Institute for Economic Education

This study is a methodological-substantive synergy, demonstrating the power and flexibility of exploratory structural equation modeling (ESEM) methods that integrate confirmatory and exploratory factor analyses (CFA and EFA), as applied to substantively important questions based on multidimentional students' evaluations of university teaching (SETs). For these data, there is a well established ESEM structure but typical CFA models do not fit the data and substantially inflate correlations among the nine SET factors (median rs = .34 for ESEM, .72 for CFA) in a way that undermines discriminant validity and usefulness as diagnostic feedback. A 13-model taxonomy of ESEM measurement invariance is proposed, showing complete invariance (factor loadings, factor correlations, item uniquenesses, item intercepts, latent means) over multiple groups based on the SETs collected in the first and second halves of a 13-year period. Fully latent ESEM growth models that unconfounded measurement error from communality showed almost no linear or quadratic effects over this 13-year period. Latent multiple indicators multiple causes models showed that relations with background variables (workload/difficulty, class size, prior subject interest, expected grades) were small in size and varied systematically for different ESEM SET factors, supporting their discriminant validity and a construct validity interpretation of the relations. A new approach to higher order ESEM was demonstrated, but was not fully appropriate for these data. Based on ESEM methodology, substantively important questions were addressed that could not be appropriately addressed with a traditional CFA approach.

Pedagogical content knowledge (PCK) and content knowledge (CK) are key components of teacher competence that affect student progress. However, little is known about how teacher education affects the development of CK and PCK. To address this question, our research group constructed tests to directly assess mathematics teachers’ CK and PCK. Based on these tests, we compared the PCK and CK of four groups of mathematics teachers at different points in their teaching careers in Germany. Confirmatory factor analyses showed that PCK and CK measurement was satisfactorily invariant across the teacher populations considered. As expected, the largest differences in CK and PCK were found between the beginning and the end of initial teacher education. Differences in the structures of teacher education were reasonably well reflected in participants’ CK and PCK.

This article is a methodological-substantive synergy. Methodologically, we demonstrate latent-variable contextual models that integrate structural equation models (with multiple indicators) and multilevel models. These models simultaneously control for and unconfound measurement error due to sampling of items at the individual (L1) and group (L2) levels and sampling error due the sampling of persons in the aggregation of L1 characteristics to form L2 constructs. We consider a set of models that are latent or manifest in relation to sampling items (measurement error) and sampling of persons (sampling error) and discuss when different models might be most useful. We demonstrate the flexibility of these 4 core models by extending them to include random slopes, latent (single-level or cross-level) interactions, and latent quadratic effects. Substantively we use these models to test the big-fish-little-pond effect (BFLPE), showing that individual student levels of academic self-concept (L1-ASC) are positively associated with individual level achievement (L1-ACH) and negatively associated with school-average achievement (L2-ACH)-a finding with important policy implications for the way schools are structured. Extending tests of the BFLPE in new directions, we show that the nonlinear effects of the L1-ACH (a latent quadratic effect) and the interaction between gender and L1-ACH (an L1 × L1 latent interaction) are not significant. Although random-slope models show no significant school-to-school variation in relations between L1-ACH and L1-ASC, the negative effects of L2-ACH (the BFLPE) do vary somewhat with individual L1-ACH. We conclude with implications for diverse applications of the set of latent contextual models, including recommendations about their implementation, effect size estimates (and confidence intervals) appropriate to multilevel models, and directions for further research in contextual effect analysis.

Abstract Experimental studies of risk and time preference typically focus on one of the two phenomena. The goal of this paper is to investigate the (possible) correlation between subjects' attitude to risk and their time preference. For this sake we ask 61 subjects to price a simple lottery in three different scenarios. At the first, the lottery premium is paid `now'. At the second, it is paid `later'. At the third, it is paid `even later'. By comparing the certainty equivalents offered by the subjects for the three lotteries, we test how time and risk preferences are interrelated. Since the time interval between `now' and `later' is the same as between `later' and `even later', we also test the hypothesis of hyperbolic discounting. The main result is a statistically significant negative correlation between subjects' degrees of risk aversion and their (implicit) discount factors. Moreover, we show that the negative correlation is independent of the method used to elicit certainty equivalents (willingness to pay versus willingness to accept).

