The Influence of Role Models on Immigrant Self-Employment: A Spatial Analysis for Switzerland

Theoretical and empirical research suggests a connection between the presence of role models and the emergence of entrepreneurs. Existing entrepreneurs may act as role models for self-employment candidates by providing successful examples. By explicitly considering the self-employment rates of the natives, which may influence locally the decisions of immigrants towards entrepreneurship, we develop a simple model that explains immigrant self-employment rates for a sample of 2,490 Swiss municipalities. In addition, we accommodate for the presence of spatial spillovers in the distribution of rates, and test a spatial autoregressive model which takes into account the average self-employment rates of immigrants living in nearby municipalities. Our evidence shows a significant (positive) effect of such spatial network effects, which are characterized by a quick distance decay, suggesting spatial spillovers at the household and social network level. Additionally, we show that local conditions and immigrant pool characteristics differ, with respect to self-employment choices, when examining separately urban and rural contexts.immigrants, self-employment, role models, Switzerland, spatial lag

Teacher competence development – a European perspective

This chapter provides an European perspectives on teacher competence development

Community-based mentoring and innovating through Web 2.0

The rise of social software, often termed Web 2.0, has resulted in heightened awareness of the opportunities for creative and innovative approaches to learning that are afforded by network technologies. Social software platforms and social networking technologies have become part of the learning landscape both for those who learn formally within institutions, and for those who learn informally via emergent web-based learning communities. As collaborative online learning becomes a reality, new skills in communication and collaboration are required in order to use new technologies effectively, develop real digital literacy and other 21st century skills

Further considerations regarding Panas: Contributions from four studies with different argentinean samples

In this research we analyzed the psychometric properties of the Positive and Negative Affect Schedule (PANAS) in samples coming from four independent studies: university students (Study 1, n = 392; Study 2, n = 395), general adult population (Study 3, n = 316), and athletes (Study 4, n = 533). Through confirmatory analyses we evaluated the following models: (a) two-factor model (Watson, Clark, & Tellegen, 1988), (b) three-factor model by Mehrabian (1997), (c) three-factor model by Gaudreau, Sánchez and Blondin (2006) and (d) bi-factor model (Leue & Beauducel, 2011), all of them in their oblique and orthogonal variants. Several models presented an acceptable fit, but only after allowing correlated errors and excluding the items alert and excited. While orthogonal solutions of the three models showed the best fit in Studies 2, 3 and 4, oblique solutions presented the best fit in Study 1. Cronbach’s alpha, composite reliability and omega indexes oscillated between .55 and .89. Considering the original theoretical model and the practical utility of the PANAS, we favor the model of two orthogonal factors, excluding the aforementioned items.Fil: Caicedo Cavagnis, Estefanía Elena. Universidad Nacional de Córdoba. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Centro de Investigaciones y Estudio sobre Cultura y Sociedad. Centro de Investigaciones de la Facultad de Psicología - Grupo Vinculado CIPSI; ArgentinaFil: Michelini, Yanina Noelia. Instituto de Investigaciones Psicológicas (iipsi); Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Centro de Investigaciones y Estudio sobre Cultura y Sociedad. Centro de Investigaciones de la Facultad de Psicología - Grupo Vinculado CIPSI; ArgentinaFil: Belaus, Anabel. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Centro de Investigaciones y Estudio sobre Cultura y Sociedad. Centro de Investigaciones de la Facultad de Psicología - Grupo Vinculado CIPSI; Argentina. Instituto de Investigaciones Psicológicas (iipsi); ArgentinaFil: Mola, Débora Jeanette. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Centro de Investigaciones y Estudio sobre Cultura y Sociedad. Centro de Investigaciones de la Facultad de Psicología - Grupo Vinculado CIPSI; Argentina. Instituto de Investigaciones Psicológicas (iipsi); ArgentinaFil: Godoy, Juan Carlos. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Centro de Investigaciones y Estudio sobre Cultura y Sociedad. Centro de Investigaciones de la Facultad de Psicología - Grupo Vinculado CIPSI; Argentina. Instituto de Investigaciones Psicológicas (iipsi); ArgentinaFil: Reyna, Cecilia. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Centro de Investigaciones y Estudio sobre Cultura y Sociedad. Centro de Investigaciones de la Facultad de Psicología - Grupo Vinculado CIPSI; Argentina. Instituto de Investigaciones Psicológicas (iipsi); Argentin

