Students with similar academic achievement report lower academic self-concepts in higher-achieving classrooms as they compare their performance to the classroom average—a phenomenon known as the Big-Fish-Little-Pond Effect (BFLPE). Theoretical models of academic self-concept suggest that students’ social integration within classrooms may shape the salience of such comparisons, potentially buffering or amplifying their effects. This study first examines the relative importance of classroom versus friendship-based achievement norms. Second, we test whether students’ social integration and positioning within the social network of the classroom moderate the BFLPE, using nationally representative data from 19,052 ninth-grade students in Germany. Multilevel structural equation models show that class-average achievement negatively predicts students’ mathematics self-concept beyond their individual achievement (i.e., the BFLPE). In contrast, friend-average achievement does not explain additional variance, supporting the “classroom dominance” hypothesis over “friendship dominance.” We then examine six indicators of students’ social integration—self-perceived inclusion and positioning within classroom-level friendship, support, and rejection networks—as potential moderators. None of these indicators showed statistically significant moderating effects. The BFLPE remained robust regardless of students’ self-perceived social integration and position in the classroom network. These findings suggest that classroom-based comparison processes are particularly salient and may be reinforced by the structural and evaluative nature of classroom settings, independent of individual differences in social integration. By integrating sociometric data into BFLPE research, this study contributes to a more nuanced understanding of the boundary conditions of comparison effects on academic self-concept.

All-day schools in Germany aim to provide increased opportunities for friendships between students with different language backgrounds as compared to half-day schools. Moreover, the extended shared time spent during extracurricular activities might foster friendships between students with different native languages and reduce language-based segregation in students’ friendship networks. This study investigated friendships between students with the same native language (language-based friendship segregation) and compared them across half-day and all-day schools to test these propositions. We analyzed social network data from the IQB Trends in Student Achievement 2018 study, including information from 28,239 secondary school students (mean age 15.51 years; 49.7

Dimensional comparison theory posits that students contrast their achievement across domains when forming academic self-concepts. A central assumption is that such contrasting processes are stronger when students believe that mathematical and verbal abilities are negatively interdependent (i.e., that one is either a "math person" or a "language person"). The present study (N = 2,323 German 10th-grade students) provides an extended replication of this moderation effect and introduces, for the first time, beliefs in a positive interdependence of abilities as a potential moderator. We first replicated the classic dimensional comparison pattern: Achievement positively predicted self-concept within domains (mathematics and German) and negatively predicted it across domains. Negative interdependence beliefs significantly strengthened these contrast effects. By contrast, positive interdependence beliefs did not attenuate cross-domain effects. These findings reinforce the role of negative interdependence beliefs as a central psychological mechanism underlying dimensional comparisons while raising questions about the conceptualization of positive interdependence beliefs.

Die vorliegende Studie vergleicht die Lesekompetenzen und kognitiv-instrumentellen Peer-Beziehungen (erfasst über soziale Netzwerke) von Schüler:innen an gebundenen Ganztagsschulen und Halbtagsschulen in der Sekundarstufe I. Basierend auf repräsentativen Daten des IQB-Bildungstrends 2022 analysierten wir Daten einer Stichprobe von 12.000 Schüler:innen der neunten Jahrgangsstufe (Durchschnittsalter 15,5 Jahre; 48,4

The meaning and comparability of grades has been the subject of highly controversial scientific and socio-political debates for more than half a century. A lack of comparability can express itself in the fact that students with the same competence levels are graded lower in higher-performing reference groups than in lower-performing reference groups. Thus, in addition to information about correlative relationships between grades and objective performance measures, reference group effects of this kind are also used to quantify the comparability of grades. To date, it is largely unclear whether changes in the comparability of grades over time have occurred with regard to these indicators, for instance as a result of educational policy reforms such as educational standards that have introduced criterial learning standards. To examine this time-related stability in more detail, this article analyses data from around N = 67 000 students from Institute for Educational Quality Improvement (Institut zur Qualit & auml;tsentwicklung im Bildungswesen, IQB) educational trend studies for lower secondary level from 2012 and 2018 (mathematics) and 2009, 2015 and 2022 (German and English reading). In addition, the IQB education trend data for the primary level from 2011, 2016 and 2021 (mathematics, German reading) are taken into account (around N = 83 000 students). The results suggest that that the time-related stability of the comparability of grades seems largely high. In addition, we found substantial variability regarding the size of the correlations and reference group effects between federal states. Implications of the results for education policy and the comparability of grades are discussed.

