---
_id: '4456'
abstract:
- lang: eng
  text: "Student reflection is considered both a crucial feature of high-quality learning
    as well as an important objective in Higher Education. Despite its apparent relevance
    for educational practice, most of the research on reflection remains at a conceptual
    level (Boud & Walker, 1998; Mann, Gordon & MacLeod, 2007), whilst empirical research
    mainly focuses on measuring students’ reflection levels. Regarding the effectiveness
    of specific interventions (e.g. portfolios) to develop reflective skills, there
    is little empirical evidence going beyond case studies and qualitative accounts.
    \r\nThus, the purpose of this research was to develop and validate an instrument
    for measuring student reflection in Higher Education in general and business schools
    in particular. The questionnaire is designed to measure students’ reflection in
    three dimensions: students’ reflection levels, their attitudes towards reflection,
    and supporting and hindering factors influencing students’ reflection processes.
    A pre-test was conducted at two different universities in Switzerland and Germany
    to validate the Reflection in Business Education Questionnaire (RIBEQ). In total,
    64 students filled in the survey. Exploratory factor analyses and reliability
    tests showed satisfactory psychometric qualities of the RIBEQ. \r\nThis study
    can support further research on student reflection and its development. Also,
    the questionnaire can be used as a diagnostic instrument for business schools
    to trace students’ development over time. From a practical point of view, it can
    also be applied to identify supporting and hindering factors at a particular higher
    education institution in order to develop practical interventions targeting these
    factors."
author:
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Luci
  full_name: Gommers, Luci
  last_name: Gommers
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Dietrich
  full_name: Wagner , Dietrich
  last_name: 'Wagner '
citation:
  ama: 'Jenert T, Gommers L, Brahm T, Wagner  D.  Development and validation of the
    Reflection in Business Education Questionnaire . In: ; 2017.'
  apa: Jenert, T., Gommers, L., Brahm, T., & Wagner , D. (2017).  Development
    and validation of the Reflection in Business Education Questionnaire . Presented
    at the EARLI Biennial Conference, Tampere.
  bibtex: '@inproceedings{Jenert_Gommers_Brahm_Wagner _2017, title={ Development and
    validation of the Reflection in Business Education Questionnaire }, author={Jenert,
    Tobias and Gommers, Luci and Brahm, Taiga and Wagner , Dietrich}, year={2017}
    }'
  chicago: Jenert, Tobias, Luci Gommers, Taiga Brahm, and Dietrich Wagner . “ Development
    and Validation of the Reflection in Business Education Questionnaire ,” 2017.
  ieee: T. Jenert, L. Gommers, T. Brahm, and D. Wagner , “ Development and validation
    of the Reflection in Business Education Questionnaire ,” presented at the EARLI
    Biennial Conference, Tampere, 2017.
  mla: Jenert, Tobias, et al. <i> Development and Validation of the Reflection in
    Business Education Questionnaire </i>. 2017.
  short: 'T. Jenert, L. Gommers, T. Brahm, D. Wagner , in: 2017.'
conference:
  end_date: 2017-09-02
  location: Tampere
  name: EARLI Biennial Conference
  start_date: 2017-08-297-08-29
date_created: 2018-09-18T12:26:19Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
status: public
title: ' Development and validation of the Reflection in Business Education Questionnaire '
type: conference
user_id: '51057'
year: '2017'
...
---
_id: '4457'
author:
- first_name: Dietrich
  full_name: Wagner, Dietrich
  last_name: Wagner
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Luci
  full_name: Gommers, Luci
  last_name: Gommers
citation:
  ama: 'Wagner D, Jenert T, Brahm T, Gommers L. Educating reflective managers: Why
    everybody wants and nobody likes it. In: ; 2017.'
  apa: 'Wagner, D., Jenert, T., Brahm, T., &#38; Gommers, L. (2017). Educating reflective
    managers: Why everybody wants and nobody likes it. Presented at the RLME unconference
    , New York .'
  bibtex: '@inproceedings{Wagner_Jenert_Brahm_Gommers_2017, title={Educating reflective
    managers: Why everybody wants and nobody likes it}, author={Wagner, Dietrich and
    Jenert, Tobias and Brahm, Taiga and Gommers, Luci}, year={2017} }'
  chicago: 'Wagner, Dietrich, Tobias Jenert, Taiga Brahm, and Luci Gommers. “Educating
    Reflective Managers: Why Everybody Wants and Nobody Likes It,” 2017.'
  ieee: 'D. Wagner, T. Jenert, T. Brahm, and L. Gommers, “Educating reflective managers:
    Why everybody wants and nobody likes it,” presented at the RLME unconference ,
    New York , 2017.'
  mla: 'Wagner, Dietrich, et al. <i>Educating Reflective Managers: Why Everybody Wants
    and Nobody Likes It</i>. 2017.'
  short: 'D. Wagner, T. Jenert, T. Brahm, L. Gommers, in: 2017.'
conference:
  end_date: 2017-06-29
  location: 'New York '
  name: 'RLME unconference '
  start_date: 2017-06-28
date_created: 2018-09-18T12:29:40Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
status: public
title: 'Educating reflective managers: Why everybody wants and nobody likes it'
type: conference
user_id: '51057'
year: '2017'
...
