The role of self- and social directed goals in a problem-based, collaborative learning context     

Dirk T. Tempelaar  Marold Wosnitza  Simone Volet  Bart Rienties  Bas Giesbers  Wim H. Gijselaers 《Higher Education》2013,66(2):253-267

Students’ learning goals demonstrate much stronger variety than traditional goal orientation models for classroom learning assume, especially when the educational context allows so. In this empirical study we will investigate the richness of students’ goal orientation in a collaborative learning context. We do so with the help of a goal setting framework that is based on a two-facet approach distinguishing multiple contents (performance, learning, well-being) and goal directions (varying degrees of self vs social direction). To investigate the role of different goal constellations, goal setting and learning performance data of first year students (n = 2,636) in a problem-based, collaborative learning program, and evaluation data of problem-based tutorial groups (#groups = 206) are combined into a multilevel model. Each tutorial group functions in two different educational settings: one directed at open-ended, group problems, the other at closed, individual problems. Educational context appears indeed to have a crucial role in the relationship between students’ goal setting at the one side, and students’ performance and group functioning on the other side.  相似文献   

A Behaviorally Oriented Study Skills Program     

Dirk C. Prather 《Journal of Experimental Education》2013,81(3):131-133

A study skills program should have low time requirements, raise the student’s GPA, and create durable behaviors. Twenty-four male sophomore cadets at the USAF Academy were placed in one of two groups by their rank-order place on a list of academically deficient students. The experimental group and the control group both received normal directive counseling. The experimental group received a behaviorally oriented study skills program requiring two hours of supervisory time and minimal behavior recording and showed a mean increase of .54 GPA points; the control group showed an increase of .02 at the end of the semester. The results indicate this program satisfied the basic requirement of study skills training.  相似文献   

Ownership concentration and innovativeness of corporate ventures     

Katrin Hussinger  Johannes M.H. Dick  Dirk Czarnitzki 《Research Policy》2018,47(2):527-541

Corporate venture investments are an established means for incumbent firms to access radical innovation. Drawing from a behavioural agency framework, we distinguish two mechanisms that govern the relationship between corporate venture investment and radical innovation, the safety net that corporate sponsors provide and control incentives. While the safety net induces a gap between the radical innovation success of corporate ventures (CVs) and ventures without a corporate sponsor, the superior radical innovation success of CVs decreases with the corporate sponsor’s incentives to control the venture. The impact of the safety net and control incentives further depends on the corporate sponsor’s position vis-à-vis her aspiration level.  相似文献   

Critical Race Theory in Higher Education: 20 Years of Theoretical and Research Innovations     

Dorian L. McCoy  Dirk J. Rodricks 《ASHE Higher Education Report》2015,41(3):1-117

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Students’ Ability to Connect Function Properties to Different Types of Elementary Functions: An Empirical Study on the Role of External Representations     

Dirk De Bock  Deborah Neyens  Wim Van Dooren 《International Journal of Science and Mathematics Education》2017,15(5):939-955

Recent research on the phenomenon of improper proportional reasoning focused on students’ understanding of elementary functions and their external representations. So far, the role of basic function properties in students’ concept images of functions remained unclear. We add to this research line by investigating how accurate students are in connecting functions to their corresponding properties and how this accuracy depends on function types and representations. A large group of 10th graders evaluated for different function types, represented in either a graphical, a formulaic, or a tabular mode, the correctness of statements about their general properties and behavior. Results show that students succeeded rather well in making the right connections between properties and functions. Errors depended not only on the type of function for which the properties were evaluated but also on the kind of representation in which the function was presented. These results highlight the importance of function properties in students’ concept images of functions and suggest positive effects of making these properties explicit to students.  相似文献   

The Development of Attention to Objects and Scenes: From Object-Biased to Unbiased     

Kevin P. Darby  Sophia W. Deng  Dirk B. Walther  Vladimir M. Sloutsky 《Child development》2021,92(3):1173-1186