Research on teachers' assessment of school children has shown stable gender disparities in favor of girls regarding their work habits and social behavior as well as in most subject grades. In Germany, assessments of work and social behavior (in the form of so-called head grades) are essential to school assessment practice in all primary school report cards. This study examines the relationship between teacher-perceived work habits and social behavior and the corresponding teacher-assigned grades in German and mathematics in elementary school. Analyses are based on data from the two school assessment studies, TIMSS 2015 (n = 3607 students) and IGLU 2016 (n = 3479 students) in fourth grade. The results show that teachers rated boys' work habits and especially their social behavior less positively than that of girls in both data sets. Teachers seemed to include ratings of students' work habits in both subjects, but not incrementally social behavior in the grading subject performance. After controlling for performance on standardized tests, we found that gender differences in school grades were partially mediated by the teacher-perceived work habits and social behavior in mathematics and fully mediated in German.

Die Bedeutung und Vergleichbarkeit von Noten werden seit mehr als einem halben Jahrhundert wissenschaftlich und gesellschaftspolitisch hoch kontrovers diskutiert. Ein Mangel an Vergleichbarkeit kann sich praktisch darin ausdrücken, dass Schüler*innen mit gleichen individuellen Kompetenzständen in leistungsstärkeren Lerngruppen schlechter benotet werden als in leistungsschwächeren Lerngruppen. Derartige Referenzgruppeneffekte werden neben Informationen über (korrelative) Zusammenhänge von Noten mit objektiven Leistungsmaßen auch zur Quantifizierung der Vergleichbarkeit von Noten verwendet. Bisher ist weitgehend unklar, ob sich in Bezug auf diese Indikatoren, beispielsweise durch die Einführung kriterialer Lernziele im Rahmen von bildungspolitischen Reformen wie Bildungsstandards, Veränderungen in der Vergleichbarkeit der Noten im Zeitverlauf ergeben haben. Zur näheren Untersuchung dieser zeitbezogenen Stabilität werden im vorliegenden Beitrag Daten von rund N = 67000 Schüler*innen der IQB-Bildungstrendstudien für die Sekundarstufe I aus den Jahren 2012 und 2018 (Mathematik) sowie aus den Jahren 2009, 2015 und 2022 (Deutsch und Englisch) ausgewertet. Zudem werden die IQB-Bildungstrenddaten für die Primarstufe aus den Jahren 2011, 2016 und 2021 (Mathematik und Deutsch) berücksichtigt (rund N = 83000 Schüler*innen). Die Befunde legen nahe, dass die zeitbezogene Stabilität der Vergleichbarkeit von Noten überwiegend hoch ausfällt. Substanzielle Unterschiede sind in Bezug auf die Größe der Korrelationen und Referenzgruppeneffekte zwischen den Bundesländern festzustellen. Implikationen der Ergebnisse für die Bildungspolitik und Vergleichbarkeit von Noten werden diskutiert.