---
_id: '4458'
author:
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Luci
  full_name: Gommers , Luci
  last_name: 'Gommers '
citation:
  ama: 'Jenert T, Brahm T, Gommers  L. Die Enkulturation von Studierenden an der Hochschule
    – Ergebnisse einer längsschnittlichen qualitativen Untersuchung. In: ; 2017.'
  apa: Jenert, T., Brahm, T., &#38; Gommers , L. (2017). Die Enkulturation von Studierenden
    an der Hochschule – Ergebnisse einer längsschnittlichen qualitativen Untersuchung.
    Presented at the GEBF-Tagung, Heidelberg .
  bibtex: '@inproceedings{Jenert_Brahm_Gommers _2017, title={Die Enkulturation von
    Studierenden an der Hochschule – Ergebnisse einer längsschnittlichen qualitativen
    Untersuchung}, author={Jenert, Tobias and Brahm, Taiga and Gommers , Luci}, year={2017}
    }'
  chicago: Jenert, Tobias, Taiga Brahm, and Luci Gommers . “Die Enkulturation von
    Studierenden an Der Hochschule – Ergebnisse Einer Längsschnittlichen Qualitativen
    Untersuchung,” 2017.
  ieee: T. Jenert, T. Brahm, and L. Gommers , “Die Enkulturation von Studierenden
    an der Hochschule – Ergebnisse einer längsschnittlichen qualitativen Untersuchung,”
    presented at the GEBF-Tagung, Heidelberg , 2017.
  mla: Jenert, Tobias, et al. <i>Die Enkulturation von Studierenden an Der Hochschule
    – Ergebnisse Einer Längsschnittlichen Qualitativen Untersuchung</i>. 2017.
  short: 'T. Jenert, T. Brahm, L. Gommers , in: 2017.'
conference:
  end_date: 2017-03-15
  location: 'Heidelberg '
  name: GEBF-Tagung
  start_date: 2017-03-13
date_created: 2018-09-18T12:34:56Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
status: public
title: Die Enkulturation von Studierenden an der Hochschule – Ergebnisse einer längsschnittlichen
  qualitativen Untersuchung
type: conference
user_id: '51057'
year: '2017'
...
---
_id: '4459'
author:
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Dietrich
  full_name: Wagner, Dietrich
  last_name: Wagner
citation:
  ama: 'Jenert T, Brahm T, Wagner D. Warum Wirtschaftsstudierende (nicht) reflektieren.
    Eine empirische Untersuchung. . In: ; 2017.'
  apa: Jenert, T., Brahm, T., &#38; Wagner, D. (2017). Warum Wirtschaftsstudierende
    (nicht) reflektieren. Eine empirische Untersuchung. . Presented at the Jahrestagung
    der Sektion empirische Bildungsforschung der DGFE, Tübingen .
  bibtex: '@inproceedings{Jenert_Brahm_Wagner_2017, title={Warum Wirtschaftsstudierende
    (nicht) reflektieren. Eine empirische Untersuchung. }, author={Jenert, Tobias
    and Brahm, Taiga and Wagner, Dietrich}, year={2017} }'
  chicago: Jenert, Tobias, Taiga Brahm, and Dietrich Wagner. “Warum Wirtschaftsstudierende
    (Nicht) Reflektieren. Eine Empirische Untersuchung. ,” 2017.
  ieee: T. Jenert, T. Brahm, and D. Wagner, “Warum Wirtschaftsstudierende (nicht)
    reflektieren. Eine empirische Untersuchung. ,” presented at the Jahrestagung der
    Sektion empirische Bildungsforschung der DGFE, Tübingen , 2017.
  mla: Jenert, Tobias, et al. <i>Warum Wirtschaftsstudierende (Nicht) Reflektieren.
    Eine Empirische Untersuchung. </i>. 2017.
  short: 'T. Jenert, T. Brahm, D. Wagner, in: 2017.'
conference:
  end_date: 2017-09-27
  location: 'Tübingen '
  name: Jahrestagung der Sektion empirische Bildungsforschung der DGFE
  start_date: 2017-09-25
date_created: 2018-09-18T12:38:30Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
status: public
title: 'Warum Wirtschaftsstudierende (nicht) reflektieren. Eine empirische Untersuchung. '
type: conference
user_id: '51057'
year: '2017'
...
