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  1. Book ; Online: Gendered Paths into STEM. Disparities Between Females and Males in STEM Over the Life-Span

    Ertl, Bernhard / Luttenberger, Silke / Gail Jones, M. / Lazarides, Rebecca / Paechter, Manuela

    2020  

    Keywords Science: general issues ; Psychology ; attributions ; self-concept ; motivation ; gender-sensitive didactics ; occupational choices
    Size 1 electronic resource (381 pages)
    Publisher Frontiers Media SA
    Document type Book ; Online
    Note English ; Open Access
    HBZ-ID HT021230497
    ISBN 9782889634392 ; 2889634396
    Database ZB MED Catalogue: Medicine, Health, Nutrition, Environment, Agriculture

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  2. Article: Impact of Interest Congruence on Study Outcomes.

    Ertl, Bernhard / Hartmann, Florian G / Wunderlich, Anja

    Frontiers in psychology

    2022  Volume 13, Page(s) 816620

    Abstract: Grounding on Holland's RIASEC model of vocational interests and the respective assumptions on person-environment fit (congruence), this paper focuses on how congruence is related to study outcomes, especially students' persistence, performance, and ... ...

    Abstract Grounding on Holland's RIASEC model of vocational interests and the respective assumptions on person-environment fit (congruence), this paper focuses on how congruence is related to study outcomes, especially students' persistence, performance, and satisfaction. The paper distinguishes the measure of congruence with respect to social congruence (SOC) (interest fit with the study mates) and aspirational congruence (ASP) (interest fit with the occupation aspired) and also distinguishes the effects of congruence for gender and six different study areas including Science, Technology, Engineering, Mathematics (STEM), medicine, economics, education, and languages. The paper analyses 10,226 university freshmen of the German National Educational Panel Study (NEPS) and follows them longitudinally with respect to their study outcomes. The results show that students' persistence was more related to SOC than to ASP, especially for male students. Furthermore, SOC was particularly important for students in STEM areas. Regarding performance, however, ASP was more important. Here, we notably found correlations for STEM subjects with a balanced proportion of female students. Regarding satisfaction, mainly marginal correlations could be found. The results indicate conceptual differences between social and aspirational congruence as well as specific effects for gender and study area. While research might take this into account by specifically developing their models for different study areas, career counseling may reflect on the different significance of the interest-based person-environment fit for different study areas. Initiatives for raising young people's participation in STEM should therefore specifically focus on students that have high chances to develop interest profiles that are congruent to STEM rather than students who show profiles which already indicate a low congruence.
    Language English
    Publishing date 2022-03-04
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2563826-9
    ISSN 1664-1078
    ISSN 1664-1078
    DOI 10.3389/fpsyg.2022.816620
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  3. Article: The Interest Profiles and Interest Congruence of Male and Female Students in STEM and Non-STEM Fields.

    Ertl, Bernhard / Hartmann, Florian G

    Frontiers in psychology

    2019  Volume 10, Page(s) 897

    Abstract: The goal of the following study is to investigate whether first-year students in STEM fields that have a low proportion of females (STEM-L) show vocational interests that fit their vocational aspirations. To place our investigation into a broader context, ...

    Abstract The goal of the following study is to investigate whether first-year students in STEM fields that have a low proportion of females (STEM-L) show vocational interests that fit their vocational aspirations. To place our investigation into a broader context, we compared students in STEM-L with students of STEM subjects with a medium proportion of women (STEM-M) as well as with other subjects with a medium or a high proportion of females. We analyzed their vocational interests, vocational aspirations and their interest congruence. In both the comparison regarding interest profiles and the comparison of vocational aspirations, we focused on the things-orientation and people-orientation, all while taking respective gender differences into account. Following the suggestion from previous studies, in a further step we differentiated between subjects within STEM-L. Using data from the German National Educational Panel Study (NEPS), we analyzed the interest congruence of 5,530 male and 7,406 female students in STEM majors (with a low or medium proportion of women) and non-STEM majors (with a medium or high proportion of women). Students from different subjects showed different magnitudes regarding their things- and people-orientation. STEM-L students had a high things-orientation and a low people-orientation regarding both their interests and aspired occupations. Students of STEM-L and STEM-M showed a lower interest congruence than students from other subjects. With the exception of education, gender differences regarding the people- and things-orientation also existed within most of the subjects. Gender differences partly remain when distinguishing between the different subjects within STEM-L. And so, the result that not all STEM-L subjects are "created equal" is discussed in the context of their theoretical and methodological aspects.
    Language English
    Publishing date 2019-04-30
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2563826-9
    ISSN 1664-1078
    ISSN 1664-1078
    DOI 10.3389/fpsyg.2019.00897
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  4. Article: Analyzing Large-Scale Studies: Benefits and Challenges.

