[{"conference":{"end_date":"2016-07-15","name":"The Higher Education Conference 2016","start_date":"2016-07-13","location":"Amsterdam"},"date_updated":"2022-01-06T07:01:05Z","_id":"4460","year":"2016","type":"conference","citation":{"short":"T. Jenert, T. Brahm, L. Gommers, P. Kühner, in: 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.","apa":"Jenert, T., Brahm, T., Gommers, L., & Kühner, P. (2016). A typology of students’ enculturation during the first year at University. Presented at the The Higher Education Conference 2016, Amsterdam.","ama":"Jenert T, Brahm T, Gommers L, Kühner P. A typology of students’ enculturation during the first year at University. In: ; 2016.","chicago":"Jenert, Tobias, Taiga Brahm, Luci Gommers, and Patrizia Kühner. “A Typology of Students’ Enculturation during the First Year at University,” 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. A Typology of Students’ Enculturation during the First Year at University. 2016."},"abstract":[{"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","lang":"eng"}],"extern":"1","user_id":"51057","title":"A typology of students’ enculturation during the first year at University","department":[{"_id":"208"},{"_id":"282"}],"author":[{"first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","last_name":"Jenert","id":"71994"},{"full_name":"Brahm, Taiga","first_name":"Taiga","last_name":"Brahm"},{"last_name":"Gommers","full_name":"Gommers, Luci","first_name":"Luci"},{"full_name":"Kühner, Patrizia","first_name":"Patrizia","last_name":"Kühner"}],"date_created":"2018-09-18T12:39:35Z","status":"public"},{"issue":"1","conference":{"location":"Anaheim, CA","name":"76th Academy of Management Annual Meeting (AOM) 2016 \"Making Organizations Meaningful\"","start_date":"2016-08-05","end_date":"2016-08-09"},"date_updated":"2022-01-06T07:01:05Z","_id":"4461","page":"12056","type":"conference","citation":{"mla":"Winkler, Christoph, et al. “Differentiating Novice, Non-Expert and Expert Entrepreneurs: A Self-Regulated Learning Perspective.” Academy of Management Proceedings, no. 1, 2016, p. 12056.","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} }","chicago":"Winkler, Christoph, Alexander Fust, and Tobias Jenert. “Differentiating Novice, Non-Expert and Expert Entrepreneurs: A Self-Regulated Learning Perspective.” In Academy of Management Proceedings, 12056, 2016.","ama":"Winkler C, Fust A, Jenert T. Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective. In: Academy of Management Proceedings. ; 2016:12056.","apa":"Winkler, C., Fust, A., & Jenert, T. (2016). Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective. In Academy of Management Proceedings (p. 12056). Anaheim, CA.","ieee":"C. Winkler, A. Fust, and T. Jenert, “Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective,” in Academy of Management Proceedings, Anaheim, CA, 2016, no. 1, p. 12056.","short":"C. Winkler, A. Fust, T. Jenert, in: Academy of Management Proceedings, 2016, p. 12056."},"year":"2016","user_id":"51057","title":"Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective","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"}],"extern":"1","date_created":"2018-09-18T12:42:30Z","status":"public","alternative_title":["Academy of Management Annual Meeting Proceedings"],"department":[{"_id":"208"},{"_id":"282"}],"publication":"Academy of Management Proceedings","author":[{"first_name":"Christoph","full_name":"Winkler, Christoph","last_name":"Winkler"},{"last_name":"Fust","full_name":"Fust, Alexander","first_name":"Alexander"},{"last_name":"Jenert","id":"71994","first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias"}]},{"conference":{"location":"Bochum","name":"45. Jahrestagung der DGHD","start_date":"2016-09-21","end_date":"2016-09-23"},"date_updated":"2022-01-06T07:01:05Z","_id":"4462","type":"conference","citation":{"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} }","mla":"Dilger, Bernadette, et al. Studienprogramm-Entwicklung in Unterschiedlichen Spannungsfeldern. 