---
_id: '57884'
abstract:
- lang: eng
  text: Although music apps are becoming increasingly popular, there has been little
    research on informal music practices with apps. This article presents findings
    of an ongoing study on learning processes and aesthetic experiences with informal
    appmusic practices. In particular, it discusses the aesthetic practices (Reckwitz,
    2008b) of using specific places for making music. In our grounded theory study
    (Charmaz, 2014) we collected data using interviews, participant observation and
    videography. As exemplary cases, this article presents two analyses of the use
    of ‘inspiring places’ and ‘safe places’. The results suggest that perceiving the
    atmosphere is a fundamental prerequisite for both places. Additionally, the results
    shed light on aesthetic aspects of mobile music making. (DIPF/Orig.)
author:
- first_name: Linus
  full_name: Eusterbrock, Linus
  last_name: Eusterbrock
- first_name: Marc
  full_name: Godau, Marc
  id: '98877'
  last_name: Godau
- first_name: Matthias
  full_name: Haenisch, Matthias
  last_name: Haenisch
- first_name: Matthias
  full_name: Krebs, Matthias
  last_name: Krebs
- first_name: Christian
  full_name: Rolle, Christian
  last_name: Rolle
citation:
  ama: 'Eusterbrock L, Godau M, Haenisch M, Krebs M, Rolle C. Von ’inspirierenden
    Orten’ und ’Safe Places’. Die ästhetische Nutzung von Orten in der Appmusikpraxis.
    In: Hasselhorn J, Kautny O, Platz F, eds. <i>Musikpädagogik Im Spannungsfeld von
    Reflexion Und Intervention</i>. Vol 41. Musikpädagogische Forschung. Waxmann;
    2021:155–172.'
  apa: Eusterbrock, L., Godau, M., Haenisch, M., Krebs, M., &#38; Rolle, C. (2021).
    Von ’inspirierenden Orten’ und ’Safe Places’. Die ästhetische Nutzung von Orten
    in der Appmusikpraxis. In J. Hasselhorn, O. Kautny, &#38; F. Platz (Eds.), <i>Musikpädagogik
    im Spannungsfeld von Reflexion und Intervention</i> (Vol. 41, pp. 155–172). Waxmann.
  bibtex: '@inbook{Eusterbrock_Godau_Haenisch_Krebs_Rolle_2021, place={Münster, New
    York}, series={Musikpädagogische Forschung}, title={Von ’inspirierenden Orten’
    und ’Safe Places’. Die ästhetische Nutzung von Orten in der Appmusikpraxis}, volume={41},
    booktitle={Musikpädagogik im Spannungsfeld von Reflexion und Intervention}, publisher={Waxmann},
    author={Eusterbrock, Linus and Godau, Marc and Haenisch, Matthias and Krebs, Matthias
    and Rolle, Christian}, editor={Hasselhorn, Johannes and Kautny, Oliver and Platz,
    Friedrich}, year={2021}, pages={155–172}, collection={Musikpädagogische Forschung}
    }'
  chicago: 'Eusterbrock, Linus, Marc Godau, Matthias Haenisch, Matthias Krebs, and
    Christian Rolle. “Von ’inspirierenden Orten’ Und ’Safe Places’. Die Ästhetische
    Nutzung von Orten in Der Appmusikpraxis.” In <i>Musikpädagogik Im Spannungsfeld
    von Reflexion Und Intervention</i>, edited by Johannes Hasselhorn, Oliver Kautny,
    and Friedrich Platz, 41:155–172. Musikpädagogische Forschung. Münster, New York:
    Waxmann, 2021.'
  ieee: 'L. Eusterbrock, M. Godau, M. Haenisch, M. Krebs, and C. Rolle, “Von ’inspirierenden
    Orten’ und ’Safe Places’. Die ästhetische Nutzung von Orten in der Appmusikpraxis,”
    in <i>Musikpädagogik im Spannungsfeld von Reflexion und Intervention</i>, vol.