---
_id: '4503'
author:
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: M.
  full_name: Barnat, M.
  last_name: Barnat
- first_name: P.
  full_name: Salden, P.
  last_name: Salden
- first_name: B.
  full_name: Dilger, B.
  last_name: Dilger
citation:
  ama: 'Jenert T, Barnat M, Salden P, Dilger B. Struktur, Prozess oder Didaktik als
    Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen.
    In: <i>Tagungsband DGHD Tagung 2017</i>. Köln: Deutsche Gesellschaft für Hochschuldidaktik
    dghd; 2017.'
  apa: 'Jenert, T., Barnat, M., Salden, P., &#38; Dilger, B. (2017). Struktur, Prozess
    oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung
    an Hochschulen. In <i>Tagungsband DGHD Tagung 2017</i>. Köln: Deutsche Gesellschaft
    für Hochschuldidaktik dghd.'
  bibtex: '@inproceedings{Jenert_Barnat_Salden_Dilger_2017, place={Köln}, title={Struktur,
    Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung
    an Hochschulen}, booktitle={Tagungsband DGHD Tagung 2017}, publisher={Deutsche
    Gesellschaft für Hochschuldidaktik dghd}, author={Jenert, Tobias and Barnat, M.
    and Salden, P. and Dilger, B.}, year={2017} }'
  chicago: 'Jenert, Tobias, M. Barnat, P. Salden, and B. Dilger. “Struktur, Prozess
    Oder Didaktik Als Ausgangspunkt? Ein Integratives Modell Der Curriculumentwicklung
    an Hochschulen.” In <i>Tagungsband DGHD Tagung 2017</i>. Köln: Deutsche Gesellschaft
    für Hochschuldidaktik dghd, 2017.'
  ieee: T. Jenert, M. Barnat, P. Salden, and B. Dilger, “Struktur, Prozess oder Didaktik
    als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen,”
    in <i>Tagungsband DGHD Tagung 2017</i>, Köln, 2017.
  mla: Jenert, Tobias, et al. “Struktur, Prozess Oder Didaktik Als Ausgangspunkt?
    Ein Integratives Modell Der Curriculumentwicklung an Hochschulen.” <i>Tagungsband
    DGHD Tagung 2017</i>, Deutsche Gesellschaft für Hochschuldidaktik dghd, 2017.
  short: 'T. Jenert, M. Barnat, P. Salden, B. Dilger, in: Tagungsband DGHD Tagung
    2017, Deutsche Gesellschaft für Hochschuldidaktik dghd, Köln, 2017.'
conference:
  end_date: 2017-03-10
  location: Köln
  name: 46. dghd-Jahrestagung 2017
  start_date: 2017-03-07
date_created: 2018-09-19T11:06:09Z
date_updated: 2022-01-06T07:01:07Z
department:
- _id: '208'
- _id: '282'
extern: '1'
place: Köln
publication: Tagungsband DGHD Tagung 2017
publisher: Deutsche Gesellschaft für Hochschuldidaktik dghd
status: public
title: Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell
  der Curriculumentwicklung an Hochschulen
type: conference
user_id: '51057'
year: '2017'
...
---
_id: '4421'
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.
author:
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Tobias
  full_name: Jenert, Tobias
  last_name: Jenert
- first_name: Dietrich
  full_name: Wagner, Dietrich
  last_name: Wagner
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>'
  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>'
  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} }'
  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.'
  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.
date_created: 2018-09-18T08:58:54Z
date_updated: 2022-01-06T07:01:03Z
department:
- _id: '208'
- _id: '282'
doi: 10.1007/s10734-016-0095-8
extern: '1'
intvolume: '        73'
issue: '3'
keyword:
- Transition to higher education
- Motivation
- Longitudinal study
- Socio-cultural factors
- Latent change model
- Switzerland
page: 459-478
publication: Higher Education
publication_identifier:
  issn:
  - 0018-1560
  - 1573-174X
publication_status: published
publisher: Springer Nature
status: public
title: 'The crucial first year: a longitudinal study of students’ motivational development
  at a Swiss Business School'
type: journal_article
user_id: '51057'
volume: 73
year: '2016'
...
