---
_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: '37459'
author:
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: Andrea
full_name: Kulmhofer, Andrea
last_name: Kulmhofer
- first_name: Lisa
full_name: Paleczek, Lisa
last_name: Paleczek
- first_name: Susanne
full_name: Schwab, Susanne
last_name: Schwab
- first_name: Barbara
full_name: Gasteiger-Klicpera, Barbara
last_name: Gasteiger-Klicpera
citation:
ama: Seifert S, Kulmhofer A, Paleczek L, Schwab S, Gasteiger-Klicpera B. Suggestions
for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both
L1 and L2 Learners. Early Childhood Education Journal. 2016;45(3):333-345.
doi:10.1007/s10643-015-0762-x
apa: Seifert, S., Kulmhofer, A., Paleczek, L., Schwab, S., & Gasteiger-Klicpera,
B. (2016). Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms
Addressing Both L1 and L2 Learners. Early Childhood Education Journal,
45(3), 333–345. https://doi.org/10.1007/s10643-015-0762-x
bibtex: '@article{Seifert_Kulmhofer_Paleczek_Schwab_Gasteiger-Klicpera_2016, title={Suggestions
for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both
L1 and L2 Learners}, volume={45}, DOI={10.1007/s10643-015-0762-x},
number={3}, journal={Early Childhood Education Journal}, publisher={Springer Science
and Business Media LLC}, author={Seifert, Susanne and Kulmhofer, Andrea and Paleczek,
Lisa and Schwab, Susanne and Gasteiger-Klicpera, Barbara}, year={2016}, pages={333–345}
}'
chicago: 'Seifert, Susanne, Andrea Kulmhofer, Lisa Paleczek, Susanne Schwab, and
Barbara Gasteiger-Klicpera. “Suggestions for Vocabulary Focused Reading Lessons
for Mainstream Classrooms Addressing Both L1 and L2 Learners.” Early Childhood
Education Journal 45, no. 3 (2016): 333–45. https://doi.org/10.1007/s10643-015-0762-x.'
ieee: 'S. Seifert, A. Kulmhofer, L. Paleczek, S. Schwab, and B. Gasteiger-Klicpera,
“Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms
Addressing Both L1 and L2 Learners,” Early Childhood Education Journal,
vol. 45, no. 3, pp. 333–345, 2016, doi: 10.1007/s10643-015-0762-x.'
mla: Seifert, Susanne, et al. “Suggestions for Vocabulary Focused Reading Lessons
for Mainstream Classrooms Addressing Both L1 and L2 Learners.” Early Childhood
Education Journal, vol. 45, no. 3, Springer Science and Business Media LLC,
2016, pp. 333–45, doi:10.1007/s10643-015-0762-x.
short: S. Seifert, A. Kulmhofer, L. Paleczek, S. Schwab, B. Gasteiger-Klicpera,
Early Childhood Education Journal 45 (2016) 333–345.
date_created: 2023-01-18T16:27:51Z
date_updated: 2023-01-18T16:49:58Z
department:
- _id: '645'
doi: 10.1007/s10643-015-0762-x
intvolume: ' 45'
issue: '3'
keyword:
- Developmental and Educational Psychology
- Education
language:
- iso: eng
page: 333-345
publication: Early Childhood Education Journal
publication_identifier:
issn:
- 1082-3301
- 1573-1707
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms
Addressing Both L1 and L2 Learners
type: journal_article
user_id: '97270'
volume: 45
year: '2016'
...
---
_id: '23750'
author:
- first_name: Elwin R.
full_name: Savelsbergh, Elwin R.
last_name: Savelsbergh
- first_name: Gjalt T.
full_name: Prins, Gjalt T.
last_name: Prins
- first_name: Charlotte
full_name: Rietbergen, Charlotte
last_name: Rietbergen
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
- first_name: Bram E.
full_name: Vaessen, Bram E.
last_name: Vaessen
- first_name: Jael M.
full_name: Draijer, Jael M.
last_name: Draijer
- first_name: Arthur
full_name: Bakker, Arthur
last_name: Bakker
citation:
ama: 'Savelsbergh ER, Prins GT, Rietbergen C, et al. Effects of innovative science
and mathematics teaching on student attitudes and achievement: A meta-analytic
study. Educational Research Review. 2016;19:158-172. doi:10.1016/j.edurev.2016.07.003'
apa: 'Savelsbergh, E. R., Prins, G. T., Rietbergen, C., Fechner, S., Vaessen, B.
E., Draijer, J. M., & Bakker, A. (2016). Effects of innovative science and
mathematics teaching on student attitudes and achievement: A meta-analytic study.
Educational Research Review, 19, 158–172. https://doi.org/10.1016/j.edurev.2016.07.003'
bibtex: '@article{Savelsbergh_Prins_Rietbergen_Fechner_Vaessen_Draijer_Bakker_2016,
title={Effects of innovative science and mathematics teaching on student attitudes
and achievement: A meta-analytic study}, volume={19}, DOI={10.1016/j.edurev.2016.07.003},
journal={Educational Research Review}, author={Savelsbergh, Elwin R. and Prins,
Gjalt T. and Rietbergen, Charlotte and Fechner, Sabine and Vaessen, Bram E. and
Draijer, Jael M. and Bakker, Arthur}, year={2016}, pages={158–172} }'
chicago: 'Savelsbergh, Elwin R., Gjalt T. Prins, Charlotte Rietbergen, Sabine Fechner,
Bram E. Vaessen, Jael M. Draijer, and Arthur Bakker. “Effects of Innovative Science
and Mathematics Teaching on Student Attitudes and Achievement: A Meta-Analytic
Study.” Educational Research Review 19 (2016): 158–72. https://doi.org/10.1016/j.edurev.2016.07.003.'
ieee: 'E. R. Savelsbergh et al., “Effects of innovative science and mathematics
teaching on student attitudes and achievement: A meta-analytic study,” Educational
Research Review, vol. 19, pp. 158–172, 2016, doi: 10.1016/j.edurev.2016.07.003.'
mla: 'Savelsbergh, Elwin R., et al. “Effects of Innovative Science and Mathematics
Teaching on Student Attitudes and Achievement: A Meta-Analytic Study.” Educational
Research Review, vol. 19, 2016, pp. 158–72, doi:10.1016/j.edurev.2016.07.003.'
short: E.R. Savelsbergh, G.T. Prins, C. Rietbergen, S. Fechner, B.E. Vaessen, J.M.
