Investigating dynamics in attentive and inattentive responding together with their contextual correlates using a novel mixture IRT model for intensive longitudinal data.

In ecological momentary assessment (EMA), respondents answer brief questionnaires about their current behaviours or experiences several times per day across multiple days. The frequent measurement enables a thorough grasp of the dynamics inherent in psychological constructs, but it also increases respondent burden. To lower this burden, respondents may engage in careless and insufficient effort responding (C/IER), leaving data contaminated with responses that do not reflect what researchers want to measure.

Boredom due to being over- or under-challenged in mathematics: A latent profile analysis.

Background: Recent research on boredom suggests that it can emerge in situations characterized by over- and under-challenge. In learning contexts, this implies that high boredom may be experienced both by low- and high-achieving students.

Aims: This research aimed to explore the existence and prevalence of boredom due to being over- and under-challenged in mathematics, for which empirical evidence is lacking.

A Model-Based Approach to the Disentanglement and Differential Treatment of Engaged and Disengaged Item Omissions.

Item omissions in large-scale assessments may occur for various reasons, ranging from disengagement to not being capable of solving the item and giving up. Current response-time-based classification approaches allow researchers to implement different treatments of item omissions presumably going back to different mechanisms. These approaches, however, are limited in that they require a clear-cut decision on the underlying missingness mechanism and do not allow to take the uncertainty in classification into account.

A screen-time-based mixture model for identifying and monitoring careless and insufficient effort responding in ecological momentary assessment data.

Ecological momentary assessment (EMA) involves repeated real-time sampling of respondents' current behaviors and experiences. The intensive repeated assessment imposes an increased burden on respondents, rendering EMAs vulnerable to respondent noncompliance and/or careless and insufficient effort responding (C/IER). We developed a mixture modeling approach that equips researchers with a tool for (a) gauging the degree of C/IER contamination of their EMA data and (b) studying the trajectory of C/IER across the study.

The sociopolitical in human genetics education.

Education must go beyond only countering essentialist and deterministic views of genetics.

Adapting a self-efficacy scale to the task of teaching scientific reasoning: collecting evidence for its psychometric quality using Rasch measurement.

Besides teachers' professional knowledge, their self-efficacy is a crucial aspect in promoting students' scientific reasoning (SR). However, because no measurement instrument has yet been published that specifically refers to self-efficacy beliefs regarding the task of teaching SR, we adapted the Science Teaching Efficacy Belief Instrument (STEBI) accordingly, resulting in the Teaching Scientific Reasoning Efficacy Beliefs Instrument (TSR-EBI). While the conceptual framework of the TSR-EBI is comparable to that of the STEBI in general terms, it goes beyond it in terms of specificity, acknowledging the fact that teaching SR requires very specific knowledge and skills that are not necessarily needed to the same extent for promoting other competencies in science education.

Findings from the expert-novice paradigm on differential response behavior among multiple-choice items of a pedagogical content knowledge test - implications for test development.

Pedagogical content knowledge (PCK) is one core dimension of teachers' professional knowledge and comprises knowledge about conceptual ideas of learners and appropriate instructions. However, several challenges regarding the assessment of PCK are discussed in the literature: For example, PCK is a topic-specific construct and contains differentiable subdomains, which must be considered during test development. In addition, the choice of test type needs to be considered.

To Check or Not to Check? A Comment on the Contemporary Psychometrics (ConPsy) Checklist for the Analysis of Questionnaire Items.

In a recent paper, the first version of the contemporary psychometrics (ConPsy) checklist for assessing measurement tool quality has been published. This checklist aims to provide guidelines and references to researchers to assess measurement properties for newly developed measurement instruments. The ConPsy checklist recommends appropriate statistical methods for measurement instrument evaluation to guide researchers in instrument development and to support peer review.

Estimating Local Structural Equation Models.

Local structural equation models (LSEM) are structural equation models that study model parameters as a function of a moderator. This article reviews and extends LSEM estimation methods and discusses the implementation in the R package sirt. In previous studies, LSEM was fitted as a sequence of models separately evaluated as each value of the moderator variables.

How to Continue? New Approaches to Investigating the Effects of Adaptive Math Learning Programs on Students' Performance, Self-Concept, and Anxiety.

Math learning programs were expected to revolutionize students' learning, but their effects so far have mostly been disappointing. Following the debate about to continue research on math learning programs, we aimed to reformulate this question into to continue this research. Investigations to date have neither considered a sufficiently wide set of outcome variables nor differentiated between performance measures (e.

Preservice Biology Teachers' Socioscientific Argumentation: Analyzing Structural and Content Complexity in the Context of a Mandatory COVID-19 Vaccination.

Unlabelled: The present study analyzed the structural and the content complexity of 76 preservice science teachers' socioscientific argumentation in the context of a mandatory COVID-19 vaccination. Data were analyzed within the methodological frame of qualitative content analysis. Concerning the structural complexity, the participants' socioscientific argumentation reached a relatively high level (i.

Reciprocal relationships between parental and scholastic homework assistance and students' academic functioning at elementary school.

Homework assistance is provided both by parents and by institutions, for example, full-day schools. Previous research found evidence that the quality of homework assistance - measured by three dimensions derived from the self-determination theory, namely, responsiveness, structure, and control - is reciprocally related with students' academic functioning (i.e.