---
_id: '4439'
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."
author:
- first_name: Institut für Wirtschaftspädagogik
  full_name: Autorengruppe, Institut für Wirtschaftspädagogik
  last_name: Autorengruppe
citation:
  ama: 'Autorengruppe I für W. <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.'
  bibtex: '@book{Autorengruppe_2016, place={Bern}, title={Persönlichkeitsförderung
    im Schulunterricht, Band I: Realistische Ursachenzuschreibungen}, author={Autorengruppe,
    Institut für Wirtschaftspädagogik}, year={2016} }'
  chicago: 'Autorengruppe, Institut für Wirtschaftspädagogik. <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.'
  mla: 'Autorengruppe, Institut für Wirtschaftspädagogik. <i>Persönlichkeitsförderung
    Im Schulunterricht, Band I: Realistische Ursachenzuschreibungen</i>. 2016.'
  short: 'I. für W. Autorengruppe, Persönlichkeitsförderung Im Schulunterricht, Band
    I: Realistische Ursachenzuschreibungen, Bern, 2016.'
date_created: 2018-09-18T11:27:39Z
date_updated: 2022-01-06T07:01:03Z
department:
- _id: '208'
- _id: '282'
extern: '1'
place: Bern
status: public
title: 'Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen'
type: book
user_id: '51057'
year: '2016'
...
---
_id: '4460'
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"
author:
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Luci
  full_name: Gommers, Luci
  last_name: Gommers
- first_name: Patrizia
  full_name: Kühner, Patrizia
  last_name: Kühner
citation:
  ama: 'Jenert T, Brahm T, Gommers L, Kühner P. A typology of students’ enculturation
    during the first year at University. 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.
  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} }'
  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.
  mla: Jenert, Tobias, et al. <i>A Typology of Students’ Enculturation during the
    First Year at University</i>. 2016.
  short: 'T. Jenert, T. Brahm, L. Gommers, P. Kühner, in: 2016.'
conference:
  end_date: 2016-07-15
  location: Amsterdam
  name: The Higher Education Conference 2016
  start_date: 2016-07-13
date_created: 2018-09-18T12:39:35Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
status: public
title: A typology of students’ enculturation during the first year at University
type: conference
user_id: '51057'
year: '2016'
...
---
_id: '4461'
abstract:
- lang: eng
  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.
alternative_title:
- Academy of Management Annual Meeting Proceedings
author:
- first_name: Christoph
  full_name: Winkler, Christoph
  last_name: Winkler
- first_name: Alexander
  full_name: Fust, Alexander
  last_name: Fust
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
  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.'
  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} }'
  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.'
  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.'
  short: 'C. Winkler, A. Fust, T. Jenert, in: Academy of Management Proceedings, 2016,
    p. 12056.'
conference:
  end_date: 2016-08-09
  location: Anaheim, CA
  name: 76th Academy of Management Annual Meeting (AOM) 2016 "Making Organizations
    Meaningful"
  start_date: 2016-08-05
date_created: 2018-09-18T12:42:30Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
issue: '1'
page: '12056'
publication: Academy of Management Proceedings
status: public
title: 'Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated
  Learning Perspective'
type: conference
user_id: '51057'
year: '2016'
...
---
_id: '4462'
author:
- first_name: Bernadette
  full_name: Dilger, Bernadette
  last_name: Dilger
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Peter F. E.
  full_name: Sloane, Peter F. E.
  id: '503'
  last_name: Sloane
citation:
  ama: 'Dilger B, Jenert T, Sloane PFE. Studienprogramm-Entwicklung in unterschiedlichen
    Spannungsfeldern. 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.
  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} }'
  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.
  mla: Dilger, Bernadette, et al. <i>Studienprogramm-Entwicklung in Unterschiedlichen
    Spannungsfeldern</i>. 2016.
  short: 'B. Dilger, T. Jenert, P.F.E. Sloane, in: 2016.'
conference:
  end_date: 2016-09-23
  location: Bochum
  name: 45. Jahrestagung der DGHD
  start_date: 2016-09-21
date_created: 2018-09-18T12:49:32Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
status: public
title: Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern
type: conference
user_id: '51057'
year: '2016'
...
---
_id: '4507'
author:
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
  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.'
  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 .'
  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 <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.'
  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.'
  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.'
date_created: 2018-09-19T11:32:57Z
date_updated: 2022-01-06T07:01:07Z
department:
- _id: '208'
- _id: '282'
editor:
- first_name: Tobias
  full_name: Jenert , Tobias
  last_name: 'Jenert '
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Dieter
  full_name: Euler , Dieter
  last_name: 'Euler '
extern: '1'
language:
- iso: ger
page: '26-29 '
place: Wiesbaden
publication: Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung
publication_identifier:
  isbn:
  - 978-3-658-12067-2
publisher: 'Springer Verlag '
status: public
title: 'Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung'
type: book_chapter
user_id: '51057'
year: '2016'
...