2016.","ama":"Dilger B, Jenert T, Sloane PFE. Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern. In: ; 2016.","apa":"Dilger, B., Jenert, T., & Sloane, P. F. E. (2016). Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern. Presented at the 45. Jahrestagung der DGHD, Bochum.","chicago":"Dilger, Bernadette, Tobias Jenert, and Peter F. E. Sloane. “Studienprogramm-Entwicklung in Unterschiedlichen Spannungsfeldern,” 2016.","ieee":"B. Dilger, T. Jenert, and P. F. E. Sloane, “Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern,” presented at the 45. Jahrestagung der DGHD, Bochum, 2016.","short":"B. Dilger, T. Jenert, P.F.E. Sloane, in: 2016."},"year":"2016","title":"Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern","user_id":"51057","extern":"1","date_created":"2018-09-18T12:49:32Z","status":"public","department":[{"_id":"208"},{"_id":"282"}],"author":[{"first_name":"Bernadette","full_name":"Dilger, Bernadette","last_name":"Dilger"},{"first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","last_name":"Jenert","id":"71994"},{"first_name":"Peter F. E.","full_name":"Sloane, Peter F. E.","last_name":"Sloane","id":"503"}]},{"date_created":"2018-09-19T11:32:57Z","status":"public","publication_identifier":{"isbn":["978-3-658-12067-2"]},"editor":[{"last_name":"Jenert ","full_name":"Jenert , Tobias","first_name":"Tobias"},{"last_name":"Brahm","first_name":"Taiga","full_name":"Brahm, Taiga"},{"last_name":"Euler ","first_name":"Dieter","full_name":"Euler , Dieter"}],"department":[{"_id":"208"},{"_id":"282"}],"publication":"Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung","author":[{"id":"71994","last_name":"Jenert","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias"}],"publisher":"Springer Verlag ","user_id":"51057","title":"Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung","place":"Wiesbaden","extern":"1","language":[{"iso":"ger"}],"page":"26-29 ","type":"book_chapter","citation":{"mla":"Jenert, Tobias. “Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung.” Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung, 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} }","chicago":"Jenert, Tobias. “Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung.” In Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung, edited by Tobias Jenert , Taiga Brahm, and Dieter Euler , 26–29. Wiesbaden: Springer Verlag , 2016.","apa":"Jenert, T. (2016). Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung. In T. Jenert , T. Brahm, & D. Euler (Eds.), Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung (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. Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung. Wiesbaden: Springer Verlag ; 2016:26-29.","ieee":"T. Jenert, “Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung,” in Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung, T. Jenert , T. Brahm, and D. Euler , Eds. Wiesbaden: Springer Verlag , 2016, pp. 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."