[{"publication":"Journal of Research in Childhood Education","type":"journal_article","abstract":[{"lang":"eng","text":"Children’s information-related internet use positively affects their acquisition of computer- and information-related skills. Nevertheless, this use still occurs predominantly in the family context. Parents’ support of their children’s internet use can motivate them to use the internet for information-related purposes. However, while parents’ support seems to be important, the quantity and quality of parental support have been shown to have different associations with children’s motivation. Thus, the goal of the current study was to examine the relationship between parents’ support (quantity and quality), children’s motivation to engage in information-related internet use, and children’s actual information-related internet use (practical and school- or learning-related use) using structural equation modeling. In addition, we examined the mediating effects of children’s motivation. Specifically, 492 12-year-old German children answered a paper-and-pencil questionnaire. We found positive associations between the quantity and quality of parents’ support and children’s intrinsic and extrinsic motivation, while only structure-giving support was found to be related to children’s intrinsic motivation. The quantity of support was directly related to children’s school- or learning-related use, while intrinsic motivation was associated with both forms of information-related internet use. Furthermore, we confirmed that children’s motivation is an important mediator in this context. The implications of these findings for parents and children are considered."}],"status":"public","_id":"55271","project":[{"name":"DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen elterlicher Unterstützung bei der informationsorientierten Internetnutzung","_id":"378"}],"department":[{"_id":"427"}],"user_id":"38556","keyword":["children's motivation","information-related internet use","quality of parental support","quantity of parental support"],"ddc":["150"],"article_type":"original","language":[{"iso":"eng"}],"year":"2024","citation":{"chicago":"Gruchel, Nicole, Ricarda Kurock, Sabrina  Bonanati, and Heike M. Buhl. “Children’s Information-Related Internet Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s Motivation.” <i>Journal of Research in Childhood Education</i>, 2024.","ieee":"N. Gruchel, R. Kurock, S. Bonanati, and H. M. Buhl, “Children’s Information-Related Internet Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s Motivation,” <i>Journal of Research in Childhood Education</i>, 2024.","ama":"Gruchel N, Kurock R, Bonanati S, Buhl HM. Children’s Information-Related Internet Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s Motivation. <i>Journal of Research in Childhood Education</i>. Published online 2024.","apa":"Gruchel, N., Kurock, R., Bonanati, S., &#38; Buhl, H. M. (2024). Children’s Information-Related Internet Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s Motivation. <i>Journal of Research in Childhood Education</i>.","bibtex":"@article{Gruchel_Kurock_Bonanati_Buhl_2024, title={Children’s Information-Related Internet Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s Motivation}, journal={Journal of Research in Childhood Education}, author={Gruchel, Nicole and Kurock, Ricarda and Bonanati, Sabrina  and Buhl, Heike M.}, year={2024} }","mla":"Gruchel, Nicole, et al. “Children’s Information-Related Internet Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s Motivation.” <i>Journal of Research in Childhood Education</i>, 2024.","short":"N. Gruchel, R. Kurock, S. Bonanati, H.M. Buhl, Journal of Research in Childhood Education (2024)."},"date_updated":"2026-01-22T08:21:34Z","date_created":"2024-07-16T06:38:34Z","author":[{"full_name":"Gruchel, Nicole","id":"38556","last_name":"Gruchel","first_name":"Nicole"},{"first_name":"Ricarda","last_name":"Kurock","id":"78797","full_name":"Kurock, Ricarda"},{"last_name":"Bonanati","full_name":"Bonanati, Sabrina ","first_name":"Sabrina "},{"last_name":"Buhl","full_name":"Buhl, Heike M.","id":"27152","first_name":"Heike M."}],"title":"Children’s Information-Related Internet Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s Motivation","main_file_link":[{"url":"https://www.tandfonline.com/doi/full/10.1080/02568543.2024.2376099"}]},{"citation":{"short":"M. Schaffer, B. Lea, C. Schulte, H.M. Buhl, in: C. Bermeitinger, W.  Greve (Eds.), 52nd DGPs Congress  - Abstracts, 2022.","mla":"Schaffer, Michael, et al. “Die Anpassungen von Erklärungen an das Verständnis des Erklärgegenstandes der Gesprächspartner.” <i>52nd DGPs Congress  - Abstracts</i>, edited by Christina Bermeitinger and Werner  Greve, 2022.","bibtex":"@inproceedings{Schaffer_Lea_Schulte_Buhl_2022, title={Die Anpassungen von Erklärungen an das Verständnis des Erklärgegenstandes der Gesprächspartner}, booktitle={52nd DGPs Congress  - Abstracts}, author={Schaffer, Michael and Lea, Budde and Schulte, Carsten and Buhl, Heike M.}, editor={Bermeitinger, Christina and  Greve, Werner}, year={2022} }","apa":"Schaffer, M., Lea, B., Schulte, C., &#38; Buhl, H. M. (2022). Die Anpassungen von Erklärungen an das Verständnis des Erklärgegenstandes der Gesprächspartner. In C. Bermeitinger &#38; W.  