Leibniz Institute for Educational Trajectories, Bamberg, Germany.
PLoS One. 2021 Oct 1;16(10):e0258152. doi: 10.1371/journal.pone.0258152. eCollection 2021.
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.
该注册报告旨在确定 N = 15012 名德国高中学生在阅读和数学方面的能力发展潜在模式，这些学生采用多阶段分层聚类设计在德国学校中进行抽样。这些学生在 9 年级进行初始评估，并在六年内通过专门为德国国家教育面板研究 (NEPS) 开发的测试进行三次能力评估。使用潜在增长混合模型，我们旨在确定能力发展的多种模式。具体来说，我们预计会发现至少一个综合（即阅读和数学能力发展相似）和两个专门的模式（即一个领域发展更快）的能力发展，并且这些模式可以由学生的兴趣和职业教育的专业化来解释。与我们的预期相反，我们没有发现多种潜在的能力发展模式。描述我们数据的最佳模型是单组潜在增长模型，该模型证实了一种能力发展模式，该模式可以被描述为专注于数学能力，表明在高中阶段数学能力的增长高于阅读能力。由于只确定了一个潜在的模式，因此没有研究不同能力发展模式的潜在预测因素（职业教育和兴趣的专业化）。
