---
_id: '55271'
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.
article_type: original
author:
- first_name: Nicole
full_name: Gruchel, Nicole
id: '38556'
last_name: Gruchel
- first_name: Ricarda
full_name: Kurock, Ricarda
id: '78797'
last_name: Kurock
- first_name: 'Sabrina '
full_name: 'Bonanati, Sabrina '
last_name: Bonanati
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
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. Journal of Research in Childhood Education. Published online
2024.'
apa: 'Gruchel, N., Kurock, R., Bonanati, S., & 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. Journal of Research in Childhood
Education.'
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} }'
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.” Journal of Research
in Childhood Education, 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,” Journal of Research in Childhood Education,
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.”
Journal of Research in Childhood Education, 2024.'
short: N. Gruchel, R. Kurock, S. Bonanati, H.M. Buhl, Journal of Research in Childhood
Education (2024).
date_created: 2024-07-16T06:38:34Z
date_updated: 2026-01-22T08:21:34Z
ddc:
- '150'
department:
- _id: '427'
keyword:
- children's motivation
- information-related internet use
- quality of parental support
- quantity of parental support
language:
- iso: eng
main_file_link:
- url: https://www.tandfonline.com/doi/full/10.1080/02568543.2024.2376099
project:
- _id: '378'
name: 'DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen
elterlicher Unterstützung bei der informationsorientierten Internetnutzung'
publication: Journal of Research in Childhood Education
status: public
title: 'Children’s Information-Related Internet Use at Home: The Role of the Quantity
and Quality of Parental Support and Children’s Motivation'
type: journal_article
user_id: '38556'
year: '2024'
...
---
_id: '56993'
author:
- first_name: Michael
full_name: Schaffer, Michael
id: '92807'
last_name: Schaffer
- first_name: Budde
full_name: Lea, Budde
last_name: Lea
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
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. 52nd DGPs Congress - Abstracts. ; 2022.'
apa: Schaffer, M., Lea, B., Schulte, C., & Buhl, H. M. (2022). Die Anpassungen
von Erklärungen an das Verständnis des Erklärgegenstandes der Gesprächspartner.
In C. Bermeitinger & W. Greve (Eds.), 52nd DGPs Congress - Abstracts.
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} }'
chicago: Schaffer, Michael, Budde Lea, Carsten Schulte, and Heike M. Buhl. “Die
Anpassungen von Erklärungen an das Verständnis des Erklärgegenstandes der Gesprächspartner.”
In 52nd DGPs Congress - Abstracts, edited by Christina Bermeitinger and
Werner Greve, 2022.
ieee: M. Schaffer, B. Lea, C. Schulte, and H. M. Buhl, “Die Anpassungen von Erklärungen
an das Verständnis des Erklärgegenstandes der Gesprächspartner,” in 52nd DGPs
Congress - Abstracts, Hildesheim, 2022.
mla: Schaffer, Michael, et al. “Die Anpassungen von Erklärungen an das Verständnis
des Erklärgegenstandes der Gesprächspartner.” 52nd DGPs Congress - Abstracts,
edited by Christina Bermeitinger and Werner Greve, 2022.
short: 'M. Schaffer, B. Lea, C. Schulte, H.M. Buhl, in: C. Bermeitinger, W. Greve
(Eds.), 52nd DGPs Congress - Abstracts, 2022.'
conference:
end_date: 2022-09-15
location: Hildesheim
name: 10. – 15.09.2022 52. Kongress der Deutschen Gesellschaft für Psychologie
start_date: 2022-09-10
date_created: 2024-11-12T10:06:45Z
date_updated: 2025-07-16T08:13:48Z
editor:
- first_name: Christina
full_name: Bermeitinger, Christina
last_name: Bermeitinger
- first_name: Werner
full_name: ' Greve, Werner'
last_name: ' Greve'
keyword:
- Cognition
- Motivation
- Technical Model
- Mental Model
- Explainer
- Explainee
- Qualitative Content Analysis
language:
- iso: ger
project:
- _id: '114'
grant_number: '438445824'
name: 'TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell
bei der Erklärung von digitalen Artefakten (Teilprojekt A04)'
publication: 52nd DGPs Congress - Abstracts
status: public
title: Die Anpassungen von Erklärungen an das Verständnis des Erklärgegenstandes der
Gesprächspartner
type: conference_abstract
user_id: '27152'
year: '2022'
...
