@article{47627,
  abstract     = {{In Germany, dual learning programmes are increasingly offered by higher education institutions. These programmes’ main characteristic and greatest challenge is their integration of academic and vocational learning. So far, this challenge has frequently been stated without specifying its exact nature and consequences for learners. The present study addresses this pedagogical research gap and examines the extent of variation in the degree of integration among dual study programmes. With reference to curriculum theory, the study develops an empirical typology of curricular integration in dual programmes. The data sample consists of 152 programmes at (dual) universities and universities of applied sciences. Data is analysed using hierarchical cluster analysis. Results indicate that the currently prevailing forms of curricular integration should best be differentiated according to five types. The five overlapping types of integration are located on a continuum ranging from parallelism through organisational linking to full curricular integration targeted immediately at students’ personal integration. The analysis confirms that there are problems with complying with integration standards set on the policy level. Above all, the study offers new insights on what marks the diverse integration landscape of dual study programmes. It proves that approaches to integration are more differentiated than previous research has shown.}},
  author       = {{Mordhorst, Lisa and Jenert, Tobias}},
  issn         = {{0018-1560}},
  journal      = {{Higher Education}},
  keywords     = {{Dual study programmes · Curricular integration · Curriculum theory · Empirical typology · Cluster analysis · Germany}},
  number       = {{6}},
  pages        = {{1257--1279}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany}}},
  doi          = {{10.1007/s10734-022-00889-7}},
  volume       = {{85}},
  year         = {{2022}},
}

@article{32535,
  abstract     = {{In this study, we draw on person–environment fit theory to analyze whether academic success is best explained by individual abilities subjectively exceeding situational demands or by abilities matching the demands. Moreover, we disentangled effects of perceived abilities and subjective person–environment (P-E) fit on academic success. All in all, 693 teacher education students participated in an online questionnaire. Students were asked to rate general requirements of their academic programs (e.g., self-discipline) on a 5-point scale in terms of (1) their own abilities and (2) the perceived relevance for their studies. P-E fit was determined by difference scores between abilities and relevance ratings. Academic success was assessed by grades, perceived performance, and study satisfaction. Data were analyzed through structural equation modeling and suggest that academic success is best explained by a match between abilities and demands. Moreover, all three criteria for academic success were more strongly related to subjective fit than to subjective abilities.}},
  author       = {{Bohndick, Carla and Rosman, Tom and Kohlmeyer, Susanne and Buhl, Heike M.}},
  issn         = {{0018-1560}},
  journal      = {{Higher Education}},
  keywords     = {{Academic success, Person–environment fit theory, Demands–abilities fit, Higher education}},
  number       = {{5}},
  pages        = {{839--854}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory}}},
  doi          = {{10.1007/s10734-017-0173-6}},
  volume       = {{75}},
  year         = {{2017}},
}

@article{4421,
  abstract     = {{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       = {{Brahm, Taiga and Jenert, Tobias and Wagner, Dietrich}},
  issn         = {{0018-1560}},
  journal      = {{Higher Education}},
  keywords     = {{Transition to higher education, Motivation, Longitudinal study, Socio-cultural factors, Latent change model, Switzerland}},
  number       = {{3}},
  pages        = {{459--478}},
  publisher    = {{Springer Nature}},
  title        = {{{The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School}}},
  doi          = {{10.1007/s10734-016-0095-8}},
  volume       = {{73}},
  year         = {{2016}},
}