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EDITORIAL zur Ausgabe 30: Inklusion in der beruflichen Bildung. <i>bwp@ Berufs- und Wirtschaftspädagogik - online</i>. 2016;(30):1-4."},"page":"1-4","issue":"30","title":"EDITORIAL zur Ausgabe 30: Inklusion in der beruflichen Bildung","main_file_link":[{"url":"http://bwpat.de/ausgabe30/editorial_bwpat30.pdf"}],"date_updated":"2022-01-06T07:02:58Z","author":[{"first_name":"H.-Hugo","id":"15280","full_name":"Kremer, H.-Hugo","last_name":"Kremer"},{"last_name":"Büchter","full_name":"Büchter, K.","first_name":"K."},{"first_name":"U.","full_name":"Buchmann, U.","last_name":"Buchmann"}],"date_created":"2018-12-17T14:56:57Z"},{"language":[{"iso":"ger"}],"department":[{"_id":"211"}],"user_id":"44715","_id":"6244","status":"public","publication":"bwp@ Berufs- und Wirtschaftspädagogik - online","type":"journal_article","main_file_link":[{"url":"http://bwpat.de/ausgabe30/kremer_kueckmann_bwpat30.pdf"}],"title":"Multiprofessionelle Teamarbeit oder multiprofessionelle Akteure: Studie zur inklusiven Bildungsgangarbeit in der Ausbildungsvorbereitung","date_created":"2018-12-17T15:07:15Z","author":[{"id":"15280","full_name":"Kremer, H.-Hugo","last_name":"Kremer","first_name":"H.-Hugo"},{"first_name":"Marie-Ann","id":"25394","full_name":"Kückmann, Marie-Ann","last_name":"Kückmann"}],"date_updated":"2022-01-06T07:02:58Z","page":"1-26","citation":{"mla":"Kremer, H. Hugo, and Marie-Ann Kückmann. “Multiprofessionelle Teamarbeit oder multiprofessionelle Akteure: Studie zur inklusiven Bildungsgangarbeit in der Ausbildungsvorbereitung.” <i>bwp@ Berufs- und Wirtschaftspädagogik - online</i>, no. 30, 2016, pp. 1–26.","short":"H.-H. Kremer, M.-A. Kückmann, bwp@ Berufs- und Wirtschaftspädagogik - online (2016) 1–26.","bibtex":"@article{Kremer_Kückmann_2016, title={Multiprofessionelle Teamarbeit oder multiprofessionelle Akteure: Studie zur inklusiven Bildungsgangarbeit in der Ausbildungsvorbereitung}, number={30}, journal={bwp@ Berufs- und Wirtschaftspädagogik - online}, author={Kremer, H.-Hugo and Kückmann, Marie-Ann}, year={2016}, pages={1–26} }","apa":"Kremer, H.-H., &#38; Kückmann, M.-A. (2016). Multiprofessionelle Teamarbeit oder multiprofessionelle Akteure: Studie zur inklusiven Bildungsgangarbeit in der Ausbildungsvorbereitung. <i>bwp@ Berufs- und Wirtschaftspädagogik - online</i>, (30), 1–26.","ama":"Kremer H-H, Kückmann M-A. Multiprofessionelle Teamarbeit oder multiprofessionelle Akteure: Studie zur inklusiven Bildungsgangarbeit in der Ausbildungsvorbereitung. <i>bwp@ Berufs- und Wirtschaftspädagogik - online</i>. 2016;(30):1-26.","chicago":"Kremer, H.-Hugo, and Marie-Ann Kückmann. “Multiprofessionelle Teamarbeit oder multiprofessionelle Akteure: Studie zur inklusiven Bildungsgangarbeit in der Ausbildungsvorbereitung.” <i>bwp@ Berufs- und Wirtschaftspädagogik - online</i>, no. 30 (2016): 1–26.","ieee":"H.-H. Kremer and M.-A. Kückmann, “Multiprofessionelle Teamarbeit oder multiprofessionelle Akteure: Studie zur inklusiven Bildungsgangarbeit in der Ausbildungsvorbereitung,” <i>bwp@ Berufs- und Wirtschaftspädagogik - online</i>, no. 30, pp. 1–26, 2016."},"year":"2016","issue":"30"},{"type":"journal_article","publication":"Higher Education","abstract":[{"lang":"eng","text":"In Switzerland, every student graduating from grammar school can begin to study at a university. This leads to high dropout rates. Although students’ motivation is considered a strong predictor of performance, the development of motivation during students’ transition from high school to university has rarely been investigated. Additionally, little is known about the relation of motivational aspects with other influences on study performance. The present longitudinal study addresses this research gap and examines the development of economics and management students’ study motivation. It encompasses four waves of data collected throughout the first year, using quantitative online surveys. In total, the sample consists of 820 students. Data is analysed using latent change modelling. Results indicate that students start at a higher level of intrinsic motivation compared to extrinsic motivation. The variability of the starting value of the two constructs is also differing. The analysis also shows a gradual decline in students’ motivation. Above all, the transition from secondary to higher education seems to be a driver for this decline."