Sportwissenschaft studieren — Eine Einführung     

H. Hübner 《Sportwissenschaft》1996,26(2):211-216

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Defining “general education”     

Rita Zürcher  W. Edward Chynoweth 《Academic Questions》1994,7(3):7-10

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The Olympic Games through the ages     

M. Krüger 《Sportwissenschaft》1990,20(1):104-106

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Sport und Feste sind keine Gegensätze     

Michael Krüger 《Sportwissenschaft》1997,27(3):319-320

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Der Wert der Mathematik im Klassenzimmer – Die Bedeutung relevanzbezogener Unterrichtsmerkmale für die Wertüberzeugungen der Schülerinnen und Schüler     

Brigitte Maria Schreier  Dr. Anna-Lena Dicke  Hanna Gaspard  Isabelle Häfner  Dr. Barbara Flunger  Prof. Dr. Oliver Lüdtke  Prof. Dr. Benjamin Nagengast  Prof. Dr. Ulrich Trautwein 《Zeitschrift für Erziehungswissenschaft》2014,17(2):225-255

The lack of secondary school students’ motivation in mathematics lessons poses a great challenge. According to the Expectancy-Value Model (Eccles et al., Achievement and achievement motives: psychological and sociological approaches, New York, Freeman, S. 75–146, 1983), teacher and classmates influence students’ value beliefs. Using data of 1868 ninth grade students and their 72 math teachers, this study was designed to assess the association of several indicators of relevance-oriented teaching strategies and of perceived classmates’ math valuing with students’ value beliefs in mathematics. Two-level linear regression analyses provided evidence that the student-rated practical focus of math lessons predicted students’ intrinsic, attainment, utility, and cost value mainly at the individual level; student-rated classmates’ math valuing was associated with students’ value perceptions more strongly at the class level. Over the course of six months, these effects increased at the individual but not at the class level. Teacher-reported effort to establish connections between math and other domains was positively associated with students’ attainment and cost value. Teacher-rated use of daily life examples led to a decrease in students’ cost value over the course of six months.  相似文献   

Kompensatorische Wirkungen von Ganztagsschulen – Ist die Ganztagsschule ein Instrument zur Entkopplung des Zusammenhangs von sozialer Herkunft und Bildungserfolg?     

Ivo Züchner  Natalie Fischer 《Zeitschrift für Erziehungswissenschaft》2014,17(2):349-367

The introduction of “all-day schools” (i.e. schools that provide extended education times and extracurricular activities) has been a major topic in educational debates in Germany in the last decade. One of the main goals for expanding the provision of all-day schooling in Germany was to support the development of academic skills and abilities of all students independent of their socio-economic-background. Based on empirical results of current studies and the data of the “study of the development of all day schools” educational effects of extracurricular activities are analyzed. Typically studies show that extracurricular participation supports social learning rather than academic achievement. Nonetheless, data provide first hints of compensatory effects. Thus all-day schools can weaken the link between socio-economic background and academic achievement.  相似文献   

Beliefs von Studierenden sonder- und grundschulpädagogischer Studiengänge     

Prof. Dr. Vera Moser  Dr. Jan Kuhl  Hubertus Redlich  Lea Schäfer 《Zeitschrift für Erziehungswissenschaft》2014,17(4):661-678

The implementation of inclusion in schools currently requires new reflections of competence profiles of the teachers involved. Especially in elementary school, which can so far be considered as the most developed institution of inclusive schooling in Germany, questions of differences in the profiles of elementary and special education teachers have been raised. As professional skills also have motivational and volitional aspects, a beliefs model (domain overlapping) was developed based on the construction of the TEDS-M research project, which aims to study specific special educational beliefs. Using a quantitative questionnaire designed in the context of a corresponding preliminary investigation a three-factor-solution for mapping a special supportive belief profile among student teachers and teachers in the field of elementary and special education was tested. Initially this profile model was confirmed by the results of a subsequent analysis based on a nationwide sample of elementary school and special education students (N = 951). In addition to these findings different manifestations of the beliefs model could be identified among student teachers for elementary schools and student teachers for special education.  相似文献   

The impact of context relevance during extinction learning     

Sara Lucke  Harald Lachnit  Maik C. Stüttgen  Metin Uengoer 《Learning & behavior》2014,42(3):256-269

In two predictive-learning experiments, we investigated the role of the informational value of contexts for the formation of context-specific extinction learning. The contexts were each composed of two elements from two dimensions, A and B. In Phase 1 of each experiment, participants received acquisition training with a target cue Z in context A1B1 (the numbers assign particular values on the context dimensions). In Phase 2, participants were trained with conditional discriminations between two other cues, X and Y, for which only one of the two context dimensions was relevant. In a third phase, participants received extinction trials with cue Z in context A2B2. During a final test phase, we observed that a partial change of the extinction context disrupted extinction performance when the extinction context was changed on the dimension that had been trained as being relevant for the conditional discrimination. However, when the extinction context was changed on the irrelevant context dimension, extinction performance was not affected. Our results are consistent with the idea that relevant contexts receive more attention than do irrelevant contexts, leading to stronger context-specific processing of information learned in the former than in the latter type of contexts.  相似文献   

The Role of Reflection in the Effects of Community Service on Adolescent Development: A Meta‐Analysis     

Anne van Goethem  Anne van Hoof  Bram Orobio de Castro  Marcel Van Aken  Daniel Hart 《Child development》2014,85(6):2114-2130

This meta‐analysis assessed the effect of community service on adolescent development and the moderation of this effect by reflection, community service, and adolescent characteristics to explicate the mechanisms underlying community service effects. Random effects analyses, based on 49 studies (24,477 participants, 12–20 years old), revealed that community service had positive effects on academic, personal, social, and civic outcomes. Moderation analyses indicated that reflection was essential; the effect for studies that include reflection was substantial (mean ES = .41) while community service in the absence of reflection yielded negligible benefits (mean ES = .05). Effects increased when studies include more frequent reflection and community service, reflection on academic content, and older adolescents. These findings have implications for understanding and improving community service.  相似文献   

A Gentle Introduction to Bayesian Analysis: Applications to Developmental Research   总被引：1，自引：0，他引：1  

Rens van de Schoot  David Kaplan  Jaap Denissen  Jens B. Asendorpf  Franz J. Neyer  Marcel A.G. van Aken 《Child development》2014,85(3):842-860

Bayesian statistical methods are becoming ever more popular in applied and fundamental research. In this study a gentle introduction to Bayesian analysis is provided. It is shown under what circumstances it is attractive to use Bayesian estimation, and how to interpret properly the results. First, the ingredients underlying Bayesian methods are introduced using a simplified example. Thereafter, the advantages and pitfalls of the specification of prior knowledge are discussed. To illustrate Bayesian methods explained in this study, in a second example a series of studies that examine the theoretical framework of dynamic interactionism are considered. In the Discussion the advantages and disadvantages of using Bayesian statistics are reviewed, and guidelines on how to report on Bayesian statistics are provided.  相似文献