---
_id: '4533'
author:
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
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.'
  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} }'
  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.'
  mla: 'Jenert, Tobias. “Mehr Als Nur „gute“ Stimmung: Einstellungen Und Motivation
    Studierender Als Zentraler Bestandteil Der Kompetenzentwicklung.” <i> Vortrag
    Im Rahmen Des Expert_Innenforums Hochschuldidaktik Der Fachhochschule Oberösterreich.</i>,
    2016.'
  short: 'T. Jenert, in:  Vortrag Im Rahmen Des Expert_Innenforums Hochschuldidaktik
    Der Fachhochschule Oberösterreich., 2016.'
conference:
  location: Linz
date_created: 2018-09-20T09:17:23Z
date_updated: 2022-01-06T07:01:09Z
department:
- _id: '208'
- _id: '282'
extern: '1'
publication: ' Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule
  Oberösterreich.'
status: public
title: 'Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als
  zentraler Bestandteil der Kompetenzentwicklung'
type: conference
user_id: '51057'
year: '2016'
...
---
_id: '4639'
abstract:
- lang: eng
  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."
author:
- first_name: Dieter
  full_name: Euler, Dieter
  last_name: Euler
- first_name: Peter F. E.
  full_name: Sloane, Peter F. E.
  id: '503'
  last_name: Sloane
- first_name: Sina
  full_name: Fäckeler, Sina
  last_name: Fäckeler
- first_name: Tobias Johannes
  full_name: Jenert, Tobias Johannes
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Simone
  full_name: Losch, Simone
  id: '9856'
  last_name: Losch
- first_name: Christoph
  full_name: Meier, Christoph
  last_name: Meier
- first_name: Karin
  full_name: Meier, Karin
  last_name: Meier
- first_name: Eva
  full_name: Rüschen, Eva
  last_name: Rüschen
- first_name: Helmut
  full_name: Schröder, Helmut
  id: '37232'
  last_name: Schröder
citation:
  ama: Euler D, Sloane PFE, Fäckeler S, et al. <i>Kommunales Bildungsmanagement -
    Kernkomponenten Und Gelingensbedingungen</i>. EUSL; 2016.
  apa: Euler, D., Sloane, P. F. E., Fäckeler, S., Jenert, T. J., Losch, S., Meier,
    C., Meier, K., Rüschen, E., &#38; Schröder, H. (2016). <i>Kommunales Bildungsmanagement
    - Kernkomponenten und Gelingensbedingungen</i>. EUSL.
  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} }'
  chicago: 'Euler, Dieter, Peter F. E. Sloane, Sina Fäckeler, Tobias Johannes Jenert,
    Simone Losch, Christoph Meier, Karin Meier, Eva Rüschen, and Helmut Schröder.
    <i>Kommunales Bildungsmanagement - Kernkomponenten Und Gelingensbedingungen</i>.
    Detmold: EUSL, 2016.'
  ieee: 'D. Euler <i>et al.</i>, <i>Kommunales Bildungsmanagement - Kernkomponenten
    und Gelingensbedingungen</i>. Detmold: EUSL, 2016.'
  mla: Euler, Dieter, et al. <i>Kommunales Bildungsmanagement - Kernkomponenten Und
    Gelingensbedingungen</i>. 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.
date_created: 2018-10-11T07:33:36Z
date_updated: 2023-10-16T10:12:22Z
department:
- _id: '209'
- _id: '282'
- _id: '208'
language:
- iso: eng
page: '106'
place: Detmold
publication_identifier:
  isbn:
  - 978-3-940625-56-4
publisher: EUSL
status: public
title: Kommunales Bildungsmanagement - Kernkomponenten und Gelingensbedingungen
type: book
user_id: '14931'
year: '2016'
...
---
_id: '4422'
author:
- first_name: Tobias
  full_name: Jenert, Tobias
  last_name: Jenert
- first_name: Liisa
  full_name: Postareff, Liisa
  last_name: Postareff
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Sari
  full_name: Lindblom-Ylänne, Sari
  last_name: Lindblom-Ylänne
citation:
  ama: Jenert T, Postareff L, Brahm T, Lindblom-Ylänne S. <i>Enculturation and Development
    of Beginning Students</i>.; 2015.
  apa: Jenert, T., Postareff, L., Brahm, T., &#38; Lindblom-Ylänne, S. (2015). <i>Enculturation
    and development of beginning students</i>.
  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} }'
  chicago: Jenert, Tobias, Liisa Postareff, Taiga Brahm, and Sari Lindblom-Ylänne.
