[{"abstract":[{"lang":"eng","text":"The purpose of the research was to develop and validate an instrument for the assessment of attitudes towards the study environment in higher education contexts. The questionnaire is designed to measure students' attitudes towards two particular objects: the university (or Higher Education Institution) and the process of studying. Five studies at two different universities were conducted to develop and validate the Attitudes towards the Study Environment Questionnaire (ASEQ). In total, 1640 students filled in the questionnaire. Reliability tests and exploratory factor analysis as well as confirmatory factor analysis showed satisfactory psychometric characteristics of the ASEQ. Each part of the questionnaire is internally consistent and construct validity of the scales is supported by correlations with other constructs as assumed by current theories: Positive attitudinal constructs (normative behavior, autonomy, joy, self-efficacy, and task value) are positively related to intrinsic motivation and the expected study performance while anxiety is negatively related to these constructs. \r\nSince attitudes towards the study situation are connected to student engagement and motivation, the study contributes to the theory of student learning by providing a validated instrument to assess attitudes. Thus, the ASEQ can support further research on student performance and development by providing an instrument for the hitherto neglected but nonetheless extremely relevant domain of attitudes. Also, the questionnaire can be used as a diagnostic instrument for higher education faculty and administration to trace students' attitudinal development over time - a factor of prime importance for student socialization during the introductory phase of studying."}],"status":"public","type":"conference","keyword":["attitudes","teaching and learning","studying","higher education institution","theory of planned behavior","instrument development"],"extern":"1","_id":"4478","department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","year":"2013","citation":{"apa":"Brahm, T., Jenert, T., &#38; Euler, D. (2013). On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ). Presented at the 15th Biennial EARLI Conference, München : EARLI European Association for Research on Learning and Instruction.","short":"T. Brahm, T. Jenert, D. Euler, in: EARLI European Association for Research on Learning and Instruction, 2013.","bibtex":"@inproceedings{Brahm_Jenert_Euler_2013, title={On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ)}, publisher={EARLI European Association for Research on Learning and Instruction}, author={Brahm, Taiga and Jenert, Tobias and Euler, Dieter}, year={2013} }","mla":"Brahm, Taiga, et al. <i>On the Assessment of Attitudes towards the Study Process and the University: Attitudes towards the Study Environment Questionnaire (ASEQ)</i>. EARLI European Association for Research on Learning and Instruction, 2013.","ama":"Brahm T, Jenert T, Euler D. On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ). In: EARLI European Association for Research on Learning and Instruction; 2013.","ieee":"T. Brahm, T. Jenert, and D. Euler, “On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ),” presented at the 15th Biennial EARLI Conference, München , 2013.","chicago":"Brahm, Taiga, Tobias Jenert, and Dieter Euler. “On the Assessment of Attitudes towards the Study Process and the University: Attitudes towards the Study Environment Questionnaire (ASEQ).” EARLI European Association for Research on Learning and Instruction, 2013."},"title":"On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ)","conference":{"start_date":"2013-08-27","name":"15th Biennial EARLI Conference","location":"München ","end_date":"2013-08-31"},"date_updated":"2022-01-06T07:01:06Z","publisher":"EARLI European Association for Research on Learning and Instruction","date_created":"2018-09-19T08:22:51Z","author":[{"first_name":"Taiga","full_name":"Brahm, Taiga","last_name":"Brahm"},{"last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","id":"71994","first_name":"Tobias"},{"first_name":"Dieter","full_name":"Euler, Dieter","last_name":"Euler"}]},{"citation":{"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.","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.","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} }","short":"T. Brahm, T. Jenert, in: EARLI European Association for Research on Learning and Instruction, 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."