Determinants of profiles of competence development in mathematics and reading in upper secondary education in Germany

The registered report was targeted at identifying latent profiles of competence development in reading and mathematics among N = 15,012 German students in upper secondary education sampled in a multi-stage stratified cluster design across German schools. These students were initially assessed in grade 9 and provided competence assessments on three measurement occasions across six years using tests especially developed for the German National Educational Panel Study (NEPS). Using Latent Growth Mixture Models, Using Latent Growth Mixture Models, we aimed at identifying multiple profiles of competence development. Specifically, we expected to find at least one generalized (i.e., reading and mathematical competence develop similarly) and two specialized profiles (i.e., one of the domains develops faster) of competence development and that these profiles are explained by the specialization of interest and of vocational education of students. Contrary to our expectations, we did not find multiple latent profiles of competence development. The model describing our data best was a single-group latent growth model confirming a competence development profile, which can be described as specializing in mathematical competences, indicating a higher increase in mathematical competences as compared to reading competences in upper secondary school. Since only one latent profile was identified, potential predictors (specialization of vocational education and interest) for different profiles of competence development were not examined.

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Profiles of competence development in upper secondary education and their predictors

PLoS ONE ◽

10.1371/journal.pone.0245884 ◽

2021 ◽

Vol 16 (1) ◽

pp. e0245884

Author(s):

Micha-Josia Freund ◽

Ilka Wolter ◽

Kathrin Lockl ◽

Timo Gnambs

Keyword(s):

Secondary Education ◽

Panel Study ◽

Growth Mixture Modeling ◽

Competence Development ◽

Specific Interest ◽

Educational History ◽

Upper Secondary Education ◽

Domain Specific ◽

Upper Secondary ◽

Latent Profiles

This registered report protocol elaborates on the theory, methods, and material of a study to identify latent profiles of competence development in reading and mathematics among German students in upper secondary education. It is expected that generalized (reading and mathematical competence develop similarly) and specialized (one of the domains develops faster) competence profiles will be identified. Moreover, it is hypothesized that students’ domain-specific interest and educational history will predict membership of these latent profiles as these factors influence the students’ learning environments. For this study, we will use data from the German National Educational Panel Study, including students from ninth grade in secondary schools (expected N = 14,500). These students were tracked across six years and provided competence assessments on three occasions. The latent profiles based on the students’ reading and mathematical competences will be identified using latent growth mixture modeling. If different types of profiles can be identified, multinomial regression will be utilized to analyze whether the likelihood of belonging to a certain competence development profile is influenced by students’ domain-specific interest or educational history. As this protocol is submitted before any analyses were conducted, it will provide neither results nor conclusions.

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Latent growth mixture models: an important new tool for developmental researchers

Infant and Child Development ◽

10.1002/icd.484 ◽

2006 ◽

Vol 15 (6) ◽

pp. 635-637 ◽

Cited By ~ 5

Author(s):

Catherine Stanger

Keyword(s):

Mixture Models ◽

Latent Growth ◽

Growth Mixture Models ◽

Growth Mixture

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Determinants of competence development in accounting in upper secondary education

Empirical Research in Vocational Education and Training ◽

10.1186/s40461-015-0022-8 ◽

2015 ◽

Vol 7 (1) ◽

Cited By ~ 4

Author(s):

Christoph Helm

Keyword(s):

Secondary Education ◽

Competence Development ◽

Upper Secondary Education ◽

Upper Secondary

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Worldwide Patterns in Alzheimer’s Disease and other Dementias Prevalence from 1990 to 2017: A Growth Mixture Models Approach

10.21203/rs.3.rs-25512/v1 ◽

2020 ◽

Author(s):

Nasrin Borumandnia ◽

Hamid Alavi Majd ◽

Naghmeh Khadembashi ◽

Keyvan Olazadeh ◽

Hojat Alaii

Keyword(s):

Alzheimer’S Disease ◽

Alzheimer's Disease ◽

Mixture Models ◽

Sharp Increase ◽

Growth Models ◽

Nordic Countries ◽

Downward Trend ◽

Latent Growth ◽

Growth Mixture Models ◽

Growth Mixture

Abstract Background This study was designed to monitor the longitudinal trends of Alzheimer’s disease and other dementias (ADD) prevalence among world countries, as well as classifying them into clusters in which countries within each cluster have similar trends over time.Methods The ADD prevalence in 195 countries during 1990–2017 were extracted from the Global Burden of Disease study’s database. The Latent Growth Models (LGMs) and also Latent Growth Mixture models (LGMM) were applied for trend analysis.Results The highest and the lowest increase in ADD were observed in Europe and Africa, respectively. Increase in ADD was higher in women. LGMM allocated Nordic Countries in the class with a downward trend with a downward trend, with rate of -11.5 in 100000 person in every 2 years. Japan alone entered a class with a dramatically sharp increase with rate of 185 in 100000 person in every 2 years, the highest rank in ADD trend. Most European and American countries were entered into classes with higher increasing trend, rate between 20.4 and 53.6 in 100000 person in every 2 years, relative to the most of Asian countries which were less likely to have the increase of ADD, with rate of 6.45 in 100000 person in every 2 years.Conclusion A substantial difference was observed in ADD trend among the countries: the decline in Nordic countries, which could be due to "Health Care of the elderly in the Nordic Countries" program, and the highly differentiated ascending trend in Japan, which is not necessarily due to the aging population; none of other countries, which have elderly population too, witnessed such sharp increase in their ADD. The clarification of the cause of the last finding calls for more epidemiological studies.