---
_id: '29098'
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).'
author:
- first_name: Michael
full_name: Goller, Michael
id: '30984'
last_name: Goller
orcid: 0000-0002-2820-9178
- first_name: Simone
full_name: Ziegler, Simone
last_name: Ziegler
citation:
ama: 'Goller M, Ziegler S. Berufswahlmotivation angehender Wirtschaftspädagog*innen:
Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium
der Wirtschaftspädagogik. Zeitschrift für Berufsund Wirtschaftspädagogik.
2021;117(2):154-193. doi:10.25162/zbw-2021-0008'
apa: 'Goller, M., & Ziegler, S. (2021). Berufswahlmotivation angehender Wirtschaftspädagog*innen:
Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium
der Wirtschaftspädagogik. Zeitschrift für Berufsund Wirtschaftspädagogik,
117(2), 154–193. https://doi.org/10.25162/zbw-2021-0008'
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={10.25162/zbw-2021-0008},
number={2}, journal={Zeitschrift für Berufsund Wirtschaftspädagogik}, author={Goller,
Michael and Ziegler, Simone}, year={2021}, pages={154–193} }'
chicago: 'Goller, Michael, and Simone Ziegler. “Berufswahlmotivation angehender
Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration
der Gründe für das Studium der Wirtschaftspädagogik.” Zeitschrift für Berufsund
Wirtschaftspädagogik 117, no. 2 (2021): 154–93. https://doi.org/10.25162/zbw-2021-0008.'
ieee: 'M. Goller and S. Ziegler, “Berufswahlmotivation angehender Wirtschaftspädagog*innen:
Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium
der Wirtschaftspädagogik,” Zeitschrift für Berufsund Wirtschaftspädagogik,
vol. 117, no. 2, pp. 154–193, 2021, doi: 10.25162/zbw-2021-0008.'
mla: 'Goller, Michael, and Simone Ziegler. “Berufswahlmotivation angehender Wirtschaftspädagog*innen:
Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium
der Wirtschaftspädagogik.” Zeitschrift für Berufsund Wirtschaftspädagogik,
vol. 117, no. 2, 2021, pp. 154–93, doi:10.25162/zbw-2021-0008.'
short: M. Goller, S. Ziegler, Zeitschrift für Berufsund Wirtschaftspädagogik 117
(2021) 154–193.
date_created: 2021-12-22T16:50:32Z
date_updated: 2022-02-03T13:29:36Z
department:
- _id: '452'
doi: 10.25162/zbw-2021-0008
intvolume: ' 117'
issue: '2'
keyword:
- Berufswahl
- Motivation
- Wirtschaftspädagogik
- Berufliche Bildung
- FIT-Choice
- Lehramt
- Career Choice
- Business
- Education
- VET
- FIT-Choice
- Teacher Education
language:
- iso: ger
page: 154-193
publication: Zeitschrift für Berufsund Wirtschaftspädagogik
publication_identifier:
issn:
- 0172-2875
publication_status: published
status: public
title: 'Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des
FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik'
type: journal_article
user_id: '79910'
volume: 117
year: '2021'
...
---
_id: '37494'
author:
- first_name: Regula
full_name: Krapf, Regula
last_name: Krapf
- first_name: Michael
full_name: Liebendörfer, Michael
last_name: Liebendörfer
citation:
ama: Krapf R, Liebendörfer M. Was bewirkt die Pflichtabgabe von Übungsaufgaben in
der Hochschulmathematik? – Ein empirischer Vergleich. mathematica didactica.
