Krieg, Maria

[["dc.contributor.author","Krieg, Maria"],["dc.date.accessioned","2022-12-12T12:13:44Z"],["dc.date.available","2022-12-12T12:13:44Z"],["dc.date.issued","2022"],["dc.description.abstract","Profilierungsmaßnahmen auf Klassenebene (sogenannte Profilklassen) stellen ein zentrales Element aktueller Schulentwicklungsprozesse dar und gelten als prominenteste Form der praktischen Umsetzung zunehmender Schulautonomie. In der Sekundarstufe I gewinnen vor allem Profilklassen im musikalischen sowie naturwissenschaftlichen Bereich (Musik- bzw. MINT-Klassen) zunehmend an Popularität. Einzelne Gestaltungsmerkmale des Profilunterrichts (u.a. zusätzliche Unterrichtsstunden, innovative und praxisbezogene Lehr-Lern-Formate sowie der Einbezug außerschulischer Lernorte) werden mit vielfältigen pädagogischen Potentialen verbunden – insbesondere für das Interesse sowie das Fähigkeitsselbstkonzept der Schülerinnen und Schüler. Hinsichtlich einer differenzierten Analyse der Entwicklung des Fach- und Sachinteresses sowie des Fähigkeitsselbstkonzepts der Schülerinnen und Schüler in Profilklassen der Sekundarstufe I besteht aktuell jedoch ein Forschungsdesiderat.\r\nDie Ergebnisse der vorliegenden Arbeit geben Aufschluss über die Entwicklung des durchschnittlichen Fach- und Sachinteresses sowie des Fähigkeitsselbstkonzepts zwischen der fünften und siebten Jahrgangsstufe in den Domänen Musik und Naturwissenschaften. Dabei wird der Effekt des Besuchs einer Musik- oder MINT-Profilklasse herausgestellt. Anhand latenter Cross-Lagged-Panel-Modelle werden darüber hinaus die Stabilität sowie die längsschnittliche Zusammenhangsstruktur des Fach- beziehungsweise Sachinteresses und des Fähigkeitsselbstkonzepts untersucht und mögliche Unterschiede zwischen Profilklassen und deren Parallelklassen ohne Profil beleuchtet. Die Befunde ermöglichen die Evaluation des Potentials von Profilklassen zur Förderung des Interesses sowie des Fähigkeitsselbstkonzepts und bieten vielfältige Anknüpfungspunkte für die pädagogische Praxis."],["dc.description.abstract","Classes with a special emphasis (so-called profile classes) represent a central element of current school development processes and are considered as one of the most prominent ways of practical implementation of school autonomy. At the secondary level, profile classes in music and science (music and STEM classes) \r\nare becoming increasingly popular. Specific features of profile classes (including additional lessons, innovative and practice-based teaching and learning formats, and the involvement of student labs) are associated with various pedagogical potentials – especially in terms of fostering students’ interest and their \r\nself-concept. However, there is a research gap regarding the development of students’ subject-related interests and their self-concept in profile classes at the secondary level. The findings of the present study indicate differences in the development of the interests in music and \r\nscience as well as the domain-specific self-concept between music classes, STEM classes and classes without a specific profile. Using cross-lagged-panel-models, the longitudinal relations among interest and self-concept are estimated in addition to the correlations of the constructs within each wave and the \r\nautoregressive effects within each construct over time. In this regard, differences in the cross-lagged panel models between profile classes and classes without a specific profile are examined. The results allow an evaluation of the potential of profile classes in order to promote students’ interest and self-concept and \r\noffer a variety of implications for pedagogical practice."],["dc.format.extent","234"],["dc.identifier.doi","10.17875/gup2022-1950"],["dc.identifier.isbn","978-3-86395-544-1"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/118525"],["dc.identifier.urn","urn:nbn:de:gbv:7-isbn-978-3-86395-544-1-2"],["dc.language.iso","de"],["dc.publisher","Göttingen University Press"],["dc.publisher.place","Göttingen"],["dc.relation.crisseries","Erziehungswissenschaftliche