Brain Type or Sex Differences? A structural equation model of the relation between brain type,sex, and motivation to learn science     

Albert Zeyer  Katrin Bölsterli  Dorothee Brovelli  Freia Odermatt 《International Journal of Science Education》2013,35(5):779-802

Sex is considered to be one of the most significant factors influencing attitudes towards science. However, the so-called brain type approach from cognitive science suggests that the difference in motivation to learn science does not primarily differentiate the girls from the boys, but rather the so-called systemisers from the empathizers. The present study investigates this hypothesis by using structural equation modelling on a sex-stratified sample of 500 male and female students of secondary II level. The results show, that the motivation to learn science is directly influenced by the systemizing quotient SQ, but not by sex. The impact of sex on the motivation to learn science, measured by five key concepts, only works indirectly, namely through the influence of sex on the SQ. The empathizing quotient (EQ) has no impact on the motivation to learn science. The SQ explains between 13 and 23 percent of the variation of the five key constructs. In female students, the impact of the SQ is very similar for all key concepts. In male students, it is highest for self-efficacy and lowest for assessment anxiety. The motivation to learn science is significantly larger for male students in all involved SMQ key concepts, but the difference is small. The interpretation of these findings and conclusions for science teaching and further research are discussed.  相似文献   

Students' choice of universities in Germany: structure,factors and information sources used     

Katrin Obermeit 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):206-230

Student recruitment is an increasingly important topic for universities worldwide. But in order to develop sophisticated recruitment strategies, recruitment officers need to have a clear understanding of how and why students choose colleges. This review compares the German and US research concerning university choice models, choice criteria and information sources prospective students use when exploring their options after school. The paper emphasizes the complexity of the decision-making processes of freshmen and reveals three gaps in the German student recruitment research literature. The development of a German university choice model, an increased application of explorative research methodologies, and the consideration of additional aspects possibly impacting the college choice could help to refine German research approaches.  相似文献   

Beteiligung an informellem Lernen     

Prof. Dr. Harm Kuper  Dipl.-Päd. Katrin Kaufmann 《Zeitschrift für Erziehungswissenschaft》2010,13(1):99-119

In this article participation in job-related informal learning activities is analyzed based on data from the German ‘Berichtssystem Weiterbildung’ 2003, a national monitoring survey of continuing education and training activities in Germany. Job-related informal learning activities are expected to gain in importance; however, rather heterogeneous definitions of such informal learning activities exist. Based on factor analyses we distinguish between four different forms of informal learning activities. The probability of attendance for those distinguished forms of informal learning activities is then estimated comparatively using logistic regression analysis. Socio-demographic and company-related parameters are included as independent variables. The results show diverse influencing factors for the different informal learning activities which underlines the relevance of a distinctive differentiation of job-related informal learning activities. Further, the results indicate that different forms of job-related informal learning activities are determined by specific combinations of both company-related parameters and socio-demographic characteristics which appear to provide different opportunities for job-related informal learning activities.  相似文献   

Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance     

Saskia Kistner  Katrin Rakoczy  Barbara Otto  Charlotte Dignath-van Ewijk  Gerhard Büttner  Eckhard Klieme 《Metacognition and Learning》2010,5(2):157-171

An implication of the current research on self-regulation is to implement the promotion of self-regulated learning in schools. Teachers can promote self-regulated learning either directly by teaching learning strategies or indirectly by arranging a learning environment that enables students to practise self-regulation. This study investigates teachers’ direct and indirect promotion of self-regulated learning and its relation to the development of students’ performance. Twenty German mathematics teachers with their overall 538 students (grade 9) were videotaped for a three-lesson unit on the Pythagorean Theorem. Students’ mathematics performance was tested several times before and after the observed lessons. A low-inferent coding system was applied to assess the teachers’ implicit or explicit instruction of cognitive strategies (e.g., organisation), metacognitive strategies (e.g., planning), and motivational strategies (e.g., resource management). High-inferent ratings were used to assess features of the learning environment that foster self-regulation. Results reveal that a great amount of strategy teaching takes place in an implicit way, whereas explicit strategy teaching and supportive learning environment are rare. The instruction of organisation strategies and some features of the learning environment (constructivism, transfer) relate positively to students’ performance development. In contrast to implicit strategy instruction, explicit strategy instruction was associated with a gain in performance. These results reveal a discrepancy between the usefulness of explicit strategy instruction and its rare occurrence in classrooms.  相似文献   

Supporting emerging teacher identities: can we identify teacher potential among students?   总被引：1，自引：1，他引：0  

Erika Löfström  Katrin Poom‐Valickis  Markku S. Hannula  Samuel R. Mathews 《欧洲师范教育杂志》2010,33(2):167-184

