{"data":{"id":"10.5159/iqb_stereotype_threat_v4","type":"dois","attributes":{"doi":"10.5159/iqb_stereotype_threat_v4","prefix":"10.5159","suffix":"iqb_stereotype_threat_v4","identifiers":[{"identifier":"1","identifierType":"VerbundFDB"}],"alternateIdentifiers":[{"alternateIdentifierType":"VerbundFDB","alternateIdentifier":"1"}],"creators":[{"name":"Martiny, Sarah E.","nameType":"Personal","givenName":"Sarah E.","familyName":"Martiny","affiliation":[],"nameIdentifiers":[{"schemeUri":"https://orcid.org","nameIdentifier":"https://orcid.org/0000-0002-6791-2122","nameIdentifierScheme":"ORCID"}]},{"name":"Froehlich, Laura","nameType":"Personal","givenName":"Laura","familyName":"Froehlich","affiliation":[],"nameIdentifiers":[]},{"name":"Mok, Sog Yee","nameType":"Personal","givenName":"Sog Yee","familyName":"Mok","affiliation":[],"nameIdentifiers":[{"schemeUri":"https://orcid.org","nameIdentifier":"https://orcid.org/0000-0003-2994-7102","nameIdentifierScheme":"ORCID"}]},{"name":"Deaux, Kay","nameType":"Personal","givenName":"Kay","familyName":"Deaux","affiliation":[],"nameIdentifiers":[{"schemeUri":"https://orcid.org","nameIdentifier":"https://orcid.org/0000-0002-9759-9341","nameIdentifierScheme":"ORCID"}]}],"titles":[{"lang":"de","title":"Stereotype Threat als Ursache niedriger Leistungen von Schülerinnen und Schülern mit Migrationshintergrund im deutschen Bildungssystem (Stereotype Threat)"},{"lang":"en","title":"Stereotype Threat as a Cause for the low Achievement of Students With Migration Background in the German Educational System (Stereotype Threat)"}],"publisher":"IQB - Institute for Educational Quality Improvement","container":{},"publicationYear":2019,"subjects":[{"lang":"de","subject":"Bildungschance","subjectScheme":"FIS"},{"lang":"de","subject":"Einflussfaktor","subjectScheme":"FIS"},{"lang":"de","subject":"Befragung","subjectScheme":"FIS"},{"lang":"de","subject":"Benachteiligung","subjectScheme":"FIS"},{"lang":"de","subject":"Chancengleichheit","subjectScheme":"FIS"},{"lang":"de","subject":"Deutsch","subjectScheme":"FIS"},{"lang":"de","subject":"Deutschland","subjectScheme":"FIS"},{"lang":"de","subject":"Experiment","subjectScheme":"FIS"},{"lang":"de","subject":"Grundschule","subjectScheme":"FIS"},{"lang":"de","subject":"Kompetenz","subjectScheme":"FIS"},{"lang":"de","subject":"Kompetenzmessung","subjectScheme":"FIS"},{"lang":"de","subject":"Leistungsmessung","subjectScheme":"FIS"},{"lang":"de","subject":"Leistungsunterschied","subjectScheme":"FIS"},{"lang":"de","subject":"Mathematik","subjectScheme":"FIS"},{"lang":"de","subject":"Mathematische Kompetenz","subjectScheme":"FIS"},{"lang":"de","subject":"Schüler","subjectScheme":"FIS"},{"lang":"de","subject":"Schulerfolg","subjectScheme":"FIS"},{"lang":"de","subject":"Selbstkonzept","subjectScheme":"FIS"},{"lang":"de","subject":"Sprachfertigkeit","subjectScheme":"FIS"},{"lang":"de","subject":"Sprachkompetenz Deutsch","subjectScheme":"FIS"},{"lang":"de","subject":"Stereotyp","subjectScheme":"FIS"},{"lang":"de","subject":"Türke","subjectScheme":"FIS"},{"lang":"de","subject":"Zuwanderungshintergrund","subjectScheme":"FIS"},{"lang":"de","subject":"Intelligenz","subjectScheme":"FIS"},{"lang":"de","subject":"Soziale Benachteiligung","subjectScheme":"FIS"},{"lang":"en","subject":"Educational Opportunities","subjectScheme":"ERIC, FIS"},{"lang":"en","subject":"Influences","subjectScheme":"ERIC, FIS"},{"lang":"en","subject":"Surveys","subjectScheme":"ERIC, FIS"},{"lang":"en","subject":"Disadvantage","subjectScheme":"ERIC, FIS"},{"lang":"en","subject":"Equal 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Achievement","subjectScheme":"ERIC, FIS"},{"lang":"en","subject":"Self Concept","subjectScheme":"ERIC, FIS"},{"lang":"en","subject":"Language Skills","subjectScheme":"ERIC, FIS"},{"lang":"en","subject":"Language Achievement German","subjectScheme":"ERIC, FIS"},{"lang":"en","subject":"Stereotypes","subjectScheme":"ERIC, FIS"},{"lang":"en","subject":"Turc","subjectScheme":"ERIC, FIS"},{"lang":"en","subject":"Immigrants","subjectScheme":"ERIC, FIS"},{"lang":"en","subject":"Intelligence","subjectScheme":"ERIC, FIS"},{"lang":"en","subject":"Social Discrimination","subjectScheme":"ERIC, FIS"}],"contributors":[{"name":"Forschungsdatenzentrum (FDZ) Am Institut Zur Qualitätsentwicklung Im Bildungswesen (IQB) / Research Data Centre (FDZ) At The Institute For Educational Quality Improvement (IQB)","nameType":"Organizational","affiliation":[],"contributorType":"Distributor","nameIdentifiers":[{"schemeUri":"https://ror.org","nameIdentifier":"https://ror.org/038t2yw28","nameIdentifierScheme":"ROR"},{"schemeUri":"https://viaf.org","nameIdentifier":"https://viaf.org/viaf/153445425","nameIdentifierScheme":"VIAF"}]}],"dates":[{"date":"2012-12-01/2012-12-31","dateType":"Collected","dateInformation":"Erhebungszeitraum"},{"date":"2012-07-01/2012-07-31","dateType":"Collected","dateInformation":"Erhebungszeitraum"},{"date":"2013-05-01/2013-07-01","dateType":"Collected","dateInformation":"Erhebungszeitraum"},{"date":"2012-01-01/2014-12-31","dateType":"Collected","dateInformation":"Erhebungszeitraum"},{"date":"2013-02-01/2013-03-31","dateType":"Collected","dateInformation":"Erhebungszeitraum"},{"date":"2014-09-01/2015-01-31","dateType":"Collected","dateInformation":"Erhebungszeitraum"},{"date":"2019-02-14","dateType":"Issued","dateInformation":"Veröffentlichungsdatum"},{"date":"2024-07-30","dateType":"Updated","dateInformation":"Update 