Greve (Eds.), <i>52nd DGPs Congress  - Abstracts</i>.","ama":"Schaffer M, Lea B, Schulte C, Buhl HM. Die Anpassungen von Erklärungen an das Verständnis des Erklärgegenstandes der Gesprächspartner. In: Bermeitinger C,  Greve W, eds. <i>52nd DGPs Congress  - Abstracts</i>. ; 2022.","ieee":"M. Schaffer, B. Lea, C. Schulte, and H. M. Buhl, “Die Anpassungen von Erklärungen an das Verständnis des Erklärgegenstandes der Gesprächspartner,” in <i>52nd DGPs Congress  - Abstracts</i>, Hildesheim, 2022.","chicago":"Schaffer, Michael, Budde Lea, Carsten Schulte, and Heike M. Buhl. “Die Anpassungen von Erklärungen an das Verständnis des Erklärgegenstandes der Gesprächspartner.” In <i>52nd DGPs Congress  - Abstracts</i>, edited by Christina Bermeitinger and Werner  Greve, 2022."},"year":"2022","author":[{"full_name":"Schaffer, Michael","id":"92807","last_name":"Schaffer","first_name":"Michael"},{"first_name":"Budde","full_name":"Lea, Budde","last_name":"Lea"},{"id":"60311","full_name":"Schulte, Carsten","last_name":"Schulte","first_name":"Carsten"},{"first_name":"Heike M.","last_name":"Buhl","id":"27152","full_name":"Buhl, Heike M."}],"date_created":"2024-11-12T10:06:45Z","date_updated":"2025-07-16T08:13:48Z","conference":{"name":"10. – 15.09.2022 52. Kongress der Deutschen Gesellschaft für Psychologie","start_date":"2022-09-10","end_date":"2022-09-15","location":"Hildesheim"},"title":"Die Anpassungen von Erklärungen an das Verständnis des Erklärgegenstandes der Gesprächspartner","type":"conference_abstract","publication":"52nd DGPs Congress  - Abstracts","status":"public","editor":[{"last_name":"Bermeitinger","full_name":"Bermeitinger, Christina","first_name":"Christina"},{"full_name":" Greve, Werner","last_name":" Greve","first_name":"Werner"}],"user_id":"27152","project":[{"grant_number":"438445824","_id":"114","name":"TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten (Teilprojekt A04)"}],"_id":"56993","language":[{"iso":"ger"}],"keyword":["Cognition","Motivation","Technical Model","Mental Model","Explainer","Explainee","Qualitative Content Analysis"]},{"type":"journal_article","publication":"Zeitschrift für Berufsund Wirtschaftspädagogik","status":"public","abstract":[{"lang":"ger","text":"National und international ist in den letzten Jahren ein vergrößertes Interesse an der Erforschung der Berufswahlmotivation von Studierenden des allgemeinen Lehramtes zu beobachten. Auch in der Wirtschaftspädagogik hat die empirische Auseinandersetzung mit den Beweggründen der Studien- und Berufswahl eine gewisse Tradition. Gleichzeitig muss bemängelt werden, dass die existierenden Untersuchungen einerseits bisher keine an die nationale und internationale Forschung anschlussfähigen Erhebungsinstrumente benutzten und andererseits regional nur einzelne Hochschulstandorte berücksichtigten. Die hier berichtete Studie nimmt sich dieses Forschungsdesiderates an. Hierzu wurden 879 Studierende der Wirtschaftspädagogik an zwölf deutschen Studienstandorten mit einem standardisierten Fragebogen, basierend auf dem bereits gut etablierten FIT-Choice-Ansatz, befragt. Auf Basis dieser Stichprobe werden folgende Forschungsfragen beantwortet: (1) Inwiefern eignet sich das FIT-Choice-Instrumentarium auch für Untersuchungen von Studierenden der Wirtschaftspädagogik?, (2) Welche Motive sowie Vorstellungen vom späteren Beruf liegen der Berufswahl der befragten Studierenden der Wirtschaftspädagogik zugrunde? und (3) Inwiefern unterscheiden sich die Berufswahlmotive sowie die Vorstellungen des späteren Berufs der befragten Wirtschaftspädagogikstudierenden in Hinblick auf das Geschlecht, eine vorherige Berufsausbildung sowie den späteren Berufswunsch? Die Validierung zeigt, dass sich der FIT-Choice-Ansatz größtenteils gut eignet, um auch Studierende der Wirtschaftspädagogik zu untersuchen. Darüber hinaus geben die Befunde vertiefte Einblicke in die Berufswahlmotivation angehender Wirtschaftspädagog*innen (z. B. hohe Relevanz des polyvalenten Studiencharakters)."}],"user_id":"79910","department":[{"_id":"452"}],"_id":"29098","language":[{"iso":"ger"}],"keyword":["Berufswahl","Motivation","Wirtschaftspädagogik","Berufliche Bildung","FIT-Choice","Lehramt","Career Choice","Business","Education","VET","FIT-Choice","Teacher Education"],"issue":"2","publication_status":"published","publication_identifier":{"issn":["0172-2875"]},"citation":{"ama":"Goller M, Ziegler S. Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik. <i>Zeitschrift für Berufsund Wirtschaftspädagogik</i>. 2021;117(2):154-193. doi:<a href=\"https://doi.org/10.25162/zbw-2021-0008\">10.25162/zbw-2021-0008</a>","ieee":"M. Goller and S. Ziegler, “Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik,” <i>Zeitschrift für Berufsund Wirtschaftspädagogik</i>, vol. 117, no. 2, pp. 154–193, 2021, doi: <a href=\"https://doi.org/10.25162/zbw-2021-0008\">10.25162/zbw-2021-0008</a>.","chicago":"Goller, Michael, and Simone Ziegler. “Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik.” <i>Zeitschrift für Berufsund Wirtschaftspädagogik</i> 117, no. 2 (2021): 154–93. <a href=\"https://doi.org/10.25162/zbw-2021-0008\">https://doi.org/10.25162/zbw-2021-0008</a>.","mla":"Goller, Michael, and Simone Ziegler. “Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik.” <i>Zeitschrift für Berufsund Wirtschaftspädagogik</i>, vol. 117, no. 2, 2021, pp. 154–93, doi:<a href=\"https://doi.org/10.25162/zbw-2021-0008\">10.25162/zbw-2021-0008</a>.","bibtex":"@article{Goller_Ziegler_2021, title={Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik}, volume={117}, DOI={<a href=\"https://doi.org/10.25162/zbw-2021-0008\">10.25162/zbw-2021-0008</a>}, number={2}, journal={Zeitschrift für Berufsund Wirtschaftspädagogik}, author={Goller, Michael and Ziegler, Simone}, year={2021}, pages={154–193} }","short":"M. Goller, S. Ziegler, Zeitschrift für Berufsund Wirtschaftspädagogik 117 (2021) 154–193.","apa":"Goller, M., &#38; Ziegler, S. (2021). Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik. <i>Zeitschrift für Berufsund Wirtschaftspädagogik</i>, <i>117</i>(2), 154–193. <a href=\"https://doi.org/10.25162/zbw-2021-0008\">https://doi.org/10.25162/zbw-2021-0008</a>"},"intvolume":"       117","page":"154-193","year":"2021","author":[{"id":"30984","full_name":"Goller, Michael","last_name":"Goller","orcid":"0000-0002-2820-9178","first_name":"Michael"},{"full_name":"Ziegler, Simone","last_name":"Ziegler","first_name":"Simone"}],"date_created":"2021-12-22T16:50:32Z","volume":117,"date_updated":"2022-02-03T13:29:36Z","doi":"10.25162/zbw-2021-0008","title":"Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik"},{"publication":"mathematica didactica","type":"journal_article","status":"public","_id":"37494","department":[{"_id":"10"}],"user_id":"30933","keyword":["Extrinsische Motivation"],"issue":"44","year":"2021","intvolume":"         2","page":"1–17","citation":{"chicago":"Krapf, Regula, and Michael Liebendörfer. “Was Bewirkt Die Pflichtabgabe von Übungsaufgaben in Der Hochschulmathematik? – Ein Empirischer Vergleich.” <i>Mathematica Didactica</i> 2, no. 44 (2021): 1–17.","ieee":"R. Krapf and M. Liebendörfer, “Was bewirkt die Pflichtabgabe von Übungsaufgaben in der Hochschulmathematik? – Ein empirischer Vergleich,” <i>mathematica didactica</i>, vol. 2, no. 44, pp. 1–17, 2021.","ama":"Krapf R, Liebendörfer M. Was bewirkt die Pflichtabgabe von Übungsaufgaben in der Hochschulmathematik? – Ein empirischer Vergleich. <i>mathematica didactica</i>. 2021;2(44):1–17.","mla":"Krapf, Regula, and Michael Liebendörfer. “Was Bewirkt Die Pflichtabgabe von Übungsaufgaben in Der Hochschulmathematik? – Ein Empirischer Vergleich.” <i>Mathematica Didactica</i>, vol. 2, no. 44, 2021, pp. 1–17.","bibtex":"@article{Krapf_Liebendörfer_2021, title={Was bewirkt die Pflichtabgabe von Übungsaufgaben in der Hochschulmathematik? – Ein empirischer Vergleich}, volume={2}, number={44}, journal={mathematica didactica}, author={Krapf, Regula and Liebendörfer, Michael}, year={2021}, pages={1–17} }","short":"R. Krapf, M. Liebendörfer, Mathematica Didactica 2 (2021) 1–17.","apa":"Krapf, R., &#38; Liebendörfer, M. (2021). Was bewirkt die Pflichtabgabe von Übungsaufgaben in der Hochschulmathematik? – Ein empirischer Vergleich. <i>Mathematica Didactica</i>, <i>2</i>(44), 1–17."},"date_updated":"2023-01-18T22:49:57Z","volume":2,"author":[{"first_name":"Regula","last_name":"Krapf","full_name":"Krapf, Regula"},{"first_name":"Michael","full_name":"Liebendörfer, Michael","last_name":"Liebendörfer"}],"date_created":"2023-01-18T22:39:08Z","title":"Was bewirkt die Pflichtabgabe von Übungsaufgaben in der Hochschulmathematik? – Ein empirischer Vergleich"},{"publication":"Learning Environments Research","abstract":[{"lang":"eng","text":"With the rapid progress of technological development, self-efficacy in reference to digital devices (i.e., information and computer technology [ICT] self-efficacy) is an important driver that helps students to deal with technological problems and support their lifelong learning processes. Schools, peers, and home learning environments are important sources for the development of positive self-efficacy. Expanding on previous research, we investigated the associations between different aspects of the digital home learning environment and students’ ICT self-efficacy. The moderation effects of gender were also tested. A total of 651 children answered a questionnaire about different digital home learning environment dimensions and estimated their ICT self-efficacy using an adapted scale—Schwarzer and Jerusalem’s (1999) general self-efficacy scale. Using the structural equation modeling technique, a digital home learning environment containing six different qualities of parental support was investigated. Families’ cultural capital, parents’ attitudes toward the Internet, and shared Internet activities at home contributed positively to ICT self-efficacy. We observed small gender differences, with the moderation effect being nonsignificant. The results help researchers and practitioners to understand how different dimensions of the digital home learning environment support ICT self-efficacy. We will discuss how parents can enhance the home learning environment and how teachers can integrate this knowledge into formal education."