[{"publisher":"Elsevier BV","date_updated":"2023-11-08T08:30:24Z","date_created":"2023-01-08T16:14:36Z","author":[{"first_name":"Markus","last_name":"Koppenborg","full_name":"Koppenborg, Markus"},{"first_name":"Katrin B.","id":"36716","full_name":"Klingsieck, Katrin B.","last_name":"Klingsieck"}],"volume":94,"title":"Group work and student procrastination","doi":"10.1016/j.lindif.2022.102117","publication_status":"published","publication_identifier":{"issn":["1041-6080"]},"year":"2022","citation":{"ama":"Koppenborg M, Klingsieck KB. Group work and student procrastination. <i>Learning and Individual Differences</i>. 2022;94. doi:<a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">10.1016/j.lindif.2022.102117</a>","ieee":"M. Koppenborg and K. B. Klingsieck, “Group work and student procrastination,” <i>Learning and Individual Differences</i>, vol. 94, Art. no. 102117, 2022, doi: <a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">10.1016/j.lindif.2022.102117</a>.","chicago":"Koppenborg, Markus, and Katrin B. Klingsieck. “Group Work and Student Procrastination.” <i>Learning and Individual Differences</i> 94 (2022). <a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">https://doi.org/10.1016/j.lindif.2022.102117</a>.","apa":"Koppenborg, M., &#38; Klingsieck, K. B. (2022). Group work and student procrastination. <i>Learning and Individual Differences</i>, <i>94</i>, Article 102117. <a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">https://doi.org/10.1016/j.lindif.2022.102117</a>","mla":"Koppenborg, Markus, and Katrin B. Klingsieck. “Group Work and Student Procrastination.” <i>Learning and Individual Differences</i>, vol. 94, 102117, Elsevier BV, 2022, doi:<a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">10.1016/j.lindif.2022.102117</a>.","bibtex":"@article{Koppenborg_Klingsieck_2022, title={Group work and student procrastination}, volume={94}, DOI={<a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">10.1016/j.lindif.2022.102117</a>}, number={102117}, journal={Learning and Individual Differences}, publisher={Elsevier BV}, author={Koppenborg, Markus and Klingsieck, Katrin B.}, year={2022} }","short":"M. Koppenborg, K.B. Klingsieck, Learning and Individual Differences 94 (2022)."},"intvolume":"        94","_id":"35418","user_id":"14931","department":[{"_id":"426"}],"article_number":"102117","keyword":["Developmental and Educational Psychology","Education","Social Psychology"],"language":[{"iso":"eng"}],"type":"journal_article","publication":"Learning and Individual Differences","status":"public"},{"date_created":"2022-12-17T13:20:47Z","publisher":"Elsevier BV","title":"Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education","year":"2018","language":[{"iso":"eng"}],"keyword":["BiLieF","Special educational needs","Learning disability","Academic selfconcept of ability","Reciprocal effects model","Inclusive education"],"publication":"Learning and Individual Differences","abstract":[{"text":"Ample empirical research from regular school settings documents reciprocal effects between academic performance and academic self-concept of ability (ASC), supporting what is known as a reciprocal effects model (REM). The present article investigates a REM in the domain of reading performance in a sample of elementary students with special educational needs in learning (SEN-L) who received special educational support in exclusive versus inclusive settings (N = 446). In exclusive settings, SEN-L students attend special schools and are completely separated from regular students. By contrast, SEN-L students in inclusive settings attend regular schools and are educated in classes with regular students. In both settings, SEN-L students are not graded and taught based on individual learning goals, which may affect reciprocal effects between ASC and reading performance. In addition, given that special education for SEN-L students relies heavily on individual reference standards to evaluate performance, we tested individual performance growth of SEN-L students as a predictor of ASC. Analyses of a longitudinal dataset across 3rd and 4th grade revealed some cross-lagged effects and an effect of performance growth on ASC in exclusive settings in particular. The discussion focuses on the role of individualized instruction, grades, peer groups, and individual versus social reference standards for reciprocal effects between ASC and performance as well as practical implications.\r\n","lang":"eng"}],"author":[{"first_name":"Julia","full_name":"Gorges, Julia","last_name":"Gorges"},{"first_name":"Phillip","id":"95559","full_name":"Neumann, Phillip","last_name":"Neumann"},{"first_name":"Elke","full_name":"Wild, Elke","last_name":"Wild"},{"first_name":"Daniela","full_name":"Stranghöner, Daniela","last_name":"Stranghöner"},{"first_name":"Birgit","last_name":"Lütje-Klose","full_name":"Lütje-Klose, Birgit"}],"volume":61,"oa":"1","date_updated":"2023-01-10T19:42:56Z","main_file_link":[{"url":"https://www.sciencedirect.com/science/article/pii/S1041608017302030","open_access":"1"}],"doi":"10.1016/j.lindif.2017.11.005","publication_status":"published","publication_identifier":{"issn":["1041-6080"]},"citation":{"ama":"Gorges J, Neumann P, Wild E, Stranghöner D, Lütje-Klose B. Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education. <i>Learning and Individual Differences</i>. 