have been inconsistent, perhaps due to a blend of measures for personal and ethnic peer victimization. Objective: In this study, we investigated personal and ethnic peer victimization using latent profile analyses. The profiles were related to various...
Article
Zusammenfassung. Im Rahmen der Erwartungs-Wert-Theorie zur schulischen Motivation betrachtete die Studie die beiden Wertfacetten intrinsischer Wert und Wichtigkeit in den Fächern Mathematik, Deutsch und Sachunterricht. Untersucht wurden die Ausdifferenzierung der beiden Wertfacetten, ihr Entwicklungsverlauf am Ende der Grundschule, Geschlechtseffek...
Conference Paper
Research on the internal/external frame of reference (I/E) model has frequently found contrast effects of dimensional comparisons (i.e. a negative relationship between achievement and self-concept across domains) between math and verbal domains. The generalised internal/external frame of reference (GI/E) model extends the I/E model to multiple doma...
Article
This study extended the internal/external reference model to multiple languages including students’ language of instruction, first foreign language, and second foreign language. We examined whether social and dimensional comparisons play similar roles in the formation of students’ self-concept related to different languages and whether dimensional...
Article
Background Positive school attitudes defined as students’ school liking and school attachment are positively related to many desirable outcomes. Student–teacher relations have often been considered to be an important determinant of school attitudes. Aims Students’ perceived teacher acceptance was used as an indicator for student–teacher relations....
Article
This study expanded on research on temporal relations among motivation constructs as stated by expectancy-value theory, which has so far neglected the differentiation of value facets, the examination of long time spans with multiple measurement waves, and domain-specific patterns of findings. We examined the longitudinal relations among academic se...
Article
The internal/external frame of reference (I/E) model assumes the interplay of social and dimensional comparisons in the formation of domain-specific academic self-concepts. The present study tests the generalizability of the I/E model assumptions across students from different ability tracks. While the findings from previous studies implied the sim...
Article
This study extends the classic constructive dialogue/debate between self-concept and self-efficacy researchers (Marsh, Roche, Pajares, & Miller, 1997) regarding the distinctions between these 2 constructs. The study is a substantive-methodological synergy, bringing together new substantive, theoretical, and statistical models and developing new tes...
Article
Using a sample of third grade elementary school students (N = 514), we tested a generalized internal/external frame of reference (GI/E) model using math, verbal, and physical education achievements as predictors, and math, verbal, and physical ability self-concepts and intrinsic values as outcomes. Therefore, the present study adds to the generaliz...
Article
Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary...
Article
This study examines the development of self-esteem in a sample of 138 Australian adolescents (90 males; 48 females) with cognitive abilities in the lowest 15% (L-CA) and a matched sample of 556 Australian adolescents (312 males; 244 females) with average to high levels of cognitive abilities (A/H-CA). These participants were measured annually (Grad...
Article
Full-text available
"This study examines the development of self-esteem in a sample of 138 Australian adolescents" "(90 boys; 48 girls) with cognitive abilities in the lowest 15% (L-CA) and a matched sample of 556" "Australian adolescents (312 boys; 244 girls) with average to high levels of cognitive abilities (A/H-" "CA). These participants were measured annually (Gr...
Article
The present study builds on two strands of research: (1) the recently established generalized internal/external frame of reference (GI/E) model assuming social (comparing one's achievement in one domain with the achievement of one's peers in the same domain) and dimensional (comparing one's achievement in one domain with one's achievement in anothe...
Article
Full-text available
Are internalizing and externalizing behavior problems interrelated via mutually reinforcing relationships (with each behavior leading to increases over time in levels of the other behavior) or mutually suppressing relationships (with each behavior leading to decreases over time in levels of the other behavior)? Past research on the directionality o...
Article
The present study focuses on political efficacy in terms of students' competence self-perceptions related to the domain of politics. The investigation addresses the mean level development and longitudinal relations to outcome variables including gender differences. Drawing on a sample of N = 2,504 German students, political efficacy, along with mea...
Article
This study assesses students' reports of two facets of parental involvement (i.e., family activity and parents' subjective importance) in a sample of ninth-grade German secondary school students, related to German language (Sample 1: N = 4476) and English language (Sample 2: N = 4440). The aim was to test the direct and indirect relations between t...