}],"status":"public","_id":"4421","user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"keyword":["Transition to higher education","Motivation","Longitudinal study","Socio-cultural factors","Latent change model","Switzerland"],"extern":"1","publication_status":"published","publication_identifier":{"issn":["0018-1560","1573-174X"]},"issue":"3","year":"2016","citation":{"chicago":"Brahm, Taiga, Tobias Jenert, and Dietrich Wagner. “The Crucial First Year: A Longitudinal Study of Students’ Motivational Development at a Swiss Business School.” <i>Higher Education</i> 73, no. 3 (2016): 459–78. <a href=\"https://doi.org/10.1007/s10734-016-0095-8\">https://doi.org/10.1007/s10734-016-0095-8</a>.","ieee":"T. Brahm, T. Jenert, and D. Wagner, “The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School,” <i>Higher Education</i>, vol. 73, no. 3, pp. 459–478, 2016.","ama":"Brahm T, Jenert T, Wagner D. The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School. <i>Higher Education</i>. 2016;73(3):459-478. doi:<a href=\"https://doi.org/10.1007/s10734-016-0095-8\">10.1007/s10734-016-0095-8</a>","apa":"Brahm, T., Jenert, T., &#38; Wagner, D. (2016). The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School. <i>Higher Education</i>, <i>73</i>(3), 459–478. <a href=\"https://doi.org/10.1007/s10734-016-0095-8\">https://doi.org/10.1007/s10734-016-0095-8</a>","short":"T. Brahm, T. Jenert, D. Wagner, Higher Education 73 (2016) 459–478.","mla":"Brahm, Taiga, et al. “The Crucial First Year: A Longitudinal Study of Students’ Motivational Development at a Swiss Business School.” <i>Higher Education</i>, vol. 73, no. 3, Springer Nature, 2016, pp. 459–78, doi:<a href=\"https://doi.org/10.1007/s10734-016-0095-8\">10.1007/s10734-016-0095-8</a>.","bibtex":"@article{Brahm_Jenert_Wagner_2016, title={The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School}, volume={73}, DOI={<a href=\"https://doi.org/10.1007/s10734-016-0095-8\">10.1007/s10734-016-0095-8</a>}, number={3}, journal={Higher Education}, publisher={Springer Nature}, author={Brahm, Taiga and Jenert, Tobias and Wagner, Dietrich}, year={2016}, pages={459–478} }"},"page":"459-478","intvolume":"        73","publisher":"Springer Nature","date_updated":"2022-01-06T07:01:03Z","author":[{"first_name":"Taiga","last_name":"Brahm","full_name":"Brahm, Taiga"},{"first_name":"Tobias","last_name":"Jenert","full_name":"Jenert, Tobias"},{"full_name":"Wagner, Dietrich","last_name":"Wagner","first_name":"Dietrich"}],"date_created":"2018-09-18T08:58:54Z","volume":73,"title":"The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School","doi":"10.1007/s10734-016-0095-8"},{"title":"Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen","author":[{"first_name":"Institut für Wirtschaftspädagogik","last_name":"Autorengruppe","full_name":"Autorengruppe, Institut für Wirtschaftspädagogik"}],"date_created":"2018-09-18T11:27:39Z","date_updated":"2022-01-06T07:01:03Z","citation":{"bibtex":"@book{Autorengruppe_2016, place={Bern}, title={Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen}, author={Autorengruppe, Institut für Wirtschaftspädagogik}, year={2016} }","short":"I. für W. Autorengruppe, Persönlichkeitsförderung Im Schulunterricht, Band I: Realistische Ursachenzuschreibungen, Bern, 2016.","mla":"Autorengruppe, Institut für Wirtschaftspädagogik. <i>Persönlichkeitsförderung Im Schulunterricht, Band I: Realistische Ursachenzuschreibungen</i>. 