Innovation,employment growth,and foreign ownership of firms: A European perspective     

Bernhard Dachs  Bettina Peters 《Research Policy》2014

This paper examines how foreign-owned and domestically owned firms transform innovation into employment growth. The empirical analysis, based on the model of Harrison et al. (2008) and CIS data for 16 countries, reveals important differences between the two groups: Due to general productivity increases and process innovation, foreign-owned firms experience higher job losses than domestically owned firms. At the same time, employment-creating effects of product innovation are larger for foreign-owned firms. Together with employment-stimulating effects stemming from existing products, they overcompensate the negative displacement effects resulting in net employment growth in foreign-owned firms. However, net employment growth turns out to be smaller in foreign-owned firms than in domestically owned firms.  相似文献   

Analysing Cognitive Learning Processes through Group Interviews of Successful High School Pupils: Development and Use of a Model     

Bettina Dahl 《Educational Studies in Mathematics》2004,56(2-3):129-155

The focus is on the metacognitive awareness of ten high-achieving high school pupils in mathematics in Denmark and England and their understanding of their cognitive learning processes and strategies. Mainly unstructured focus group interviews investigate how they explain that they learn a mathematical concept that is new to them. I develop the ‘CULTIS model for analysis’ (Consciousness, Unconsciousness, Language, Tacit, Individual, Social), which consists of six themes in which various psychological theories of learning are expressed. The model uses the theories of Ernest, von Glasersfeld, Hadamard, Krutetskii, Mason, Piaget, Polya, Sfard, Skemp, and Vygotsky. The model is used to sort the pupils' explanations and it also functions as a tool with which to compare the pupils' explanations with the various theories. I conclude that the pupils can talk about their learning in their own words and each pupil refers to elements that the researcher associates with different theories. Half the pupils furthermore explain that how they are used to learning, or being taught, influences how they later on are able to learn. I also discuss metacognition and whether this can be an aid to enhance learning.  相似文献   

Sport, Socialization, Education     

Bettina Kratzmüller 《Sportwissenschaft》2005,35(1):104-108

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Stereotype threat in learning situations? An investigation among language minority students     

König  Sabrina  Stang-Rabrig  Justine  Hannover  Bettina  Zander  Lysann  McElvany  Nele 《European Journal of Psychology of Education - EJPE》2023,38(2):841-864

Stereotype threat (ST) is a potential explanation for inequalities in language competencies observed between students from different language backgrounds. Language competencies are an important prerequisite for educational success, wherefore the significance for investigation arises. While ST effects on achievement are empirically well documented, little is known about whether ST also impairs learning. Thus, we investigated vocabulary learning in language minority elementary school students, also searching for potential moderators. In a pre-post design, 240 fourth-grade students in Germany who were on average 10 years old (M_Age = 9.92, SD = 0.64; 49.8% female) were randomly assigned to one of four experimental conditions: implicit ST, explicit ST without threat removal before posttest, explicit ST with threat removal before posttest, and a control group. Results showed that learning difficult vocabulary from reading two narrative texts was unaffected by ST. Neither students’ identification with their culture of residence and culture of origin nor stereotyped domain of reading were moderators. The findings are discussed with regard to content and methodological aspects such that a motivation effect might have undermined a possible ST effect. Implications for future research include examining the question at what age children become susceptible to ST and whether students have internalized negative stereotypes about their own group, which could increase the likelihood of ST effects occurring.

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