Ins Schreiben kommen und im Schreiben bleiben – die Selbststeuerung beim Schreiben wissenschaftlicher Texte in den Qualifizierungsphasen

Das Schreiben von wissenschaftlichen Texten ist mit einer Vielzahl von Herausforderungen verbunden, die die Bewältigung einer Schreibaufgabe häufig mühselig erscheinen lassen. Dieser Beitrag führt das wissenschaftliche Schreiben als eine Form des komplexen Problemlösens ein. Er betrachtet das wissenschaftliche Schreiben als ein rhetorisches Problem und zeigt auf, welche Ressourcen und Strategien im Rahmen des Schreibprozesses eingesetzt werden, um dieses Problem zu lösen. Der Fokus liegt dabei auf der Rolle der Selbstregulation beim wissenschaftlichen Schreiben. Aus prominenten Kompetenz- und Phasenmodellen des Schreibens abgeleitet, stellt der Beitrag grundlegende Strategien einer erfolgreichen Selbstregulation beim wissenschaftlichen Schreiben vor, die individuell eingesetzt werden können, um ins Schreiben zu kommen und im Schreiben zu bleiben.Writing scientific texts is associated with a multitude of challenges, both explicit and implicit. They often make the writing process seem painstaking. This paper introduces scientific writing as a form of complex problem solving. It understands writing as a rhetorical problem and identifies the resources and strategies used in the writing process to solve this problem. The focus is on the role of self-regulation in writing. Derived from prominent models of writing, the paper presents four basic strategies for successful self-regulation in writing that can be applied individually to start with and to stay tuned to writing

Beforschung einer eigenen Vorlesung: Effekte von Wahlfreiheit auf Leistung und Konfidenz

Basierend auf Forschung zum Lernen in Vorlesungen und der Selbstbestimmungstheorie wurde der Effekt von Wahlfreiheit auf kognitive Testleistung und metakognitive Konfidenz im Rahmen einer eigenen Vorlesung untersucht. N = 370 Studierende bearbeiteten semesterbegleitend selbst gewählte sowie vorgegebene schriftliche Reflexionen und absolvierten zu zwei Messzeitpunkten Tests mit konfidenzgewichteten Richtig-Falsch-Items. Testitems zu Inhalten der selbstgewählten Reflexionen wurden zu beiden Messzeitpunkten gleich gut bearbeitet (Leistung; kognitives Maß), während die Sicherheit in korrekte und inkorrekte Lösungen abnahm (Konfidenz; metakognitives Maß). Die Leistung bei Testitems zu Inhalten der vorgegebenen Reflexionen nahm zum zweiten Messzeitpunkt ab, während die Konfidenz in inkorrekte Lösungen zunahm. Mögliche Mechanismen und Konsequenzen der Studienergebnisse, aber auch Grenzen der Studie und somit mögliche Implikationen werden diskutiert

Delaying academic tasks and feeling bad about it

Abstract. Procrastination is the irrational delay of an intended task and is common among students. A delay can only be defined as procrastination when it is voluntary, the action was intended but not implemented, and the delay is accompanied by subjective discomfort. Established scales of procrastination cover mainly behavioral aspects but have neglected the emotional aspect. This inaccuracy concerning the construct validity might entail misconceptions of procrastination. Accordingly, we developed and validated the Behavioral and Emotional Academic Procrastination Scale (BEPS), which covers all aspects of the definition of procrastination. The 6-item scale measuring self-reported academic procrastination was tested in three studies. Study 1 (N = 239) evaluated the psychometric qualities of the BEPS, indicating good item characteristics and internal consistency. Study 2 (N = 1,441) used confirmatory factor analysis and revealed two correlated factors: one covering the behavioral aspect and the other reflecting the emotional aspect. Measurement invariance was shown through longitudinal and multigroup confirmatory factor analyses. Study 3 (N = 234) provided evidence for the scale’s convergent validity through correlations with established procrastination scales, self-efficacy, and neuroticism. The BEPS thus economically operationalizes all characteristics of academic procrastination and appears to be a reliable and valid self-report measure

Spielend Lehrer/in werden: problembasiertes Lernen mit virtuellen Schülerinnen/Schülern