Studien"],["dc.rights.uri","http://creativecommons.org/licenses/by-sa/4.0/deed.de"],["dc.title","Interessenentwicklung im Kontext von Klassenprofilierung in der Sekundarstufe I"],["dc.type","thesis"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","no"],["dc.type.subtype","dissertation"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.contributor.author","Lorenz, J."],["dc.contributor.author","Stubbe, Tobias C."],["dc.contributor.author","Krieg, Maria"],["dc.contributor.author","Renftel, K. J."],["dc.contributor.editor","Rabenstein, Kerstin"],["dc.contributor.editor","Stubbe, Tobias C."],["dc.contributor.editor","Horn, Klaus-Peter"],["dc.date.accessioned","2022-01-17T15:34:57Z"],["dc.date.available","2022-01-17T15:34:57Z"],["dc.date.issued","2016"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/98300"],["dc.relation.ispartof","Inklusion und Gymnasium. Befunde aus qualitativen und quantitativen Vorstudien zur Einstellung von Studierenden und Lehrkräften zum Thema Inklusion am Gymnasium"],["dc.relation.orgunit","Sozialwissenschaftliche Fakultät"],["dc.relation.orgunit","Institut für Erziehungswissenschaft"],["dc.relation.orgunit","Arbeitsbereich Schulpädagogik / Empirische Schulforschung"],["dc.relation.orgunit","Arbeitsbereich Schulpädagogik / Empirische Unterrichtsforschung und Schulentwicklung"],["dc.title","Einstellungen und Erwartungen angehender Gymnasiallehrkräfte an den Standorten Göttingen, Braunschweig und Hannover"],["dc.title.subtitle","Erste Befunde einer quantitativen Vorstudie"],["dc.type","book_chapter"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","030573562110429"],["dc.bibliographiccitation.journal","Psychology of Music"],["dc.contributor.author","Nonte, Sonja"],["dc.contributor.author","Krieg, Maria"],["dc.contributor.author","Stubbe, Tobias C."],["dc.date.accessioned","2021-12-01T09:23:58Z"],["dc.date.available","2021-12-01T09:23:58Z"],["dc.date.issued","2021"],["dc.description.abstract","Although there is an increasing number of studies investigating the effects of attending music programs and classes, research on the impact of gender role self-concept on the decision to attend music classes is limited. Current research highlights the significance of gender role self-concept in decision-making processes. Accordingly, we conducted path analysis on a sample of n = 353 fifth-graders to identify interrelations and mediation effects of students’ gender role self-concept on the attendance of a specific music class through the self-concept in music, intrinsic value of music, and other relevant aspects. The results showed that only gender role self-concept of femininity revealed direct effects on attending a music class. Students describing themselves as feminine had a more positive self-concept in music and value music more. No mediation effects could be detected. However, a negative direct path from gender role self-concept of femininity on music class attendance was observed. No effect was found for gender role self-concept of masculinity and music class attendance. The intrinsic value for music showed the highest impact on music class attendance. After discussing the main results, recommendations for researchers, teachers, and school administrators are made with regard to an accessible music education, which is independent of gender role orientations."],["dc.identifier.doi","10.1177/03057356211042931"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/94812"],["dc.language.iso","en"],["dc.notes.intern","DOI-Import GROB-478"],["dc.relation.eissn","1741-3087"],["dc.relation.issn","0305-7356"],["dc.relation.orgunit","Sozialwissenschaftliche Fakultät"],["dc.relation.orgunit","Institut für Erziehungswissenschaft"],["dc.relation.orgunit","Arbeitsbereich Schulpädagogik / Empirische Schulforschung"],["dc.rights","CC BY-NC 4.0"],["dc.title","Is gender role self-concept a predictor for music class attendance? Findings from secondary schools in Lower Saxony (Germany)"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.subtype","original_ja"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]