2016.","apa":"Autorengruppe, I. für W. (2016). <i>Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen</i>. Bern.","ama":"Autorengruppe I für W. <i>Persönlichkeitsförderung Im Schulunterricht, Band I: Realistische Ursachenzuschreibungen</i>. Bern; 2016.","ieee":"I. für W. Autorengruppe, <i>Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen</i>. Bern, 2016.","chicago":"Autorengruppe, Institut für Wirtschaftspädagogik. <i>Persönlichkeitsförderung Im Schulunterricht, Band I: Realistische Ursachenzuschreibungen</i>. Bern, 2016."},"year":"2016","place":"Bern","extern":"1","department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","_id":"4439","status":"public","abstract":[{"lang":"ger","text":"Jugendliche im Übergang von Schule zu Ausbildung befinden sich in einer Phase der Suche und Entwicklung ihrer eigenen Identität. Aus diesem Grund sollte die Schule nicht nur fachliche Kompetenzen vermitteln, sondern auch das Ziel einer Persönlichkeitsförderung der Schülerinnen und Schüler verfolgen.\r\nDas Unterrichtskonzept ermöglicht das Erlernen und Trainieren von wichtigen Selbst- und Sozialkompetenzen im Schulunterricht, damit die Lernenden schwierige Herausforderungen in verschiedenen Lebensbereichen besser bewältigen können.\r\nDas Unterrichtskonzept besteht aus verschiedenen Modulen, welche detailliert beschrieben sind und zahlreiche Übungen beinhalten. Die vorgeschlagene Verlaufsplanung kann individuell auf die jeweiligen Lernvoraussetzungen und Rahmenbedingungen des Unterrichts angepasst werden.\r\nDie Unterrichtsreihe «Persönlichkeitsförderung im Schulunterricht» wurde in Zusammenarbeit zwischen dem Institut für Wirtschaftspädagogik der Universität St. Gallen und vier Schulen des Kantons St. Gallen entwickelt und erprobt. Sie umfasst drei Bände: Band I «Realistische Ursachenzuschreibungen», Band II «Kommunikation in Konfliktsituationen» und Band III «Selbstwirksamkeit».\r\n\r\nZielgruppe: Das Unterrichtskonzept dient als Arbeitsinstrument für Abschlussklassen Volksschule und Brückenangebote."}],"type":"book"},{"title":"A typology of students’ enculturation during the first year at University","conference":{"location":"Amsterdam","end_date":"2016-07-15","start_date":"2016-07-13","name":"The Higher Education Conference 2016"},"date_updated":"2022-01-06T07:01:05Z","date_created":"2018-09-18T12:39:35Z","author":[{"first_name":"Tobias","id":"71994","full_name":"Jenert, Tobias","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646"},{"first_name":"Taiga","last_name":"Brahm","full_name":"Brahm, Taiga"},{"full_name":"Gommers, Luci","last_name":"Gommers","first_name":"Luci"},{"first_name":"Patrizia","last_name":"Kühner","full_name":"Kühner, Patrizia"}],"year":"2016","citation":{"apa":"Jenert, T., Brahm, T., Gommers, L., &#38; Kühner, P. (2016). A typology of students’ enculturation during the first year at University. Presented at the The Higher Education Conference 2016, Amsterdam.","bibtex":"@inproceedings{Jenert_Brahm_Gommers_Kühner_2016, title={A typology of students’ enculturation during the first year at University}, author={Jenert, Tobias and Brahm, Taiga and Gommers, Luci and Kühner, Patrizia}, year={2016} }","short":"T. Jenert, T. Brahm, L. Gommers, P. Kühner, in: 2016.","mla":"Jenert, Tobias, et al. <i>A Typology of Students’ Enculturation during the First Year at University</i>. 2016.","chicago":"Jenert, Tobias, Taiga Brahm, Luci Gommers, and Patrizia Kühner. “A Typology of Students’ Enculturation during the First Year at University,” 2016.","ieee":"T. Jenert, T. Brahm, L. Gommers, and P. Kühner, “A typology of students’ enculturation during the first year at University,” presented at the The Higher Education Conference 2016, Amsterdam, 2016.","ama":"Jenert T, Brahm T, Gommers L, Kühner P. A typology of students’ enculturation during the first year at University. In: ; 2016."