    41, J. Hasselhorn, O. Kautny, and F. Platz, Eds. Münster, New York: Waxmann, 2021,
    pp. 155–172.'
  mla: Eusterbrock, Linus, et al. “Von ’inspirierenden Orten’ Und ’Safe Places’. Die
    Ästhetische Nutzung von Orten in Der Appmusikpraxis.” <i>Musikpädagogik Im Spannungsfeld
    von Reflexion Und Intervention</i>, edited by Johannes Hasselhorn et al., vol.
    41, Waxmann, 2021, pp. 155–172.
  short: 'L. Eusterbrock, M. Godau, M. Haenisch, M. Krebs, C. Rolle, in: J. Hasselhorn,
    O. Kautny, F. Platz (Eds.), Musikpädagogik Im Spannungsfeld von Reflexion Und
    Intervention, Waxmann, Münster, New York, 2021, pp. 155–172.'
date_created: 2024-12-30T14:42:12Z
date_updated: 2025-02-06T10:51:28Z
department:
- _id: '131'
- _id: '36'
- _id: '129'
- _id: '540'
editor:
- first_name: Johannes
  full_name: Hasselhorn, Johannes
  last_name: Hasselhorn
- first_name: Oliver
  full_name: Kautny, Oliver
  last_name: Kautny
- first_name: Friedrich
  full_name: Platz, Friedrich
  last_name: Platz
extern: '1'
intvolume: '        41'
keyword:
- Education
- Ästhetik
- Schul- und Bildungswesen
- Informal learning
- Informelles Lernen
- Musical education
- Musikpädagogik
- Anwendung
- Ästhetische Erfahrung
- Grounded Theory
- Längsschnittuntersuchung
- Learning process
- Lernprozess
- Longitudinal analysis
- Longitudinal study
- Mobiles Gerät
- Music reading
- Musizieren
- Erziehung
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
page: 155–172
place: Münster, New York
publication: Musikpädagogik im Spannungsfeld von Reflexion und Intervention
publisher: Waxmann
series_title: Musikpädagogische Forschung
status: public
title: Von ’inspirierenden Orten’ und ’Safe Places’. Die ästhetische Nutzung von Orten
  in der Appmusikpraxis
type: book_chapter
user_id: '99991'
volume: 41
year: '2021'
...
---
_id: '4421'
abstract:
- lang: eng
  text: 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:
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Tobias
  full_name: Jenert, Tobias
  last_name: Jenert
- first_name: Dietrich
  full_name: Wagner, Dietrich
  last_name: Wagner
citation:
  ama: 'Brahm T, Jenert T, Wagner D. The crucial first year: a longitudinal study
    of students’ motivational development at a Swiss Business School. <i>Higher Education</i>.
    2016;73(3):459-478. doi:<a href="https://doi.org/10.1007/s10734-016-0095-8">10.1007/s10734-016-0095-8</a>'
  apa: 'Brahm, T., Jenert, T., &#38; Wagner, D. (2016). The crucial first year: a
    longitudinal study of students’ motivational development at a Swiss Business School.
    <i>Higher Education</i>, <i>73</i>(3), 459–478. <a href="https://doi.org/10.1007/s10734-016-0095-8">https://doi.org/10.1007/s10734-016-0095-8</a>'
  bibtex: '@article{Brahm_Jenert_Wagner_2016, title={The crucial first year: a longitudinal
    study of students’ motivational development at a Swiss Business School}, volume={73},
    DOI={<a href="https://doi.org/10.1007/s10734-016-0095-8">10.1007/s10734-016-0095-8</a>},
    number={3}, journal={Higher Education}, publisher={Springer Nature}, author={Brahm,
    Taiga and Jenert, Tobias and Wagner, Dietrich}, year={2016}, pages={459–478} }'
  chicago: 'Brahm, Taiga, Tobias Jenert, and Dietrich Wagner. “The Crucial First Year:
    A Longitudinal Study of Students’ Motivational Development at a Swiss Business
    School.” <i>Higher Education</i> 73, no. 3 (2016): 459–78. <a href="https://doi.org/10.1007/s10734-016-0095-8">https://doi.org/10.1007/s10734-016-0095-8</a>.'