},"year":"2013","author":[{"first_name":"Taiga","full_name":"Brahm, Taiga","last_name":"Brahm"},{"first_name":"Tobias","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","id":"71994","full_name":"Jenert, Tobias"}],"date_created":"2018-09-19T08:27:05Z","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":"A latent growth curve analysis of Business students' intrinsic and extrinsic motivation","type":"conference","status":"public","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"}],"department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","_id":"4480","extern":"1","keyword":["motivation","intrinsic motivation","extrinsic motivation","latent growth curve modeling","longitudinal data analysis","ASEQ","higher education","studying"]},{"author":[{"first_name":"Tobias","id":"71994","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert"}],"date_created":"2018-09-19T08:41:01Z","date_updated":"2022-01-06T07:01:06Z","publisher":"European Association for Research on Learning and Instruction","conference":{"name":"14th Biennial European Conference for Research on Learning and Instruction (EARLI)","start_date":"2011-08-30","end_date":"2011-09-03","location":"Exeter"},"title":"Developing a learning centered model for designing and managing study programmes","citation":{"chicago":"Jenert, Tobias. “Developing a Learning Centered Model for Designing and Managing Study Programmes.” European Association for Research on Learning and Instruction, 2011.","ieee":"T. Jenert, “Developing a learning centered model for designing and managing study programmes,” presented at the 14th Biennial European Conference for Research on Learning and Instruction (EARLI), Exeter, 2011.","ama":"Jenert T. Developing a learning centered model for designing and managing study programmes. In: European Association for Research on Learning and Instruction; 2011.","apa":"Jenert, T. (2011). Developing a learning centered model for designing and managing study programmes. Presented at the 14th Biennial European Conference for Research on Learning and Instruction (EARLI), Exeter: European Association for Research on Learning and Instruction.","short":"T. Jenert, in: European Association for Research on Learning and Instruction, 2011.","mla":"Jenert, Tobias. <i>Developing a Learning Centered Model for Designing and Managing Study Programmes</i>. European Association for Research on Learning and Instruction, 2011.","bibtex":"@inproceedings{Jenert_2011, title={Developing a learning centered model for designing and managing study programmes}, publisher={European Association for Research on Learning and Instruction}, author={Jenert, Tobias}, year={2011} }"},"year":"2011","department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","_id":"4485","extern":"1","alternative_title":["Education for a Global Networked Society"],"keyword":["educational development","study programmes","approaches to studying"],"type":"conference","status":"public","abstract":[{"lang":"eng","text":"Research on teaching and learning in higher education has first and foremost centered on individuals, i.e. students' and teachers' approaches to learning and teaching as well as methods (Entwistle, McCune, & Scheja, 2006; Entwistle & Peterson, 2004). As a consequence, concepts on how to improve and innovate education at higher education institutions (HEI) have stayed on the level of individual courses, trying to qualify teachers to implement new teaching and learning methods in their classrooms (Aineley, 2008, S. 619). Yet, there are both theoretical as well as practical reasons that argue for a broader perspective on learning processes and, as a consequence, reach beyond the course-level but focus on entire educational programmes instead: First, over the last thirty years or so, learning theories are increasingly stressing the importance of (a) social-material contexts (McInerney & van Etten, 2002) as well as (b) learners' subjective experiences. This suggests that a course of study be not regarded as a mere addition of more or less independent courses, but rather as a holistic learning experience. This includes the sum total of a student's educationally purposeful social-material interactions at a HEI both within and outside the classroom (cf. Hu & Kuh, 2002). A second, more practical reason why educational researchers and designers should take a closer look on the design of educational programmes lies in the Bologna process: The introduction of the European Credit Transfer System as well as the tow-tiered study structure force HEI to systematically craft their programmes' internal structure. Due to the fact that there are virtually no pedagogical concepts concerning the design of study programmes, these design processes have so far been dominated by administrative considerations, largely neglecting students' experiences within the programme structures (Winter, 2009; Hildbrand, Tremp, Jäger & Tückmantel, 2008). Thus, it can be concluded that there is a lack of knowledge on how distinctive design features of study programmes (1) are perceived by students and (2) impact on their action strategies concerning for example the selection of learning activities, the attribution of resources for learning, and social interactions with their peers."}]}]