},"extern":"1","_id":"4460","department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","abstract":[{"lang":"eng","text":"The first year of studying has been extensively researched in order to better understand the transition into Higher Education (HE) as well as the phenomena of student performance, retention, and drop out. Although research points to the importance of the socio-cultural dimension of first-year experiences, surprisingly little is known about the actual processes through which students integrate into the socio-cultural context of HE. To address this research gap, an interview study was conducted with 15 first-year university students. The analysis revealed distinctive transition processes into HE that were developed into a typology with four transition types.\r\n\r\nInterestingly, students who tended to be more critically reflective about their studies were in danger of having a rougher transition than less critically reflective counterparts. For the former, it is essential to develop social relationships that tie them to their studies while the latter manage study-related challenges by simply working through them.\r\n"}],"status":"public","type":"conference"},{"publication":"Academy of Management Proceedings","type":"conference","status":"public","abstract":[{"text":"Entrepreneurial contexts are characterized by uncertainty, often requiring entrepreneurs to adapt in order to tackle the corresponding challenges and succeed. While entrepreneurial success may be explained by experiential learning, little is known as to why some experienced entrepreneurs are more successful at adapting to uncertain conditions. It has been suggested that these differences are due to enhanced cognitive resources that are analogous to those of experts. Since expertise can be developed through self-regulated learning (SRL), our paper seeks to explain the missing link between experience and entrepreneurial success. By drawing from advances in expert research and a social cognitive view of self-regulation, we develop a process oriented model of self-regulated entrepreneurial learning (SREL) in order to explain why expert entrepreneurs are better able to self-regulate and adapt their behavior during uncertainty (compared to novices and non-experts). We further develop empirically testable research propositions, and discuss theoretical and practical implications for aspiring entrepreneurs and entrepreneurs alike.","lang":"eng"}],"department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","_id":"4461","extern":"1","alternative_title":["Academy of Management Annual Meeting Proceedings"],"issue":"1","page":"12056","citation":{"apa":"Winkler, C., Fust, A., &#38; Jenert, T. (2016). Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective. In <i>Academy of Management Proceedings</i> (p. 12056). Anaheim, CA.","bibtex":"@inproceedings{Winkler_Fust_Jenert_2016, title={Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective}, number={1}, booktitle={Academy of Management Proceedings}, author={Winkler, Christoph and Fust, Alexander and Jenert, Tobias}, year={2016}, pages={12056} }","short":"C. Winkler, A. Fust, T. Jenert, in: Academy of Management Proceedings, 2016, p. 12056.","mla":"Winkler, Christoph, et al. “Differentiating Novice, Non-Expert and Expert Entrepreneurs: A Self-Regulated Learning Perspective.” <i>Academy of Management Proceedings</i>, no. 1, 2016, p. 12056.","ama":"Winkler C, Fust A, Jenert T. Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective. In: <i>Academy of Management Proceedings</i>. ; 2016:12056.","chicago":"Winkler, Christoph, Alexander Fust, and Tobias Jenert. “Differentiating Novice, Non-Expert and Expert Entrepreneurs: A Self-Regulated Learning Perspective.” In <i>Academy of Management Proceedings</i>, 12056, 2016.","ieee":"C. Winkler, A. Fust, and T. Jenert, “Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective,” in <i>Academy of Management Proceedings</i>, Anaheim, CA, 2016, no. 1, p. 12056."},"year":"2016","date_created":"2018-09-18T12:42:30Z","author":[{"first_name":"Christoph","full_name":"Winkler, Christoph","last_name":"Winkler"},{"last_name":"Fust","full_name":"Fust, Alexander","first_name":"Alexander"},{"id":"71994","full_name":"Jenert, Tobias","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias"}],"date_updated":"2022-01-06T07:01:05Z","conference":{"name":"76th Academy of Management Annual Meeting (AOM) 2016 \"Making Organizations Meaningful\"","start_date":"2016-08-05","end_date":"2016-08-09","location":"Anaheim, CA"},"title":"Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective"},{"status":"public","type":"conference","extern":"1","_id":"4462","user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"year":"2016","citation":{"mla":"Dilger, Bernadette, et al. <i>Studienprogramm-Entwicklung in Unterschiedlichen Spannungsfeldern</i>. 2016.","bibtex":"@inproceedings{Dilger_Jenert_Sloane_2016, title={Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern}, author={Dilger, Bernadette and Jenert, Tobias and Sloane, Peter F. E.}, year={2016} }","short":"B. Dilger, T. Jenert, P.F.E. Sloane, in: 2016.","apa":"Dilger, B., Jenert, T., &#38; Sloane, P. F. E. (2016). Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern. Presented at the 45. Jahrestagung der DGHD, Bochum.","ieee":"B. Dilger, T. Jenert, and P. F. E. Sloane, “Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern,” presented at the 45. Jahrestagung der DGHD, Bochum, 2016.","chicago":"Dilger, Bernadette, Tobias Jenert, and Peter F. E. Sloane. “Studienprogramm-Entwicklung in Unterschiedlichen Spannungsfeldern,” 2016.","ama":"Dilger B, Jenert T, Sloane PFE. Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern. In: ; 2016."},"title":"Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern","conference":{"start_date":"2016-09-21","name":"45. Jahrestagung der DGHD","location":"Bochum","end_date":"2016-09-23"},"date_updated":"2022-01-06T07:01:05Z","date_created":"2018-09-18T12:49:32Z","author":[{"first_name":"Bernadette","full_name":"Dilger, Bernadette","last_name":"Dilger"},{"full_name":"Jenert, Tobias","id":"71994","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias"},{"first_name":"Peter F. E.","id":"503","full_name":"Sloane, Peter F. E.","last_name":"Sloane"}]},{"title":"Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung","date_created":"2018-09-19T11:32:57Z","author":[{"first_name":"Tobias","full_name":"Jenert, Tobias","id":"71994","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert"}],"date_updated":"2022-01-06T07:01:07Z","publisher":"Springer Verlag ","page":"26-29 ","citation":{"mla":"Jenert, Tobias. “Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung.” <i>Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung</i>, edited by Tobias Jenert  et al., Springer Verlag , 2016, pp. 26–29.","bibtex":"@inbook{Jenert_2016, place={Wiesbaden}, title={Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung}, booktitle={Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung}, publisher={Springer Verlag }, author={Jenert, Tobias}, editor={Jenert , Tobias and Brahm, Taiga and Euler , DieterEditors}, year={2016}, pages={26–29} }","short":"T. Jenert, in: T. Jenert , T. Brahm, D. Euler  (Eds.), Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung, Springer Verlag , Wiesbaden, 2016, pp. 26–29.","apa":"Jenert, T. (2016). Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung. In T. Jenert , T. Brahm, &#38; D. Euler  (Eds.), <i>Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung</i> (pp. 26–29). Wiesbaden: Springer Verlag .","ama":"Jenert T. Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung. In: Jenert  T, Brahm T, Euler  D, eds. <i>Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung</i>. Wiesbaden: Springer Verlag ; 2016:26-29.","chicago":"Jenert, Tobias. “Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung.” In <i>Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung</i>, edited by Tobias Jenert , Taiga Brahm, and Dieter Euler , 26–29. Wiesbaden: Springer Verlag , 2016.","ieee":"T. Jenert, “Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung,” in <i>Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung</i>, T. Jenert , T. Brahm, and D. Euler , Eds. Wiesbaden: Springer Verlag , 2016, pp. 26–29."},"place":"Wiesbaden","year":"2016","publication_identifier":{"isbn":["978-3-658-12067-2"]},"extern":"1","language":[{"iso":"ger"}],"department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","_id":"4507","status":"public","editor":[{"first_name":"Tobias","full_name":"Jenert , Tobias","last_name":"Jenert "},{"last_name":"Brahm","full_name":"Brahm, Taiga","first_name":"Taiga"},{"last_name":"Euler ","full_name":"Euler , Dieter","first_name":"Dieter"}],"publication":"Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung","type":"book_chapter"},{"date_updated":"2022-01-06T07:01:09Z","author":[{"full_name":"Jenert, Tobias","id":"71994","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","first_name":"Tobias"}],"date_created":"2018-09-20T09:17:23Z","title":"Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung","conference":{"location":"Linz"},"year":"2016","citation":{"ama":"Jenert T. Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung. In: <i> Vortrag Im Rahmen Des Expert_Innenforums Hochschuldidaktik Der Fachhochschule Oberösterreich.</i> ; 2016.","chicago":"Jenert, Tobias. “Mehr Als Nur „gute“ Stimmung: Einstellungen Und Motivation Studierender Als Zentraler Bestandteil Der Kompetenzentwicklung.” In <i> Vortrag Im Rahmen Des Expert_Innenforums Hochschuldidaktik Der Fachhochschule Oberösterreich.</i>, 2016.","ieee":"T. Jenert, “Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung,” in <i> Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule Oberösterreich.</i>, Linz, 2016.","apa":"Jenert, T. (2016). Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung. In <i> Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule Oberösterreich.</i> Linz.","bibtex":"@inproceedings{Jenert_2016, title={Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung}, booktitle={ Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule Oberösterreich.}, author={Jenert, Tobias}, year={2016} }","short":"T. 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Results and Discussions on the Basic of the SEEL Project</i>, edited by Marc Beutner, 10–19. Köln, 2016.","ieee":"M. Beutner and J. Schneider, “The Project SEEL – Basic information about the context,” in <i>Sounds and Audios in E-learning scenarios. Results and Discussions on the basic of the SEEL project</i>, M. Beutner, Ed. Köln, 2016, pp. 10–19.","ama":"Beutner M, Schneider J. The Project SEEL – Basic information about the context. In: Beutner M, ed. <i>Sounds and Audios in E-Learning Scenarios. Results and Discussions on the Basic of the SEEL Project</i>. Köln; 2016:10-19.","mla":"Beutner, Marc, and J. Schneider. “The Project SEEL – Basic Information about the Context.” <i>Sounds and Audios in E-Learning Scenarios. 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Köln."},"page":"10 - 19","_id":"8885","user_id":"66030","department":[{"_id":"211"}],"language":[{"iso":"eng"}],"type":"book_chapter","publication":"Sounds and Audios in E-learning scenarios. Results and Discussions on the basic of the SEEL project","editor":[{"first_name":"Marc","full_name":"Beutner, Marc","last_name":"Beutner"}],"status":"public"}]