Problem-Based Learning for Engineering Students: An Evidence-Based Comparative Study

This paper describes two studies, one a pilot and the second, an enhanced study, that compare problem-based learning and lecture-based learning in library instruction for first-year engineering students. Two distinct assessment strategies were used to provide empirical evidence that supports the use of problem-based learning as an effective teaching method. Based on the results of the enhanced study, the authors conclude that problem-based learning leads to better outcomes for the learning styles of engineering students.     

Escalation vs. non-escalation of fan violence in football? Narratives from ultra fans,police officers and security employees

Despite a large body of literature about fan violence issues, research investigating perceptions and dynamics in potentially violent situations, called critical incidents (CIs), is missing. This qualitative study examined the perceptions and dynamics of CIs involving ultra football fans. Fifty-nine semi-structured interviews with individuals (fans, police officers or security employees) involved in eight CIs were conducted and analysed using Interpretative Phenomenological Analysis. The assessment of legitimacy of an out-group’s actions strongly influenced the perception of a CI, which is in line with the Elaborated Social Identity Model. Informative intergroup communication about the own intentions seemed to increase perception of legitimacy, while arrests of fans due to pyrotechnics were perceived by fans as illegitimate. The local fan culture, e.g. the fans’ use of pyrotechnics for their support, is relevant for the understanding of this assessment of legitimacy.     

Effects of Introducing Classroom Peflormance Assessments on Student Learning

How can performance assessments be used as part of regular instruction? Will this raise student performance on external achievement measures? What aspects of examinee performance improve on the assessment exercises?     

The use of source-related strategies in evaluating multiple psychology texts: a student–scientist comparison

Multiple text comprehension can greatly benefit from paying attention to sources and from using this information for evaluating text information. Previous research based on texts from the domain of history suggests that source-related strategies are acquired as part of the discipline expertise as opposed to the spontaneous use of these strategies by students just entering a field. In the present study, we compared the performance of students and scientists in the domain of psychology with regard to (a) their knowledge of publication types, (b) relevant source characteristics, (c) their use of sources for evaluating the credibility of multiple texts, and (d) their ability to judge the plausibility of argumentative statements in psychological texts. Participants worked on a battery of newly developed computerised tests with a think-aloud instruction to uncover strategies that scientists and students used when reading a text. Results showed that scientists scored higher in all of the assessed abilities and that these abilities were positively correlated with each other. Importantly, the superior performance of scientists in evaluating the credibility of multiple texts was mediated by their use of source information. Implications are discussed in terms of discipline expertise.     

Interactions between Family Environment and Friendship and Associations with Self-Perceived Well-Being during Early Adolescence

Using a sample of 138 early adolescents and their parents, we examined the hypothesis that family and friendship measures would moderate each other's associations with measures of children's perceptions of their adjustment and well-being. Family environment was assessed by asking parents to complete the Family Adaptability and Cohesion Scale II. A sociometric nomination procedure and the Friendship Quality Scale were completed by the subjects as assessments of reciprocity and quality in their best friendship relations. The Perceived Competence Scale for Children was used to assess children's adjustment. Stronger associations were observed between the family measures and the adjustment measures in children without a close friendship than in children with such a relationship. Also, friendship was more strongly linked to outcome measures for children from low adaptive and low cohesive families than for children in more adaptive and cohesive families. These findings indicate that experiences in the family and friendship domains interact in their associations with children's impressions of their adjustment during early adolescence.     

Self‐Injury,Gender, and Loneliness Among College Students

Several studies have demonstrated relationships between loneliness and numerous psychological and physical difficulties among college students. The purpose of this study was to examine whether loneliness might be a factor associated with increased risk of self‐injury among college students. The findings did not support the hypothesis that self‐injury would be associated with elevated levels of loneliness. The findings were significant but in the opposite direction than expected. Furthermore, the findings regarding gender are in contrast to findings of previous research.