TY - CONF AB - The aim of this qualitative study is first to investigate the attitude development of students in their initial year at university. College effectiveness research has shown that attitudes towards studying as well as to one's university are key factors influencing student engagement. Up to now, little is known about the processes through which such attitudes develop. Based on the theory of planned behaviour (Ajzen & Fishbein, 1980), the study addresses this research gap in three parts: a) development paths of students' attitudes towards studying and the university; b) the normative behaviour of the fellow students as well as significant persons, c) university-related experiences during the first year influencing students' attitude development. To answer these research questions, a series of five interviews was conducted throughout the first year with a total of 13 first-year students at the University of St. Gallen/Switzerland. Data analysis was performed referring to the procedures suggested by Neale (2012) for qualitative longitudinal data. To master the challenge of displaying developments over time, graphical analysis was used to construct a case history (cf. Henderson, Holland et al., 2012) for each individual. Regarding the students' developments over time, the analysis shows the participants' attitudes towards the university became more differentiated over time. A second major result concerns frictions between students' own attitudes and what they perceive to be the dominant normative behaviour. It became obvious that this developmental process is influenced by concrete incidents students experience during the first year and thus, can be shaped by structural changes. AU - Jenert, Tobias AU - Brahm, Taiga ID - 4477 KW - student attitudes KW - qualitative research KW - longitudinal study KW - student motivation TI - How Business Students Attitudes towards their University and Studying Develop during the First Year: A Qualitative Longitudinal Study ER - TY - CONF AB - 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. AU - Brahm, Taiga AU - Jenert, Tobias AU - Euler, Dieter ID - 4478 KW - attitudes KW - teaching and learning KW - studying KW - higher education institution KW - theory of planned behavior KW - instrument development TI - On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ) ER - TY - CONF AB - Die vorliegende Untersuchung an der Universität St. Gallen soll Erkenntnisse über die Verläufe der Einstellungsveränderungen der Studierenden geben (vgl. Brahm & Jenert, 2012). Basierend auf der Theorie des geplanten Verhaltens (Ajzen & Fishbein, 1980) werden drei Forschungsfragen adressiert: (1) Gibt es typische Pfade der Einstellungsentwicklung? (2) Wie wird das normative Verhalten von Mitstudierenden und anderen Personen wahrgenommen? (3) Welche Erfahrungen beeinflussen die Entwicklung? Zur Beantwortung dieser Fragen wurde über das erste Studienjahr hinweg eine Interviewserie mit 13 Studierenden durchgeführt. Die Datenanalyse mithilfe grafischer Case Histories zeigt, dass die Einstellungen der Probanden über die Zeit differenzierter werden. Zudem gibt es Widersprüche zwischen den Einstellungen und dem wahrgenommenen normativen Verhalten. Dabei ist die Einstellungsentwicklung von konkreten Ereignissen geprägt und kann damit durch strukturelle Interventionen beeinflusst werden. AU - Jenert, Tobias AU - Brahm, Taiga ID - 4481 KW - student attitudes KW - theory of planned behaviour KW - Einstellungsentwicklung KW - student motivation TI - Die Entwicklung studien-und hochschulbezogener Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie ER - TY - JOUR AB - This article investigates forms of address, in particular the T/V distinction in German, in conversational interviews with German-speaking immigrants to English-speaking Canada and their descendants. From among 77 interviews conducted in two urban areas in Canada, we discuss instances of both the interactional use of and metalinguistic comments on forms of address. Our analysis is largely guided by conversation analysis and interactional sociolinguistics (e.g. Goodwin & Heritage 1990). Using Clyne, Norrby and Warren’s (2009) model of address as a backdrop, we investigate the construction of group identity and group socialization through the lens of positioning theory (e.g. van Langenhove & Harré 1993; Dailey-O’Cain & Liebscher 2009). This combination of analytical tools can explain shifts in both usage of and attitudes toward the T/V distinction that cannot be explained through language attrition arguments alone. AU - Liebscher, Grit AU - Dailey-O’Cain, Jennifer AU - Müller, Mareike AU - Reichert, Tetyana ID - 28449 IS - 3 JF - Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) KW - Forms of address KW - T/V distinction KW - Du vs. Sie KW - Conversation analysis KW - Language attitudes KW - Interviews KW - German in Canada KW - Migration studies KW - North American migration SN - 1018-2101 TI - Negotiating identities through pronouns of address in an immigrant community VL - 20 ER -