The research focuses on Estonian university students’ emerging teacher identity and their interest in becoming teachers. Five hundred and sixty‐five first, third and fifth year students participated in the survey. The results suggest that pedagogical reasons for entering teacher education and clear motives for studying are significant indicators of teacher potential. Pedagogical reasons for entering teacher education or the teaching profession and the wish to function as a change agent in the society were related to academic self‐efficacy beliefs and the belief that the teacher expertise is mainly pedagogical in nature. However, at the point in their studies at which the students are able to choose their masters programme and entry into teacher education, their likelihood of choosing teacher education remains low, indicating that there is a need to develop pedagogical content, study counselling and career guidance services to encourage students’ continued interest in and entry to teacher education and the teaching profession.  相似文献   

Vereine als sozialer Reichtum     

Dieter H. Jütting  Neil van Bentem  Volker Oshege  Jürgen Schwark 《Sportwissenschaft》2006,36(3):335-337

  相似文献   

Freiwillige: Produzenten und Träger sozialen Kapitals     

Volker Oshege  Sebastian Braun  Stefan Hansen 《Sportwissenschaft》2003,33(4):478-483

  相似文献   

Video clips for YouTube: Collaborative video creation as an educational concept for knowledge acquisition and attitude change related to obesity stigmatization     

Carmen Zahn  Norbert Schaeffeler  Katrin Elisabeth Giel  Daniel Wessel  Ansgar Thiel  Stephan Zipfel  Friedrich W. Hesse 《Education and Information Technologies》2014,19(3):603-621

Mobile phones and advanced web-based video tools have pushed forward new paradigms for using video in education: Today, students can readily create and broadcast their own digital videos for others and create entirely new patterns of video-based information structures for modern online-communities and multimedia environments. This paradigm shift in video usage can be used for advanced learning about complex topics in higher education, for example, learning about socio-scientific or medical topics. Yet–technology aside–applicable educational concepts using collaborative video creation as a method need to be developed. In the present study, we investigate a specific concept designed to fight obesity stigmatization by developing knowledge using a learning-through-design-approach. We expected that creating videos can actually contribute to a deeper understanding of obesity and to a reduction in stigmatizing attitudes–when compared to a control condition. Dependent measures were based on the students’ video products, obesity-related knowledge and attitudes. The course group assessed their own knowledge on causes of obesity and stigmatization because of obesity higher in the post-test than a control group who read a newspaper article on the topic. A corresponding significant reduction in stigmatizing attitudes was found. In sum, results indicate significant differences between students who produced YouTube videos and a control group of students. The results are interpreted as a confirmation of our initial assumptions and evidence indicating that the program is successfully applicable in higher education.  相似文献   

Pre-empted patents,infringed patents and firms’ participation in markets for technology     

Christoph Grimpe  Katrin Hussinger 《Research Policy》2014

In recent years, firms have increasingly contributed to and been confronted with a patent landscape characterized by numerous but marginal inventions, overlapping claims and patent fences. As a result, firms risk their patent applications to be pre-empted or to be infringed upon by rivals. While both aspects constitute major challenges for the appropriation of returns to inventive activity, extant literature suggests that participation in the market for technology might actually resolve or at least alleviate these problems. In this paper, we investigate the effect of pre-empted and infringed patents on firms’ engagement in in- and cross-licensing. Based on a sample of more than 1100 German manufacturing firms our results show that firms engage in in-licensing as a reaction to pre-empted patents and in cross-licensing if their protected IP was infringed upon. However, these effects vary depending on the fragmentation of technology fields and whether the firm operates in a discrete or complex product industry.  相似文献   

The effect of increasing external degrees of freedom on force production and neuromuscular stabilisation     

Kati Wuebbenhorst  Volker Zschorlich 《Journal of sports sciences》2013,31(14):1561-1569

Abstract

Evidence suggests that during interaction with different environmental dynamics the necessity to stabilise the involved joints leads to altered efficiency in force transmission to the surroundings and a specific orchestration of motor control strategies. However, little is known about the modalities of the changes associated with altered environmental dynamics. In 29 healthy participants, electromyographic (EMG) signals from four muscles of the right leg (M. peroneus longus, M. tibialis anterior, M. vastus medialis, M. gastrocnemius medialis) and three dimensions of force (Fx, Fy, Fz) were recorded. The participants were to exert force against an external object by performing a unilateral leg extension task with the task being influenced by either 0, 1 or 3 mechanical degrees of freedom. We hypothesised that the ankle stabilising muscles would increase their activities with increasing degrees of freedom (DoF), and that increasing external degrees of freedom results in decreased muscle force exerted during the movement task. The progressive change in the type of mechanical interaction from stable to unstable caused a loss of the ability to apply force in movement direction (Fz) which was accompanied by a reduction of Fy and Fx force dimensions. These reductions corresponded to maximum losses of 23% for Fz, 33% for Fx and 41% for Fy in the three degrees of freedom condition (all P < 0.001). Next, the individual muscles showed specific tuning effects, depending on the type of mechanical interaction. Our results suggest that the loss of the ability to exert force effectively against the external object is due to the neuromuscular stabilisation process of the involved joints. The change of the degrees of freedom conditions allowed for assessment of movement- or stabilisation-related adjustments of the motor system.  相似文献