Selective attention is the ability to focus on goal-relevant information while filtering out irrelevant information. This work examined the development of selective attention to natural scenes and objects with a rapid serial visual presentation paradigm. Children (N = 69, ages 4–6 years) and adults (N = 80) were asked to attend to either objects or scenes, while ignoring the other type of stimulus. A multinomial processing tree model was used to decompose selective attention into focusing and filtering components. The results suggest that attention is object-biased in children, due to difficulty filtering attention to goal-irrelevant objects, whereas attention in adults is relatively unbiased. The findings suggest important developmental asymmetries in selective attention to scenes and objects.  相似文献   

A path analytic test of the reading strategies mediation model: Relating cognitive competences and motivational influences to individual differences in fifth-grade students' reading comprehension     

Vanessa A. Völlinger  Nadine Spörer  Dirk Lubbe  Joachim C. Brunstein 《The Journal of educational research》2018,111(6):733-745

This study examined a theoretical model hypothesizing that reading strategies mediate the effects of intrinsic reading motivation, reading fluency, and vocabulary knowledge on reading comprehension. Using path analytic methods, we tested the direct and indirect effects specified in the hypothesized model in a sample of 1105 fifth-graders. In addition to standardized tests and questionnaires, we administered a performance test to assess students' proficiency in the application of three reading strategies. The overall fit of the model to the data was good. Both cognitive (fluency and vocabulary) and motivational (intrinsic reading motivation) variables had an indirect effect on reading comprehension through their influence on reading strategies. Reading strategies had a unique effect on reading comprehension and partially mediated the effects that cognitive and motivational variables had on fifth-graders' reading achievements.  相似文献   

Values education and student satisfaction: German business students' perceptions of universities' value influences     

Dirk C. Moosmayer  Florian U. Siems 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):257-272

As a result of the past decade's financial crises, the focus on students' values as an output of higher management education has increased. Simultaneously, marketing theory has become prevalent in the management of higher education institutions, such that student satisfaction represents a key output variable for their service provision. This study integrates both perspectives to investigate how values-oriented education relates to student satisfaction. A sample of 191 respondents from a German university reveals that business students expect more value influence than they believe their institution actually delivers. Furthermore, students' perceptions of the value influence delivered by their university increase their satisfaction with the institution. Finally, the value influence students expect is more closely associated with universalism values (connected to sustainability and CSR) than with power values. These results imply that universities can increase student satisfaction if they coordinate opportunities to discuss and shape values, particularly with regard to universalism ideals.  相似文献   

Fifteen years of action research for political and educational emancipation at a South African University   总被引：1，自引：1，他引：0  

Maureen Robinson  Dirk Meerkotter 《Educational Action Research》2013,21(3):447-466

This article traces the origins and development of an action research Master's in Education programme, which was introduced in the Faculty of Education at the University of the Western Cape, South Africa in the mid-1980s. The programme began during a time of political and social repression, when the apartheid government was very much in control, and was explicitly located within an emancipatory approach to education. The article discusses the vision of emancipatory education that underpinned the programme, linking this to the political situation of domination and resistance in the educational sector. The origins of People's Education are described, as well as various initiatives in action research which were closely linked to the People's Education movement of the time. The article concludes by discussing some of the new challenges for action research and emancipatory education in the post-apartheid era.  相似文献   

Relational, structural, and semantic analysis of graphical representations and concept maps     

Dirk Ifenthaler 《Educational technology research and development : ETR & D》2010,58(1):81-97

The demand for good instructional environments presupposes valid and reliable analytical instruments for educational research. This paper introduces the SMD Technology (Surface, Matching, Deep Structure), which measures relational, structural, and semantic levels of graphical representations and concept maps. The reliability and validity of the computer-based and automated SMD Technology was tested in three experimental studies with 106 participants. The findings indicate a high reliability and validity. The discussion focuses on the development and realization of the three levels of the SMD Technology and applications for research, learning and instruction.  相似文献