Draijer, A. Bakker, Educational Research Review 19 (2016) 158–172.
date_created: 2021-09-03T12:13:47Z
date_updated: 2025-12-11T13:29:47Z
department:
- _id: '386'
- _id: '33'
doi: 10.1016/j.edurev.2016.07.003
intvolume: ' 19'
keyword:
- innovation
- STEM education
- science education
- attitudes
language:
- iso: eng
page: 158-172
publication: Educational Research Review
publication_identifier:
issn:
- 1747-938X
publication_status: published
quality_controlled: '1'
status: public
title: 'Effects of innovative science and mathematics teaching on student attitudes
and achievement: A meta-analytic study'
type: journal_article
user_id: '54823'
volume: 19
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: '4467'
author:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Gabi
full_name: Reinmann, Gabi
last_name: Reinmann
citation:
ama: 'Jenert T, Reinmann G. Zwischen Individuum, Institution und Disziplin: Methodologische
Überlegungen zur Erfassung von Lernkulturen an Hochschule. In: Dokumentation
Der Jahrestagung Der Sektion Erwachsenenbildung Der DGfE. ; 2015.'
apa: 'Jenert, T., & Reinmann, G. (2015). Zwischen Individuum, Institution und
Disziplin: Methodologische Überlegungen zur Erfassung von Lernkulturen an Hochschule.
In Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE.
Hannover.'
bibtex: '@inproceedings{Jenert_Reinmann_2015, title={Zwischen Individuum, Institution
und Disziplin: Methodologische Überlegungen zur Erfassung von Lernkulturen an
Hochschule}, booktitle={Dokumentation der Jahrestagung der Sektion Erwachsenenbildung
der DGfE}, author={Jenert, Tobias and Reinmann, Gabi}, year={2015} }'
chicago: 'Jenert, Tobias, and Gabi Reinmann. “Zwischen Individuum, Institution Und
Disziplin: Methodologische Überlegungen Zur Erfassung von Lernkulturen an Hochschule.”
In Dokumentation Der Jahrestagung Der Sektion Erwachsenenbildung Der DGfE,
2015.'
ieee: 'T. Jenert and G. Reinmann, “Zwischen Individuum, Institution und Disziplin:
Methodologische Überlegungen zur Erfassung von Lernkulturen an Hochschule,” in
Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE,
Hannover, 2015.'
mla: 'Jenert, Tobias, and Gabi Reinmann. “Zwischen Individuum, Institution Und Disziplin:
Methodologische Überlegungen Zur Erfassung von Lernkulturen an Hochschule.” Dokumentation
Der Jahrestagung Der Sektion Erwachsenenbildung Der DGfE, 2015.'
short: 'T. Jenert, G. Reinmann, in: Dokumentation Der Jahrestagung Der Sektion Erwachsenenbildung
Der DGfE, 2015.'
conference:
end_date: 2015-10-01
location: Hannover
name: Jahrestagung der Sektion Erwachsenenbildung der Deutschen Gesellschaft für
Erziehungswissenschaft (DGfE) 2015
start_date: 2015-09-29
date_created: 2018-09-18T13:07:56Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- Methodologie
- Lernforschung
- hochschuldidaktische Forschung
- Higher Education
language:
- iso: eng
publication: Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE
status: public
title: 'Zwischen Individuum, Institution und Disziplin: Methodologische Überlegungen
zur Erfassung von Lernkulturen an Hochschule'
type: conference
user_id: '51057'
year: '2015'
...
---
_id: '4423'
abstract:
- lang: eng
text: 'This research aims to develop and validate an instrument for the assessment
of attitudes towards two particular objects: the Higher Education Institution
(HEI) and the process of studying. Investigating attitudes towards studying at
a HEI in a comprehensive way addresses an important research gap. It connects
students'' perception of the institution with teaching and learning. To validate
the Assessment of Students'' Attitudes towards Studying (ASAtS) Questionnaire,
data was gathered at three different universities in Switzerland (820 students),
Sweden (167) and Germany (133). Overall, the results show the internal consistency
of the ASAtS. Its nomological validity is also supported by correlations with
other constructs, such as intrinsic motivation and study performance. The ASAtS
contributes to the theory on students learning by broadening the scope of research
beyond learning in a narrow sense. From a practical point of view, it provides
a tool for HE management to monitor students'' perception of their HEI.'
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. On the assessment of attitudes towards studying—development
and validation of a questionnaire. Learning and individual differences : journal
of psychology and education. 2015;43:233-242.'
apa: 'Brahm, T., & Jenert, T. (2015). On the assessment of attitudes towards
studying—development and validation of a questionnaire. Learning and Individual
Differences : Journal of Psychology and Education, 43, 233–242.'
bibtex: '@article{Brahm_Jenert_2015, title={On the assessment of attitudes towards
studying—development and validation of a questionnaire}, volume={43}, journal={Learning
and individual differences : journal of psychology and education}, publisher={Elsevier},
author={Brahm, Taiga and Jenert, Tobias}, year={2015}, pages={233–242} }'
chicago: 'Brahm, Taiga, and Tobias Jenert. “On the Assessment of Attitudes towards
Studying—Development and Validation of a Questionnaire.” Learning and Individual
Differences : Journal of Psychology and Education 43 (2015): 233–42.'
ieee: 'T. Brahm and T. Jenert, “On the assessment of attitudes towards studying—development
and validation of a questionnaire,” Learning and individual differences : journal
of psychology and education, vol. 43, pp. 233–242, 2015.'
mla: 'Brahm, Taiga, and Tobias Jenert. “On the Assessment of Attitudes towards Studying—Development
and Validation of a Questionnaire.” Learning and Individual Differences : Journal
of Psychology and Education, vol. 43, Elsevier, 2015, pp. 233–42.'
short: 'T. Brahm, T. Jenert, Learning and Individual Differences : Journal of Psychology
and Education 43 (2015) 233–242.'
date_created: 2018-09-18T09:07:26Z
date_updated: 2024-03-21T14:43:34Z
department:
- _id: '208'
- _id: '282'
extern: '1'
intvolume: ' 43'
keyword:
- Attitude
- Student learning
- Higher Education Institution
- university
- student experience
language:
- iso: eng
page: 233 - 242
publication: 'Learning and individual differences : journal of psychology and education'
publication_identifier:
issn:
- 1041-6080
publisher: Elsevier
quality_controlled: '1'
status: public
title: On the assessment of attitudes towards studying—development and validation
of a questionnaire
type: journal_article
user_id: '71994'
volume: 43
year: '2015'
...