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An Example of Designing Modular Vocational Syllabi

European Journal of Engineering Research and Science ◽

10.24018/ejers.2020.0.cie.1794 ◽

2020 ◽

pp. 17-21

Author(s):

Panagiotis S Makrygiannis ◽

A. Paradisi ◽

T. Tsapelas ◽

Evangelos C. Papakitsos ◽

Dimitrios Piromalis

Keyword(s):

Secondary Education ◽

Vocational Education ◽

Modular Design ◽

Modular Structure ◽

Secondary Vocational Education ◽

Upper Secondary Education ◽

Upper Secondary ◽

Education Courses

In this paper, an application in developing a course for secondary vocational education settings in a modular manner is discussed and a number of conclusions are drawn from the process. The application was partly intentional and partly the result of circumstances, as it was realized, being a part of the redesign process of the specialties offered within the sector of Informatics of Vocational Lyceums (upper-secondary education), the schools that offer initial vocational education in Greece. Using modular design is applicable to secondary vocational education courses. It allows for adaptability, reusability and a variety of approaches within a competence-based syllabus. It is also suggested that more courses could benefit from a modular structure, definitely including other advanced laboratorial courses, but possibly even introductory ones.

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When Work Comes First: Young Adults in Vocational Education and Training in Norway

International Journal for Research in Vocational Education and Training ◽

10.13152/ijrvet.4.3.5 ◽

2017 ◽

Vol 4 (3) ◽

pp. 270-288 ◽

Cited By ~ 3

Author(s):

Anna Hagen Tønder ◽

Tove Mogstad Aspøy

Keyword(s):

Young Adults ◽

Secondary Education ◽

Vocational Education ◽

Education And Training ◽

Vocational Education And Training ◽

Policy Makers ◽

Upper Secondary Education ◽

Upper Secondary ◽

And Training ◽

Vocational Programme

Since reforms implemented in 1994, vocational education and training (VET) in Norway has been integrated and standardized as part of upper-secondary education. When young people enter upper-secondary education at the age of 15 or 16, they can choose either a vocational programme or a general academic programme. The standard model in vocational programmes is 2 years of school-based education, followed by 2 years of apprenticeship training. However, in practice, only a minority follow the standard route and acquire a trade certificate within 4 years. The average age upon completion of a vocational programme in Norway is 28 years, which is among the highest in the OECD. The purpose of this study was to explore personal trajectories within the Norwegian context to gain a better understanding of why people choose to obtain a trade certificate as young adults, instead of following the standardized route, drawn up by policy makers. Qualitative interviews were conducted with 34 people who obtained a trade certificate when they were aged between 25 and 35 years. The study showed that the opportunity to acquire formal VET qualifications through workplace learning provides an important second chance for many young adults in Norway. Based on the findings, we argue that policy makers need to see educational achievement in a long-term perspective and to design institutional structures that support learning opportunities at work, as well as in formal educational settings.

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Development of School Engagement and Burnout across Lower and Upper Secondary Education: Trajectory Profiles and Educational Outcomes

10.31234/osf.io/fjd4k ◽

2021 ◽

Author(s):

Anna Widlund ◽

Heta Tuominen ◽

Johan Korhonen

Keyword(s):

Secondary Education ◽

School Engagement ◽

High Performance ◽

Educational Aspirations ◽

Developmental Trajectories ◽

Growth Mixture Modeling ◽

Well Being ◽

Upper Secondary Education ◽

Growth Mixture ◽

Upper Secondary

Inter- and intraindividual differences in Finnish adolescents’ developmental trajectories of school engagement and burnout (exhaustion, inadequacy, and cynicism) and their associations with students’ concurrent progression in mathematics performance and educational aspirations were investigated in an accelerated longitudinal study design spanning ages 13–17 (N = 1131, 50.9% girls). Growth mixture modeling analyses identified four distinct trajectory profiles: Positive academic well-being (high and stable engagement, low and stable burnout), Negative academic well-being (low U-shaped engagement, increased burnout), Disengaged (low U-shaped engagement, but also low and stable burnout), and Declining academic well-being (declining but U-shaped engagement, increasing burnout). Most students experienced a positive change in their trajectories after entering upper secondary education. Furthermore, students in the Positive academic well-being group performed better and progressed faster in mathematics and reported higher educational aspirations. Students in the Declining academic well-being group started out with high performance and aspirations, but they progressed at a slower rate in mathematics and lowered their aspirations over time. The Disengaged students’ performance progressed at the slowest rate of all groups, and they had one of the lowest educational aspirations overall. Lastly, students in the Negative academic well-being group performed the lowest in mathematics, and had one of the lowest aspirations for future educational degrees.

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