Ulrich Trautwein Homework Help

  • Wagner, W., Göllner, R., Werth, S., Voss, T., Schmitz, B., & Trautwein, U. (2016). Student and teacher ratings of instructional quality: Consistency of ratings over time, agreement, and predictive power. Journal of Educational Psychology, 108(5), 705-721. doi:10.1037/edu0000075
  • Damian, R. I., Su, R., Shanahan, M., Trautwein, U. & Roberts, B. (2015). Can personality traits and intelligence compensate for background disadvantage? Predicting status attainment in adulthood. Journal of Personality and Social Psychology, 109, 473-489. doi:10.1037/pspp0000024 Full Text

  • Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2015). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107(3), 663-677. doi:10.1037/edu0000003 Full Text

  • Roloff Hennoch, J., Klusmann, U., Lüdtke, O., & Trautwein, U. (2015). The question who becomes a teacher revisited: Does the study major explain differences between teacher candidates and other students? Learning and Instruction, 36, 46-56

  • Trautwein, U., Dumont, H., & Dicke, A.-D. (2015). Schooling: Impact on cognitive and motivational development. In J. D. Wright (Ed.), International Encyclopedia of the Social & Behavioral Sciences (2nd ed., Vol. 21, pp. 119-124). Oxford: Elsevier. doi:10.1016/B978-0-08-097086-8.26056-X

  • Trautwein, U., Lüdtke, O., Nagy, N., Lenski, A., Niggli, A., & Schnyder, I. (2015). Using individual interest and conscientiousness to predict academic effort: additive, synergistic, or compensatory effects? Journal of Personality and Social Psychology, 109, 142-162. doi:10.1037/pspp0000034

  • Marsh, H., Lüdtke, O., Nagengast, B., Trautwein, U., Abduljabbar, A.S., Abdelfattah, F., & Jansen, M. (2015). Dimensional comparison theory: Paradoxical relations between self-beliefs and achievements in multiple domains. Learning and Instruction, 35, 16-32. doi:0.1016/j.learninstruc.2014.08.005 Full Text

  • Dumont, H., Trautwein, U., Nagy, G. & Nagengast, B. (2014). Quality of parental homework involvement: Predictors and reciprocal relations with academic functioning in the reading  domain. Journal of Educational Psychology, 106, 144-161. doi:10.1037/a0034100

  • Chmielewski, A. K., Dumont, H., & Trautwein, U. (2013). Tracking effects depend on tracking type: An international comparison of mathematics self-concept. American Educational Research Journal, 50, 925-957. doi:10.3102/0002831213489843 Full Text