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Measurement","resourceTypeGeneral":"Dataset"},"relatedIdentifiers":[{"relationType":"IsNewVersionOf","relatedIdentifier":"10.5159/iqb_stereotype_threat_v3","relatedIdentifierType":"DOI"},{"relationType":"IsDocumentedBy","relatedIdentifier":"10.5159/iqb_stereotype_threat_skalendokumentation_v1","relatedIdentifierType":"DOI"},{"relationType":"IsDocumentedBy","relatedIdentifier":"osf.io/dyqpa","resourceTypeGeneral":"Text","relatedIdentifierType":"URL"},{"relationType":"IsDocumentedBy","relatedIdentifier":"10.1027/1864-9335/a000403","resourceTypeGeneral":"Text","relatedIdentifierType":"DOI"},{"relationType":"IsDocumentedBy","relatedIdentifier":"https://schule.neckar-verlag.de/leistungsminderung-durch-negative-stereotype-im-schulkontext","resourceTypeGeneral":"Text","relatedIdentifierType":"URL"},{"relationType":"IsDocumentedBy","relatedIdentifier":"978-0-19-973244-9","resourceTypeGeneral":"Text","relatedIdentifierType":"ISBN"},{"relationType":"IsDocumentedBy","relatedIdentifier":"10.1016/j.lindif.2017.05.002","resourceTypeGeneral":"Text","relatedIdentifierType":"DOI"},{"relationType":"IsDocumentedBy","relatedIdentifier":"10.1111/bjso.12144","resourceTypeGeneral":"Text","relatedIdentifierType":"DOI"},{"relationType":"IsDocumentedBy","relatedIdentifier":"10.3389/fpsyg.2016.01071","resourceTypeGeneral":"Text","relatedIdentifierType":"DOI"},{"relationType":"IsDocumentedBy","relatedIdentifier":"10.1027/1864-9335/a000260","resourceTypeGeneral":"Text","relatedIdentifierType":"DOI"},{"relationType":"IsDocumentedBy","relatedIdentifier":"0341-8294","resourceTypeGeneral":"Text","relatedIdentifierType":"ISSN"},{"relationType":"IsDocumentedBy","relatedIdentifier":"www.iqb.hu-berlin.de/fdz/studies/Stereotype_Threat","resourceTypeGeneral":"Text","relatedIdentifierType":"URL"}],"relatedItems":[],"sizes":[],"formats":[],"version":"4","rightsList":[{"lang":"en","rights":"Creative Commons Zero v1.0 Universal","rightsUri":"https://creativecommons.org/publicdomain/zero/1.0/legalcode","schemeUri":"https://spdx.org/licenses/","rightsIdentifier":"cc0-1.0","rightsIdentifierScheme":"SPDX"},{"lang":"de","rights":"Alle veröffentlichten Metadaten sind frei verfügbar unter den Creative Commons CC0 1.0 Universal Public Domain Dedication (https://creativecommons.org/publicdomain/zero/1.0/deed.de)."},{"lang":"en","rights":"All metadata are available free of restriction under the Creative Commons CC0 1.0 Universal Public Domain Dedication (https://creativecommons.org/publicdomain/zero/1.0/deed.de)."}],"descriptions":[{"lang":"de","description":"Ziel des Forschungsprojektes war es, den Einfluss fähigkeitsbezogener negativer Stereotype auf akademische Leistungen von Schüler*innen mit (türkischem) Migrationshintergrund im deutschen Bildungssystem in verschiedenen Leistungsdomänen zu untersuchen. Es wurde postuliert, dass ein Teil der Leistungsunterschiede zwischen Schüler*innen mit und ohne Migrationshintergrund auf das Vorhandensein negativer Stereotype über Migrant*innen und der Aktivierung dieser negativen leistungsbezogenen Stereotypen in Testsituation zurück zu führen ist. In einer Reihe experimenteller Untersuchungen wurde in einem ersten Schritt die Aktivierung negativer Stereotype in Testsituationen systematisch variiert und ihr Einfluss auf die durchschnittliche Testleistung von Schüler*innen mit Migrationshintergrund im Vergleich zu Schüler*innen ohne Migrationshintergrund in sprachlichen und mathematischen Fähigkeitstests (z. B. PISA) untersucht. Dabei wurden die Konsequenzen der verschiedenen Arten der Stereotypaktivierung miteinander und mit Kontrollgruppen, in denen keine Stereotype aktiviert wurden, verglichen. In einem zweiten Schritt wurde untersucht, welche Rolle die Migrationsgeneration und das Alter der Schüler*innen mit und ohne Migrationshintergrund beim Umgang mit der Aktivierung negativer Stereotype und deren Konsequenzen auf Leistung spielt. Die Ergebnisse zeigen, dass die Aktivierung leistungsbezogener negativer Stereotype die Testleistungen von Schüler*innen mit und ohne Migrationshintergrund beeinflusst. Es gab einen signifikanten Unterschied zwischen Schüler*innen mit türkischem Migrationshintergrund und deutschen Schüler*innen hinsichtlich ihrer Mathematikleistungen, wenn vor dem Test auf leistungsbezogene Gruppenunterschiede hingewiesen wurde. Wenn vorab hingegen gesagt wurde, dass keine Gruppenunterschiede bestehen, zeigte sich auch kein Leistungsunterschied zwischen den beiden Gruppen.\n\nStudie 1a:\nEs wurden implizite Intelligenztheorien als Moderator von Stereotype Threat erhoben. Als implizite Intelligenztheorien bezeichnet man die subjektive Überzeugung von Menschen, inwieweit ihre Intelligenz als unveränderbar (Entity-Theorie) oder durch Anstrengung veränderbar (Incremental-Theorie) wahrgenommen wird (Dweck, 1999). Die Kombination von Stereotype Threat, der eine Unveränderbarkeit der Fähigkeit der Eigengruppe impliziert, und der Unveränderbarkeitsüberzeugung in Bezug auf die eigene Fähigkeit sollte zu besonders starken Leistungseinbußen für türkischstämmige Migrant*innen führen.\n\nStudie 1b:\nDer Einfluss negativer Stereotype auf die mathematischen Leistungen türkischstämmiger Schüler*innen.\nIn dieser Studie wurde zusätzlich neben dem Migrationshintergrund (keiner vs. türkischer), die Variable zur selbstgewählten ethnischen Gruppenzugehörigkeit erfasst.\n\nStudie 1c DE:\nImplizite Intelligenztheorien moderieren Stereotype Threat für türkischstämmige Schüler*innen (mit deutscher Versuchsleiterung).