Fachgebiet Methoden der empirischen Bildungsforschung
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Item Appbasierte Förderansätze für Kinder mit Lernstörungen(2023-12-07) Kißler, Christian; Sartor, Teresa; Vanauer, Christin; Schulz, Ann-Katrin; Witzel, Björn; Moll, Kristina; Schulte-Körne, Gerd; Kuhn, Jörg-TobiasHintergrund: Einstellungen zu digitalen Fördermaßnahmen wurden bislang hauptsächlich aus der Sicht von Lehrkräften untersucht, obwohl das Lernen mit digitalen Hilfsmitteln im häuslichen Umfeld an Bedeutung gewinnt. Deshalb wird der Frage nachgegangen, wie Angehörige/Eltern von Kindern mit Lernstörungen (= KmL: Rechenstörung, Lesestörung bzw. kombinierte Lernstörung) die Förderung mit Trainings-Apps via Tablet in der häuslichen Umgebung erleben und was für sie in diesem Kontext wichtig ist. Methoden: Mithilfe leitfadengestützter Expert_inneninterviews wurden 21 Angehörige von KmL und zwei Projektbegleiterinnen, die im regelmäßigen Austausch mit den Angehörigen standen, interviewt; zusätzlich wurden mit einem schriftlichen Fragebogen qualitative Datensätze zum Lernerleben mit den Apps sowie zur allgemeinen Wahrnehmung der Apps aus der Perspektive von 1) KmL (n = 83), welche die Trainings-App genutzt haben, und 2) weiteren Angehörigen (n = 81) erhoben. Ergebnis: Durch qualitative Analysen wurden Gelingensbedingungen (z.B. das Engagement der Angehörigen), aber auch Herausforderungen für die Verwendung von Trainings-Apps (z.B. technische Schwierigkeiten, Missverständnisse, Qualität der Stimmausgabe, als unpassend empfundener Schwierigkeitsgrad) herausgearbeitet. Diskussion: Aktuell wird das Training wahlweise als zu schwer, zu leicht oder zu ausufernd wahrgenommen. Um hier eine individuelle Passung zu erreichen, ist weitere Forschung sowie Entwicklung notwendig.Item Connecting the dots between stress, demands, and coping resources of parents to children with autism spectrum disorder(2024) Sartor, Teresa; Tröster, Heinrich; Kuhn, Jörg-TobiasAccording to numerous studies, parents to children with an autism spectrum disorder (ASD) are more affected by stress than other parents. From a transactional perspective, parental stress is caused by the demands placed on parents and the assessment of their available resources for coping with these demands. The three studies in this doctoral dissertation therefore deal with the connections between parental stress, everyday demands, and the coping resources of parents to children with ASD. The first study aimed to find out which coping resources mediate between the demands and parental stress. This was examined by means of mediation analyses using data from N = 266 parents to children with ASD. Parental self-efficacy beliefs and dysfunctional coping were found to be significant mediators. In study II, a random intercept cross-lagged panel model was used to examine how stress and perceived partnership quality of parents to children with ASD predict each other longitudinally. Data from N = 160 parents collected at three measurement points were used. The results showed a decrease in stress levels over the course of therapy, which resulted in a lower perceived partnership quality at the last measurement point. In order to find out which demands explain parental stress before and during times of crisis, data from N = 168 before and N = 105 parents to children with ASD during the COVID-19 pandemic were used in study III and simple and multiple linear regression analyses were calculated. At both time points, dealing with the child's problem behavior, cooperation with the partner and restrictions in one's personal way of life were significant predictors of stress. Prior to the time of crisis, the stigmatizing reactions of others were also found to be informative for parental stress. The results provide evidence of the connections between the three constructs and show that parental stress should not be seen in isolation from the demands and coping resources, which suggests a more holistic view in research as well as in practical work with parents to children with ASD.Item Delayed development of basic numerical skills in children with developmental dyscalculia(2024-01-11) Lamb, Sarah; Krieger, Florian; Kuhn, Jörg-TobiasResearch suggests that children with developmental dyscalculia (DD) have deficits in basic numerical skills. However, there