---
_id: '37461'
author:
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: Susanne
full_name: Schwab, Susanne
last_name: Schwab
- first_name: Barbara
full_name: Gasteiger-Klicpera, Barbara
last_name: Gasteiger-Klicpera
citation:
ama: Seifert S, Schwab S, Gasteiger-Klicpera B. Effects of a Whole-Class Reading
Program Designed for Different Reading Levels and the Learning Needs of L1 and
L2 Children. Reading & Writing Quarterly. 2015;32(6):499-526. doi:10.1080/10573569.2015.1029176
apa: Seifert, S., Schwab, S., & Gasteiger-Klicpera, B. (2015). Effects of a
Whole-Class Reading Program Designed for Different Reading Levels and the Learning
Needs of L1 and L2 Children. Reading & Writing Quarterly, 32(6),
499–526. https://doi.org/10.1080/10573569.2015.1029176
bibtex: '@article{Seifert_Schwab_Gasteiger-Klicpera_2015, title={Effects of a Whole-Class
Reading Program Designed for Different Reading Levels and the Learning Needs of
L1 and L2 Children}, volume={32}, DOI={10.1080/10573569.2015.1029176},
number={6}, journal={Reading & Writing Quarterly}, publisher={Informa
UK Limited}, author={Seifert, Susanne and Schwab, Susanne and Gasteiger-Klicpera,
Barbara}, year={2015}, pages={499–526} }'
chicago: 'Seifert, Susanne, Susanne Schwab, and Barbara Gasteiger-Klicpera. “Effects
of a Whole-Class Reading Program Designed for Different Reading Levels and the
Learning Needs of L1 and L2 Children.” Reading & Writing Quarterly
32, no. 6 (2015): 499–526. https://doi.org/10.1080/10573569.2015.1029176.'
ieee: 'S. Seifert, S. Schwab, and B. Gasteiger-Klicpera, “Effects of a Whole-Class
Reading Program Designed for Different Reading Levels and the Learning Needs of
L1 and L2 Children,” Reading & Writing Quarterly, vol. 32, no.
6, pp. 499–526, 2015, doi: 10.1080/10573569.2015.1029176.'
mla: Seifert, Susanne, et al. “Effects of a Whole-Class Reading Program Designed
for Different Reading Levels and the Learning Needs of L1 and L2 Children.” Reading
& Writing Quarterly, vol. 32, no. 6, Informa UK Limited, 2015, pp.
499–526, doi:10.1080/10573569.2015.1029176.
short: S. Seifert, S. Schwab, B. Gasteiger-Klicpera, Reading & Writing Quarterly
32 (2015) 499–526.
date_created: 2023-01-18T16:28:58Z
date_updated: 2023-01-18T16:50:29Z
department:
- _id: '645'
doi: 10.1080/10573569.2015.1029176
intvolume: ' 32'
issue: '6'
keyword:
- Linguistics and Language
- Education
language:
- iso: eng
page: 499-526
publication: Reading & Writing Quarterly
publication_identifier:
issn:
- 1057-3569
- 1521-0693
publication_status: published
publisher: Informa UK Limited
status: public
title: Effects of a Whole-Class Reading Program Designed for Different Reading Levels
and the Learning Needs of L1 and L2 Children
type: journal_article
user_id: '97270'
volume: 32
year: '2015'
...
---
_id: '4470'
abstract:
- lang: eng
text: "Abstract Summary: Study programs are currently receiving more attention in
Europe. In consequence, it can be observed that the roles of program development
and management are professionalized. In the proposed round table, we would like
to discuss the role of educational developers to support this professionalization
via measures of training and process support in the light of recent developments
in Switzerland.\r\n\r\nAbstract Text: Professionalization of program development
as an institutional responsibility \r\nIn Switzerland, different developments
in higher education have led to increased attention to the development and management
of the study programs such as the Bologna process, an increasingly competitive
environment, the tertiarisation of a number of professions formerly acquired through
vocational education. Furthermore, the national qualification framework and in
particular accreditation processes require HEI to demonstrate the effectiveness
of their activities (e.g., Sursock & Smit, 2010). Many different actors have been
involved in development processes on the program level but also within educational
development units. However, so far a systematic discourse on key issues regarding
the management and development of study programs is missing, not only in German-speaking
Europe. The following main question will guide the round table session: How can
educational development give vital impulses for program development?\r\nOur starting
points are two approaches or frameworks from Swiss HEI: a) the definition of competencies
for new program professionals at the Zurich University for Teacher Education and
b) a process for the strategic development of didactically-aligned study programs
at the University of St. Gallen.\r\n\r\nFramework 1: Competencies for program
managers\r\nThe experiences with a training program for study program managers
at the Zurich University for Teacher Education are reported. Over\r\na period
of four years, a competency profile has been developed and refined. Insights into
the challenges and struggles of this role\r\nwere gained. Despite diverse job
characteristics of program managers (often resulting from an institution-specific
history), there is a\r\ncommon set of competencies necessary to successfully cope
with organizational complexity such as role competency (Schein, 1992)\r\nand lateral
leadership (Kühl et al., 2005).\r\nFramework 2: Towards a systematic development
of study programs\r\nThe second initiative concerns the strategic approach to
program development implemented at the University of St. Gallen (Brahm &\r\nJenert,
2013; Jenert, 2011). In this structured process, the program goes through four
process steps: process initiation, program\r\nanalysis, program development, evaluation
of the process and results. A major challenge in this process is the role of program\r\nprofessionals.
