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Changes in the speed-ability relation through different treatments of rapid guessing Deribo, Tobias; Goldhammer, Frank; Kröhne, Ulf Zeitschriftenbeitrag | In: Educational and Psychological Measurement | 2023 42903 Endnote: Autor*innen: Deribo, Tobias; Goldhammer, Frank; Kröhne, Ulf
Titel: Changes in the speed-ability relation through different treatments of rapid guessing
In: Educational and Psychological Measurement, 83 (2023) 3, S. 473-494
DOI: 10.1177/00131644221109490
URL: https://journals.sagepub.com/doi/10.1177/00131644221109490
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Antwort; Deutschland; Empirische Untersuchung; Fertigkeit; Informations- und Kommunikationstechnologie; Item-Response-Theory; Leistungstest; Modell; Panel; Psychometrie; Reliabilität; Student; Test; Validität; Verhalten; Zeit
Abstract (english): As researchers in the social sciences, we are often interested in studying not directly observable constructs through assessments and questionnaires. But even in a well-designed and well-implemented study, rapid-guessing behavior may occur. Under rapid-guessing behavior, a task is skimmed shortly but not read and engaged with in-depth. Hence, a response given under rapid-guessing behavior does bias constructs and relations of interest. Bias also appears reasonable for latent speed estimates obtained under rapid-guessing behavior, as well as the identified relation between speed and ability. This bias seems especially problematic considering that the relation between speed and ability has been shown to be able to improve precision in ability estimation. For this reason, we investigate if and how responses and response times obtained under rapid-guessing behavior affect the identified speed-ability relation and the precision of ability estimates in a joint model of speed and ability. Therefore, the study presents an empirical application that highlights a specific methodological problem resulting from rapid-guessing behavior. Here, we could show that different (non-)treatments of rapid guessing can lead to different conclusions about the underlying speed-ability relation. Furthermore, different rapid-guessing treatments led to wildly different conclusions about gains in precision through joint modeling. The results show the importance of taking rapid guessing into account when the psychometric use of response times is of interest. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Let learners monitor the learning content and their learning behavior! A meta-analysis on the […] Dignath, Charlotte; Ewijk, Reyn van; Perels, Franziska; Fabriz, Sabine Zeitschriftenbeitrag | In: Educational Psychology Review | 2023 44359 Endnote: Autor*innen: Dignath, Charlotte; Ewijk, Reyn van; Perels, Franziska; Fabriz, Sabine
Titel: Let learners monitor the learning content and their learning behavior! A meta-analysis on the effectiveness of tools to foster monitoring
In: Educational Psychology Review, 35 (2023) 2, S. 62
DOI: 10.1007/s10648-023-09718-4
URL: https://link.springer.com/article/10.1007/s10648-023-09718-4
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Befragung; Empirische Forschung; Förderung; Fragebogen; Intervention; Kompetenz; Lehramtsstudent; Lernen; Motivation; Online; Orientierung; Selbstregulation; Selbstwirksamkeit; Test; Training; Überzeugung; Video; Wissen
Abstract: Self-monitoring is an integral part of self-regulated learning. Tools that foster learners' monitoring, such as learning journals, portfolios, or rubrics, are supposed to promote self-regulation and to improve performance. The aim of this meta-analysis was to examine the effectiveness of tools designed to foster monitoring on learning-related variables (academic achievement, self-regulated learning, and motivation). As these tools vary greatly in their design and the addressed components, this meta-analysis aims to uncover how such tools should be implemented to foster monitoring most effectively. The results of this meta-analysis, integrating 109 effect sizes with 3492 participants from 32 intervention studies, supported a reactivity effect by revealing a moderate effect size on academic achievement (d = 0.42), and low effects on self-regulated learning (d = 0.19) and motivation (d = 0.17). These effects were moderated by characteristics of the tool and their implementation. Effect sizes were highest for tools that (1) focused on the monitoring of both learning content as well as learning behavior, (2) stimulated metacognitive monitoring, and (3) were implemented in shorter studies. On a descriptive level, higher effects were found in favor of monitoring interventions that included teacher feedback on self-monitoring entries and allowed learners to directly revise their work based on this feedback. The findings show that there is substantial variation across tools, which yield theoretical and methodological implications on how to foster monitoring as important parts of the self-regulation cycle. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Digital studying in times of COVID-19. Teacher- and student-related aspects of learning success in […] Engel, Ole; Zimmer, Lena; Lörz, Markus; Mayweg-Paus, Elisabeth Zeitschriftenbeitrag | In: International Journal of Educational Technology in Higher Education | 2023 43522 Endnote: Autor*innen: Engel, Ole; Zimmer, Lena; Lörz, Markus; Mayweg-Paus, Elisabeth
Titel: Digital studying in times of COVID-19. Teacher- and student-related aspects of learning success in german higher education
In: International Journal of Educational Technology in Higher Education, (2023) , S. 20:12
DOI: 10.1186/s41239-023-00382-w
URL: https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-023-00382-w
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Befragung; Deutschland; Digitale Medien; Einflussfaktor; Fernunterricht; Hochschulbildung; Hochschullehre; Hochschullehrer; Hochschulmanagement; Kommunikation; Lernbedingungen; Lerngemeinschaft; Lerngruppe; Lernplattform; Medienausstattung; Medieneinsatz; Medienkompetenz; Pandemie; Regressionsanalyse; Selbstgesteuertes lernen; Soziale Interaktion; Student; Studienerfolg; Studium; Universität; Wahrnehmung; Wirkung; Zufriedenheit
Abstract (english): In the wake of COVID-19, study conditions in Europe have changed dramatically. To limit contact between students and teachers, since March 2020 teaching has largely taken place digitally (remotely via digital means) and in private. Because the success of digital learning likely relies on many factors beyond good digital infrastructure condi tions, this article focuses on which aspects, at both the teacher and the student levels, promote digital learning success. The large-scale student survey "Studying in Times of the Corona Pandemic" conducted at German universities and universities of applied sciences in the summer semester of 2020 ofers data on how COVID-19 has afected several aspects of university studying in Germany. Here, we consider this data within the theoretical framework "theory of transactional distance" introduced by Moore (in: Moore (ed) Handbook of distance education, Routledge, 2018), according to which the success of digital teaching is infuenced by dialogue, structure, and learner autonomy. Based on various regression analyses, our results show that several (digital) framework conditions must be created on both the teacher and student levels to achieve suf fcient digital learning success. In this sense, our fndings provide guidance on which aspects institutions of higher education should focus on when developing or updating their digitalization strategies. In accordance with collaborative learning approaches a key factor for learning success appears to be enabling peer-to-peer interactions. This fnding supports our prediction that the possibility of engaging in interactive learning activities is crucial for students' learning experience, as it might reduce the percep tion of transactional distance and allow for social exchange. The strongest predictor of students' learning success turned out to be the (perceived) digital competencies of the teachers. This fnding clearly emphasizes that teachers must be qualifed to address the very specifc challenges of teaching in digital contexts and indicates that universities may need to implement more teacher qualifcation programs. (DIPF/Orig.)
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens

Fostering multiple document comprehension. Motivational factors and its relationship with the use […] Zink, Theresa; Hahnel, Carolin; Kroehne, Ulf; Deribo, Tobias; Mahlow, Nina; Artelt, Cordula; […] Zeitschriftenbeitrag | In: Zeitschrift für Erziehungswissenschaft | 2023 44004 Endnote: Autor*innen: Zink, Theresa; Hahnel, Carolin; Kroehne, Ulf; Deribo, Tobias; Mahlow, Nina; Artelt, Cordula; Goldhammer, Frank; Naumann, Johannes; Schoor, Cornelia
Titel: Fostering multiple document comprehension. Motivational factors and its relationship with the use of self-study materials
