---
_id: '52704'
abstract:
- lang: eng
text: "\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"
author:
- first_name: Tobias
full_name: Jenert, Tobias
last_name: Jenert
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
citation:
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. Frontline Learning Research. 2021;9(2):50-77. doi:10.14786/flr.v9i2.669'
apa: 'Jenert, T., & Brahm, T. (2021). The interplay of personal and contextual
diversity during the first year at Higher Education: Combining a quantitative
and a qualitative approach. Frontline Learning Research, 9(2), 50–77.
https://doi.org/10.14786/flr.v9i2.669'
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={10.14786/flr.v9i2.669},
number={2}, journal={Frontline Learning Research}, publisher={EARLI}, author={Jenert,
Tobias and Brahm, Taiga}, year={2021}, pages={50–77} }'
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.” Frontline Learning Research 9, no. 2 (2021):
50–77. https://doi.org/10.14786/flr.v9i2.669.'
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,” Frontline Learning Research, vol. 9, no. 2, pp. 50–77, 2021,
doi: 10.14786/flr.v9i2.669.'
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.” Frontline Learning Research, vol. 9, no. 2,
EARLI, 2021, pp. 50–77, doi:10.14786/flr.v9i2.669.'
short: T. Jenert, T. Brahm, Frontline Learning Research 9 (2021) 50–77.
date_created: 2024-03-21T13:24:53Z
date_updated: 2024-03-21T16:24:39Z
department:
- _id: '208'
doi: 10.14786/flr.v9i2.669
intvolume: ' 9'
issue: '2'
keyword:
- Education
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
page: 50-77
publication: Frontline Learning Research
publication_identifier:
issn:
- 2295-3159
publication_status: published
publisher: EARLI
quality_controlled: '1'
related_material:
link:
- relation: confirmation
url: https://journals.sfu.ca/flr/index.php/journal/article/view/669
status: public
title: 'The interplay of personal and contextual diversity during the first year at
Higher Education: Combining a quantitative and a qualitative approach'
type: journal_article
user_id: '71994'
volume: 9
year: '2021'
...
---
_id: '28687'
abstract:
- lang: eng
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.
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Miriam
full_name: Körber, Miriam
last_name: Körber
- first_name: Andrea
full_name: Karsten, Andrea
id: '53917'
last_name: Karsten
citation:
ama: Scharlau I, Körber M, Karsten A. Plunging into a world? A novel approach to
undergraduates’ metaphors of reading. Frontline Learning Research. 2019;9(4):25-57.
doi:10.14786/flr.v7i4.559
apa: Scharlau, I., Körber, M., & Karsten, A. (2019). Plunging into a world?
A novel approach to undergraduates’ metaphors of reading. Frontline Learning
Research, 9(4), 25–57. https://doi.org/10.14786/flr.v7i4.559
bibtex: '@article{Scharlau_Körber_Karsten_2019, title={Plunging into a world? A
novel approach to undergraduates’ metaphors of reading}, volume={9}, DOI={10.14786/flr.v7i4.559},
number={4}, journal={Frontline Learning Research}, author={Scharlau, Ingrid and
Körber, Miriam and Karsten, Andrea}, year={2019}, pages={25–57} }'
chicago: 'Scharlau, Ingrid, Miriam Körber, and Andrea Karsten. “Plunging into a
World? A Novel Approach to Undergraduates’ Metaphors of Reading.” Frontline
Learning Research 9, no. 4 (2019): 25–57. https://doi.org/10.14786/flr.v7i4.559.'
ieee: 'I. Scharlau, M. Körber, and A. Karsten, “Plunging into a world? A novel approach
to undergraduates’ metaphors of reading,” Frontline Learning Research,
vol. 9, no. 4, pp. 25–57, 2019, doi: 10.14786/flr.v7i4.559.'
mla: Scharlau, Ingrid, et al. “Plunging into a World? A Novel Approach to Undergraduates’
Metaphors of Reading.” Frontline Learning Research, vol. 9, no. 4, 2019,
pp. 25–57, doi:10.14786/flr.v7i4.559.
short: I. Scharlau, M. Körber, A. Karsten, Frontline Learning Research 9 (2019)
25–57.
date_created: 2021-12-13T09:50:25Z
date_updated: 2022-06-07T00:06:15Z
department:
- _id: '424'
doi: 10.14786/flr.v7i4.559
intvolume: ' 9'
issue: '4'
keyword:
- metaphor
- conceptual metaphor
- metaphor analysis
- academic reading
- transitivity
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://journals.sfu.ca/flr/index.php/journal/article/view/559/597
oa: '1'
page: 25 - 57
publication: Frontline Learning Research
publication_identifier:
issn:
- 2295-3159
publication_status: published
status: public
title: Plunging into a world? A novel approach to undergraduates’ metaphors of reading
type: journal_article
user_id: '42165'
volume: 9
year: '2019'
...