Entrepreneurship education (EE) has attracted much scholarly attention, showing exponential growth in publication and citation numbers. The research field has become broad, complex, and fragmented, making it increasingly difficult to oversee. Our research goal is to organise and integrate the previous literature. To this end, we use bibliometric analyses, differing from prior analyses, which are outdated or have a different focus. Our results show an immense growth in publications and citations over the last decade and an almost equal involvement of business and educational research. We identify the most productive and influential journals and authors. Our co-citation analysis reveals two research clusters, one focusing on psychological constructs relating to EE, and the other on entrepreneurial behaviour and new venture creation. Based on a review of the 25 most-cited articles on an annual basis, we identify and quantify the most relevant research themes and integrate them into a research framework that we propose for future research. A major finding is that extant research centres around the outcomes of entrepreneurship education, whereas its pedagogy is still mainly a black box.

Purpose – Because of the increasing importance of immigration for Germany due to the ageing population and the lack of highly skilled in some industries, the purpose of this paper is to analyse the return‐migration of German immigrants.

Sports fans all over the world have recently witnessed an increasing number of spectacular doping cases, leading to considerable annoyance in the public. However, our knowledge regarding the prevalence of doping is still quite limited, leading some people to speculate that (nearly) all professional athletes are doped and possibly even have to be doped to be good enough to compete successfully in highly selective tournaments. On the other hand, particularly representatives of the sports associations pretend that since the number of positively tested athletes remains small, there are only a few “black sheep,” while in general, the world of sport is clean and fair. In the recent past, a number of theoretical models have been developed that can be empirically tested, which, in the end, may lead to the formulation of policy recommendations (ranging from higher sanctions to legalizing doping). We review the more important models and present anecdotal as well as some quantitative empirical evidence on the prevalence as well as the determinants of doping. ( JEL K42, L83, M52)

Die 4., völlig überarbeitete Auflage der Einführung in die Methodik des Ökonomieunterrichts vermittelt praxisorientiert Hilfen und Anregungen für die methodische Gestaltung des Ökonomieunterrichts. Dabei gewinnen neben den traditionellen Methoden der Vermittlung aktive, partizipative Methoden Bedeutung für die Realisierung eines handlungsorientierten Methodenkonzeptes. Methodik wird somit als integraler Bestandteil der Fachdidaktik der ökonomischen Bildung verstanden. Auf dieser Basis werden die einzelnen Methoden (Fallstudie, Simulationsspiele, Systemanalyse, Szenario, Zukunftswerkstatt, Projektmethode, Praxiskontakte) differenziert in ihren Ausprägungsformen, Verlaufsstrukturen und in ihrer Bedeutung für den Ökonomieunterricht dargestellt. Der Band richtet sich an Studierende ökonomischer Bildung, Wirtschaftspädagogen und Lehrkräfte in Universität und Schule. Neu aufgenommen wurden die Themenfelder Üben, Erfolgskontrolle und Planungshilfen für die Unterrichtsvorbereitung.

Conventional arguments suggest that republics ought to grow faster than monarchies and experience lower transitional costs following reforms. We employ a panel of 27 countries observed from 1820 to 2000 to estimate these differences. Results show no significant growth differences between the two regime types. Effects of incremental reforms do not differ between them, but those of large-scale reforms do. Specifically, we find a strong valley-of-tears effect of large reforms in republics, and monarchies benefit from such reforms in the ten-year perspective adopted here. We offer some tentative thoughts on the underlying mechanisms responsible for the results.

