Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Factor Analysis | 3 |
| Foreign Countries | 3 |
| Social Development | 3 |
| Beliefs | 2 |
| Correlation | 2 |
| Academically Gifted | 1 |
| Acceleration (Education) | 1 |
| Achievement Tests | 1 |
| Adolescents | 1 |
| Ambiguity (Context) | 1 |
| Behavior Standards | 1 |
| More ▼ | |
Author
| Koerber, Susanne | 1 |
| Lätsch, Alexander | 1 |
| Osterhaus, Christopher | 1 |
| Stubbe, Tobias | 1 |
| Vock, Miriam | 1 |
| Westphal, Andrea | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Secondary Education | 2 |
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Higher Education | 1 |
| Kindergarten | 1 |
| Postsecondary Education | 1 |
| Primary Education | 1 |
Audience
Location
| Germany | 3 |
Laws, Policies, & Programs
Assessments and Surveys
| Program for International… | 1 |
| Stroop Color Word Test | 1 |
| UCLA Loneliness Scale | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkOsterhaus, Christopher; Koerber, Susanne – European Journal of Developmental Psychology, 2021
First-order and advanced theory of mind (ToM and AToM), and their structures and relations were investigated in 229 children aged 5-8 years. ToM was assessed using 6 tasks from the first-order ToM scale, while AToM was measured using an 18-item battery (higher-order false-belief understanding; strange stories; faux pas test; eyes test;…
Descriptors: Social Cognition, Kindergarten, Theory of Mind, Task Analysis
Westphal, Andrea; Vock, Miriam; Stubbe, Tobias – Gifted Child Quarterly, 2017
The present study explored teachers' perspectives on one specific type of acceleration, namely, grade skipping. In addition, we investigated the extent to which teachers' beliefs about students' academic, motivational, and social development after grade skipping may explain teachers' acceptance of this accelerative strategy. Moreover, we examined…
Descriptors: Teacher Attitudes, Foreign Countries, Secondary School Teachers, Multiple Regression Analysis
The Interplay of Emotional Instability and Socio-Environmental Aspects of Schools during Adolescence
Download full textLätsch, Alexander – European Journal of Educational Research, 2018
According to Bronfenbrenner's socio-ecological model, school is an essential microsystem of the developing child. Schools provide important developmental contexts for children and adolescents, as they constitute environments that might either foster or evoke students' emotional instability. In particular, less is known about the precise and…
Descriptors: Adolescents, Secondary School Students, Student Surveys, Questionnaires