    Ertl, Bernhard / Hartmann, Florian G / Heine, Jörg-Henrik

    Frontiers in psychology

    2020  Volume 11, Page(s) 577410

    Language English
    Publishing date 2020-12-09
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2563826-9
    ISSN 1664-1078
    ISSN 1664-1078
    DOI 10.3389/fpsyg.2020.577410
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  5. Article: Getting closer to the digital divide: An analysis of impacts on digital competencies based on the German PIAAC sample.

    Ertl, Bernhard / Csanadi, Andras / Tarnai, Christian

    International journal of educational development

    2020  Volume 78, Page(s) 102259

    Abstract: This paper takes an intersectional perspective to investigate the effect of socio-demographic variables that may constitute to digital divide. The concept of digital divide emerged from a perspective on unequal access to digital technology and relates ... ...

    Abstract This paper takes an intersectional perspective to investigate the effect of socio-demographic variables that may constitute to digital divide. The concept of digital divide emerged from a perspective on unequal access to digital technology and relates nowadays primarily the differences in the competencies necessary to handle this technology. To investigate digital divide, the present paper uses the PIAAC framework of digital competencies which is called
    Keywords covid19
    Language English
    Publishing date 2020-08-12
    Publishing country England
    Document type Journal Article
    ISSN 0738-0593
    ISSN 0738-0593
    DOI 10.1016/j.ijedudev.2020.102259
    Database MEDical Literature Analysis and Retrieval System OnLINE

    Full text online

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  6. Book ; Online: Technologies and practices for constructing knowledge in online environments

    Ertl, Bernhard

    advancements in learning

    2010  

    Abstract: This book details practices of and technologies for e-collaborative knowledge construction, providing insights in the issue of how technologies can bring advancements for learning"--Provided by publisher ... 1. Computer support in E-collaborative learning- ...

    Institution IGI Global
    Author's details [edited by] Bernhard Ertl
    Abstract "This book details practices of and technologies for e-collaborative knowledge construction, providing insights in the issue of how technologies can bring advancements for learning"--Provided by publisher

    1. Computer support in E-collaborative learning-by-doing environments / Lin Qiu -- 2. Collaborative knowledge construction in virtual learning environments / Kathrin Helling, Christian Petter -- 3. Constructing a sense of community in a graduate educational setting using a Web 2.0 environment / Daniel Firpo, Sumonta Kasemvilas, Peter Ractham, Xuesong Zhang -- 4. Collaborative knowledge construction with Web video conferencing / Stylianos Hatzipanagos, Anthony Basiel, Annette Fillery-Travis -- 5. Supporting case-based learning through a collaborative authoring system / Bo Hu, Klaus Gollin -- 6. Knowledge access and interaction evolution in virtual learning communities / Maria Caschera, Alessia D'Andrea, Fernando Ferri, Patrizia Grifoni -- 7. E-Collaboration between people and technological boundary objects / Sandra Okita -- 8. From instructional design to setting up pedagogical infrastructures / Minna Lakkala, Liisa Ilomäki, Kari Kosonen -- 9. Challenges with knowledge construction in an E-learning environment / Bolanle Olaniran, Oladayo Olaniran, David Edgell -- 10. E-learning as a socio-cultural system / Vaiva Zuzeviciute, Edita Butrime
    Keywords Education/Computer network resources ; Technological innovations/Social aspects
    Language English
    Size 1 Online-Ressource (electronic texts (218 p. : ill.)), digital files
    Publisher IGI Global (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA)
    Publishing place Hershey, Pa
    Document type Book ; Online
    Note IMD-Felder maschinell generiert ; Includes bibliographical references ; Restricted to subscribers or individual electronic text purchasers
    ISBN 1615209379 ; 9781615209378 ; 9781615209385 ; 9781616923389 ; 1615209387 ; 1616923385
    Database ECONomics Information System

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  7. Book ; Online: E-collaborative knowledge construction

    Ertl, Bernhard

    learning from computer-supported and virtual environments

    2010  

    Abstract: 1. Online learning environments, scientific argumentation, and 21st century skills / Douglas Clark, Victor Sampson, Karsten Stegmann, Miika Marttunen, Ingo Kollar, Jeroen Janssen, Armin Weinberger -- 2. Negotiations of meaning with MOODLE / Marco Bettoni ...