The goal is to establish them as change agents for a didactically-aligned study
program.\r\nOutcome: Role of educational development\r\nAfter briefly introducing
the two examples, the roles of program professionals and educational development
in HEI will be discussed.\r\nThe questions guiding the discussion will be:\r\n•
How can program development be established as a continuing task, closely tied
to quality development?\r\n• How can the competencies of program professionals
be developed and the local capacity and ownership be strengthened?\r\n• How can
educational development support program development and provide vital impulses?\r\nAudience
Engagement. Depending on the number of participants, first the questions will
be discussed in groups. To put the results of\r\nthe discussion on record, it
will be summarized and uploaded in our weblog for further discussion after the
session."
alternative_title:
- Educational Development in a Changing World
author:
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
- first_name: Franziska
full_name: Zellweger, Franziska
last_name: Zellweger
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Geri
full_name: Thomann, Geri
last_name: Thomann
citation:
ama: 'Brahm T, Zellweger F, Jenert T, Thomann G. Developing study programs as a
continuous task-the role of educational developers. In: ; 2014.'
apa: 'Brahm, T., Zellweger, F., Jenert, T., & Thomann, G. (2014). Developing
study programs as a continuous task-the role of educational developers. Presented
at the ICED 2014 : Educational Development in a Changing World, Stockholm.'
bibtex: '@inproceedings{Brahm_Zellweger_Jenert_Thomann_2014, title={Developing study
programs as a continuous task-the role of educational developers}, author={Brahm,
Taiga and Zellweger, Franziska and Jenert, Tobias and Thomann, Geri}, year={2014}
}'
chicago: Brahm, Taiga, Franziska Zellweger, Tobias Jenert, and Geri Thomann. “Developing
Study Programs as a Continuous Task-the Role of Educational Developers,” 2014.
ieee: 'T. Brahm, F. Zellweger, T. Jenert, and G. Thomann, “Developing study programs
as a continuous task-the role of educational developers,” presented at the ICED
2014 : Educational Development in a Changing World, Stockholm, 2014.'
mla: Brahm, Taiga, et al. Developing Study Programs as a Continuous Task-the
Role of Educational Developers. 2014.
short: 'T. Brahm, F. Zellweger, T. Jenert, G. Thomann, in: 2014.'
conference:
end_date: 2014-0618
location: Stockholm
name: 'ICED 2014 : Educational Development in a Changing World'
start_date: 2014-06-16
date_created: 2018-09-18T13:30:30Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- curriculum development
- study programs
- Bologna
- educational development
- higher education
status: public
title: Developing study programs as a continuous task-the role of educational developers
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: '4475'
abstract:
- lang: eng
text: "Tertiary education comprises at least two phases, undergraduate and graduate
studies. Often, the first year is regarded another, crucial phase where students
familiarize with the study environment. It can be hypothesized that students'
individual perceptions of learning and studying as well as the pedagogies they
experience differ depending on their current study phase. Yet, differences between
the phases in HE have rarely been investigated. To capture differences in student
experiences in HE comprehensively, Jenert and Gebhardt (2010) have developed a
framework describing Learning Culture in HEI. LC comprises a number of constructs
on the three levels of the individual student, pedagogical interactions and the
organization.\r\nThe study first aims to quantitatively describe differences in
LC between the phases of HE within a university. Based on this analysis, a second
goal is to develop a deeper understanding of how students manage the transitions
between different phases by applying qualitative research methods."
author:
- first_name: Anja
full_name: Gebhardt, Anja
last_name: Gebhardt
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
ama: 'Gebhardt A, Jenert T. Transition within higher education institutions (HEI):
Differences in learning culture (LC) between first-year, bachelor, and master
students at a business school. In: ; 2014.'
apa: 'Gebhardt, A., & Jenert, T. (2014). Transition within higher education
institutions (HEI): Differences in learning culture (LC) between first-year, bachelor,
and master students at a business school. Presented at the SIG4 Higher Education
& SIG17 Qualitative and Quantitative Approaches to Learning and Instruction
Earli SIG Conference 2014, Leuven.'
bibtex: '@inproceedings{Gebhardt_Jenert_2014, title={Transition within higher education
institutions (HEI): Differences in learning culture (LC) between first-year, bachelor,
and master students at a business school}, author={Gebhardt, Anja and Jenert,
Tobias}, year={2014} }'
chicago: 'Gebhardt, Anja, and Tobias Jenert. “Transition within Higher Education
Institutions (HEI): Differences in Learning Culture (LC) between First-Year, Bachelor,
and Master Students at a Business School,” 2014.'
ieee: 'A. Gebhardt and T. Jenert, “Transition within higher education institutions
(HEI): Differences in learning culture (LC) between first-year, bachelor, and
master students at a business school,” presented at the SIG4 Higher Education
& SIG17 Qualitative and Quantitative Approaches to Learning and Instruction
Earli SIG Conference 2014, Leuven, 2014.'
mla: 'Gebhardt, Anja, and Tobias Jenert. Transition within Higher Education Institutions
(HEI): Differences in Learning Culture (LC) between First-Year, Bachelor, and
Master Students at a Business School. 2014.'
short: 'A. Gebhardt, 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: 2018-09-19T08:10:09Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- Higher Education
- Transitions
- Bachelor
- Master
status: public
title: 'Transition within higher education institutions (HEI): Differences in learning
culture (LC) between first-year, bachelor, and master students at a business school'
type: conference
user_id: '51057'
year: '2014'
...
---
_id: '37458'
author:
- first_name: Susanne
full_name: Schwab, Susanne
last_name: Schwab
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: Barbara
full_name: Gasteiger-Klicpera, Barbara
last_name: Gasteiger-Klicpera
citation:
ama: Schwab S, Seifert S, Gasteiger-Klicpera B. Improving reading in children with
German as a first or second language. International Journal of Early Years
Education. 2014;22(2):210-222. doi:10.1080/09669760.2014.909308
apa: Schwab, S., Seifert, S., & Gasteiger-Klicpera, B. (2014). Improving reading
in children with German as a first or second language. International Journal
of Early Years Education, 22(2), 210–222. https://doi.org/10.1080/09669760.2014.909308
bibtex: '@article{Schwab_Seifert_Gasteiger-Klicpera_2014, title={Improving reading
in children with German as a first or second language}, volume={22}, DOI={10.1080/09669760.2014.909308},
number={2}, journal={International Journal of Early Years Education}, publisher={Informa
UK Limited}, author={Schwab, Susanne and Seifert, Susanne and Gasteiger-Klicpera,
Barbara}, year={2014}, pages={210–222} }'
chicago: 'Schwab, Susanne, Susanne Seifert, and Barbara Gasteiger-Klicpera. “Improving
Reading in Children with German as a First or Second Language.” International
Journal of Early Years Education 22, no. 2 (2014): 210–22. https://doi.org/10.1080/09669760.2014.909308.'
ieee: 'S. Schwab, S. Seifert, and B. Gasteiger-Klicpera, “Improving reading in children
with German as a first or second language,” International Journal of Early
Years Education, vol. 22, no. 2, pp. 210–222, 2014, doi: 10.1080/09669760.2014.909308.'
mla: Schwab, Susanne, et al. “Improving Reading in Children with German as a First
or Second Language.” International Journal of Early Years Education, vol.