Article
This study assesses students' reports of two facets of parental involvement (i.e., family activity and parents' subjective importance) in a sample of ninth-grade German secondary school students, related to German language (Sample 1: N = 4476) and English language (Sample 2: N =4140). The aim was to test the direct and indirect relations between th...
Article
This study examines reciprocal effects between self-concept and achievement by considering a long time span covering grades 5 through 9. Extending previous research on the reciprocal effects model (REM), this study tests (1) the assumption of developmental equilibrium as time-invariant cross-lagged paths from self-concept to achievement and from ac...
Article
This study illustrates an integrative psychometric framework to investigate two sources of construct-relevant multidimensionality in answers to the Self-Perception Profile for Children (SPPC). Using a sample of 2,353 German students attending Grades 3 to 6, we contrasted: (a) first-order versus hierarchical and bifactor models to investigate constr...
Article
Two studies with German secondary school students extend the internal/external frame of reference (I/E) model to multiple school subjects, by including history and politics as social studies subjects. Study 1 assessed students' self-concepts and achievements related to math, German, history, English (students' first foreign language), and physics....
Article
This three-wave, longitudinal study explored the math self-concept of German preschool children (N = 420) with respect to its differentiation into competence and affect components, cross-sectional and longitudinal relations to early math achievement, and invariance across gender. Findings demonstrated that preschool children's math self-concept can...
Article
Studies investigating the effects of emotional exhaustion among teachers have primarily focused on its relations with teacher-related outcome variables but little research has been done for examining its relations with student outcomes. Therefore, this study examines the relations between teachers' emotional exhaustion and educational outcomes amon...
Article
Ever since the classic research of Nicholls (1976) and others, effort has been recognized as a double-edged sword: while it might enhance achievement, it undermines academic self-concept (ASC). However, there has not been a thorough evaluation of the longitudinal reciprocal effects of effort, ASC, and achievement, in the context of modern self-conc...
Article
This study aims to add empirical evidence to the generalized internal/external frames of reference (GI/E) model, according to which students' social and dimensional achievement comparisons might not only be related to students' self-concepts but also to perceptions of the learning environment. In a sample of N = 4926 German students, math and langu...
Article
This study examined the relation between classroom disciplinary problems in language classes, student achievement, and three facets of student motivation: competence self-perceptions, test anxiety, and engagement. The analyses were conducted with the German sample from the Progress in International Reading Literacy Study (PIRLS) 2006 (N = 7899). Th...
Article
This paper illustrates a psychometric approach of broad relevance to psychiatric research instruments. Many instruments include indicators related to more than one source of true-score variance due to the: (1) assessment of conceptually adjacent constructs; (2) the presence of a global construct underlying answers to items designed to assess multip...
Article
This study illustrates an overarching psychometric approach of broad relevance to investigations of 2 sources of construct-relevant psychometric multidimensionality present in many complex multidimensional instruments routinely used in psychological and educational research. These 2 sources of construct-relevant psychometric multidimensionality are...
Article
This study is a substantive-methodological synergy in which exploratory structural equation modeling is applied to investigate the factor structure of multidimensional self-concept instruments. On the basis of a sample of German students (N = 1958) who completed the Self-Description Questionnaire I and the Self-Perception Profile for Children, the...
Article
This study aimed to address two underexplored research questions regarding support for the separation between competence and affect self-perceptions due to differential relations to outcome criteria. First, it is tested whether higher relations between affect selfperceptions and effort than between competence self-perceptions and effort can also be...
Article
Recent research has distinguished between the competence and affective components of self-concept. Young learners of English as a second language (L2) in Hong Kong (N = 110) completed survey items on both the competence and affective components and their L2 skills. In support of the domain specificity of self-concept, both components were associate...
Article
This study tested whether the gender intensification hypothesis applies to relations between multiple domain-specific self-concept facets and self-esteem. This hypothesis predicts gender-stereotypic differences in these relations and assumes they intensify with age. Furthermore, knowledge about gender-related or age-related differences in self-conc...
Article
Full-text available
In order to extend previous research on the twofold multidimensionality of academic self-concept (i.e. its domain-specific structure and separation into competence and affect components), the present study tests its generalisability among vocational students from mainland China. A Chinese version of self-description questionnaire I was administered...