},"year":"2016","_id":"4507","date_updated":"2022-01-06T07:01:07Z"},{"citation":{"ieee":"T. Jenert, “Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung,” in Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule Oberösterreich., Linz, 2016.","short":"T. Jenert, in: Vortrag Im Rahmen Des Expert_Innenforums Hochschuldidaktik Der Fachhochschule Oberösterreich., 2016.","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} }","mla":"Jenert, Tobias. “Mehr Als Nur „gute“ Stimmung: Einstellungen Und Motivation Studierender Als Zentraler Bestandteil Der Kompetenzentwicklung.” Vortrag Im Rahmen Des Expert_Innenforums Hochschuldidaktik Der Fachhochschule Oberösterreich., 2016.","chicago":"Jenert, Tobias. “Mehr Als Nur „gute“ Stimmung: Einstellungen Und Motivation Studierender Als Zentraler Bestandteil Der Kompetenzentwicklung.” In Vortrag Im Rahmen Des Expert_Innenforums Hochschuldidaktik Der Fachhochschule Oberösterreich., 2016.","apa":"Jenert, T. (2016). Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung. In Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule Oberösterreich. Linz.","ama":"Jenert T. Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung. In: Vortrag Im Rahmen Des Expert_Innenforums Hochschuldidaktik Der Fachhochschule Oberösterreich. ; 2016."},"year":"2016","type":"conference","_id":"4533","date_updated":"2022-01-06T07:01:09Z","conference":{"location":"Linz"},"author":[{"orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","first_name":"Tobias","id":"71994","last_name":"Jenert"}],"department":[{"_id":"208"},{"_id":"282"}],"publication":" Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule Oberösterreich.","status":"public","date_created":"2018-09-20T09:17:23Z","extern":"1","user_id":"51057","title":"Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung"},{"year":"2016","citation":{"bibtex":"@book{Euler_Sloane_Fäckeler_Jenert_Losch_Meier_Meier_Rüschen_Schröder_2016, place={Detmold}, title={Kommunales Bildungsmanagement - Kernkomponenten und Gelingensbedingungen}, publisher={EUSL}, author={Euler, Dieter and Sloane, Peter F. E. and Fäckeler, Sina and Jenert, Tobias Johannes and Losch, Simone and Meier, Christoph and Meier, Karin and Rüschen, Eva and Schröder, Helmut}, year={2016} }","mla":"Euler, Dieter, et al. Kommunales Bildungsmanagement - Kernkomponenten Und Gelingensbedingungen. EUSL, 2016.","chicago":"Euler, Dieter, Peter F. E. Sloane, Sina Fäckeler, Tobias Johannes Jenert, Simone Losch, Christoph Meier, Karin Meier, Eva Rüschen, and Helmut Schröder. Kommunales Bildungsmanagement - Kernkomponenten Und Gelingensbedingungen. Detmold: EUSL, 2016.","apa":"Euler, D., Sloane, P. F. E., Fäckeler, S., Jenert, T. J., Losch, S., Meier, C., Meier, K., Rüschen, E., & Schröder, H. (2016). Kommunales Bildungsmanagement - Kernkomponenten und Gelingensbedingungen. EUSL.","ama":"Euler D, Sloane PFE, Fäckeler S, et al. Kommunales Bildungsmanagement - Kernkomponenten Und Gelingensbedingungen. EUSL; 2016.","ieee":"D. Euler et al., Kommunales Bildungsmanagement - Kernkomponenten und Gelingensbedingungen. Detmold: EUSL, 2016.","short":"D. Euler, P.F.E. Sloane, S. Fäckeler, T.J. Jenert, S. Losch, C. Meier, K. Meier, E. Rüschen, H. Schröder, Kommunales Bildungsmanagement - Kernkomponenten Und Gelingensbedingungen, EUSL, Detmold, 2016."},"type":"book","page":"106","language":[{"iso":"eng"}],"date_updated":"2023-10-16T10:12:22Z","_id":"4639","author":[{"last_name":"Euler","first_name":"Dieter","full_name":"Euler, Dieter"},{"last_name":"Sloane","id":"503","first_name":"Peter F. E.","full_name":"Sloane, Peter F. E."