Jessika Golle

University of Tübingen

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Ulrich Trautwein

University of Tübingen

Ingo Zettler

University of Copenhagen

Oliver Wilhelm

Universität Ulm

Julia Schiefer

University of Tübingen

Maike Tibus

University of Tübingen

Janek S. Lobmaier

University of Bern

Benjamin Goecke

University of Tübingen

Benjamin Nagengast

University of Tübingen

Evelin Herbein

University of Tübingen

Korbinian Moeller

University of Tübingen

Cooperative Institutions

University of Tübingen

Institute of Education Sciences

Friedrich Schiller University Jena

Czech Academy of Sciences, Institute of Psychology

University of Bern

TU Dortmund University

Universität Ulm

DIPF | Leibniz Institute for Research and Information in Education

Research Network (United States)

University of Zurich

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Who’s bored in school?

Zeitschrift für Erziehungswissenschaft (2022)

Jessika Golle Maja Flaig Ann‐Kathrin Jaggy Richard Göllner

Abstract In the literature, general cognitive ability has been discussed as one critical factor that shapes students’ boredom. In this study, we investigated the relationship between academic boredom and general cognitive ability in primary school students while also considering intrinsic value. We analyzed data from N = 2849 third graders from 188 German classrooms. We used structural equation models with latent variables to test for whether general cognitive ability and interest showed linear as well as nonlinear relationships with students’ boredom. The results showed that the association between general cognitive ability and boredom was almost negligible after controlling for students’ achievement as well as gender, age, and family background. However, both the linear and quadratic terms for students’ intrinsic value were statistically significant, indicating that students with low and students with high interest reported more boredom in class than students with average interest. The findings are discussed in light of expectations based on control-value theory and the domain specificity and situational specificity of control and value appraisals.

Boredom

Situational ethics

Value (mathematics)

10.1007/s11618-022-01132-w

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Citations (2)

Fostering elementary school children's public speaking skills: A randomized controlled trial

Learning and Instruction (2017)

Evelin Herbein Jessika Golle Maike Tibus Julia Schiefer Ulrich Trautwein

Mastering public speaking is a competence which is already required in elementary school. Surprisingly, however, systematic research on the promotion of public speaking competence among elementary school children is scarce. In order to address this gap, we developed and evaluated a public speaking training for elementary school children. The training, an extracurricular enrichment program, consisted of 12 units covering speech anxiety, nonverbal communication, and comprehensibility. A randomized controlled trial with repeated measures (N = 65 elementary school children) was used to investigate the training effects on public speaking skills and speech anxiety. The dependent variables were assessed via self-ratings (extent of public speaking skills, speech anxiety) and video ratings of a public speech (appropriateness of public speaking skills). Findings revealed positive training effects on public speaking skills overall: Participating in the training elicited more appropriate speeches in terms of nonverbal and organizational skills but did not influence speech anxiety.

Public speaking

Social Skills

10.1016/j.learninstruc.2017.10.008

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Citations (54)

The Nomological Net of Knowledge, Self-Reported Knowledge, and Overclaiming in Children

Journal of Personality Assessment (2022)

Benjamin Goecke Ulrich Schroeders Ingo Zettler Stefan Schipolowski Jessika Golle

Research on self-reported knowledge and overclaiming in children is sparse. With the current study, we aim to close this gap by developing an overclaiming questionnaire measuring self-reported knowledge and overclaiming that is tailored to children. Moreover, we examine the nomological net of self-reported knowledge and overclaiming in childhood discussing three perspectives: Overclaiming as (a) a result of deliberate self-enhancement tendencies, (b) a proxy for declarative knowledge, and (c) an indicator of creative engagement. We juxtaposed overclaiming, as indicated by claiming familiarity with non-existent terms, and self-reported knowledge with fluid and crystallized intelligence, creativity, and personality traits in a sample of 897 children attending third grade. The results of several latent variable analyses were similar to findings known from adult samples: We found no strong evidence for any of the competing perspectives on overclaiming. Just like in adults, individual differences in self-reported knowledge were strongly inflated by overclaiming, and only weakly related to declarative knowledge.

