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Results and Discussions on the Basis of EU-StORe Project, IK Verlag, Köln, 2016.","chicago":"Beutner, Marc, ed. <i>OER – Quality Standards, Implementation, Sharing and Use. Results and Discussions on the Basis of EU-StORe Project</i>. Köln: IK Verlag, 2016.","ieee":"M. Beutner, Ed., <i>OER – Quality Standards, Implementation, Sharing and Use. Results and Discussions on the basis of EU-StORe project</i>. Köln: IK Verlag, 2016.","apa":"Beutner, M. (Ed.). (2016). <i>OER – Quality Standards, Implementation, Sharing and Use. Results and Discussions on the basis of EU-StORe project</i>. Köln: IK Verlag."}},{"user_id":"66030","editor":[{"id":"21118","full_name":"Beutner, Marc","first_name":"Marc","last_name":"Beutner"}],"page":"128","language":[{"iso":"ger"}],"_id":"9258","publisher":"IK Verlag","date_updated":"2022-01-06T07:04:09Z","year":"2016","status":"public","title":"Innovative Ansätze zum Serious Mobile Learning für Aus- und Weiterbildung","type":"book_editor","department":[{"_id":"211"}],"date_created":"2019-04-17T09:16:03Z","place":"Köln","citation":{"bibtex":"@book{Beutner_2016, place={Köln}, title={Innovative Ansätze zum Serious Mobile Learning für Aus- und Weiterbildung}, publisher={IK Verlag}, year={2016} }","ama":"Beutner M, ed. <i>Innovative Ansätze zum Serious Mobile Learning für Aus- und Weiterbildung</i>. Köln: IK Verlag; 2016.","mla":"Beutner, Marc, editor. <i>Innovative Ansätze zum Serious Mobile Learning für Aus- und Weiterbildung</i>. IK Verlag, 2016.","short":"M. Beutner, ed., Innovative Ansätze zum Serious Mobile Learning für Aus- und Weiterbildung, IK Verlag, Köln, 2016.","chicago":"Beutner, Marc, ed. <i>Innovative Ansätze zum Serious Mobile Learning für Aus- und Weiterbildung</i>. Köln: IK Verlag, 2016.","ieee":"M. Beutner, Ed., <i>Innovative Ansätze zum Serious Mobile Learning für Aus- und Weiterbildung</i>. Köln: IK Verlag, 2016.","apa":"Beutner, M. (Ed.). (2016). <i>Innovative Ansätze zum Serious Mobile Learning für Aus- und Weiterbildung</i>. Köln: IK Verlag."}},{"type":"book_editor","department":[{"_id":"211"}],"place":"Köln","date_created":"2019-04-17T09:18:55Z","citation":{"ieee":"M. Beutner, Ed., <i>Sounds and Audios in E-learning scenarios. Results and Discussions on the basis of the SEEL project</i>. Köln: IK Verlag, 2016.","apa":"Beutner, M. (Ed.). (2016). <i>Sounds and Audios in E-learning scenarios. Results and Discussions on the basis of the SEEL project</i>. Köln: IK Verlag.","short":"M. Beutner, ed., Sounds and Audios in E-Learning Scenarios. Results and Discussions on the Basis of the SEEL Project, IK Verlag, Köln, 2016.","chicago":"Beutner, Marc, ed. <i>Sounds and Audios in E-Learning Scenarios. Results and Discussions on the Basis of the SEEL Project</i>. Köln: IK Verlag, 2016.","mla":"Beutner, Marc, editor. <i>Sounds and Audios in E-Learning Scenarios. Results and Discussions on the Basis of the SEEL Project</i>. IK Verlag, 2016.","bibtex":"@book{Beutner_2016, place={Köln}, title={Sounds and Audios in E-learning scenarios. Results and Discussions on the basis of the SEEL project}, publisher={IK Verlag}, year={2016} }","ama":"Beutner M, ed. <i>Sounds and Audios in E-Learning Scenarios. Results and Discussions on the Basis of the SEEL Project</i>. Köln: IK Verlag; 2016."},"user_id":"66030","editor":[{"last_name":"Beutner","first_name":"Marc","full_name":"Beutner, Marc","id":"21118"}],"page":"118","publisher":"IK Verlag","_id":"9259","language":[{"iso":"eng"}],"date_updated":"2022-01-06T07:04:09Z","status":"public","title":"Sounds and Audios in E-learning scenarios. Results and Discussions on the basis of the SEEL project","year":"2016"},{"citation":{"ama":"Beutner M. <i>Innovatives Micro-Learning im Handwerk – Konzeption auf Basis der Struktur der OPALESCE Learning Units sowie handwerksbezogene Umsetzungsbeispiele aus dem Bereich Rechnungswesen</i>. Köln: IK Verlag; 2016.","short":"M. Beutner, Innovatives Micro-Learning im Handwerk – Konzeption auf Basis der Struktur der OPALESCE Learning Units sowie handwerksbezogene Umsetzungsbeispiele aus dem Bereich