},{"last_name":"Fäckeler","full_name":"Fäckeler, Sina","first_name":"Sina"},{"first_name":"Tobias Johannes","full_name":"Jenert, Tobias Johannes","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994"},{"full_name":"Losch, Simone","first_name":"Simone","id":"9856","last_name":"Losch"},{"full_name":"Meier, Christoph","first_name":"Christoph","last_name":"Meier"},{"full_name":"Meier, Karin","first_name":"Karin","last_name":"Meier"},{"first_name":"Eva","full_name":"Rüschen, Eva","last_name":"Rüschen"},{"full_name":"Schröder, Helmut","first_name":"Helmut","id":"37232","last_name":"Schröder"}],"publisher":"EUSL","department":[{"_id":"209"},{"_id":"282"},{"_id":"208"}],"publication_identifier":{"isbn":["978-3-940625-56-4"]},"status":"public","date_created":"2018-10-11T07:33:36Z","place":"Detmold","abstract":[{"text":"Bildung findet auf kommunaler Ebene statt. Dies ist der Ort, an dem ganz unterschiedliche Maßnahmen durchgeführt werden, die entweder nach Landesrecht, Bundesrecht oder nach den Vorschriften der Kammern reguliert sind oder aber aufgrund von privatrechtlichen Vereinbarungen zustande kommen. Kommunen sind dabei kein neutraler ‚Austragungsort’ von Bildung. Vielmehr ist das kommunale Bildungsangebot eine ganz wesentliche Größe, wenn es um die Entwicklung von Kommunen geht. Die Attraktivität und die Prosperität einer Stadt oder Gemeinde ist letztlich auch davon abhängig, welche Bildungsangebote sie den Bürgern, aber auch den Betrieben, Verbänden usw. machen kann. So gesehen hat kommunales Bildungsmanagement eine sehr zentrale Funktion zur Unterstützung und Koordination von Bildungsmaßnahmen vor Ort.\r\n\r\nVon 2009 bis 2014 hat der Bund mit dem Programm ‚Lernen vor Ort’ den Aufbau eines kommunalen Bildungsmanagements in 36 Kreisen und kreisfreien Städten gefördert. Die vorliegende Studie analysiert die dabei gewonnenen Erfahrungen, verdichtet diese zu einem Konzept des kommunalen Bildungsmanagements und zeigt auf, wie ein erfolgreiches kommunales Bildungsmanagement gewinnbringend auf andere Kommunen transferiert werden kann.","lang":"eng"}],"title":"Kommunales Bildungsmanagement - Kernkomponenten und Gelingensbedingungen","user_id":"14931"},{"year":"2015","type":"book","citation":{"ieee":"T. Jenert, L. Postareff, T. Brahm, and S. Lindblom-Ylänne, Enculturation and development of beginning students. 2015.","short":"T. Jenert, L. Postareff, T. Brahm, S. Lindblom-Ylänne, Enculturation and Development of Beginning Students, 2015.","mla":"Jenert, Tobias, et al. Enculturation and Development of Beginning Students. 2015.","bibtex":"@book{Jenert_Postareff_Brahm_Lindblom-Ylänne_2015, title={Enculturation and development of beginning students}, author={Jenert, Tobias and Postareff, Liisa and Brahm, Taiga and Lindblom-Ylänne, Sari}, year={2015} }","ama":"Jenert T, Postareff L, Brahm T, Lindblom-Ylänne S. Enculturation and Development of Beginning Students.; 2015.","apa":"Jenert, T., Postareff, L., Brahm, T., & Lindblom-Ylänne, S. (2015). Enculturation and development of beginning students.","chicago":"Jenert, Tobias, Liisa Postareff, Taiga Brahm, and Sari Lindblom-Ylänne. Enculturation and Development of Beginning Students, 2015."},"_id":"4422","date_updated":"2022-01-06T07:01:03Z","status":"public","date_created":"2018-09-18T09:02:25Z","author":[{"last_name":"Jenert","full_name":"Jenert, Tobias","first_name":"Tobias"},{"first_name":"Liisa","full_name":"Postareff, Liisa","last_name":"Postareff"},{"full_name":"Brahm, Taiga","first_name":"Taiga","last_name":"Brahm"},{"last_name":"Lindblom-Ylänne","full_name":"Lindblom-Ylänne, Sari","first_name":"Sari"}],"department":[{"_id":"208"},{"_id":"282"}],"title":"Enculturation and development of beginning students","user_id":"51057","extern":"1"},{"abstract":[{"lang":"ger","text":"Der Sammelband befasst sich mit einem umfassenden Ansatz zur Verbesserung der Qualität von Lehre und Studium. Mit dem Konzept der pädagogischen Hochschulentwicklung plädieren die AutorInnen dafür, bei der Umsetzung von Veränderungsprojekten die verschiedenen Ebenen der Hochschule zu verschränken. Zum Beispiel sollten Initiativen, die eine Lehrveranstaltung betreffen, idealerweise die (Aus )Wirkungen auf den Ebenen