Life satisfaction is an indicator of successful psychological adjustment, especially in adolescence, and a predictor of important developmental outcomes such as agency beliefs, self-acceptance, risk behavior, and mental health. For immigrant youth, it also indicates subjective integration into the host society. In societies with increasing ethnic diversity, it is therefore crucial to understand how life satisfaction develops among immigrant youth. To date, little is known about how educational transitions affect the life satisfaction of immigrant youth. The present study contributes to closing this gap by using latent growth curve models and autoregressive structural equation models to investigate life satisfaction development in immigrant youth from midadolescence to young adulthood as dependent on transition decisions and cultural identification. It uses data from the German National Educational Panel Study-Start Cohort 4, which surveyed N = 16,378 15-year-olds from 2010 to 2020 in 12 survey waves. The results of latent growth curve models showed that intraindividual trajectories of life satisfaction were strongly dependent on the educational and vocational transitions made at the end of compulsory schooling. Deliberate and self-determined transitions into new social environments boosted life satisfaction and at the same time offered less well-adjusted adolescents a second chance to compensate for developmental risks. Autoregressive structural equation model analyses showed that, with regard to the development of interindividual differences in life satisfaction, secure identifications with either the culture of origin or the culture of the host country were mutually substitutable resilience factors during midadolescence. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Online-Supplement zum Beitrag "Die Vergleichbarkeit von Schulnoten im Zeitverlauf"

Zusammenfassung Schulnoten werden seit jeher kontrovers diskutiert, insbesondere in Bezug auf ihre Bedeutung und Vergleichbarkeit. Dies wird in unterschiedlichen Publikationen deutlich, die zum Teil bis in das 19. Jahrhundert zurückreichen, deren kritische Anmerkungen aber bis heute nicht an Aktualität verloren haben. Auch in jüngster Zeit finden immer wieder bildungspolitische Debatten statt, die im Kern auf Widersprüche zwischen der unklaren Aussagekraft von Schulnoten und ihrer gleichzeitig großen Bedeutung für Selektions- und Allokationsprozesse verweisen. Einen besonderen Schwerpunkt in diesen jüngeren Diskursen bildet die Kritik an der mangelnden Vergleichbarkeit von Schulnoten aus unterschiedlichen Bundesländern, die letztlich, so die vielfach vorgetragene Argumentation, insbesondere durch eine Auflösung föderaler Strukturen und eine nationale Bildungsstrategie überwunden werden könne. Der vorliegende Beitrag nimmt diese Diskussion zum Anlass, die Vergleichbarkeit von Schulnoten genauer zu untersuchen. Hierzu erfolgt eine systematische Aufschlüsselung der Beiträge unterschiedlicher Ebenen (innerhalb von Schulen, zwischen Schulen, zwischen Bundesländern) zur mangelnden Vergleichbarkeit von Schulnoten. Grundlage der Untersuchung bilden repräsentative Daten von N = 55.002 Schülerinnen und Schülern aus den IQB-Bildungstrends 2015 und 2018 (Jahrgangsstufe 9). Die Ergebnisse legen nahe, dass Schülerinnen und Schüler mit gleichen Schulnoten substantiell unterschiedliche Kompetenzen aufweisen und dies auch umgekehrt gilt. Ferner zeigte sich, dass die Unterschiede zu einem erheblichen Maß durch Unterschiede zwischen Schulen innerhalb von Bundesländern erklärt werden konnten und deutlich weniger durch Bundeslandunterschiede. Die Ergebnisse verdeutlichen, dass die Debatte zur eingeschränkten Vergleichbarkeit von Schulnoten ihr Augenmerk nicht nur auf die Ebene der Bundesländer, sondern auch auf die Mechanismen der Notengebung und Ursachen von Schulnotenunterschieden zwischen Schulen innerhalb von Bundesländern richten sollte.

This cross-sectional study with N = 21,216 fourth graders (M = 10.50, SD = 0.53) from a large-scale-assessment study in Germany aimed to examine the generalized internal/external frame of reference model (GI/E Model) for academic self-concepts and interests as outcomes of achievement in mathematics and verbal domains. The central objective of this study was to compare the achievement-self-concept/interest relations across three groups of students: n1 = 19,069 students without special educational needs (SEN) from regular schools, n2 = 933 students with SEN from regular schools, and n3 = 1214 students with SEN from special education schools. Results of multi-group structural equation modeling revealed positive within-domain achievement-self-concept/interest relations and negative cross-domain achievement-self-concept/interest relations in all three groups of students. The only non-significant relation was found between verbal achievement and verbal interest of students with SEN in regular and special education schools. Furthermore, there were higher within-domain achievement-self-concept relations in the mathematics domain for students without SEN than for students with SEN and a lower cross-domain relation between mathematics achievement and verbal self-concept for students without SEN than for students with SEN in special education schools. These results indicate that students with and without SEN use both social and dimensional comparisons when evaluating their abilities and interests in mathematics and verbal domains, except for the verbal interest of students with SEN.

