@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}}, } @article{37459, author = {{Seifert, Susanne and Kulmhofer, Andrea and Paleczek, Lisa and Schwab, Susanne and Gasteiger-Klicpera, Barbara}}, issn = {{1082-3301}}, journal = {{Early Childhood Education Journal}}, keywords = {{Developmental and Educational Psychology, Education}}, number = {{3}}, pages = {{333--345}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners}}}, doi = {{10.1007/s10643-015-0762-x}}, volume = {{45}}, year = {{2016}}, } @article{23750, author = {{Savelsbergh, Elwin R. and Prins, Gjalt T. and Rietbergen, Charlotte and Fechner, Sabine and Vaessen, Bram E. and Draijer, Jael M. and Bakker, Arthur}}, issn = {{1747-938X}}, journal = {{Educational Research Review}}, keywords = {{innovation, STEM education, science education, attitudes}}, pages = {{158--172}}, title = {{{Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study}}}, doi = {{10.1016/j.edurev.2016.07.003}}, volume = {{19}}, year = {{2016}}, } @inproceedings{4463, abstract = {{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. Descriptive 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 = {{Brahm, Taiga and Jenert, Tobias and Wagner, Dietrich}}, keywords = {{Quantitative methods, Student learning, Emotion and Cognition, Social sciences, Higher education, Motivation and Emotion, Fear of Failure}}, location = {{Zypern}}, title = {{{The self-fulfilling prophecy of fear of academic failure}}}, year = {{2015}}, } @inproceedings{4464, abstract = {{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 = {{Brahm, Taiga and Wagner, Dietrich and Jenert, Tobias}}, keywords = {{Quantitative methods, Self-efficacy, Higher education, Motivation and Emotion}}, location = {{Zypern}}, title = {{{A person-centred approach to students' transition into Higher Education}}}, year = {{2015}}, } @inproceedings{4467, author = {{Jenert, Tobias and Reinmann, Gabi}}, booktitle = {{Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE}}, keywords = {{Methodologie, Lernforschung, hochschuldidaktische Forschung, Higher Education}}, location = {{Hannover}}, title = {{{Zwischen Individuum, Institution und Disziplin: Methodologische Überlegungen zur Erfassung von Lernkulturen an Hochschule}}}, year = {{2015}}, } @article{4423, abstract = {{This research aims to develop and validate an instrument for the assessment of attitudes towards two particular objects: the Higher Education Institution (HEI) and the process of studying. Investigating attitudes towards studying at a HEI in a comprehensive way addresses an important research gap. It connects students' perception of the institution with teaching and learning. To validate the Assessment of Students' Attitudes towards Studying (ASAtS) Questionnaire, data was gathered at three different universities in Switzerland (820 students), Sweden (167) and Germany (133). Overall, the results show the internal consistency of the ASAtS. Its nomological validity is also supported by correlations with other constructs, such as intrinsic motivation and study performance. The ASAtS contributes to the theory on students learning by broadening the scope of research beyond learning in a narrow sense. From a practical point of view, it provides a tool for HE management to monitor students' perception of their HEI.}}, author = {{Brahm, Taiga and Jenert, Tobias}}, issn = {{1041-6080}}, journal = {{Learning and individual differences : journal of psychology and education}}, keywords = {{Attitude, Student learning, Higher Education Institution, university, student experience}}, pages = {{233 -- 242}}, publisher = {{Elsevier}}, title = {{{On the assessment of attitudes towards studying—development and validation of a questionnaire}}}, volume = {{43}}, year = {{2015}}, } @article{37461, author = {{Seifert, Susanne and Schwab, Susanne and Gasteiger-Klicpera, Barbara}}, issn = {{1057-3569}}, journal = {{Reading & Writing Quarterly}}, keywords = {{Linguistics and Language, Education}}, number = {{6}}, pages = {{499--526}}, publisher = {{Informa UK Limited}}, title = {{{Effects of a Whole-Class Reading Program Designed for Different Reading Levels and the Learning Needs of L1 and L2 Children}}}, doi = {{10.1080/10573569.2015.1029176}}, volume = {{32}}, year = {{2015}}, } @inproceedings{4470, abstract = {{Abstract Summary: Study programs are currently receiving more attention in Europe. In consequence, it can be observed that the roles of program development and management are professionalized. In the proposed round table, we would like to discuss the role of educational developers to support this professionalization via measures of training and process support in the light of recent developments in Switzerland. Abstract Text: Professionalization of program development as an institutional responsibility In Switzerland, different developments in higher education have led