22, no. 2, Informa UK Limited, 2014, pp. 210–22, doi:10.1080/09669760.2014.909308.
short: S. Schwab, S. Seifert, B. Gasteiger-Klicpera, International Journal of Early
Years Education 22 (2014) 210–222.
date_created: 2023-01-18T16:27:28Z
date_updated: 2023-01-18T16:49:42Z
department:
- _id: '645'
doi: 10.1080/09669760.2014.909308
intvolume: ' 22'
issue: '2'
keyword:
- Developmental and Educational Psychology
- Education
language:
- iso: eng
page: 210-222
publication: International Journal of Early Years Education
publication_identifier:
issn:
- 0966-9760
- 1469-8463
publication_status: published
publisher: Informa UK Limited
status: public
title: Improving reading in children with German as a first or second language
type: journal_article
user_id: '97270'
volume: 22
year: '2014'
...
---
_id: '35906'
abstract:
- lang: eng
text: "Against the background of a European-wide strategy of governance aimed\r\nat
improving support for parents and families, the following report details\r\nthe
conceptualization and evaluation of a federal state program4 in Baden-\r\nWürttemberg
(Germany) which was launched in 2008 to encourage fam-\r\nily and parent education.
Two program components, a voucher system\r\nfor parents with a new-born child
and an element that emphasizes educa-\r\ntional offers for families with special
needs in particular living situations,\r\nwere started to increase requests for
educational courses. The aim was to\r\nestablish and deepen cooperation between
different public and private\r\nprofessional services that are in contact with
parents and their children.\r\nThe results show that main goals of the program
were reached."
article_type: original
author:
- first_name: Sandra
full_name: Landhäußer, Sandra
id: '93863'
last_name: Landhäußer
- first_name: Stefan
full_name: Faas, Stefan
last_name: Faas
- first_name: Rainer
full_name: Treptow, Rainer
last_name: Treptow
citation:
ama: 'Landhäußer S, Faas S, Treptow R. Encouraging Family and Parent Education:
Program Development and Evaluation in the Federal State of Baden-Württemberg,
Germany. Center for Educational Policy Studies Journal (CEPS). 2014;Vol
4(No 4). doi:https://files.eric.ed.gov/fulltext/EJ1129548.pdf'
apa: 'Landhäußer, S., Faas, S., & Treptow, R. (2014). Encouraging Family and
Parent Education: Program Development and Evaluation in the Federal State of Baden-Württemberg,
Germany. Center for Educational Policy Studies Journal (CEPS), Vol 4(No
4). https://files.eric.ed.gov/fulltext/EJ1129548.pdf'
bibtex: '@article{Landhäußer_Faas_Treptow_2014, title={Encouraging Family and Parent
Education: Program Development and Evaluation in the Federal State of Baden-Württemberg,
Germany}, volume={Vol 4}, DOI={https://files.eric.ed.gov/fulltext/EJ1129548.pdf},
number={No 4}, journal={Center for Educational Policy Studies Journal (CEPS)},
author={Landhäußer, Sandra and Faas, Stefan and Treptow, Rainer}, year={2014}
}'
chicago: 'Landhäußer, Sandra, Stefan Faas, and Rainer Treptow. “Encouraging Family
and Parent Education: Program Development and Evaluation in the Federal State
of Baden-Württemberg, Germany.” Center for Educational Policy Studies Journal
(CEPS) Vol 4, no. No 4 (2014). https://files.eric.ed.gov/fulltext/EJ1129548.pdf.'
ieee: 'S. Landhäußer, S. Faas, and R. Treptow, “Encouraging Family and Parent Education:
Program Development and Evaluation in the Federal State of Baden-Württemberg,
Germany,” Center for Educational Policy Studies Journal (CEPS), vol. Vol
4, no. No 4, 2014, doi: https://files.eric.ed.gov/fulltext/EJ1129548.pdf.'
mla: 'Landhäußer, Sandra, et al. “Encouraging Family and Parent Education: Program
Development and Evaluation in the Federal State of Baden-Württemberg, Germany.”
Center for Educational Policy Studies Journal (CEPS), vol. Vol 4, no. No
4, 2014, doi:https://files.eric.ed.gov/fulltext/EJ1129548.pdf.'
short: S. Landhäußer, S. Faas, R. Treptow, Center for Educational Policy Studies
Journal (CEPS) Vol 4 (2014).
date_created: 2023-01-11T06:54:07Z
date_updated: 2023-01-27T09:57:33Z
department:
- _id: '723'
- _id: '36'
doi: https://files.eric.ed.gov/fulltext/EJ1129548.pdf
issue: No 4
keyword:
- family and parent education
- cooperation
- voucher system
- support for families with special needs in particular living situations
- program evaluation
language:
- iso: eng
publication: Center for Educational Policy Studies Journal (CEPS)
publication_status: published
status: public
title: 'Encouraging Family and Parent Education: Program Development and Evaluation
in the Federal State of Baden-Württemberg, Germany'
type: journal_article
user_id: '48187'
volume: Vol 4
year: '2014'
...
---
_id: '35684'
abstract:
- lang: eng
text: "In research, pedagogical content knowledge (PCK) is considered as an important
aspect of teachers’ professional competence. However, there is no standardized
definition concerning the internal structure of this concept, especially in science
subjects such as physics. Therefore, results of different empirical studies measuring
PCK are difficult to compare. Moreover, there is no study that can report on correlations
between various aspects of PCK. Against this background, different conceptualizations
and theoretical considerations of PCK have been consulted and compared. Based
on these analyses, a comprehensive model of prospective physics teachers’ PCK
and a related test instrument (in the form of a pen-and-paper test) have been
developed. Its purpose is to enlighten the correlations between certain aspects
of PCK as well as between PCK and other areas of knowledge (e.g. content knowledge).
To validate the test instrument and the underlying PCK model, a think aloud study
with 15 probands was conducted. We focused on the knowledge areas that the probands
referred to while answering the items. With these data, indications of the validity
of the underlying model could be identified. Furthermore, the test instrument
was piloted with a sample of 216 prospective physics teachers. \r\n\r\n"
author:
- first_name: Yvonne
full_name: Gramzow, Yvonne
id: '9605'
last_name: Gramzow
- first_name: Josef
full_name: Riese, Josef
id: '429'
last_name: Riese
orcid: 0000-0003-2927-2619
- first_name: Peter
full_name: Reinhold, Peter
id: '416'
last_name: Reinhold
citation:
ama: 'Gramzow Y, Riese J, Reinhold P. Prospective physics teachers’ pedagogical
content knowledge. Validating a test instrument by using a think aloud study.
