Effort and ability attributions as explanation for differences in study choice after failure: evidence from a hypothetical vignette study among first-entry bachelor students in a Belgian university     

Cincinnato  Sebastiano  Engels  Nadine  Consuegra  Els 《European Journal of Psychology of Education - EJPE》2020,35(4):931-953

European Journal of Psychology of Education - This study investigates to what extent differences in ability and effort attributions can explain students’ reluctance to reorient after failure...  相似文献   

Students embracing change towards more powerful learning environments in vocational education     

Inge Placklé  Karen D. Könings  Wolfgang Jacquet  Arno Libotton  Jeroen J. G. van Merriënboer  Nadine Engels 《Educational studies》2018,44(1):26-44

Students’ educational engagement is both an important predictor of study success and a key preventive factor for dropout. Vocational tracks in secondary education show high dropout rates. There is strong evidence that the solution to educational disengagement lies in student‐centred, powerful learning environments (PLEs). This study investigates characteristics of PLEs from the perspective of students in vocational secondary education. Students’ perspectives on a learning environment are crucial for their satisfaction and learning engagement. Therefore, we investigated whether the perceived learning environment meets the requirements of PLEs, and to what extent it meets students’ preferences. Additionally, it was investigated whether students who perceive their learning environment as more powerful, are also more engaged for school. Survey data of 532 students showed that student perceptions of their current learning environment were largely discrepant from the characteristics of PLEs. Students strongly asked for more challenging learning pathways, in combination with adaptive learning support. Students who perceived the characteristics of PLEs as being present, reported higher satisfaction and stronger engagement than students who perceived their education to be a less powerful environment. There is a need to redesign curricula in vocational education in such a way that these more intensely implement characteristics of PLEs.  相似文献   

Zur Aufgabenverteilung im gemeinwohlorientierten Sport     

Lutz Thieme  Gregor Hovemann 《Sportwissenschaft》2008,38(2):189-201

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Which are my Future Career Priorities and What Influenced my Choice of Studying Science,Technology, Engineering or Mathematics? Some Insights on Educational Choice—Case of Slovenia     

Gregor Cerinsek  Tina Hribar  Natasa Glodez  Slavko Dolinsek 《International Journal of Science Education》2013,35(17):2999-3025

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The impact of students’ exploration strategies on discovery learning using computer-based simulations     

Barney Dalgarno  Gregor Kennedy  Sue Bennett 《Educational Media International》2013,50(4):310-329

Discovery-based learning designs incorporating active exploration are common within instructional software. However, researchers have highlighted empirical evidence showing that “pure” discovery learning is of limited value and strategies which reduce complexity and provide guidance to learners are important if potential learning benefits are to be achieved. One approach to reducing complexity in discovery learning is limiting the range of possible actions for the learner to ensure that they do not undertake exploratory activities leading to confusion. This article reports on a study in which the learning outcomes from two learning conditions using computer-based simulations were compared. One condition allowed exploration through manipulation of simulation parameters, while the other allowed observation of simulation output from preset parameters, the latter condition designed to limit the complexity of the task. Learning outcomes for the 158 university student participants were assessed via pre-tests and post-tests of conceptual understanding. Students’ exploration activities were recorded and their strategies subsequently coded as either systematic or unsystematic. The results showed that when compared with observation, systematic exploration resulted in learning benefits, while unsystematic exploration did not. These results have implications for the design of discovery learning tasks and instructional guidance within computer-based simulations.  相似文献   

Friendship similarities in internalizing problems in early childhood     

Lisanne L. Stone  Matteo Giletta  Mara Brendgen  Roy Otten  Rutger C.M.E. Engels  Jan M.A.M. Janssens 《Early childhood research quarterly》2013

A key factor identified in friendship formation and stability is similarity. Homophily of externalizing problems has been reported frequently, but less attention has been directed at homophily of internalizing problems. Whether young children who are friends resemble each other in their internalizing problems is thus largely unknown. In order to increase understanding of the social risk factors implicated in the etiology of internalizing problems, it is important to establish whether internalizing problems cluster in friendships. The present study examines homophily of internalizing problems while controlling for externalizing problems in a sample of children aged 4–8.  相似文献   

MuSofT – Multimedia in der Softwaretechnik     

Ernst-Erich Doberkat  Gregor Engels 《Informatik - Forschung und Entwicklung》2002,4(3):41-44

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Just-in-Time Teaching in Biology: Creating an Active Learner Classroom Using the Internet          下载免费PDF全文

Kathleen A. Marrs  Gregor Novak 《CBE life sciences education》2004,3(1):49-61

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MuSofT – Multimedia in der Softwaretechnik     

Ernst-Erich Doberkat und Gregor Engels 《Informatik - Forschung und Entwicklung》2002,17(1):41-44

Zusammenfassung.   Im Rahmen des F?rderprogramms Neue Medien in der Bildung f?rdert das BMBF das Vorhaben „MuSofT – Multimedia in der Softwaretechnik”. Dieses Vorhaben soll in den n?chsten drei Jahren multimediale Lehr- und Lerneinheiten in die softwaretechnische Lehre einführen und insbesondere drei Aspekte der Softwaretechnik-Ausbildung unterstützen. Im ersten Aspekt wird die objektorientierte Modellierung als eine Folge von Phasen betrachtet, innerhalb deren Software-Produkte schrittweise konstruiert werden. Hierzu geh?ren insbesondere die Analysephase mit dem Erfassen von Benutzeranforderungen und die anschlie?ende Entwurfsphase mit dem Umsetzen dieser Anforderungen in technische Modelle. Ein zweiter Aspekt ist die Auseinandersetzung mit dem Entwicklungsprozess selbst und den dazugeh?renden übergreifenden T?tigkeiten wie dem Projektmanagement und der Qualit?tssicherung. Ein dritter Aspekt ist die fachdidaktische Herangehensweise an die softwaretechnische Ausbildung, die insbesondere für die Informatiklehrerausbildung von gro?er Bedeutung ist.   相似文献   

The Attentional Blink in Developing Readers     

Gregor M. T. McLean  Geoffrey W. Stuart  Troy A. W. Visser  Anne Castles 《Scientific Studies of Reading》2013,17(4):334-357

The attentional blink refers to a reduction in accuracy that occurs when identifying the second of two targets presented within approximately 500 msec of each other. This research explored individual differences in the attentional blink in a sample of 86 children (aged 8–10) with normally developing reading skills. The attentional blink was examined in relation to general reading performance as well as specific orthographic and phonological reading subprocesses. No associations were evident between attentional blink duration and reading ability. However significant correlations did exist between each of the three reading measures and mean second target correct given first target correct (T2|T1) performance across all lags, with less skilled readers exhibiting inferior performance regardless of the temporal lag between first and second targets. Performance on a rapid naming task mediated some of the relationship between mean T2|T1 performance and reading, yet the association remained significant when this factor was accounted for.  相似文献