to increased attention to the development and management of the study programs such as the Bologna process, an increasingly competitive environment, the tertiarisation of a number of professions formerly acquired through vocational education. Furthermore, the national qualification framework and in particular accreditation processes require HEI to demonstrate the effectiveness of their activities (e.g., Sursock & Smit, 2010). Many different actors have been involved in development processes on the program level but also within educational development units. However, so far a systematic discourse on key issues regarding the management and development of study programs is missing, not only in German-speaking Europe. The following main question will guide the round table session: How can educational development give vital impulses for program development? Our starting points are two approaches or frameworks from Swiss HEI: a) the definition of competencies for new program professionals at the Zurich University for Teacher Education and b) a process for the strategic development of didactically-aligned study programs at the University of St. Gallen. Framework 1: Competencies for program managers The experiences with a training program for study program managers at the Zurich University for Teacher Education are reported. Over a period of four years, a competency profile has been developed and refined. Insights into the challenges and struggles of this role were gained. Despite diverse job characteristics of program managers (often resulting from an institution-specific history), there is a common set of competencies necessary to successfully cope with organizational complexity such as role competency (Schein, 1992) and lateral leadership (Kühl et al., 2005). Framework 2: Towards a systematic development of study programs The second initiative concerns the strategic approach to program development implemented at the University of St. Gallen (Brahm & Jenert, 2013; Jenert, 2011). In this structured process, the program goes through four process steps: process initiation, program analysis, program development, evaluation of the process and results. A major challenge in this process is the role of program professionals. The goal is to establish them as change agents for a didactically-aligned study program. Outcome: Role of educational development After briefly introducing the two examples, the roles of program professionals and educational development in HEI will be discussed. The questions guiding the discussion will be: • How can program development be established as a continuing task, closely tied to quality development? • How can the competencies of program professionals be developed and the local capacity and ownership be strengthened? • How can educational development support program development and provide vital impulses? Audience Engagement. Depending on the number of participants, first the questions will be discussed in groups. To put the results of the discussion on record, it will be summarized and uploaded in our weblog for further discussion after the session.}}, author = {{Brahm, Taiga and Zellweger, Franziska and Jenert, Tobias and Thomann, Geri}}, keywords = {{curriculum development, study programs, Bologna, educational development, higher education}}, location = {{Stockholm}}, title = {{{Developing study programs as a continuous task-the role of educational developers}}}, year = {{2014}}, } @inproceedings{4474, abstract = {{The transition from school to university can be overwhelming for some students. While 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 mixed methods study addresses this research gap and examines the development of economics students' study motivation. The longitudinal mixed-method study included three waves of data collected using quantitative surveys and a series of five interviews conducted with 14 first-year students over eight months. Regarding students' development over time, the quantitative analysis showed a gradual decline in students' motivation. However, in the interviews, certain events during the first year were identified as critical incidents demotivating students. These insights into the development of students' motivation at a business school show that concrete incidents influence students' motivational development; thus, they could be transformed by structural changes.