33 research outputs found
Interrelations Among Achievement Goals and Achievement Emotions: A Meta-Analytic Examination
No full textAdditional Supplementary Material for the Article Bross, T., Nett, U. E., & Daumiller, M. (2024). Interrelations Among Achievement Goals and Achievement Emotions: A Meta-Analytic Examination. Educational Psychology Revie
Interrelations Among Achievement Goals and Achievement Emotions: A Meta-Analytic Examination
No full textAdditional Supplementary Material for the Article Bross, T., Nett, U. E., & Daumiller, M. (2024). Interrelations Among Achievement Goals and Achievement Emotions: A Meta-Analytic Examination. Educational Psychology Revie
Capturing citizenship: Authentication and authority in romances of early settlement by Catharine Maria Sedgwick, James Fenimore Cooper, Lydia Maria Child, and William Gilmore Simms
No full textThis study argues that American authors of the historical romance used the genre as a means to connect themselves to the republic. The writers under discussion manipulate inherited categories of race and gender in such a way as to challenge contemporary boundaries of a national identity. Recent scholarship applying post-colonial theory to cultural productions of White Europeans in the United States has been challenged on the grounds that these immigrants did not undergo a true colonial experience and that their productions participated in the imperialist project of manifest destiny. The current study argues against these readings by demonstrating how authors in a so-called Second World settler culture like the United States resisted imperial forms and categories by creating liminal sites through which inherited categories of identity were given new meanings. The works of Lydia Maria Child, James Fenimore Cooper, Catharine Sedgwick, and William Gilmore Simms, insofar as each author was inspired by a previous frontier romance, provide an example of how these writers used the conventions of sentiment, captivity and the romance to explore the limits of individual freedom during a period when this combination of the terms “individual” and “freedom” formed the fault line along which liberal values sublated republicanism. This study concludes that gender and race became protean signs at least as useful for negotiating and revising political identities as they were for manipulating or restricting them
Corporate poetics and the Virginia Company of London, 1607-1655
No full textThis dissertation answers calls for new literary consideration of the Old Dominion\u27s archive. This study counters the dismissal of the literature of seventeenth-century Virginia as fragmentary and inconsistent, and constructs a literary history of early modern Virginia through the lens of corporate personhood. Through careful attention to issues of authorship and textual production, I treat the Virginia Company of London as a single, corporate author whose texts and literary legacy shape the discourse surrounding Virginia for the rest of the century. By theorizing a corporate poetics that allows us to understand what it means for a corporation to engage in authorship, I correct for a diffuse version of Virginia\u27s literary history that belies the colony\u27s archive in order to more thoroughly understand how non-human actors contributed to and shaped the literature of early America
Wie akkurat können Lehrkräfte das emotionale Erleben ihrer Schüler*innen einschätzen? [Poster]
No full textStudents’ emotional experiences in grade 4 during the covid-19 pandemic in the school year 2019/2020
No full textZusammenfassung Bisherige empirische Befunde belegen, dass Lern- und Leistungsemotionen in Wechselwirkung mit Schulleistungen stehen und von situativen und individuellen Faktoren beeinflusst werden. In Jahrgangsstufe 4 ist dabei vor allem der nahende Übertritt in eine weiterführende Schule mit den damit verbundenen schuljahresspezifischen Ereignissen, beispielsweise der Zwischeninformation oder dem Übertrittszeugnis, von Bedeutung – im Schuljahr 2019/2020 kam der Covid-19-bedingte Lockdown mit dem damit verbundenen Distanzlernen hinzu. Im Beitrag wird der Frage nachgegangen, wie sich das emotionale Erleben vom Ende der 3. bis zum Ende der 4. Jahrgangsstufe in Abhängigkeit schuljahresspezifischer sowie individueller Faktoren entwickelt. Dazu wurden in einer längsschnittlichen Fragebogenstudie 225 Schüler*innen in Bayern zu ihren fachbezogenen Emotionen sowie bzgl. des bevorstehenden Übertritts befragt. Es zeigt sich, dass die Schüler*innen insgesamt eher günstige Emotionen erleben. Das Distanzlernen geht mit signifikanten Veränderungen im emotionalen Erleben einher. Hinsichtlich individueller Einflussfaktoren erweisen sich insbesondere die Schulleistung, teilweise auch Geschlecht und Migrationshintergrund, als bedeutsam für das emotionale Erleben. Die Ergebnisse werden diskutiert und weitere Forschungsdesiderata aufgezeigt.Recent empirical studies support the interaction between achievement emotions with school performance. Situational as well as individual factors were found to have an impact on these emotions. In grade 4, the approaching transition to secondary school is a particularly important event and is associated with specific further events, such as school reports. During the year 2019/2020, the Covid-19-induced lockdown, in Germany associated with distance learning, was also an event that might be of impact. The present paper explores the question of how emotional experiences develop from the end of 3rd to the end of 4th grade as a function of school-year-specific as well as individual factors. In a longitudinal questionnaire study, 225 students in Bavaria rated their subject-related emotions and their emotions towards the upcoming transition. In general the results show that the students experience a positive pattern of emotions. The distance learning is accompanied by significant changes in students’ emotional experiences. School performance and, to some extend the individual factors gender and migration background, have a significant impact on the emotional experiences as well as changes in these emotional experiences. The results are discussed and further research desiderata are identified.Open Access funding enabled and organized by Projekt DEAL.Universität Augsburg (3144
