Zusammenhänge des eingeschätzten Arbeits- und Sozialverhaltens in der Primarstufe mit Geschlechterunterschieden in der Benotung. Eine Sekundäranalyse der Daten aus IGLU 2016 und TIMSS 2015.

Autor/inn/en	Rüdiger, Christin; Jansen, Malte; Kocaj, Aleksander
Titel	Zusammenhänge des eingeschätzten Arbeits- und Sozialverhaltens in der Primarstufe mit Geschlechterunterschieden in der Benotung. Eine Sekundäranalyse der Daten aus IGLU 2016 und TIMSS 2015. Gefälligkeitsübersetzung: Teacher-assessed work habits and social behavior in primary school and gender differences in grading ? A secondary analysis of data from IGLU 2016 and TIMSS 2015.
Quelle	In: Zeitschrift für pädagogische Psychologie, 40 (2025) 3, S. 157-170Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-2910
DOI	10.1024/1010-0652/a000401
Schlagwörter	Einstellung (Psychologie); Verhalten; Geschlechtsspezifischer Unterschied; Grundschule; Lehrer; Schüler; Notengebung; Soziales Verhalten; Unterricht; Leseleistung; Mathematik; Leistung
Abstract	Teacher-assessed work habits and social behavior in primary school and gender differences in grading ? A secondary analysis of data from IGLU 2016 and TIMSS 2015 Research on teachers? assessment of school children has shown stable gender disparities in favor of girls regarding their work habits and social behavior as well as in most subject grades. In Germany, assessments of work and social behavior (in the form of so-called head grades) are essential to school assessment practice in all primary school report cards. This study examines the relationship between teacher-perceived work habits and social behavior and the corresponding teacher-assigned grades in German and mathematics in elementary school. Analyses are based on data from the two school assessment studies, TIMSS 2015 (n = 3607 students) and IGLU 2016 (n = 3479 students) in fourth grade. The results show that teachers rated boys? work habits and especially their social behavior less positively than that of girls in both data sets. Teachers seemed to include ratings of students? work habits in both subjects, but not incrementally social behavior in the grading subject performance. After controlling for performance on standardized tests, we found that gender differences in school grades were partially mediated by the teacher-perceived work habits and social behavior in mathematics and fully mediated in German. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3