Cambios en el nivel de ingresos,perspectivas de los padres sobre las condiciones de vida familiar y expectativas de éxito profesional de los hijos adolescents     

Nancy L. Galambos  Rainer K. Silbereisen 《Infancia y Aprendizaje》2013,36(39-40):137-150

Resumen

La presente investigación examina la relación entre los cambios en las rentas familiares habidos a comienzos de los años 80, la perspectiva que los padres adoptan con respecto a sus condiciones de vida globales y las expectativas de éxito profesional de los adolescentes. Las correlaciones halladas con una muestra de 112 familias germano-occidentales demostraron que un descenso del nivel de ingresos se halla asociado con una visión pesimista por parte de los padres y las madres. El pesimismo del padre se hallaba fuertemente asociado con el de la madre y con bajas expectativas de éxito profesional en las hijas adolescentes. Se emplearon procedimientos de análisis de vías con objeto de modelar un proceso en el que las pérdidas en la renta familiar provocan el pesimismo de los padres y el pesimismo del padre induce, a su vez, menores expectativas de éxito profesional entre las muchachas adolescentes. Los resultados vienen a indicar que el descenso en el nivel de ingresos es un factor estresante que puede repercutir negativamente sobre la vida familiar. Por otra parte, se discute la vulnerabilidad de las hijas y el papel del padre en el proceso de socialización.  相似文献   

Linked Data Annotation Without the Pointy Brackets: Introducing Recogito 2     

Rainer Simon  Elton Barker  Leif Isaksen  Pau De Soto CaÑamares 《Journal of Map & Geography Libraries》2017,13(1):111-132

Recogito 2 is an open source annotation tool currently under development by Pelagios, an international initiative aimed at facilitating better linkages between online resources documenting the past. With Recogito 2, we aim to provide an environment for efficient semantic annotation—i.e., the task of enriching content with references to controlled vocabularies—in order to facilitate links between online data. At the same time, we address a perceived gap in the performance of existing tools, by emphasizing the development of mechanisms for manual intervention and editorial control that support the curation of quality data. While Recogito 2 provides an online workspace for general-purpose document annotation, it is particularly well-suited for geo-annotation, in other words annotating documents with references to gazetteers, and supports the annotation of both texts and images (i.e., digitized maps). Already available for testing at http://recogito.pelagios.org, its formal release to the public occurred in December 2016.  相似文献   

Epistemological beliefs and self-regulated learning with hypertext   总被引：3，自引：0，他引：3  

Stephanie Pieschl  Elmar Stahl  Rainer Bromme 《Metacognition and Learning》2008,3(1):17-37

This study investigated the relationship between epistemological beliefs, prior domain knowledge and self-regulated learning. Biology students (n?=?25) and humanities students (n?=?26) who varied in their epistemological beliefs learned with a hierarchical hypertext about the topic of genetic fingerprinting. During their learning processes, logfiles and questionnaire data were collected. Results indicate that students do metacognitively calibrate their learning process to the complexity of the presented learning material, e.g. by processing more complex deeper-level nodes longer. Furthermore, these calibration processes were significantly related to epistemological beliefs. For example, more ‘sophisticated’ epistemological beliefs were associated with processing more nodes, whereas more ‘naïve’ beliefs were related to spending more time on single nodes. Both effects were especially pronounced on deeper hierarchical hypertext levels. Prior domain knowledge also had an impact, especially on comprehensibility ratings: biology students considered all nodes more comprehensible than humanities students. Additionally, epistemological beliefs as well as prior domain knowledge were also significantly associated with the learning outcome: for example, more prior domain knowledge led to significantly higher learning outcome.  相似文献   

Is adaptation to task complexity really beneficial for performance?     

Stephanie Pieschl  Elmar Stahl  Tom Murray  Rainer Bromme 《Learning and Instruction》2012,22(4):281-289

Theories of self-regulated learning assume that learners flexibly adapt their learning process to external task demands and that this is positively related to performance. In this study, university students (n = 119) solved three tasks that greatly differed in complexity. Their learning processes were captured in detail by task-specific questionnaires and computer-generated log files. Results indicate that students adapted almost all learning processes significantly to task complexity. For example, students accessed more hypertext pages for complex tasks than for simple tasks. However, this kind of adaptation was not consistently related to performance. For variables capturing learners’ self-regulation, such as the number of accessed hypertext pages, more pronounced adaptation was significantly and positively related to performance even when learners’ general processing depth was statistically controlled. Results were less consistent for variables capturing learners’ self-monitoring, such as their judged task complexity.  相似文献   

