Nonte, Sonja

[["dc.bibliographiccitation.issue","5"],["dc.bibliographiccitation.journal","Large-scale Assessments in Education"],["dc.bibliographiccitation.volume","6"],["dc.contributor.author","Nonte, Sonja"],["dc.contributor.author","Hartwich, Lea"],["dc.contributor.author","Willems, Ariane S."],["dc.date.accessioned","2018-11-20T13:33:34Z"],["dc.date.available","2018-11-20T13:33:34Z"],["dc.date.issued","2018"],["dc.description.abstract","Background Numerous studies have investigated the relationships between various student, home and contextual factors and reading achievement. However, the relationship between such factors and reading attitudes has been investigated far less, despite the fact that theoretical frameworks of large-scale assessments and school effectiveness research emphasize the importance of non-cognitive outcomes. Methods Based on a series of multi-group analyses using a structural equation modeling approach, we elucidate the relationships between student attitudes toward reading and student-, home- and context-related factors. In order to shed light on the role of different educational systems, we make use of the representative data from four national PIRLS samples (France, Germany, Italy and the Netherlands) from 2011 (n = 16,622). As gender differences are apparent in reading achievement and reading choices, we apply a multi-group comparative approach in order to control for potential gender-biased estimates caused by measurement non-invariance of the PIRLS instrument Attitude toward Reading. Results Our results reveal the importance of individual student and home characteristics for promoting students’ reading attitudes, particularly the number of books at home and the amount of reading outside school. Our results also indicate that school- and classroom-related factors such as the time spent on reading and the availability of a classroom or school library show no or only little interrelation with students’ reading attitudes. These findings are relatively stable in the cross-country comparison. Conclusions As expected, our results also support previous findings on gender differences in reading attitudes, as girls show more positive attitudes toward reading than boys. The implications of these results for researchers, politicians and practitioners are discussed."],["dc.identifier.doi","10.1186/s40536-018-0057-y"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/15233"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/56860"],["dc.language.iso","en"],["dc.notes.intern","Merged from goescholar"],["dc.notes.status","final"],["dc.rights","CC BY 4.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/4.0/"],["dc.title","Promoting reading attitudes of girls and boys: a new challenge for educational policy? Multi-group analyses across four European countries"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.version","published_version"],["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"]]