[{"date_created":"2018-09-19T08:22:51Z","status":"public","department":[{"_id":"208"},{"_id":"282"}],"keyword":["attitudes","teaching and learning","studying","higher education institution","theory of planned behavior","instrument development"],"author":[{"full_name":"Brahm, Taiga","first_name":"Taiga","last_name":"Brahm"},{"last_name":"Jenert","id":"71994","first_name":"Tobias","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646"},{"first_name":"Dieter","full_name":"Euler, Dieter","last_name":"Euler"}],"publisher":"EARLI European Association for Research on Learning and Instruction","user_id":"51057","title":"On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ)","abstract":[{"text":"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. \r\nSince 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.","lang":"eng"}],"extern":"1","type":"conference","citation":{"chicago":"Brahm, Taiga, Tobias Jenert, and Dieter Euler. “On the Assessment of Attitudes towards the Study Process and the University: Attitudes towards the Study Environment Questionnaire (ASEQ).” EARLI European Association for Research on Learning and Instruction, 2013.","ama":"Brahm T, Jenert T, Euler D. On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ). In: EARLI European Association for Research on Learning and Instruction; 2013.","apa":"Brahm, T., Jenert, T., & Euler, D. (2013). On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ). Presented at the 15th Biennial EARLI Conference, München : EARLI European Association for Research on Learning and Instruction.","bibtex":"@inproceedings{Brahm_Jenert_Euler_2013, title={On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ)}, publisher={EARLI European Association for Research on Learning and Instruction}, author={Brahm, Taiga and Jenert, Tobias and Euler, Dieter}, year={2013} }","mla":"Brahm, Taiga, et al. On the Assessment of Attitudes towards the Study Process and the University: Attitudes towards the Study Environment Questionnaire (ASEQ). EARLI European Association for Research on Learning and Instruction, 2013.","short":"T. Brahm, T. Jenert, D. Euler, in: EARLI European Association for Research on Learning and Instruction, 2013.","ieee":"T. Brahm, T. Jenert, and D. Euler, “On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ),” presented at the 15th Biennial EARLI Conference, München , 2013."},"year":"2013","conference":{"end_date":"2013-08-31","name":"15th Biennial EARLI Conference","start_date":"2013-08-27","location":"München "},"date_updated":"2022-01-06T07:01:06Z","_id":"4478"},{"conference":{"end_date":"2011-09-03","location":"Exeter","start_date":"2011-08-30","name":"14th Biennial European Conference for Research on Learning and Instruction (EARLI)"},"_id":"4489","date_updated":"2022-01-06T07:01:06Z","citation":{"chicago":"Brahm, Taiga, Anja Gebhardt, and Tobias Jenert. “Learning Culture as a Prerequisite for an Institution-Wide Approach to Educational Development.” European Association for Research on Learning and Instruction, 2011.","ama":"Brahm T, Gebhardt A, Jenert T. Learning culture as a prerequisite for an institution-wide approach to educational development. In: European Association for Research on Learning and Instruction; 2011.","apa":"Brahm, T., Gebhardt, A., & Jenert, T. (2011). Learning culture as a prerequisite for an institution-wide approach to educational development. Presented at the 14th Biennial European Conference for Research on Learning and Instruction (EARLI), Exeter: European Association for Research on Learning and Instruction.","mla":"Brahm, Taiga, et al. Learning Culture as a Prerequisite for an Institution-Wide Approach to Educational Development. European Association for Research on Learning and Instruction, 2011.","bibtex":"@inproceedings{Brahm_Gebhardt_Jenert_2011, title={Learning culture as a prerequisite for an institution-wide approach to educational development}, publisher={European Association for Research on Learning and Instruction}, author={Brahm, Taiga and Gebhardt, Anja and Jenert, Tobias}, year={2011} }","short":"T. Brahm, A. Gebhardt, T. Jenert, in: European Association for Research on Learning and Instruction, 2011.","ieee":"T. Brahm, A. Gebhardt, and T. Jenert, “Learning culture as a prerequisite for an institution-wide approach to educational development,” presented at the 14th Biennial European Conference for Research on Learning and Instruction (EARLI), Exeter, 2011."},"type":"conference","year":"2011","user_id":"51057","title":"Learning culture as a prerequisite for an institution-wide approach to educational development","abstract":[{"lang":"eng","text":"Over the last two decades, the discussion about innovating teaching and learning at higher education institutions (HEI) has concentrated on various core concepts: such as an increased focus on learning outcomes as competencies and more student-centered teaching. These concepts form part of what Barr and Tagg (1995) have termed the \"shift from teaching to learning\". However, very few approaches have been proposed so far in the scholarly literature on how to actually transfer such normative concepts into the practice of teaching and learning at HEI. In order to sustainably develop the practices of teaching and learning at HEI, it is necessary to comprehend the prerequisites for educational development. The construct of \"learning culture\" can be seen as a possible concept to explicate these prerequisites. The aims of this study are to (a) propose an institution-wide approach to educational development at HEI and to (b) present a comprehensive instrument to diagnose learning culture as a starting point for educational development. The findings of the study include a first version of the Learning Culture Inventory for HEI. The students' version of the instrument encompasses 12 scales for the individual, 12 for the pedagogical interactions and 5 for the organizational dimension. The assumed basic factor structure of the instruments could be confirmed. With the institution-wide approach to educational development and the Learning Culture Inventory, this study can provide the basis for sustainable developmental initiatives to innovate teaching and learning at HEI."}],"extern":"1","date_created":"2018-09-19T08:52:46Z","status":"public","alternative_title":["Education for a Global Networked Society"],"department":[{"_id":"208"},{"_id":"282"}],"keyword":["higher education","instrument development","strategy","educational development"],"author":[{"full_name":"Brahm, Taiga","first_name":"Taiga","last_name":"Brahm"},{"last_name":"Gebhardt","full_name":"Gebhardt, Anja","first_name":"Anja"},{"first_name":"Tobias","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994"}],"publisher":"European Association for Research on Learning and Instruction"}]