Rechnungswesen, IK Verlag, Köln, 2016.","chicago":"Beutner, Marc. <i>Innovatives Micro-Learning im Handwerk – Konzeption auf Basis der Struktur der OPALESCE Learning Units sowie handwerksbezogene Umsetzungsbeispiele aus dem Bereich Rechnungswesen</i>. Köln: IK Verlag, 2016.","bibtex":"@book{Beutner_2016, place={Köln}, title={Innovatives Micro-Learning im Handwerk – Konzeption auf Basis der Struktur der OPALESCE Learning Units sowie handwerksbezogene Umsetzungsbeispiele aus dem Bereich Rechnungswesen}, publisher={IK Verlag}, author={Beutner, Marc}, year={2016} }","apa":"Beutner, M. (2016). <i>Innovatives Micro-Learning im Handwerk – Konzeption auf Basis der Struktur der OPALESCE Learning Units sowie handwerksbezogene Umsetzungsbeispiele aus dem Bereich Rechnungswesen</i>. Köln: IK Verlag.","mla":"Beutner, Marc. <i>Innovatives Micro-Learning im Handwerk – Konzeption auf Basis der Struktur der OPALESCE Learning Units sowie handwerksbezogene Umsetzungsbeispiele aus dem Bereich Rechnungswesen</i>. IK Verlag, 2016.","ieee":"M. Beutner, <i>Innovatives Micro-Learning im Handwerk – Konzeption auf Basis der Struktur der OPALESCE Learning Units sowie handwerksbezogene Umsetzungsbeispiele aus dem Bereich Rechnungswesen</i>. Köln: IK Verlag, 2016."},"type":"book","department":[{"_id":"211"}],"date_created":"2019-04-23T09:33:32Z","place":"Köln","date_updated":"2022-01-06T07:04:12Z","title":"Innovatives Micro-Learning im Handwerk – Konzeption auf Basis der Struktur der OPALESCE Learning Units sowie handwerksbezogene Umsetzungsbeispiele aus dem Bereich Rechnungswesen","status":"public","year":"2016","publication_identifier":{"isbn":["978-3-946826-51-4"]},"author":[{"first_name":"Marc","last_name":"Beutner","full_name":"Beutner, Marc","id":"21118"}],"user_id":"66030","page":"128","language":[{"iso":"ger"}],"_id":"9271","publisher":"IK Verlag"},{"citation":{"short":"M. Beutner, J. Schneider, SEEL – Expertenhandbuch. SEEL – Handbook for experts, IK Verlag, Paderborn, 2016.","chicago":"Beutner, Marc, and J Schneider. <i>SEEL – Expertenhandbuch. SEEL – Handbook for experts</i>. Paderborn: IK Verlag, 2016.","ieee":"M. Beutner and J. Schneider, <i>SEEL – Expertenhandbuch. SEEL – Handbook for experts</i>. 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SEEL – Handbook for experts","status":"public","year":"2016","author":[{"first_name":"Marc","last_name":"Beutner","full_name":"Beutner, Marc","id":"21118"},{"full_name":"Schneider, J","last_name":"Schneider","first_name":"J"}],"date_updated":"2022-01-06T07:04:12Z","page":"25","publisher":"IK Verlag","_id":"9273","language":[{"iso":"ger"}],"user_id":"66030"},{"date_updated":"2022-01-06T07:02:58Z","year":"2016","status":"public","title":"Überlegungen zur Inklusion an Berufskollegs - Widerspruch, Anspruch und Herausforderung","author":[{"full_name":"Kremer, H.-Hugo","last_name":"Kremer","first_name":"H.-Hugo","id":"15280"}],"user_id":"44715","editor":[{"first_name":"U.","last_name":"Bylinski","full_name":"Bylinski, U."},{"full_name":"Rützel, J.","first_name":"J.","last_name":"Rützel"}],"page":"183-199","_id":"6241","language":[{"iso":"ger"}],"publisher":"Bonn","publication":"Inklusion als Chance und Gewinn für eine differenzierte Berufsbildung","citation":{"mla":"Kremer, H. Hugo. “Überlegungen zur Inklusion an Berufskollegs - Widerspruch, Anspruch und Herausforderung.” <i>Inklusion als Chance und Gewinn für eine differenzierte Berufsbildung</i>, edited by U. Bylinski and J. Rützel, Bonn, 2016, pp. 183–99.","ama":"Kremer H-H. Überlegungen zur Inklusion an Berufskollegs - Widerspruch, Anspruch und Herausforderung. In: Bylinski U, Rützel J, eds. <i>Inklusion als Chance und Gewinn für eine differenzierte Berufsbildung</i>. Bonn; 2016:183-199.","bibtex":"@inbook{Kremer_2016, title={Überlegungen zur Inklusion an Berufskollegs - Widerspruch, Anspruch und Herausforderung}, booktitle={Inklusion als Chance und Gewinn für eine differenzierte Berufsbildung}, publisher={Bonn}, author={Kremer, H.-Hugo}, editor={Bylinski, U. and Rützel, J.Editors}, year={2016}, pages={183–199} }","apa":"Kremer, H.