@inbook{57884,
  abstract     = {{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       = {{Eusterbrock, Linus and Godau, Marc and Haenisch, Matthias and Krebs, Matthias and Rolle, Christian}},
  booktitle    = {{Musikpädagogik im Spannungsfeld von Reflexion und Intervention}},
  editor       = {{Hasselhorn, Johannes and Kautny, Oliver and Platz, Friedrich}},
  keywords     = {{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}},
  pages        = {{155–172}},
  publisher    = {{Waxmann}},
  title        = {{{Von ’inspirierenden Orten’ und ’Safe Places’. Die ästhetische Nutzung von Orten in der Appmusikpraxis}}},
  volume       = {{41}},
  year         = {{2021}},
}

@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}},
}

@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{4477,
  abstract     = {{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.}},
  author       = {{Jenert, Tobias and Brahm, Taiga}},
  keywords     = {{student attitudes, qualitative research, longitudinal study, student motivation}},
  location     = {{München}},
  publisher    = {{EARLI European Association for Research on Learning and Instruction}},
  title        = {{{How Business Students Attitudes towards their University and Studying Develop during the First Year: A Qualitative Longitudinal Study}}},
  year         = {{2013}},
}