2021;2(44):1–17.
apa: Krapf, R., & Liebendörfer, M. (2021). Was bewirkt die Pflichtabgabe von
Übungsaufgaben in der Hochschulmathematik? – Ein empirischer Vergleich. Mathematica
Didactica, 2(44), 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} }'
chicago: 'Krapf, Regula, and Michael Liebendörfer. “Was Bewirkt Die Pflichtabgabe
von Übungsaufgaben in Der Hochschulmathematik? – Ein Empirischer Vergleich.” Mathematica
Didactica 2, no. 44 (2021): 1–17.'
ieee: R. Krapf and M. Liebendörfer, “Was bewirkt die Pflichtabgabe von Übungsaufgaben
in der Hochschulmathematik? – Ein empirischer Vergleich,” mathematica didactica,
vol. 2, no. 44, pp. 1–17, 2021.
mla: Krapf, Regula, and Michael Liebendörfer. “Was Bewirkt Die Pflichtabgabe von
Übungsaufgaben in Der Hochschulmathematik? – Ein Empirischer Vergleich.” Mathematica
Didactica, vol. 2, no. 44, 2021, pp. 1–17.
short: R. Krapf, M. Liebendörfer, Mathematica Didactica 2 (2021) 1–17.
date_created: 2023-01-18T22:39:08Z
date_updated: 2023-01-18T22:49:57Z
department:
- _id: '10'
intvolume: ' 2'
issue: '44'
keyword:
- Extrinsische Motivation
page: 1–17
publication: mathematica didactica
status: public
title: Was bewirkt die Pflichtabgabe von Übungsaufgaben in der Hochschulmathematik?
– Ein empirischer Vergleich
type: journal_article
user_id: '30933'
volume: 2
year: '2021'
...
---
_id: '32558'
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.
author:
- first_name: Sabrina
full_name: Bonanati, Sabrina
last_name: Bonanati
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: Bonanati S, Buhl HM. The digital home learning environment and its relation
to children’s ICT self-efficacy. Learning Environments Research. 2021;25(2):485-505.
doi:10.1007/s10984-021-09377-8
apa: Bonanati, S., & Buhl, H. M. (2021). The digital home learning environment
and its relation to children’s ICT self-efficacy. Learning Environments Research,
25(2), 485–505. https://doi.org/10.1007/s10984-021-09377-8
bibtex: '@article{Bonanati_Buhl_2021, title={The digital home learning environment
and its relation to children’s ICT self-efficacy}, volume={25}, DOI={10.1007/s10984-021-09377-8},
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} }'
chicago: 'Bonanati, Sabrina, and Heike M. Buhl. “The Digital Home Learning Environment
and Its Relation to Children’s ICT Self-Efficacy.” Learning Environments Research
25, no. 2 (2021): 485–505. https://doi.org/10.1007/s10984-021-09377-8.'
ieee: 'S. Bonanati and H. M. Buhl, “The digital home learning environment and its
relation to children’s ICT self-efficacy,” Learning Environments Research,
vol. 25, no. 2, pp. 485–505, 2021, doi: 10.1007/s10984-021-09377-8.'
mla: Bonanati, Sabrina, and Heike M. Buhl. “The Digital Home Learning Environment
and Its Relation to Children’s ICT Self-Efficacy.” Learning Environments Research,
vol. 25, no. 2, Springer Science and Business Media LLC, 2021, pp. 485–505, doi:10.1007/s10984-021-09377-8.
short: S. Bonanati, H.M. Buhl, Learning Environments Research 25 (2021) 485–505.
date_created: 2022-08-03T05:53:48Z
date_updated: 2025-07-16T08:38:51Z
department:
- _id: '427'
doi: 10.1007/s10984-021-09377-8
intvolume: ' 25'
issue: '2'
keyword:
- Digital media use
- Gender
- Home learning environment
- ICT self-efcacy
- Motivation
- Parental involvement
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://link.springer.com/content/pdf/10.1007/s10984-021-09377-8.pdf
oa: '1'
page: 485-505
project:
- _id: '378'
grant_number: 01JD1814A
name: 'DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen
elterlicher Unterstützung bei der informationsorientierten Internetnutzung'
publication: Learning Environments Research
publication_identifier:
issn:
- 1387-1579
- 1573-1855
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: The digital home learning environment and its relation to children’s ICT self-efficacy
type: journal_article
user_id: '27152'
volume: 25
year: '2021'
...