    Institution IGI Global
    Author's details [edited by] Bernhard Ertl
    Abstract 1. Online learning environments, scientific argumentation, and 21st century skills / Douglas Clark, Victor Sampson, Karsten Stegmann, Miika Marttunen, Ingo Kollar, Jeroen Janssen, Armin Weinberger -- 2. Negotiations of meaning with MOODLE / Marco Bettoni -- 3. E-collaborative knowledge construction in chat environments / Michael Oehl, Hans-Rüdiger Pfister -- 4. Collaborative knowledge construction / Michael Tscholl, John Dowell -- 5. Contributions of e-collaborative knowledge construction to professional learning and expertise / Christian Harteis -- 6. E-collaborative help-seeking using social web features / Silke Schworm, Markus Heckner -- 7. Computer-supported collaborative scientific conceptual change / Lei Liu, Cindy Hmelo-Silver -- 8. Flexible peer assessment formats to acknowledge individual contributions during (web-based) collaborative learning / Dominique Sluijsmans, Jan-Willem Strijbos -- 9. How to design support for collaborative e-learning / Dejana Diziol, Nikol Rummel -- 10. Scripting computer-supported collaborative learning / Päivi Häkkinen, Maarit Arvaja, Raija Hämäläinen, Johanna Pöysä -- 11. Supporting collaboration and communication in videoconferences / Manuela Paechter, Mareike Kreisler, Brigitte Maier -- 12. Supporting virtual learning through e-tutoring / Birgitta Kopp, Melanie Germ, Heinz Mandl --

    13. Three stages in the social construction of virtual learning environments / Ken Stevens -- 14. Transactive memory and technology in work groups and organizations / Richard Moreland, Kristina Swanenburg, Jeffrey Flagg, Joshua Fetterman

    This book explores the construction of beneficial e-collaborative knowledge environments from four vital perspectives: educational, psychological, organizational, and technical. It offers several scenarios where the implementation of e-collaborative knowledge construction is necessary and then not only presents methods for facilitating e-collaborative knowledge construction, but also provides methods for assessing its results--Provided by publisher
    Keywords Computer-assisted instruction ; Education/Computer network resources ; Web-based instruction/Design
    Language English
    Size 1 Online-Ressource (electronic texts (xxiii, 335 p. : ill.)), digital files
    Publisher IGI Global (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA)
    Publishing place Hershey, Pa
    Document type Book ; Online
    Note IMD-Felder maschinell generiert ; Includes bibliographical references and index ; Restricted to subscribers or individual electronic text purchasers
    ISBN 9781615207299 ; 9781615207305 ; 9781616922443 ; 1615207295 ; 1615207309 ; 1616922443
    Database ECONomics Information System

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  8. Article: Learning in Adverse Circumstances: Impaired by Learning With Anxiety, Maladaptive Cognitions, and Emotions, but Supported by Self-Concept and Motivation.

    Paechter, Manuela / Phan-Lesti, Hellen / Ertl, Bernhard / Macher, Daniel / Malkoc, Smirna / Papousek, Ilona

    Frontiers in psychology

    2022  Volume 13, Page(s) 850578

    Abstract: The COVID-19 summer semester 2020 posed many challenges and uncertainties, quite unexpectedly and suddenly. In a sample of 314 psychology students, it was investigated how they experienced learning and preparing for an end-of-semester exam, which ... ...

