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51.
Katharina Fellnhofer 《European Journal of Education》2018,53(2):218-237
This article analyses the impact of narratives on entrepreneurial attitudes and intentions. To this end, a quasi-experiment was conducted to evaluate web-based entrepreneurial narratives. The paired-sample tests and regression analysis use a sample of 466 people from Austria, Finland, and Greece and indicate that individuals’ perceptions of the desirability of entrepreneurship and entrepreneurial intention are significantly different before and after exposure to entrepreneurial narratives. Furthermore, the findings indicate that perceptions of the feasibility of entrepreneurship are more strongly affected by videos than by cases. From a policy perspective, this study raises awareness that entrepreneurship is an attractive career path. 相似文献
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Özen Odağ Matthias Hofer Frank M. Schneider Katharina Knop 《Journal of Intercultural Communication Research》2016,45(2):108-125
Within Hofstede’s framework of individualistic and collectivistic cultures, this contribution examines measurement equivalence of hedonic and eudaimonic entertainment motivations in two different cultures, namely Germany representing a more individualistic culture (N = 180) and Turkey representing a more collectivistic culture (N = 97). By means of a multi-group confirmatory factor analysis, we could secure configural invariance for both hedonic and eudaimonic entertainment motivations across the German and Turkish sample. Metric invariance, however, could only be obtained for hedonic, but not for eudaimonic motivations. Scalar invariance was obtained for neither of the two entertainment motivations. The study points to the importance of equivalence testing when conducting cross-cultural research. 相似文献
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Jan Marcus Janina Nemitz C. Katharina Spieß 《Zeitschrift für Erziehungswissenschaft》2016,19(2):415-442
Since the launch of the public investment program ‘Future Education and Care’ (IZBB) in 2003 the share of primary school aged children participating in all-day schooling in Germany has more than quadrupled. Against this backdrop, this study analyzes, the demographic and socioeconomic characteristics which are possibly related to a higher probability of attendance. Moreover, it analyzes changes in the composition of students participating in all-day schooling. Has there been rather a convergence or a divergence in the characteristics of participants and non-participants over time? Using data from the German Socio-Economic Panel (SOEP) and the additional survey “Families in Germany” (FiD), our results show that in West Germany all-day school participants have become more similar according to their socioeconomic characteristics (in particular income), hence supporting the convergence hypothesis. In East Germany our findings also provide evidence for convergence. In contrast to West Germany, however, convergence applies to characteristics related to the household structure. Overall, there is no indication for divergence over time. 相似文献
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Alexander Strukelj Katharina Scheiter Marcus Nyström Kenneth Holmqvist 《Metacognition and Learning》2016,11(1):71-88
An eye-tracking study with 60 native Swedish speakers (18–30 years) was conducted to investigate the positive effects on learning outcomes predicted by the disfluency effect. Subtle low-pass filtering was used as a disfluency manipulation and compared with a control condition using regular text. The text was presented on four separate text presentation screens (TPSs), and eye movements were recorded. A free recall task was given 25 min later, and working memory capacity (WMC) was assessed to test if it would moderate learning outcomes. The disfluency manipulation had no effect on learning outcomes, total reading times on words or lines, first- or second-pass reading on lines, or average fixation durations. Moreover, the disfluency effect was not moderated by students’ WMC or self-reported prior knowledge of the topic. However, an adaptation to the disfluency manipulation was found. Total reading times on both words and lines were shorter in TPS 1 and 2 in the disfluency condition compared with the control condition, whereas reading times were longer in TPS 3 and 4. It is discussed if failures to replicate the disfluency effect arise from material features, with positive adaptations to disfluency (i.e., higher effort investment) possibly requiring more comprehensive materials. 相似文献
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Christian Marx Annika Goeze Thamar Voss Verena Hoehne Viola Katharina Klotz Josef Schrader 《Zeitschrift für Erziehungswissenschaft》2017,20(1):165-200
Teachers’ pedagogical/psychological knowledge (PPK) is an important aspect of teacher competence. All conceptualisations developed so far assume that PPK is general and not specific for subjects or educational contexts. The authors take up this assumption and examine empirically whether PPK of school teachers and adult education teachers is general, i.?e. generic for subjects and educational contexts. Based on a conceptualisation validated through an expert survey (N = 44) the development of a digital test instrument with text- and videobased items is described. The article reports on the results of the structure, reliability, and DIF analyses of two PPK-facets on a total of N = 212 school and adult education teachers; analyses showed that both facets can be measured reliably with only small DIF-effects. The results point to the fact that – largely in line with the results of a literature content analysis and the expert survey – PPK is general over educational contexts. Finally, results are discussed with regard to the potentials of videobased instruments to measure teachers’ professional competence. 相似文献
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Schirmbeck Katharina Rao Nirmala Wang Rhoda Richards Ben Chan Stephanie W. Y. Maehler Claudia 《European Journal of Psychology of Education - EJPE》2021,36(4):923-943
Previous research findings indicate that young children from East Asia outperform their counterparts from Europe and North America on executive function (EF) tasks. However, very few cross-national studies have focused on EF development during middle childhood. The current study assessed the EF performance of 170 children in grades 2 and 4 from Hong Kong (n = 80) and Germany (n = 90) in a cross-sectional design. Children completed tasks assessing the main components of EF, namely inhibition (child-friendly Stroop task), updating (Object Span task), and shifting (Contingency Naming task). Results of multilevel models showed that all three EF measures differentiated well between younger and older children across the full sample. However, contrary to our hypothesis and previous research, we did not find any significant differences in EF performance between children from Hong Kong and Germany at primary school age. Our findings highlight the possibility that issues related to the measurement of EF and features specific to Hong Kong and Germany underlie our results.
相似文献59.
Myriam Eveno Erin Mysak Katharina Müller Gilles Bastian Nathalie Pincas Ina Reiche 《文物保护研究》2016,61(2):102-112
Recent restoration of The Rest on the Flight into Egypt by Giovanni Francesco Caroto, from the Louvre collections, included a technical examination of the Virgin's blue robe that aimed to characterize the original materials and later additions. The painting was examined using light microscopy and ultraviolet and infrared imaging, and one cross section was taken. None of these methods showed a clear distinction between the layers that were artist applied or modifications made by another hand. To gain information about the paint stratigraphy without taking additional samples, non-invasive confocal X-ray fluorescence (CXRF) analysis was carried out to examine several areas of the Virgin's robe. Using this technique, it was possible to identify the pigments and order of application of paint by the artist. All the pigments identified were considered to be artist applied, and on this basis no further cleaning was carried out and conservation proceeded with retouching of minor areas of loss or damage. This study highlights the advantages of CXRF analysis for the technical study of paintings, used in combination with classical methods for making informed conservation treatment decisions. 相似文献
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This key paper is intended to produce a comparison of Bildung and globalization, acknowledging that Bildung and globalization are both fuzzy concepts. Our comparison of globalization and Bildung therefore is to be seen as a construction. To reach this objective, we start with the identification of dimensions of the concept of globalization based predominantly on sociological research. This analysis is followed by explication of dimensions of the concept of Bildung as they can be identified before a frame of globalization. We want to find out whether it makes sense to see globalization as one part of a new model of Bildung. In the conclusion, we demonstrate the normativity of each and any theory of Bildung in globalizing times, and we explain why it is necessary to reflect on the normativity of the different concepts. We indicate where we see connections with the other papers of this special issue of “Zeitschrift für Erziehungswissenschaft”. 相似文献