  • Kunter, M. & Trautwein, U. (2013). Psychologie des Unterrichts. Reihe: StandardWissen Lehramt. Stuttgart: UTB.
  • Trautwein, U., Nagengast, B., Marsh, H. W., Gaspard, H., Dicke, A.-L., Lüdtke, O., et al. (2013). Expectancy-value theory revisited: From expectancy-value theory to expectancy-valueS theory? In D. M. McInerney, H. W. Marsh, R. G. Craven & F. Guay (Eds.), Theory Driving Research: New wave perspectives on self-processes and human development (pp. 233–249). Charlotte, NC: Information Age Publishing.
  • Becker, M., Lüdtke, O., Trautwein, U., Köller, O., & Baumert, J. (2012). The differential effects of school tracking: Do academic-track schools make students smarter? Journal of Educational Psychology, 104, 682–699. doi:10.1037/a0027608
  • Jackson, J. J., Thoemmes, F., Jonkmann, K., Lüdtke, O., & Trautwein, U. (2012). Military training and personality trait development: Does the military make the man or does the man make the military? Psychological Science, 23, 270–277. doi:0.1177/0956797611423545 Full Text
  • Sälzer, C., Trautwein, U., Lüdtke, O., & Stamm, M. (2012). Predicting adolescent truancy: The importance of distinguishing between different aspects of instructional quality. Learning and Instruction, 22, 311–319. doi:10.1016/j.learninstruc.2011.12.001
  • Trautwein, U., Marsh, H.W., Nagengast, B., Lüdtke, O., Nagy, G., & Jonkmann, K. (2012). Probing for the multiplicative term in modern expectancy-value theory: A latent interaction modeling study. Journal of Educational Psychology, 104, 763–777. doi:10.1037/a0027470
  • Lüdtke, O., Roberts, B., Trautwein, U., & Nagy, G. (2011). A random walk down university avenue: Life paths, life events, and personality trait change at the transition to university. Journal of Personality and Social Psychology, 101, 620–637. doi:10.1037/a0023743 Full Text
  • Dettmers, S., Trautwein, U., Lüdtke, O., Kunter, M., & Baumert, J. (2010). Homework works if homework quality is high: using multilevel modeling to predict the development of achievement in mathematics. Journal of Educational Psychology, 102, 467-482. doi:10.1037/a0018453
  • Trautwein, U., Neumann, M., Nagy, G., Lüdtke, O. & Maaz, K. (Eds.). (2010). Schulleistungen von Abiturienten: Die neu geordnete gymnasiale Oberstufe auf dem Prüfstand [School achievement of Abitur students: Evaluating the reform of upper secondary education]. Wiesbaden, Germany: VS Verlag für Sozialwissenschaften.
  • Trautwein, U., Lüdtke, O., Marsh, H. W., & Nagy, G. (2009). Within-school social comparison: How students’ perceived standing of their class predicts academic self-concept. Journal of Educational Psychology, 101, 853-866. doi:10.1037/a0016306 Full Text
  • Trautwein, U., Lüdtke, O., Roberts, B. W., Schnyder, I., & Niggli, A. (2009). Different forces, same consequence: Conscientiousness and competence beliefs are independent predictors of academic effort and achievement. Journal of Personality and Social Psychology, 97, 1115-1128. doi:10.1037/a0017048
  • Trautwein, U., Niggli, A., Schnyder, I., & Lüdtke, O. (2009). Between-teacher differences in homework assignments and the development of students’ homework effort, homework emotions, and achievement. Journal of Educational Psychology, 101, 176-189. doi:10.1037/0022-0663.101.1.176 Full Text
  • Trautwein, U., & Baeriswyl, F. (2007). Wenn leistungsstarke Klassenkameraden ein Nachteil sind: Referenzgruppeneffekte bei Übergangsentscheidungen [When high-achieving classmates put students at a disadvantage: Reference group effects at the transition to secondary schooling]. Zeitschrift für Pädagogische Psychologie, 21, 119-133. doi:10.1024/1010-0652.21.2.119 Open Access
  • Trautwein, U., Lüdtke, O., Kastens, C., & Köller, O. (2006). Effort on homework in grades 5 through 9: Development, motivational antecedents, and the association with effort on classwork. Child Development, 77, 1094-1111. doi:10.1111/j.1467-8624.2006.00921.x Full Text
  • Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2006). Self-esteem, academic self-concept, and achievement: How the learning environment moderates the dynamics of self-concept. Journal of Personality and Social Psychology, 90, 334-349. doi:10.1037/0022-3514.90.2.334
  • Trautwein, U., Lüdtke, O., Marsh, H. W., Köller, O., & Baumert, J. (2006). Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth grade mathematics. Journal of Educational Psychology, 98, 788-806. doi:10.1037/0022-0663.98.4.788
  • Trautwein, U., Lüdtke, O., Schnyder, I., & Niggli, A. (2006). Predicting homework effort: Support for a domain-specific, multilevel homework model. Journal of Educational Psychology, 98, 438-456. doi:10.1037/0022-0663.98.2.438 Full Text

  • Ulrich Trautwein (born 31 May 1972) is a German psychologist and education researcher. He has been a Full Professor of Education Science at the University of Tübingen, Germany, since October 2008.[1] In addition, he has been director of LEAD Graduate School & Research Network at Tübingen University since 2012.[2] Since 2014, he has also headed the Hector Research Institute of Education Sciences and Psychology in Tübingen.[3]

    Life[edit]

    Trautwein grew up in Reutlingen in the state of Baden-Württemberg. After completing his high school education he studied Psychology at the University of Göttingen, Germany, and the University of California, Santa Cruz. After obtaining his diploma in Göttingen 1999, he worked until 2008 in various positions as a researcher at the Max Planck Institute for Human Development, Berlin. In 2002 he completed his doctorate, 2005 his habilitation in Psychology at the Free University of Berlin. In 2007 he became a research group leader at the Max Planck Institute for Human Development. Shortly after being appointed an Honorary Professor at the Free University of Berlin in 2008, he joined the University of Tübingen as a Full Professor of Education Science. Trautwein is director of LEAD Graduate School & Research Network at Tübingen University, founded in 2012.[4] LEAD features a research and training program for doctoral students and postdocs on learning, education achievement, and life course development. The School hosts more than 130 researchers and is funded by the German Universities Excellence Initiative of the German Federal Ministry of Education and Research.[5] In 2014, Trautwein became the founding director of the Hector Research Institute of Education Sciences and Psychology.[6] Since 2011 Trautwein has served as an expert advisor to the German federal government and the Kultusministerkonferenz in terms of education issues.[1]

