Peer Mentoring Styles and Their Contribution to Academic Success Among Mentees: A Person-Oriented Study in Higher Education     

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   

Fundamental movement skill performance of preschool children in relation to family context     

Wouter Cools  Kristine De Martelaer  Christiane Samaey  Caroline Andries 《Journal of sports sciences》2013,31(7):649-660

Abstract

Evidence suggests the development of fundamental movement skill (FMS) is a key factor in promoting long-term physical activity. Low levels of activity among preschool children and the relationship between physical activity and the development of fundamental movement skills underline the need to determine the factors associated with children's development of such skills. As parents play an important role in the socialization process, the aim of this study was to examine correlates of family and neighbourhood characteristics as well as parental behaviour and beliefs on FMS performance in 4- to 6-year-old preschool children. Relationships between preschool children's FMS performance and family contextual variables were examined within a sample of 846 preschool children. Results identified positive associations of FMS performance with parental education, father's physical activity, transport to school by bicycle, and the high value placed by parents high on sport-specific aspects of children's physical activity. Variables negatively associated with preschool children's FMS performance included father–child interaction in TV-viewing and reading books, the high importance placed by parents on winning and performance in children's physical activity. Furthermore, the ambiguity of associations between FMS performance and parental beliefs underlined its complexity.  相似文献   

Visuelle Bewegungskontrolle geführter Kraftübungen bei jungen Erwachsenen und Senioren     

Christiane Lösch  Nico Nitzsche  Christian Maiwald  Daniel Zschäbitz  Martin Weigert  Henry Schulz 《Sportwissenschaft》2018,48(3):428-437

In the context of strength training in rehabilitation, visual movement control can be helpful to ensure correct movements. However, there are only a few studies that deal with the effectiveness of feedback during resistance exercises. To investigate the effect of feedback during guided exercise, 18 young adults (28.8?±?5.5 years) and 12 senior citizens (67.9?±?4.1 years) were tested. Subjects performed shoulder press exercises (3 sets, 15 repetitions) with and without visual movement control in a randomized order. On day 1, the subjects trained without load, and on day 2 they trained at 50% of their single repetition maximum. Joint articulation at the elbow was recorded using elbow extension and flexion. Autocorrelation was used to determine the reproducibility of movements. Subjects achieved better reproducibility of the movement with feedback than without (χ²?=?19.73; p?<?0.001). There was no effect of the load on motion accuracy (p?>?0.05), but the age group showed a significant effect (χ²?=?6.00; p?=?0.014). The younger group shows a higher degree of movement accuracy. In summary, visual movement control is useful in guided exercises to control movement execution. In clinical setting, this may be a way to control the motion performance of guided strength exercises and to ensure purposeful muscle work. Further studies should clarify the effect of visual feedback on the movement quality in unguided strength exercises.  相似文献   

Empirical studies on environmental education in Germany: Contributions by the institute for science education     

Rachael Dempsey  Christiane Gresele  Susanne Bögeholz  Thomas Martens  Jürgen Mayer  Horst Rode  Jürgen Rost 《Research in Science Education》1998,28(2):259-279

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New ways to deliver telecourses to more students     

John H. Gebhardt 《TechTrends》1994,39(5):28-29

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Reform der Sportlehrer-Ausbildung     

Hans-Gert Artus  Norbert Baumann  Reiner Bussek  Hermann Gall  Hans Jensen  Christiane Müller  Konrad Stripp  Claus Tiedemann  Peter Weinberg  Clemens Menze 《Sportwissenschaft》1974,4(1):99-103

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Competency Testing: Emerging Principles     

Christiane Hyde Citron 《Educational Measurement》1982,1(4):10-11

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Fußball, soccer, calcio     

Christiane Eisenberg  Diethelm Blecking 《Sportwissenschaft》1998,28(2):222-224

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Social acceptance of students with Down syndrome and students without disability     

Susanne Schwab  Christian Huber  Markus Gebhardt 《教育心理学》2016,36(8):1501-1515

We investigated the influence of teacher feedback on the social acceptance of peers with intellectual disabilities and peers without disabilities. A computer task was administered to 601 students in grades 3 and 4. Twenty-six per cent of the students attend an inclusive school; the others are in regular schools without students with special educational needs. Participants are introduced to ‘new’ virtual classmates, one student with Down syndrome (DS), and one control student with no obvious disability. Additionally, teacher feedback and feedback about fun playing with the new classmates is given. Social acceptance is evaluated by asking if one would like to sit next to him/her. Both feedbacks showed a strong effect. The child with DS was less socially accepted than the child without disability. No difference regarding the social acceptance of the students with DS was found between students from inclusive and regular classes. Students from regular classes rate the social acceptance of the student without disabilities significantly higher than students from inclusive classrooms.  相似文献   

The Competence Screening Questionnaire for Higher Education: Adaptable to the needs of a study programme     

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