---
_id: '35298'
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.
alternative_title:
- Ein Blick auf kompetenzorientiertes, ästhetisches und biographisches Lernen im Lehramtsstudium
author:
- first_name: Carina
full_name: Caruso, Carina
id: '23123'
last_name: Caruso
- first_name: Christine
full_name: Adammek, Christine
last_name: Adammek
- first_name: Sabrina
full_name: Bonanati, Sabrina
last_name: Bonanati
- first_name: Sybille
full_name: Wiescholek, Sybille
last_name: Wiescholek
citation:
ama: Caruso C, Adammek C, Bonanati S, Wiescholek S. Motivierende Lernzugänge als
Ausgangspunkt der Professionalisierung angehender Lehrer_innen. Herausforderung
Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion.
2020;3(1):18-33. doi:10.4119/hlz-2540
apa: Caruso, C., Adammek, C., Bonanati, S., & Wiescholek, S. (2020). Motivierende
Lernzugänge als Ausgangspunkt der Professionalisierung angehender Lehrer_innen.
Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung
Und Diskussion, 3(1), 18–33. https://doi.org/10.4119/hlz-2540
bibtex: '@article{Caruso_Adammek_Bonanati_Wiescholek_2020, title={Motivierende Lernzugänge
als Ausgangspunkt der Professionalisierung angehender Lehrer_innen}, volume={3},
DOI={10.4119/hlz-2540}, 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} }'
chicago: 'Caruso, Carina, Christine Adammek, Sabrina Bonanati, and Sybille Wiescholek.
“Motivierende Lernzugänge als Ausgangspunkt der Professionalisierung angehender
Lehrer_innen.” Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption,
Gestaltung Und Diskussion 3, no. 1 (2020): 18–33. https://doi.org/10.4119/hlz-2540.'
ieee: 'C. Caruso, C. Adammek, S. Bonanati, and S. Wiescholek, “Motivierende Lernzugänge
als Ausgangspunkt der Professionalisierung angehender Lehrer_innen,” Herausforderung
Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion,
vol. 3, no. 1, pp. 18–33, 2020, doi: 10.4119/hlz-2540.'
mla: Caruso, Carina, et al. “Motivierende Lernzugänge als Ausgangspunkt der Professionalisierung
angehender Lehrer_innen.” Herausforderung Lehrer*innenbildung - Zeitschrift
Zur Konzeption, Gestaltung Und Diskussion, vol. 3, no. 1, 2020, pp. 18–33,
doi:10.4119/hlz-2540.
short: C. Caruso, C. Adammek, S. Bonanati, S. Wiescholek, Herausforderung Lehrer*innenbildung
- Zeitschrift Zur Konzeption, Gestaltung Und Diskussion 3 (2020) 18–33.
date_created: 2023-01-05T13:58:28Z
date_updated: 2023-01-06T12:18:16Z
doi: 10.4119/hlz-2540
intvolume: ' 3'
issue: '1'
keyword:
- ästhetische Forschung
- Biographiearbeit
- Praxissemester
- Professionalisierung
- selbstreguliertes Lernen
- Motivation / aesthetic research
- biographical work
- long-term internship
- profes-sionalization
- self-regulated learning
- motivation
language:
- iso: other
page: 18-33
publication: Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung
Und Diskussion
publication_identifier:
issn:
- 2625-0675
publication_status: published
status: public
title: Motivierende Lernzugänge als Ausgangspunkt der Professionalisierung angehender
Lehrer_innen
type: journal_article
user_id: '86519'
volume: 3
year: '2020'
...
