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Oana Negru-Subtirica Eleonora Ioana Pop Lavinia E. Damian Joachim Stoeber 《Child development》2021,92(5):1855-1871
Personality and identity formation are intricately linked in adolescent development. The personality disposition of perfectionism has been associated with identity processes, but their longitudinal interplay in adolescence has not yet been investigated. This four-wave study, with 5- to 6-month intervals between each wave (N = 744 Caucasian adolescents, Mage = 15.2 years, 55% girls), examined associations between perfectionism (self-oriented and socially prescribed) and identity processes in the domain of future plans. Self-oriented perfectionism predicted increases in commitment making, identification with commitment, and exploration in depth. Socially prescribed perfectionism showed bidirectional positive relations with ruminative exploration. Exploration in depth predicted increases in socially prescribed perfectionism. Findings suggest that perfectionism is an important personality disposition in adolescent identity formation unfolding over time. 相似文献
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Hans Ernst Fischer Klaus Klemm Detlev Leutner Elke Sumfleth Rüdiger Tiemann Joachim Wirth 《Journal of Science Teacher Education》2005,16(4):309-349
In view of the research on education—and subject-related education in particular—that has been conducted in recent years,
it would seem useful to describe the current state and future trends of research on science teaching and learning. In the
present article, research findings are described, the deficits of science education are analyzed, and medium- and long-term
research goals are specified from the perspective of an interdisciplinary cooperative effort between specialists in the fields
of empirical educational research; the psychology of learning and instruction; and biology, chemistry, and physics education.
Revised and supplemented version of Fischer, H. E., Klemm, K., Leutner, D., Sumfleth, E., Tiemann, R., and Wirth, J. (2003).
Naturwissenschaftsdidaktische Lehr-Lernforschung: Defizite und Desiderata [Natural science-didactical learning research: Deficits
and desiderata]. Zeitschrift für Didaktik der Naturwissenschaften, 9, 179–208. 相似文献
15.
Werner Helsper Heinz-Hermann Krüger Lena Dreier Catharina I. Keßler Stephanie Kreuz Mareke Niemann 《Zeitschrift für Erziehungswissenschaft》2016,19(4):705-725
During the last decades, the education system has been marked by distinct processes of internationalisation. In the field of higher education, there are numerous and varied schools with different international profiles. This paper focuses on processes of internationalisation in the German sector of higher education. We contrast two higher secondary schools with international profiles: one international school in a West German metropolitan region with a long tradition and a younger internationally-profiled school located in the periphery of an East German urban centre. This institutional analysis presents school cultural similarities and differences with regard to different claims and concepts of internationality. This analysis is complemented by a reconstruction of three patterns of biographical meaning examining the internationality of pupils and their respective habitual fit to these internationally-profiled schools. We draw on qualitative data, consisting mainly of interviews with head teachers and pupils of these two schools. We argue that these differing regional forms of internationalisation indicate a stratification and hierarchisation in the field of higher education in Germany. 相似文献
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Joachim Vanwalleghem Ives De Baere Mia Loccufier Wim Van Paepegem 《Sports Engineering》2018,21(2):75-84
The stiffness measuring method for bicycle frames is not standardized, leading to a wide variety of test setups; they differ in many aspects such as applied load, support constraints and frame deflection measurement. The aim of this paper is to draw attention to this problem and to quantify the perturbing, unwanted side effects that influence the stiffness measurement of the bicycle frame. This is illustrated by developing a multi-purpose rating test method for bicycle frame stiffness. The proposed test rig design considers different aspects which should be taken into account when measuring the bicycle frame stiffness. In the experimental setup, it is observed that the contribution of the test bench compliance led to 21% difference in the frame stiffness results; the influence due to the head, the tube-bearing type the corresponding preload resulted in up to 19% difference in the stiffness results between the lowest and highest stiffness values measured; hysteresis effects caused by pulleys are estimated to introduce errors up to 11%; and the influence due to the operator variability and sensor accuracy is estimated to be less than 3%. 相似文献
18.
Karsten Koehler Hans Braun Markus De Marées Gerhard Fusch Christoph Fusch Joachim Mester 《Journal of sports sciences》2013,31(13):1435-1449
Abstract The assessment of nutrition and activity in athletes requires accurate and precise methods. The aim of this study was to validate a protocol for parallel assessment of diet and exercise against doubly labelled water, 24-h urea excretion, and respiratory gas exchange. The participants were 14 male triathletes under normal training conditions. Energy intake and doubly labelled water were weakly associated with each other (r = 0.69, standard error of estimate [SEE] = 304 kcal · day?1). Protein intake was strongly correlated with 24-h urea (r = 0.89) but showed considerable individual variation (SEE = 0.34 g · kg?1 · day?1). Total energy expenditure based on recorded activities was highly correlated with doubly labelled water (r = 0.95, SEE = 195 kcal · day?1) but was proportionally biased. During running and cycling, estimated exercise energy expenditure was highly correlated with gas exchange (running: r = 0.89, SEE = 1.6 kcal · min?1; cycling: r = 0.95, SEE = 1.4 kcal · min?1). High exercise energy expenditure was slightly underestimated during running. For nutrition data, variations appear too large for precise measurements in individual athletes, which is a common problem of dietary assessment methods. Despite the high correlations of total energy expenditure and exercise energy expenditure with reference methods, a correction for systematic errors is necessary for the valid estimation of energetic requirements in individual athletes. 相似文献
19.
Nina Schünemann Nadine Spörer Vanessa A. Völlinger Joachim C. Brunstein 《Instructional Science》2017,45(4):395-415
The goal of this research was to highlight the role social regulatory processes play in making students’ teamwork in reciprocal teaching (RT) groups (a classroom activity in which students take the teacher’s role in small group reading sessions) effective. In addition to teamwork quality, we expected peer feedback to be a key factor in enhancing students’ reading comprehension achievements. Because previous research (Schünemann et al. in Contemp Educ Psychol 38:289–305, 2013) has shown that procedures of self-regulated learning (SRL) augment the effects of RT methods, we further assumed that such procedures would promote the quality of students’ collaborative efforts. In a cluster-randomized trial, students in 12 fifth-grade classes practiced a strategic approach to reading either in a RT condition or in a RT + SRL condition. In one of the 14 sessions, students’ interactive behavior was videotaped. Strategy use and reading comprehension were assessed at pretest, posttest, and maintenance. Performance differences between conditions were reliable only at maintenance. A multilevel mediation analysis showed that relative to RT students, RT + SRL students were better able to provide their teammates with informative feedback and organize their group work in a task-focused manner. Only feedback quality mediated the sustainability of treatment effects on strategy use and reading comprehension. In essence, this research suggests that effective reading comprehension trainings should integrate explicit instruction and practice in reading strategies, SRL, and focus on supportive peer processes in small groups with extensive instruction and practice in peer feedback. 相似文献
20.
Social media are increasingly being used for educational purposes. The first part of this article briefly reviews literature that reports on educational applications of social media tools. The second part discusses theories that may provide a basis for analyzing the processes that are relevant for individual learning and collective knowledge construction. We argue that a systems-theoretical constructivist approach is appropriate to examine the processes of educational social media use, namely, self-organization, the internalization of information, the externalization of knowledge, and the interplay of externalization and internalization providing the basis of a co-evolution of cognitive and social systems. In the third part we present research findings that illustrate and support this systems-theoretical framework. Concluding, we discuss the implications for educational design and for future research on learning and collective knowledge construction with social media. 相似文献