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Kathrin Müller 《Research Policy》2010,39(2):189-12597
For academic spin-offs I analyze the length of the time period between the founder’s leaving of academia and the establishment of her firm. A duration analysis reveals that a longer time-lag is caused by the necessity of assembling complementary skills, either by acquisition by a single founder or by searching for suitable team members. Furthermore, new ventures are established faster if there has been high-level technology transfer, if the founders have access to university infrastructure, or if they receive informal support by former colleagues. 相似文献
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In soccer, home teams win about 67% of decided games. The causes for this home advantage are still unresolved. There is a shortage of research on the psychological states of actors involved. In this study, we examined soccer coaches’ expectations, goal setting and tactical decisions in relation to game location. Soccer coaches (N = 297) with different expertise levels participated in an experimental, online management game and were randomly assigned to one of two groups, “home game (HG)” or “away game.” Participants received information on the game for which they were asked to make decisions in multiple points. The only differing information between groups was game location. Regardless of expertise, HG coaches had higher expectations to win, set more challenging goals and decided for more offensive and courageous playing tactics. Possible consequences of these findings concerning home advantage in soccer are discussed. 相似文献
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Julia-Katharina Rißling Dr. Kathrin Mahlau Prof. Dr. Bodo Hartke Prof. Dr. Franz Petermann 《Zeitschrift für Erziehungswissenschaft》2014,17(3):543-562
The present study examines the language development of N = 48 children with specific language impairments. All pupils were primary students in their first year. They all were tested with the standardized test (SET 5-10). N = 24 children received special tuition. All other children participated in the common tutoring structures of teaching in Mecklenburg-Western Pomerania. The results of this study show a moderate but significant progress in language development for both groups. 相似文献
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Thums Kathrin Artelt Cordula Wolter Ilka 《European Journal of Psychology of Education - EJPE》2021,36(2):339-357
This study aims at exploring gender differences in text-type-specific reading competences via readers’ gender-specific reading preferences. Women were expected to read more often for the sake of entertainment (entertainment preference), whereas men were expected to read more often to gain information (information preference). We further assumed that individuals who read for entertainment would have higher reading competence in fictional literary texts compared with non-fictional informational texts, and vice versa for individuals who read to gain information. The analysis was based on a sample of 830 adults between 19 and 71 years (M = 31.04; SD = 12.53) from a pilot study of the German National Educational Panel Study (NEPS). A structural equation model confirmed that women and men show different reading preferences during leisure time. The preference to read for entertainment was predictive for reading competence in literary texts; however, the preference to read for information had positive effects on reading competence in both informational and literary texts.
相似文献6.
Several studies show that university students in Germany still have problems in reasoning mathematically although this already should be fostered at high school since the implementation of standards for school mathematics. Mathematical argumentation is a core competence and highly important, especially in academic mathematics. To foster mathematical argumentation at the beginning of university studies, competence models are needed which give more detailed insights in the skills that are necessary for reasoning. As mathematical argumentation is a complex process, especially at the higher secondary level or at university, many little steps are needed to complete a competence model for argumentation at the secondary–tertiary transition gradually. A possible step can be to initially identify several aspects of mathematical argumentation competence that influence the reasoning quality. The empirical basis for identifying those aspects is a cross-sectional study with 439 engineering students who participate in a transition course in mathematics. We address the following questions: (1) how is the quality of student’s reasoning? (2) Which kind of arguments do students use? (3) What resources do students who reasoned correctly use for solving the problems? (4) Does the content of the tasks play an important role? The results show a great influence of the content on the reasoning quality, especially if the content is abstract or concrete. Argumentation quality of students decreases with an increasing level of abstraction of the content. Furthermore, the results reveal that students often use routines for solving the problems. That indicates that procedural approaches still play an important role in school mathematics. If procedures could be used for solving the tasks, students are more successful. Competence models for mathematical argumentation at the beginning of the tertiary level should, therefore, include these factors. 相似文献
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We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all students in the class. All individual study groups were similar in that they applied active-learning strategies to the class material, but they differed in the actual topics or questions discussed, which were chosen by the individual study groups. Study group participation was correlated with reduced failing grades and course dropout rates in both semesters, and participants scored better on the final exam and earned higher course grades than nonparticipants. In the spring semester the higher scores were clearly due to a significant study group effect beyond ability (grade point average). In contrast, the fall study groups had a small but nonsignificant effect after accounting for student ability. We discuss the differences between the two semesters and offer suggestions on how to implement teaching teams to optimize learning outcomes, including student feedback on study groups. 相似文献
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The article describes the development of a questionnaire based on self-determination theory for 9- to 13-year-old children engaging in extracurricular sports. To our knowledge there are no German-language instruments that can be used to record the promotion of the three psychological needs of autonomy, competence and relatedness, the degree of satisfaction and the resulting self-determined motivation. Therefore, the aim of this research is the development of a efficient, German-language questionnaire measuring the aforementioned constructs. The result is a questionnaire of 30 items including two need-support scales, three need-satisfaction scales and four scales regarding the motivational orientation. The scales extracted by factor analysis show satisfying internal consistencies. Preliminary construct validation is reported concerning individual vs. team sports for the need-support and need-satisfaction scales as well as proof of the simplex structure concerning motivational orientation. 相似文献
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Precursors of metamemory in young children: the role of theory of mind and metacognitive vocabulary 总被引：1，自引：0，他引：1
This paper describes findings of a longitudinal study that was carried out to examine relationships among different aspects
of young children's cognitive development, namely, theory of mind, metacognitive vocabulary, and metamemory, which seem theoretically
connected but so far have not been studied simultaneously. In total, 174 children were included in the present analyses who
were about 4;6 years of age at the first measurement point. Children were tested at four time points, separated by a testing
interval of approximately half a year. At the first time of testing, children completed a set of theory of mind tasks. At
each of the following measurement points, measures of metacognitive vocabulary and general vocabulary as well as metamemory
were given. Overall, the findings show that theory of mind performance assessed at the age of 4;6 predicts metacognitive knowledge
assessed about one and a half years later. Furthermore, they point to a reciprocal relationship between metacognitive vocabulary
and metamemory in that comprehension of metacognitive vocabulary predicted later metamemory and, conversely, metamemory significantly
predicted later comprehension of metacognitive verbs.
This research was supported by a grant from the German Research Foundation (SCHN 315 /20–7) to the German Research Group on
Cognitive Development. 相似文献
10.
Multiple-choice exams: an obstacle for higher-level thinking in introductory science classes 总被引：1，自引：0，他引：1
KF Stanger-Hall 《CBE life sciences education》2012,11(3):294-306
Learning science requires higher-level (critical) thinking skills that need to be practiced in science classes. This study tested the effect of exam format on critical-thinking skills. Multiple-choice (MC) testing is common in introductory science courses, and students in these classes tend to associate memorization with MC questions and may not see the need to modify their study strategies for critical thinking, because the MC exam format has not changed. To test the effect of exam format, I used two sections of an introductory biology class. One section was assessed with exams in the traditional MC format, the other section was assessed with both MC and constructed-response (CR) questions. The mixed exam format was correlated with significantly more cognitively active study behaviors and a significantly better performance on the cumulative final exam (after accounting for grade point average and gender). There was also less gender-bias in the CR answers. This suggests that the MC-only exam format indeed hinders critical thinking in introductory science classes. Introducing CR questions encouraged students to learn more and to be better critical thinkers and reduced gender bias. However, student resistance increased as students adjusted their perceptions of their own critical-thinking abilities. 相似文献