An Investigation Of The Relationship Between The Use Of Modern Digital Technologies, Language Learning Strategies, And Development Of Second Language Skills

Like many other areas of human knowledge, the field of language learning has undergone changes as a consequence of the application of digital technologies. Extensive exposure and anytime and anywhere access availability to data in a second or foreign language (L2) bring almost unlimited learning opportunities for digital age students, which affects their learning behaviors also known as language learning strategies (LLS). The purpose of the present study is to define preferred LLS patterns of digitally native L2 learners and to establish relationships between types of existing digital technologies, learners’ demographic characteristics, and the use of learning strategies to support the development of specific language skills and aspects. The setting for this study was made up by a medium-sized university in the northern U.S., particularly, its undergraduate student population enrolled in foreign language courses in the Department of Modern and Classical Languages and Literatures during the 2021 fall semester. They were asked to complete a survey that contained the original validated version of the Strategy Inventory for Language Learning (SILL) instrument (Oxford, 1990) and three additional sections disclosing the participants’ demographics, technology use experience, and targeted language skills and aspects. Both descriptive and inferential quantitative methods of data analysis were used in the study to elucidate the research questions. A number of analytic procedures using SPSS® Statistics software were performed to find out detailed statistic values of the research variables. Frequencies and descriptive statistics, analysis of correlations, extreme groupings t-tests to explore the relationships between the subsets of categorical variables, and factor analysis of LLS domains were implemented to identify meaningful patterns of technology use in L2 learning. Data from this study provide a view of how the Digital Natives themselves see their technology use and approaches to learning. Research conclusions based on obtained self-reported evidence allow us to make broader recommendations for changes in the L2 teaching methodology. They may also prevent instructors from making unsupported assumptions about their students\u27 mastery of educational technology, and, thereby, from neglecting to teach students the skills they need for academic success. Keywords: digital native learner, digital technology categories, language learning strategies, L2 language skill

A transnational comparative study of preservice teachers’ critical thinking skills and metaliteracy self-efficacy

Purpose. While training students to new literacy and critical thinking has been recognized for several decades, it seems even more crucial today as education is presented as a lever to fight against fake news. Preservice teachers, both so-called digital natives at the cutting edge of the social web and tomorrow’s educators, represent a useful object of study. Methodology. Using a quantitative methodology, this article is part of sequential mixed design research aiming to describe the level of preservice teachers’ (n = 245) critical thinking in three French-speaking nations: Wallonia, France, and Quebec. We aimed to see to what extent critical thinking skills (measured with a translated version of the Halpern Critical Thinking Assessment; Halpern, 2016) can notably be influenced by metaliteracy self-efficacy. Metaliteracy is a concept that aims to join information, digital, and media literacy providing a comprehensive framework “for engaging with individuals and ideas in digital environments” (Mackey and Jacobson, 2011, p. 70). Findings. We establish the influence of individual determinants such as the feelings of self-efficacy in metaliteracy as well as the belief in the likelihood of becoming a teacher. We propose a model predicting the critical thinking skills based on selfefficacy in critical thinking and metaliteracy, the type of training, and the interaction between employment and the country of study. Originality. Considering contemporary information issues and infodemic phenomena, critical thinking skills should be developed among preservice teachers. There is a significant positive correlation between metaliteracy self-efficacy and critical thinking skills. Pre-service teachers’ country of study, as well as their training trajectory, seems to influence their critical thinking skills. Involvement in professional life also appears to promote critical thinking skills

