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Einflussfaktoren auf das akademische Selbstkonzept nach dem Übertritt in die Sekundarstufe I

Einflussfaktoren auf das akademische Selbstkonzept nach dem Übertritt in die Sekundarstufe I

          
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About the Book

Bachelorarbeit aus dem Jahr 2020 im Fachbereich Pädagogik - Pädagogische Psychologie, Note: 1.0, Universität Leipzig (Erziehungswissenschaftliche Fakultät), Sprache: Deutsch, Abstract: Ausgehend von der Frage, wie sich die Faktoren des Geschlechts und der Schulform auf das akademische Selbstkonzept von Lernenden in der fünften Klasse auswirken, wird ein Fragebogen aus SKSLF-8 und DISK-Gitter zusammengestellt, der das allgemeine schulische, mathematische und sprachliche Selbstkonzept der Schülerinnen und Schüler thematisiert. Die Untersuchung findet an einem Gymnasium und einer Oberschule der Stadt Leipzig statt und schließt 147 Probandinnen und Probanden ein, die circa elf Jahre alt sind. Im Theorieteil der Arbeit wird zuerst der Übergang in die Sekundarstufe Ⅰ beleuchtet. Anschließend eröffnet sich ein weitläufiger Blick auf das akademische Selbstkonzept, der sich an den Begriff annähert, einige theoretische Ansätze präsentiert und abschließend Einflussfaktoren auf das Selbstkonzept darlegt. Die drei Fragestellungen der Arbeit befassen sich besonders mit den Geschlechter- und Schulformunterschieden in den drei akademischen Selbstkonzeptbereichen. Die explorative Analyse vereint beide Faktoren. Als Ergebnis für den Einflussfaktor des Geschlechts zeigt sich im allgemeinen schulischen und sprachlichen Selbstkonzept eine höhere Ausprägung bei den Mädchen, wobei der Unterschied zu den Jungen signifikant ist. Im mathematischen Bereich erzielen die Jungen einen höheren Mittelwert. Dieser Unterschied zu den Mädchen ist jedoch nicht signifikant und somit verfügen die Jungen über kein höheres Selbstkonzept in Mathematik. In den Schulformunterschieden schneiden die Lernenden des Gymnasiums in allen drei Bereichen signifikant besser ab als die Lernenden der Oberschule. Der detaillierte Blick mittels der explorativen Analyse zeigt jedoch, dass solche Vereinheitlichungen das Bild auf das akademische Selbstkonzept verzerren können. Deshalb sollte jede Schülerin und jeder Schüler


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Product Details
  • ISBN-13: 9783346291929
  • Publisher: Grin Verlag
  • Publisher Imprint: Grin Verlag
  • Height: 210 mm
  • No of Pages: 64
  • Spine Width: 4 mm
  • Width: 148 mm
  • ISBN-10: 3346291928
  • Publisher Date: 08 Jan 2021
  • Binding: Paperback
  • Language: German
  • Returnable: N
  • Weight: 95 gr


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