In: Constantinou CP, Papadouris N, Hadjigeorgiou A, European Science Education
Research Association, eds. E-Book Proceedings of the ESERA 2013 Conference:
Science Education Research For Evidence-Based Teaching and Coherence in Learning.
Part 13. ; 2014:20-27.'
apa: 'Gramzow, Y., Riese, J., & Reinhold, P. (2014). Prospective physics teachers’
pedagogical content knowledge. Validating a test instrument by using a think aloud
study. In C. P. Constantinou, N. Papadouris, A. Hadjigeorgiou, & European
Science Education Research Association (Eds.), E-Book Proceedings of the ESERA
2013 Conference: Science Education Research For Evidence-based Teaching and Coherence
in Learning. Part 13 (pp. 20–27).'
bibtex: '@inproceedings{Gramzow_Riese_Reinhold_2014, place={Nicosia, Cyprus}, title={
Prospective physics teachers’ pedagogical content knowledge. Validating a test
instrument by using a think aloud study}, booktitle={E-Book Proceedings of the
ESERA 2013 Conference: Science Education Research For Evidence-based Teaching
and Coherence in Learning. Part 13}, author={Gramzow, Yvonne and Riese, Josef
and Reinhold, Peter}, editor={Constantinou, Costas P. and Papadouris, Nikos and
Hadjigeorgiou, Angela and European Science Education Research Association}, year={2014},
pages={20–27} }'
chicago: 'Gramzow, Yvonne, Josef Riese, and Peter Reinhold. “ Prospective Physics
Teachers’ Pedagogical Content Knowledge. Validating a Test Instrument by Using
a Think Aloud Study.” In E-Book Proceedings of the ESERA 2013 Conference: Science
Education Research For Evidence-Based Teaching and Coherence in Learning. Part
13, edited by Costas P. Constantinou, Nikos Papadouris, Angela Hadjigeorgiou,
and European Science Education Research Association, 20–27. Nicosia, Cyprus, 2014.'
ieee: 'Y. Gramzow, J. Riese, and P. Reinhold, “ Prospective physics teachers’ pedagogical
content knowledge. Validating a test instrument by using a think aloud study,”
in E-Book Proceedings of the ESERA 2013 Conference: Science Education Research
For Evidence-based Teaching and Coherence in Learning. Part 13, 2014, pp.
20–27.'
mla: 'Gramzow, Yvonne, et al. “ Prospective Physics Teachers’ Pedagogical Content
Knowledge. Validating a Test Instrument by Using a Think Aloud Study.” E-Book
Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-Based
Teaching and Coherence in Learning. Part 13, edited by Costas P. Constantinou
et al., 2014, pp. 20–27.'
short: 'Y. Gramzow, J. Riese, P. Reinhold, in: C.P. Constantinou, N. Papadouris,
A. Hadjigeorgiou, European Science Education Research Association (Eds.), E-Book
Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-Based
Teaching and Coherence in Learning. Part 13, Nicosia, Cyprus, 2014, pp. 20–27.'
corporate_editor:
- European Science Education Research Association
date_created: 2023-01-10T09:00:27Z
date_updated: 2023-06-08T16:24:53Z
department:
- _id: '299'
editor:
- first_name: Costas P.
full_name: Constantinou, Costas P.
last_name: Constantinou
- first_name: Nikos
full_name: Papadouris, Nikos
last_name: Papadouris
- first_name: Angela
full_name: Hadjigeorgiou, Angela
last_name: Hadjigeorgiou
keyword:
- PCK
- teacher education
- physics
- think aloud study
language:
- iso: eng
page: 20-27
place: Nicosia, Cyprus
publication: 'E-Book Proceedings of the ESERA 2013 Conference: Science Education Research
For Evidence-based Teaching and Coherence in Learning. Part 13'
status: public
title: ' Prospective physics teachers'' pedagogical content knowledge. Validating
a test instrument by using a think aloud study'
type: conference
user_id: '84746'
year: '2014'
...
---
_id: '4478'
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."
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: Dieter
full_name: Euler, Dieter
last_name: Euler
citation:
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.'
apa: 'Brahm, T., Jenert, T., & 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.'
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} }'
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.'
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.'
mla: 'Brahm, Taiga, et al. 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.'
short: 'T. Brahm, T. Jenert, D. Euler, 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: 2018-09-19T08:22:51Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- attitudes
- teaching and learning
- studying
- higher education institution
- theory of planned behavior
- instrument development
publisher: EARLI European Association for Research on Learning and Instruction
status: public
title: 'On the assessment of attitudes towards the study process and the university:
Attitudes towards the Study Environment Questionnaire (ASEQ)'
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: '48332'
author:
- first_name: Susanne
full_name: Prediger, Susanne
last_name: Prediger
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
citation:
ama: Prediger S, Wessel L. Fostering German-language learners’ constructions of
meanings for fractions—design and effects of a language- and mathematics-integrated
intervention. Mathematics Education Research Journal. 2013;25(3):435-456.
doi:10.1007/s13394-013-0079-2
apa: Prediger, S., & Wessel, L. (2013). Fostering German-language learners’
constructions of meanings for fractions—design and effects of a language- and
mathematics-integrated intervention. Mathematics Education Research Journal,
25(3), 435–456. https://doi.org/10.1007/s13394-013-0079-2
bibtex: '@article{Prediger_Wessel_2013, title={Fostering German-language learners’
constructions of meanings for fractions—design and effects of a language- and
mathematics-integrated intervention}, volume={25}, DOI={10.1007/s13394-013-0079-2},
number={3}, journal={Mathematics Education Research Journal}, publisher={Springer
Science and Business Media LLC}, author={Prediger, Susanne and Wessel, Lena},
year={2013}, pages={435–456} }'
chicago: 'Prediger, Susanne, and Lena Wessel. “Fostering German-Language Learners’
Constructions of Meanings for Fractions—Design and Effects of a Language- and
Mathematics-Integrated Intervention.” Mathematics Education Research Journal
25, no. 3 (2013): 435–56. https://doi.org/10.1007/s13394-013-0079-2.'