Zusammenfassung. Schulfachbezogene Selbstkonzepte und Interessen gehören zu den wichtigsten motivationalen Konstrukten in der Pädagogischen Psychologie und zeigen typischerweise stereotype Geschlechtsunterschiede: Während Jungen in Mathematik und den Naturwissenschaften im Mittel ein höheres Selbstkonzept und Interesse aufweisen, berichten Mädchen höhere Werte in sprachlichen Fächern. Erste empirische Ergebnisse von wiederholt durchgeführten Studien des Bildungsmonitorings weisen auf einen leichten Rückgang im Selbstkonzept und Interesse in Deutschland über den Verlauf der untersuchten Kohorten hin. Jüngste Befunde zeigen diesen Rückgang insbesondere für Jungen im MINT-Bereich. Trotz substantieller Zusammenhänge zwischen motivationalen Merkmalen und schulischen Leistungen wurde bisher nicht untersucht, inwiefern diese Motivationsrückgänge auf Veränderungen in schulischen Leistungen zurückgeführt werden können. Der vorliegende Beitrag untersucht deshalb, (a) ob die Kohortentrends in den fachbezogenen Selbstkonzepten und Interessen für Jungen und Mädchen je nach Fach unterschiedlich ausfallen und insbesondere, (b) ob sich etwaige (geschlechtsspezifische) Trends in der fachbezogenen Motivation auf Unterschiede in Testleistungen und Noten zwischen den Erhebungszeitpunkten zurückführen lassen. Auf Basis der IQB-Bildungstrendstudien wurden Daten von je etwa 25000 Neuntklässlerinnen und Neuntklässlern in den Jahren 2012 und 2018 (Fächer Mathematik, Physik, Chemie und Biologie) bzw. von je etwa 35000 Neuntklässlerinnen und Neuntklässlern in den Jahren 2009 und 2015 (Fach Deutsch) ausgewertet. Während sich für Mädchen in Mathematik und den naturwissenschaftlichen Fächern keine oder geringfügig positive Veränderungen zwischen den Kohorten zeigten (–0.05 >≤ d >≤ 0.07), fanden sich für Jungen zumeist (leichte) Rückgänge in den Selbstkonzepten und Interessen (–0.31 >≤ d >≤ –0.08). Insbesondere die Veränderung im Mathematikinteresse bei Jungen war bedeutsam ( d = –0.31). Im Fach Deutsch zeigte sich ein gegensätzliches Bild: Bei beiden Geschlechtern stiegen die Selbstkonzeptwerte im Kohortentrend geringfügig an (Mädchen/Jungen: d = 0.07/0.06). Diese geschlechtsspezifischen Trends in der Motivation ließen sich nicht bedeutsam auf Testleistungs- und Notenunterschiede zwischen den Kohorten zurückführen. Die Ergebnisse werden im Hinblick auf verschiedene Erklärungsansätze für (geschlechtsspezifische) Kohortentrends in schulischer Motivation diskutiert.

Some German states recently reformed their tracking practices by reducing the number of secondary school track options from up to four to a two-path structure, in which students can continue their school career until they acquire the general university entrance qualification in both tracks (academic and comprehensive). We examine whether these de-tracking reforms were, as intended, associated with a change in students’ educational aspirations and whether they reduced socioeconomic disparities in students’ educational aspirations. We analyze representative data of around 65,000 ninth graders from states with and without reforms from pre- and post-reform periods (2012 to 2018), using a Difference-in-Differences approach and a regression of students’ educational aspirations on their socioeconomic backgrounds. Our results suggest that students’ educational aspirations have increased in the wake of the de-tracking reforms, but that socioeconomic disparities in students’ educational aspirations have increased rather than weakened. Implications for tracking practices and socioeconomic disparities are discussed.

