Students' perceptions on the influence of institutional evaluation on universities     

Denise Leite  Cláudia S. Sarrico  Cecília Loréa Leite  Marlis Polidori 《Assessment & Evaluation in Higher Education》2006,31(6):625-638

There are many studies about the experiences of higher education students, but few analyse their representations of the governance and the management of their institutions. Our study will describe, analyse and compare students' representations of institutional evaluation at three institutions in Portugal and Brazil. Our results, based on an open questionnaire which sought to collect students' views on institutional evaluation, show that students' views are neither homogeneous nor do they simply reproduce the dominant external perspectives on the subject. A significant amount of students thought that evaluation is a legitimate exercise, resulting from a political decision, which is useful to improve the quality of universities and the relationship between students and academic staff. Some students also recognize that evaluation will lead to institutional comparisons, functioning as a mechanism of control, regulation, monitoring, and possibly of standardization. It is also noted to be ‘an impossibility’, since it can never comprehend the existing diversity of institutional performance.  相似文献   

Developmental antecedents of young adults’ solidarity during the Covid-19 pandemic: The role of sympathy,social trust,and peer exclusion from early to late adolescence     

Jeanine Grütter  Marlis Buchmann 《Child development》2021,92(5):e832-e850

This study explored characteristics of young adults’ solidarity during the Covid-19 pandemic by identifying three different profiles, characterized by low (23%), average (54%), and high solidarity (23%). Based on longitudinal Swiss panel data (N_T1 = 797, M_{age T1} = 12.15 years, 51% female; 28% migration background representing diverse ethnicities; N_T2 = 707, M_{age T2} = 15.33 years; N_T3 = 596, M_{age T3} = 18.31 years), the study combined person- and variable-centered approaches to examine whether sympathy, social trust, and peer exclusion at earlier phases in development predicted membership in pandemic-related solidarity profiles (N_T4 = 300, M_{age T4} = 20.33 years). All developmental predictors were significantly associated with the likelihood of expressing solidarity during the pandemic as young adults.  相似文献   

Children's Moral Motivation, Sympathy, and Prosocial Behavior     

Tina Malti  Michaela Gummerum  Monika Keller  Marlis Buchmann 《Child development》2009,80(2):442-460

Two studies investigated the role of children's moral motivation and sympathy in prosocial behavior. Study 1 measured other-reported prosocial behavior and self- and other-reported sympathy. Moral motivation was assessed by emotion attributions and moral reasoning following hypothetical transgressions in a representative longitudinal sample of Swiss 6-year-old children ( N  =   1,273). Prosocial behavior increased with increasing sympathy, especially if children displayed low moral motivation. Moral motivation and sympathy were also independently related to prosocial behavior. Study 2 extended the findings of Study 1 with a second longitudinal sample of Swiss 6-year-old children ( N  =   175) using supplementary measures of prosocial behavior, sympathy, and moral motivation. The results are discussed in regard to the precursors of the moral self in childhood.  相似文献   

Cohort differences in the development of civic engagement during adolescence     

Jeanine Grütter  Marlis Buchmann 《Child development》2022,93(4):e427-e445

Investigating whether changing societal circumstances have altered the development of civic engagement, this study compared developmental changes from mid- to late adolescence (i.e., age 15–18) across two cohorts of representative Swiss samples (born in 1991, N = 1258, M_{age T1} = 15.30, 54% female, 33% migration background representing diverse ethnicities; born in 2000, N = 930, M_{age T1} = 15.32, 51% female; 33% migration background). Findings from latent multigroup models revealed similar levels in attitudes about social justice in both cohorts, remaining stable over time. Adolescents reported lower levels of political efficacy and informal helping in the cohort born in 2000. Both aspects slightly increased during adolescence. Informal helping had a steeper increase in the 1991 compared to the 2000 cohort, suggesting developmental differences between cohorts.  相似文献   

Book reviews     

Guy Neave  Marlis Krueger  Susan Hayes  Hans F. Crombag  Pierre Laszlo  Larry L. Leslie  Mel Freedman  Leon D. Epstein  Philip G. Altbach  David Court  Ali A. Mazrui  Lionel S. Lewis  Edward T. Gargan 《Higher Education》1978,7(1):107-130

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Parental educational aspirations and children’s academic self-concept: Disentangling state and trait components on their dynamic interplay     

Marlis Buchmann  Jeanine Grütter  Antonio Zuffianò 《Child development》2022,93(1):7-24

The dynamic interplay of parental educational aspirations and children's academic self-concept was examined from late childhood through mid-adolescence within a transactional socialization framework. Parental and child data were gained from a representative Swiss sample within 3-year intervals (N_T1 = 1118; 51% females; 28% migration background; M_{age T1} = 9.26, M_{age T2} = 12.14, M_{age T3} = 15.32). Results from a random intercept cross-lagged panel model revealed positive associations between the two constructs at the between- and within-person level. Findings showed general and time-specific associations between children and parents and reciprocal spill-over effects, whereby higher than usual aspirations predicted higher than usual academic self-concept over time and vice versa, highlighting transactional processes in the context of educational transitions.  相似文献