Unfallversicherungsschutz und Haftung an Fachhochschulen

Wie bei den Universitäten stellt sich auch für die Fachhochschulen die Frage, ob und inwieweit den Träger eine zivilrechtliche Haftung treffen kann. Machen Studenten oder Dienstnehmer und freie Dienstnehmer Personenschäden geltend, wird der Schutz der gesetzlichen Unfallversicherung und das im SV-Recht geregelte Haftungsprivileg des Dienstgebers von Bedeutung.     

The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice

This article describes the control-value theory of achievement emotions and its implications for educational research and practice. The theory provides an integrative framework for analyzing the antecedents and effects of emotions experienced in achievement and academic settings. It is based on the premise that appraisals of control and values are central to the arousal of achievement emotions, including activity-related emotions such as enjoyment, frustration, and boredom experienced at learning, as well as outcome emotions such as joy, hope, pride, anxiety, hopelessness, shame, and anger relating to success or failure. Corollaries of the theory pertain to the multiplicity and domain specificity of achievement emotions; to their more distal individual and social antecedents, their effects on engagement and achievement, and the reciprocal linkages between emotions, antecedents and effects; to the regulation and development of these emotions; and to their relative universality across genders and cultures. Implications addressed concern the conceptual integration of emotion, motivation, and cognition, and the need to advance mixed-method paradigms. In closing, implications for educational practice are discussed.

Word length and word frequency affect eye movements in dyslexic children reading in a regular (German) orthography

We combined independently the word length and word frequency to examine if the difficulty of reading material affects eye movements in readers of German, which has high orthographic regularity, comparing the outcome with previous findings available in other languages. Sixteen carefully selected German-speaking dyslexic children (mean age, 9.5 years) and 16 age-matched controls read aloud four lists, each comprising ten unrelated words. The lists varied orthogonally in word length and word frequency: high-frequency, short; high-frequency, long; low-frequency, short; low-frequency, long. Eye movements were measured using a scanning laser ophthalmoscope (SLO). In dyslexic children, fixation durations and the number of saccades increased both with word length and word frequency. The percentage of regressions was only increased for low-frequency words. Most of these effects were qualitatively similar in the two groups, but stronger in dyslexic children, pointing to a deficient higher-level word processing, especially phonological deficit. The results indicate that reading eye movements in German children are modulated by the degree of difficulty, and orthographic regularity of the language can determine the nature of modulation. The findings suggest that, similar to Italian but unlike English readers, German children prefer indirect sub-lexical strategy of grapheme-phoneme conversion.     

Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment

The present study focused on students’ academic enjoyment as predicted by achievement in multiple academic domains. Assumptions were based on Marsh’s internal/external (I/E) frame of reference model and Pekrun’s control-value theory of achievement emotions, and were tested in a sample of 1380 German students from grades 5 to 10. Students’ academic enjoyment, self-concept, and achievement were assessed in relation to mathematics and verbal language classes. In line with assumptions of the I/E model, mathematics performance assessed in the previous academic year positively predicted enjoyment in mathematics classes, and negatively predicted enjoyment in language classes. Language class performance positively predicted enjoyment in language classes, and negatively predicted enjoyment in mathematics classes. Corroborating assumptions derived from Pekrun’s control-value theory, achievement/enjoyment relations were mediated by academic self-concepts. Despite stereotypic gender differences in mean values, linkages between constructs were invariant across genders.     

How do teachers perceive cheating students? Beliefs about cues to deception and detection accuracy in the educational field

The present study explores how well teacher trainees can detect liars. Moreover, a new method was applied to investigate beliefs that teacher trainees hold about liars. The results indicate that, overall, teacher trainees were not better than chance in detecting true and invented stories. Generally, participants reported to have used only a few cues for their credibility judgment, where most of these self-reported cues are stereotypical and invalid deception cues (e.g., gaze aversion). Further analyses with a Brunswikian lens model showed that the self-reported cues were good predictors of their credibility judgment but only poorly predictive for the objective truth/lie status of the statement. Practical implications of the results are discussed.