ieee: 'S. Prediger and L. Wessel, “Fostering German-language learners’ constructions
of meanings for fractions—design and effects of a language- and mathematics-integrated
intervention,” Mathematics Education Research Journal, vol. 25, no. 3,
pp. 435–456, 2013, doi: 10.1007/s13394-013-0079-2.'
mla: Prediger, Susanne, and Lena Wessel. “Fostering German-Language Learners’ Constructions
of Meanings for Fractions—Design and Effects of a Language- and Mathematics-Integrated
Intervention.” Mathematics Education Research Journal, vol. 25, no. 3,
Springer Science and Business Media LLC, 2013, pp. 435–56, doi:10.1007/s13394-013-0079-2.
short: S. Prediger, L. Wessel, Mathematics Education Research Journal 25 (2013)
435–456.
date_created: 2023-10-19T10:00:32Z
date_updated: 2024-04-18T09:05:03Z
department:
- _id: '643'
doi: 10.1007/s13394-013-0079-2
intvolume: ' 25'
issue: '3'
keyword:
- Education
- General Mathematics
language:
- iso: eng
page: 435-456
publication: Mathematics Education Research Journal
publication_identifier:
issn:
- 1033-2170
- 2211-050X
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Fostering German-language learners’ constructions of meanings for fractions—design
and effects of a language- and mathematics-integrated intervention
type: journal_article
user_id: '37888'
volume: 25
year: '2013'
...
---
_id: '35717'
abstract:
- lang: eng
text: 'Engineering faculties generally involve their students in the creation
of numerous scientific works and publications. However, students are rarely trained
in this area and could well benefit from targeted support: to this end, we propose
a specific lecture that addresses the subtleties of scientific research and writing
and allows the students to apply and mentally anchor their acquired knowledge
while composing a basic scientific term paper.'
article_number: '57'
author:
- first_name: Katrin
full_name: Temmen, Katrin
id: '30086'
last_name: Temmen
- first_name: Thomas
full_name: Walther, Thomas
last_name: Walther
citation:
ama: Temmen K, Walther T. Learning by Doing – Improving Academic Skills. International
Journal of Engineering Pedagogy (iJEP). 2013;3(3). doi:10.3991/ijep.v3i3.2827
apa: Temmen, K., & Walther, T. (2013). Learning by Doing – Improving Academic
Skills. International Journal of Engineering Pedagogy (IJEP), 3(3),
Article 57. https://doi.org/10.3991/ijep.v3i3.2827
bibtex: '@article{Temmen_Walther_2013, title={Learning by Doing – Improving Academic
Skills}, volume={3}, DOI={10.3991/ijep.v3i3.2827},
number={357}, journal={International Journal of Engineering Pedagogy (iJEP)},
publisher={International Association of Online Engineering (IAOE)}, author={Temmen,
Katrin and Walther, Thomas}, year={2013} }'
chicago: Temmen, Katrin, and Thomas Walther. “Learning by Doing – Improving Academic
Skills.” International Journal of Engineering Pedagogy (IJEP) 3, no. 3
(2013). https://doi.org/10.3991/ijep.v3i3.2827.
ieee: 'K. Temmen and T. Walther, “Learning by Doing – Improving Academic Skills,”
International Journal of Engineering Pedagogy (iJEP), vol. 3, no. 3, Art.
no. 57, 2013, doi: 10.3991/ijep.v3i3.2827.'
mla: Temmen, Katrin, and Thomas Walther. “Learning by Doing – Improving Academic
Skills.” International Journal of Engineering Pedagogy (IJEP), vol. 3,
no. 3, 57, International Association of Online Engineering (IAOE), 2013, doi:10.3991/ijep.v3i3.2827.
short: K. Temmen, T. Walther, International Journal of Engineering Pedagogy (IJEP)
3 (2013).
date_created: 2023-01-10T09:24:38Z
date_updated: 2023-01-18T09:41:33Z
department:
- _id: '34'
- _id: '300'
doi: 10.3991/ijep.v3i3.2827
intvolume: ' 3'
issue: '3'
keyword:
- General Engineering
- Education
language:
- iso: eng
publication: International Journal of Engineering Pedagogy (iJEP)
publication_identifier:
issn:
- 2192-4880
publication_status: published
publisher: International Association of Online Engineering (IAOE)
status: public
title: Learning by Doing – Improving Academic Skills
type: journal_article
user_id: '85414'
volume: 3
year: '2013'
...
---
_id: '46940'
author:
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
- first_name: Axel
full_name: Grund, Axel
last_name: Grund
- first_name: Sebastian
full_name: Schmid, Sebastian
last_name: Schmid
- first_name: Stefan
full_name: Fries, Stefan
last_name: Fries
citation:
ama: 'Klingsieck KB, Grund A, Schmid S, Fries S. Why Students Procrastinate: A Qualitative
Approach. Journal of College Student Development. 2013;54(4):397-412. doi:10.1353/csd.2013.0060'
apa: 'Klingsieck, K. B., Grund, A., Schmid, S., & Fries, S. (2013). Why Students
Procrastinate: A Qualitative Approach. Journal of College Student Development,
54(4), 397–412. https://doi.org/10.1353/csd.2013.0060'
bibtex: '@article{Klingsieck_Grund_Schmid_Fries_2013, title={Why Students Procrastinate:
A Qualitative Approach}, volume={54}, DOI={10.1353/csd.2013.0060},
number={4}, journal={Journal of College Student Development}, publisher={Project
MUSE}, author={Klingsieck, Katrin B. and Grund, Axel and Schmid, Sebastian and
Fries, Stefan}, year={2013}, pages={397–412} }'
chicago: 'Klingsieck, Katrin B., Axel Grund, Sebastian Schmid, and Stefan Fries.
“Why Students Procrastinate: A Qualitative Approach.” Journal of College Student
Development 54, no. 4 (2013): 397–412. https://doi.org/10.1353/csd.2013.0060.'
ieee: 'K. B. Klingsieck, A. Grund, S. Schmid, and S. Fries, “Why Students Procrastinate:
A Qualitative Approach,” Journal of College Student Development, vol. 54,
no. 4, pp. 397–412, 2013, doi: 10.1353/csd.2013.0060.'
mla: 'Klingsieck, Katrin B., et al. “Why Students Procrastinate: A Qualitative Approach.”