Nomological network

Proxy (statistics)

Self-knowledge

10.1080/00223891.2022.2144332

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Who Is Considered Gifted From a Teacher’s Perspective? A Representative Large-Scale Study

Gifted Child Quarterly (2022)

Jessika Golle Trudie Schils Lex Borghans Norman Rose

Teachers play important roles in identifying and promoting gifted students. An open question is: Which student characteristics do teachers use to evaluate whether a student is gifted or not? We used data from a representative sample of Dutch primary school teachers ( N = 1,304) who were asked whether or not they thought the students ( N = 26,720) in their class were gifted. We investigated students’ cognitive and noncognitive attributes as well as demographic factors that might be relevant for this judgment. In sum, the findings revealed that teachers considered students to be gifted when, in comparison with their peers, students were superior in cognitive domains, especially with respect to academic achievement, scored higher on openness to experience and lower on agreeableness, were male, were younger, and came from families with higher parental education. These findings are discussed in relation to research on teacher nominations, teachers’ representations of giftedness and gifted students, and theoretical conceptions of giftedness.

Gifted education

Openness to experience

10.1177/00169862221104026

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Citations (14)

Differential emotive reactions of stressed men and women while viewing newborn infants

Psychoneuroendocrinology (2015)

Janek S. Lobmaier Fabian Probst Juliane Meng‐Hentschel Jessika Golle Sylvia Stucki

Prosocial Behavior

10.1016/j.psyneuen.2015.07.479

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Citations (1)

Sweet Puppies and Cute Babies: Perceptual Adaptation to Babyfacedness Transfers across Species

PLoS ONE (2013)

Jessika Golle Stephanie Lisibach Fred W. Mast Janek S. Lobmaier

Infant faces are very salient stimuli. The Kindchenschema describes specific features that characterize a cute infant face. In this study we used a visual adaptation paradigm to investigate the universality of the perceptual properties of the Kindchenschema. In Experiment 1, twenty-four participants adapted to cute and less cute human infant faces and in Experiment 2, twenty-four new participants adapted to cute and less cute faces of puppy dogs. In both experiments the task was to assess the cuteness of subsequently presented human infant faces. The results revealed cuteness after-effects for human infant faces in both adaptation conditions, suggesting a common mechanism coding cuteness in human and non-human faces. This study provides experimental evidence for the universality of the well-described concept of the Kindchenschema.

10.1371/journal.pone.0058248

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Citations (79)

Scientific Reasoning in Elementary School Children: Assessment of the "Inquiry Cycle" and Relations to Cognitive Abilities.

AERA Online Paper Repository (2016)

Julia Schiefer Kerstin Oschatz Jessika Golle Ulrich Trautwein Maike Tibus

Scientific reasoning

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Development of a Questionnaire on Self-concept, Motivational Beliefs, and Attitude Towards Programming

Luzia Leifheit Katerina Tsarava Korbinian Moeller Klaus Ostermann Jessika Golle

Academic self-concept, motivational beliefs, and attitudes towards a school subject are relevant for learning and educational achievement. A positive self-concept in science and mathematics is argued to motivate students to persist and advance in studying these subjects. In particular, self-concept, motivational beliefs, and attitudes towards STEM domains were found to be predictive of educational achievement. Recently, programming was suggested to be a key competence in education.

Self-Efficacy

10.1145/3361721.3361730

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Citations (8)

Compilation and Validation of Two Short Forms to Measure HEXACO Dimensions in Elementary School Children

Elisa Altgassen Luc Watrin Jessika Golle Katharina Allgaier Ingo Zettler

Personality trait measures for children are rarely based on the HEXACO Model of Personality, although research using this framework could provide important insights into the structure and development of children’s personalities. There is no HEXACO measure for elementary school children to date, and existing measures for older children seem not appropriate for this age group (e.g., due to some item content). We thus compiled two HEXACO-based short forms for measuring personality in elementary school children (8-10 years old) via parent reports. We applied a meta-heuristic item sampling algorithm (Ant Colony Optimization) in a training sample with 1,641 parent reports of 122 administered items. We selected a 54-Item Short Form comprising a latent facet structure and an 18-Item Ultra-Short Form comprising a correlated factors model for all six HEXACO dimensions but no facet structure. Both short forms showed good model fit in a holdout sample (n = 411) and sufficiently high re-test correlations after six months. Convergent and divergent validities for maximal performance measures and socio-emotional constructs (also measured six months after the initial personality assessment) were largely in line with theoretical assumptions. Overall, our study provides support for construct, re-test, and (predictive) criterion validity for the selected short forms.

Facet (psychology)

Personality psychology

Trait

10.31234/osf.io/cw8x6

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Scientific Inquiry Cycle Test

PsycTESTS Dataset (2019)

Julia Schiefer Jessika Golle Maike Tibus Kerstin Oschatz

10.1037/t78029-000

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