Cohort trends for school subject-specific self-concepts and interests for girls and boys Abstract. Academic self-concepts and interests are among the most important motivational constructs in educational psychology. Gender differences in these constructs are in accordance with prevailing stereotypes: Whereas boys typically report higher self-concepts and interests in mathematics and science, girls show higher self-concepts and interests in verbal subjects. So far, the few studies examining temporal changes in these variables between student cohorts indicate a decline in Germany. A recent study showed that this decline in student motivation might be more pronounced for boys, particularly in mathematics and science. Although motivational constructs and academic achievement are related, differences in academic achievement between cohorts have not been explored as a possible explanation for cohort trends in self-concepts and interests. Therefore, we examined (a) if cohort trends in students' school subject-specific motivation vary by gender and especially (b) if potential (gender-specific) cohort trends in student motivation can be explained by cohort trends in students' academic achievements (test performance, grades). To do so, we analyzed data of the IQB national assessment studies of student achievement with approx. 25,000 ninth-grade students in 2012 and 2018 (mathematics, physics, chemistry, biology) and with approx. 35,000 ninth-grade students in 2009 and 2015 (German), respectively. Comparing cohorts, girls' self-concepts and interests in mathematics and science did not vary substantially or were marginally higher for the second measurement point (-0.05 ><= d ><= 0.07). For boys, however, we found significant declines in self-concepts and interests (-0.31 ><= d ><= -0.08). The decline in boys' interest in mathematics was substantial (d = -0.31). For the subject German, self-concepts increased slightly for girls (d = 0.07) and boys (d = 0.06). In all examined subjects, these gender-specific trends in motivation remained widely stable after accounting for academic achievement differences between cohorts. The results are discussed in terms of various explanations for (gender-specific) trends in student motivation.

Empirical educational research is based on the collection and analysis of data. Standardized procedures and templates are needed to deal with the constantly increasing requirements for research data management. For this purpose, the collaborative project Domain-Data-Protocols for Empirical Educational Research (DDP-Bildung) developed the Stamp (Standardized Data Management Plan for Educational Research). The Stamp is based on the "Domain Data Protocol" concept of Science Europe and aims to promote the quality and reusability of research data. The Stamp was developed based on insights from the research data infrastructure as well as the needs and requirements of the research community. A central difference to classical data management plans is that the Stamp intuitively links information sources and illustrates subject-specific procedures in the form of practical examples while considering legal requirements. The Stamp provides support for scientific projects from the early planning phase to the collection and archiving of data. This paper describes the development process of the Stamp and presents its components.

Die empirische Bildungsforschung zieht ihre Erkenntnisse aus der Erhebung und Auswertung von Daten. Einheitliche Standards sind notwendig, um den steigenden Anforderungen an das Forschungsdatenmanagement im Kontext einer zunehmenden Kultur des Datenteilens zu begegnen. Das Verbundprojekt Domain-Data-Protokolle für die empirische Bildungsforschung (DDP-Bildung) entwickelte hierzu den Stamp (Standardisierter Datenmanagementplan für die Bildungsforschung). Der Stamp basiert auf dem „Domain Data Protocol“-Konzept von Science Europe und dient der Sicherung der Datenqualität und der Nachnutzbarkeit von Forschungsdaten. In die Entwicklung des Stamps flossen Expertisen aus der Forschungsdateninfrastruktur sowie von der Scientific Community der Bildungsforschung geäußerte Bedarfe ein. Ein zentraler Unterschied zu klassischen Datenmanagementplänen besteht darin, dass der Stamp Informationsquellen verknüpft und fachspezifische Vorgehensweisen in Form von Praxisbeispielen unter Beachtung rechtlicher Vorgaben illustriert. Hierbei begleitet der Stamp wissenschaftliche Projekte von der Planungsphase (inklusive Projektanträgen) über die Erhebung und bis zur Archivierung der Daten. Die vorliegende Arbeit beschreibt den Entwicklungsprozess des Stamps und stellt dessen Bestandteile vor.