    Research[edit]

    Trautwein has published a large number of articles on a number of topics, including the development of conscientiousness, expectancy-value beliefs, and academic effort, the effectiveness of homework assignments and completion, and the results of several randomized controlled field trials in school settings. According to an analysis published by Jones et al. (2010) in Contemporary Education Psychology, Trautwein was the third most productive researcher worldwide in the field of education psychology during 2003–2008.[7] In 2016, Greenbaum et al. named him among the most productive researchers in education psychology as number 4 worldwide.[8] Trautwein is principal investigator of two multicohort, longitudinal school achievement studies (TOSCA,[9] TRAIN[10]).

    Awards[edit]

    • CORECHED Prize in Educational Research awarded by the Swiss Council for Educational Research, 2009[11]
    • Young Investigator Award: Section for Educational Psychology of the German Psychological Society, 2004
    • Otto Hahn Medal for outstanding PhD dissertation, Max Planck Society, 2003[1]

    Publications[edit]

    • Bertram, C., Wagner, W., & Trautwein, U. (2017). Learning historical thinking with oral history interviews. A cluster randomized controlled intervention study of oral history interviews in history lessons. American Educational Research Journal, 54, 444–484. doi: 10.3102/0002831217694833[12]
    • Gaspard, H., Dicke, A.-L., Flunger, B., Brisson, B., Häfner, I., Nagengast, B., & Trautwein, U. (2015). Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom. Developmental Psychology, 51, 1226–1240. doi: 10.1037/dev0000028[13]
    • Trautwein, U., Lüdtke, O., Nagy, N., Lenski, A., Niggli, A., & Schnyder, I. (2015). Using individual interest and conscientiousness to predict academic effort: additive, synergistic, or compensatory effects? Journal of Personality and Social Psychology, 109, 142–162. doi:10.1037/pspp0000034[14]
    • Chmielewski, A. K., Dumont, H., & Trautwein, U. (2013). Tracking effects depend on tracking type: An international comparison of mathematics self-concept. American Educational Research Journal, 50, 925–957. doi:10.3102/0002831213489843[15]
    • Trautwein, U., Marsh, H.W., Nagengast, B., Lüdtke, O., Nagy, G., & Jonkmann, K. (2012). Probing for the multiplicative term in modern expectancy-value theory: A latent interaction modeling study. Journal of Educational Psychology, 104, 763–777. doi:10.1037/a0027470[16]
    • Dettmers, S., Trautwein, U., Lüdtke, O., Kunter, M., & Baumert, J. (2010). Homework works if homework quality is high: using multilevel modeling to predict the development of achievement in mathematics. Journal of Educational Psychology, 102, 467–482. doi:10.1037/a0018453[17]
    • Trautwein, U., Lüdtke, O., Marsh, H. W., & Nagy, G. (2009). Within-school social comparison: How students’ perceived standing of their class predicts academic self-concept. Journal of Educational Psychology, 101, 853–866. doi:10.1037/a0016306[18]
    • Trautwein, U., Lüdtke, O., Roberts, B. W., Schnyder, I., & Niggli, A. (2009). Different forces, same consequence: Conscientiousness and competence beliefs are independent predictors of academic effort and achievement. Journal of Personality and Social Psychology, 97, 1115–1128. doi:10.1037/a0017048[19]
    • Trautwein, U., Niggli, A., Schnyder, I., & Lüdtke, O. (2009). Between-teacher differences in homework assignments and the development of students’ homework effort, homework emotions, and achievement. Journal of Educational Psychology, 101, 176–189. doi:10.1037/0022–0663.101.1.176[20]
    • Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2006). Self-esteem, academic self-concept, and achievement: How the learning environment moderates the dynamics of self-concept. Journal of Personality and Social Psychology, 90, 334–349. doi:10.1037/0022–3514.90.2.334[21]
    • Trautwein, U., Lüdtke, O., Marsh, H. W., Köller, O., & Baumert, J. (2006). Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth grade mathematics. Journal of Educational Psychology, 98, 788–806. doi:10.1037/0022–0663.98.4.788[22]
    • Trautwein, U., Lüdtke, O., Schnyder, I., & Niggli, A. (2006). Predicting homework effort: Support for a domain-specific, multilevel homework model. Journal of Educational Psychology, 98, 438–456. doi:10.1037/0022–0663.98.2.438[23]

