Kompetenzniveaus in der ingenieurwissenschaftlichen akademischen Grundbildung – Analysen im Fach Technische Mechanik

This paper examines subject-specific structures and the levels achieved by students of Mechanical and Construction Engineering in the subject of Engineering Mechanics (EM). EM presents a major obstacle for students in the two courses of study mentioned. Until now, researchers have not examined which characteristics of the requirements in EM cause this obstacle. Initial efforts to address this research gap were made in the research project KoM@ING. Competence structure modelling confirms three dimensions of EM: statics, elastostatics and dynamics. This paper presents results on proficiency scaling for statics and dynamics. We found that the subject-specific mathematical requirements primarily explain the item difficulties. Moreover, the following features are relevant for item difficulty: the number of solution steps (for statics), the number of EM-specific terms and the content-specific features of complexity (for dynamics). The mathematical requirements and the content-specific features of complexity are revealed as important didactic elements in this higher education context.     

Bannatyne's “genetic dyslexic” subtype: A validation study

Bannatyne's “genetic dyslexic” subtype of reading disability was evaluated using WISC-R data obtained from 140 disabled readers and their matched controls (total N = 280). Although a familial pattern of reading problems was present among the relatives of the disabled readers, it was not unique to the “genetic dyslexic” subtype. However, the predicted Spatial > Conceptual > Sequential pattern of means was found to be reliable and specific to the reading disabled sample.     

Biomechanical pole and leg characteristics during uphill diagonal roller skiing

Diagonal skiing as a major classical technique has hardly been investigated over the last two decades, although technique and racing velocities have developed substantially. The aims of the present study were to 1) analyse pole and leg kinetics and kinematics during submaximal uphill diagonal roller skiing and 2) identify biomechanical factors related to performance. Twelve elite skiers performed a time to exhaustion (performance) test on a treadmill. Joint kinematics and pole/plantar forces were recorded separately during diagonal roller skiing (9°; 11 km/h). Performance was correlated to cycle length (r = 0.77; P < 0.05), relative leg swing (r = 0.71), and gliding time (r = 0.74), hip flexion range of motion (ROM) during swing (r = 0.73) and knee extension ROM during gliding (r = 0.71). Push-off demonstrated performance correlations for impulse of leg force (r = 0.84), relative duration (r = ? 0.76) and knee flexion (r = 0.73) and extension ROM (r = 0.74). Relative time to peak pole force was associated with performance (r = 0.73). In summary, diagonal roller skiing performance was linked to 1) longer cycle length, 2) greater impulse of force during a shorter push-off with larger flexion/extension ROMs in leg joints, 3) longer leg swing, and 4) later peak pole force, demonstrating the major key characteristics to be emphasised in training.     

A longitudinal analysis of the reciprocal relationship between academic procrastination,study satisfaction,and dropout intentions in higher education

Student dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. Until now, empirical evidence on these assumptions is scant. The present three-wave longitudinal study explored the reciprocal relationships between academic procrastination, study satisfaction, and dropout intentions over one semester. To this end, we used data of N = 326 undergraduate students enrolled in mathematics and law. Our latent cross-lagged panel model replicated existing empirical cross-sectional findings between the variables (i.e., academic procrastination, study satisfaction, and dropout intentions). Regarding the longitudinal relations, as expected, the cross-lagged effects showed that higher dropout intentions significantly related to subsequent higher academic procrastination and lower study satisfaction. Unexpectedly, academic procrastination did not significantly relate to subsequent dropout intentions. Additionally, higher study satisfaction significantly associated with subsequent higher dropout intentions—possibly due to unfulfilled expectations. Further, higher study satisfaction significantly related to subsequent higher procrastination—possibly due to more confidence among satisfied students. Our results broaden the view on dropout intentions as part of the dynamic interplay of student dropout determinants and the need to refine dropout models’ assumptions accordingly. Practically, realistic expectations seem important to reduce dropout intentions. Further, student counselors should have a closer look at the reasons for academic procrastination to develop individual solutions for this dysfunctional behavior.

     

Pediatric cochlear implantation: a qualitative study of parental decision-making processes in Flanders, Belgium

Factors contributing to parents' decision when they choose between cochlear implantation (CI) and traditional hearing aids for their child were examined. The subjects were children with severe/profound hearing loss, born 1999-2001, registered in the universal neonatal hearing screening program in the Flanders region of Belgium. Qualitative data collected retrospectively from parents were subjected to thematic content analysis. In their responses to professional advice, parents were segmented into 3 groups: (a) those whose primary considerations were the importance of oral language development and the relative potential of CI and traditional hearing aids; (b) those for whom alternative factors (e.g., medical risks, ethical issues) were paramount, even in the face of professional advocacy of CI; (c) those who followed professional advice against CI. The researchers conclude that care professionals should be sensitive to the impact of their advice and other factors in parental decision making.     

Der Einfluss des lokalen Hochschulangebots auf die Studienwahl

Various studies show that local higher education provision and the distance to the nearest university effect study behavior. The probability of university participation increases with the geographical proximity of an institution of higher education. In this study we extend the question to the choice of subject of study and the specific institution using a human capital approach with reference to the ETH Zurich, Lucerne University and teacher training colleges. On the basis of a representative survey of holders (n?=?1454) of the higher education entrance qualification in German-language Switzerland, we show through regression analysis that the distance to the nearest university also has an effect on choice of subject and institution. The results are of policy relevance because they indicate a provision-induced study demand. Furthermore, they show that study behavior is not influenced by distance for students with a high socio-economic status. This can be understood as an indication that the importance of the proximity of a university is actually founded in the difference in study costs.