\n\nStudie 1c TR:\nImplizite Intelligenztheorien moderieren Stereotype Threat für türkischstämmige Schüler*innen (mit türkischer Versuchsleitung).\nDer vorliegende Datensatz hat nur Daten mit einer türkischen Versuchsleitung. Um den Einfluss der türkischstämmigen Versuchsleitung zu untersuchen, mussten die Datensätze der Studie 1c DE und Studien 1c TR zusammengefügt werden.\n\nFragebogenstudie 3c:\nFragebogenstudie zur Gruppenidentifikation und Public Regard bei türkischstämmigen Migrant*innen und den Kontakt zu Deutschen\n \nGrundschulstudie 3d/e:\nLängsschnittstudie mit Grundschüler*innen mit und ohne Migrationshintergrund zur Untersuchung, ob negative Stereotype gegenüber verschiedenen ethnischen Gruppen bekannt sind. Weitere Untersuchung von Stereotype Threat-Effekten bei Grundschüler*innen. (Projekt/IQB)","descriptionType":"Abstract"},{"lang":"en","description":"The aim of the research project was to examine the influence of ability-related negative stereotypes on different domains of academic achievement of students with (Turkish) migration background in the German educational system. It was hypothesized, that differences in achievement between students with and without migration background are partly due to negative stereotypes regarding immigrants, and the activation of these negative achievement related stereotypes in testing situations. Firstly, in a series of experimental studies, the activation of negative stereotypes in testing situations was systematically manipulated; the effects of this manipulation on student achievement in language and mathematical achievement tests (e.g. PISA) was investigated in students with and without migration background. The effects of different ways of activating stereotypes were compared with each other and with control conditions in which no stereotypes were activated. Secondly, the impact of the migrating generation and the age of students with and without migration background on dealing with stereotype activation and its consequences for achievement were investigated. [The activation of achievement related negative stereotypes influenced the achievement of both students with and without migration background. If achievement related group differences were pointed out prior to the test, there was a significant difference between the mathematical achievement of German students and students with Turkish migration background. If however, prior to testing, it was said that no differences between the groups exist, no achievement differences between the groups showed in the subsequent test.] (DIPF/funding agency).\n\nThe project was divided into several studies:\n\nStudy description 1 a neu: It was assessed whether implicit theories of intelligence moderate the effects of stereotype threat. Implicit theories of intelligence are subjective beliefs of persons regarding the stability (entity theory) or variability (incremental theory) of intelligence (Dweck, 1999). The combination of stereotype threat (which implies the ability of a group to be stable) and the stability beliefs regarding their own ability should lead to especially heavy losses in achievement for migrants of Turkish origin.\n\nStudy description 1 b neu: The impact of negative stereotypes on the mathematical achievement of students with a Turkish migration background was investigated. Additionally to migration background (Turkish vs. no migration background) the variable “self-chosen ethnic group identity” was investigated.\n\nStudy description 1c DE: It was investigated whether implicit theories of intelligence moderate the effect of stereotype threat on students of Turkish origin (in combination with an examiner of German origin). \n\nStudy description 1c TR: It was investigated whether implicit theories of intelligence moderate the effect of stereotype threat on students of Turkish origin (with Turkish examiner). The dataset includes only data with a Turkish examiner. To investigate the impact of a Turkish examiner data sets 1c DE and 1c TR have to be merged. \n\nStudy description 3c: Survey concerning group identification and public regard in immigrants of Turkish origin and their contact to Germans. \n\nStudy description 3 d/e: Longitudinal study investigating whether negative stereotypes about different ethnic groups are well-known among primary school students with and without migration background. Additionally, further investigations into the effects of stereotype threat on primary school students were conducted. (IQB)","descriptionType":"Abstract"},{"lang":"en","description":"SelfAdministeredQuestionnaire.Paper","descriptionType":"Methods"},{"lang":"en","description":"SelfAdministeredQuestionnaire","descriptionType":"Methods"},{"lang":"en","description":"MeasurementsAndTests.Educational","descriptionType":"Methods"},{"lang":"en","description":"MeasurementsAndTests.Educational","descriptionType":"Methods"},{"lang":"en","description":"Longitudinal.CohortEventBased; CrossSection","descriptionType":"Methods"},{"lang":"de","description":"Quasi-Experimentelles Design; Beobachtungsdesign","descriptionType":"Methods"},{"lang":"en","description":"Quasi-Experimental Design; Oberservational Design","descriptionType":"Methods"},{"lang":"de","description":"Studie 1a:\nSchüler der Jahrgangsstufe 9 (N=301);\nKlassen (N=17);\nSchulen (N=6);\n\nStudie 1b:\nSchüler der Jahrgangsstufe 9 (N=230);\nKlassen (N=9);\nSchulen (N=3);\n\nStudie 1c DE:\nSchüler der Jahrgangsstufe 9 (N=298) an Realschulen (N=5);\nKlassen (N=13);\n\nStudie 1c TR:\nSchüler der Jahrgangsstufe 9 (N=349) an