1,720,960 research outputs found
Die Bedeutung der Lehrer-Schüler-Beziehung für die Emotionen der Lehrpersonen, deren Unterrichtsverhalten und berufliches Wohlbefinden
No full textLehrpersonen erleben die unterschiedlichsten Emotionen beim Unterrichten (Schutz, 2014). Diese Emotionen sind zum einen multikausal bestimmt und hängen von der Beurteilung der beruflichen Situation in Bezug auf Arbeitsbedingungen, Wertschätzung und den Interaktionen im Klassenzimmer ab; zum anderen beeinflussen sie das berufliche Wohlbefinden und das Unterrichtsverhalten (Frenzel, 2014). Bisher gibt es jedoch wenige gesicherte empirische Befunde zu LehrerInnenemotionen. Insbesondere quantitative Studien, die auf eine Generalisierbarkeit der Erkenntnisse abzielen und Emotionen als Kernvariablen untersuchen, fehlen. Hier setzt die vorliegende Studie an.
Basierend auf dem Modell der LehrerInnenemotionen (Frenzel, 2014) gehen wir davon aus, dass Lehrpersonen danach streben, positive Beziehungen zu SchülerInnen aufzubauen (Klassen et al., 2012). Dieses Streben kann auch auf das Grundbedürfnis von Menschen nach positiven Sozialbeziehungen im Allgemeinen zurückgeführt werden (Baumeister & Leary, 1995).
Die vorliegende Studie überprüft die Frage, inwieweit die Qualität der Lehrer-Schüler-Beziehung die Emotionen von Lehrpersonen beim Unterrichten vorhersagen kann. Entsprechend eines kognitiven Ansatzes der Emotionsentstehung wird die Selbstwirksamkeitsüberzeugung der Lehrkräfte als mögliche Mediatorvariable berücksichtigt. Zusätzlich werden die Konsequenzen von LehrerInnenemotionen untersucht. Es wird angenommen, dass positive LehrerInnenemotionen die Autonomieunterstützung im Unterricht erhöhen; eine Variable, die aus Sicht der Selbstbestimmungstheorie einen zentralen Faktor von Unterrichtsqualität darstellt. Des Weiteren sollten positive LehrerInnenemotionen zu einem höheren beruflichen Wohlbefinden beitragen.
132 Gymnasiallehrpersonen aus Österreich wurden zu den zentralen Konstrukten auf Basis von überwiegend bewährten Skalen der empirischen Bildungsforschung (Emotionen, Selbstwirksamkeit, Beziehung zu den SchülerInnen, Autonomieunterstützung und berufliches Wohlbefinden) befragt. Sie wurden ebenso aufgefordert, für sie emotional erlebte konkrete Interaktionssituationen mit SchülerInnen zu beschreiben (Fokus: Angst, Ärger und Freude). Als Datenanalyseverfahren wurde die Strukturgleichungsmodellierung gewählt. Die offenen Fragen wurden mit Hilfe der qualitativen Inhaltsanalyse nach Mayring (2010) ausgewertet.
Die Ergebnisse zeigen, dass die Beziehung zu den SchülerInnen sehr eng mit dem emotionalen Erleben der Lehrpersonen assoziiert war. Die Selbstwirksamkeitsüberzeugung zeigte sich als (partielle) Mediatorvariable. Es ergab sich kein direkter Link zwischen den LehrerInnenemotionen und der Autonomieunterstützung; allerdings wurde diese durch die LehrerInnenselbstwirksamkeit vorhergesagt. Die Beziehung zwischen den LehrerInnenemotionen und dem beruflichen Wohlbefindens war sehr stark ausgeprägt. Die Situationsbeschreibungen stützen die Bedeutung der Lehrer-Schüler-Beziehung für die LehrerInnenemotionen (z.B. wird Ärger sehr häufig durch nicht-erfüllte Erwartungen, z.B. durch disziplinär auffälliges Verhalten, ausgelöst); sie erweitern die Befunde insofern, als auch die positive Entwicklung von einzelnen SchülerInnen – im Sinne eines „(Über-sich-hinaus-)Wachsens“ – häufig als emotionsauslösend, vor allem Freude auslösend, beschrieben wurde.
Die Ergebnisse werden mit Bezug zur bisherigen Forschung und hier vor allem bezogen auf das Modell der LehrerInnenemotionen nach Frenzel diskutiert, und es werden Implikationen für die Praxis abgeleitet
Teacher–student relationship at university: an important yet under-researched field
Full text linkThis article reviews the extant research on the relationship between students and teachers in higher education across three main areas: the quality of this relationship, its consequences and its antecedents. The weaknesses and gaps in prior research are highlighted and the importance of addressing the multi-dimensional and context-bound nature of teacher-student relationships is proposed. A possible agenda for future research is outlined
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
The significance of goals in management of academic study
No full textThis thesis is concerned with the centrality of goals in university students' on-going management of their academic study. The theoretical perspective on the significance of goals was inspired by theories and research on mental representations, self-regulation of learning and adult learning. Although most cognitive theorists emphasise the significance of goals for providing direction to cognitive activities, to date there has been little systematic investigation of the nature and function of goals in management of academic study. Duncker's theory of productive problem-solving provided the rationale for analysing the function of goals, and perceptions of difficulties to work on a new course of study.
Management of study is characterized as a dynamic and complex task occurring over time and under the direction of students' goals. Goals, as students' explicit individualised intentions or as the tacit acceptance of instructional objectives, are proposed to provide direction and criteria for the management of study, and for overcoming perceived difficulties in the way of the achievement of these goals. The proposed approach stresses the interactions of goals with students' background characteristics, specifically domain knowledge, and educational experience with age, and their mediating role in the on-going handling of various tasks involved in a course of academic study.
Three studies were designed to examine the significance and function of goals in relation to students' background, perceptions of study difficulties and working plans. The methodology involved in-depth qualitative and quantitative analyses of groups of targeted students over their courses of study in educational psychology and statistics, in order to encompass students' representations of their study as it occurs naturally over time. Data sources were clinical interviews, sample study activities, questionnaires, students’ examination summaries experimental tasks and course performances. Qualitative data were reduced to diagrammatic and tabulated forms to show the stabilities and changes in students' goals and management strategies over time and data sources.
The first study revealed differences, over six weeks, in goals expressed as individualised intentions and course-related objectives, perceived difficulties, and working plans of more and less successful students. The second study showed how goals involving different levels of commitment to the pursuit of instructional objectives and study management throughout a whole course mediated effects of background knowledge differently according to age. The third study addressed the issue of stability and change in goals, and the relation of goals to students' own evaluation of their study. Complex networks of causal relations were identified between students' goals, perceptions of obstacles and routes taken to achieve goals and deal with difficulties. Individualised goals were used by students as criteria for assessing their own effectiveness on the course.
The studies supported the case for the significance of goals in management of academic study. Goals were significant for giving direction to the continuous interplay between learner and task variables, for mediating effects of background knowledge, and for providing criteria against which to assess own performance. It is argued that the concept of goal is crucial for uncovering causes in on-going adaptive or maladaptive adjustments to study tasks, and for understanding individual differences in adult learning. Re-adjustments of goals themselves over time emphasise the dynamic and adaptive nature of study management over a total course of study
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