Interrelations among achievement goals and achievement emotions: a meta-analytic examination
No full textBoth achievement goals and achievement emotions have empirically been found to be important within educational contexts. This meta-analysis examined the interrelations among six achievement goals and fifteen achievement emotions and various moderators by analyzing 2,644 effect sizes from 355 studies with 155,208 participants. The findings revealed interrelations among achievement goals and achievement emotions that mainly corroborate theoretical assumptions. Mastery and performance goals showed associations with activity and outcome emotions. The results for work-avoidance goals confirmed the assumption that engaging in work avoidance is particularly related to negative activity emotions. Relational goals are positively linked to positive affect and enjoyment. Facets of mastery goals were identified as relevant moderators of the interrelations among achievement goals and emotions, in contrast to population. The results highlight the relevance of considering the interplay among achievement goals and achievement emotions at a specific level, as opposed to considering only the affective level, as well as differentiating between activity and outcome emotions to better understand their relationships with achievement goals
“Of the New-World a new discoverie”
No full textChapter 2 analyzes Thomas Gage’s The English-American (1648), which urges Oliver Cromwell to invade New Spain (the “Western Design”). Gage, an English Catholic, lived in New Spain for twelve years, apostasized and returned to England as a Protestant minister, and published accounts of his travels. Gage’s works imagine an alternative history in which England, not Spain, backed Columbus’s explorations and prognosticates a worldwide English empire. He presents himself as a latter-day Columbus, offering the discovery of America to Cromwell in the role of King Henry VII. The coda takes a 1628 document preserved in the British National Archives as a starting point to consider how the Victorian Calendar of State Papers and especially one of its editors (and author of the children’s gift-book Hearts of Oak), W. Noel Sainsbury, made meaning of such materials, establishing “what the past will have meant” in the late nineteenth century and beyond.</p
Creating a Positive Home Environment for a Child With Sensory Processing
No full textThis project focused on identifying and working with the unique needs of a child with Sensory Processing Disorder (SPD). Using the Creative Problem Solving (CPS) model, strategies and tools, the author designed and developed a home environment that promoted successful living for a child with SPD as well as positive interactions with family members. The project contains a description of the practical adaptations to everyday living in a physical space, as well as resources for parents, caregivers, educators and other professionals
RMAPW-Verfahren und selbstkonsistente Bandstruktur von Gold
No full textThe "Relativistic Modified Augmented Plane Wave" (RMAPW) method of Bross and Hofmann (1969) was realized numerically in a slightly modified form and tested with the example of copper potential of Burdick (1963). With regard to future applications in the area of surface-bandstructures and surface-states this realization was done in a generalization of the RMAPW-method for complex k-vectors ("complex RMAPW") of Wachutka (1978).
Starting from the "Overlapping Charge Density" (OCD) potential of gold in "Muffin Tin" (MT) form from Christensen and Seraphin (1971) in this work a selfconsistent gold potential in "Warped Muffin Tin" (WMT) form was computed. As a modell for the electron-electron interaction the effective local single-particle-potential in the context of the "Local Density Approximation" (LDA) with relativistic adjustments for the exchange-term of MacDonald and Vosko (1979) was used.
On the basis of the energy spectrum, the density of states, and the anisotropy of the fermi-surface the approximations of WMT and DFF/LDA are discussed. The most essential result is, that with the selfconsistent potential there is in the energy-scale a movement of the occupied d-bands slightly upwards and a broadening of the d-bandwidth, in contrast to some experiments. Neddermeyer (1981) suggested a drastic upshift of the 7. band - for that proposal there is no evidence in this work.
Because in this calculation exchange- and correlation-potentials are free from adjustable parameters, the author guesses, that in the difference between theory and experiment we have reached the limit of the local approximation (LDA).
This publication is 99% identical with the PhD-thesis of the author at LMU Munich in March 1984. Minor add-ons are given in brackets [...].
A new appendix from 2012 adds some informations from the assets of the author and discusses some interesting newer PhD-theses about Copper and Gold, done at the Institut of Theoretical Solid State Physics (Prof. H. Bross) at LMU Munich
