When do underachievers feel taken seriously? : Creating “quality time”

Lade...
Vorschaubild
Dateien
Zu diesem Dokument gibt es keine Dateien.
Datum
2015
Autor:innen
Kögler, Kristina
Herausgeber:innen
Kontakt
ISSN der Zeitschrift
Electronic ISSN
ISBN
Bibliografische Daten
Verlag
Schriftenreihe
Auflagebezeichnung
URI (zitierfähiger Link)
DOI (zitierfähiger Link)
ArXiv-ID
Internationale Patentnummer
Angaben zur Forschungsförderung
Projekt
Open Access-Veröffentlichung
Core Facility der Universität Konstanz
Gesperrt bis
Titel in einer weiteren Sprache
Forschungsvorhaben
Organisationseinheiten
Zeitschriftenheft
Publikationstyp
Beitrag zu einem Konferenzband
Publikationsstatus
Published
Erschienen in
16th Biennial EARLI Conference for Research on Learning and Instruction 2015. 2015
Zusammenfassung

Dealing with diversity in education plays an important role for studentsí learning success. Especially in school it is of particular relevance how many learning opportunities are generated during class. In a certain way diversity calls for a strategic use of instructional time and a reasonable distribution of learning opportunities, especially if teachers are confronted with ability-achievement-discrepancies such as underachievement. Furthermore, against the background of emotion theories it is important to know about studentsí experiences during class ñ whether they feel taken seriously, whether they have enough time to reflect on subject matters and whether they are challenged in an adequate way. As many studies concerning learning emotions focus on retrospective questionnaires it seems promising to explore studentsí subjective experiences during class using experience sampling procedures. Within a video study in a Bavarian business school 84 students were investigated during altogether 32 accounting lessons. Besides measuring personal initial conditions by questionnaires and a knowledge test, during class we measured studentsí states in equally spaced intervals by using Continuous State Sampling. Analysing the influence of several parameters on the feeling of being taken seriously we carried out a multilevel model. By controlling for gender and age, the findings show that sufficient time slots to reflect on subject matter and a strategic use of instructional time significantly affect the feeling of being taken seriously. Wasted time periods meanwhile affect experienced appreciation significantly negative. But above all we found a significant interaction between ability-achievement-discrepancy and participation in classroom talk concerning perceived esteem.

Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
370 Erziehung, Schul- und Bildungswesen
Schlagwörter
Konferenz
16th Biennial EARLI Conference for Research on Learning and Instruction, 25. Aug. 2015 - 29. Aug. 2015, Limassol, Cyprus
Rezension
undefined / . - undefined, undefined
Zitieren
ISO 690KÖGLER, Kristina, Tobias KÄRNER, 2015. When do underachievers feel taken seriously? : Creating “quality time”. 16th Biennial EARLI Conference for Research on Learning and Instruction. Limassol, Cyprus, 25. Aug. 2015 - 29. Aug. 2015. In: 16th Biennial EARLI Conference for Research on Learning and Instruction 2015. 2015
BibTex
@inproceedings{Kogler2015under-49462,
  year={2015},
  title={When do underachievers feel taken seriously? : Creating “quality time”},
  url={https://earli.org/sites/default/files/2017-03/EARLI2015_bookOfAbstracts.pdf},
  booktitle={16th Biennial EARLI Conference for Research on Learning and Instruction 2015},
  author={Kögler, Kristina and Kärner, Tobias}
}
RDF
<rdf:RDF
    xmlns:dcterms="http://purl.org/dc/terms/"
    xmlns:dc="http://purl.org/dc/elements/1.1/"
    xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"
    xmlns:bibo="http://purl.org/ontology/bibo/"
    xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#"
    xmlns:foaf="http://xmlns.com/foaf/0.1/"
    xmlns:void="http://rdfs.org/ns/void#"
    xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > 
  <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/49462">
    <dcterms:abstract xml:lang="eng">Dealing with diversity in education plays an important role for studentsí learning success. Especially in school it is of particular relevance how many learning opportunities are generated during class. In a certain way diversity calls for a strategic use of instructional time and a reasonable distribution of learning opportunities, especially if teachers are confronted with ability-achievement-discrepancies such as underachievement. Furthermore, against the background of emotion theories it is important to know about studentsí experiences during class ñ whether they feel taken seriously, whether they have enough time to reflect on subject matters and whether they are challenged in an adequate way. As many studies concerning learning emotions focus on retrospective questionnaires it seems promising to explore studentsí subjective experiences during class using experience sampling procedures. Within a video study in a Bavarian business school 84 students were investigated during altogether 32 accounting lessons. Besides measuring personal initial conditions by questionnaires and a knowledge test, during class we measured studentsí states in equally spaced intervals by using Continuous State Sampling. Analysing the influence of several parameters on the feeling of being taken seriously we carried out a multilevel model. By controlling for gender and age, the findings show that sufficient time slots to reflect on subject matter and a strategic use of instructional time significantly affect the feeling of being taken seriously. Wasted time periods meanwhile affect experienced appreciation significantly negative. But above all we found a significant interaction between ability-achievement-discrepancy and participation in classroom talk concerning perceived esteem.</dcterms:abstract>
    <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2020-05-11T12:50:51Z</dcterms:available>
    <dc:creator>Kärner, Tobias</dc:creator>
    <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/49462"/>
    <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/46"/>
    <dc:contributor>Kögler, Kristina</dc:contributor>
    <dcterms:title>When do underachievers feel taken seriously? : Creating “quality time”</dcterms:title>
    <dc:rights>terms-of-use</dc:rights>
    <dcterms:rights rdf:resource="https://rightsstatements.org/page/InC/1.0/"/>
    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2020-05-11T12:50:51Z</dc:date>
    <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/46"/>
    <dc:contributor>Kärner, Tobias</dc:contributor>
    <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/>
    <dc:creator>Kögler, Kristina</dc:creator>
    <foaf:homepage rdf:resource="http://localhost:8080/"/>
    <dc:language>eng</dc:language>
    <dcterms:issued>2015</dcterms:issued>
  </rdf:Description>
</rdf:RDF>
Interner Vermerk
xmlui.Submission.submit.DescribeStep.inputForms.label.kops_note_fromSubmitter
Kontakt
Prüfdatum der URL
2020-05-11
Prüfungsdatum der Dissertation
Finanzierungsart
Kommentar zur Publikation
Allianzlizenz
Corresponding Authors der Uni Konstanz vorhanden
Internationale Co-Autor:innen
Universitätsbibliographie
Nein
Begutachtet
Diese Publikation teilen