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Bittner Jenny V. Stamov Roßnagel Christian Staudinger Ursula M. 《International Journal for Educational and Vocational Guidance》2022,22(2):307-325
International Journal for Educational and Vocational Guidance - Self-regulation is crucial for learning and achievement in educational and occupational contexts. Educational self-regulation has... 相似文献
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Cornelia S. Große 《Instructional Science》2014,42(5):715-745
It is commonly suggested to mathematics teachers to present learners different methods in order to solve one problem. This so-called “learning with multiple solution methods” is also recommended from a psychological point of view. However, existing research leaves many questions unanswered, particularly concerning the effects of different types of solution methods and different degrees of learner’s activity. In this context, two experiments were conducted. In Experiment 1, a 2 × 3-factorial design was implemented, with the first factor concerning multiple versus uniform solutions and the second factor addressing different combinations of formal and informal solution methods. No “multiple solutions effect” was found. An integration of informal methods did not affect learning outcomes; however, it significantly reduced the subjective difficulty of the problems. Then, in Experiment 2, the effectiveness of multiple versus uniform solutions and of measures to foster an active processing was examined using a 2 × 3-factorial design (“number of solutions”: multiple versus uniform; “activity”: complete examples versus incomplete examples versus example-problem pairs). The “multiple” conditions significantly outperformed the “uniform” conditions, and complete examples and example-problem pairs significantly outperformed incomplete examples. Based on the results of Experiment 1 and 2, preconditions under which multiple solutions can improve learning outcomes are discussed. 相似文献
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Dr. Marc Piopiunik Prof. Dr. Guido Schwerdt Prof. Dr. Ludger Wößmann 《Zeitschrift für Erziehungswissenschaft》2014,17(1):35-60
The positive association between central exams and student achievement is well documented, but little is known about the long-term effects of central exams on labor market outcomes. This study exploits variation in exam systems across German states and educational tracks to investigate potential long-term effects of central exams on labor market earnings and unemployment probabilities. Results show that central exams are associated with higher earnings among pupils from the lowest educational track and with lower unemployment among pupils from the lowest and highest educational tracks. We also show that the association between earnings and exam grades is higher when grades are obtained in central exams, which should increase students’ incentives to study in states with central exams. In summary, we provide first evidence that central exams may have long-term impacts on the labor market. 相似文献
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Would you Bribe your Lecturer? A Quasi-experimental Study on Burnout and Bribery in Higher Education
Research in Higher Education - Bribery is a complex and critical issue in higher education (HE), causing severe economic and societal harm. Traditionally, most scholarship on HE corruption has... 相似文献