Are student exchange programs worth it?     

Dolores Messer  Stefan C. Wolter 《Higher Education》2007,54(5):647-663

The number of university students participating in exchange programs has risen sharply over the last decade. A survey of Swiss university graduates (classes of 1999 and 2001) shows that participation in student exchange programs depends significantly on the socio-economic background of students. We further analyze whether the participants benefit from additional advantages caused by these exchange programs. Analyses show that student exchange programs are associated with higher starting salaries and a higher likelihood of opting for postgraduate degrees. Analyses using instrumental variable estimations (IV), however, show that these outcomes are not causally related to participation in exchange programs.   相似文献   

Gestalt and Functionality as Independent Dimensions of Mental Models in Science     

Ubben  Malte S.  Heusler  Stefan 《Research in Science Education》2021,51(5):1349-1363

Research in Science Education - In teaching sciences, models are often used to introduce, elaborate or simplify real-world phenomena or concepts. It is, however, often the case that misconceptions...  相似文献   

Lesson study,learning study and action research: are there more differences than a discussion about terms and schools?     

Barbara Hanfstingl  Stefan Zehetmeier 《Educational Action Research》2019,27(4):455-459

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Value orientations and motivational interference in school-leisure conflict: The case of Vietnam     

Manfred Hofer  Stefan Fries  Andreas Helmke  Britta Kilian  Claudia Kuhnle  Ilija Živković  Richard Goellner  Tuyet Helmke 《Learning and Instruction》2010,20(3):239-249

The experience of motivational interference during studying and leisure in a school-leisure conflict and its relationship to pupils' value orientations were investigated in a self-report study of Vietnamese pupils (N = 346, mean age = 15 years). The results were compared with a combined sample consisting of pupils from nine other countries (N = 2155). From a cross-cultural perspective, the mean values of the variables show that Vietnamese pupils differ with regard to their values and motivational interference from pupils in other countries. Within the Vietnamese sample, modern value orientation was positively related to decision for a studying activity in a school-leisure conflict and to experience of motivational interference during a leisure activity and negatively related to interference during studying. For post-modern value orientation, the relationships were mostly reversed. Despite differences between sample means, the consistency in the relationships between the variables across the samples indicates that the pattern of relationships can be generalized.  相似文献   

Integration und Sport – wissenschaftliche Ergebnisse, Projektevaluationen und Impulse für den Transfer     

Dr. Stefan Hansen 《Sportwissenschaft》2009,39(4):370-371

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Cognitive ability and personality variables as predictors of school grades and test scores in adolescents     

Manfred Hofer  Claudia Kuhnle  Britta Kilian  Stefan Fries 《Learning and Instruction》2012,22(5):368-375

The predictive power of cognitive ability and self-control strength for self-reported grades and an achievement test were studied. It was expected that the variables use of time structure, academic procrastination, and motivational interference during learning further aid in predicting students’ achievement because they are operative in situations of school-leisure conflict. A sample of 697 eighth-graders was tested twice within the interval of a single school year (about eight months). Cognitive ability and self-control explained substantial variance of grade changes. Procrastination displayed a further portion of the variance. Personality variables were better predictors of grades, while cognitive ability showed higher variance with the achievement test. Variables tapping aspects of self-control strength have been interpreted as key determinants of learning outcomes. The findings suggest that it might be useful to identify students who are at risk, allowing these students to train their ability to shield studying from leisure distractions.  相似文献   

Exploring reasons and consequences of academic procrastination: an interview study     

Carola Grunschel  Justine Patrzek  Stefan Fries 《European Journal of Psychology of Education - EJPE》2013,28(3):841-861

In the present study, we broadly investigated reasons and consequences of academic procrastination. Additionally, we explored whether students seeking help from student counselling services to overcome academic procrastination (counselling group) report more serious reasons and consequences of academic procrastination than students who procrastinate but seek no counselling support (non-counselling group). We conducted standardized interviews with university students (N?=?36, of which 16 belonged to the counselling group) and analysed these using qualitative content analysis and frequency analysis. The reasons and consequences of academic procrastination, each summarized in a separate category system, were manifold. The category systems consisted of 20 main categories in total, subsuming 81 subcategories, of which 32 were inductively developed. The counselling group reported more serious reasons and consequences of academic procrastination than the non-counselling group. Our results suggest considering academic procrastination as a self-regulation failure and contribute to constructing interventions tailored to students’ specific needs.  相似文献   

Epistemic beliefs and beliefs about teaching practices for moral learning in the early years of school: relationships and complexities     

Jo Lunn Brownlee  Eva Johansson  Charlotte Cobb-Moore  Gillian Boulton-Lewis  Sue Walker  Joanne Ailwood 《Education 3-13》2013,41(2):164-183

While investment in young children is recognised as important for the development of moral values for a cohesive society, little is known about early years teaching practices that promote learning of moral values. This paper reports on observations and interviews with 11 Australian teachers, focusing on their epistemic beliefs and beliefs about teaching practices for moral education with children aged 5–8 years. The analysis revealed three main patterns of thinking about moral education: following others, reflecting on points of view, and informing reflection for action. These patterns suggest a relationship between epistemic beliefs and beliefs about teaching practices for moral learning which have implications for teacher professional development concerning experiences in moral education.  相似文献   

Facilitating team learning through transformational leadership     

Elisabeth Raes  Stefan Decuyper  Bart Lismont  Piet Van den Bossche  Eva Kyndt  Sybille Demeyere  Filip Dochy 《Instructional Science》2013,41(2):287-305

This article investigates when and how teams engage in team learning behaviours (TLB). More specifically, it looks into how different leadership styles facilitate TLB by influencing the social conditions that proceed them. 498 healthcare workers from 28 nursery teams filled out a questionnaire measuring the concepts leadership style, TLB, social cohesion and team psychological safety. Analysis was performed using structural equation modelling. The results of this cross-sectional study show that transformational leadership predicts TLB better then laissez-faire leadership, because transformational leadership is primarily related to team psychological safety and only secondarily to social cohesion while for laissez-faire leadership it works the other way around. Transformational leadership matters because it facilitates psychological safety in the team.  相似文献   

Mind the gap: Dewey on educational bridge‐building     

Stefan Thomas Hopmann 《课程研究杂志》2013,45(1):7-11

This is the first of four commentaries discussing John Dewey's short essay, ‘Education as engineering’. The essay provides a fascinating model of how the example of engineering could guide the interaction between educational research and practice. It has much in common with Herbart's ideas on how ‘pedagogical tact’ bridges the gap between theory and practice. Re‐introducing both Dewey and Herbart's ideas could help to overcome the current naivity of ‘evidence‐based’ school improvement.  相似文献