Realschulen;\n\nFragebogenstudie 3c:\nSchüler der Jahrgangsstufen 9 und 10 (N=279);\nKlassen (N=11);\nSchulen (N=5);\n\nGrundschulstudie 3d/e:\nSchüler, die an mindestens einem der drei Messzeitpunkte teilgenommen haben (N=458) an der Grundschule (N=12);\nKlassen (N=31)","descriptionType":"Methods"},{"lang":"en","description":"Study 1a:\nStudents in Grade 9 (N=301);\nClasses (N=17);\nSchools (N=6);\n\nStudy 1b:\nStudents in Grade 9 (N=230);\nClasses (N=9);\nSchools (N=3);\n\nStudy 1c DE:\nStudents in Grade 9 (N=298) at Middle Track Schools (N=5);\nClasses (N=13);\n\nStudy 1c TR:\nStudents in Grade 9 (N=349) at Middle Track Schools;\n\nSurvey Study 3c:\nStudents in Grade 9 and 10 (N=279);\nClasses (N=11);\nSchools (N=5);\n\nElementary School Study 3d/e:\nStudents, who took part in at least 3 parts of the study (N=458);\nClasses (N=31);\nSchools (N=12)","descriptionType":"Methods"},{"lang":"de","description":"Nicht-Wahrscheinlichkeitsauswahl","descriptionType":"Methods"},{"lang":"en","description":"Non-probability Sample","descriptionType":"Methods"},{"lang":"de","description":"Publikationsort: Berlin","descriptionType":"Other"},{"lang":"en","description":"Publication Place: Berlin","descriptionType":"Other"},{"lang":"de","description":"Erhebungseinheiten: Lehrkräfte; Schüler###","descriptionType":"Other"},{"lang":"en","description":"Survey Unit: Teachers; Students###","descriptionType":"Other"},{"lang":"en","description":"Availability Type: Delivery","descriptionType":"Other"},{"lang":"de","description":"Beantragung nötig: https://www.iqb.hu-berlin.de/fdz/fdz/Datenzugang/SUF-Antrag/FormularSUFs","descriptionType":"Other"},{"lang":"en","description":"application required: https://www.iqb.hu-berlin.de/fdz/fdz/Datenzugang/SUF-Antrag/FormularSUFs","descriptionType":"Other"}],"geoLocations":[{"geoLocationPlace":"Baden-Württemberg; Berlin; Nordrhein-Westfalen"}],"fundingReferences":[],"xml":"<?xml version="1.0" encoding="UTF-8"?>
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  <identifier identifierType="DOI">10.5159/IQB_STEREOTYPE_THREAT_V4</identifier>
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    <creator>
      <creatorName nameType="Personal">Martiny, Sarah E.</creatorName>
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    <creator>
      <creatorName nameType="Personal">Froehlich, Laura</creatorName>
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    <creator>
      <creatorName nameType="Personal">Mok, Sog Yee</creatorName>
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      <creatorName nameType="Personal">Deaux, Kay</creatorName>
      <nameIdentifier nameIdentifierScheme="ORCID" schemeURI="https://orcid.org">https://orcid.org/0000-0002-9759-9341</nameIdentifier>
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  <titles>
    <title xml:lang="de">Stereotype Threat als Ursache niedriger Leistungen von Schülerinnen und Schülern mit Migrationshintergrund im deutschen Bildungssystem (Stereotype Threat)</title>
    <title xml:lang="en">Stereotype Threat as a Cause for the low Achievement of Students With Migration Background in the German Educational System (Stereotype Threat)</title>
  </titles>
  <publisher>IQB - Institute for Educational Quality Improvement</publisher>
  <publicationYear>2019</publicationYear>
  <resourceType resourceTypeGeneral="Dataset">Umfragedaten; Daten aus Kompetenz- und Leistungsmessungen // Survey Data; Skills Measurement / Performance Measurement</resourceType>
  <subjects>
    <subject xml:lang="de" subjectScheme="FIS">Bildungschance</subject>
    <subject xml:lang="de" subjectScheme="FIS">Einflussfaktor</subject>
    <subject xml:lang="de" subjectScheme="FIS">Befragung</subject>
    <subject xml:lang="de" subjectScheme="FIS">Benachteiligung</subject>
    <subject xml:lang="de" subjectScheme="FIS">Chancengleichheit</subject>
    <subject xml:lang="de" subjectScheme="FIS">Deutsch</subject>
    <subject xml:lang="de" subjectScheme="FIS">Deutschland</subject>
    <subject xml:lang="de" subjectScheme="FIS">Experiment</subject>
    <subject xml:lang="de" subjectScheme="FIS">Grundschule</subject>
    <subject xml:lang="de" subjectScheme="FIS">Kompetenz</subject>
    <subject xml:lang="de" subjectScheme="FIS">Kompetenzmessung</subject>
    <subject xml:lang="de" subjectScheme="FIS">Leistungsmessung</subject>
    <subject xml:lang="de" subjectScheme="FIS">Leistungsunterschied</subject>
    <subject xml:lang="de" subjectScheme="FIS">Mathematik</subject>
    <subject xml:lang="de" subjectScheme="FIS">Mathematische Kompetenz</subject>
    <subject xml:lang="de" subjectScheme="FIS">Schüler</subject>
    <subject xml:lang="de" subjectScheme="FIS">Schulerfolg</subject>
    <subject xml:lang="de" subjectScheme="FIS">Selbstkonzept</subject>
    <subject xml:lang="de" subjectScheme="FIS">Sprachfertigkeit</subject>
    <subject xml:lang="de" subjectScheme="FIS">Sprachkompetenz Deutsch</subject>
    <subject xml:lang="de" subjectScheme="FIS">Stereotyp</subject>
    <subject xml:lang="de" subjectScheme="FIS">Türke</subject>
    <subject xml:lang="de" subjectScheme="FIS">Zuwanderungshintergrund</subject>
    <subject xml:lang="de" subjectScheme="FIS">Intelligenz</subject>