Background: Inclusive education has become increasingly popular based on the assumption that it has multiple benefits for students with special educational needs (SEN). However, contradictions remain regarding the widespread nature of these benefits, particularly when it comes to academic motivation. Aims: In this large-scale cross-sectional study, we relied on the Big-Fish-Little-Pond Effect (BFLPE) to assess the links between inclusive education and students' academic self-concepts and learning interests in the mathematics and verbal domains. Sample: The sample consisted of 21,219 German elementary school children in Grade 4 who were enrolled in three groups: students without SEN attending regular schools (n1 = 19,069), students with SEN attending regular schools (n2 = 933), and students with SEN attending special education schools (n3 = 1214). Methods: Doubly latent multi-group multilevel structural equation models and tests of latent interaction were performed to test the BFLPE. Results: Results supported the BFLPE for both outcomes and domains. However, no BFLPE was identified for learning interest in the verbal domain among students with SEN attending special education schools, although the size of this effect did not differ significantly from that observed among students without SEN. In regular schools, the BFLPE was almost two times stronger among students with SEN than among their peers without SEN. Conclusions: Results support the generalizability of the BFLPE to students with SEN, while casting doubts on the motivational benefits of inclusive education for these students. Interventions targeted at attenuating the BFLPE should thus be tailored for both regular and special education schools.

As Western societies become more ethnically and culturally diverse, understanding the acculturation of immigrant youth is essential for fostering social cohesion. How the cultural identity formation of ethnic minority adolescents relates to their academic, social, and psychological adjustment is an important and as yet unresolved research question. This study examined to what extent identifying with the heritage and/or host culture is an individual resource or risk factor for the adjustment of immigrant youth in Germany. A random sample of 15–17-year-olds ( N = 1992; M age_w1 = 15.3 years, SD = 0.64; 44.5% girls; 44.7% students with immigrant background) was assessed twice: at the end of 9th and 10th grade. Academic performance and three dimensions of social/psychological adjustment (school attachment, self-esteem, and life satisfaction) were examined. Results showed that biculturalism was the modal identification pattern. Contrary to expectations, cultural identification did not differ systematically with perceived distance from the majority culture. Multivariate structural equation modeling revealed that both heritage and host identification can be developmental resources, but that their effects are dependent on the dimension of adjustment; biculturalism only proved to be a cumulative resource for school attachment. The domain specificity of the findings challenges the generalization claims of predominant acculturation theories.

School grades have always been a controversial topic of discussion, especially with regard to their meaning and comparability. Their controversy is evident from various publications, some dating back to the 19th century. Recently, there have been debates in education policy, highlighting contradictions between the unclear meaning of school grades on the one hand and their great importance for selection and allocation processes on the other. A particular focus in recent discussions involves criticism of the lack of comparability of school grades from different federal states, which, many argue, could be overcome by a national education strategy and the dissolution of federal structures. This article uses these discussions as a starting point from which to examine the comparability of school grades in more detail. For this purpose, we provide a systematic breakdown of the contributions of different levels (within schools, between schools, between federal states) to the lack of comparability of school grades. The study is based on representative data from N = 55,002 students from the IQB Trends in Student Achievement 2015 and 2018 (Grade 9). Results suggest that students with the same school grades acquired substantially different competencies (and vice versa). Further, it was found that these differences can be explained substantially by differences between schools within states and much less by differences between federal states. The results illustrate that the debate on the limited comparability of school grades should focus not only on between-state comparability but also on mechanisms of grading and causes of grade differences between schools within states.

•Strategy training has a positive effect on transfer of metacognitive strategies.•Combining direct and indirect training did not reveal any differences.•Only a minority of students applied metacognitive strategies.•We conducted a cluster randomized control field study with a large sample.•A first step toward finding ways to promote transfer in self-regulated learning.