The measure of within-group agreement most frequently encountered in organizational psychology is the r WG index. The r WG index is determined by comparing the observed group variance among raters with an expected random variance. The most critical issue in calculating the r WG is the choice of an appropriate random distribution that would be expected to follow from raters making their ratings at random. A data-driven approach that uses random-group resampling (RGR) procedures to determine the expected random variance has been proposed. In the present study, the application of the RGR procedure will be illustrated with reference to students' ratings of their mathematics instruction and critically compared with a recently proposed simulation-based approach. It will be shown mathematically that the probability of obtaining statistically significant within-group agreement when applying the RGR procedure strongly depends on the intraclass correlation as well as on the group sizes. Finally, implications for applying the RGR procedure to assess within-group agreement in multilevel data will be discussed.

The outbreak of the financial crisis in 2008 has had significant effects on economic activity, unemployment, and public finances for all European countries. However, European economies do not form a homogenous region, and any serious analysis of macroeconomic imbalances in Europe must account for the fact that different economic and political models and circumstances operate across the continent. This book focuses on the Nordic countries (Denmark, Finland, Iceland, Norway, and Sweden) which have a relatively good record of undertaking fiscal and structural reforms after their own financial and debt crises in the 1980s and 1990s. The Nordic countries are small and open economies, well-known for their high income levels, high employment rates, organized labour markets, a relatively equal distribution of incomes, large public sectors, etc. From this perspective, the book asks whether there are lessons that might be learned from the Nordic economies. Is there a distinctive Nordic model that could be usefully followed, by other small open economies, in terms of fiscal and monetary policy design, labour market policies and reforms, financial and housing market regulation, etc.? The bottom line is that it is inappropriate to define the Nordic model in terms of a common set of policies. Since the key characteristics, including the overarching objectives and supporting institutions, have strong historical foundations, copying and pasting them to other countries is not easily done. Even though the Nordic experiences are not directly transferable, they may add new knowledge about the importance of institutional design, fiscal consolidation, and structural reforms not only for macroeconomic performance but also for how to preserve key objectives such as social balance and equity.

Summary The present article analyzes the differences between economists and non‐economists with respect to observed corruption behavior used as a proxy for selfishness. For this purpose, I analyzed real world data of relating to the 109 th –111 th US C ongress between 2005 and 2009, including 695 representatives and senators. I show that those who hold a degree in economics are significantly more prone to corruption than ‘non‐economists’. These findings hence support the widespread, but controversial hypothesis in the ‘economist vs. non‐economist literature’ that economists lack what F rey and M eier (2004) call ‘social behavior’. Moreover, by using real world data, these findings overcome the lack of external validity, which impact on the (low cost) experiments and surveys to date.

<p xmlns="http://www.ncbi.nlm.nih.gov/JATS1">Approaches for dealing with item omission include incorrect scoring, ignoring missing values, and approaches for nonignorable missing values and have only been evaluated for certain forms of nonignorability. In this paper we investigate the performance of these approaches for various conditions of nonignorability, that is, when the missing response depends on i) the item response, ii) a latent missing propensity, or iii) both. No approach results in unbiased parameter estimates of the Rasch model under all missing data mechanisms. Incorrect scoring only results in unbiased estimates under very specific data constellations of missing mechanisms i) and iii). The approach for nonignorable missing values only results in unbiased estimates under condition ii). Ignoring results in slightly more biased estimates than the approach for nonignorable missing values, while the latter also indicates the presence of nonignorablity under all simulated conditions. We illustrate the results in an empirical example on PISA data.

Für einen erfolgreichen Wirtschaftsunterricht Lehrkräfte und Studierende der ökonomischen Bildung können die Herausforderungen eines modernen Wirtschaftsunterrichts an allgemeinbildenden Schulen nur bewältigen, wenn sie sich auf verlässliche fachdidaktische Grundlagen stützen können. Hans Kaminskis Werk führt zuverlässig in wichtige Kernbereiche der Fachdidaktik ökonomischer Bildung ein. Darüber hinaus erhalten Leser praktische Hinweise für die Unterrichtsplanung und Gestaltung.