is conflicting evidence on whether basic numerical skills in children with DD are qualitatively different from those in typically developing children (TD) or whether basic numerical skills development in children with DD is simply delayed. In addition, there are also competing hypotheses about deficits in basic numerical skills, assuming (1) a general deficit in representing numerosities (Approximate Number System, ANS), (2) specific deficits in an object-based attentional system (Object Tracking System, OTS), or (3) deficits in accessing numerosities from symbols (Access Deficit, AD). Hence, the purpose of this study was to investigate whether deficits in basic numerical skills in children with DD are more indicative of a developmental delay or a dyscalculia-specific qualitative deviation and whether these deficits result from (selective) impairment of core cognitive systems involved in numerical processing. To address this, we tested 480 children (68 DD and 412 TD) in the 2nd, 3rd, and 4th grades with different paradigms for basic numerical skills (subitizing, counting, magnitude comparison tasks, number sets, and number line estimation tasks). The results revealed that DD children’s impairments did not indicate qualitatively different basic numerical skills but instead pointed to a specific developmental delay, with the exception of dot enumeration. This result was corroborated when comparing mathematical profiles of DD children in 4th grade and TD children in 2nd grade, suggesting that DD children were developmentally delayed and not qualitatively different. In addition, specific deficits in core markers of numeracy in children with DD supported the ANS deficit rather than the AD and OTS deficit hypothesis.Item Eine praktische Einführung in die Statistik mit R und RStudio(2023-12-05) Kißler, Christian; Krieger, Florian; Kuhn, Jörg-TobiasItem R-Skript zum Lehrwerk "Eine praktische Einführung in die Statistik mit R und RStudio" von Christian Kißler, Florian Krieger und Jörg-Tobias Kuhn(2023-11-09) Kißler, ChristianDies ist das ergänzende R-Skript zum Manuskript/ Buch mit dem Titel: "Eine praktische Einführung in die Statistik mit R und RStudio - Ein Lehrskript für Studierende der Rehabilitationspädagogik, Rehabilitationswissenschaften sowie (Sonder-)Pädagogik" von Christian Kißler, Florian Krieger und Jörg-Tobias Kuhn.Item Ein simulierter Datensatz zur Erprobung und Veranschaulichung quantitativer Methoden der Datenanalyse(2023-10-24) Kißler, ChristianDieser Datensatz wurde von Christian Kißler mit R simuliert. Die Daten in diesem Datensatz stellen keine tatsächlich erhobenen Daten dar, sondern wurden generiert, um mit ihnen statistische Prinzipien verdeutlichen zu können. Der Datensatz ist daher insbesondere für Lehrzwecke geeignet. Der Datensatz darf frei verwendet sowie bearbeitet und verbreitet werden, insofern der Autor nach den Gepflogenheiten zur Angabe wissenschaftlicher Quellen korrekt angegeben wird. Empfehlung zur Quellenangabe: "Kißler, Christian (2023). Ein simulierter Datensatz zur Erprobung und Veranschaulichung quantitativer Methoden der Datenanalyse. Eldorado." Dieser Datensatz gehört zu dem Buch: „Eine praktische Einführung in die Statistik mit R und RStudio – Ein Lehrskript für Studierende der Rehabilitationspädagogik, Rehabilitationswissenschaften sowie (Sonder-)Pädagogik“ von Christian Kißler, Florian Krieger und Jörg-Tobias Kuhn.Item Demands and stress before and during the COVID-19 pandemic of parents to children with autism spectrum disorder(2023-10-03) Sartor, Teresa; Sons, Sarah; Kunina-Habenicht, Olga; Tröster, Heinrich; Kuhn, Jörg-TobiasIntroduction: Parents to children with Autism Spectrum Disorder (ASD) face diverse daily demands that can lead to stress. The aim of this study was to examine to which extent stress in parents to children with ASD can be explained by daily demands before and during the COVID-19 pandemic (after lockdowns; first half of 2022), and whether there are differences between the two time periods in this regard. Methods: Data from parents to children with ASD living in Germany from two independent questionnaire studies (before the pandemic: N = 168, during the pandemic: N = 105) were matched for comparability. Simple and multiple linear regression analyses were used to answer the research question. Results: Parental stress as well as all demands examined showed higher levels during the COVID-19 pandemic than before. Significant predictors of parental stress before and during the COVID-19 pandemic were (1) the daily demands to deal with the child’s problem behavior, (2) the restriction of one’s personal way of life, and (3) the challenge to cooperate with the partner. During the COVID-19 pandemic, the child’s problem behavior was particularly relevant. It was also found that the demand to deal with stigmatizing reactions did not explain parental stress during the COVID-19 pandemic whereas before the pandemic it had been a significant predictor. Discussion: Although parental stress and the demands of daily life increased during the pandemic, most of the stress can be explained by the same demands. It is suggested that the increased levels may be due to an increase in the child’s ASD symptomatology, which is why it is advisable to install therapeutic and care structures that prepare children with ASD for future crises.Item Coping resources and stress due to demands in parents to children with autism spectrum disorder(2023-10-06) Sartor, Teresa; Sons, Sarah; Kuhn, Jörg-Tobias; Tröster, HeinrichIntroduction: Parents to children with autism spectrum disorder (ASD) are exposed to numerous demands in their daily lives and exhibit high levels of stress. The present study aims to find out which coping resources are mediators that help parents cope with these demands and which of those coping resources amplify or reduce stress arising from the demands. Studies often only focus on the connection between coping resources and stress without taking the demands into account at the same time. Methods: For this reason, a mediation model was set up to answer the research question. Data from a German questionnaire survey with N = 266 parents who have children with ASD (two to 23 years old) were used. Subjectively perceived demands in everyday life (scale “Parental demands in everyday life”), parental stress (“Parental Stress Inventory”, based on Abidin's parenting stress model) and the following coping resources were collected: parental self-efficacy beliefs (“Parents’ sense of competence questionnaire”), available social support of parents (scale “Availability of social support”) and parental coping strategies (German version of the Brief COPE). Results: An exploratory factor analysis revealed four mediators: dysfunctional coping, functional coping, social support, and self-efficacy. The use of dysfunctional behavior and parental self-efficacy were found to be significant mediators that mediated between daily demands and parental stress. A direct effect of demands on parental stress was also found, implying partial mediation. The two factors of functional coping and support were not found to be significant mediators. Discussion: Key findings indicate that parental stress resulting from the daily demands of parenting children with ASD can be reduced by high parental self-efficacy and increased by dysfunctional coping. For practice, it can be deduced that dysfunctional coping strategies of parents to children with ASD should be reduced and parental self-efficacy should be strengthened in order to reduce stress which arises from the multiple demands in everyday life.Item Introduction to the special issue: the role of metacognition in complex skills - spotlights on problem solving, collaboration, and self-regulated learning(2022-11-22) Krieger, Florian; Azevedo, Roger; Graesser, Arthur C.; Greiff, SamuelItem Handbuch Projektstudium(2020-04-13) Mann, Teresa; York, Jana; Pferdekämper-Schmidt, AnneDas Projektstudium ist ein begleitetes Selbststudium im dritten Studienjahr des BA-Studiengangs Rehabilitationspädagogik mit kompetenzorientierten Lehr- und Lernelementen. Im Fokus stehen • die Erweiterung des Theorie-Praxis-Transfers im Studium, • das disziplinübergreifende Forschende Lernen in praxisnahen Projekten, • die gezielte Förderung des selbstgesteuerten und kompetenzorientierten Lernens in heterogenen Gruppen • und der Erwerb akademischer Handlungskompetenzen. Die Projektarbeit umfasst berufsfeldorientierte Fragestellungen, die in einem gemeinsamen Prozess von Stu-dierenden, Lehrenden und Kooperationspartner_innen entwickelt und von den Studierenden eigenverantwortlich erarbeitet werden.