---
_id: '34507'
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"
author:
- first_name: Julia
full_name: Gorges, Julia
last_name: Gorges
- first_name: Phillip
full_name: Neumann, Phillip
id: '95559'
last_name: Neumann
- first_name: Birgit
full_name: Lütje-Klose, Birgit
last_name: Lütje-Klose
- first_name: Elke
full_name: Wild, Elke
last_name: Wild
citation:
ama: Gorges J, Neumann P, Lütje-Klose B, Wild E. Dimensionen inklusionsbezogener
Fortbildungsmotivation von Sonderpädagoginnen und Sonderpädagogen und Lehrkräften
allgemeiner Schulen. Empirische Sonderpädagogik. 2017;9(3):199-214.
apa: Gorges, J., Neumann, P., Lütje-Klose, B., & Wild, E. (2017). Dimensionen
inklusionsbezogener Fortbildungsmotivation von Sonderpädagoginnen und Sonderpädagogen
und Lehrkräften allgemeiner Schulen. Empirische Sonderpädagogik, 9(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} }'
chicago: 'Gorges, Julia, Phillip Neumann, Birgit Lütje-Klose, and Elke Wild. “Dimensionen
inklusionsbezogener Fortbildungsmotivation von Sonderpädagoginnen und Sonderpädagogen
und Lehrkräften allgemeiner Schulen.” Empirische Sonderpädagogik 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,” Empirische Sonderpädagogik, vol. 9, no. 3, pp. 199–214,
2017.
mla: Gorges, Julia, et al. “Dimensionen inklusionsbezogener Fortbildungsmotivation
von Sonderpädagoginnen und Sonderpädagogen und Lehrkräften allgemeiner Schulen.”
Empirische Sonderpädagogik, vol. 9, no. 3, 2017, pp. 199–214.
short: J. Gorges, P. Neumann, B. Lütje-Klose, E. Wild, Empirische Sonderpädagogik
9 (2017) 199–214.
date_created: 2022-12-17T14:13:29Z
date_updated: 2023-01-10T19:41:38Z
department:
- _id: '479'
extern: '1'
intvolume: ' 9'
issue: '3'
keyword:
- Erwartungs-Wert-Theorie
- Inklusion
- Lehrerfortbildung
- Motivation
- multiprofessionelle Kooperation
- subjektiver Aufgabenwert
- BiFoKi
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.psychologie-aktuell.com/fileadmin/download/esp/3-2017_20171120/esp_3-2017_199-214.pdf
oa: '1'
page: 199-214
publication: Empirische Sonderpädagogik
publication_identifier:
issn:
- 1869-4845
publication_status: published
status: public
title: Dimensionen inklusionsbezogener Fortbildungsmotivation von Sonderpädagoginnen
und Sonderpädagogen und Lehrkräften allgemeiner Schulen
type: journal_article
user_id: '95559'
volume: 9
year: '2017'
...
---
_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. Higher Education.
2016;73(3):459-478. doi:10.1007/s10734-016-0095-8'
apa: 'Brahm, T., Jenert, T., & Wagner, D. (2016). The crucial first year: a
longitudinal study of students’ motivational development at a Swiss Business School.
Higher Education, 73(3), 459–478. https://doi.org/10.1007/s10734-016-0095-8'
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={10.1007/s10734-016-0095-8},
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.” Higher Education 73, no. 3 (2016): 459–78. https://doi.org/10.1007/s10734-016-0095-8.'
ieee: 'T. Brahm, T. Jenert, and D. Wagner, “The crucial first year: a longitudinal
study of students’ motivational development at a Swiss Business School,” Higher
Education, 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.” Higher Education,
vol. 73, no. 3, Springer Nature, 2016, pp. 459–78, doi:10.1007/s10734-016-0095-8.'
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: '4463'
abstract:
- lang: eng
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"
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'
- first_name: Dietrich
full_name: Wagner, Dietrich
last_name: Wagner
citation:
ama: 'Brahm T, Jenert T, Wagner D. The self-fulfilling prophecy of fear of academic
failure. In: ; 2015.'
apa: Brahm, T., Jenert, T., & 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.
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} }'
chicago: Brahm, Taiga, Tobias Jenert, and Dietrich Wagner. “The Self-Fulfilling
Prophecy of Fear of Academic Failure,” 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.
mla: Brahm, Taiga, et al. The Self-Fulfilling Prophecy of Fear of Academic Failure.
