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Papers by Janine Gut

Zeitschrift Fur Padagogische Psychologie, 2012

Based on the assumption that school performance is a product of a constellation of cognitive as w... more Based on the assumption that school performance is a product of a constellation of cognitive as well as socioemotional skills, the present study investigated whether cognitive, language, mathematical, and socioemotional skills were predictive of subsequent school grades in Mathematics, Language, and Science in 263 children (M-Age = 7.4 years, SD = 0.65 years, Range 5-10 years; 52 % girls). Results longitudinally confirmed the significant predictive value of cognitive, language, and mathematical skills. Moreover, the study revealed that higher socioemotional skills were able to compensate relative deficits in cognitive and language skills regarding children's school grades.

Relationship of aerobic fitness and motor skills with memory and attention in preschoolers

BMC Pediatrics, 2011

Background: The debate about a possible relationship between aerobic fitness and motor skills wit... more Background: The debate about a possible relationship between aerobic fitness and motor skills with cognitive development in children has recently re-emerged, because of the decrease in children's aerobic fitness and the concomitant pressure of schools to enhance cognitive performance. As the literature in young children is scarce, we examined the cross-sectional and longitudinal relationship of aerobic fitness and motor skills with spatial working memory and attention in preschool children. Methods: Data from 245 ethnically diverse preschool children (mean age: 5.2 (0.6) years, girls: 49.4%) analyzed at baseline and 9 months later. Assessments included aerobic fitness (20 m shuttle run) and motor skills with agility (obstacle course) and dynamic balance (balance beam). Cognitive parameters included spatial working memory (IDS) and attention (KHV-VK). All analyses were adjusted for age, sex, BMI, migration status, parental education, native language and linguistic region. Longitudinal analyses were additionally adjusted for the respective baseline value. Results: In the cross-sectional analysis, aerobic fitness was associated with better attention (r = 0.16, p = 0.03). A shorter time in the agility test was independently associated with a better performance both in working memory (r =-0.17, p = 0.01) and in attention (r =-0.20, p = 0.01). In the longitudinal analyses, baseline aerobic fitness was independently related to improvements in attention (r = 0.16, p = 0.03), while baseline dynamic balance was associated with improvements in working memory (r = 0.15, p = 0.04). Conclusions: In young children, higher baseline aerobic fitness and motor skills were related to a better spatial working memory and/or attention at baseline, and to some extent also to their future improvements over the following 9 months.

Trends such as technological and digital change or globalisation are leading to an increasing dyn... more Trends such as technological and digital change or globalisation are leading to an increasing dynamism in Swiss working environments (SBFI, 2017). The VET system needs to assess the significance of these developments for basic vocational training. Moreover, it constantly needs to integrate the recently identified requirements into the vocational training of learners in all three learning sites of the Swiss VET system (vocational schools, workplace and intercompany training centres). Studies show the institutionalized five-year revisions of education ordinances in Switzerland to be lagging behind the high level of innovation in the economy. For that reason, this project analyses the strategies vocational school teachers have in evaluating and integrating innovation of the industry into their teaching. Based on a qualitative survey procedure with twelve VET teachers, the analysis shows that they use both formal and informal strategies while planning and implementing new developments i...

Zeitschrift für Pädagogische Psychologie, 2012

Zusammenfassung: Basierend auf der Annahme, dass Schulleistungen sowohl durch kognitive als auch ... more Zusammenfassung: Basierend auf der Annahme, dass Schulleistungen sowohl durch kognitive als auch sozial-emotionale Schülermerkmale bedingt sind, untersuchte die vorliegende Studie längsschnittlich anhand einer Stichprobe von 263 Kindern (M Alter = 7.4 Jahre, SD = 0.65 Jahre, Altersspanne 5–10 Jahre; 52 % Mädchen) ob kognitive, sprachliche, mathematische und sozial-emotionale Kompetenzen erfasst anhand der Intelligence Development Scales (IDS) die Schulnoten in den Fächern Mathematik, Deutsch und Sachkunde drei Jahre später vorhersagen können. Die Ergebnisse der Studie zeigten, dass sowohl die kognitiven, als auch die sprachlichen und mathematischen Kompetenzen zuverlässige Prädiktoren für die späteren Schulnoten in allen Fächern darstellten. Darüber hinaus bestätigte die Studie, dass hohe sozial-emotionale Kompetenzen relative Defizite in den kognitiven und sprachlichen Kompetenzen im Hinblick auf die Schulnoten zu kompensieren vermögen.

Psychology in the Schools, 2012

Learning and Individual Differences, 2012

Recent models of attention deficit/hyperactivity disorder (ADHD) suggest that the association bet... more Recent models of attention deficit/hyperactivity disorder (ADHD) suggest that the association between achievement motivation and school performance may be stronger in children with ADHD than in typically developing children. Therefore, the present study investigated associations between achievement motivation and performance on language skills and mathematical thinking in children with ADHD (n =23; M = 9.4 years, SD= 1.1 years; 78% boys) and two matched control groups, i.e., a clinical control group (children with related disruptive behavior disorders; DBD), and a non-clinical control group (NC). Results confirmed stronger associations between achievement motivation and performance on receptive language and mathematical thinking in children with ADHD than in NC. Specifically, performance of children with ADHD was equal to NC for highly motivated ADHD children. These results underscore the importance of achievement motivation as a more essential key factor in the performance of children with ADHD as compared to typically developing children.

Learning and Individual Differences, 2013

The present study investigated cognitive abilities in children with difficulties in mathematics o... more The present study investigated cognitive abilities in children with difficulties in mathematics only (n = 48, M =8 years and 5 months), combined mathematical and language difficulty (n=27, M=8 years and 1 month) and controls (n=783, M =7 years and 11 months). Cognitive abilities were measured with seven subtests, tapping visual perception, selective attention, memory, and reasoning, as well as full-scale-IQ. Children with difficulties in mathematics only differed in their cognitive abilities, not only from controls, but also from children with comorbid language difficulties. Children with mathematical difficulties only performed worse than controls in a selective attention measure, but not in any working memory measure, meanwhile children with difficulties in mathematics and language performed worse than controls in verbal working memory components, but not selective attention. Theoretical and practical implications are discussed.

Journal of Educational Psychology, 2013

Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 2014

Es wurde geprüft, wie genau Mütter die Mathematik- und Sprachleistungen ihrer 6- bis 10-jährigen ... more Es wurde geprüft, wie genau Mütter die Mathematik- und Sprachleistungen ihrer 6- bis 10-jährigen Kinder (N = 382) einzuschätzen vermögen. Die mütterliche Einschätzung wurde verglichen mit der Testleistung in den Intelligence and Development Scales (IDS). Die Einschätzungen der Mütter korrelierten substantiell positiv mit den Testleistungen der Kinder. Mütter überschätzten die Leistungen der Kinder. Die Mütter schätzten die Mathematikleistungen von Jungen höher ein als jene von Mädchen, wogegen sie die Deutschleistungen von Mädchen höher einschätzten als jene von Jungen. Gemessen an den Testleistungen wurden Mädchen und Jungen von den Müttern gleich häufig über-, unter- und genau eingeschätzt. Die vorliegenden Resultate bestätigen die Überschätzung seitens der Eltern, welche in der Literatur zu allgemeinen Entwicklungsbereichen häufig berichtet und wiederholt repliziert wurde. Mit dieser Untersuchung kann dieses Wissen auf die schulischen Leistungsfächer erweitert werden.