}}, author = {{Brahm, Taiga and Jenert, Tobias}}, keywords = {{motivation, business school, higher education, latent growth curve model, longitudinal study, mixed methods, interview, students}}, location = {{Leuven}}, title = {{{The crucial first year: The development of students' motivation at a Business School-a Mixed Methods Study}}}, year = {{2014}}, } @inproceedings{4475, abstract = {{Tertiary education comprises at least two phases, undergraduate and graduate studies. Often, the first year is regarded another, crucial phase where students familiarize with the study environment. It can be hypothesized that students' individual perceptions of learning and studying as well as the pedagogies they experience differ depending on their current study phase. Yet, differences between the phases in HE have rarely been investigated. To capture differences in student experiences in HE comprehensively, Jenert and Gebhardt (2010) have developed a framework describing Learning Culture in HEI. LC comprises a number of constructs on the three levels of the individual student, pedagogical interactions and the organization. The study first aims to quantitatively describe differences in LC between the phases of HE within a university. Based on this analysis, a second goal is to develop a deeper understanding of how students manage the transitions between different phases by applying qualitative research methods.}}, author = {{Gebhardt, Anja and Jenert, Tobias}}, keywords = {{Higher Education, Transitions, Bachelor, Master}}, location = {{Leuven}}, title = {{{Transition within higher education institutions (HEI): Differences in learning culture (LC) between first-year, bachelor, and master students at a business school}}}, year = {{2014}}, } @article{37458, author = {{Schwab, Susanne and Seifert, Susanne and Gasteiger-Klicpera, Barbara}}, issn = {{0966-9760}}, journal = {{International Journal of Early Years Education}}, keywords = {{Developmental and Educational Psychology, Education}}, number = {{2}}, pages = {{210--222}}, publisher = {{Informa UK Limited}}, title = {{{Improving reading in children with German as a first or second language}}}, doi = {{10.1080/09669760.2014.909308}}, volume = {{22}}, year = {{2014}}, } @article{35906, abstract = {{Against the background of a European-wide strategy of governance aimed at improving support for parents and families, the following report details the conceptualization and evaluation of a federal state program4 in Baden- Württemberg (Germany) which was launched in 2008 to encourage fam- ily and parent education. Two program components, a voucher system for parents with a new-born child and an element that emphasizes educa- tional offers for families with special needs in particular living situations, were started to increase requests for educational courses. The aim was to establish and deepen cooperation between different public and private professional services that are in contact with parents and their children. The results show that main goals of the program were reached.}}, author = {{Landhäußer, Sandra and Faas, Stefan and Treptow, Rainer}}, journal = {{Center for Educational Policy Studies Journal (CEPS)}}, keywords = {{family and parent education, cooperation, voucher system, support for families with special needs in particular living situations, program evaluation}}, number = {{No 4}}, title = {{{Encouraging Family and Parent Education: Program Development and Evaluation in the Federal State of Baden-Württemberg, Germany}}}, doi = {{https://files.eric.ed.gov/fulltext/EJ1129548.pdf}}, volume = {{Vol 4}}, year = {{2014}}, } @inproceedings{35684, abstract = {{In research, pedagogical content knowledge (PCK) is considered as an important aspect of teachers’ professional competence. However, there is no standardized definition concerning the internal structure of this concept, especially in science subjects such as physics. Therefore, results of different empirical studies measuring PCK are difficult to compare. Moreover, there is no study that can report on correlations between various aspects of PCK. Against this background, different conceptualizations and theoretical considerations of PCK have been consulted and compared. Based on these analyses, a comprehensive model of prospective physics teachers’ PCK and a related test instrument (in the form of a pen-and-paper test) have been developed. Its purpose is to enlighten the correlations between certain aspects of PCK as well as between PCK and other areas of knowledge (e.g. content knowledge). To validate the test instrument and the underlying PCK model, a think aloud study with 15 probands was conducted. We focused on the knowledge areas that the probands referred to while answering the items. With these data, indications of the validity of the underlying model could be identified. Furthermore, the test instrument was piloted with a sample of 216 prospective physics teachers. }}, author = {{Gramzow, Yvonne and Riese, Josef and Reinhold, Peter}}, booktitle = {{E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 13}}, editor = {{Constantinou, Costas P. and Papadouris, Nikos and Hadjigeorgiou, Angela}}, keywords = {{PCK, teacher education, physics, think aloud study}}, pages = {{20--27}}, title = {{{ Prospective physics teachers' pedagogical content knowledge. Validating a test instrument by using a