Academic self-concept is understood as a multidimensional, hierarchical construct. Multidimensionality refers to the subject-specific differentiation of academic self-concepts, whereas hierarchy refers to the aggregation of more specific facets of self-concepts into more general ones. Previous research demonstrated that students distinguish between their self-concepts in biology, chemistry, and physics, if taught as separate school subjects, as is done in Germany. However, large-scale international educational studies, such as PISA, often use a monolithic science self-concept measure. It is yet unclear whether an aggregate of subject-specific self-concepts is equivalent to a directly measured science self-concept. We assessed the subject-specific and a global science self-concept of 1,229 German grade 10 students. A higher-order factor model and a bifactor model demonstrated a very high correlation between the “inferred” and the explicitly assessed global science self-concept. Despite the high empirical overlap, we argue for a more nuanced view of the science self-concept, because statistical unity is not to be confused with causal unity. Moreover, from a methodological perspective, we used multi-group confirmatory factor analysis to examine the mean structure and local structural equation models to study measurement invariance across science ability. Implications for the theoretical status of self-concept as a hierarchical construct are discussed.

Summary There are different kinds of works councils. They can be cooperative or antagonistic for example. There are also different kinds of management. The managers can be friendly or unfriendly to the workers and the works council representing them. Here the mutual relationship between works council and management is analysed. To this end two data sets are connected, the NIFA-Panel with information about mechanical engineering plants in Germany given by the management and the Bochumer survey of works councils in some of these plants. A new typology of the relationship between the works council and the managers of a firm is derived from these combined data. The effects of a positive, neutral or negative relationship on different turnover rates, product innovations and earnings of the firms are empirically analysed. The results are in accordance with prior studies using only separated data for works councils or management. Concretely, turnover and earnings are mostly lower and innovations more probable as long as any kind of works council exists. The kind of relationship influences the magnitudes of these effects and their statistical significance. A positive relationship reduces the departure rate most of all, a negative relationship has the strongest effect on innovations and, unexpectedly, an inconsistent relationship is best for earnings.

Which factors help young adults choose educational pathways leading to higher educational attainment? Academic self-concept (ASC), achievement, and socioeconomic background have all been found to be important predictors of postsecondary educational choices and success. Although research has shown that student composition in secondary school may affect some of these predictors, only a few studies (mostly from the United States) have investigated the effects of student composition on postsecondary educational outcomes. The results showed that students with similar individual achievement had lower postsecondary educational attainment if they graduated from secondary schools with higher mean achievement. It has been proposed that social comparison processes explain this negative context effect (big-fish-little-pond effect [BFLPE]). In contrast, students with the same individual socioeconomic status (SES) had higher postsecondary educational attainment if they graduated from secondary schools with a higher mean SES. In the present study, we investigated the effects of achievement-related and socioeconomic student composition on subsequent educational outcomes using data from a longitudinal study in Germany. Contrary to previous studies, our results showed that student composition had little relevance for later educational pathways. There was a small, long-lasting, indirect BFLPE of achievement-related composition in secondary school on postsecondary educational outcomes through students’ ASC. Furthermore, individual SES was strongly related to postsecondary educational outcomes, whereas being in an academic-track school with a higher or lower mean SES was not relevant for postsecondary educational pathways. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Abstract. In large-scale educational assessments such as the Third International Mathematics and Sciences Study (TIMSS) or the Program for International Student Assessment (PISA), sizeable numbers of test administrators (TAs) are needed to conduct the assessment sessions in the participating schools. TA training sessions are run and administration manuals are compiled with the aim of ensuring standardized, comparable, assessment situations in all student groups. To date, however, there has been no empirical investigation of the effectiveness of these standardizing efforts. In the present article, we probe for systematic TA effects on mathematics achievement and sample attrition in a student achievement study. Multilevel analyses for cross-classified data using Markov Chain Monte Carlo (MCMC) procedures were performed to separate the variance that can be attributed to differences between schools from the variance associated with TAs. After controlling for school effects, only a very small, nonsignificant proportion of the variance in mathematics scores and response behavior was attributable to the TAs (&lt; 1%). We discuss practical implications of these findings for the deployment of TAs in educational assessments.