USE OF DIGITAL TECHNOLOGY IN LEARNING FRENCH AND ITALIAN AS A FOREIGN LANGUAGE

The implementation of digital technology changes the way how language is learned, and it enables various communication and interaction methods, both in and out of the classroom. This opens up new opportunities to increase student motivation which, as a consequence, facilitates better outcomes in foreign language acquisition. This research was conducted by using a questionnaire compiled by the authors of this paper. The participants of this research were students of philological and non-philological study programs who had been learning the French and Italian languages at Croatian universities (N=206). The aim of the research has been to develop and validate a scale for analyzing digital technology use in foreign language learning. The scale was used in order to analyze digital technology use in learning the French and Italian languages. The level of respondents' digital competence and the level of their language proficiency was determined, and the correlation of these two variables with digital technology use was examined in the total sample and on two sub-samples included in this research. The contribution of this research is the design of a valid measuring instrument to analyze digital technology use in foreign language learning.  Article visualizations

Learning in an age of digital networks

The final years of the twentieth century and early years of the twenty first century have been marked by the rapid rise of digital and networked technologies. Some have even called it a paradigm shift and suggested that it will lead to a dramatic change in the way young people learn (Tapscott and Williams, 2010). As with all commentary on new technologies we should beware of being carried away with the excitement of the new. There is a recurrent innovation cycle beginning with over excitement followed by disappointment and once the reaction has set in against the new it is followed by a move away to yet another new technology, often before a proper assessment and evaluation of the previous cycle can take place. Equally we must be careful not to ignore the profound changes that are taking place and how they may affect universities and learning in society more generally. A recent description by a UK based think tank Demos characterized the kind of university that is emerging from the engagement with new digital and networked technologies as the 'edgeless university' (Bradwell, 2009). The term edgeless is borrowed from work on the city that suggests edgeless cities have the function of cities without being organized in their classic form. In the same way the Demos pamphlet suggests that the university retains an identifiable function but the functions of the university are no longer confined to a single institution nor are they confined to higher education institutions more broadly. Over a decade ago Brown and Duguid (2000) identified the core functions of universities as the capacity to grant degrees, to accredit students and to provide the warrant that guaranteed the credentials obtained by the students from the university. They also suggested that the introduction of what were then new technologies would lead to an increased focus on these core functions. The core role remains in the edgeless university but the boundaries to these may alter. This article tries to provide a way of thinking about new technologies that manages to balance these two conflicting needs. It identifies some current ways of thinking about the changes taking place in universities that are related to digital and networked technologies and to assess their impact. It then goes on to suggest the kinds of choices we may have to make in relation to new technologies at a variety of levels, the personal, the institutional and in terms of society in general. The edgeless university is associated with broad technological change but whether such change is inevitable is still an issue that needs to be discussed

Human experience in the natural and built environment : implications for research policy and practice

22nd IAPS conference. Edited book of abstracts. 427 pp. University of Strathclyde, Sheffield and West of Scotland Publication. ISBN: 978-0-94-764988-3

Does the medium matter? Digital vs. paper reading for leisure and foreign language learning