der Studienprogramme und der Organisation berücksichtigen und aktiv gestalten. Die einzelnen Beiträge stellen beispielhafte Initiativen aus unterschiedlichen Disziplinen und Hochschulformen dar und illustrieren, wie die genannten Ebenen in der praktischen Umsetzung verzahnt werden können. "}],"extern":"1","user_id":"51057","title":"Pädagogische Hochschulentwicklung: Von der Programmatik zur Implementierung","author":[{"first_name":"Taiga","full_name":"Brahm, Taiga","last_name":"Brahm"},{"last_name":"Jenert","first_name":"Tobias","full_name":"Jenert, Tobias"},{"full_name":"Euler, Dieter","first_name":"Dieter","last_name":"Euler"}],"department":[{"_id":"208"},{"_id":"282"}],"status":"public","date_created":"2018-09-18T11:18:10Z","_id":"4437","date_updated":"2022-01-06T07:01:03Z","citation":{"bibtex":"@book{Brahm_Jenert_Euler_2015, title={Pädagogische Hochschulentwicklung: Von der Programmatik zur Implementierung}, author={Brahm, Taiga and Jenert, Tobias and Euler, Dieter}, year={2015} }","mla":"Brahm, Taiga, et al. Pädagogische Hochschulentwicklung: Von Der Programmatik Zur Implementierung. 2015.","apa":"Brahm, T., Jenert, T., & Euler, D. (2015). Pädagogische Hochschulentwicklung: Von der Programmatik zur Implementierung.","ama":"Brahm T, Jenert T, Euler D. Pädagogische Hochschulentwicklung: Von Der Programmatik Zur Implementierung.; 2015.","chicago":"Brahm, Taiga, Tobias Jenert, and Dieter Euler. Pädagogische Hochschulentwicklung: Von Der Programmatik Zur Implementierung, 2015.","ieee":"T. Brahm, T. Jenert, and D. Euler, Pädagogische Hochschulentwicklung: Von der Programmatik zur Implementierung. 2015.","short":"T. Brahm, T. Jenert, D. Euler, Pädagogische Hochschulentwicklung: Von Der Programmatik Zur Implementierung, 2015."},"type":"book","year":"2015"},{"user_id":"51057","title":"Enculturation and development of beginning students","abstract":[{"lang":"eng","text":"Starting with this issue, the ZFHE will publish one English-speaking edition per year on a topic of international interest, in order to disseminate German-language research results beyond our borders and to encourage discussion in an international context. This first English-language edition focuses on the experiences and the academic socialization of first-year university students. The articles offer both diagnoses and differentiations in terms of different types of first-year students, as well as highlighting their experiences and development during their introduction to the academic environment and examining connections between their academic development and the existing educational environment."}],"extern":"1","status":"public","date_created":"2018-09-18T11:41:40Z","author":[{"last_name":"Jenert","full_name":"Jenert, Tobias","first_name":"Tobias"},{"first_name":"Liisa","full_name":"Postareff, Liisa","last_name":"Postareff"},{"last_name":"Brahm","full_name":"Brahm, Taiga","first_name":"Taiga"},{"first_name":"Sari","full_name":"Lindblom-Ylänne, Sari","last_name":"Lindblom-Ylänne"}],"department":[{"_id":"208"},{"_id":"282"}],"_id":"4445","date_updated":"2022-01-06T07:01:04Z","type":"book","citation":{"ieee":"T. Jenert, L. Postareff, T. Brahm, and S. Lindblom-Ylänne, Enculturation and development of beginning students. 2015.","short":"T. Jenert, L. Postareff, T. Brahm, S. Lindblom-Ylänne, Enculturation and Development of Beginning Students, 2015.","bibtex":"@book{Jenert_Postareff_Brahm_Lindblom-Ylänne_2015, title={Enculturation and development of beginning students}, author={Jenert, Tobias and Postareff, Liisa and Brahm, Taiga and Lindblom-Ylänne, Sari}, year={2015} }","mla":"Jenert, Tobias, et al. Enculturation and Development of Beginning Students. 