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Featured researches published by Anna-Lena Dicke.


Developmental Psychology | 2012

Beyond quantitative decline : Conceptual shifts in adolescents' development of interest in mathematics

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

Short Intervention, Sustained Effects: Promoting Students' Math Competence Beliefs, Effort, and Achievement.

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

Schooling: Impact on Cognitive and Motivational Development

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

Fostering Adolescents' Value Beliefs for Mathematics With a Relevance Intervention in the Classroom

Hanna Gaspard; Anna-Lena Dicke; Barbara Flunger; Brigitte M. Brisson; Isabelle Häfner; Benjamin Nagengast; Ulrich Trautwein


Journal of Educational Psychology | 2014

More Value Through Greater Differentiation: Gender Differences in Value Beliefs About Math

Hanna Gaspard; Anna-Lena Dicke; Barbara Flunger; Brigitte Schreier; Isabelle Häfner; Ulrich Trautwein; Benjamin Nagengast


Learning and Individual Differences | 2012

Judging students' achievement goal orientations: Are teacher ratings accurate?

Anna-Lena Dicke; Oliver Lüdtke; Ulrich Trautwein; Gabriel Nagy; Nicole Nagy


13th Biennial EARLI Conference for Research on Learning and Instruction | 2009

Development of mathematics interest in adolescence : Quantitative and qualitative insights

Anne C. Frenzel; Anna-Lena Dicke; Reinhard Pekrun; Thomas Götz


Zeitschrift Fur Erziehungswissenschaft | 2014

Alle alles lehren - Schulleistungen in Englisch, Mathematik und den Naturwissenschaften vor und nach der Neuordnung der gymnasialen Oberstufe in Sachsen

Wolfgang Wagner; Norman Rose; Anna-Lena Dicke; Marko Neumann; Ulrich Trautwein


Zeitschrift Fur Erziehungswissenschaft | 2014

Der Wert der Mathematik im Klassenzimmer – Die Bedeutung relevanzbezogener Unterrichtsmerkmale für die Wertüberzeugungen der Schülerinnen und Schüler

Brigitte Schreier; Anna-Lena Dicke; Hanna Gaspard; Isabelle Häfner; Barbara Flunger; Oliver Lüdtke; Benjamin Nagengast; Ulrich Trautwein


Zeitschrift Fur Erziehungswissenschaft | 2014

Teaching everyone everything: student achievement in English, mathematics and the natural sciences before and after Saxony's upper secondary school reform

Wolfgang Wagner; Norman Rose; Anna-Lena Dicke; Ulrich Trautwein

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Norman Rose

University of Tübingen

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Oliver Lüdtke

Humboldt University of Berlin

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