Stress prevention through a time management training intervention: an experimental study     

Alexander Häfner  Armin Stock  Lydia Pinneker  Sabine Ströhle 《教育心理学》2014,34(3):403-416

The purpose of this study was to examine the effects of a short-term time management training programme on perceived control of time and perceived stress. The sample of 177 freshmen was randomly assigned to a time management training (n?=?89) and an active control group (CG) (n?=?88). We expected that an increase in external demands during the first weeks of the semester would lead to more perceived stress in the CG, but not in the time management training group, due to the time management intervention. As hypothesised, perceived stress increased in the CG, but not in the time management training group. Furthermore, perceived control of time increased in the time management training group but remained unchanged in the CG. Even a rather short intervention of 2?h can protect freshmen from an increase in perceived stress at the beginning of the semester.  相似文献   

Professor Renwick's review of “An account of experiments to determine the figure of the Earth,by means of a pendulum,vibrating seconds in different latitudes,and on various other subjects of philosophical inquiry”     

Edward Sabine 《Journal of The Franklin Institute》1826,1(4):203-213

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An account of experiments to determine the figure of the Earth,by means of a pendulum,vibrating seconds,in different latitudes,and on various other subjects of philosophical inquiry     

Edward Sabine 《Journal of The Franklin Institute》1826,1(3):164-165

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Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups   总被引：1，自引：0，他引：1  

Marieke Meeuwisse  Sabine E. Severiens  Marise Ph. Born 《Research in higher education》2010,51(6):528-545

The purpose of this paper was to investigate a model for describing the relationships between the extent to which learning environments are activating and students’ interaction with teachers and peers, sense of belonging, and study success. It was tested whether this model holds true for both ethnic minority students and ethnic majority students. A total of 523 students from four different universities completed a questionnaire. Structural equation modeling (Amos) was used to test the model. The model that best describes the relationships in the group of ethnic minority students (N = 145) was shown to be different than the model that best fits the group of majority students (N = 378). Ethnic minority students appeared to feel at home in their educational program if they had a good formal relationship with teachers and fellow students. Ethnic minority students’ sense of belonging to the institution nevertheless did not contribute to their study progress. On the other hand, in majority students, informal relationships with fellow students were what led to a sense of belonging. In these students, the sense of belonging did further academic progress.  相似文献   

Does family make a difference? Mid-term effects of a school/home-based intervention program to enhance reading motivation     

Caroline Villiger  Alois NiggliChristian Wandeler  Sabine Kutzelmann 《Learning and Instruction》2012,22(2):79-91

This study examined the effects of a school/home-based intervention program designed to enhance the reading motivation and comprehension of Swiss fourth graders (N = 713). In order to identify the specific contribution of the home environment, the program was implemented in one group without (N = 244) and in one group with (N = 225) parental participation. The intervention was based on the principles of Self-Determination Theory (Deci & Ryan, 2002) and lasted one school year. Effects of the treatment were investigated in a pretest-posttest control group design with follow-up. Multilevel analyses showed that the school/home-based intervention had significant effects on reading enjoyment and reading curiosity. Effects on reading enjoyment were still detectable at 5-month follow-up. However, no effects were found for reading self-concept or reading comprehension. The findings highlight the potential of the family in the sustained promotion of reading motivation.  相似文献   

The Effect of Three-Dimensional Simulations on the Understanding of Chemical Structures and Their Properties     

Detlef Urhahne  Sabine Nick  Sascha Schanze 《Research in Science Education》2009,39(4):495-513

In a series of three experimental studies, the effectiveness of three-dimensional computer simulations to aid the understanding of chemical structures and their properties was investigated. Arguments for the usefulness of three-dimensional simulations were derived from Mayer’s generative theory of multimedia learning. Simulations might lead to a decrease in cognitive load and thus support active learning. In our studies, the learning effectiveness of three-dimensional simulations was compared to two-dimensional illustrations by use of different versions of a computer programme concerning the modifications of carbon. The first and third study with freshman students of chemistry and biochemistry show that no more knowledge was acquired when participants learnt with three-dimensional simulations than with two-dimensional figures. In the second study with 16-year old secondary school students, use of simulations facilitated the acquisition of conceptual knowledge. It was concluded that three-dimensional simulations are more effective for younger students who lack the experience of learning with different visual representation formats in chemistry. In all three studies, a significant relationship between spatial ability and conceptual knowledge about the modifications of carbon was detected.  相似文献   

Hypertext adventures: Computer-assisted teaching of technical report writing in Delft     

Bas A. Andeweg  Erika R. Hoekstra  Jaap C. De Jong  Sabine Kunst 《Instructional Science》1992,21(1-3):139-153

Technical engineers consider communication and writing skills to be among the most difficult aspects of their profession. Communication courses, however, are expensive, because teaching takes place in tutorial groups in which students are given feedback regularly. A computer-assisted practical that aims at diminishing the amount of effort of the lecturer while increasing the participation of the students through interactive and user-friendly courseware is described. The program is developed in the Knowledge Pro environment (MS-Windows 3). The program consists of three modules: 1) a product module which offers examples of ideal texts and criteria for them; 2) a style module which offers information on stylistic aspects such as sentence complexity, use of examples, use of connectives, spelling etc.; 3) a process module, which offers a standard procedure for planning and outlining a technical report and an example, in the form of a (hyper)text adventure.Besides, the program offers individual advice to students who face problems during the writing process. In each module the student can opt for additional examples or exercises via buttons, menus and hypertext paths. The program has been written in the Dutch language.  相似文献   

2. Robin Alexander/Patricia Broadfoot/David Phillips (Hrsg.): Learning from Comparing. New directions in comparative educational research. Vol. 1. Contexts, Classrooms and Outcomes     

Sabine Hornberg  Peter J. Weber 《Zeitschrift für Erziehungswissenschaft》2000,3(4):631-633

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Effect of Key2Teach on Dutch teachers’ relationships with students with externalizing problem behavior: a randomized controlled trial     

Hoogendijk  Kirsten  Holland  Judith G.  Tick  Nouchka T.  Hofman  Adriaan W. H.  Severiens  Sabine E.  Vuijk  Patricia  Maras  Athanasios  van Veen  Dolf 《European Journal of Psychology of Education - EJPE》2020,35(1):111-135

European Journal of Psychology of Education - The teacher-student relationship plays an important role in the academic and behavioral development of primary school children with externalizing...  相似文献   

Context characteristics and their effects on students’ situational interest in chemistry     

Sebastian Habig  Janet Blankenburg  Helena van Vorst  Sabine Fechner  Ilka Parchmann  Elke Sumfleth 《International Journal of Science Education》2018,40(10):1154-1175

ABSTRACT

Many studies in science education acknowledge the positive effects of context-based learning on students’ interest and attitudes. However, little is known about the design criteria of contextual situations generating these effects and how facets of students’ situational interest are affected while learning in a contextualised setting. This paper ties in with this initial situation and reports results of two projects analysing the influence of context characteristics on students’ situational interest, referring to contexts as task parameters in the first project and as learning activities in the second. In the first project, everyday related and unique contexts are compared, and the effects of different contextual topics on student learning are investigated. Particularly, regarding the feeling- and value-related valence of situational interest, the results of different studies will be compared and interpreted. The second project investigated structures of interest related to activities along an adapted version of the ‘RIASEC’-model for different content areas and age groups. The chosen contents were embedded in personal as well as societal and professional context settings. Finally, we summarise the relevance of the different models, results and instruments to better understand different notions of interest and outline implications for further studies about teaching that improves student learning.  相似文献