  ieee: 'T. Brahm, T. Jenert, and D. Wagner, “The crucial first year: a longitudinal
    study of students’ motivational development at a Swiss Business School,” <i>Higher
    Education</i>, vol. 73, no. 3, pp. 459–478, 2016.'
  mla: 'Brahm, Taiga, et al. “The Crucial First Year: A Longitudinal Study of Students’
    Motivational Development at a Swiss Business School.” <i>Higher Education</i>,
    vol. 73, no. 3, Springer Nature, 2016, pp. 459–78, doi:<a href="https://doi.org/10.1007/s10734-016-0095-8">10.1007/s10734-016-0095-8</a>.'
  short: T. Brahm, T. Jenert, D. Wagner, Higher Education 73 (2016) 459–478.
date_created: 2018-09-18T08:58:54Z
date_updated: 2022-01-06T07:01:03Z
department:
- _id: '208'
- _id: '282'
doi: 10.1007/s10734-016-0095-8
extern: '1'
intvolume: '        73'
issue: '3'
keyword:
- Transition to higher education
- Motivation
- Longitudinal study
- Socio-cultural factors
- Latent change model
- Switzerland
page: 459-478
publication: Higher Education
publication_identifier:
  issn:
  - 0018-1560
  - 1573-174X
publication_status: published
publisher: Springer Nature
status: public
title: 'The crucial first year: a longitudinal study of students’ motivational development
  at a Swiss Business School'
type: journal_article
user_id: '51057'
volume: 73
year: '2016'
...
---
_id: '5704'
abstract:
- lang: eng
  text: 'Advancements in information technology have changed the way customers experience
    a service encounter and their relationship with service providers. Especially
    technology-based self-service channels have found their way into the 21st century
    service economy. While research embraces these channels for their cost-efficiency,
    it has not examined whether a shift from personal to self-service affects customer–firm
    relationships. Drawing from the service-dominant logic and its central concept
    of value-in-context, we discuss customers’ value creation in self-service and
    personal service channels and examine the long-term impact of these channels on
    customer retention. Using longitudinal customer data, we investigate how the ratio
    of self-service versus personal service use influences customer defection over
    time. Our findings suggest that the ratio of self-service to personal service
    used affects customer defection in a U-shaped manner, with intermediate levels
    of both self-service and personal service use being associated with the lowest
    likelihood of defection. We also find that this effect mitigates over time. We
    conclude that firms should not shift customers toward self-service channels completely,
    especially not at the beginning of a relationship. Our study underlines the importance
    of understanding when and how self-service technologies create valuable customer
    experiences and stresses the notion of actively managing customers’ cocreation
    of value. '
article_type: original
author:
- first_name: Anne
  full_name: Scherer, Anne
  last_name: Scherer
- first_name: Nancy
  full_name: Wünderlich, Nancy
  id: '36392'
  last_name: Wünderlich
- first_name: Florian
  full_name: Von Wangenheim, Florian
  last_name: Von Wangenheim
citation:
  ama: 'Scherer A, Wünderlich N, Von Wangenheim F. The Value of Self-Service: Long-Term
    Effects of Technology-Based Self-Service Usage on Customer Retention. <i>MIS Quarterly</i>.
    2015;39(1):177-200.'
  apa: 'Scherer, A., Wünderlich, N., &#38; Von Wangenheim, F. (2015). The Value of
    Self-Service: Long-Term Effects of Technology-Based Self-Service Usage on Customer
    Retention. <i>MIS Quarterly</i>, <i>39</i>(1), 177–200.'
  bibtex: '@article{Scherer_Wünderlich_Von Wangenheim_2015, title={The Value of Self-Service:
    Long-Term Effects of Technology-Based Self-Service Usage on Customer Retention.},
    volume={39}, number={1}, journal={MIS Quarterly}, publisher={MIS RC}, author={Scherer,
    Anne and Wünderlich, Nancy and Von Wangenheim, Florian}, year={2015}, pages={177–200}
    }'
  chicago: 'Scherer, Anne, Nancy Wünderlich, and Florian Von Wangenheim. “The Value
    of Self-Service: Long-Term Effects of Technology-Based Self-Service Usage on Customer
    Retention.” <i>MIS Quarterly</i> 39, no. 1 (2015): 177–200.'
  ieee: 'A. Scherer, N. Wünderlich, and F. Von Wangenheim, “The Value of Self-Service:
    Long-Term Effects of Technology-Based Self-Service Usage on Customer Retention.,”
    <i>MIS Quarterly</i>, vol. 39, no. 1, pp. 177–200, 2015.'
  mla: 'Scherer, Anne, et al. “The Value of Self-Service: Long-Term Effects of Technology-Based
    Self-Service Usage on Customer Retention.” <i>MIS Quarterly</i>, vol. 39, no.