    Abstract The COVID-19 summer semester 2020 posed many challenges and uncertainties, quite unexpectedly and suddenly. In a sample of 314 psychology students, it was investigated how they experienced learning and preparing for an end-of-semester exam, which emotions and strain they experienced, how academic performance was affected, and how personal antecedents of learning as important facets of a learner's identity could support or prevent overcoming adverse circumstances of learning. The participants of the study filled in a questionnaire about their achievement emotions and strain they experienced during learning and exam preparation as well as academic self-concept, motivation, gender, proneness to anxiety. Points achieved in the exam were also recorded. The interaction between the variables was investigated by a structural equation model. It showed that the investigated variables can be distinguished into two groups, variables that contribute mainly negatively to performance and variables with a positive contribution. Strain experienced during the COVID-19 pandemic and unpleasant emotions "belong together" in the sense that they inhibit academic performance directly or indirectly. Proneness to anxiety in academic situations was related with higher levels of mental, emotional, and physical disturbances due to the COVID-19 situation. In contrast, motivation and a high academic self-concept acted as support for learning and performance. Both contribute to pleasant achievement emotions in the learning situation; moreover, motivation had a direct relationship to academic performance. The results from the present study do not only provide insight into important students' personal dispositions and their role for learning in adverse circumstances but also give advice how to strengthen students for successful learning.
    Language English
    Publishing date 2022-04-14
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2563826-9
    ISSN 1664-1078
    ISSN 1664-1078
    DOI 10.3389/fpsyg.2022.850578
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  9. Article: It Takes More Than One Swallow to Make a Summer: Measures to Foster Girls' and Women's Pathways Into STEM.

    Luttenberger, Silke / Steinlechner, Petra / Ertl, Bernhard / Paechter, Manuela

    Frontiers in psychology

    2019  Volume 10, Page(s) 1844

    Language English
    Publishing date 2019-08-16
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2563826-9
    ISSN 1664-1078
    ISSN 1664-1078
    DOI 10.3389/fpsyg.2019.01844
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  10. Article: Self-Concept and Support Experienced in School as Key Variables for the Motivation of Women Enrolled in STEM Subjects With a Low and Moderate Proportion of Females.

    Luttenberger, Silke / Paechter, Manuela / Ertl, Bernhard

    Frontiers in psychology

    2019  Volume 10, Page(s) 1242

    Abstract: The proportion of women enrolled in STEM courses at university level has remained consistently low for decades. Differences, however, exist between various STEM domains: While engineering and technology appear especially unattractive, subjects such as ... ...

    Abstract The proportion of women enrolled in STEM courses at university level has remained consistently low for decades. Differences, however, exist between various STEM domains: While engineering and technology appear especially unattractive, subjects such as mathematics, biology, or chemistry have better chances at attracting women. Research has mostly neglected these differences, treating STEM as an overall category. In the light of the differences in the proportions of women enrolled in and dropping out of various STEM subjects, the present study takes a more differentiated look to separately investigate the STEM subjects that have a low or moderate proportion of females. The following study focuses on female university students' intrinsic and extrinsic motivations in these two groups of STEM subjects, asking to what degree the academic STEM self-concept and support experienced in both school and the family contribute to the motivation to study a STEM topic. Four hundred sixty-nine female students took part in the investigation. Two hundred eighty-four of them were enrolled in STEM subjects with a low proportion of females (STEM-LPF) and 185 in STEM subjects with a moderate proportion of females (STEM-MPF). A comparison of the two samples shows that women in STEM-LPF exceed women in STEM-MPF with regard to their academic STEM self-concept and intrinsic and extrinsic motivations. Different variables contribute to motivation in the two samples. For STEM-LPF, a latent regression analysis found positive relationships between the academic STEM self-concept and both intrinsic and extrinsic motivations, while support experienced in school and from the family was not related to motivation. By contrast, in the STEM-MPF sample, the academic self-concept was not related to motivation. Previous interest in STEM subjects in school contributed positively to present intrinsic and extrinsic motivations. An unexpected result, however, was found concerning activities in school that were designed to promote interest in STEM. Memories of these kinds of activities were negatively related to both intrinsic and extrinsic motivations. These measures might be experienced as intrusive support: attempts to promote STEM sometimes might backfire and achieve the opposite of what was intended.
    Language English
    Publishing date 2019-06-26
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2563826-9
    ISSN 1664-1078
    ISSN 1664-1078
    DOI 10.3389/fpsyg.2019.01242
    Database MEDical Literature Analysis and Retrieval System OnLINE

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