think aloud study}}}, year = {{2014}}, } @inproceedings{4478, abstract = {{The purpose of the research was to develop and validate an instrument for the assessment of attitudes towards the study environment in higher education contexts. The questionnaire is designed to measure students' attitudes towards two particular objects: the university (or Higher Education Institution) and the process of studying. Five studies at two different universities were conducted to develop and validate the Attitudes towards the Study Environment Questionnaire (ASEQ). In total, 1640 students filled in the questionnaire. Reliability tests and exploratory factor analysis as well as confirmatory factor analysis showed satisfactory psychometric characteristics of the ASEQ. Each part of the questionnaire is internally consistent and construct validity of the scales is supported by correlations with other constructs as assumed by current theories: Positive attitudinal constructs (normative behavior, autonomy, joy, self-efficacy, and task value) are positively related to intrinsic motivation and the expected study performance while anxiety is negatively related to these constructs. Since attitudes towards the study situation are connected to student engagement and motivation, the study contributes to the theory of student learning by providing a validated instrument to assess attitudes. Thus, the ASEQ can support further research on student performance and development by providing an instrument for the hitherto neglected but nonetheless extremely relevant domain of attitudes. Also, the questionnaire can be used as a diagnostic instrument for higher education faculty and administration to trace students' attitudinal development over time - a factor of prime importance for student socialization during the introductory phase of studying.}}, author = {{Brahm, Taiga and Jenert, Tobias and Euler, Dieter}}, keywords = {{attitudes, teaching and learning, studying, higher education institution, theory of planned behavior, instrument development}}, location = {{München }}, publisher = {{EARLI European Association for Research on Learning and Instruction}}, title = {{{On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ)}}}, year = {{2013}}, } @inproceedings{4480, abstract = {{The proposed paper aims to investigate the longitudinal development of students' motivation over the first year of their studies at a business school by using latent growth curve modeling. The study tackles the following core research questions: How do first-year university students' intrinsic and extrinsic vary over time? Which (motivational) factors are related to students' motivational development? Although motivational dispositions have been analyzed extensively in previous studies, their longitudinal development has hitherto not been examined in the higher education context. This longitudinal study is conducted at the University of St. Gallen in Switzerland. The current sample includes 280 first-year students who have been surveyed three times and who are representative of the first-year student population. Descriptive results show that prior to their studies, students were motivated most by intrinsic factors, however, extrinsic motivation was also quite high. Employing latent growth curve modeling, it could be shown that both intrinsic and extrinsic motivation decline significantly over the course of the first year (8 months). The study contributes to motivation theory by providing further insights into the development of academic motivation over time. Latent growth curve modeling as a method can be well used for longitudinal data analysis, thus, excluding measurement error from longitudinal data. Furthermore, the study supports educational developers by determining factors influencing students' motivational development.}}, author = {{Brahm, Taiga and Jenert, Tobias}}, keywords = {{motivation, intrinsic motivation, extrinsic motivation, latent growth curve modeling, longitudinal data analysis, ASEQ, higher education, studying}}, location = {{München}}, publisher = {{EARLI European Association for Research on Learning and Instruction}}, title = {{{A latent growth curve analysis of Business students' intrinsic and extrinsic motivation}}}, year = {{2013}}, } @article{48332, author = {{Prediger, Susanne and Wessel, Lena}}, issn = {{1033-2170}}, journal = {{Mathematics Education Research Journal}}, keywords = {{Education, General Mathematics}}, number = {{3}}, pages = {{435--456}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Fostering German-language learners’ constructions of meanings for fractions—design and effects of a language- and mathematics-integrated intervention}}}, doi = {{10.1007/s13394-013-0079-2}}, volume = {{25}}, year = {{2013}}, } @article{35717, abstract = {{Engineering faculties generally involve their students in the creation of numerous scientific works and publications. However, students are rarely trained in this area and could well benefit from targeted support: to this end, we propose a specific lecture that addresses the subtleties of scientific research and writing and allows the students to apply and mentally anchor their acquired knowledge while composing a basic scientific term paper.