In: Zeitschrift für Erziehungswissenschaft, 26 (2023) 3, S. 727-750
DOI: 10.1007/s11618-023-01163-x
URL: https://link.springer.com/article/10.1007/s11618-023-01163-x
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Deutschland; Dokument; Empirische Untersuchung; Feedback; Fertigkeit; Fragebogen; Kompetenz; Korrelationsanalyse; Logdatei; Material; Motivation; Regressionsanalyse; Selbsteinschätzung; Selbststudium; Student; Test; Text; Universität; Verbesserung; Verstehen
Abstract: Multiple Document Comprehension (MDC) ist eine wichtige Kompetenz für Studierende, weshalb ihre Verbesserung vorteilhaft ist. Wir nehmen an, dass der wahrgenommene Wert der MDC-Kompetenz wichtig bei der Förderung von MDC ist, da er ein Prädiktor für Verhaltensentscheidungen sein kann, wie z. B. die Bearbeitung von Selbstlernmaterialien. Die Bearbeitung von Selbstlernmaterialien ist typisch für das Lernen an Universitäten, erfordert aber die Motivation, sich in einer Kompetenz wie MDC zu verbessern. Wir definieren die Motivation, sich in MDC zu verbessern, als die Erwartung, den Wert und die damit verbundenen Kosten, sich in MDC zu verbessern. Wir nehmen an, dass die Motivation, sich in MDC zu verbessern, sowohl die Bearbeitung der Selbstlernmaterialien beeinflusst als auch von dem wahrgenommenen Wert der MDC-Kompetenz abhängt. Deshalb wurde in dieser Studie untersucht, ob der wahrgenommene Wert der MDC-Kompetenz die Motivation, sich in MDC zu verbessern, vorhersagt und letztere die Bearbeitung von Selbstlernmaterialien begünstigt. Insgesamt nahmen N = 278 Studierende dreier deutscher Universitäten an einem MDC-Test teil und hatten danach die Möglichkeit, ihre MDC-Kompetenz mit Selbstlernmaterialien zu trainieren. Das Engagement bei der Bearbeitung der Selbstlernmaterialien wurde über die Bearbeitungszeit und die Anzahl der Seitenwechsel gemessen. Die Ergebnisse zeigten, dass der wahrgenommene Wert der MDC-Kompetenz die Motivation, sich in MDC zu verbessern, teilweise vorhersagte. Die weiteren Analysen zeigten im Wesentlichen keine signifikanten Effekte des wahrgenommenen Werts der MDC-Kompetenz und der Motivation, sich zu verbessern, auf das Engagement bei der Bearbeitung der Selbstlernmaterialien. Allerdings deuteten die ausgewerteten Log-Daten darauf hin, dass das Selbstlernmaterial nicht in dem erwarteten Umfang bearbeitet wurde. (DIPF/Orig.)
Abstract (english): Multiple document comprehension (MDC) is an essential skill for university students, making it beneficial to improve it. We assume that the value assigned to MDC is important to foster MDC since it can be a predictor for behavioral choices, such as working with self-study material. Using self-study material is typical for university learning, but it requires the motivation to improve a skill such as MDC. We define motivation to improve MDC in terms of expectancy, value, and cost to improve MDC. We expect that it is a driving force for working with self-study material on MDC, while it might also depend on the perceived value of MDC. Therefore, this study examined whether the perceived value of MDC predicts the motivation to improve MDC, which is also expected to predict the use of self-study material. A total of 278 students of different majors participated in a MDC assessment and received the opportunity to train their MDC skill with self-study material. The engagement in using the self-study material was measured by the total time and the number of page transitions on the self-study material. The results indicated that the perceived value of MDC partially predicted motivation to improve MDC. However, further analysis revealed mainly no significant effects of the perceived value of MDC and the motivation to improve MDC on the engagement in using the self-study material. However, the log data indicated that the engagement in using the self-study material was not as high as expected. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Promoting the dispositional dimension of competency in undergraduate computing programs MacKellar, Bonnie Kathleen; Kiesler, Natalie; Raj, Rajendra K.; Sabin, Mihaela; McCauley, Renée; […] Sammelbandbeitrag | Aus: American Society for Engineering Education (Hrsg.): Proceedings of the 2023 Annual Conference and Exposition of the American Society for Engineering Education, June 25 - 28, 2023, Baltymore, MD | Washington; D.C.: ASEE | 2023 43953 Endnote: Autor*innen: MacKellar, Bonnie Kathleen; Kiesler, Natalie; Raj, Rajendra K.; Sabin, Mihaela; McCauley, Renée; Kumar, Amruth N.