Article
In assessing verbal academic self-concept with preadolescents, researchers have used scales for students' self-concepts in reading and in their native language interchangeably. The authors conducted 3 studies with German students to test whether reading and German (i.e., native language) self-concepts can be treated as the same or different constru...
Article
The often observed decline in students’ self-perceptions across transition to secondary school after grade 6 is often attributed to students’ entry to puberty. This study aims to examine whether lowered self-perceptions can be observed after transition in Germany which occurs after grade 4 and thus takes place before puberty. Fifth graders (N = 307...
Article
This study aims to investigate the construct of global self-esteem and its relationship with academic self-concept within a sample of German students attending grades 3–6 (N = 1958), considering the domain specificity and competence–affect separation of academic self-concept. Confirmatory factor analyses found global self-esteem to be similarly rel...
Article
Full-text available
Educators and researchers attempt to design and implement successful intervention programs to enhance students' academic motivation and self-concept as important non-cognitive determinants of student achievement and long-term gains. Nevertheless, despite the goodwill and effort, such programs are often faced with issues and challenges. In this chap...
Article
This study aims to develop a short German version of the Self Description Questionnaire (SDQ I-GS) in order to present a robust economical instrument for measuring German preadolescents' multidimensional self-concept. A full German version of the SDQ I (SDQ I-G) that maintained the original structure and thus length of the English original SDQ I in...
Article
Full-text available
Academic self-concept is consistently proven to be multidimensional rather than unidimensional as it is domain specific in nature. However, each specific self-concept domain may be further separated into competence and affect components. This study examines the twofold multidimensionality of academic self-concept (i.e., its domain specificity and c...
Article
Zusammenfassung. Der Self-Description Questionnaire I (SDQ I; Marsh, 1990b ) gehört zu den am ausführlichsten empirisch evaluierten Verfahren zur Erfassung eines multidimensionalen Selbstkonzepts im mittleren Kindesalter. Die vorliegende Arbeit stellt eine deutschsprachige Version dieses Instruments vor. Die psychometrischen Eigenschaften des deuts...

Citations

... latent profile analysis, LPA) complement traditional self-concept research because they enable researchers to identify distinct profiles of self-concept characterised by differences in level and shape and thus to detect heterogeneity in and provide detailed insight into structures of self-concept in populations (Marsh et al. 2009;Meeusen et al. 2018). The few studies that have investigated heterogeneity in the structure of academic self-concept (Franzen et al. 2022;Marsh et al. 2009;Saß and Kampa 2019) point to the existence of subgroups with different self-concept profiles. An even smaller number of studies have investigated profiles of self-perceived ICT competence (Schulze Heuling and Wild 2021; Schulze Heuling, Wild, and Vest 2021). ...
... A paradoxical consequence of the interplay between social and dimensional comparisons in the I/E model is that self-concepts across domains (e.g., music and academic domains) are not or only weakly correlated with each other, whereas achievement across those domains is positively interrelated (e.g., Marsh, Lüdtke, et al., 2015;Möller et al., 2014Möller et al., , 2020. This paradoxical finding has also been found for domains other than academic domains (e.g., Arens & Preckel, 2018;Jansen et al., 2015) or predictors and outcomes other than academic achievement and academic self-concepts (e.g., Dörendahl et al., 2021;van der Westhuizen et al., 2022). While the original I/E model focuses on achievement as predictor of self-concepts in mathematics and verbal domains, the extension of the I/E model to other domains or other predictors and outcomes is also called the generalized I/E model in the literature (GI/E model; Möller et al., 2015). ...
... While the increased pressure for female athletes to be so-called ´superwomen´, who can succeed at everything, may support female athletes' athletic and academic excellence, it also positions them as inferior to men and vulnerable to psychological distress (Ryba et al., 2021). Although previous studies have shown that there may be gender differences in adolescent athletes' achievement motivation both in the domains of sports (Hanrahan & Cerin, 2009) and academics (Arens & Watermann, 2021), few studies thus far have specifically examined gender differences in student-athletes' motivational orientations in DC contexts (as an exception, see Viljaranta et al., 2022). Moreover, while the role of coach in athletes' sport motivation has been extensively investigated (e.g., Amorose & Anderson-Butcher, 2015;Knight et al., 2018;Smith et al., 2016), only a few earlier studies have aimed to understand the role that coaches play in athletes' school motivation and whether the role of coaches is gendered (Saarinen et al., 2020). ...