    <i>Enculturation and Development of Beginning Students</i>, 2015.
  ieee: T. Jenert, L. Postareff, T. Brahm, and S. Lindblom-Ylänne, <i>Enculturation
    and development of beginning students</i>. 2015.
  mla: Jenert, Tobias, et al. <i>Enculturation and Development of Beginning Students</i>.
    2015.
  short: T. Jenert, L. Postareff, T. Brahm, S. Lindblom-Ylänne, Enculturation and
    Development of Beginning Students, 2015.
date_created: 2018-09-18T09:02:25Z
date_updated: 2022-01-06T07:01:03Z
department:
- _id: '208'
- _id: '282'
extern: '1'
status: public
title: Enculturation and development of beginning students
type: book
user_id: '51057'
year: '2015'
...
---
_id: '4437'
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. '
author:
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Tobias
  full_name: Jenert, Tobias
  last_name: Jenert
- first_name: Dieter
  full_name: Euler, Dieter
  last_name: Euler
citation:
  ama: 'Brahm T, Jenert T, Euler D. <i>Pädagogische Hochschulentwicklung: Von Der
    Programmatik Zur Implementierung</i>.; 2015.'
  apa: 'Brahm, T., Jenert, T., &#38; Euler, D. (2015). <i>Pädagogische Hochschulentwicklung:
    Von der Programmatik zur Implementierung</i>.'
  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} }'
  chicago: 'Brahm, Taiga, Tobias Jenert, and Dieter Euler. <i>Pädagogische Hochschulentwicklung:
    Von Der Programmatik Zur Implementierung</i>, 2015.'
  ieee: 'T. Brahm, T. Jenert, and D. Euler, <i>Pädagogische Hochschulentwicklung:
    Von der Programmatik zur Implementierung</i>. 2015.'
  mla: 'Brahm, Taiga, et al. <i>Pädagogische Hochschulentwicklung: Von Der Programmatik
    Zur Implementierung</i>. 2015.'
  short: 'T. Brahm, T. Jenert, D. Euler, Pädagogische Hochschulentwicklung: Von Der
    Programmatik Zur Implementierung, 2015.'
date_created: 2018-09-18T11:18:10Z
date_updated: 2022-01-06T07:01:03Z
department:
- _id: '208'
- _id: '282'
extern: '1'
status: public
title: 'Pädagogische Hochschulentwicklung: Von der Programmatik zur Implementierung'
type: book
user_id: '51057'
year: '2015'
...
---
_id: '4445'
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.
author:
- first_name: Tobias
  full_name: Jenert, Tobias
  last_name: Jenert
- first_name: Liisa
  full_name: Postareff, Liisa
  last_name: Postareff
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Sari
  full_name: Lindblom-Ylänne, Sari
  last_name: Lindblom-Ylänne
citation:
  ama: Jenert T, Postareff L, Brahm T, Lindblom-Ylänne S. <i>Enculturation and Development
    of Beginning Students</i>.; 2015.
  apa: Jenert, T., Postareff, L., Brahm, T., &#38; Lindblom-Ylänne, S. (2015). <i>Enculturation
    and development of beginning students</i>.
  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} }'
  chicago: Jenert, Tobias, Liisa Postareff, Taiga Brahm, and Sari Lindblom-Ylänne.
    <i>Enculturation and Development of Beginning Students</i>, 2015.
  ieee: T. Jenert, L. Postareff, T. Brahm, and S. Lindblom-Ylänne, <i>Enculturation
    and development of beginning students</i>. 2015.
  mla: Jenert, Tobias, et al. <i>Enculturation and Development of Beginning Students</i>.
    2015.
  short: T. Jenert, L. Postareff, T. Brahm, S. Lindblom-Ylänne, Enculturation and
    Development of Beginning Students, 2015.
date_created: 2018-09-18T11:41:40Z
date_updated: 2022-01-06T07:01:04Z
department:
- _id: '208'
- _id: '282'
extern: '1'
status: public
title: Enculturation and development of beginning students
type: book
user_id: '51057'
year: '2015'
...
---
_id: '4463'
abstract:
- lang: eng
  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"
author:
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Dietrich
  full_name: Wagner, Dietrich
  last_name: Wagner
citation:
  ama: 'Brahm T, Jenert T, Wagner D. The self-fulfilling prophecy of fear of academic
    failure. In: ; 2015.'
  apa: Brahm, T., Jenert, T., &#38; 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.
  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} }'
  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.
  mla: Brahm, Taiga, et al. <i>The Self-Fulfilling Prophecy of Fear of Academic Failure</i>.