Dealing with conflicting or consistent medical information on the web: When expert information breeds laypersons' doubts about experts   总被引：1，自引：0，他引：1  

Dorothe Kienhues  Marc Stadtler Rainer Bromme 《Learning and Instruction》2011,21(2):193-204

The present study investigated how dealing with conflicting versus consistent medical information on the Web impacts on topic-specific and medicine-related epistemic beliefs as well as aspects of health decision making. One hundred mostly female university students were randomly assigned to three groups. Two intervention groups searched the Web for information on cholesterol to advise a fictitious friend about treatment. Pre-selected websites for these groups provided either conflicting or consistent information. The third group, the control group, did not conduct Web search. Results showed that the intervention groups differed in topic-specific epistemic beliefs. After the Web search, their medicine-related epistemic beliefs were more advanced while remaining unchanged in controls. The intervention groups also differed in some aspects of decision making.  相似文献   

A conceptual framework to understand student volunteerism     

Cunha  Jorge  Mensing  Rainer  Benneworth  Paul 《Tertiary Education and Management》2019,25(1):31-44

Tertiary Education and Management - This paper develops a conceptual framework to understand the value of an increasing number of university study programmes that send students to the global south...  相似文献   

Situating and relating epistemological beliefs into metacognition: studies on beliefs about knowledge and knowing   总被引：1，自引：0，他引：1  

Lucia Mason  Rainer Bromme 《Metacognition and Learning》2010,5(1):1-6

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Disparitäten der Bildungsbeteiligung und des Kompetenzerwerbs     

Jürgen?BaumertEmail author  Rainer?Watermann  Gundel?Schümer 《Zeitschrift für Erziehungswissenschaft》2003,6(1):46-71

Zusammenfassung Herkunftsbedingte Unterschiede der Bildungsbeteiligung und des Kompetenzerwerbs stellen einen Untersuchungsschwerpunkt in der Pisa-Studie dar. In der Bundesrepublik war ein besonders enger Zusammenhang zwischen Strukturmerkmalen famili?rer Lebensverh?ltnisse (sozio?konomischer Status, Bildungsniveau, Migrationstatus), Bildungsbeteiligung und Kompetenzerwerb nachweisbar. Ziel des Beitrags ist es, auf Grundlage der Daten der nationalen Erweiterung von PISA die disparit?tserzeugenden Effekte famili?rer Strukturmerkmale durch Prozessmerkmale famili?rer Lebensverh?ltnisse (kulturelle und kommunikative Praxis), institutionelle (Schulform) und psychologische Faktoren zu erkl?ren. Dies geschieht in zwei Schritten: Zun?chst wird mit Hilfe von Strukturgleichungsmodellen gezeigt, dass die Effekte von famili?ren Strukturmerkmalen überwiegend durch die kulturelle Praxis von Familien vermittelt sind. In einer sequentiellen Berechnung von Regressionsmodellen ergeben sich sodann deutliche Hinweise darauf, dass die Wirkung famili?rer Struktur- und Prozessmerkmale im Wesentlichen über individuelle F?higkeits- und Motivationsunterschiede (kognitive Grundf?higkeiten, Lesegeschwindigkeit, Leseinteresse, metakognitive Lernstrategien) transportiert werden. Die psychologischen und institutionellen Vermittlungsmechanismen tragen gemeinsam, aber auch jeweils spezifisch und damit kumulativ zu sozialen Unterschieden im Kompetenzerwerb bei.

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Summary Disparities in Educational Participation and Attainment: An Institutional and Individual Mediation Model The effect of students’ social background on their educational participation and attainment is a central focus of the PISA study. For Germany, the link between structural features of the family background (socio-economic status, level of education, migration status) and educational participation and attainment was shown to be particularly strong. Drawing on data from the German national extension of the PISA study, an explanation of these disparity effects is proposed, relying on process-based features (cultural and communicative practices), institutional factors (school type) and psychological factors. This is done in a two-step approach. First, structural equation models are used to show that most effects of family background structures are mediated by families’ cultural practices. Second, sequential analyses of regression models are run, providing strong evidence to suggest that the effects of family structures and processes are essentially transmitted through individual differences in competencies and motivation (basic cognitive abilities, reading speed, interest in reading, meta-cognitive learning strategies). Psychological and institutional mediation mechanisms contribute, jointly as well as individually, and thus cumulatively, to social differences in attainment.

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Biomechanik des Sports     

Rainer Ballreich 《Sportwissenschaft》1980,10(2):148-160

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Probleme und Methoden der Bewegungsforschung     

Rainer Ballreich 《Sportwissenschaft》1972,2(1):9-32

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