    <subject xml:lang="de" subjectScheme="FIS">Soziale Benachteiligung</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Educational Opportunities</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Influences</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Surveys</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Disadvantage</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Equal Education</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">German</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Germany</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Experiments</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Elementary Schools</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Achievement</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Achievement Rating</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Achievement Assessment</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Achievement Gap</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Mathematics</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Mathematics Achievement</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Students</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Academic Achievement</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Self Concept</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Language Skills</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Language Achievement German</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Stereotypes</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Turc</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Immigrants</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Intelligence</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Social Discrimination</subject>
  </subjects>
  <contributors>
    <contributor contributorType="Distributor">
      <contributorName nameType="Organizational">Forschungsdatenzentrum (FDZ) am Institut zur Qualitätsentwicklung im Bildungswesen (IQB) / Research Data Centre (FDZ) at the Institute for Educational Quality Improvement (IQB)</contributorName>
      <nameIdentifier nameIdentifierScheme="ROR" schemeURI="https://ror.org">https://ror.org/038t2yw28</nameIdentifier>
      <nameIdentifier nameIdentifierScheme="VIAF" schemeURI="https://viaf.org">https://viaf.org/viaf/153445425</nameIdentifier>
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  <dates>
    <date dateType="Collected" dateInformation="Erhebungszeitraum">2012-12-01/2012-12-31</date>
    <date dateType="Collected" dateInformation="Erhebungszeitraum">2012-07-01/2012-07-31</date>
    <date dateType="Collected" dateInformation="Erhebungszeitraum">2013-05-01/2013-07-01</date>
    <date dateType="Collected" dateInformation="Erhebungszeitraum">2012-01-01/2014-12-31</date>
    <date dateType="Collected" dateInformation="Erhebungszeitraum">2013-02-01/2013-03-31</date>
    <date dateType="Collected" dateInformation="Erhebungszeitraum">2014-09-01/2015-01-31</date>
    <date dateType="Issued" dateInformation="Veröffentlichungsdatum">2019-02-14</date>
    <date dateType="Updated" dateInformation="Update des xml sheets">2024-07-30</date>
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    <relatedIdentifier relatedIdentifierType="DOI" relationType="IsDocumentedBy">10.5159/IQB_Stereotype_Threat_Skalendokumentation_v1</relatedIdentifier>
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    <rights xml:lang="en" rightsURI="https://creativecommons.org/publicdomain/zero/1.0/">CC0 1.0 Universal</rights>
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    <rights xml:lang="en">All metadata are available free of restriction under the Creative Commons CC0 1.0 Universal Public Domain Dedication (https://creativecommons.org/publicdomain/zero/1.0/deed.de).</rights>
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    <description xml:lang="de" descriptionType="Abstract">Ziel des Forschungsprojektes war es, den Einfluss fähigkeitsbezogener negativer Stereotype auf akademische Leistungen von Schüler*innen mit (türkischem) Migrationshintergrund im deutschen Bildungssystem in verschiedenen Leistungsdomänen zu untersuchen. Es wurde postuliert, dass ein Teil der Leistungsunterschiede zwischen Schüler*innen mit und ohne Migrationshintergrund auf das Vorhandensein negativer Stereotype über Migrant*innen und der Aktivierung dieser negativen leistungsbezogenen Stereotypen in Testsituation zurück zu führen ist. In einer Reihe experimenteller Untersuchungen wurde in einem ersten Schritt die Aktivierung negativer Stereotype in Testsituationen systematisch variiert und ihr Einfluss auf die durchschnittliche Testleistung von Schüler*innen mit Migrationshintergrund im Vergleich zu Schüler*innen ohne Migrationshintergrund in sprachlichen und mathematischen Fähigkeitstests (z. B. PISA) untersucht. Dabei wurden die Konsequenzen der verschiedenen Arten der Stereotypaktivierung miteinander und mit Kontrollgruppen, in denen keine Stereotype aktiviert wurden, verglichen. In einem zweiten Schritt wurde untersucht, welche Rolle die Migrationsgeneration und das Alter der Schüler*innen mit und ohne Migrationshintergrund beim Umgang mit der Aktivierung negativer Stereotype und deren Konsequenzen auf Leistung spielt. Die Ergebnisse zeigen, dass die Aktivierung leistungsbezogener negativer Stereotype die Testleistungen von Schüler*innen mit und ohne Migrationshintergrund beeinflusst. Es gab einen signifikanten Unterschied zwischen Schüler*innen mit türkischem Migrationshintergrund und deutschen Schüler*innen hinsichtlich ihrer Mathematikleistungen, wenn vor dem Test auf leistungsbezogene Gruppenunterschiede hingewiesen wurde. Wenn vorab hingegen gesagt wurde, dass keine Gruppenunterschiede bestehen, zeigte sich auch kein Leistungsunterschied zwischen den beiden Gruppen.