2018;61:11-20. doi:<a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">10.1016/j.lindif.2017.11.005</a>","chicago":"Gorges, Julia, Phillip Neumann, Elke Wild, Daniela Stranghöner, and Birgit Lütje-Klose. “Reciprocal Effects between Self-Concept of Ability and Performance: A Longitudinal Study of Children with Learning Disabilities in Inclusive versus Exclusive Elementary Education.” <i>Learning and Individual Differences</i> 61 (2018): 11–20. <a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">https://doi.org/10.1016/j.lindif.2017.11.005</a>.","ieee":"J. Gorges, P. Neumann, E. Wild, D. Stranghöner, and B. Lütje-Klose, “Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education,” <i>Learning and Individual Differences</i>, vol. 61, pp. 11–20, 2018, doi: <a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">10.1016/j.lindif.2017.11.005</a>.","apa":"Gorges, J., Neumann, P., Wild, E., Stranghöner, D., &#38; Lütje-Klose, B. (2018). Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education. <i>Learning and Individual Differences</i>, <i>61</i>, 11–20. <a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">https://doi.org/10.1016/j.lindif.2017.11.005</a>","bibtex":"@article{Gorges_Neumann_Wild_Stranghöner_Lütje-Klose_2018, title={Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education}, volume={61}, DOI={<a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">10.1016/j.lindif.2017.11.005</a>}, journal={Learning and Individual Differences}, publisher={Elsevier BV}, author={Gorges, Julia and Neumann, Phillip and Wild, Elke and Stranghöner, Daniela and Lütje-Klose, Birgit}, year={2018}, pages={11–20} }","short":"J. Gorges, P. Neumann, E. Wild, D. Stranghöner, B. Lütje-Klose, Learning and Individual Differences 61 (2018) 11–20.","mla":"Gorges, Julia, et al. “Reciprocal Effects between Self-Concept of Ability and Performance: A Longitudinal Study of Children with Learning Disabilities in Inclusive versus Exclusive Elementary Education.” <i>Learning and Individual Differences</i>, vol. 61, Elsevier BV, 2018, pp. 11–20, doi:<a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">10.1016/j.lindif.2017.11.005</a>."},"page":"11-20","intvolume":"        61","user_id":"95559","department":[{"_id":"479"}],"_id":"34498","extern":"1","type":"journal_article","status":"public"},{"quality_controlled":"1","publication_identifier":{"issn":["1041-6080"]},"year":"2015","page":"233 - 242","intvolume":"        43","citation":{"mla":"Brahm, Taiga, and Tobias Jenert. “On the Assessment of Attitudes towards Studying—Development and Validation of a Questionnaire.” <i>Learning and Individual Differences : Journal of Psychology and Education</i>, vol. 43, Elsevier, 2015, pp. 233–42.","bibtex":"@article{Brahm_Jenert_2015, title={On the assessment of attitudes towards studying—development and validation of a questionnaire}, volume={43}, journal={Learning and individual differences : journal of psychology and education}, publisher={Elsevier}, author={Brahm, Taiga and Jenert, Tobias}, year={2015}, pages={233–242} }","short":"T. Brahm, T. Jenert, Learning and Individual Differences : Journal of Psychology and Education 43 (2015) 233–242.","apa":"Brahm, T., &#38; Jenert, T. (2015). On the assessment of attitudes towards studying—development and validation of a questionnaire. <i>Learning and Individual Differences : Journal of Psychology and Education</i>, <i>43</i>, 233–242.","ama":"Brahm T, Jenert T. On the assessment of attitudes towards studying—development and validation of a questionnaire. <i>Learning and individual differences : journal of psychology and education</i>. 2015;43:233-242.","chicago":"Brahm, Taiga, and Tobias Jenert. “On the Assessment of Attitudes towards Studying—Development and Validation of a Questionnaire.” <i>Learning and Individual Differences : Journal of Psychology and Education</i> 43 (2015): 233–42.","ieee":"T. Brahm and T. Jenert, “On the assessment of attitudes towards studying—development and validation of a questionnaire,” <i>Learning and individual differences : journal of psychology and education</i>, vol. 43, pp. 233–242, 2015."},"publisher":"Elsevier","date_updated":"2024-03-21T14:43:34Z","volume":43,"date_created":"2018-09-18T09:07:26Z","author":[{"first_name":"Taiga","last_name":"Brahm","full_name":"Brahm, Taiga"},{"first_name":"Tobias","id":"71994","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert"}],"title":"On the assessment of attitudes towards studying—development and validation of a questionnaire","publication":"Learning and individual differences : journal of psychology and education","type":"journal_article","abstract":[{"lang":"eng","text":"This research aims to develop and validate an instrument for the assessment of attitudes towards two particular objects: the Higher Education Institution (HEI) and the process of studying. Investigating attitudes towards studying at a HEI in a comprehensive way addresses an important research gap. It connects students' perception of the institution with teaching and learning. To validate the Assessment of Students' Attitudes towards Studying (ASAtS) Questionnaire, data was gathered at three different universities in Switzerland (820 students), Sweden (167) and Germany (133). Overall, the results show the internal consistency of the ASAtS. Its nomological validity is also supported by correlations with other constructs, such as intrinsic motivation and study performance. The ASAtS contributes to the theory on students learning by broadening the scope of research beyond learning in a narrow sense. From a practical point of view, it provides a tool for HE management to monitor students' perception of their HEI."}],"status":"public","_id":"4423","department":[{"_id":"208"},{"_id":"282"}],"user_id":"71994","keyword":["Attitude","Student learning","Higher Education Institution","university","student experience"],"extern":"1","language":[{"iso":"eng"}]}]