Influence of primary students' self-regulated learning profiles on their rating of a technology-enhanced learning environment for mathematics.

The importance of learning technologies for mathematics education is increasing as new opportunities arise for mathematics education for all students, in school and at home. These so-called (TELEs) incorporating technology with mathematical content are useful for developing mathematical knowledge and can simultaneously foster self-regulated learning (SRL) and motivational learning in mathematics. However, how do primary students' differences in their SRL and motivation affect their rating of the quality of mathematical TELEs? To answer this research question, we asked third and fourth-grade primary students ( = 115) to evaluate both their SRL, including metacognition and motivation, and the quality characteristics of the ANTON application, a frequently and intensively used TELE in Germany.

Are We on the Way to Successfully Educating Future Citizens?-A Spotlight on Critical Thinking Skills and Beliefs about the Nature of Science among Pre-Service Biology Teachers in Germany.

A rapidly changing world and constantly expanding knowledge requires education to no longer focus on teaching subject-matter knowledge but also to promote students' critical thinking (CT) and an accurate understanding of the nature of science (NOS). However, several studies have shown that these skills are still poorly acquired during formal education. Given the cause-effect sequence from teacher education to teacher action to student learning, it seems reasonable to consider individual factors on the part of (pre-service) teachers as possible contributors to such skill gaps.

Attitudes Toward Engagement in Citizen Science Increase Self-Related, Ecology-Related, and Motivation-Related Outcomes in an Urban Wildlife Project.

Citizen science projects are crucial for engaging citizens in conservation efforts. Although attitudes toward engagement in citizen science were mostly considered an outcome of citizen science participation, citizens may also have a certain attitude toward engagement in citizen science when starting with a citizen science project. Moreover, there is a lack of citizen science studies that consider changes over longer periods of time.

Accounting for careless and insufficient effort responding in large-scale survey data-development, evaluation, and application of a screen-time-based weighting procedure.

Careless and insufficient effort responding (C/IER) poses a major threat to the quality of large-scale survey data. Traditional indicator-based procedures for its detection are limited in that they are only sensitive to specific types of C/IER behavior, such as straight lining or rapid responding, rely on arbitrary threshold settings, and do not allow taking the uncertainty of C/IER classification into account. Overcoming these limitations, we develop a two-step screen-time-based weighting procedure for computer-administered surveys.

A three-dimensional taxonomy of achievement emotions.

We present a three-dimensional taxonomy of achievement emotions that considers valence, arousal, and object focus as core features of these emotions. By distinguishing between positive and negative emotions (valence), activating and deactivating emotions (arousal), and activity emotions, prospective outcome emotions, and retrospective outcome emotions (object focus), the taxonomy has a 2 × 2 × 3 structure representing 12 groups of achievement emotions. In four studies across different countries (N = 330, 235, 323, and 269 participants in Canada, the United States, Germany, and the U.

Students' learning growth in mental addition and subtraction: Results from a learning progress monitoring approach.

The purpose of this study was to measure and describe students' learning development in mental computation of mixed addition and subtraction tasks up to 100. We used a learning progress monitoring (LPM) approach with multiple repeated measurements to examine the learning curves of second-and third-grade primary school students in mental computation over a period of 17 biweekly measurement intervals in the school year 2020/2021. Moreover, we investigated how homogeneous students' learning curves were and how sociodemographic variables (gender, grade level, the assignment of special educational needs) affected students' learning growth.

Teachers' emotional exhaustion during the COVID-19 pandemic: Levels, changes, and relations to pandemic-specific demands.

We aimed to identify the levels of and changes in emotional exhaustion experienced by teachers and principals during the COVID-19 pandemic and pandemic-related stressors and resources. In a German sample of 2157 teachers and 374 principals, we found high levels and an increase of emotional exhaustion. Results from multi-group structural equation modeling analyses indicated that health concerns and workload were positively and social support negatively related to emotional exhaustion.

Examining youth participation in ongoing community and citizen science programs in 3 different out-of-school settings.

We investigated youth participation in three Community and Citizen Science (CCS) programs led by natural history museums in out-of-school settings. Using second generation Activity Theory, we looked at repeated participation over time, collecting and then qualitatively analyzing ethnographic fieldnote observations on focal youth participation and components of the activity systems. We found each program provided multiple and unique access points for youth to participate in environmental science.

I'm fine with collecting data: Engagement profiles differ depending on scientific activities in an online community of a citizen science project.

Digital technologies facilitate collaboration between citizens and scientists in citizen science (CS) projects. Besides the facilitation of data transmission and access, digital technologies promote novel formats for education in CS by including citizens in the process of collecting, analyzing, and discussing data. It is usually assumed that citizens profit more from CS the more they participate in the different steps of the scientific process.

Promoting scientific literacy in evolution through citizen science.

Evolutionary understanding is central to biology. It is also an essential prerequisite to understanding and making informed decisions about societal issues such as climate change. Yet, evolution is generally poorly understood by civil society and many misconceptions exist.

Teacher Trainees' Well-Being-The Role of Personal Resources.

Teacher well-being is intrinsically associated with their personal resources, including health literacy and occupational self-regulation. However, there are few empirical findings on teacher trainees' health literacy. Furthermore, occupational self-regulation has so far only been associated with indicators of occupational well-being.