[{"doi":"10.14786/flr.v9i2.669","main_file_link":[{"open_access":"1"}],"volume":9,"author":[{"first_name":"Tobias","full_name":"Jenert, Tobias","last_name":"Jenert"},{"last_name":"Brahm","full_name":"Brahm, Taiga","first_name":"Taiga"}],"date_updated":"2024-03-21T16:24:39Z","oa":"1","page":"50-77","intvolume":"         9","citation":{"mla":"Jenert, Tobias, and Taiga Brahm. “The Interplay of Personal and Contextual Diversity during the First Year at Higher Education: Combining a Quantitative and a Qualitative Approach.” <i>Frontline Learning Research</i>, vol. 9, no. 2, EARLI, 2021, pp. 50–77, doi:<a href=\"https://doi.org/10.14786/flr.v9i2.669\">10.14786/flr.v9i2.669</a>.","short":"T. Jenert, T. Brahm, Frontline Learning Research 9 (2021) 50–77.","bibtex":"@article{Jenert_Brahm_2021, title={The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach}, volume={9}, DOI={<a href=\"https://doi.org/10.14786/flr.v9i2.669\">10.14786/flr.v9i2.669</a>}, number={2}, journal={Frontline Learning Research}, publisher={EARLI}, author={Jenert, Tobias and Brahm, Taiga}, year={2021}, pages={50–77} }","apa":"Jenert, T., &#38; Brahm, T. (2021). The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach. <i>Frontline Learning Research</i>, <i>9</i>(2), 50–77. <a href=\"https://doi.org/10.14786/flr.v9i2.669\">https://doi.org/10.14786/flr.v9i2.669</a>","ama":"Jenert T, Brahm T. The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach. <i>Frontline Learning Research</i>. 2021;9(2):50-77. doi:<a href=\"https://doi.org/10.14786/flr.v9i2.669\">10.14786/flr.v9i2.669</a>","chicago":"Jenert, Tobias, and Taiga Brahm. “The Interplay of Personal and Contextual Diversity during the First Year at Higher Education: Combining a Quantitative and a Qualitative Approach.” <i>Frontline Learning Research</i> 9, no. 2 (2021): 50–77. <a href=\"https://doi.org/10.14786/flr.v9i2.669\">https://doi.org/10.14786/flr.v9i2.669</a>.","ieee":"T. Jenert and T. Brahm, “The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach,” <i>Frontline Learning Research</i>, vol. 9, no. 2, pp. 50–77, 2021, doi: <a href=\"https://doi.org/10.14786/flr.v9i2.669\">10.14786/flr.v9i2.669</a>."},"related_material":{"link":[{"url":"https://journals.sfu.ca/flr/index.php/journal/article/view/669","relation":"confirmation"}]},"publication_identifier":{"issn":["2295-3159"]},"publication_status":"published","department":[{"_id":"208"}],"user_id":"71994","_id":"52704","status":"public","type":"journal_article","title":"The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach","date_created":"2024-03-21T13:24:53Z","publisher":"EARLI","year":"2021","issue":"2","quality_controlled":"1","language":[{"iso":"eng"}],"keyword":["Education"],"abstract":[{"lang":"eng","text":"<jats:p>\r\nResearch on student transition into Higher Education (HE) has taken different theoretical perspectives. First, studies investigated personal variables such as students´ self-efficacy, emotions and motivation regarding the transition from school to HE. A second strand of research focused on contextual variables, for instance college effectiveness research. With this paper, we combine both the personal and the contextual approach. We aim to investigate the interaction between personal and contextual diversity during the transition into HE, taking into account students’ diversity in particular with regard to gender and individual characteristics, such as self-efficacy. We explored the heterogeneity in students’ personal characteristics by conducting a latent profile analysis (LPA) based on students’ intrinsic motivation, self-efficacy and anxiety before entering Higher Education. LPA resulted in three distinct profiles, with significant differences in how students perceived the first year. This finding suggests that students’ personal characteristics when entering Higher Education influence how they experience the study environment. To investigate the interplay between individual and contextual differences in more detail, we conducted a qualitative longitudinal study with 14 first-year students in parallel with the panel survey. We found that individual students react very differently to specific characteristics and events of the first-year environment. Our study adds to the growing body of research that aims to grasp the complexity of interactions between individual and contextual differences. Specifically, we illustrate how combining quantitative and qualitative methods can provide new insights into person-context interactions.