    2015.
  short: 'T. Brahm, T. Jenert, D. Wagner, in: 2015.'
conference:
  end_date: 2015-08-29
  location: Zypern
  name: 16th Biennial EARLI Conference for Research on Learning and Instruction
  start_date: 2015-08-25
date_created: 2018-09-18T12:52:45Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- Quantitative methods
- Student learning
- Emotion and Cognition
- Social sciences
- Higher education
- Motivation and Emotion
- Fear of Failure
status: public
title: The self-fulfilling prophecy of fear of academic failure
type: conference
user_id: '51057'
year: '2015'
...
---
_id: '4464'
abstract:
- lang: eng
  text: A highly selective first study phase in many Swiss study programs leads to
    a rather competitive climate among students. However, the atmosphere at the university
    is an important factor for students' transition into Higher Education. An important
    question in this context is whether students' are equipped with different dispositions
    influencing how they cope with this transition. Other research has already shown
    that different groups of students can be identified regarding their student behavior.
    Yet, so far little is known about patterns of variables characterizing students,
    transitioning successfully. The paper takes advantage of a person-centered approach,
    i.e. the latent-class analysis, which makes it possible to identify groups of
    individuals, sharing common attributes. The research was conducted as a longitudinal
    study during their first year at a Swiss university. The return rate was about
    67%, with 820 utilizable questionnaires at t1. Based on the analysis of students'
    anxiety, intrinsic motivation and self-efficacy, three distinct classes of students
    could be identified. The first class can be called the "highly motivated and self-confident"
    students. The second class is characterized by the same pattern, however, on a
    more intermediate level and the last class can be described as the "least motivated
    and most anxious" group of students. This study contributes to research and theory
    on students' transition into higher education and could be a first hint that students'
    experiences of this transition can vary substantially.
author:
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Dietrich
  full_name: Wagner, Dietrich
  last_name: Wagner
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
  ama: 'Brahm T, Wagner D, Jenert T. A person-centred approach to students’ transition
    into Higher Education. In: ; 2015.'
  apa: Brahm, T., Wagner, D., &#38; Jenert, T. (2015). A person-centred approach to
    students’ transition into Higher Education. Presented at the 16th Biennial EARLI
    Conference for Research on Learning and Instruction, Zypern.
  bibtex: '@inproceedings{Brahm_Wagner_Jenert_2015, title={A person-centred approach
    to students’ transition into Higher Education}, author={Brahm, Taiga and Wagner,
    Dietrich and Jenert, Tobias}, year={2015} }'
  chicago: Brahm, Taiga, Dietrich Wagner, and Tobias Jenert. “A Person-Centred Approach
    to Students’ Transition into Higher Education,” 2015.
  ieee: T. Brahm, D. Wagner, and T. Jenert, “A person-centred approach to students’
    transition into Higher Education,” presented at the 16th Biennial EARLI Conference
    for Research on Learning and Instruction, Zypern, 2015.
  mla: Brahm, Taiga, et al. <i>A Person-Centred Approach to Students’ Transition into
    Higher Education</i>. 2015.
  short: 'T. Brahm, D. Wagner, T. Jenert, in: 2015.'
conference:
  end_date: 2015-08-29
  location: Zypern
  name: 16th Biennial EARLI Conference for Research on Learning and Instruction
  start_date: 2015-08-25
date_created: 2018-09-18T12:56:31Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- Quantitative methods
- Self-efficacy
- Higher education
- Motivation and Emotion
status: public
title: A person-centred approach to students' transition into Higher Education
type: conference
user_id: '51057'
year: '2015'
...
---
_id: '4466'
abstract:
- lang: eng
  text: Despite students’ motivation being considered a strong predictor of performance,
    the development of motivation of business school students has rarely been investigated.
    Additionally, little is known about the relation of motivational aspects with
    other influences on study performance. This is surprising, as the transition from
    school to university is a crucial phase in the academic career and can be overwhelming
    for some students. The present study addresses this research gap and examines
    the development of economics and management students’ study motivation. The longitudinal
    study included four waves of data collected throughout the first year using quantitative
    surveys. Regarding students’ development over time, the analysis showed a gradual
    decline in students’ motivation. Above all, the transition from secondary to higher
    education seems to be a driver for this decline
author:
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Dietrich
  full_name: Wagner, Dietrich
  last_name: Wagner
citation:
  ama: 'Brahm T, Jenert T, Wagner D. The crucial first year: Students’ motivation
    at a Swiss Business School--a longitudinal study. In: <i>Academy of Management
    Proceedings</i>. ; 2015:12649.'
  apa: 'Brahm, T., Jenert, T., &#38; Wagner, D. (2015). The crucial first year: Students’
    motivation at a Swiss Business School--a longitudinal study. In <i>Academy of
    Management Proceedings</i> (p. 12649). Vancouver.'