Die Auswirkungen und Folgen der digitalen Techniken auf unseren Alltag, auf die Weise, wie wir lernen und wie wir in Zukunft lesen werden, sind in den letzten beiden Dekaden Gegenstand verschiedener Forschungsanstrengungen. Besonders das Themenfeld Lesen hat eine hohe, nicht zuletzt auch öffentliche Aufmerksamkeit auf sich gezogen. Zahlreiche Studien haben sich zum Ziel gesetzt, die Nachteile oder negativen Auswirkungen digitaler Geräte im Vergleich zu ihrem analogen Pendant empirisch zu belegen. Die vorliegende Dissertation ist Teil dieser Forschungsanstrengung. Sie versammelt eine Reihe von einzelnen Experimenten zum Lesen und Lernen im digitalen Zeitalter und versteht sich als ein Beitrag zur Versachlichung der Debatte über die zukünftige Ausrichtung der Forschung zum digitalen Lesen und Lernen. Die in dieser Arbeit berichteten Experimente untersuchen genauer das Phänomen des literarischen Lesens aus verschiedenen Blickwinkeln und konzentrieren sich nicht nur auf die Differenz analog vs. digital. Vielmehr fassen sie das Lesen als ein komplexes Phänomen auf, das in eine komplexe Gesellschaft eingebettet ist. Die vorliegende Arbeit ist in zwei Teile gegliedert. Im ersten Teil werden zwei Studien zum digitalen Lesen von Literatur zu Freizeit- oder Unterhaltungszwecken vorgestellt. Das erste Experiment untersucht, ob die literarischen Wertzuschreibungen der Leser durch den Leseträger (gedruckt vs. digital) beeinflusst werden, um zu herauszufinden, ob das gedruckte Buch in der digitalen Gesellschaft noch über ein soziales Prestige verfügt. Im zweiten Experiment wird der Faktor Alter in Bezug auf digitales vs. analoges Lesen untersucht. Ausgehend von der 2001 von Mark Prensky geprägten Metapher “digital natives/digital immigrants” wurde eine Studie durchgeführt, um deren Tragfähigkeit zu testen. Besonderes Augenmerk wurde auf die Untersuchung der Lesegewohnheiten und -neigung von jungen und älteren Menschen in Bezug auf das literarische Lesen auf Papier vs. Lesen am Bildschirm gelegt. Der zweite Teil dieser Arbeit behandelt Fragen der Bildung und untersucht detaillierter das literarische Lesen in einer Fremdsprache, hier dem Englischen, und die Nutzung von gedruckten und digitalen Wörterbüchern, um neue Wörter durch das Lesen von Literatur zu lernen. Besonderes Augenmerk wird auf die Nutzungsgewohnheiten im Umgang mit Wörterbüchern und auf den Wortschatzerwerb beim Lesen langer literarischer Texte in einer Fremdsprache (Englisch) gelegt. Die in dieser Arbeit berichteten Experimente, sowohl über das Lesen zum Vergnügen als auch über das Lesen im didaktischen Kontext, belegen, dass die Vertrautheit mit dem Medium, die Lesegewohnheiten und Lesepraxen für die gelingende Lesen und Lernen ausschlaggebender sind als die in der Öffentlichkeit so intensiv diskutierten Formate Druck und Digital. Die Ergebnisse dieser hier versammelten Studien sind daher ein Beitrag zur Versachlichung einer allzu aufgeregt geführten Debatte und eine Handreichung für die Lese- und Lernförderung.In the last two decades more and more researches were dedicated to the impact of new technology on our everyday life, our learning processes, our reading activities. Digitization become an umbrella term to cover this change. Numerous studies on reading stuck on the purpose to prove empirically the disadvantages or the negative effects of digital devices compared to its analogue counterpart. This dissertation is a compilation of publications that seek to contribute to a more fact-based debate on future direction in research on digital reading and learning. The experiments reported in this work study the phenomenon of literary reading from different angles not focusing only on analogue-digital divide, but looking at reading as a complex phenomenon embedded in a more complex society. The goal of the experiments, reported here, is to give evidence-based advice how to read and learn in todays’ society. The present work is divided in two sections. In the first part, two studies on literary (e-) reading for recreational purposes are presented. The first experiment investigates whether the readers’ attributions of literary value might be affected by the reading support (paper vs. digital), in order to explore whether the paper book still carry a social prestige in the digital society. In the second experiment the factor “age” in relation to digital vs paper reading is investigated. Starting from the metaphor “digital natives/digital immigrants” created in 2001 by Mark Prensky, a study was conducted in order to test its reliability. Particular attention was paid to the investigation of the reading habits and inclination of young and elderly people in relation to literary reading on paper vs. on screen. The second part of this thesis moves to the educational context and explore the literary reading in a foreign language, here English, and the dictionary use (paper vs digital) in order to learn new words. A particular attention is given to students’ dictionary-using habits and to vocabulary acquisition while reading long literary text in a foreign language (English). The experiments reported in this work, both in the reading for pleasure and in didactic context, give evidence that familiarity with medium and reading habits, were more determinant for the outcomes than the support (paper vs digital) in itself. The results of the following experiments contribute to a more evidence-based debate, so tightly fought in recent years, and are a handout how to support reading and learning in the digital society.2021-06-2