    1, MIS RC, 2015, pp. 177–200.'
  short: A. Scherer, N. Wünderlich, F. Von Wangenheim, MIS Quarterly 39 (2015) 177–200.
date_created: 2018-11-15T11:36:38Z
date_updated: 2022-01-06T07:02:36Z
department:
- _id: '181'
intvolume: '        39'
issue: '1'
keyword:
- customer defection
- customer retention
- e-service
- longitudinal
- Self-service
- value-in-context
language:
- iso: eng
page: 177-200
publication: MIS Quarterly
publication_identifier:
  issn:
  - 0276-7783.
publication_status: published
publisher: MIS RC
status: public
title: 'The Value of Self-Service: Long-Term Effects of Technology-Based Self-Service
  Usage on Customer Retention.'
type: journal_article
user_id: '37741'
volume: 39
year: '2015'
...
---
_id: '4474'
abstract:
- lang: eng
  text: 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:
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
  ama: 'Brahm T, Jenert T. The crucial first year: The development of students’ motivation
    at a Business School-a Mixed Methods Study. In: ; 2014.'
  apa: 'Brahm, T., &#38; Jenert, T. (2014). The crucial first year: The development
    of students’ motivation at a Business School-a Mixed Methods Study. Presented
    at the SIG4 Higher Education &#38; SIG17 Qualitative and Quantitative Approaches
    to Learning and Instruction Earli SIG Conference 2014, Leuven.'
  bibtex: '@inproceedings{Brahm_Jenert_2014, title={The crucial first year: The development
    of students’ motivation at a Business School-a Mixed Methods Study}, author={Brahm,
    Taiga and Jenert, Tobias}, year={2014} }'
  chicago: 'Brahm, Taiga, and Tobias Jenert. “The Crucial First Year: The Development
    of Students’ Motivation at a Business School-a Mixed Methods Study,” 2014.'
  ieee: 'T. Brahm and T. Jenert, “The crucial first year: The development of students’
    motivation at a Business School-a Mixed Methods Study,” presented at the SIG4
    Higher Education &#38; SIG17 Qualitative and Quantitative Approaches to Learning
    and Instruction Earli SIG Conference 2014, Leuven, 2014.'
  mla: 'Brahm, Taiga, and Tobias Jenert. <i>The Crucial First Year: The Development
    of Students’ Motivation at a Business School-a Mixed Methods Study</i>. 2014.'
  short: 'T. Brahm, T. Jenert, in: 2014.'
conference:
  end_date: 2014-08-22
  location: Leuven
  name: SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning
    and Instruction Earli SIG Conference 2014
  start_date: 2014-08-20
date_created: 2018-09-19T08:06:46Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- motivation
- business school
- higher education
- latent growth curve model
- longitudinal study
- mixed methods
- interview
- students
status: public
title: 'The crucial first year: The development of students'' motivation at a Business
  School-a Mixed Methods Study'
type: conference
user_id: '51057'
year: '2014'
...
---
_id: '4477'
abstract:
- lang: eng
  text: "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. \r\nTo 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."
author:
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
citation:
  ama: 'Jenert T, Brahm T. How Business Students Attitudes towards their University
    and Studying Develop during the First Year: A Qualitative Longitudinal Study.
