Anna-Lena Dicke
University of Tübingen
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Featured researches published by Anna-Lena Dicke.
Developmental Psychology | 2012
Anne C. Frenzel; Reinhard Pekrun; Anna-Lena Dicke; Thomas Goetz
Research has shown that the average values for academic interest decrease during adolescence. Looking beyond such quantitative decline, we explored qualitative change of interest in the domain of mathematics across adolescence. Study 1 was based on a longitudinal data set (annual assessments from Grade 5 to Grade 9; N = 3,193). Latent variable modeling showed that the measurement coefficients of the latent variable of interest (intercepts, structural weights, and error variances) significantly differed across time points, indicating structural changes of the construct. Study 2 was based on interviews with adolescents (Grades 5 and 9, N = 70). Cognitive validation was used to explore differences in subjective concepts of interest across age groups. As expected, there were significant age-related differences, indicating a shift from an affect-laden concept in 5th grade to a more cognitively oriented concept in 9th grade. The findings suggest that developmental research should integrate quantitative and qualitative perspectives of construct change over time and pay more attention to issues of measurement invariance and qualitative changes of constructs over time.
American Educational Research Journal | 2017
Brigitte M. Brisson; Anna-Lena Dicke; Hanna Gaspard; Isabelle Häfner; Barbara Flunger; Benjamin Nagengast; Ulrich Trautwein
The present study investigated the effectiveness of two short relevance interventions (writing a text or evaluating quotations about the utility of mathematics) using a sample of 1,916 students in 82 math classrooms in a cluster randomized controlled experiment. Short-term and sustained effects (6 weeks and 5 months after the intervention) of the two intervention conditions on students’ competence beliefs (self-concept, homework self-efficacy), teacher-rated individual effort, and standardized test scores in mathematics were assessed. Hierarchical linear regression analyses showed that students’ homework self-efficacy was higher in both intervention groups 6 weeks and 5 months after the intervention compared to the control condition. Students’ self-concept, teacher-rated effort, and achievement in mathematics were promoted through the quotations condition, partly in the long term.
International Encyclopedia of the Social & Behavioral Sciences (Second Edition) | 2015
Ulrich Trautwein; Hanna Dumont; Anna-Lena Dicke
This article is a revision of the previous edition article by F.E. Weinert, volume 20, pp. 13589–13594,
Developmental Psychology | 2015
Hanna Gaspard; Anna-Lena Dicke; Barbara Flunger; Brigitte M. Brisson; Isabelle Häfner; Benjamin Nagengast; Ulrich Trautwein
Journal of Educational Psychology | 2014
Hanna Gaspard; Anna-Lena Dicke; Barbara Flunger; Brigitte Schreier; Isabelle Häfner; Ulrich Trautwein; Benjamin Nagengast
Learning and Individual Differences | 2012
Anna-Lena Dicke; Oliver Lüdtke; Ulrich Trautwein; Gabriel Nagy; Nicole Nagy
13th Biennial EARLI Conference for Research on Learning and Instruction | 2009
Anne C. Frenzel; Anna-Lena Dicke; Reinhard Pekrun; Thomas Götz
Zeitschrift Fur Erziehungswissenschaft | 2014
Wolfgang Wagner; Norman Rose; Anna-Lena Dicke; Marko Neumann; Ulrich Trautwein
Zeitschrift Fur Erziehungswissenschaft | 2014
Brigitte Schreier; Anna-Lena Dicke; Hanna Gaspard; Isabelle Häfner; Barbara Flunger; Oliver Lüdtke; Benjamin Nagengast; Ulrich Trautwein
Zeitschrift Fur Erziehungswissenschaft | 2014
Wolfgang Wagner; Norman Rose; Anna-Lena Dicke; Ulrich Trautwein