}],"keyword":["Digital media use","Gender","Home learning environment","ICT self-efcacy","Motivation","Parental involvement"],"language":[{"iso":"eng"}],"issue":"2","year":"2021","publisher":"Springer Science and Business Media LLC","date_created":"2022-08-03T05:53:48Z","title":"The digital home learning environment and its relation to children’s ICT self-efficacy","type":"journal_article","status":"public","project":[{"_id":"378","name":"DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen elterlicher Unterstützung bei der informationsorientierten Internetnutzung","grant_number":"01JD1814A"}],"_id":"32558","user_id":"27152","department":[{"_id":"427"}],"publication_status":"published","publication_identifier":{"issn":["1387-1579","1573-1855"]},"citation":{"apa":"Bonanati, S., &#38; Buhl, H. M. (2021). The digital home learning environment and its relation to children’s ICT self-efficacy. <i>Learning Environments Research</i>, <i>25</i>(2), 485–505. <a href=\"https://doi.org/10.1007/s10984-021-09377-8\">https://doi.org/10.1007/s10984-021-09377-8</a>","bibtex":"@article{Bonanati_Buhl_2021, title={The digital home learning environment and its relation to children’s ICT self-efficacy}, volume={25}, DOI={<a href=\"https://doi.org/10.1007/s10984-021-09377-8\">10.1007/s10984-021-09377-8</a>}, number={2}, journal={Learning Environments Research}, publisher={Springer Science and Business Media LLC}, author={Bonanati, Sabrina and Buhl, Heike M.}, year={2021}, pages={485–505} }","mla":"Bonanati, Sabrina, and Heike M. Buhl. “The Digital Home Learning Environment and Its Relation to Children’s ICT Self-Efficacy.” <i>Learning Environments Research</i>, vol. 25, no. 2, Springer Science and Business Media LLC, 2021, pp. 485–505, doi:<a href=\"https://doi.org/10.1007/s10984-021-09377-8\">10.1007/s10984-021-09377-8</a>.","short":"S. Bonanati, H.M. Buhl, Learning Environments Research 25 (2021) 485–505.","chicago":"Bonanati, Sabrina, and Heike M. Buhl. “The Digital Home Learning Environment and Its Relation to Children’s ICT Self-Efficacy.” <i>Learning Environments Research</i> 25, no. 2 (2021): 485–505. <a href=\"https://doi.org/10.1007/s10984-021-09377-8\">https://doi.org/10.1007/s10984-021-09377-8</a>.","ieee":"S. Bonanati and H. M. Buhl, “The digital home learning environment and its relation to children’s ICT self-efficacy,” <i>Learning Environments Research</i>, vol. 25, no. 2, pp. 485–505, 2021, doi: <a href=\"https://doi.org/10.1007/s10984-021-09377-8\">10.1007/s10984-021-09377-8</a>.","ama":"Bonanati S, Buhl HM. The digital home learning environment and its relation to children’s ICT self-efficacy. <i>Learning Environments Research</i>. 2021;25(2):485-505. doi:<a href=\"https://doi.org/10.1007/s10984-021-09377-8\">10.1007/s10984-021-09377-8</a>"},"page":"485-505","intvolume":"        25","date_updated":"2025-07-16T08:38:51Z","oa":"1","author":[{"first_name":"Sabrina","last_name":"Bonanati","full_name":"Bonanati, Sabrina"},{"first_name":"Heike M.","full_name":"Buhl, Heike M.","id":"27152","last_name":"Buhl"}],"volume":25,"main_file_link":[{"url":"https://link.springer.com/content/pdf/10.1007/s10984-021-09377-8.pdf","open_access":"1"}],"doi":"10.1007/s10984-021-09377-8"},{"type":"journal_article","publication":"Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion","status":"public","abstract":[{"lang":"ger","text":"Im  Artikel  werden  drei  verschiedene  Lernzugänge  (kom-petenzorientiertes,  ästhetisches  und  biographisches  Lernen)  vorgestellt  und  aus theoretischer Perspektive deren motivierender Gehalt für selbstreguliertes Lernen in Praxisphasen des Lehramtsstudiumsherausgearbeitet. Als theoretische Grund-lage dient die Selbstbestimmungstheorie als zentrale motivationale Theorie zur Erklärung selbstbestimmten Handelns."},{"lang":"eng","text":"The article addresses how motivational learning approaches (competency-oriented,  aesthetic  and  biographical)  can  contribute  to  the  professionalization of preservice teachers during a long-term internship. As a theoretical basis, the self-determination  theory  serves  as  a  central  motivational  theory  for  explaining self-determined action."}],"user_id":"86519","_id":"35298","alternative_title":["Ein Blick auf kompetenzorientiertes, ästhetisches und biographisches Lernen im Lehramtsstudium"],"language":[{"iso":"other"}],"keyword":["ästhetische Forschung","Biographiearbeit","Praxissemester","Professionalisierung","selbstreguliertes Lernen","Motivation / aesthetic research","biographical work","long-term internship","profes-sionalization","self-regulated learning","motivation"],"issue":"1","publication_status":"published","publication_identifier":{"issn":["2625-0675"]},"citation":{"bibtex":"@article{Caruso_Adammek_Bonanati_Wiescholek_2020, title={Motivierende Lernzugänge als Ausgangspunkt der Professionalisierung angehender Lehrer_innen}, volume={3}, DOI={<a href=\"https://doi.org/10.4119/hlz-2540\">10.4119/hlz-2540</a>}, number={1}, journal={Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion}, author={Caruso, Carina and Adammek, Christine and Bonanati, Sabrina and Wiescholek, Sybille}, year={2020}, pages={18–33} }","mla":"Caruso, Carina, et al. “Motivierende Lernzugänge als Ausgangspunkt der Professionalisierung angehender Lehrer_innen.” <i>Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion</i>, vol. 3, no. 1, 2020, pp. 18–33, doi:<a href=\"https://doi.org/10.4119/hlz-2540\">10.4119/hlz-2540</a>.","short":"C. Caruso, C. Adammek, S. Bonanati, S. Wiescholek, Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion 3 (2020) 18–33.","apa":"Caruso, C., Adammek, C., Bonanati, S., &#38; Wiescholek, S. (2020). Motivierende Lernzugänge als Ausgangspunkt der Professionalisierung angehender Lehrer_innen. <i>Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion</i>, <i>3</i>(1), 18–33. <a href=\"https://doi.org/10.4119/hlz-2540\">https://doi.org/10.4119/hlz-2540</a>","ieee":"C. Caruso, C. Adammek, S. Bonanati, and S. Wiescholek, “Motivierende Lernzugänge als Ausgangspunkt der Professionalisierung angehender Lehrer_innen,” <i>Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion</i>, vol. 3, no. 1, pp. 18–33, 2020, doi: <a href=\"https://doi.org/10.4119/hlz-2540\">10.4119/hlz-2540</a>.","chicago":"Caruso, Carina, Christine Adammek, Sabrina Bonanati, and Sybille Wiescholek. “Motivierende Lernzugänge als Ausgangspunkt der Professionalisierung angehender Lehrer_innen.” <i>Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion</i> 3, no. 1 (2020): 18–33. <a href=\"https://doi.org/10.4119/hlz-2540\">https://doi.org/10.4119/hlz-2540</a>.","ama":"Caruso C, Adammek C, Bonanati S, Wiescholek S. Motivierende Lernzugänge als Ausgangspunkt der Professionalisierung angehender Lehrer_innen. <i>Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion</i>. 