}}, author = {{Temmen, Katrin and Walther, Thomas}}, issn = {{2192-4880}}, journal = {{International Journal of Engineering Pedagogy (iJEP)}}, keywords = {{General Engineering, Education}}, number = {{3}}, publisher = {{International Association of Online Engineering (IAOE)}}, title = {{{Learning by Doing – Improving Academic Skills}}}, doi = {{10.3991/ijep.v3i3.2827}}, volume = {{3}}, year = {{2013}}, } @article{46940, author = {{Klingsieck, Katrin B. and Grund, Axel and Schmid, Sebastian and Fries, Stefan}}, issn = {{1543-3382}}, journal = {{Journal of College Student Development}}, keywords = {{Education}}, number = {{4}}, pages = {{397--412}}, publisher = {{Project MUSE}}, title = {{{Why Students Procrastinate: A Qualitative Approach}}}, doi = {{10.1353/csd.2013.0060}}, volume = {{54}}, year = {{2013}}, } @phdthesis{4443, abstract = {{ Mit welchen Erwartungen und Anforderungen sehen sich Studierende im Hochschulalltag konfrontiert? Wie muss nach Ansicht der Studierenden gehandelt werden, um das Studium "erfolgreich" zu bewältigen? Wie laufen die Auswahl unterschiedlicher Lernaktivitäten im Studium sowie die Allokation von Ressourcen im Detail ab? Diese und weitere Fragen sind vor allem im Zusammenhang mit der Debatte um die Bologna-Reform stärker in den Mittelpunkt gerückt. Denn während modularisierte Curricula und Credit-Point-Systeme oft nach administrativ-organisatorischen Gesichtspunkten eingeführt wurden, hat die Gestaltung der Studienstrukturen auf Programmebene zwangsweise Auswirkungen auf das Studienhandeln - und damit auch auf das Lernen der Studierenden. Es gibt viele Vermutungen über die "Wirkungen" von Bologna auf das Studieren: Die Rede ist von Verschulung, Entwissenschaftlichung und Arbeitsüberlastung und Studierende stehen im Verdacht, ihren Studienpfad eher im Sinne einer Credit-Point-Jagd denn interessengeleitet zu gestalten. In der Regel bleibt es dabei jedoch bei anekdotischen Beobachtungen - es fehlt bislang an gesicherten Erkenntnissen über Zusammenhänge zwischen Bologna-konformen Studienkontexten und dem Handeln Studierender. Denn obschon Studierende seit langem Gegenstand der Forschung sind, ist bislang wenig darüber bekannt, wie sie den langfristigen Bildungsprozess eines ganzen Studiums gestalten. Stattdessen wurde vorwiegend das Lernen im engeren Sinne, das so genannte "Classroom Learning" untersucht. Diejenigen, die Studienprogramme nach didaktischen Gesichtspunkten gestalten wollen müssen wissen, wie Studierende mit unterschiedlichen Studienstrukturen umgehen. Denn nur so ist eine planvolle Programmgestaltung im Sinne pädagogischer Zielsetzungen und didaktischer Prinzipien möglich. Die vorliegende Arbeit nimmt diese Problemstellung auf und untersucht, welche Zielvorstellungen und Handlungsstrategien Studierende bei der Bewältigung ihres Studienalltags in unterschiedlichen Bologna-konformen Studienprogrammen entwickeln. Im Einzelnen wird gefragt, (1) welche Vorstellungen, Wahrnehmungen und Handlungslogiken das Handeln Studierender in unterschiedlichen Studienprogrammen prägen und (2) welche programmspezifischen Kontextbedingungen die Herausbildung dieser handlungsleitenden Charakteristika beeinflussen. Ausgehend von diesen beiden Fragestellungen wird zunächst ein theoretisch fundierter Analyserahmen für Studienprogramme entwickelt. Darauf aufbauend werden verschiedene Studienprogramme empirisch untersucht, um schliesslich Design-Prinzipien für die Gestaltung von Studienprogrammen zu formulieren. Es wird nicht davon ausgegangen, dass Studienstrukturen das Handeln Studierender im Sinne eines kausalen Wirkungszusammenhangs bestimmen. Vielmehr wird gefragt, was die Studierenden mit den Strukturen, auf die sie treffen, machen. Studienprogramme werden als kulturelle Einheiten verstanden, innerhalb derer sich spezifische handlungsleitende Vorstellungen und Normen entwickeln. Diese impliziten Regeln des Studienhandelns - das so genannte "Hidden Curriculum" - und vor allem auch die dahinterliegenden Konstruktionsprozesse aufzudecken, ist Ziel dieser Arbeit.}}, author = {{Jenert, Tobias}}, keywords = {{Studierverhalten, Hochschuldidaktik, Lernpsychologie, Kulturpsychologie, Bologna-Prozess, Curriculumentwicklung, Hochschulbildung, Study programme, Bologna-process, educational development, cultural psychology, higher education, curriculum development}}, publisher = {{Universität St. Gallen}}, title = {{{Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit: Theoretische Grundlegung und empirische Analyse}}}, year = {{2012}}, }