“Fun slipping into the doctor's role”—The relationship between sonoanatomy teaching and professional identity formation before and during the Covid-19 pandemic     

Dogus Darici  Markus Missler  Anna Schober  Max Masthoff  Hans Schnittler  Martina Schmitz 《Anatomical sciences education》2022,15(3):447-463

The various psychological dimensions of professional identity formation (PIF) are an important aspect of the study course for undergraduate medical students. Anatomical learning environments have been repeatedly shown to play a critical role in forming such an identity; however, relevance of PIF during sonoanatomical training remains underexplored. At the end of their basic anatomy studies, third-semester medical students took part in a four-day block course on anatomy and imaging. Anatomical content was revised in small groups using peer teaching and imaging methods, including one hour of hands-on sonoanatomy sessions each day. On-site sonoanatomy was identified as an excellent format to support students' transition from the pre-clinical to clinical phase as medical experts-to-be. Students enjoyed practical exercises and the clinical input, which increased their interest in the medical profession and their academic studies. This study further examined the effects of the transition into an online-only format, necessitated by the current Covid-19 pandemic. A comparison was made between the quantitative and qualitative evaluation data, and the written results of examinations of several on-site (n = 1096, mean age = 22.4 years ± 2.18), and online-only cohorts (n = 230, mean age = 22.6 years ± 2.21). The online-only transition led to a reduction of all PIF-related variables measured, losing identity-related variables, increasing students' stress levels, and reducing their long-term academic performance. Together, this study demonstrates presence of PIF in undergraduate sonoanatomy teaching, and cautions against the uncritical online-only substitution of hands-on learning environments.  相似文献   

Classroom effects are as large as grade-level effects on curriculum-based measurement maze reading scores of secondary school students with and without special educational needs     

Jana Jungjohann  Michael Schurig  Markus Gebhardt 《Journal of Research in Reading》2023,46(4):411-429

Background

Previous studies used curriculum-based measurement (CBM) maze scores as an indicator of the reading comprehension level of secondary school students with and without special educational needs in multiple grades, pinpointing a high influence of both student- and context-related variables. However, studies on cumulative influence are necessary for better understanding of data-based decision-making.

Methods

We examined a sample of 1066 secondary school students using four linear mixed-effect models: How much variance in maze scores exists between multiple student characteristics (i.e., gender, immigration background, learning disability and developmental language disorder) and context variables (i.e., classroom, grade and school type) across Grades 5–8?

Results

The intra-class correlation (ICC) results show that the influence by the context-related variable classroom (ICC = .094) is almost as large as by the variable grade level (ICC = .126). School type (i.e., inclusive school vs. special school) has the least influence (ICC = .02). In addition, the effects of student-related variables explain only a small proportion of the variance (marginal R² = .114).

Conclusions

Maze scores can be used as a screening instrument for students with multiple characteristics across grades; they also show that it makes no difference which type of school students attend. As teachers and further classroom-related variables have almost as much influence as grade level, we discuss that teachers can minimise classroom effects by using maze scores as a formative approach.  相似文献   

Einführung in die Sportsoziologie     

Otmar Weiss  Markus R. Friederici 《Sportwissenschaft》2001,31(1):95-97

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Associations of student temperament and educational competence with academic achievement: The role of teacher age and teacher and student gender   总被引：1，自引：0，他引：1  

Sari Mullola  Markus Jokela  Niklas Ravaja  Jari Lipsanen  Mirka Hintsanen  Saija Alatupa  Liisa Keltikangas-Jrvinen 《Teaching and Teacher Education》2011,27(5):942-951

We examined associations of teacher-perceived student temperament and educational competence with school achievement, and how these associations were modified by students’ gender and teachers’ gender and age. Participants were 1063 Finnish ninth-graders (534 boys) and their 29 Mother Language teachers (all female) and 43 Mathematics teachers (17 male) from a population-based sample. All temperament and educational competence traits were associated with both grades, but more clearly with Mathematics. Boys received systematically lower Mother Language grades but higher Mathematics grades than girls. Teacher gender had no effect on school grades, while teacher age had an effect only on Mother Language.  相似文献   