Studie 1a:
Es wurden implizite Intelligenztheorien als Moderator von Stereotype Threat erhoben. Als implizite Intelligenztheorien bezeichnet man die subjektive Überzeugung von Menschen, inwieweit ihre Intelligenz als unveränderbar (Entity-Theorie) oder durch Anstrengung veränderbar (Incremental-Theorie) wahrgenommen wird (Dweck, 1999). Die Kombination von Stereotype Threat, der eine Unveränderbarkeit der Fähigkeit der Eigengruppe impliziert, und der Unveränderbarkeitsüberzeugung in Bezug auf die eigene Fähigkeit sollte zu besonders starken Leistungseinbußen für türkischstämmige Migrant*innen führen.

Studie 1b:
Der Einfluss negativer Stereotype auf die mathematischen Leistungen türkischstämmiger Schüler*innen.
In dieser Studie wurde zusätzlich neben dem Migrationshintergrund (keiner vs. türkischer), die Variable zur selbstgewählten ethnischen Gruppenzugehörigkeit erfasst.

Studie 1c DE:
Implizite Intelligenztheorien moderieren Stereotype Threat für türkischstämmige Schüler*innen (mit deutscher Versuchsleiterung).

Studie 1c TR:
Implizite Intelligenztheorien moderieren Stereotype Threat für türkischstämmige Schüler*innen (mit türkischer Versuchsleitung).
Der vorliegende Datensatz hat nur Daten mit einer türkischen Versuchsleitung. Um den Einfluss der türkischstämmigen Versuchsleitung zu untersuchen, mussten die Datensätze der Studie 1c DE und Studien 1c TR zusammengefügt werden.

