---
_id: '35418'
article_number: '102117'
author:
- first_name: Markus
  full_name: Koppenborg, Markus
  last_name: Koppenborg
- first_name: Katrin B.
  full_name: Klingsieck, Katrin B.
  id: '36716'
  last_name: Klingsieck
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>
  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>
  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} }'
  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>.
  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>.'
  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>.
  short: M. Koppenborg, K.B. Klingsieck, Learning and Individual Differences 94 (2022).
date_created: 2023-01-08T16:14:36Z
date_updated: 2023-11-08T08:30:24Z
department:
- _id: '426'
doi: 10.1016/j.lindif.2022.102117
intvolume: '        94'
keyword:
- Developmental and Educational Psychology
- Education
- Social Psychology
language:
- iso: eng
publication: Learning and Individual Differences
publication_identifier:
  issn:
  - 1041-6080
publication_status: published
publisher: Elsevier BV
status: public
title: Group work and student procrastination
type: journal_article
user_id: '14931'
volume: 94
year: '2022'
...
---
_id: '34498'
abstract:
- lang: eng
  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"
author:
- first_name: Julia
  full_name: Gorges, Julia
  last_name: Gorges
- first_name: Phillip
  full_name: Neumann, Phillip
  id: '95559'
  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
  full_name: Lütje-Klose, Birgit
  last_name: Lütje-Klose
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>'
  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} }'
  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>.'
  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>.'
  short: J. Gorges, P. Neumann, E. Wild, D. Stranghöner, B. Lütje-Klose, Learning
    and Individual Differences 61 (2018) 11–20.
date_created: 2022-12-17T13:20:47Z
date_updated: 2023-01-10T19:42:56Z
department:
- _id: '479'
doi: 10.1016/j.lindif.2017.11.005
extern: '1'
intvolume: '        61'
keyword:
- BiLieF
- Special educational needs
- Learning disability
- Academic selfconcept of ability
- Reciprocal effects model
- Inclusive education
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://www.sciencedirect.com/science/article/pii/S1041608017302030
oa: '1'
page: 11-20
publication: Learning and Individual Differences
publication_identifier:
  issn:
  - 1041-6080
publication_status: published
publisher: Elsevier BV
status: public
title: 'Reciprocal effects between self-concept of ability and performance: A longitudinal
  study of children with learning disabilities in inclusive versus exclusive elementary
  education'
type: journal_article
user_id: '95559'
volume: 61
year: '2018'
...
---
_id: '4423'
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.'
author:
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
  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.'
  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.'
  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} }'
  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.'
  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.'
  short: 'T. Brahm, T. Jenert, Learning and Individual Differences : Journal of Psychology
    and Education 43 (2015) 233–242.'
date_created: 2018-09-18T09:07:26Z
date_updated: 2024-03-21T14:43:34Z
department:
- _id: '208'
- _id: '282'
extern: '1'
intvolume: '        43'
keyword:
- Attitude
- Student learning
- Higher Education Institution
- university
- student experience
language:
- iso: eng
page: 233 - 242
publication: 'Learning and individual differences : journal of psychology and education'
publication_identifier:
  issn:
  - 1041-6080
publisher: Elsevier
quality_controlled: '1'
status: public
title: On the assessment of attitudes towards studying—development and validation
  of a questionnaire
type: journal_article
user_id: '71994'
volume: 43
year: '2015'
...