  bibtex: '@inproceedings{Brahm_Jenert_Wagner_2015, title={The crucial first year:
    Students’ motivation at a Swiss Business School--a longitudinal study}, number={1},
    booktitle={Academy of Management Proceedings}, author={Brahm, Taiga and Jenert,
    Tobias and Wagner, Dietrich}, year={2015}, pages={12649} }'
  chicago: 'Brahm, Taiga, Tobias Jenert, and Dietrich Wagner. “The Crucial First Year:
    Students’ Motivation at a Swiss Business School--a Longitudinal Study.” In <i>Academy
    of Management Proceedings</i>, 12649, 2015.'
  ieee: 'T. Brahm, T. Jenert, and D. Wagner, “The crucial first year: Students’ motivation
    at a Swiss Business School--a longitudinal study,” in <i>Academy of Management
    Proceedings</i>, Vancouver, 2015, no. 1, p. 12649.'
  mla: 'Brahm, Taiga, et al. “The Crucial First Year: Students’ Motivation at a Swiss
    Business School--a Longitudinal Study.” <i>Academy of Management Proceedings</i>,
    no. 1, 2015, p. 12649.'
  short: 'T. Brahm, T. Jenert, D. Wagner, in: Academy of Management Proceedings, 2015,
    p. 12649.'
conference:
  end_date: 2015-08-11
  location: Vancouver
  name: The Annual Meeting of the Academy of Management
  start_date: 2015-08-07
date_created: 2018-09-18T13:04:20Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
issue: '1'
page: '12649'
publication: Academy of Management Proceedings
status: public
title: 'The crucial first year: Students’ motivation at a Swiss Business School--a
  longitudinal study'
type: conference
user_id: '51057'
year: '2015'
...
---
_id: '4467'
author:
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Gabi
  full_name: Reinmann, Gabi
  last_name: Reinmann
citation:
  ama: 'Jenert T, Reinmann G. Zwischen Individuum, Institution und Disziplin: Methodologische
    Überlegungen zur Erfassung von Lernkulturen an Hochschule. In: <i>Dokumentation
    Der Jahrestagung Der Sektion Erwachsenenbildung Der DGfE</i>. ; 2015.'
  apa: 'Jenert, T., &#38; Reinmann, G. (2015). Zwischen Individuum, Institution und
    Disziplin: Methodologische Überlegungen zur Erfassung von Lernkulturen an Hochschule.
    In <i>Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE</i>.
    Hannover.'
  bibtex: '@inproceedings{Jenert_Reinmann_2015, title={Zwischen Individuum, Institution
    und Disziplin: Methodologische Überlegungen zur Erfassung von Lernkulturen an
    Hochschule}, booktitle={Dokumentation der Jahrestagung der Sektion Erwachsenenbildung
    der DGfE}, author={Jenert, Tobias and Reinmann, Gabi}, year={2015} }'
  chicago: 'Jenert, Tobias, and Gabi Reinmann. “Zwischen Individuum, Institution Und
    Disziplin: Methodologische Überlegungen Zur Erfassung von Lernkulturen an Hochschule.”
    In <i>Dokumentation Der Jahrestagung Der Sektion Erwachsenenbildung Der DGfE</i>,
    2015.'
  ieee: 'T. Jenert and G. Reinmann, “Zwischen Individuum, Institution und Disziplin:
    Methodologische Überlegungen zur Erfassung von Lernkulturen an Hochschule,” in
    <i>Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE</i>,
    Hannover, 2015.'
  mla: 'Jenert, Tobias, and Gabi Reinmann. “Zwischen Individuum, Institution Und Disziplin:
    Methodologische Überlegungen Zur Erfassung von Lernkulturen an Hochschule.” <i>Dokumentation
    Der Jahrestagung Der Sektion Erwachsenenbildung Der DGfE</i>, 2015.'
  short: 'T. Jenert, G. Reinmann, in: Dokumentation Der Jahrestagung Der Sektion Erwachsenenbildung
    Der DGfE, 2015.'
conference:
  end_date: 2015-10-01
  location: Hannover
  name: Jahrestagung der Sektion Erwachsenenbildung der Deutschen Gesellschaft für
    Erziehungswissenschaft (DGfE) 2015
  start_date: 2015-09-29
date_created: 2018-09-18T13:07:56Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- Methodologie
- Lernforschung
- hochschuldidaktische Forschung
- Higher Education
language:
- iso: eng
publication: Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE
status: public
title: 'Zwischen Individuum, Institution und Disziplin: Methodologische Überlegungen
  zur Erfassung von Lernkulturen an Hochschule'
type: conference
user_id: '51057'
year: '2015'
...