2020;3(1):18-33. doi:<a href=\"https://doi.org/10.4119/hlz-2540\">10.4119/hlz-2540</a>"},"page":"18-33","intvolume":"         3","year":"2020","author":[{"last_name":"Caruso","full_name":"Caruso, Carina","id":"23123","first_name":"Carina"},{"first_name":"Christine","last_name":"Adammek","full_name":"Adammek, Christine"},{"first_name":"Sabrina","last_name":"Bonanati","full_name":"Bonanati, Sabrina"},{"first_name":"Sybille","last_name":"Wiescholek","full_name":"Wiescholek, Sybille"}],"date_created":"2023-01-05T13:58:28Z","volume":3,"date_updated":"2023-01-06T12:18:16Z","doi":"10.4119/hlz-2540","title":"Motivierende Lernzugänge als Ausgangspunkt der Professionalisierung angehender Lehrer_innen"},{"publication_status":"published","publication_identifier":{"issn":["1869-4845"]},"issue":"3","year":"2017","citation":{"ama":"Gorges J, Neumann P, Lütje-Klose B, Wild E. Dimensionen inklusionsbezogener Fortbildungsmotivation von Sonderpädagoginnen und Sonderpädagogen und Lehrkräften allgemeiner Schulen. <i>Empirische Sonderpädagogik</i>. 2017;9(3):199-214.","chicago":"Gorges, Julia, Phillip Neumann, Birgit Lütje-Klose, and Elke Wild. “Dimensionen inklusionsbezogener Fortbildungsmotivation von Sonderpädagoginnen und Sonderpädagogen und Lehrkräften allgemeiner Schulen.” <i>Empirische Sonderpädagogik</i> 9, no. 3 (2017): 199–214.","ieee":"J. Gorges, P. Neumann, B. Lütje-Klose, and E. Wild, “Dimensionen inklusionsbezogener Fortbildungsmotivation von Sonderpädagoginnen und Sonderpädagogen und Lehrkräften allgemeiner Schulen,” <i>Empirische Sonderpädagogik</i>, vol. 9, no. 3, pp. 199–214, 2017.","apa":"Gorges, J., Neumann, P., Lütje-Klose, B., &#38; Wild, E. (2017). Dimensionen inklusionsbezogener Fortbildungsmotivation von Sonderpädagoginnen und Sonderpädagogen und Lehrkräften allgemeiner Schulen. <i>Empirische Sonderpädagogik</i>, <i>9</i>(3), 199–214.","bibtex":"@article{Gorges_Neumann_Lütje-Klose_Wild_2017, title={Dimensionen inklusionsbezogener Fortbildungsmotivation von Sonderpädagoginnen und Sonderpädagogen und Lehrkräften allgemeiner Schulen}, volume={9}, number={3}, journal={Empirische Sonderpädagogik}, author={Gorges, Julia and Neumann, Phillip and Lütje-Klose, Birgit and Wild, Elke}, year={2017}, pages={199–214} }","short":"J. Gorges, P. Neumann, B. Lütje-Klose, E. Wild, Empirische Sonderpädagogik 9 (2017) 199–214.","mla":"Gorges, Julia, et al. “Dimensionen inklusionsbezogener Fortbildungsmotivation von Sonderpädagoginnen und Sonderpädagogen und Lehrkräften allgemeiner Schulen.” <i>Empirische Sonderpädagogik</i>, vol. 9, no. 3, 2017, pp. 199–214."},"page":"199-214","intvolume":"         9","date_updated":"2023-01-10T19:41:38Z","oa":"1","author":[{"full_name":"Gorges, Julia","last_name":"Gorges","first_name":"Julia"},{"first_name":"Phillip","full_name":"Neumann, Phillip","id":"95559","last_name":"Neumann"},{"first_name":"Birgit","last_name":"Lütje-Klose","full_name":"Lütje-Klose, Birgit"},{"last_name":"Wild","full_name":"Wild, Elke","first_name":"Elke"}],"date_created":"2022-12-17T14:13:29Z","volume":9,"title":"Dimensionen inklusionsbezogener Fortbildungsmotivation von Sonderpädagoginnen und Sonderpädagogen und Lehrkräften allgemeiner Schulen","main_file_link":[{"url":"https://www.psychologie-aktuell.com/fileadmin/download/esp/3-2017_20171120/esp_3-2017_199-214.pdf","open_access":"1"}],"type":"journal_article","publication":"Empirische Sonderpädagogik","abstract":[{"lang":"ger","text":"In der vorliegenden Studie wird die konzeptuelle Binnenstruktur der Fortbildungsmotivation von Sonderpädagoginnen und Sonderpädagogen und Lehrkräften allgemeiner Schulen (N=287) mit Blick auf eine inklusionsbezogene Fortbildung zur multiprofessionellen Kooperation aus Perspektive der Erwartungs-Wert-Theorie untersucht. Konfirmatorische Faktorenanalysen zeigen eine 4-Komponenten-Struktur des subjektiven Wertes. Teilnahmeförderliche Wertüberzeugungen, die mithilfe von Items mit intrinsischer, utilitaristischer und persönlicher Ausrichtung erfasst wurden, lassen sich nach den Bezugspunkten Inhalt, Status als Teilnehmerin oder Teilnehmer und Abschluss untergliedern. Eine Kostenkomponente mit monetären und nicht-monetären Anteilen bildet einen eigenständigen Faktor. Der 4-faktorielle subjektive Wert lässt sich weiterhin von einem Bilanzwert abgrenzen, der ein Gesamturteil hinsichtlich der untersuchten Fortbildung reflektiert und primär von inhaltsbezogenen Wertkomponenten sowie der Kostenkomponente des Wertes vorhergesagt wird. Es zeigen sich professionsbezogene Unterschiede sowohl bei der Höhe der Werteinschätzungen als auch bei deren Zusammenspiel zur Bestimmung des Bilanzwertes. Die Diskussion thematisiert theoretische und praktische Implikationen der Befunde.