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Alfred Schabmann Vera Popper Barbara Maria Schmidt Christian Kühn Ulrike Pitro Christiane Spiel 《School Leadership & Management》2016,36(2):184-203
In many cases, innovative forms of learning require innovative concepts of using space in school. However, so far there has been a lack of research concerning the perspectives of school principals as important stakeholders in the adoption of alternative school architecture. The present study examines the importance of alternative school architecture in a sample of 1164 principals (56% females, mean-age 52.7 years) in Austria. An online questionnaire was conducted, containing questions about the school building, innovative forms of learning, and principals’ level of information, perceptions, and thoughts on the relevance of school architecture, as well as their motivation and self-efficacy. Results showed that principals are aware of the advantages of certain architectural elements, although these elements have been implemented in only a few schools. A high proportion of respondents report a lack of information about configurations of space that go beyond the traditional corridor-scheme. We conclude that although principals are in general open for the alternative configuration of space further efforts have to be made to overcome the obstacles that prevent principals from launching new concepts of using space, which are a lack of competitive resources and knowledge as well as an inadequate professional network. 相似文献
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Marko Lüftenegger Rens van de Schoot Barbara Schober Monika Finsterwald Christiane Spiel 《教育心理学》2014,34(4):451-469
Achievement goal orientations are important for students’ ongoing motivation. Students with a mastery goal orientation show the most advantageous achievement and motivational patterns. Much research has been conducted to identify classroom structures which promote students’ mastery goal orientation. The TARGET framework is one example of these efforts and provides six instructional dimensions (task, authority, recognition, grouping, evaluation, time), which should form a classroom structure that fosters a mastery goal orientation. The aim of this study was to examine the entire multi-dimensional TARGET framework and its impact on mastery goal orientation in a longitudinal study with 1680 secondary school students. CFAs confirmed the existence of one latent factor TARGET comprising the six proposed dimensions. This study also provides the first empirical evidence, based on longitudinal data, that TARGET has a positive impact on student mastery goal orientations. 相似文献
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Birgit Leidenfrost Barbara Strassnig Alfred Schabmann Christiane Spiel Claus-Christian Carbon 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):347-364
The purpose of our study was to explore peer mentoring styles and examine their contribution to academic success among mentees. Data were collected as part of a comprehensive evaluation of a peer mentoring program. The sample consisted of 49 mentors (advanced students) who supported 376 mentees (first year students) in small groups. Indicators for peer mentoring styles were constructed using mentee assessments of mentoring functions and mentor quality, and unobtrusive data gathered in an analysis of online mentoring activities and a content analysis of the quality of the online mentoring activities. Using cluster analyses, three distinct mentoring styles were identified: Motivating master mentoring, informatory standard mentoring, and negative minimalist mentoring. Motivating master mentors were shown to have a positive influence on success in the mentoring program among those mentees who failed two preliminary exams. Implications for the training of peer mentors in higher education are discussed. 相似文献
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Evelyn Bergsmann Julia Klug Christoph Burger Nora Först Christiane Spiel 《Assessment & Evaluation in Higher Education》2018,43(4):537-554
There is a lively discussion on how to evaluate competence-based higher education in both evaluation and competence research. The instruments used are often limited to course evaluation or specific competences, taking a rather narrow perspective. Furthermore, the instruments often comprise predetermined competences that cannot be adapted to higher education needs. The aim of this paper is to provide a flexible screening instrument into which practitioners/evaluators of study programmes can themselves insert the competences they are interested in, i.e. competences students ought to acquire through their study programme. The present study describes the development of the Competence Screening Questionnaire for Higher Education (CSQ-HE) in different domains of higher education. Results show that the CSQ-HE provides plausible screening information whilst fulfilling evaluation standards. It can be integrated into a higher education institution’s internal quality management system to demonstrate a programme’s legitimacy and enhance competence-based teaching and learning. Strengths, weaknesses and implications for practice are discussed. 相似文献
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While a high number of studies have focused on the nature of creativity and on approaches to identify and to promote creativity there is a lack of studies analysing people's implicit theories of creativity. The present study investigates implicit theories of individuals who are assumed to influence other's views on creativity. We collected data from politicians, scientists, artists and school teachers. Subjects were asked to write down what they spontaneously associate to the term “creativity”. Answers were analysed using quantitative and qualitative content analysis. Out of the 560 subjects asked, only 145 participated in the study. Answers were compared with regard to profession, gender, and country (Austria versus Germany). In general, results show extremely high answer variability. Differences in the number of associations produced and the most frequent words associated with creativity are higher across profession groups than between females and males and between respondents from Austria and from Germany. Artists seem to form an outstanding group. They show the highest participation rate of all subgroups, produced the highest number of associations, comprised the highest rate of subjects expressing ego‐involvement in their answers, and used the widest‐ranging approaches to creativity. 相似文献
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Marko Lüftenegger Marlene Kollmayer Evelyn Bergsmann Gregor Jöstl Christiane Spiel Barbara Schober 《High Ability Studies》2015,26(2):227-243
One of the most intriguing questions for those who study intellectually gifted students is why some of them reach peak performances at school and others don’t. Moderator theories of giftedness assume that domain-specific gifts are transformed into achievement in a process influenced by non-cognitive and environmental variables. Thus, the current study investigates differences in the non-cognitive construct motivation (achievement goals, interest, self-concept, self-efficacy, implicit theories) and perception of classroom environment (classroom structure, class climate) between mathematically gifted high achievers (n = 66) and mathematically gifted students with non-high achievement (n = 144) using a latent variable approach. Gifted high achievers expressed higher levels of motivation than non-high achievers. Furthermore, they perceived a classroom structure that provides more tasks with a focus on learning and more autonomy. 相似文献
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Bardach Lisa Lüftenegger Marko Oczlon Sophie Spiel Christiane Schober Barbara 《European Journal of Psychology of Education - EJPE》2020,35(2):477-493
This study investigates the effects of contextual and motivational factors as well as, crucially, their interaction in predicting university students’ dropout intentions. We focus on context-related problems in students’ degree program as contextual factors and students’ personal best goals (PB goals) as motivational factors. The sample of this study comprised 432 university students (74.3% female) enrolled in master’s degree programs at Austrian universities. Data was analyzed by means of structural equation modeling and latent moderated structural equation modeling. The results indicated that PB goals were negatively associated with dropout intentions, while context-related problems were positively associated with dropout intentions. In addition, the context-related problems × PB goals interaction effect proved significant and negatively predicted dropout intentions. By showing that the positive relation between context-related problems and dropout intentions can be reversed by increasing PB goals, we provide empirical evidence of the buffering effect of PB goals in the face of context-related problems.
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