Motivational interference in learning: The impact of leisure alternatives on subsequent self-regulation     

Stefan Fries  Franziska Dietz  Sebastian Schmid 《Contemporary educational psychology》2008,33(2):119-133

Students are often obliged to fulfill home assignments for school. While being engaged into such compulsory schooling, learners may be tempted to switch to a leisure alternative. Whenever students pursue the learning task although attractive leisure alternatives are present, thoughts about the missed activity can lead to motivational interference. Thus, self-regulation in learning does not only depend on the learning task itself but also on the dismissed alternatives. In a questionnaire study 704 students (mean age: 13.5) were confronted with hypothetical conflicts between a school activity and a leisure activity. The students envisioned themselves in the course of both activities after the decision. As predicted, self-reported self-regulation depended on the valences of both activities. High valence of the performed activity was related to better self-regulation, whereas high valence of the alternative activity resulted in worse self-regulation.  相似文献   

How gender fair are German schoolbooks in the twenty-first century? An analysis of language and illustrations in schoolbooks for mathematics and German     

Franziska Moser  Bettina Hannover 《European Journal of Psychology of Education - EJPE》2014,29(3):387-407

Schoolbooks convey not only school-relevant knowledge; they also influence the development of stereotypes about different social groups. Particularly during the 1970s and 1980s, many studies analysed schoolbooks and criticised the overall predominance of male persons and of traditional role allocations. Since that time, women’s and men’s occupations and social functions have changed considerably. The present research investigated gender portrayals in schoolbooks for German and mathematics that were recently published in Germany. We examined the proportions of female and male persons in pictures and texts and categorized their activities, occupational and parental roles. Going beyond previous studies, we added two criteria: the use of gender-fair language and the spatial arrangements of persons in pictures. Our results show that schoolbooks for German contained almost balanced depictions of girls and boys, whereas women were less frequently shown than men. In mathematics books, males outnumbered females in general. Across both types of books, female and male persons were engaged in many different activities, not only gender-typed ones; however, male persons were more often described via their profession than females. Use of gender-fair language has found its way into schoolbooks but is not used consistently. Books for German were more gender fair in terms of linguistic forms than books for mathematics. For spatial arrangements, we found no indication for gender biases. The results are discussed with a focus on how schoolbooks can be optimized to contribute to gender equality.  相似文献   

Conflicting values and their impact on learning     

Stefan Fries  Sebastian Schmid  Franziska Dietz  Manfred Hofer 《European Journal of Psychology of Education - EJPE》2005,20(3):259-273

Based on Inglehart’s (1997) idea that the importance of modern values is challenged by a growing importance of postmodern values in postindustrialised sociaties, we analyse the consequences of students’ attempts to integrate (modern) achievement values and (postmodern) well-being values. Since opportunities for value integration are limited, students should frequently experience conflicts, whether to work for school or to engage in free time activities. In a questionnaire study, students (n=184) showed mostly high scores in both, achievement and well-being values. Value conflict — measured by a specific conflict formula — was related to the frequency of action conflicts as well as to the reported difficulty to decide which action to pursue. Values predicted the students’ school-related decisions. Furthermore, students with high achievement values reported better performance in school-related tasks than students with high well-being values. Finally, values were systematically related to time investment and grades.  相似文献   

Identifying the Role of the International Consortium “MIT/ LINC” in Supporting the Integration of ICT in Higher Education in Emerging Countries     

Young Park  Franziska Zellweger Moser 《Journal of Science Education and Technology》2008,17(2):197-207

The goal of this research effort is to provide insights on what core needs and difficulties exist toward the implementation of ICT in higher education in emerging countries and how a consortium like LINC can best support these efforts. An exploratory research design combining a survey, on-site interviews, participant observation and document analysis were employed to answer the research questions. Main challenges in establishing technology- based learning environments were identified in the area of pedagogies, finances, technological infrastructure, cultural change, organization, and management. LINC, as an non-political organization embedded in an academic environment, can take an important role in facilitating the dialogue among participants through various platforms, take an active role in promoting joint programs and assist with efforts to “localize” tools and practice.

Young ParkEmail:

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Value orientations and studying in school–leisure conflict: A study with samples from five countries     

Manfred Hofer  Sebastian Schmid  Stefan Fries  Ilija Zivkovic  Franziska Dietz 《Learning and individual differences》2009,19(1):101-112

The relations between students' value orientations and experiences of motivational interference during studying following conflicts between learning and leisure activities were investigated in a self-report study. Overall, 1075 adolescents, mostly from Catholic schools, in Bosnia–Herzegovina (n = 203), India (n = 200), Paraguay (n = 96), Spain (n = 442), and the US (n = 134), participated. The samples varied substantially in terms of modern and postmodern value orientations, experience of motivational interference during studying, and time invested in studying. By controlling for age, gender, and economic capital, postmodern value orientation was positively related to conflict frequency and experience of motivational interference during learning, and negatively related to time investment. For modern value orientation, the relations were almost reversed. Despite the considerable differences between the sample means, the study revealed some consistency in the relations between the variables across the samples, which indicates that most of the relations can be generalized.  相似文献   

The German Media Start-up Opinary: Inventing Tools for Readers’ Opinion-Sharing Online—Reinventing User Engagement on News Websites     