\r\n"}],"status":"public","_id":"34507","user_id":"95559","department":[{"_id":"479"}],"keyword":["Erwartungs-Wert-Theorie","Inklusion","Lehrerfortbildung","Motivation","multiprofessionelle Kooperation","subjektiver Aufgabenwert","BiFoKi"],"language":[{"iso":"ger"}],"extern":"1"},{"issue":"3","publication_identifier":{"issn":["0018-1560","1573-174X"]},"publication_status":"published","intvolume":"        73","page":"459-478","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>","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.","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>","short":"T. Brahm, T. Jenert, D. Wagner, Higher Education 73 (2016) 459–478.","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} }","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>."},"year":"2016","volume":73,"author":[{"full_name":"Brahm, Taiga","last_name":"Brahm","first_name":"Taiga"},{"full_name":"Jenert, Tobias","last_name":"Jenert","first_name":"Tobias"},{"last_name":"Wagner","full_name":"Wagner, Dietrich","first_name":"Dietrich"}],"date_created":"2018-09-18T08:58:54Z","date_updated":"2022-01-06T07:01:03Z","publisher":"Springer Nature","doi":"10.1007/s10734-016-0095-8","title":"The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School","publication":"Higher Education","type":"journal_article","status":"public","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."}],"department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","_id":"4421","extern":"1","keyword":["Transition to higher education","Motivation","Longitudinal study","Socio-cultural factors","Latent change model","Switzerland"]},{"citation":{"short":"T. Brahm, T. Jenert, D. Wagner, in: 2015.","bibtex":"@inproceedings{Brahm_Jenert_Wagner_2015, title={The self-fulfilling prophecy of fear of academic failure}, author={Brahm, Taiga and Jenert, Tobias and Wagner, Dietrich}, year={2015} }","mla":"Brahm, Taiga, et al. <i>The Self-Fulfilling Prophecy of Fear of Academic Failure</i>. 2015.","apa":"Brahm, T., Jenert, T., &#38; Wagner, D. (2015). The self-fulfilling prophecy of fear of academic failure. Presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern.","ama":"Brahm T, Jenert T, Wagner D. The self-fulfilling prophecy of fear of academic failure. In: ; 2015.","ieee":"T. Brahm, T. Jenert, and D. Wagner, “The self-fulfilling prophecy of fear of academic failure,” presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern, 2015.","chicago":"Brahm, Taiga, Tobias Jenert, and Dietrich Wagner. “The Self-Fulfilling Prophecy of Fear of Academic Failure,” 2015."},"year":"2015","date_created":"2018-09-18T12:52:45Z","author":[{"full_name":"Brahm, Taiga","last_name":"Brahm","first_name":"Taiga"},{"first_name":"Tobias","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","id":"71994"},{"last_name":"Wagner","full_name":"Wagner, Dietrich","first_name":"Dietrich"}],"date_updated":"2022-01-06T07:01:05Z","conference":{"location":"Zypern","end_date":"2015-08-29","start_date":"2015-08-25","name":"16th Biennial EARLI Conference for Research on Learning and Instruction"},"title":"The self-fulfilling prophecy of fear of academic failure","type":"conference","status":"public","abstract":[{"text":"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. \r\nDescriptive 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","lang":"eng"}],"user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"_id":"4463","extern":"1","keyword":["Quantitative methods","Student learning","Emotion and Cognition","Social sciences","Higher education","Motivation and Emotion","Fear of Failure"]},{"extern":"1","keyword":["Quantitative methods","Self-efficacy","Higher education","Motivation and Emotion"],"user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"_id":"4464","status":"public","abstract":[{"lang":"eng","text":"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."}],"type":"conference","conference":{"name":"16th Biennial EARLI Conference for Research on Learning and Instruction","start_date":"2015-08-25","end_date":"2015-08-29","location":"Zypern"},"title":"A person-centred approach to students' transition into Higher Education","date_created":"2018-09-18T12:56:31Z","author":[{"last_name":"Brahm","full_name":"Brahm, Taiga","first_name":"Taiga"},{"full_name":"Wagner, Dietrich","last_name":"Wagner","first_name":"Dietrich"},{"first_name":"Tobias","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","id":"71994"}],"date_updated":"2022-01-06T07:01:05Z","citation":{"bibtex":"@inproceedings{Brahm_Wagner_Jenert_2015, title={A person-centred approach to students’ transition into Higher Education}, author={Brahm, Taiga and Wagner, Dietrich and Jenert, Tobias}, year={2015} }","short":"T. Brahm, D. Wagner, T. Jenert, in: 2015.","mla":"Brahm, Taiga, et al. <i>A Person-Centred Approach to Students’ Transition into Higher Education</i>. 2015.","apa":"Brahm, T., Wagner, D., &#38; Jenert, T. (2015). A person-centred approach to students’ transition into Higher Education. Presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern.","ieee":"T. Brahm, D. Wagner, and T. Jenert, “A person-centred approach to students’ transition into Higher Education,” presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern, 2015.","chicago":"Brahm, Taiga, Dietrich Wagner, and Tobias Jenert. “A Person-Centred Approach to Students’ Transition into Higher Education,” 2015.","ama":"Brahm T, Wagner D, Jenert T. A person-centred approach to students’ transition into Higher Education. In: ; 2015."