Titel: Promoting the dispositional dimension of competency in undergraduate computing programs
Aus: American Society for Engineering Education (Hrsg.): Proceedings of the 2023 Annual Conference and Exposition of the American Society for Engineering Education, June 25 - 28, 2023, Baltymore, MD, Washington; D.C.: ASEE, 2023 , S. 1-15
URL: https://peer.asee.org/43018
Dokumenttyp: 4. Beiträge in Sammelbänden; Beiträge in Proceedings mit Peer-Review-System
Sprache: Englisch
Schlagwörter: Befragung; Bewusstmachung; Charakterbildung; Curriculum; Empirische Untersuchung; Förderung; Grundstudium; Informatik; Kompetenzerwerb; Mixed-Methods-Design; Persönlichkeitsmerkmal; Pilotstudie; Quasi-Experiment; Reflexion <Phil>; Student; Studentin; Vignette <Methode>
Abstract (english): The Computing Curricula 2020 (CC2020) report, issued by the ACM and IEEE Computer Society, identified knowledge, skills, and dispositions as the three main components of competency for undergraduate programs in computer engineering, computer science, cybersecurity, information systems, information technology, and software engineering, as well as data science. As earlier generations of curricular guidelines in computing have described knowledge and skills to some extent, the notion of dispositions is relatively new to computing. Dispositions are cultivable behaviors, such as adaptability, meticulousness, and self-directedness, that are desirable in the workplace. Multiple employer surveys and interviews confirm that dispositions are as crucial for success in the workplace as the knowledge and skills students develop in their academic programs of study. As such, the CC2020 report describes eleven dispositions that are expected of competent computing graduates. These are distinct and separate from the technical knowledge and disciplinary skills of computing and engineering. Dispositions are also distinct from baseline or cross-disciplinary skills, such as critical thinking, problem-solving, teamwork, and communication. In contrast, dispositions are inherently human characteristics that describe individual qualities and behavioral patterns that lead to professional success. Dispositions are learnable, not necessarily teachable. This work-in-progress paper motivates dispositions within computing disciplines and presents the background of this approach. It also discusses the use of reflection exercises and vignettes in understanding, promoting, and fostering behavioral patterns that undergraduate computing students identify as related to dispositions they experience in the course. Preliminary data and results from the study are also presented.
DIPF-Abteilung: Informationszentrum Bildung

Fostering dispositions and engaging computing educators Sabin, Mihaela; Kiesler, Natalie; Kumar, Amruth; MacKellar, Bonnie; McCauley, Renee; Raj, Rajendra; […] Sammelbandbeitrag | Aus: Doyle, Maureen; Stephenson, Ben; Dorn, Brian; Soh, Leen-Kiat; Battestilli, Lina; Stephens-Martinez, Kristin; Yazdansepas, Delaram (Hrsg.): Proceedings of the 54th ACM Technical Symposium on Computer Science Education (SIGCSE 2023), March 15-18, 2023, Toronto, Canada | New York: Association for Computing Machinery | 2023 43561 Endnote: Autor*innen: Sabin, Mihaela; Kiesler, Natalie; Kumar, Amruth; MacKellar, Bonnie; McCauley, Renee; Raj, Rajendra; Impagliazzo, John
Titel: Fostering dispositions and engaging computing educators
Aus: Doyle, Maureen; Stephenson, Ben; Dorn, Brian; Soh, Leen-Kiat; Battestilli, Lina; Stephens-Martinez, Kristin; Yazdansepas, Delaram (Hrsg.): Proceedings of the 54th ACM Technical Symposium on Computer Science Education (SIGCSE 2023), March 15-18, 2023, Toronto, Canada, New York: Association for Computing Machinery, 2023 , S. 1216-1217
DOI: 10.1145/3545947.3569592
URL: https://dl.acm.org/doi/10.1145/3545947.3569592
Dokumenttyp: 4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Sprache: Englisch
Schlagwörter: Disposition; Förderung; Hochschullehre; Hochschulunterricht; Informatik; Persönlichkeitsmerkmal; Student; Verhalten
Abstract (english): Dispositions are cultivable behaviors desirable in the workplace. Examples of dispositions are being adaptable, meticulous, and self-directed. The eleven dispositions described in the CC2020 report should not be confused with the professional knowledge of computing topics, or with skills, including technical skills, along with cross-disciplinary skills such as critical thinking, problem-solving, teamwork, or communication. Dispositions, more inherent to human characteristics, identify personal qualities and behavioral patterns important for successful professional careers. The leaders of this special session collaborate on a multi-institutional project funded by the National Science Foundation. Using their experiences at four higher education institutions, they will demonstrate how to foster dispositions among computing students through two hands-on activities. The audience will get first-hand experience using reflection exercises and vignettes, and will participate in debating their design, merits, and limitations. The resulting interaction will provide the audience ample time to discuss the benefits and challenges of incorporating and fostering dispositions in computing programs. It is hoped that participants will leave with concrete ideas on how to extend the current work to their own courses, programs, and institutions. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Why do my thoughts feel so bad? Getting at the reciprocal effects of rumination and negative affect […] Blanke, Elisabeth S.; Neubauer, Andreas B.; Houben, Marlies; Erbas, Yasemine; Brose, Annette Zeitschriftenbeitrag | In: Emotion | 2022 40873 Endnote: Autor*innen: Blanke, Elisabeth S.; Neubauer, Andreas B.; Houben, Marlies; Erbas, Yasemine; Brose, Annette
Titel: Why do my thoughts feel so bad? Getting at the reciprocal effects of rumination and negative affect using dynamic structural equation modeling
In: Emotion, 22 (2022) 8, S. 1773-1786
DOI: 10.1037/emo0000946
URL: https://doi.apa.org/record/2021-21139-001
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Belgien; Datenanalyse; Datenerfassung; Dauer; Denken; Depression; Deutschland; Einstellung <Psy>; Emotion; Emotionaler Zustand; Fragebogenerhebung; Kognitive Prozesse; Messung; Messverfahren; Psychische Vorgänge; Stimmung; Stress; Strukturgleichungsmodell; Student; Tagesablauf; Wirkung
Abstract: Rumination means to perseveratively think about one's negative feelings and problems. It is a response to affective distress that is often referred to as maladaptive emotion regulation. According to the response styles theory and control theory, rumination may further prolong and exacerbate affective distress. This means that rumination can be viewed as both an antecedent and an outcome of negative affect (NA), and vice versa. However, at the level of short-term dynamics, state rumination and NA have previously mainly been examined as two separate outcomes. To model the reciprocal within-person effects and hence, to match theoretical assumptions, we combined the two interrelated time series in one model using dynamic structural equation modeling (DSEM). Both effects (NA on subsequent rumination and rumination on subsequent NA) were modeled simultaneously while acknowledging the autoregressive nature of both states (inert properties). We used data from two experience sampling studies (NStudy 1 = 200 Belgian university students; NStudy 2 = 70 German university students). Participants were paged on smartphones several times a day (Study 1: 10; Study 2: 6) for several days (Study 1: 7; Study 2: 9-12). In both studies, we found evidence for reciprocal effects of NA and rumination, and both processes showed autoregressive relationships. Aside from central findings, higher levels of rumination were also associated with higher rumination inertia, pointing toward more habitual rumination also being associated with prolonged rumination. Together, using DSEM, we found reciprocal associations between rumination and NA, while providing new insights into the dynamics between the two processes. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Reading persuasive texts affects preservice teachers' beliefs about cultural diversity in the […] Dignath, Charlotte; Fink, Jonathan; Kunter, Mareike Zeitschriftenbeitrag | In: Journal of Teacher Education | 2022 40972 Endnote: Autor*innen: Dignath, Charlotte; Fink, Jonathan; Kunter, Mareike
Titel: Reading persuasive texts affects preservice teachers' beliefs about cultural diversity in the classroom
In: Journal of Teacher Education, 73 (2022) 2, S. 188-200
DOI: 10.1177/00224871211002460
URL: https://journals.sagepub.com/doi/10.1177/00224871211002460
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Lehramtsstudent; Lehramtsstudentin; Lehrerausbildung; Überzeugung; Vorwissen; Text; Lektüre; Beeinflussung; Einstellung <Psy>; Vielfalt; Experiment; Experimentell-empirische Methode; Deutschland
Abstract (english): Research has suggested that teachers' beliefs toward culturally diverse classrooms are affected during teacher education. Text reading, as one of the major learning activities in initial teacher education, is supposed to affect teachers' educational concepts and beliefs. We conducted two experiments to test the impact of reading a positively or negatively oriented persuasive text about diversity on preservice teachers' belief change. In Study 1 (N = 42), we found that belief change varied significantly as a function of the direction of the text, and that the reading of the texts led to a significantly stronger belief change if the text was in alignment with participants' prior beliefs. Study 2 (N = 57) revealed a middle-sized, but non-significant moderator effect for prior knowledge (p = .08, ƞp2 = .06), suggesting that participants with more prior knowledge were less likely to be persuaded by the text. The results provide new insights into factors that affect the development of preservice teachers' diversity beliefs.
