ORCID Profile
0000-0003-3485-9078
Current Organisation
Universität Hamburg
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Publisher: Wiley
Date: 12-09-2023
DOI: 10.1111/CDEV.13996
Publisher: American Psychological Association (APA)
Date: 08-2016
DOI: 10.1037/DEV0000146
Abstract: Ever since the classic research of Nicholls (1976) and others, effort has been recognized as a double-edged sword: while it might enhance achievement, it undermines academic self-concept (ASC). However, there has not been a thorough evaluation of the longitudinal reciprocal effects of effort, ASC, and achievement, in the context of modern self-concept theory and statistical methodology. Nor have there been developmental equilibrium tests of whether these effects are consistent across the potentially volatile early-to-middle adolescence. Hence, focusing on mathematics, we evaluate reciprocal effects models (REMs) over the first 4 years of secondary school (grades 5-8), relating effort, achievement (test scores and school grades), ASC, and ASC × Effort interactions for a representative s le of 3,144 German students (Mage = 11.75 years at Wave 1). ASC, effort, and achievement were positively correlated at each wave, and there was a clear pattern of positive reciprocal positive effects among ASC, test scores, and school grades-each contributing to the other, after controlling for the prior effects of all others. There was an asymmetrical pattern of effects for effort that is consistent with the double-edged sword premise: prior school grades had positive effects on subsequent effort, but prior effort had nonsignificant or negative effects on subsequent grades and ASC. However, on the basis of a synergistic application of new theory and methodology, we predicted and found a significant ASC × Effort interaction, such that prior effort had more positive effects on subsequent ASC and school grades when prior ASC was high-thus providing a key to breaking the double-edged sword. (PsycINFO Database Record
Publisher: Frontiers Media SA
Date: 03-03-2015
Publisher: American Psychological Association (APA)
Date: 2016
DOI: 10.1037/PSPP0000079
Abstract: Previous research has suggested that parents' aspirations for their children's academic attainment can have a positive influence on children's actual academic performance. Possible negative effects of parental overaspiration, however, have found little attention in the psychological literature. Employing a dual-change score model with longitudinal data from a representative s le of German school children and their parents (N = 3,530 Grades 5 to 10), we showed that parental aspiration and children's mathematical achievement were linked by positive reciprocal relations over time. Importantly, we also found that parental aspiration that exceeded their expectation (i.e., overaspiration) had negative reciprocal relations with children's mathematical achievement. These results were fairly robust after controlling for a variety of demographic and cognitive variables such as children's gender, age, intelligence, school type, and family socioeconomic status. The results were also replicated with an independent s le of U.S. parents and their children. These findings suggest that unrealistically high parental aspiration can be detrimental for children's achievement. (PsycINFO Database Record
Publisher: American Psychological Association (APA)
Date: 08-2011
DOI: 10.1037/A0024075
Publisher: Springer Science and Business Media LLC
Date: 13-10-2013
Publisher: Center for Open Science
Date: 16-08-2023
Abstract: Researchers have focused extensively on understanding the factors influencing students' academic achievement over time. However, existing longitudinal studies have often examined only a limited number of predictors at one time, leaving gaps in our knowledge about how these predictors collectively contribute to achievement beyond prior performance and how their impact evolves during students' development. To address this, we employed machine learning to analyze longitudinal survey data from 3,425 German secondary school students spanning Years 5 to 9. Our objectives were twofold: to model and compare the predictive capabilities of 105 predictors on math achievement and to track changes in their importance over time. We first predicted standardized math achievement scores in Years 6 to 9 using the variables assessed in the previous year ("next year prediction"). Second, we examined the utility of the variables assessed in Year 5 at predicting future math achievement at varying time lags (1-4 years ahead) --- "varying lag prediction". In the next year prediction analysis, prior math achievement was the strongest predictor, gaining importance over time. In the varying lag prediction analysis, the predictive power of Year 5 math achievement waned with longer time lags. In both analyses, additional predictors, including IQ, grades, motivation and emotion, cognitive strategies, classroom/home environments, and demographics (including SES), exhibited relatively smaller yet consistent contributions, underscoring their distinct roles in predicting math achievement over time. These findings have implications for both future research and educational practices, which are discussed in detail.
Publisher: SAGE Publications
Date: 16-03-2012
Abstract: The present research sought to extend the nascent literature on color and psychological functioning by examining whether perception of the color green facilitates creativity. In four experiments, we demonstrated that a brief glimpse of green prior to a creativity task enhances creative performance. This green effect was observed using both achromatic (white, gray) and chromatic (red, blue) contrast colors that were carefully matched on nonhue properties, and using both picture-based and word-based assessments of creativity. Participants were not aware of the purpose of the experiment, and null effects were obtained on participants’ self-reported mood and positive activation. These findings indicate that green has implications beyond aesthetics and suggest the need for sustained empirical work on the functional meaning of green.
Publisher: Wiley
Date: 08-02-2017
DOI: 10.1111/CDEV.12704
Abstract: A reciprocal effects model linking emotion and achievement over time is proposed. The model was tested using five annual waves of the Project for the Analysis of Learning and Achievement in Mathematics (PALMA) longitudinal study, which investigated adolescents' development in mathematics (Grades 5-9 N = 3,425 German students mean starting age = 11.7 years representative s le). Structural equation modeling showed that positive emotions (enjoyment, pride) positively predicted subsequent achievement (math end-of-the-year grades and test scores), and that achievement positively predicted these emotions, controlling for students' gender, intelligence, and family socioeconomic status. Negative emotions (anger, anxiety, shame, boredom, hopelessness) negatively predicted achievement, and achievement negatively predicted these emotions. The findings were robust across waves, achievement indicators, and school tracks, highlighting the importance of emotions for students' achievement and of achievement for the development of emotions.
Publisher: American Psychological Association (APA)
Date: 04-2017
DOI: 10.1037/EDU0000144
Publisher: Informa UK Limited
Date: 16-10-2014
Publisher: Elsevier BV
Date: 11-2009
Publisher: American Psychological Association (APA)
Date: 07-2017
DOI: 10.1037/EDU0000163
Publisher: Wiley
Date: 20-12-2013
DOI: 10.1111/CDEV.12036
Publisher: Elsevier BV
Date: 04-2012
Publisher: American Psychological Association (APA)
Date: 05-2022
DOI: 10.1037/EDU0000748
Publisher: Hogrefe Publishing Group
Date: 05-2018
DOI: 10.1027/1015-5759/A000325
Abstract: Abstract. A growing body of research focuses on the self-conscious achievement emotion pride. However, studies investigating the relations of different types of achievement pride with in idual antecedents, such as frames of reference, achievement goals, and achievement values, are largely lacking. This work describes a theoretical model designed to extend and clarify the study of achievement pride and introduces the Achievement Pride Scales (APS), which assess two types of pride, namely self-based pride and social comparison-based pride. The results document the reliability and internal validity of the scales. External validity is demonstrated in terms of relations with students’ frames of reference, achievement goals, and values. More specifically, whereas self-based pride was positively related to in idual frames of reference and in idual achievement values, social comparison-based pride was positively related to social frames of reference, performance-approach goals, and social achievement values. Implications for future research on achievement pride are discussed.
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Stephanie Lichtenfeld.