},"year":"2015"},{"user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"_id":"4472","extern":"1","keyword":["Motivationsentwicklung","Hochschule","motivation","Längsschnitt","Mixed Methods"],"type":"conference","status":"public","abstract":[{"lang":"ger","text":"Das erste Studienjahr wird als wesentlicher Übergang von der Schule in die Hochschule angesehen. Im Vordergrund steht dabei häufig die Fragen der Identitätsfindung der Studierenden und das \"Ankommen\" im neuen Lebensabschnitt (Briggs, Clark, & Hall, 2012; Scanlon, Rowling, & Weber, 2007). In diesem Zusammenhang werden ganz unterschiedliche Aspekte untersucht, z. B. die vorhandenen Lernkompetenzen oder das Zeitmanagement der Studierenden (Barron & D'Annunzio-Green, 2009), vorhandene Einführungsprogramme an Hochschulen (z.B. Gale & Parker, 2012) oder dem ‚student engagement‘ während des ersten Jahres (Krause & Coates, 2008). Obwohl die Motivation der Studierenden als starker Prädiktor für die Leistung angesehen wird (z. B. Busato, Prins, Elshouta, & Hamaker, 2000), wurde die Motivationsentwicklung im ersten Studienjahr bis dato nur selten betrachtet. Die vorliegende Mixed Methods-Studie setzt an dieser Forschungslücke an und untersucht die Entwicklung der Studienmotivation von Wirtschaftsstudierenden im Verlauf des ersten Studienjahres. Im Rahmen einer quantitativen Längsschnittuntersuchung mit drei Messzeitpunkten wird dabei die Motivationsentwicklung über die gesamte Studierendenpopulation hinweg erfasst. Im Mittelpunkt steht die Frage, wie sich die intrinsische und extrinsische Studienmotivation sowie die studienbezogene Selbstwirksamkeit über das erste Studienjahr verändern. Zudem wird untersucht, inwiefern verschiedene studienbezogene Variablen (z. B. Angst) sich auf die Motivationsentwicklung auswirken. Um vertiefte Erkenntnisse über die Bedeutsamkeit verschiedener Gestaltungsmerkmale des ersten Studienjahres auf die Motivationsentwicklung der Studierenden zu gewinnen, wurde parallel zur quantitativen Untersuchung eine qualitative Längsschnittstudie durchgeführt mit dem Ziel, (1) verschiedene Verläufe der Motivationsentwicklung und (2) kritische Ereignisse im Eingangsjahr zu identifizieren. Das vorliegende Papier zeigt in den folgenden beiden Kapiteln den theoretischen Bezugsrahmen der Studie und die methodische Vorgehensweise. Daraufhin werden die Ergebnisse sowohl der quantitativen als auch der qualitativen Studie dargestellt und im Rahmen der Diskussion miteinander verbunden."}],"author":[{"id":"71994","full_name":"Jenert, Tobias","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias"},{"first_name":"Taiga","full_name":"Brahm, Taiga","last_name":"Brahm"}],"date_created":"2018-09-18T13:38:33Z","date_updated":"2022-01-06T07:01:06Z","conference":{"start_date":"2014-03-03","name":"2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF)","location":"Frankfurt am Main ","end_date":"2014-03-05"},"title":"Entwicklung der Motivation von Studierenden der Wirtschafts-wissenschaften im ersten Studienjahr-eine Mixed-Methods-Studie","citation":{"apa":"Jenert, T., &#38; Brahm, T. (2014). Entwicklung der Motivation von Studierenden der Wirtschafts-wissenschaften im ersten Studienjahr-eine Mixed-Methods-Studie. Presented at the 2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Frankfurt am Main .","bibtex":"@inproceedings{Jenert_Brahm_2014, title={Entwicklung der Motivation von Studierenden der Wirtschafts-wissenschaften im ersten Studienjahr-eine Mixed-Methods-Studie}, author={Jenert, Tobias and Brahm, Taiga}, year={2014} }","short":"T. Jenert, T. Brahm, in: 2014.","mla":"Jenert, Tobias, and Taiga Brahm. <i>Entwicklung Der Motivation von Studierenden Der Wirtschafts-Wissenschaften Im Ersten Studienjahr-Eine Mixed-Methods-Studie</i>. 2014.","chicago":"Jenert, Tobias, and Taiga Brahm. “Entwicklung Der Motivation von Studierenden Der Wirtschafts-Wissenschaften Im Ersten Studienjahr-Eine Mixed-Methods-Studie,” 2014.","ieee":"T. Jenert and T. Brahm, “Entwicklung der Motivation von Studierenden der Wirtschafts-wissenschaften im ersten Studienjahr-eine Mixed-Methods-Studie,” presented at the 2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Frankfurt am Main , 2014.","ama":"Jenert T, Brahm T. Entwicklung der Motivation von Studierenden der Wirtschafts-wissenschaften im ersten Studienjahr-eine Mixed-Methods-Studie. In: ; 2014."},"year":"2014"},{"date_updated":"2022-01-06T07:01:06Z","author":[{"full_name":"Brahm, Taiga","last_name":"Brahm","first_name":"Taiga"},{"full_name":"Jenert, Tobias","id":"71994","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias"}],"date_created":"2018-09-19T08:06:46Z","title":"The crucial first year: The development of students' motivation at a Business School-a Mixed Methods Study","conference":{"start_date":"2014-08-20","name":"SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014","location":"Leuven","end_date":"2014-08-22"},"year":"2014","citation":{"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} }","short":"T. Brahm, T. Jenert, in: 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.","ama":"Brahm T, Jenert T. The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study. In: ; 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.","chicago":"Brahm, Taiga, and Tobias Jenert. “The Crucial First Year: The Development of Students’ Motivation at a Business School-a Mixed Methods Study,” 2014."