2015.","chicago":"Jenert, Tobias, Liisa Postareff, Taiga Brahm, and Sari Lindblom-Ylänne. Enculturation and Development of Beginning Students, 2015.","apa":"Jenert, T., Postareff, L., Brahm, T., & Lindblom-Ylänne, S. (2015). Enculturation and development of beginning students.","ama":"Jenert T, Postareff L, Brahm T, Lindblom-Ylänne S. Enculturation and Development of Beginning Students.; 2015."},"year":"2015"},{"citation":{"mla":"Brahm, Taiga, et al. The Self-Fulfilling Prophecy of Fear of Academic Failure. 2015.","bibtex":"@inproceedings{Brahm_Jenert_Wagner_2015, title={The self-fulfilling prophecy of fear of academic failure}, author={Brahm, Taiga and Jenert, Tobias and Wagner, Dietrich}, year={2015} }","ama":"Brahm T, Jenert T, Wagner D. The self-fulfilling prophecy of fear of academic failure. In: ; 2015.","apa":"Brahm, T., Jenert, T., & Wagner, D. (2015). The self-fulfilling prophecy of fear of academic failure. Presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern.","chicago":"Brahm, Taiga, Tobias Jenert, and Dietrich Wagner. “The Self-Fulfilling Prophecy of Fear of Academic Failure,” 2015.","ieee":"T. Brahm, T. Jenert, and D. Wagner, “The self-fulfilling prophecy of fear of academic failure,” presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern, 2015.","short":"T. Brahm, T. Jenert, D. Wagner, in: 2015."},"type":"conference","year":"2015","conference":{"location":"Zypern","name":"16th Biennial EARLI Conference for Research on Learning and Instruction","start_date":"2015-08-25","end_date":"2015-08-29"},"date_updated":"2022-01-06T07:01:05Z","_id":"4463","date_created":"2018-09-18T12:52:45Z","status":"public","keyword":["Quantitative methods","Student learning","Emotion and Cognition","Social sciences","Higher education","Motivation and Emotion","Fear of Failure"],"department":[{"_id":"208"},{"_id":"282"}],"author":[{"full_name":"Brahm, Taiga","first_name":"Taiga","last_name":"Brahm"},{"id":"71994","last_name":"Jenert","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias"},{"first_name":"Dietrich","full_name":"Wagner, Dietrich","last_name":"Wagner"}],"user_id":"51057","title":"The self-fulfilling prophecy of fear of academic failure","abstract":[{"text":"Academic success in Higher Education is influenced by a number of different factors. This paper tackles the question if the individual levels of motivation, anxiety, enjoyment and self-efficacy, measured immediately before entering university, influence the probability of academic success. Former studies have shown an influence of the high school grade, the learning environment and motivational variables. They do not investigate, however, the individual levels of the mentioned constructs before the beginning of the studies. This research was conducted at the University of St. Gallen/Switzerland. The sample includes 695 first-year students who provided information about the individual level of the mentioned constructs. \r\nDescriptive statistics show that on average the students are highly motivated, have a high level of self-efficacy and are looking forward to their studies before their beginning. Yet, there are students who have a high level of fear of failure in the study in spite of their high motivation and self-efficacy. A logistic regression shows that there is a significant effect of fear of failure on the probability of study success. This paper shows that fear of failure can increase the probability of academic failure and thus become a self-fulfilling prophecy. It confirms fear as an important factor for academic success. Furthermore, other important factors for academic success, for example the high school grade, could be confirmed in this study","lang":"eng"}],"extern":"1"}]