Fragebogenstudie 3c:
Fragebogenstudie zur Gruppenidentifikation und Public Regard bei türkischstämmigen Migrant*innen und den Kontakt zu Deutschen
 
Grundschulstudie 3d/e:
Längsschnittstudie mit Grundschüler*innen mit und ohne Migrationshintergrund zur Untersuchung, ob negative Stereotype gegenüber verschiedenen ethnischen Gruppen bekannt sind. Weitere Untersuchung von Stereotype Threat-Effekten bei Grundschüler*innen. (Projekt/IQB)</description>
    <description xml:lang="en" descriptionType="Abstract">The aim of the research project was to examine the influence of ability-related negative stereotypes on different domains of academic achievement of students with (Turkish) migration background in the German educational system. It was hypothesized, that differences in achievement between students with and without migration background are partly due to negative stereotypes regarding immigrants, and the activation of these negative achievement related stereotypes in testing situations. Firstly, in a series of experimental studies, the activation of negative stereotypes in testing situations was systematically manipulated; the effects of this manipulation on student achievement in language and mathematical achievement tests (e.g. PISA) was investigated in students with and without migration background. The effects of different ways of activating stereotypes were compared with each other and with control conditions in which no stereotypes were activated. Secondly, the impact of the migrating generation and the age of students with and without migration background on dealing with stereotype activation and its consequences for achievement were investigated. [The activation of achievement related negative stereotypes influenced the achievement of both students with and without migration background. If achievement related group differences were pointed out prior to the test, there was a significant difference between the mathematical achievement of German students and students with Turkish migration background. If however, prior to testing, it was said that no differences between the groups exist, no achievement differences between the groups showed in the subsequent test.] (DIPF/funding agency).

The project was divided into several studies:

Study description 1 a neu: It was assessed whether implicit theories of intelligence moderate the effects of stereotype threat. Implicit theories of intelligence are subjective beliefs of persons regarding the stability (entity theory) or variability (incremental theory) of intelligence (Dweck, 1999). The combination of stereotype threat (which implies the ability of a group to be stable) and the stability beliefs regarding their own ability should lead to especially heavy losses in achievement for migrants of Turkish origin.