2015.
short: 'T. Brahm, T. Jenert, D. Wagner, in: 2015.'
conference:
end_date: 2015-08-29
location: Zypern
name: 16th Biennial EARLI Conference for Research on Learning and Instruction
start_date: 2015-08-25
date_created: 2018-09-18T12:52:45Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- Quantitative methods
- Student learning
- Emotion and Cognition
- Social sciences
- Higher education
- Motivation and Emotion
- Fear of Failure
status: public
title: The self-fulfilling prophecy of fear of academic failure
type: conference
user_id: '51057'
year: '2015'
...
---
_id: '4464'
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.
author:
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
- first_name: Dietrich
full_name: Wagner, Dietrich
last_name: Wagner
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
ama: 'Brahm T, Wagner D, Jenert T. A person-centred approach to students’ transition
into Higher Education. In: ; 2015.'
apa: Brahm, T., Wagner, D., & 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.
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} }'
chicago: Brahm, Taiga, Dietrich Wagner, and Tobias Jenert. “A Person-Centred Approach
to Students’ Transition into Higher Education,” 2015.
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.
mla: Brahm, Taiga, et al. A Person-Centred Approach to Students’ Transition into
Higher Education. 2015.
short: 'T. Brahm, D. Wagner, T. Jenert, in: 2015.'
conference:
end_date: 2015-08-29
location: Zypern
name: 16th Biennial EARLI Conference for Research on Learning and Instruction
start_date: 2015-08-25
date_created: 2018-09-18T12:56:31Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- Quantitative methods
- Self-efficacy
- Higher education
- Motivation and Emotion
status: public
title: A person-centred approach to students' transition into Higher Education
type: conference
user_id: '51057'
year: '2015'
...
---
_id: '4472'
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:
- 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. Entwicklung der Motivation von Studierenden der Wirtschafts-wissenschaften
im ersten Studienjahr-eine Mixed-Methods-Studie. In: ; 2014.'
apa: Jenert, T., & 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} }'
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.
mla: Jenert, Tobias, and Taiga Brahm. Entwicklung Der Motivation von Studierenden
Der Wirtschafts-Wissenschaften Im Ersten Studienjahr-Eine Mixed-Methods-Studie.
2014.
short: 'T. Jenert, T. Brahm, in: 2014.'
conference:
end_date: 2014-03-05
location: 'Frankfurt am Main '
name: 2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF)
start_date: 2014-03-03
date_created: 2018-09-18T13:38:33Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- Motivationsentwicklung
- Hochschule
- motivation
- Längsschnitt
- Mixed Methods
status: public
title: Entwicklung der Motivation von Studierenden der Wirtschafts-wissenschaften
im ersten Studienjahr-eine Mixed-Methods-Studie
type: conference
user_id: '51057'
year: '2014'
...
---
_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., & 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 & 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 & SIG17 Qualitative and Quantitative Approaches to Learning
and Instruction Earli SIG Conference 2014, Leuven, 2014.'
mla: 'Brahm, Taiga, and Tobias Jenert. The Crucial First Year: The Development
of Students’ Motivation at a Business School-a Mixed Methods Study. 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., & 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. 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.'
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., & 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. 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.'
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'
...
---
_id: '4481'
abstract:
- lang: ger
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.'
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. Die Entwicklung studien-und hochschulbezogener Einstellungen
an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie. In: Institut
für Psychologie; 2013.'
apa: 'Jenert, T., & 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.'
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.'
mla: 'Jenert, Tobias, and Taiga Brahm. Die Entwicklung Studien-Und Hochschulbezogener
Einstellungen an Einer Wirtschaftsuniversität: Eine Qualitative Längsschnittstudie.
Institut für Psychologie, 2013.'
short: 'T. Jenert, T. Brahm, in: Institut für Psychologie, 2013.'
conference:
end_date: 2013-09-25
location: Hildesheim
name: 14. Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft
für Psychologie
start_date: 2013-09-23
date_created: 2018-09-19T08:29:59Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- student attitudes
- theory of planned behaviour
- Einstellungsentwicklung
- student motivation
publisher: Institut für Psychologie
status: public
title: 'Die Entwicklung studien-und hochschulbezogener Einstellungen an einer Wirtschaftsuniversität:
eine qualitative Längsschnittstudie'
type: conference
user_id: '51057'
year: '2013'
...