Lena Keller
Free University of Berlin
Developmental psychologyMathematics educationHumanitiesPsychologyNeed for achievementNonlinear systemCognitionEmotional intelligencePerceptionSelf-conceptBildungPsycINFOContext (language use)Relation (history of concept)Teacher educationAcademic achievementAge groupsSocial desirabilityIntegrative data analysisInterpersonal competenceStem learningGrade levelSchool subjectsIpd meta analysisResearch literaturePre serviceLearning opportunitiesInterpretation (philosophy)Social psychology
7Publications
2H-index
17Citations
Publications 8
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#1Lena KellerH-Index: 2
#2Franzis PreckelH-Index: 28
Last. Martin BrunnerH-Index: 38
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#1Lena KellerH-Index: 2
#2Franzis PreckelH-Index: 28
Last. Martin BrunnerH-Index: 38
view all 3 authors...
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#1Lena KellerH-Index: 2
Last. Brunner M
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#1Svenja Matheis (University of Koblenz and Landau)H-Index: 2
#2Lena Keller (FU: Free University of Berlin)H-Index: 2
Last. Franzis Preckel (University of Trier)H-Index: 28
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ABSTRACTStereotypes influence teachers’ perception of and behaviour towards students, thus shaping students’ learning opportunities. The present study investigated how 315 Australian pre-service te...
6 CitationsSource
Leseprobe ----- Zusammenfassung Der Forschungsuberblick skizziert die Entwicklung von Geschlechtsunterschieden in der kindlichen Lernmotivation in MINT (Mathematik, Informatik, Naturwissenschaften und Technik). Geschlechtsunterschiede in der MINT-Lernmotivation zeichnen sich in nationalen sowie internationalen Studien teilweise bereits in der Kita ab. Mit Blick auf die Bedingungsfaktoren weisen erste Ergebnisse auf Unterschiede in der Haufigkeit und Qualitat fruher MINT-Lerngelegenheiten im Elte...
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#1Lena KellerH-Index: 2
#2Franzis PreckelH-Index: 28
Last. Martin BrunnerH-Index: 38
view all 3 authors...
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#1Isabelle Schmidt (University of Trier)H-Index: 5
#2Martin Brunner (University of Potsdam)H-Index: 38
Last. Franzis Preckel (University of Trier)H-Index: 28
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: Academic self-concept (ASC) is comprised of individual perceptions of one's own academic ability. In a cross-sectional quasi-representative sample of 3,779 German elementary school children in grades 1 to 4, we investigated (a) the structure of ASC, (b) ASC profile formation, an aspect of differentiation that is reflected in lower correlations between domain-specific ASCs with increasing grade level, (c) the impact of (internal) dimensional comparisons of one's own ability in different school ...
12 CitationsSource