\r\n</jats:p>"}],"publication":"Frontline Learning Research"},{"keyword":["metaphor","conceptual metaphor","metaphor analysis","academic reading","transitivity"],"language":[{"iso":"eng"}],"abstract":[{"text":"Although there is considerable research on and knowledge about students’ conceptual-izations of learning or academic practices and skills, the variability of these conceptu-alizations has been consistently neglected.In the present study, we address this varia-bility in the field of academic readingwith the help of a novel approach. Drawing on qualitative metaphor analysis, we report a detailed system of students’ conceptual met-aphors of reading. Ourspecific methodologicalapproach to identify the structure of these conceptual metaphorsallowsto analyze subjective agency on a lexical as well as grammatical level.The conceptual metaphors we identified by this method are markedly variable, although they create an overall impression of medium to low agency, that is a reader who is only weakly active or potent. Interrater reliability of the coding system was very good. We also report and analyze the frequency of the conceptual metaphors ina sample of 143 texts written by bachelor students.","lang":"eng"}],"publication":"Frontline Learning Research","title":"Plunging into a world? A novel approach to undergraduates’ metaphors of reading","date_created":"2021-12-13T09:50:25Z","year":"2019","issue":"4","_id":"28687","user_id":"42165","department":[{"_id":"424"}],"status":"public","type":"journal_article","main_file_link":[{"url":"https://journals.sfu.ca/flr/index.php/journal/article/view/559/597","open_access":"1"}],"doi":"10.14786/flr.v7i4.559","date_updated":"2022-06-07T00:06:15Z","oa":"1","author":[{"first_name":"Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","id":"451","full_name":"Scharlau, Ingrid"},{"first_name":"Miriam","full_name":"Körber, Miriam","last_name":"Körber"},{"last_name":"Karsten","full_name":"Karsten, Andrea","id":"53917","first_name":"Andrea"}],"volume":9,"citation":{"ama":"Scharlau I, Körber M, Karsten A. Plunging into a world? A novel approach to undergraduates’ metaphors of reading. <i>Frontline Learning Research</i>. 2019;9(4):25-57. doi:<a href=\"https://doi.org/10.14786/flr.v7i4.559\">10.14786/flr.v7i4.559</a>","ieee":"I. Scharlau, M. Körber, and A. Karsten, “Plunging into a world? A novel approach to undergraduates’ metaphors of reading,” <i>Frontline Learning Research</i>, vol. 9, no. 4, pp. 25–57, 2019, doi: <a href=\"https://doi.org/10.14786/flr.v7i4.559\">10.14786/flr.v7i4.559</a>.","chicago":"Scharlau, Ingrid, Miriam Körber, and Andrea Karsten. “Plunging into a World? A Novel Approach to Undergraduates’ Metaphors of Reading.” <i>Frontline Learning Research</i> 9, no. 4 (2019): 25–57. <a href=\"https://doi.org/10.14786/flr.v7i4.559\">https://doi.org/10.14786/flr.v7i4.559</a>.","short":"I. Scharlau, M. Körber, A. Karsten, Frontline Learning Research 9 (2019) 25–57.","mla":"Scharlau, Ingrid, et al. “Plunging into a World? A Novel Approach to Undergraduates’ Metaphors of Reading.” <i>Frontline Learning Research</i>, vol. 9, no. 4, 2019, pp. 25–57, doi:<a href=\"https://doi.org/10.14786/flr.v7i4.559\">10.14786/flr.v7i4.559</a>.","bibtex":"@article{Scharlau_Körber_Karsten_2019, title={Plunging into a world? A novel approach to undergraduates’ metaphors of reading}, volume={9}, DOI={<a href=\"https://doi.org/10.14786/flr.v7i4.559\">10.14786/flr.v7i4.559</a>}, number={4}, journal={Frontline Learning Research}, author={Scharlau, Ingrid and Körber, Miriam and Karsten, Andrea}, year={2019}, pages={25–57} }","apa":"Scharlau, I., Körber, M., &#38; Karsten, A. (2019). Plunging into a world? A novel approach to undergraduates’ metaphors of reading. <i>Frontline Learning Research</i>, <i>9</i>(4), 25–57. <a href=\"https://doi.org/10.14786/flr.v7i4.559\">https://doi.org/10.14786/flr.v7i4.559</a>"},"intvolume":"         9","page":"25 - 57","publication_status":"published","publication_identifier":{"issn":["2295-3159"]}}]