The concept of Bildung-Psychology, as developed by Christiane Spiel and her colleagues, combines ideas from developmental and educational psychology to describe educational processes with a strong focus on lifelong learning. Bildung-Psychology is concerned with all educational processes contributing to the development of individuals, as well as all conditions and measures potentially influencing these processes, and it aims to stimulate integrative use inspired basic research in the field of education. The structural model of Bildung-Psychology contains three dimensions: (1) the Bildung-career, (2) several functional areas, and (3) different levels of activities. The theoretical framework systematically classifies psychological actions in the field of education.
This book combines theoretical pieces discussing important conceptual topics within Bildung-Psychology, with empirical contributions focused on different phases of the Bildung-career. The studies were conducted in countries across Europe, and across the various age-specific educational phases in the Bildung-career. This book was originally published as a special issue of the European Journal of Developmental Psychology.
Table of Contents
Introduction: Bildung-Psychology: Theory and practice of use inspired basic research Petra Wagner, Dagmar Strohmeier and Barbara Schober
1. Overcoming the ivory tower: Transfer and societal responsibility as crucial aspects of the Bildung-Psychology approach Barbara Schober, Laura Brandt, Marlene Kollmayer and Christiane Spiel
2. Social-emotional development: From theory to practice Tina Malti and Gil G. Noam
3. Bildung-Psychology and implementation science Dean L. Fixsen, Marie-Therese Schultes and Karen A. Blase
4. Gender role self-concept at school start and its impact on academic self-concept and performance in mathematics and reading Ilka Wolter and Bettina Hannover
5. School burnout and engagement profiles among digital natives in Finland: a person-oriented approach Katariina Salmela-Aro, Joona Muotka, Kimmo Alho, Kai Hakkarainen and Kirsti Lonka
6. Fostering pupils’ lifelong learning competencies in the classroom: evaluation of a training programme using a multivariate multilevel growth curve approach Marko Lüftenegger, Monika Finsterwald, Julia Klug, Evelyn Bergsmann, Rens van de Schoot, Barbara Schober and Petra Wagner
7. The implementation and evaluation of the ViSC program in Cyprus: challenges of cross-national dissemination and evaluation results Olga Solomontos-Kountouri, Petra Gradinger, Takuya Yanagida and Dagmar Strohmeier
8. A Bildung-psychological investigation into student motives: McKinsey- or von Humboldt-oriented? Willem Koops, Michael van den Kerkhof, Carlien Ostermeier and Rens van de Schoot
Dagmar Strohmeier is Professor at the University of Applied Sciences Upper Austria, Linz. She studies peer relations among (immigrant) adolescents with a cross-cultural and cross-national perspective. She developed and cross-nationally implemented the ViSC Program in schools and is the principal investigator of the EU funded "Europe 2038" project.
Petra Wagner is Professor at the University of Applied Sciences Upper Austria, Linz. She has a broad experience in psychological research as well as teaching. Her research focuses on self-regulation, scholastic stress factors, time management, social work in schools, and evaluation and is published in various international journal articles.
Barbara Schober is Professor for Psychological Research on Education and Transfer at the University of Vienna, Austria. Her main research activities focus on lifelong learning, learning motivation and its development, gender differences in educational contexts, self-regulation, teacher training, development and evaluation of intervention programs in educational context and implementation research.