The new Excellence Indicator in the World Report of the SCImago Institutions Rankings 2011     

Lutz Bornmann  Felix de Moya Anegón  Loet Leydesdorff 《Journal of Informetrics》2012,6(2):333-335

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Belief in a just world,teacher justice,and student achievement: A multilevel study     

Felix Peter  Nils Kloeckner  Claudia Dalbert  Matthias Radant 《Learning and individual differences》2012,22(1):55-63

The meaning of belief in a just world and students' subjective experience of the justice of their teachers' behavior toward them personally for academic achievement was examined. Sample 1 involved 947 secondary school students from 67 classes (grade levels 9 to 11), and Sample 2 718 students from 48 classes (grade level 9). Multilevel analyses revealed that the more the students believed in a personal just world, the more they felt their teachers' behavior toward them personally to be just and the better grades they received; the association between BJW and student achievement was fully mediated by teacher justice experience. It was concluded that personally experienced teacher justice is a key feature of a school environment that is conducive to student achievement.  相似文献   

Stellen Hochschultypen differenzielle Entwicklungsmilieus dar?     

Dr. Jochen Kramer  Dr. Ingo Zettler  Dr. Felix Thoemmes  Prof. Dr. Gabriel Nagy  Prof. Dr. Ulrich Trautwein  Prof. Dr. Oliver Lüdtke 《Zeitschrift für Erziehungswissenschaft》2012,15(4):847-874

The German higher education system has three different types of universities. This study aims to investigate the effect of choosing one particular university type on central personality traits (vocational interests, vocational motives and the Big Five). Existing results clearly show that the individual types of universities recruit students with different backgrounds. Whether differential development during and after studies is determined by university type (i.e. socialization effects in a broader sense) or whether it denotes a consequence of pre-existing differences among students of the university types will, for the first time, be examined using propensity-score matching. To do this, data of a large longitudinal study in Baden-Wuerttemberg were used in order to compare 1568 students at traditional universities (Universit?ten), universities of applied sciences (Fachhochschulen), and universities of cooperative education (Berufsakademien) in their second, fourth and sixth year after university entrance examination. Socialisation effects were tested in propensity-score based parallelised sub-samples (N?=?622). Results show that differences between university types can mainly be explained with selection effects and that the effects of attendance at the university types itself were hardly differential.  相似文献   

Effect of Computer Simulation on Secondary School Students’ Interest in Algebra     

Egara  Felix O.  Eseadi  Chiedu  Nzeadibe  Augustina C. 《Education and Information Technologies》2022,27(4):5457-5469

Education and Information Technologies - This study examined the effect of using computer simulation on students’ interest in algebra. A quasi-experimental design was employed. A sample of...  相似文献