Franziska Pröll 《Publishing Research Quarterly》2017,33(1):14-18

Users of news websites increasingly desire to state their opinion on a current issue discussed online. The usual way to do so is writing a comment. However, only few people make use of the comment section and some newsrooms cannot afford to keep it permanently open. The German media start-up Opinary develops visual interactive tools trying to change the way users share opinions. Its founders want to make a new form of user engagement possible.  相似文献   

Evaluating research-oriented teaching: a new instrument to assess university students’ research competences     

Franziska Böttcher  Felicitas Thiel 《Higher Education》2018,75(1):91-110

Several concepts have been developed to implement research-oriented teaching in higher education in the last 15 years. The definition of research competences, however, has received minor attention so far. Some approaches to modeling research competences describe these competences along the research process but either focus on a specific academic discipline and/or specific facets or offer no empirical verification for cross-disciplinary approaches. We have developed a new approach to model research competences across various academic disciplines in form of a competence model—the RMRC-K-model. This model comprises five dimensions: skills in reviewing the state of research, methodological skills, skills in reflecting on research findings, communication skills, and content knowledge. In this study, we present an instrument (R-Comp) developed on the basis of this cross-disciplinary competence model. The factorial structure of the R-Comp was examined with data from 391 university students in three groups, either enrolled in a Bachelor’s degree, Master’s degree, or a PhD program. The sample represented various academic disciplines. Results from confirmatory factor analyses supported the hypothesized structure of the R-Comp for the five dimensions in accordance with the RMRC-K-model. Additionally, results provided evidence for a more detailed differentiation of all dimensions with sub-dimensions reflecting theorized facets of the model. Both Cronbach’s α and construct reliability H indicated overall good reliability. Despite limitations to this study, there is some first evidence of a valid and reliable assessment of student research competences.  相似文献   

Spielen Studienschwerpunkte wirklich eine Rolle?     

Franziska Schulze-Stocker  Doris Holzberger  Olga Kunina-Habenicht  Ewald Terhart  Mareike Kunter 《Zeitschrift für Erziehungswissenschaft》2016,19(3):599-623

Due to a comparatively weak curricular structure in education faculties, student teachers may determine their study experiences and learning processes largely by themselves, by selecting their own priorities within educational foundation studies. This paper focused on the relationship between individually-chosen educational specializations, self-perceived competence in these chosen fields, and the measured educational knowledge. The study among teacher education graduates in the German state North Rhine-Westphalia showed that the individually chosen priorities within educational courses varied greatly; however, a focus on topics like classroom teaching, learning and development, and creating school environments was discernable. Results revealed that graduates with certain courses of specializations showed a significant higher level of knowledge in self-report in according areas. However, there were only small significant correlations between the self-reported competencies and the educational knowledge measured by the test. The results of the standardized test of educational knowledge indicated that the graduates in fact achieved better test results in their prioritized fields of studies. This suggests that individual course selection in educational foundations does have an effect on subsequent educational knowledge.  相似文献   

Biomechanics of elite recumbent handcycling: a case study     

Stefan Litzenberger  Franziska Mally  Anton Sabo 《Sports Engineering》2016,19(3):201-211

In the presented research, a kinematic and electromyographic study was performed on one world-class male elite handbiker (UCI class H3.2). Activity of 14 muscles of the upper body were measured with surface electromyography (EMG), and a motion analysis of the athlete’s movement was performed concurrently for different backrest positions, crank lengths, and crank heights at three power levels (130, 160 and 190 W). Kinematics in terms of elbow and wrist angle, muscular on-off timing, EMG amplitudes, and integrated EMG were calculated. Results showed that little changes occurred for kinematic parameters and changes in position led to a shift in muscular timing. However, no indication for immediate improvement to the athlete’s preferred original position could be observed.  相似文献   

Der Zusammenhang von Schulleitungshandeln,Unterrichtsgestaltung und Lernerfolg     

Marcus Pietsch  Markus Lücken  Franziska Thonke  Stefan Klitsche  Frank Musekamp 《Zeitschrift für Erziehungswissenschaft》2016,19(3):527-555

Indicators and instruments for determining and measuring school quality within inspection systems are usually based on frameworks for inspection. These frameworks rely heavily upon school and teacher effectiveness research. Thus, a central assumption is that the effectiveness and improvement-oriented school conditions, as measured within an inspection, are related to student achievement. It is unclear if this assumption really holds true, as empirical evidence is still lacking. This study uses data from a random sampling of schools (n = 37) and teachers (n = 1663) and the achievement data from students (n = 23,943) to validate the interpretations and uses of school inspection results regarding the factor school leadership. The study follows Kane’s argument-based approach for validation. Results reveal that principals of schools with recurrent high student achievement very often demonstrate instructional leadership. It is evident that these principals are also leading in a fundamentally different way from principals in schools with lower achievement in that they lead with the specific school context in mind. The study demonstrates that it is possible to make inferences from scores provided by school inspections and to generalize from them. However, this generalizability does not extend to making extrapolations or decisions based on these scores. The analyses make it clear that providing feedback solely on the strengths and weakness of a school is insufficient when it comes to stimulating school improvement through inspection.  相似文献