},"_id":"4474","user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"keyword":["motivation","business school","higher education","latent growth curve model","longitudinal study","mixed methods","interview","students"],"extern":"1","type":"conference","abstract":[{"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.","lang":"eng"}],"status":"public"},{"type":"conference","status":"public","abstract":[{"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.","lang":"eng"}],"user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"_id":"4477","extern":"1","keyword":["student attitudes","qualitative research","longitudinal study","student motivation"],"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.","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.","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.","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.","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} }"},"year":"2013","date_created":"2018-09-19T08:19:05Z","author":[{"last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","id":"71994","first_name":"Tobias"},{"first_name":"Taiga","full_name":"Brahm, Taiga","last_name":"Brahm"}],"date_updated":"2022-01-06T07:01:06Z","publisher":"EARLI European Association for Research on Learning and Instruction","conference":{"start_date":"2013-08-27","name":"15th Biennial EARLI Conference","location":"München","end_date":"2013-08-31"},"title":"How Business Students Attitudes towards their University and Studying Develop during the First Year: A Qualitative Longitudinal Study"},{"abstract":[{"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.","lang":"eng"}],"status":"public","type":"conference","keyword":["motivation","intrinsic motivation","extrinsic motivation","latent growth curve modeling","longitudinal data analysis","ASEQ","higher education","studying"],"extern":"1","_id":"4480","user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"year":"2013","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.","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.","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.","short":"T. Brahm, T. Jenert, in: EARLI European Association for Research on Learning and Instruction, 2013.","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} }","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.","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."},"title":"A latent growth curve analysis of Business students' intrinsic and extrinsic motivation","conference":{"location":"München","end_date":"2013-08-31","start_date":"2013-08-27","name":"15th Biennial EARLI Conference"},"publisher":"EARLI European Association for Research on Learning and Instruction","date_updated":"2022-01-06T07:01:06Z","author":[{"last_name":"Brahm","full_name":"Brahm, Taiga","first_name":"Taiga"},{"full_name":"Jenert, Tobias","id":"71994","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","first_name":"Tobias"}],"date_created":"2018-09-19T08:27:05Z"},{"conference":{"location":"Hildesheim","end_date":"2013-09-25","start_date":"2013-09-23","name":"14. Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie"},"title":"Die Entwicklung studien-und hochschulbezogener Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie","date_created":"2018-09-19T08:29:59Z","author":[{"first_name":"Tobias","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","id":"71994","full_name":"Jenert, Tobias"},{"first_name":"Taiga","full_name":"Brahm, Taiga","last_name":"Brahm"}],"date_updated":"2022-01-06T07:01:06Z","publisher":"Institut für Psychologie","citation":{"apa":"Jenert, T., &#38; Brahm, T. (2013). Die Entwicklung studien-und hochschulbezogener Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie. Presented at the 14. Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie, Hildesheim: Institut für Psychologie.","short":"T. Jenert, T. Brahm, in: Institut für Psychologie, 2013.","mla":"Jenert, Tobias, and Taiga Brahm. <i>Die Entwicklung Studien-Und Hochschulbezogener Einstellungen an Einer Wirtschaftsuniversität: Eine Qualitative Längsschnittstudie</i>. Institut für Psychologie, 2013.","bibtex":"@inproceedings{Jenert_Brahm_2013, title={Die Entwicklung studien-und hochschulbezogener Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie}, publisher={Institut für Psychologie}, author={Jenert, Tobias and Brahm, Taiga}, year={2013} }","chicago":"Jenert, Tobias, and Taiga Brahm. “Die Entwicklung Studien-Und Hochschulbezogener Einstellungen an Einer Wirtschaftsuniversität: Eine Qualitative Längsschnittstudie.” Institut für Psychologie, 2013.","ieee":"T. Jenert and T. Brahm, “Die Entwicklung studien-und hochschulbezogener Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie,” presented at the 14. Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie, Hildesheim, 2013.","ama":"Jenert T, Brahm T. Die Entwicklung studien-und hochschulbezogener Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie. In: Institut für Psychologie; 2013."},"year":"2013","extern":"1","keyword":["student attitudes","theory of planned behaviour","Einstellungsentwicklung","student motivation"],"department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","_id":"4481","status":"public","abstract":[{"text":"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.","lang":"ger"}],"type":"conference"}]