Stereotype Threat im Klassenzimmer? Einfluss von Geschlecht und Migrationshintergrund auf die Rechtschreibleistung von Grundschulkindern.

Autor/inn/en	Birkel, Peter; Berwanger, Daniel; Stammet, Claudia; Hawelka, Verena
Titel	Stereotype Threat im Klassenzimmer? Einfluss von Geschlecht und Migrationshintergrund auf die Rechtschreibleistung von Grundschulkindern. Gefälligkeitsübersetzung: Stereotype threat in the classroom? Influence of gender and migration background on the spelling performance of primary school children.
Quelle	In: Lernen und Lernstörungen, 14 (2025) 4, S. 191-202Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2235-0985
DOI	10.1024/2235-0977/a000492
Schlagwörter	Sozialer Hintergrund; Umwelteinfluss; Einstellung (Psychologie); Familie; Geschlechtsspezifischer Unterschied; Grundschule; Schüler; Buchstabieren; Migration; Leistung
Abstract	Studies show a substantially better performance of girls in spelling, while the findings on the effect of a migration background are much more inconsistent. Both effects suggest a moderation through negative stereotyping. The effects of gender and migration background on spelling performance were analysed by variance analysis using the newly calibrated WRT test series. Gender differences were consistently found. The differences in performance between children with and without a migration background were significantly greater than those due to gender. The performance of children with a migration background approached that of children without a migration background, particularly after the summer holidays. During the school year, however, their performance lagged significantly behind that of children without a migration background. (WRT 1+ and WRT 3+). A similar pattern was evident for gender in WRT 2+. In WRT 3+, boys and girls with a migration background showed the same level of performance at the beginning of the school year. The interaction of migration background and gender with the time of measurement indicates the effect of negative stereotyping on spelling performance. The results of the study make it clear that, in addition to the systematic influence of individual factors, environmental factors also have a significant effect on spelling performance. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3