    In: EARLI European Association for Research on Learning and Instruction; 2013.'
  apa: 'Jenert, T., &#38; Brahm, T. (2013). How Business Students Attitudes towards
    their University and Studying Develop during the First Year: A Qualitative Longitudinal
    Study. Presented at the 15th Biennial EARLI Conference, München: EARLI European
    Association for Research on Learning and Instruction.'
  bibtex: '@inproceedings{Jenert_Brahm_2013, title={How Business Students Attitudes
    towards their University and Studying Develop during the First Year: A Qualitative
    Longitudinal Study}, publisher={EARLI European Association for Research on Learning
    and Instruction}, author={Jenert, Tobias and Brahm, Taiga}, year={2013} }'
  chicago: 'Jenert, Tobias, and Taiga Brahm. “How Business Students Attitudes towards
    Their University and Studying Develop during the First Year: A Qualitative Longitudinal
    Study.” EARLI European Association for Research on Learning and Instruction, 2013.'
  ieee: 'T. Jenert and T. Brahm, “How Business Students Attitudes towards their University
    and Studying Develop during the First Year: A Qualitative Longitudinal Study,”
    presented at the 15th Biennial EARLI Conference, München, 2013.'
  mla: 'Jenert, Tobias, and Taiga Brahm. <i>How Business Students Attitudes towards
    Their University and Studying Develop during the First Year: A Qualitative Longitudinal
    Study</i>. EARLI European Association for Research on Learning and Instruction,
    2013.'
  short: 'T. Jenert, T. Brahm, in: EARLI European Association for Research on Learning
    and Instruction, 2013.'
conference:
  end_date: 2013-08-31
  location: München
  name: 15th Biennial EARLI Conference
  start_date: 2013-08-27
date_created: 2018-09-19T08:19:05Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- student attitudes
- qualitative research
- longitudinal study
- student motivation
publisher: EARLI European Association for Research on Learning and Instruction
status: public
title: 'How Business Students Attitudes towards their University and Studying Develop
  during the First Year: A Qualitative Longitudinal Study'
type: conference
user_id: '51057'
year: '2013'
...
---
_id: '4480'
abstract:
- lang: eng
  text: "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.\r\n\r\nThis 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.\r\n\r\nDescriptive 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).\r\n\r\nThe 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:
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
  ama: 'Brahm T, Jenert T. A latent growth curve analysis of Business students’ intrinsic
    and extrinsic motivation. In: EARLI European Association for Research on Learning
    and Instruction; 2013.'
  apa: 'Brahm, T., &#38; Jenert, T. (2013). A latent growth curve analysis of Business
    students’ intrinsic and extrinsic motivation. Presented at the 15th Biennial EARLI
    Conference, München: EARLI European Association for Research on Learning and Instruction.'
  bibtex: '@inproceedings{Brahm_Jenert_2013, title={A latent growth curve analysis
    of Business students’ intrinsic and extrinsic motivation}, publisher={EARLI European
    Association for Research on Learning and Instruction}, author={Brahm, Taiga and
    Jenert, Tobias}, year={2013} }'
  chicago: Brahm, Taiga, and Tobias Jenert. “A Latent Growth Curve Analysis of Business
    Students’ Intrinsic and Extrinsic Motivation.” EARLI European Association for
    Research on Learning and Instruction, 2013.
  ieee: T. Brahm and T. Jenert, “A latent growth curve analysis of Business students’
    intrinsic and extrinsic motivation,” presented at the 15th Biennial EARLI Conference,
    München, 2013.
  mla: Brahm, Taiga, and Tobias Jenert. <i>A Latent Growth Curve Analysis of Business
    Students’ Intrinsic and Extrinsic Motivation</i>. EARLI European Association for
    Research on Learning and Instruction, 2013.
  short: 'T. Brahm, T. Jenert, in: EARLI European Association for Research on Learning
    and Instruction, 2013.'
conference:
  end_date: 2013-08-31
  location: München
  name: 15th Biennial EARLI Conference
  start_date: 2013-08-27
date_created: 2018-09-19T08:27:05Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- motivation
- intrinsic motivation
- extrinsic motivation
- latent growth curve modeling
- longitudinal data analysis
- ASEQ
- higher education
- studying
publisher: EARLI European Association for Research on Learning and Instruction
status: public
title: A latent growth curve analysis of Business students' intrinsic and extrinsic
  motivation
type: conference
user_id: '51057'
year: '2013'
...