Journal of College Student Development, vol. 54, no. 4, Project MUSE, 2013,
pp. 397–412, doi:10.1353/csd.2013.0060.'
short: K.B. Klingsieck, A. Grund, S. Schmid, S. Fries, Journal of College Student
Development 54 (2013) 397–412.
date_created: 2023-09-09T16:10:01Z
date_updated: 2023-09-09T16:29:11Z
doi: 10.1353/csd.2013.0060
intvolume: ' 54'
issue: '4'
keyword:
- Education
language:
- iso: eng
page: 397-412
publication: Journal of College Student Development
publication_identifier:
issn:
- 1543-3382
publication_status: published
publisher: Project MUSE
status: public
title: 'Why Students Procrastinate: A Qualitative Approach'
type: journal_article
user_id: '36716'
volume: 54
year: '2013'
...
---
_id: '4443'
abstract:
- lang: ger
text: "\t\r\nMit welchen Erwartungen und Anforderungen sehen sich Studierende im
Hochschulalltag konfrontiert? Wie muss nach Ansicht der Studierenden gehandelt
werden, um das Studium \"erfolgreich\" zu bewältigen? Wie laufen die Auswahl unterschiedlicher
Lernaktivitäten im Studium sowie die Allokation von Ressourcen im Detail ab? Diese
und weitere Fragen sind vor allem im Zusammenhang mit der Debatte um die Bologna-Reform
stärker in den Mittelpunkt gerückt. Denn während modularisierte Curricula und
Credit-Point-Systeme oft nach administrativ-organisatorischen Gesichtspunkten
eingeführt wurden, hat die Gestaltung der Studienstrukturen auf Programmebene
zwangsweise Auswirkungen auf das Studienhandeln - und damit auch auf das Lernen
der Studierenden. Es gibt viele Vermutungen über die \"Wirkungen\" von Bologna
auf das Studieren: Die Rede ist von Verschulung, Entwissenschaftlichung und Arbeitsüberlastung
und Studierende stehen im Verdacht, ihren Studienpfad eher im Sinne einer Credit-Point-Jagd
denn interessengeleitet zu gestalten. In der Regel bleibt es dabei jedoch bei
anekdotischen Beobachtungen - es fehlt bislang an gesicherten Erkenntnissen über
Zusammenhänge zwischen Bologna-konformen Studienkontexten und dem Handeln Studierender.
Denn obschon Studierende seit langem Gegenstand der Forschung sind, ist bislang
wenig darüber bekannt, wie sie den langfristigen Bildungsprozess eines ganzen
Studiums gestalten. Stattdessen wurde vorwiegend das Lernen im engeren Sinne,
das so genannte \"Classroom Learning\" untersucht.\r\n\r\nDiejenigen, die Studienprogramme
nach didaktischen Gesichtspunkten gestalten wollen müssen wissen, wie Studierende
mit unterschiedlichen Studienstrukturen umgehen. Denn nur so ist eine planvolle
Programmgestaltung im Sinne pädagogischer Zielsetzungen und didaktischer Prinzipien
möglich. Die vorliegende Arbeit nimmt diese Problemstellung auf und untersucht,
welche Zielvorstellungen und Handlungsstrategien Studierende bei der Bewältigung
ihres Studienalltags in unterschiedlichen Bologna-konformen Studienprogrammen
entwickeln. Im Einzelnen wird gefragt, (1) welche Vorstellungen, Wahrnehmungen
und Handlungslogiken das Handeln Studierender in unterschiedlichen Studienprogrammen
prägen und (2) welche programmspezifischen Kontextbedingungen die Herausbildung
dieser handlungsleitenden Charakteristika beeinflussen. Ausgehend von diesen beiden
Fragestellungen wird zunächst ein theoretisch fundierter Analyserahmen für Studienprogramme
entwickelt. Darauf aufbauend werden verschiedene Studienprogramme empirisch untersucht,
um schliesslich Design-Prinzipien für die Gestaltung von Studienprogrammen zu
formulieren.\r\n\r\nEs wird nicht davon ausgegangen, dass Studienstrukturen das
Handeln Studierender im Sinne eines kausalen Wirkungszusammenhangs bestimmen.
Vielmehr wird gefragt, was die Studierenden mit den Strukturen, auf die sie treffen,
machen. Studienprogramme werden als kulturelle Einheiten verstanden, innerhalb
derer sich spezifische handlungsleitende Vorstellungen und Normen entwickeln.
Diese impliziten Regeln des Studienhandelns - das so genannte \"Hidden Curriculum\"
- und vor allem auch die dahinterliegenden Konstruktionsprozesse aufzudecken,
ist Ziel dieser Arbeit."
author:
- first_name: Tobias
full_name: Jenert, Tobias
last_name: Jenert
citation:
ama: 'Jenert T. Studienprogramme Als Didaktische Gestaltungs-Und Untersuchungseinheit:
Theoretische Grundlegung Und Empirische Analyse. Universität St. Gallen; 2012.'
apa: 'Jenert, T. (2012). Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit:
Theoretische Grundlegung und empirische Analyse. Universität St. Gallen.'
bibtex: '@book{Jenert_2012, title={Studienprogramme als didaktische Gestaltungs-und
Untersuchungseinheit: Theoretische Grundlegung und empirische Analyse}, publisher={Universität
St. Gallen}, author={Jenert, Tobias}, year={2012} }'
chicago: 'Jenert, Tobias. Studienprogramme Als Didaktische Gestaltungs-Und Untersuchungseinheit:
Theoretische Grundlegung Und Empirische Analyse. Universität St. Gallen, 2012.'
ieee: 'T. Jenert, Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit:
Theoretische Grundlegung und empirische Analyse. Universität St. Gallen, 2012.'
mla: 'Jenert, Tobias. Studienprogramme Als Didaktische Gestaltungs-Und Untersuchungseinheit:
Theoretische Grundlegung Und Empirische Analyse. Universität St. Gallen, 2012.'
short: 'T. Jenert, Studienprogramme Als Didaktische Gestaltungs-Und Untersuchungseinheit:
Theoretische Grundlegung Und Empirische Analyse, Universität St. Gallen, 2012.'
date_created: 2018-09-18T11:38:39Z
date_updated: 2022-01-06T07:01:04Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- Studierverhalten
- Hochschuldidaktik
- Lernpsychologie
- Kulturpsychologie
- Bologna-Prozess
- Curriculumentwicklung
- Hochschulbildung
- Study programme
- Bologna-process
- educational development
- cultural psychology
- higher education
- curriculum development
publisher: Universität St. Gallen
status: public
title: 'Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit: Theoretische
Grundlegung und empirische Analyse'
type: dissertation
user_id: '51057'
year: '2012'
...