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21.
PD Dr. Ulrich Trautwein Kai Maaz Oliver Lüdtke Gabriel Nagy Nicole Husemann Rainer Watermann Olaf Köller 《Zeitschrift für Erziehungswissenschaft》2006,9(3):393-412
Beim übergang von der Schule auf die Universit?t müssen sich Abiturienten u.a. für einen bestimmten Hochschultypus entscheiden.
Der Fokus in diesem Beitrag liegt auf der sogenannten Berufsakademie, die in einigen Bundesl?ndern eine interessante, aber
wenig beachtete Alternative zu Universit?t, Fachhochschule und P?dagogischer Hochschule darstellt. Anhand einer gro?en L?ngsschnittstudie,
die in Baden-Württemberg durchgeführt wird, werden der Leistungsstand, der famili?re Hintergrund, die beruflichen Interessen
und die Studienwahlmotive von (künftigen) Studierenden an den verschiedenen Hochschultypen untersucht. Berufsakademien erwiesen
sich insbesondere für Abiturienten mit weniger günstigem famili?ren Hintergrund und dem Wunsch, rasch finanziell unabh?ngig
zu sein, sowie für Absolventen beruflicher Gymnasien als attraktive Alternative zur Universit?t. Berücksichtigt man die schulische
Herkunft (berufliches vs. allgemeinbildendes Gymnasium), so fanden sich ?hnliche kognitive Eingangsvoraussetzungen bei Studierenden
wirtschaftswissenschaftlicher F?cher an Berufsakademie, Fachhochschule und Universit?t. 相似文献
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Numerous studies have confirmed direct health effects of interventions with a physical activity component on students without providing sufficient information on the contents or the degree to which the programs have been carried out. The empirical evidence of the indirect health effects of physical education is weaker. In this article the focus is placed on the evaluation of the indirect health effects, such as the enhancement of physical activity and its psychological determinants (e.g. motivation, attitudes, self-efficacy and knowledge) of the health promotion program HealthyPEP, using a quasi-experimental design with 516 sixth grade students. When taking into account the contents of HealthyPEP and the degree of implementation, it was clear that the program had different effects on the two genders whereby girls evaluated HealthyPEP in a more positive way compared to boys. In girls, positive tendencies were observed on rational cognitive determinants (e.g. knowledge and attitudes towards sports). The contents of HealthyPEP must be further optimized in the future to achieve positive indirect health effects also on boys. 相似文献
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Change in Fluid and Crystallized Intelligence and Student Achievement: The Role of Intellectual Engagement 下载免费PDF全文
Gizem Hülür Fidan Gasimova Alexander Robitzsch Oliver Wilhelm 《Child development》2018,89(4):1074-1087
Intellectual engagement (IE) refers to enjoyment of intellectual activities and is proposed as causal for knowledge acquisition. The role of IE for cognitive development was examined utilizing 2‐year longitudinal data from 112 ninth graders (average baseline age: 14.7 years). Higher baseline IE predicted higher baseline crystallized ability but not changes therein, and was not associated with fluid ability. Furthermore, IE predicted change in school grades in language but not in mathematics grades or in standardized tests. These findings suggest that IE is not a major predictor of knowledge acquisition in adolescence, where degree of self‐determination in intellectual behaviors may be relatively limited. Open questions for future research are addressed, including reciprocal longitudinal associations between IE and academic and cognitive development. 相似文献
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Jiawei Huang Mahda M. Bagher Heather Dohn Ross Nathan Piekielek Jan Oliver Wallgrün Jiayan Zhao 《Journal of Map & Geography Libraries》2018,14(1):40-63
Libraries have been the key to preserving culture and historic legacy for centuries. One such treasure cataloged in The Pennsylvania State University (Penn State) Libraries is a collection of over 33,000 Sanborn? Fire Insurance Maps. Originally kept safe in metal drawers, the library has embarked on a journey to digitize this abundance of information, combine it with other media such as photographs, and make it accessible through a web interface. Inspired by these efforts, we accessed this information and took it to the next level. Using state of the art 3D modeling and immersive technologies, we created a historic 3D model and immersive experiences of Penn State, exemplarily for the 1922 campus. The resulting experiences can be accessed through the web but also through head mounted displays (HMDs) and mobile phones in combination with VR viewers such as the Google Cardboard. Additionally, they can be used anywhere in the world or on the campus itself as a way to enable remote and in situ experiences and learning. Immersive experiences let us connect to the past, the present and the future, and as such offer value to digital cultural heritage efforts. 相似文献
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