TY - JOUR AU - Kremer, H.-Hugo AU - Büchter, K. AU - Buchmann, U. ID - 6243 IS - 30 JF - bwp@ Berufs- und Wirtschaftspädagogik - online TI - EDITORIAL zur Ausgabe 30: Inklusion in der beruflichen Bildung ER - TY - JOUR AU - Kremer, H.-Hugo AU - Kückmann, Marie-Ann ID - 6244 IS - 30 JF - bwp@ Berufs- und Wirtschaftspädagogik - online TI - Multiprofessionelle Teamarbeit oder multiprofessionelle Akteure: Studie zur inklusiven Bildungsgangarbeit in der Ausbildungsvorbereitung ER - TY - JOUR AB - 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. AU - Brahm, Taiga AU - Jenert, Tobias AU - Wagner, Dietrich ID - 4421 IS - 3 JF - Higher Education KW - Transition to higher education KW - Motivation KW - Longitudinal study KW - Socio-cultural factors KW - Latent change model KW - Switzerland SN - 0018-1560 TI - The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School VL - 73 ER - TY - BOOK AB - 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. Das Unterrichtskonzept ermöglicht das Erlernen und Trainieren von wichtigen Selbst- und Sozialkompetenzen im Schulunterricht, damit die Lernenden schwierige Herausforderungen in verschiedenen Lebensbereichen besser bewältigen können. Das 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. Die 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». Zielgruppe: Das Unterrichtskonzept dient als Arbeitsinstrument für Abschlussklassen Volksschule und Brückenangebote. AU - Autorengruppe, Institut für Wirtschaftspädagogik ID - 4439 TI - Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen ER - TY - CONF AB - 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. Interestingly, 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. AU - Jenert, Tobias AU - Brahm, Taiga AU - Gommers, Luci AU - Kühner, Patrizia ID - 4460 TI - A typology of students’ enculturation during the first year at University ER - TY - CONF AB - 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. AU - Winkler, Christoph AU - Fust, Alexander AU - Jenert, Tobias ID - 4461 IS - 1 T2 - Academy of Management Proceedings TI - Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective ER - TY - CONF AU - Dilger, Bernadette AU - Jenert, Tobias AU - Sloane, Peter F. E. ID - 4462 TI - Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern ER - TY - CHAP AU - Jenert, Tobias ED - Jenert , Tobias ED - Brahm, Taiga ED - Euler , Dieter ID - 4507 SN - 978-3-658-12067-2 T2 - Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung TI - Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung ER - TY - CONF AU - Jenert, Tobias ID - 4533 T2 - Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule Oberösterreich. TI - Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung ER - TY - CHAP AU - Beutner, Marc AU - Schneider, J ED - Beutner, Marc ID - 8885 T2 - Sounds and Audios in E-learning scenarios. Results and Discussions on the basic of the SEEL project TI - The Project SEEL – Basic information about the context ER -