... A plethora of variable-centered studies in this field support a multidimensional structure of academic self-concept (i.e. individuals' perceptions of their own academic abilities in general or in specific domains; see Arens et al. 2021;Brunner et al. 2010) and also of the recently introduced construct of ICT-SC (Schauffel et al. 2021b). Advanced personcentered analyses (e.g. ...
... (Ahmed et al., 2022;Semilarski et al., 2022;Tai et al., 2006;Wang & Lewis, 2022). Mathematics self-efficacy in adolescents is quite changeable (Arens et al., 2022;Hiller et al., 2022). Self-efficacy in mathematics has become a major justification for the study of psychological aspects in mathematical education. ...
... Students' perception of teacher justice is not only associated with positive school outcomes, such as student motivation and affective learning (Chory-Assad, 2002;Helm et al., 2020), emotional engagement and classroom connectedness (Mameli et al., 2018), belonging to the committed or compliant student profiles (Grazia et al., 2021) and sense of belonging and social trust (Resh & Sabbagh, 2014), but also related to their aggressive and deviant behaviors. Adolescents, who perceived higher teacher justice, were less likely to engage in verbal and physical violence toward their schoolmates and teachers (Resh & Sabbagh, 2017), cheating and delinquency (Donat et al., 2014), bullying (Donat et al., 2018) and deviant behaviors, including vandalism, aggression, school misconduct, addictive behavior and thefts (Sanches et al., 2012). ...
... More recently, Tracey et al. (2020), using EVT framework to examine student academic motivational levels in two developmental phases, found that the most influential component for student outcomes was the belief that they can succeed in their studies (i.e. expectancy). ...
... Angesichts des allgemein zu verzeichnenen Absinkens motivationaler Merkmale im Verlauf der Schulzeit (Musu-Gillette et al. 2015;Scherrer und Preckel 2019) sollte der Motivierungsqualität des Unterrichts und ihrer Bedeutung für motivationale Merkmale auch in der Grundschule verstärkt Aufmerksamkeit zukommen. Während die Relevanz von Leistungsrückmeldungen, die häufig mithilfe von Schulnoten erfolgen, für verschiedene Bedürfnisfacetten des Selbstbestimmungserlebens und motivationale Merkmale bereits mehrfach gezeigt werden konnte (Arens 2019;Rakoczy 2008;Viljaranta et al. 2014;Weidinger et al. 2017Weidinger et al. , 2019, wurde das Zusammenspiel zwischen wahrgenommener Motivierungsqualität des Unterrichts und motivationalen Merkmalen bei Grundschulkindern bislang nur vereinzelt untersucht . Die vorliegende Studie verfolgt daher das Ziel, die Motivierungsqualität des Mathematikunterrichts aus der Sicht von Grundschulkindern zu erforschen und zu prüfen, inwiefern bedeutsame Zusammenhänge zwischen der Motivierungsqualität des Unterrichts und verschiedenen motivationalen Merkmalen bestehen. ...
... Some population subgroups are at increased risk for bullying victimization, including sexual minority youth, overweight/obese youth, and youth with disabilities (National Academies of Sciences, Engineering, and Medicine, 2016). In recent years, other groups have been identified to be at heightened risk, including those targeted because of their ethnic background or cultural identity (Arens & Visser, 2020;Hoglund & Hosan, 2013;Hong et al., 2014;LaRochette et al., 2010;McKenney et al., 2006). In fact, when bullying is based on sex, disability, religion, race or ethnicity, national origin or color, schools are legally obligated to address it as a form of harassment according to the Civil Rights Act (1964). ...
... Notes 1. In existing research, the term 'math-verbal continuum' instead of 'verbal-math continuum' is predominant (e.g., Arens et al. 2020). However, to increase the readability of our article, we use the term verbal-math continuum, in concordance with the verbal-interactivetechnical-analytical continuum presented in this article. ...