Study description 1 b neu: The impact of negative stereotypes on the mathematical achievement of students with a Turkish migration background was investigated. Additionally to migration background (Turkish vs. no migration background) the variable “self-chosen ethnic group identity” was investigated.

Study description 1c DE: It was investigated whether implicit theories of intelligence moderate the effect of stereotype threat on students of Turkish origin (in combination with an examiner of German origin). 

Study description 1c TR: It was investigated whether implicit theories of intelligence moderate the effect of stereotype threat on students of Turkish origin (with Turkish examiner). The dataset includes only data with a Turkish examiner. To investigate the impact of a Turkish examiner data sets 1c DE and 1c TR have to be merged. 

Study description 3c: Survey concerning group identification and public regard in immigrants of Turkish origin and their contact to Germans. 

Study description 3 d/e: Longitudinal study investigating whether negative stereotypes about different ethnic groups are well-known among primary school students with and without migration background. Additionally, further investigations into the effects of stereotype threat on primary school students were conducted. (IQB)</description>
    <description xml:lang="en" descriptionType="Methods">SelfAdministeredQuestionnaire.Paper</description>
    <description xml:lang="en" descriptionType="Methods">SelfAdministeredQuestionnaire</description>
    <description xml:lang="en" descriptionType="Methods">MeasurementsAndTests.Educational</description>
    <description xml:lang="en" descriptionType="Methods">MeasurementsAndTests.Educational</description>
    <description xml:lang="en" descriptionType="Methods">Longitudinal.CohortEventBased; CrossSection</description>
    <description xml:lang="de" descriptionType="Methods">Quasi-Experimentelles Design; Beobachtungsdesign</description>
    <description xml:lang="en" descriptionType="Methods">Quasi-Experimental Design; Oberservational Design</description>
    <description xml:lang="de" descriptionType="Methods">Studie 1a:
Schüler der Jahrgangsstufe 9 (N=301);
Klassen (N=17);
Schulen (N=6);

Studie 1b:
Schüler der Jahrgangsstufe 9 (N=230);
Klassen (N=9);
Schulen (N=3);

Studie 1c DE:
Schüler der Jahrgangsstufe 9 (N=298) an Realschulen (N=5);
Klassen (N=13);

Studie 1c TR:
Schüler der Jahrgangsstufe 9 (N=349) an Realschulen;

Fragebogenstudie 3c:
Schüler  der Jahrgangsstufen 9 und 10 (N=279);
Klassen (N=11);
Schulen (N=5);

Grundschulstudie 3d/e:
Schüler, die an mindestens einem der drei Messzeitpunkte teilgenommen haben (N=458) an der Grundschule (N=12);
Klassen (N=31)</description>
    <description xml:lang="en" descriptionType="Methods">Study 1a:
Students in Grade 9 (N=301);
Classes (N=17);
Schools (N=6);

Study 1b:
Students in Grade 9 (N=230);
Classes (N=9);
Schools (N=3);

Study 1c DE:
Students in Grade 9 (N=298) at Middle Track Schools (N=5);
Classes (N=13);

Study 1c TR:
Students in Grade 9 (N=349) at Middle Track Schools;

Survey Study 3c:
Students in Grade 9 and 10 (N=279);
Classes (N=11);
Schools (N=5);

Elementary School Study 3d/e:
Students, who took part in at least 3 parts of the study (N=458);
Classes (N=31);
Schools (N=12)</description>
    <description xml:lang="de" descriptionType="Methods">Nicht-Wahrscheinlichkeitsauswahl</description>
    <description xml:lang="en" descriptionType="Methods">Non-probability Sample</description>
    <description xml:lang="de" descriptionType="Other">Publikationsort: Berlin</description>
    <description xml:lang="en" descriptionType="Other">Publication Place: Berlin</description>
    <description xml:lang="de" descriptionType="Other">Erhebungseinheiten: Lehrkräfte; Schüler###</description>
    <description xml:lang="en" descriptionType="Other">Survey Unit: Teachers; Students###</description>
    <description xml:lang="en" descriptionType="Other">Availability Type: Delivery</description>
    <description xml:lang="de" descriptionType="Other">Beantragung nötig: https://www.iqb.hu-berlin.de/fdz/fdz/Datenzugang/SUF-Antrag/FormularSUFs</description>
    <description xml:lang="en" descriptionType="Other">application required: https://www.iqb.hu-berlin.de/fdz/fdz/Datenzugang/SUF-Antrag/FormularSUFs</description>
  </descriptions>
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      <geoLocationPlace xml:lang="de">Baden-Württemberg; Berlin; Nordrhein-Westfalen</geoLocationPlace>
      <geoLocationPlace xml:lang="en">Baden-Wuerttemberg; Berlin; North Rhine-Westphalia</geoLocationPlace>
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