Subproject 4

The development of students’ competences and interests in primary and secondary school

Subproject 4 investigated the development of students’ school competence development in the domains of mathematic, reading and English as foreign language and aimed to explain interindividual differences by factors on the school, classroom and individual level. Beyond the question of interindividual stability of students’ competence development, differential pathways of students’ competences for different groups of students, e.g. different socio-economic background or different scholastic promotion shall be proved and linked with possible mediating processes.

The second focus of the subproject was on the analysis of processes of differentiation of students’ interests. With respect to the individual competence level and the subjective competence beliefs, we asked whether the expected decrease of the mean interest level can be attributed on processes of internal differentiation in favor of certain domains or subjects. Therefore, the students’ interests were measured by an application of the RIASEC-model in combination with the concept of subject domain interests.

Books and Book Chapters

Pfost, M., Schurtz, I. M. & Artelt, C. (2014), Die Rolle au?erschulischen Lesens für die Entwicklung der Lesekompetenz. In M. Mudiappa & C. Artelt (Eds.), BiKS - Ergebnisse aus den L?ngsschnittstudien. Bamberg: University of Bamberg Press. (pp. 87-102) full text download(554.3 KB, 10 pages)(554.3 KB)

Pfost, M. & Artelt, C. (2013). Reading literacy development in secondary school and the effect of differential institutional learning environments. In M. Pfost, C. Artelt & S. Weinert (Eds.), The Development of Reading Literacy from Early Childhood to Adolescence. Empirical Findings from the Bamberg BiKS Longitudinal Studies (pp. 229-277). Bamberg: University of Bamberg Press. full text download(631.0 KB)(631.0 KB)

Schurtz, I. M., Pfost, M. & Artelt, C. (in press). Hohe Leistung gleich hohe F?higkeitsselbsteinsch?tzung? Zum Einfluss der Schulform auf die Entwicklung der F?higkeitsselbsteinsch?tzung. In M. Mudiappa & C. Artelt (Eds.), BiKS - Ergebnisse aus den L?ngsschnittstudien. Bamberg: University of Bamberg Press.

Schurtz, I. M., D?rfler, T., Pfost, M. & Artelt, C. (2013). Interest in language arts and reading competence in secondary school. In M. Pfost, C. Artelt & S. Weinert (Eds.), The Development of Reading Literacy from Early Childhood to Adolescence. Empirical Findings from the Bamberg BiKS Longitudinal Studies (pp. 189-228). Bamberg: University of Bamberg Press.

Arbeiten in Publikationsorganen mit wissenschaftlicher Qualit?tssicherung

Pfost, M., Rausch, T., Schiefer, I. M. & Artelt, C. (in press). Zur Entwicklung von Gymnasiastinnen und Gymnasiasten ohne Gymnasialempfehlung. Zeitschrift für Erziehungswissenschaft.

Pfost, M., Schiefer, I. M. & Artelt, C. (2016). Intergenerational continuity in attitudes toward reading and reading behavior. Learning and Individual Differences, 51, 179-188. doi: 10.1016/j.lindif.2016.09.002

Schurtz, I.M., Pfost, M. & Artelt, C. (2014). Variieren die Selbstkonzeptdifferenzen in Abh?ngigkeit vom Leistungsniveau? Differenzielle Zusammenh?nge in Deutsch, Englisch und Mathematik. Zeitschrift für P?dagogische 球探足球比分, 28, 31-42.

Pfost, M., D?rfler, T. & Artelt, C. (2013). Students' extracurricular reading behavior and the development of vocabulary and reading comprehension. Learning and Individual Differences, 26, 89-102. doi:10.1016/j.lindif.2013.04.008

Pfost, M., D?rfler ,T. & Artelt, C. (2012). Reading competence development of poor readers in a German elementary school sample. An empirical examination of the Matthew-effect model. Journal of Research in Reading, 35 (4), 411-426. doi:10.1111/j.1467-9817.2010.01478.x

Pfost, M., D?rfler, T. & Artelt, C. (2010). Der Zusammenhang zwischen au?erschulischem Lesen und Lesekompetenz. Ergebnisse einer L?ngsschnittstudie am ?bergang von der Grund- in die weiterführende Schule. Zeitschrift für Entwicklungspsychologie und P?dagogische 球探足球比分, 42 (3), 167-176. doi:10.1026/0049-8637/a000017

Pfost, M., Karing, C., Lorenz, C. & Artelt, C. (2010). Schereneffekte im ein- und mehrgliedrigen Schulsystem. Differentielle Entwicklung sprachlicher Kompetenzen am ?bergang von der Grund in die weiterführende Schule? Zeitschrift für P?dagogische 球探足球比分, 24 (3-4), 259-273. doi:10.1024/1010-0652/a000025

Robitzsch, A., D?rfler, T., Pfost, M. & Artelt, C. (2011). Die Bedeutung der Itemauswahl und der Modellwahl für die l?ngsschnittliche Erfassung von Kompetenzen: Lesekompetenzentwicklung in der Primarstufe. Zeitschrift für Entwicklungspsychologie und P?dagogische 球探足球比分, 43 (4), 213-227. doi:10.1026/0049-8637/a000052

Publications evolved from this subproject

Articles (Peer Review)