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Practical significance of item misfit and its manifestations in constructs assessed in large‑scale […] Fährmann, Katharina; Köhler, Carmen; Hartig, Johannes; Heine, Jörg‑Henrik Zeitschriftenbeitrag | In: Large-scale Assessments in Education | 2022 42893 Endnote: Autor*innen: Fährmann, Katharina; Köhler, Carmen; Hartig, Johannes; Heine, Jörg‑Henrik
Titel: Practical significance of item misfit and its manifestations in constructs assessed in large‑scale studies
In: Large-scale Assessments in Education, 10 (2022) , S. 7
DOI: 10.1186/s40536‑022‑00124‑w
URL: https://largescaleassessmentsineducation.springeropen.com/articles/10.1186/s40536-022-00124-w
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract (english): When scaling psychological tests with methods of item response theory it is necessary to investigate to what extent the responses correspond to the model predictions. In addition to the statistical evaluation of item misfit, the question arises as to its practical significance. Although item removal is undesirable for several reasons, its practical consequences are rarely investigated and focus mostly on main survey data with pre-selected items. In this paper, we identify criteria to evaluate practical significance and discuss them with respect to various types of assessments and their particular purposes. We then demonstrate the practical consequences of item misfit using two data examples from the German PISA 2018 field trial study: one with cognitive data and one with non-cognitive/metacognitive data. For the former, we scale the data under the GPCM with and without the inclusion of misfitting items, and investigate how this influences the trait distribution and the allocation to reading competency levels. For non-cognitive/metacognitive data, we explore the effect of excluding misfitting items on estimated gender differences. Our results indicate minor practical consequences for person allocation and no changes in the estimated gender-difference effects. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Inklusionsentscheidungen deutscher und bildungsinländischer Studierender gegenüber internationalen […] Flacke, Lea; Beißert, Hanna Zeitschriftenbeitrag | In: Beiträge zur Hochschulforschung | 2022 43516 Endnote: Autor*innen: Flacke, Lea; Beißert, Hanna
Titel: Inklusionsentscheidungen deutscher und bildungsinländischer Studierender gegenüber internationalen Studierenden in Deutschland. Die Rolle von Sprachkenntnissen und kultureller Ähnlichkeit
In: Beiträge zur Hochschulforschung, 44 (2022) 2/3, S. 128-142
URL: https://www.bzh.bayern.de/archiv/artikelarchiv/artikeldetail/inklusionsentscheidungen-deutscher-und-bildungsinlaendischer-studierender-gegenueber-internationalen-studierenden-in-deutschland-die-rolle-von-sprachkenntnissen-und-kultureller-aehnlichkeit
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Deutsch
Schlagwörter: Aktivität; Ausländischer Student; Auslandsstudium; Befragung; Datenanalyse; Deutscher; Deutschland; Empirische Untersuchung; Entscheidung; Fragebogen; Freizeit; Herkunft; Hochschule; Inklusion; Kultur; Leistung; Mannheim; Online; Peergroup; Soziale Integration; Sprachfertigkeit; Student; Studium; Varianzanalyse
Abstract: In der vorliegenden Studie wurde die Rolle von Sprachkenntnissen und kultureller Ähnlichkeit für Inklusionsentscheidungen von deutschen und bildungsinländischen Studierenden (N = 117, 77 % weiblich, MAlter = 21,69, SD = 2,35, Range 18-28 Jahre) gegenüber internationalen Studierenden untersucht. Dabei wurde auch die Rolle des Kontexts (Leistungssituation vs. Freizeitsituation) betrachtet. Mit Hilfe hypothetischer Szenarien konnte gezeigt werden, dass bei der Entscheidung zwischen einer Person, die kulturell ähnlich ist, aber nur über geringe Deutschkenntnisse verfügt, und einer Person, die zwar über gute Deutschkenntnisse verfügt, aber kulturell unähnlich ist, die Wahl eher auf die kulturell unähnliche Person mit guten Deutschkenntnissen fällt. Dies war insbesondre im Leistungskontext der Fall. Auch in den offenen Begründungen der Inklusionsentscheidungen zeichnet sich die Bedeutung von Sprachkenntnissen ab, ebenfalls besonders im Leistungskontext. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen