Friederike Zimmermann
University of Kiel
Quality of lifeSelf-efficacyPsychiatryDevelopmental psychologyMathematics educationPsychosocialHumanitiesPsychologyHuman factors and ergonomicsDomain (software engineering)CognitionPolitical scienceSocial comparison theoryPersonalityStandardized testYoung adultSelf-conceptLongitudinal studySelf-esteemTest (assessment)Hospital Anxiety and Depression ScalePsycINFOTeacher educationAcademic achievementPoison controlSocial drinkingStudent teacherI e modelAffect (psychology)Sample (statistics)AnxietyMediation (statistics)Clinical psychologyStructural equation modelingFrame of referenceApplied psychologySocial psychologyAchievement testTheory of planned behaviorNeuroticism
40Publications
12H-index
469Citations
Publications 40
Newest
#1Sonja Krämer (CAU: University of Kiel)H-Index: 1
#2Friederike Zimmermann (CAU: University of Kiel)H-Index: 12
Teacher judgments about student achievement may be biased by factors that go beyond students’ actual achievement. Emotional and behavioral disorder (EBD), which is characterized by behavioral probl...
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#1Sonja Krämer (CAU: University of Kiel)H-Index: 1
#2Jens Möller (CAU: University of Kiel)H-Index: 38
Last. Friederike Zimmermann (CAU: University of Kiel)H-Index: 12
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This article presents a meta-analysis on cognitive (e.g., academic performance) and psychosocial outcomes (e.g., self-concept, well-being) among students with general learning difficulties and thei...
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#1Julia Becherer (CAU: University of Kiel)H-Index: 1
#2Olaf Köller (Leibniz Association)H-Index: 67
Last. Friederike Zimmermann (CAU: University of Kiel)H-Index: 12
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BACKGROUND: Although many studies have suggested that students' externalizing (aggressive and rule-breaking) behaviour is detrimental to their academic achievement, the underlying mechanisms have rarely been investigated. AIMS: We conducted a longitudinal investigation of whether the negative relation between externalizing behaviour and academic achievement operationalized as grades and test scores is mediated by students' task-focused behaviour while controlling for the effects of initial achie...
2 CitationsSource
#1Andrea BernholtH-Index: 5
#2Tabea KauperH-Index: 4
Last. Lena RöslerH-Index: 3
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Uberzeugungen von angehenden Lehrkraften werden im Rahmen der Lehrkrafteprofessionalisierung eine bedeutsame Rolle mit Blick auf den Studien- und Ausbildungserfolg, aber auch hinsichtlich spateren unterrichtlichen Handelns zugeschrieben. Konzeptionell werden sie hierbei nicht nur als gewunschter Output einer gelungenen Lehrkraftebildung gesehen, sondern steuern als individuelle Voraussetzung der angehenden Lehrkrafte auch deren Nutzung sowie die Gestaltung unterrichtsbezogener Lerngelegenheiten ...
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#1Sonja Krämer (CAU: University of Kiel)H-Index: 1
#2Friederike Zimmermann (CAU: University of Kiel)H-Index: 12
Zusammenfassung. Eine wichtige Aufgabe von Lehrkraften ist die Leistungsbeurteilung von Schulerinnen und Schulern. Aktuelle Befunde belegen Verzerrungen der Leistungsbeurteilung durch leistungsirre...
2 CitationsSource
#1Riitta-Leena Metsäpelto (University of Jyväskylä)H-Index: 14
#2Friederike Zimmermann (CAU: University of Kiel)H-Index: 12
Last. Marja-Kristiina Lerkkanen (University of Jyväskylä)H-Index: 45
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Abstract This longitudinal study of 562 students (from ages 10 to 13) investigated whether developmental changes in internalizing problems (emotional and peer problems) can be predicted by school grades in mathematics and language arts and whether these predictive relations are mediated by students' self-esteem. The data comprised of teacher-rated internalizing problems, grades in math and language arts, and student self-ratings of self-esteem. The latent change score modeling indicated that mat...
5 CitationsSource
#1Thilo KleickmannH-Index: 16
Last. Jens MöllerH-Index: 38
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1 Citations
#1Lena Rösler (CAU: University of Kiel)H-Index: 3
#2Friederike Zimmermann (CAU: University of Kiel)H-Index: 12
Last. Jan Retelsdorf (UHH: University of Hamburg)H-Index: 19
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Abstract This study aims to provide empirical evidence for the generalized internal/external frames of reference (GI/E) model, according to which social and in particular dimensional achievement comparisons might affect subject domains and domain-specific interests for example in university. The study drew on N = 146 pre-service teachers' reports of their achievements at the beginning of their second semester and interest in their main subject and in educational studies in general at the end of ...
1 CitationsSource
#2Johannes M. BauerH-Index: 31
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#1Friederike Zimmermann (CAU: University of Kiel)H-Index: 12
#2Lena Rösler (CAU: University of Kiel)H-Index: 3
Last. Olaf Köller (Leibniz Association)H-Index: 67
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AbstractTo support prospective teachers’ professional development, teacher education should be characterised by conditions that help to prevent burnout and facilitate satisfaction. This study investigates predictors of burnout and satisfaction in teacher education by drawing on universities with different teacher education programme structures and assumed different learning conditions. Programme structure and student characteristics were conceived as antecedents of perceived learning conditions;...
7 CitationsSource