Early commitment on financial aid and college decision making of poor students: Evidence from a randomized evaluation in rural China     

Chengfang Liu  Linxiu ZhangRenfu Luo  Xiaobing WangScott Rozelle  Brian SharbonoJennifer Adams  Yaojiang ShiAi Yue  Hongbin LiThomas Glauben 《Economics of Education Review》2011,30(4):627-640

Many educational systems have struggled with the question about how best to give out financial aid. In particular, if students do not know the amount of financial aid that they can receive before they make a decision about where to go to college and what major to study, it may distort their decision. This study utilizes an experiment (implemented by the authors as a Randomized Control Trial) to analyze whether or not an alternative way of providing financial aid—by providing an early commitment on financial aid during the student's senior year of high school instead of after entering college—affects the college decision making of poor students in rural China. We find that if early commitments are made early enough; and they are large enough, students will make less distorting college decisions.  相似文献   

Longitudinal relationships between perceived stress,exercise self-regulation and exercise involvement among physically active adolescents     

Markus Gerber  Magnus Lindwall  Serge Brand  Christin Lang  Catherine Elliot  Uwe Pühse 《Journal of sports sciences》2015,33(4):369-380

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Psychometric properties of the motor diagnostics in the German football talent identification and development programme     

Oliver HÖner  Andreas Votteler  Markus Schmid  Florian Schultz  Klaus Roth 《Journal of sports sciences》2015,33(2):145-159

The utilisation of motor performance tests for talent identification in youth sports is discussed intensively in talent research. This article examines the reliability, differential stability and validity of the motor diagnostics conducted nationwide by the German football talent identification and development programme and provides reference values for a standardised interpretation of the diagnostics results. Highly selected players (the top 4% of their age groups, U12–U15) took part in the diagnostics at 17 measurement points between spring 2004 and spring 2012 (N = 68,158). The heterogeneous test battery measured speed abilities and football-specific technical skills (sprint, agility, dribbling, ball control, shooting, juggling). For all measurement points, the overall score and the speed tests showed high internal consistency, high test–retest reliability and satisfying differential stability. The diagnostics demonstrated satisfying factorial-related validity with plausible and stable loadings on the two empirical factors “speed” and “technical skills”. The score, and the technical skills dribbling and juggling, differentiated the most among players of different performance levels and thus showed the highest criterion-related validity. Satisfactory psychometric properties for the diagnostics are an important prerequisite for a scientifically sound rating of players’ actual motor performance and for the future examination of the prognostic validity for success in adulthood.  相似文献   

How should “hot” players in basketball be defended? The use of fast-and-frugal heuristics by basketball coaches and players in response to streakiness     

Peter Csapo  Simcha Avugos  Markus Raab  Michael Bar-Eli 《Journal of sports sciences》2015,33(15):1580-1588

Previous research has shown that changes in shot difficulty may have rendered the hot-hand effect in basketball unobservable and are potentially a result of defensive adjustments. However, it has not been directly analysed whether strategic changes indeed take place in response to streakiness and whether they are effective with respect to winning games. The current work consists of an experimental study with 18 professional coaches and 20 players based on video sequences from National Basketball Association games, where the shown player displayed a streaky performance in half of the sequences. While coaches were asked to devise a defensive strategy after each viewed sequence, players had to assume the role of the shown player and decide whether to shoot or pass the ball. We find that coaches tended to increase the defensive pressure significantly more often on presumably hot players and thus make use of the hot-hand heuristic. Meanwhile, players chose to shoot more frequently in low-pressure and streaky situations but selected “pass” regardless of the previous performance when they faced increased defensive pressure. Assuming that a streaky player’s performance is indeed elevated during hot phases, hot-hand behaviour can be considered adaptive in certain situations as it led hot players to pass instead of shoot.  相似文献   

Corporate communication in the new media environment: A survey of 150 corporate communication web sites     

Markus Will  Victor Porak 《媒体管理杂志》2013,15(3-4):195-201

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Principles and Practice of Structural Equation Modeling by Rex B. Kline     

Keith A. Markus 《Structural equation modeling》2013,20(3):509-512

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