-H. (2016). Überlegungen zur Inklusion an Berufskollegs - Widerspruch, Anspruch und Herausforderung. In U. Bylinski &#38; J. Rützel (Eds.), <i>Inklusion als Chance und Gewinn für eine differenzierte Berufsbildung</i> (pp. 183–199). Bonn.","ieee":"H.-H. Kremer, “Überlegungen zur Inklusion an Berufskollegs - Widerspruch, Anspruch und Herausforderung,” in <i>Inklusion als Chance und Gewinn für eine differenzierte Berufsbildung</i>, U. Bylinski and J. Rützel, Eds. Bonn, 2016, pp. 183–199.","short":"H.-H. Kremer, in: U. Bylinski, J. Rützel (Eds.), Inklusion als Chance und Gewinn für eine differenzierte Berufsbildung, Bonn, 2016, pp. 183–199.","chicago":"Kremer, H.-Hugo. “Überlegungen zur Inklusion an Berufskollegs - Widerspruch, Anspruch und Herausforderung.” In <i>Inklusion als Chance und Gewinn für eine differenzierte Berufsbildung</i>, edited by U. Bylinski and J. Rützel, 183–99. Bonn, 2016."},"type":"book_chapter","department":[{"_id":"211"}],"date_created":"2018-12-17T14:25:55Z"},{"user_id":"44715","_id":"6243","language":[{"iso":"ger"}],"page":"1-4","main_file_link":[{"url":"http://bwpat.de/ausgabe30/editorial_bwpat30.pdf"}],"date_updated":"2022-01-06T07:02:58Z","author":[{"id":"15280","first_name":"H.-Hugo","last_name":"Kremer","full_name":"Kremer, H.-Hugo"},{"first_name":"K.","last_name":"Büchter","full_name":"Büchter, K."},{"first_name":"U.","last_name":"Buchmann","full_name":"Buchmann, U."}],"status":"public","title":"EDITORIAL zur Ausgabe 30: Inklusion in der beruflichen Bildung","year":"2016","department":[{"_id":"211"}],"type":"journal_article","date_created":"2018-12-17T14:56:57Z","citation":{"mla":"Kremer, H. Hugo, et al. “EDITORIAL zur Ausgabe 30: Inklusion in der beruflichen Bildung.” <i>bwp@ Berufs- und Wirtschaftspädagogik - online</i>, no. 30, 2016, pp. 1–4.","ama":"Kremer H-H, Büchter K, Buchmann U. EDITORIAL zur Ausgabe 30: Inklusion in der beruflichen Bildung. <i>bwp@ Berufs- und Wirtschaftspädagogik - online</i>. 2016;(30):1-4.","bibtex":"@article{Kremer_Büchter_Buchmann_2016, title={EDITORIAL zur Ausgabe 30: Inklusion in der beruflichen Bildung}, number={30}, journal={bwp@ Berufs- und Wirtschaftspädagogik - online}, author={Kremer, H.-Hugo and Büchter, K. and Buchmann, U.}, year={2016}, pages={1–4} }","apa":"Kremer, H.-H., Büchter, K., &#38; Buchmann, U. (2016). EDITORIAL zur Ausgabe 30: Inklusion in der beruflichen Bildung. <i>bwp@ Berufs- und Wirtschaftspädagogik - online</i>, (30), 1–4.","ieee":"H.-H. Kremer, K. Büchter, and U. Buchmann, “EDITORIAL zur Ausgabe 30: Inklusion in der beruflichen Bildung,” <i>bwp@ Berufs- und Wirtschaftspädagogik - online</i>, no. 30, pp. 1–4, 2016.","short":"H.-H. Kremer, K. Büchter, U. Buchmann, bwp@ Berufs- und Wirtschaftspädagogik - online (2016) 1–4.","chicago":"Kremer, H.-Hugo, K. Büchter, and U. Buchmann. “EDITORIAL zur Ausgabe 30: Inklusion in der beruflichen Bildung.” <i>bwp@ Berufs- und Wirtschaftspädagogik - online</i>, no. 30 (2016): 1–4."},"publication":"bwp@ Berufs- und Wirtschaftspädagogik - online","issue":"30"},{"issue":"30","publication":"bwp@ Berufs- und Wirtschaftspädagogik - online","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.","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} }","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.","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.","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.","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.","short":"H.-H. Kremer, M.-A. Kückmann, bwp@ Berufs- und Wirtschaftspädagogik - online (2016) 1–26."},"date_created":"2018-12-17T15:07:15Z","type":"journal_article","department":[{"_id":"211"}],"status":"public","title":"Multiprofessionelle Teamarbeit oder multiprofessionelle Akteure: Studie zur inklusiven Bildungsgangarbeit in der Ausbildungsvorbereitung","year":"2016","author":[{"id":"15280","first_name":"H.-Hugo","last_name":"Kremer","full_name":"Kremer, H.-Hugo"},{"full_name":"Kückmann, Marie-Ann","first_name":"Marie-Ann","last_name":"Kückmann","id":"25394"}],"date_updated":"2022-01-06T07:02:58Z","page":"1-26","main_file_link":[{"url":"http://bwpat.de/ausgabe30/kremer_kueckmann_bwpat30.pdf"}],"_id":"6244","language":[{"iso":"ger"}],"user_id":"44715"},{"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."}],"extern":"1","publication":"Higher Education","issue":"3","type":"journal_article","keyword":["Transition to higher education","Motivation","Longitudinal study","Socio-cultural factors","Latent change model","Switzerland"],"department":[{"_id":"208"},{"_id":"282"}],"date_created":"2018-09-18T08:58:54Z","date_updated":"2022-01-06T07:01:03Z","publication_status":"published","intvolume":"        73","title":"The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School","year":"2016","publication_identifier":{"issn":["0018-1560","1573-174X"]},"author":[{"last_name":"Brahm","first_name":"Taiga","full_name":"Brahm, Taiga"},{"full_name":"Jenert, Tobias","last_name":"Jenert","first_name":"Tobias"},{"full_name":"Wagner, Dietrich","first_name":"Dietrich","last_name":"Wagner"}],"doi":"10.1007/s10734-016-0095-8","citation":{"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>","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} }","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>.","short":"T. Brahm, T. Jenert, D. Wagner, Higher Education 73 (2016) 459–478.","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>.","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>","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."},"status":"public","user_id":"51057","volume":73,"page":"459-478","_id":"4421","publisher":"Springer Nature"},{"_id":"4439","user_id":"51057","author":[{"full_name":"Autorengruppe, Institut für Wirtschaftspädagogik","first_name":"Institut für Wirtschaftspädagogik","last_name":"Autorengruppe"}],"year":"2016","title":"Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen","status":"public","date_updated":"2022-01-06T07:01:03Z","place":"Bern","date_created":"2018-09-18T11:27:39Z","department":[{"_id":"208"},{"_id":"282"}],"type":"book","citation":{"ieee":"I. für W. Autorengruppe, <i>Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen</i>. Bern, 2016.","apa":"Autorengruppe, I. für W. (2016). <i>Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen</i>. Bern.","chicago":"Autorengruppe, Institut für Wirtschaftspädagogik. <i>Persönlichkeitsförderung Im Schulunterricht, Band I: Realistische Ursachenzuschreibungen</i>. Bern, 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.","bibtex":"@book{Autorengruppe_2016, place={Bern}, title={Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen}, author={Autorengruppe, Institut für Wirtschaftspädagogik}, year={2016} }","ama":"Autorengruppe I für W. <i>Persönlichkeitsförderung Im Schulunterricht, Band I: Realistische Ursachenzuschreibungen</i>. Bern; 2016."},"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."}],"extern":"1"},{"citation":{"chicago":"Jenert, Tobias, Taiga Brahm, Luci Gommers, and Patrizia Kühner. “A Typology of Students’ Enculturation during the First Year at University,” 2016.","short":"T. Jenert, T. Brahm, L. Gommers, P. Kühner, in: 2016.","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.","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.","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} }","mla":"Jenert, Tobias, et al. <i>A Typology of Students’ Enculturation during the First Year at University</i>. 2016."},"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"}],"extern":"1","date_created":"2018-09-18T12:39:35Z","type":"conference","department":[{"_id":"208"},{"_id":"282"}],"title":"A typology of students’ enculturation during the first year at University","year":"2016","status":"public","conference":{"location":"Amsterdam","start_date":"2016-07-13","name":"The Higher Education Conference 2016","end_date":"2016-07-15"},"author":[{"id":"71994","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","first_name":"Tobias"},{"first_name":"Taiga","last_name":"Brahm","full_name":"Brahm, Taiga"},{"first_name":"Luci","last_name":"Gommers","full_name":"Gommers, Luci"},{"last_name":"Kühner","first_name":"Patrizia","full_name":"Kühner, Patrizia"}],"date_updated":"2022-01-06T07:01:05Z","_id":"4460","user_id":"51057"}]