    External links[edit]

    • Webpage of Ulrich Trautwein[3]
    • Homepage of Hector Research Institute[24]
    • Homepage of LEAD Graduate School[4]

    References[edit]

    1. ^ abc"Curriculum Vitae | Hector-Institut für Empirische Bildungsforschung |". Universität Tübingen. Retrieved 2018-01-20. 
    2. ^"Boards and Bodies | LEAD Graduate School and Research Network |". University Tübingen. Retrieved 2018-01-20. 
    3. ^ ab"Prof. Dr. Ulrich Trautwein | Hector Research Institute of Education Sciences and Psychology |". University Tübingen. Retrieved 2018-01-20. 
    4. ^ ab"LEAD Graduate School and Research Network | LEAD Graduate School and Research Network |". University Tübingen. Retrieved 2018-01-20. 
    5. ^"DFG – GSC 1028: LEAD Graduate School & Research Network". dfg.de. Retrieved 2018-01-20. 
    6. ^"Hector-Stiftung unterstützt Bildungsforschung". tagblatt.de. Retrieved 2018-01-20. 
    7. ^"Productivity in educational psychology journals from 2003 to 2008". ScienceDirect. Retrieved 2018-01-20. 
    8. ^Greenbaum, Hannah; Meyer, Lisa; Smith, M Cecil; Barber, Amanda; Henderson, Heather; Riel, David; Robinson, Daniel H (2016). "Individual and Institutional Productivity in Educational Psychology Journals from 2009 to 2014". Educational Psychology Review. 28 (2): 215. doi:10.1007/s10648-016-9360-8. Retrieved 2018-01-20. 
    9. ^"TOSCA | Hector Research Institute of Education Sciences and Psychology |". University Tübingen. Retrieved 2018-01-20. 
    10. ^"TRAIN | Hector Research Institute of Education Sciences and Psychology |". University Tübingen. Retrieved 2018-01-20. 
    11. ^innov8 AG. "Coreched". coreched.ch. Retrieved 2018-01-20. 
    12. ^Bertram, Christiane; Wagner, Wolfgang; Trautwein, Ulrich (2017). "Learning Historical Thinking With Oral History Interviews: A Cluster Randomized Controlled Intervention Study of Oral History Interviews in History Lessons". American Educational Research Journal. 54 (3): 444. 
    13. ^"Fostering adolescents' value beliefs for mathematics with a relevance intervention in the classroom. – PubMed". NCBI. PMID 26192044. Retrieved 2018-01-20. 
    14. ^"Using individual interest and conscientiousness to predict academic effort: Additive, synergistic, or compensatory effects? – PubMed". NCBI. Retrieved 2018-01-20. 
    15. ^Chmielewski, Anna K; Dumont, Hanna; Trautwein, Ulrich (2016). "Tracking Effects Depend on Tracking Type". American Educational Research Journal. 50 (5): 925. doi:10.3102/0002831213489843. Retrieved 2018-01-20. 
    16. ^"psycnet.apa.org/record/2012-06744-001". psycnet.apa.org. Retrieved 2018-01-20. 
    17. ^"psycnet.apa.org/record/2010-08635-015". psycnet.apa.org. Retrieved 2018-01-20. 
    18. ^"psycnet.apa.org/record/2009-19591-007?doi=1". psycnet.apa.org. Retrieved 2018-01-20. 
    19. ^"Different forces, same consequence: conscientiousness and competence beliefs are independent predictors of academic effort and achievement. – PubMed". NCBI. Retrieved 2018-01-20. 
    20. ^"Between-Teacher Differences in Homework Assignments and the Development of Students' Homework Effort, Homework Emotions, and Achievement (PDF Download Available)". researchgate.net. Retrieved 2018-01-20. 
    21. ^"psycnet.apa.org/record/2006-02911-009?doi=1". psycnet.apa.org. Retrieved 2018-01-20. 
    22. ^"psycnet.apa.org/record/2006-21055-009". psycnet.apa.org. Retrieved 2018-01-20. 
    23. ^"Predicting homework effort: Support for a domain-specific, multilevel homework model (PDF Download Available)". researchgate.net. Retrieved 2018-01-20. 
    24. ^"Institute | Hector Research Institute of Education Sciences and Psychology |". University Tübingen. Retrieved 2018-01-20. 

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