Über das Lehramtsstudium sollen Studierende unter anderem dazu befähigt werden, die Leistung ihrer Schüler/innen zu bewerten. Dazu müssen sie Einflussfaktoren auf Schulleistung kennen und diese richtig diagnostizieren und fördern können. Mit diesem Beitrag wird eine game- und E-Learning-gestützte Lernumgebung vorgestellt, in der Studierende – anders als in vielen inputorientierten Seminarkonzepten – in einem virtuellen Klassenzimmer an realitätsnahen Fällen lernen, problembasiert zu diagnostizieren und zu fördern. Über den Einsatz der Lernumgebung in der Lehre wird berichtet, erste Rückmeldungen von Lehrenden und Studierenden werden erläutert und weitere Planungsschritte dargestellt. 13.05.2016 | Saskia Praetorius, Daniel Al-Kabbani, Carla Bohndick, Johanna Hilkenmeier, Sebastian T. König, Hanna S. Müsche, Sabrina Sommer & Katrin B. Klingsieck (Paderborn, Regensburg

On the measurement of procrastination : comparing two scales in six European countries

Peer reviewe

Social factors of procrastination: group work can reduce procrastination among students

Research on procrastination covers a variety of individual factors (e.g., conscientiousness) and this focus is reflected in interventions against procrastination. Less emphasis is put on situational and social factors that may help students reduce procrastination, such as social interdependence. Therefore, this study investigates the relationship between interdependence with academic procrastination and affective variables. Two vignette studies with student samples (N-1 = 320, N-2 = 193) were conducted and data was analyzed with regression analyses and analyses of covariance. Results of both studies show lower state procrastination in group work with interdependence compared to individual work, especially in participants with high trait procrastination. This difference is more pronounced when interdependence is accompanied by an active commitment to finish the task on time. Further, interdependent group work is related to increased positive affect and decreased negative affect. The results demonstrate the relevance of situational and social factors for academic procrastination, and point toward new approaches for intervention

Group work and student procrastination

Current research has paid little attention to contextual or social factors that may contribute to procrastination. One social factor, which may influence procrastination, is group work among students. Compared to individual work, group work can enhance individual effort and performance when the individual's contribution is indispensable for group success. In a field experiment, students with high levels of trait procrastination completed a typical academic assignment (i.e., compiling a bibliography), either in group work with an indispensable contribution or in individual work. Lower procrastination and higher performance were found in group work with an indispensable contribution as compared to individual work. Exploration of positive and negative taskrelated affect revealed no differences between conditions. Results add to the current theoretical understanding of procrastination and might inspire a new approach, which aims at preventing procrastination by changes in the learning environment

Effects of learning design patterns in service learning courses

Students participate during service learning courses in a service project, which fits to a community need and has a link to curricular content. Students have a chance while engaged in the service project to apply curricular content in community practice, where they gain insights into civic engagement activities. Empirical studies revealed the effects of service learning, such as its influence on the self-concept, self-efficacy or attitudes to be engaged. However, a lack of research regarding the link between learning design patterns and the effectiveness of service learning can be found. Learning design patterns are teaching or methodical interventions to support the learning and service process of the students. This article presents a study on the experiences of students and charitable organizations in a service learning course concerning the learning design patterns. A mixed-methods design including questionnaires and interviews has been used. Significant effects regarding students’ development of their self-efficacy, self-concept and attitude to being engaged were found. The qualitative results provide a deeper understanding of these changes, including the different perspectives from students and from charitable organizations. The results show differences in the learning design patterns perceived and its support for the service and learning process

Procrastination in a distance university setting

Klingsieck KB, Fries S, Horz C, Hofer M. Procrastination in a distance university setting. Distance Education. 2012;33(3):295-310.Procrastination, putting off until tomorrow what should have been done today, is a self-regulation failure that is widespread among students. Although plenty of research has emerged regarding academic procrastination, hardly any research endeavor regarding procrastination in distance university settings exists. This lack of research is even more astonishing when considering that the demands on self-regulation are higher in distance education settings than in traditional university settings. The present (questionnaire) study was intended to shed light on procrastination in an actual distance university setting by exploring its relationship to grades, learning strategies (e.g., cognitive, meta-cognitive strategies), and life satisfaction in students from a distance university in comparison to students from a traditional university

Didaktische Gestaltung von Service Learning – Ergebnisse einer Mixed Methods-Studie aus der Domäne der Wirtschaftswissenschaften

http://www.bwpat.de/ausgabe28/gerholz_etal_bwpat28.pdfWirtschaf