Always look on the bright side of students : Does valence of teacher perceptions relate to students’ educational performance?

We studied the role of the valence of female teachers’ perceptions in predicting various student outcomes. Using a prospective design, at the beginning of Grade 5 (T1), we assessed evaluations by 43 female teachers of either mathematics or German, belonging to 22 secondary schools in Germany. We combined a qualitative measurement by using an open-ended question, with a quantitative data analysis. At T1 and T2 (4 months later), the assigned students (N = 635) reported their subject-specific achievement, learning and performance goals, and quality of relationship to their teacher. Multilevel analyses revealed that positive teacher perceptions increased future student achievement, while negative teacher perceptions reduced immediate and future learning and performance goals. Further, positive teacher perceptions explained differences in student outcomes between classes, whereas negative teacher perceptions explained differences in student outcomes between schools.Publikationsfond ML

Contingent self-esteem and vulnerability to depression: academic contingent self-esteem predicts depressive symptoms in students

Low self-esteem has been established as a vulnerability factor for depression. In line with recent research, we suggest that a full understanding of the role of self-esteem in depression requires consideration of contingent self-esteem as well. For most people, competence is an important source of self-esteem. Students in particular link their self-esteem to academic competence. To test the hypothesis that academic contingent self-esteem (aCSE) predicts depressive symptoms, two studies were conducted. Preceding the investigation of our hypothesis, the first purpose of Study 1 was to describe the development of aCSE, self-esteem level, and depressive symptoms in adolescence in a sample of German students aged 10–16 (N = 1888) in order to provide a foundation for further analyses. Then, to address the main question, age and gender differences in aCSE, self-esteem level, and depressive symptoms as well as their relations were investigated. The results show that (1) gender differences emerged after the age of 10/11. Girls scored higher on aCSE and depressive symptoms and lower on self-esteem level than did boys, and aCSE and depressive symptoms decreased and self-esteem level increased over time in boys, while the rather disadvantageous pattern in girls remained stable. (2) After controlling for self-esteem level and aCSE, the effects of gender and age × gender interaction on depressive symptoms disappeared, suggesting an influence of aCSE on depressive symptoms. (3) aCSE predicted depressive symptoms over and above self-esteem level.Since the results of Study 1 did not allow for causal conclusions, a longitudinal study (N = 160) was conducted to further investigate the causal role of aCSE. According to the diathesis-stress model, aCSE was expected to serve as a diathesis for developing depressive symptoms in the face of academic stress (daily hassles) during an academic semester at university. The results of Study 2 revealed that aCSE interacted with corresponding hassles to predict increases in depressive symptoms. High levels of academic stress led to increases in depressive symptoms only among students who strongly based their self-esteem on academic competence. Implications for prevention and intervention of depression are discussed

Immunoprofiling of 4-1BB Expression Predicts Outcome in Chronic Lymphocytic Leukemia (CLL)

Recent success of novel therapies has improved treatment of chronic lymphocytic leukemia (CLL) patients, but most of them still require several treatment regimes. To improve treatment choice, prognostic markers suitable for prediction of disease outcome are required. Several molecular/genetic markers have been established, but accessibility for the entirety of all patients is limited. We here evaluated the relevance of GITR/4-1BB as well as their ligands for the prognosis of CLL patients. Surface expression of GITR/GITRL and 4-1BB/4-1BBL was correlated with established prognostic markers. Next, we separated our patient population according to GITR/GITRL and 4-1BB/4-1BBL expression in groups with high/low expression levels and performed Kaplan-Meier analyses. Interestingly, no correlation was observed with the defined prognostic markers. Whereas no significant difference between high and low expression of GITR, GITRL and 4-1BBL was observed, high 4-1BB levels on leukemic cells were associated with significantly shorter survival. Thereby we identify 4-1BB as prognostic marker for CLL