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The level and development of university students’ social integration: personality traits and person-environment fit predict integration with fellow students and teaching staff.

Jusri, R., & Lechner, C. (2024).
The level and development of university students’ social integration: personality traits and person-environment fit predict integration with fellow students and teaching staff. Higher Education. https://doi.org/10.1007/s10734-024-01240-y

Does gender composition in a field of study matter? Gender disparities in college students’ academic self-concepts.

Fiedler, I., Buchholz, S., & Schaeper, H. (2024).
Does gender composition in a field of study matter? Gender disparities in college students’ academic self-concepts. Research in Higher Education (online first). https://doi.org/10.1007/s11162-024-09794-7

Does instructional time at school influence study time at university? Evidence from an instructional time reform.

Schwerter, J., Netz, N., & Hübner, N. (2024).
Does instructional time at school influence study time at university? Evidence from an instructional time reform. Economics of Education Review, 100, 102526. https://doi.org/10.1016/j.econedurev.2024.102526
Abstract

Early-life environments can have long-lasting effects on individuals’ later life courses. Interestingly, research on the effects of school reforms has hardly adopted this perspective. Therefore, we investigate a staggered school reform that reduced the number of school years and increased weekly instructional time for secondary school students in most German federal states. We analyze this quasi-experiment in a difference-in-differences framework using nationally representative large-scale survey data on 69,513 students who attended university between 1998 and 2016. Using both TWFE and weighted-group ATT estimators, we find negative effects of reform exposure on hours spent attending classes and on self-study.

Das Nacaps-Datenportal – Potenziale, Besonderheiten und Datenqualität in interaktiven digitalen Reportings.

Azeroual, O. (2024).
Das Nacaps-Datenportal – Potenziale, Besonderheiten und Datenqualität in interaktiven digitalen Reportings. Information – Wissenschaft & Praxis, 2024(75), 103-110. https://doi.org/10.1515/iwp-2024-2005

On the performativity of SDG classifications in large bibliometric databases.

Ottaviani, M., & Stahlschmidt, S. (2024).
On the performativity of SDG classifications in large bibliometric databases. ArXiv (online first). https://doi.org/10.48550/arXiv.2405.03007
Abstract

This work proposes using the feature of large language models (LLMs) to learn about the "data bias" injected by diverse SDG classifications into bibliometric data by exploring five SDGs. We build a LLM that is fine-tuned in parallel by the diverse SDG classifications inscribed into the databases' SDG classifications. Our results show high sensitivity in model architecture, classified publications, fine-tuning process and natural language generation. The wide arbitrariness at different levels raises concerns about using LLM in research practice.

How A/B testing changes the dynamics of information spreading on a social network.

Ottaviani, M., Herzog, S., Nickl, P. L., & Lorenz-Spreen, P. (2024).
How A/B testing changes the dynamics of information spreading on a social network. ArXiv (online first). https://doi.org/10.48550/arXiv.2405.01165

Heterogene Studierendenschaft. Sozialstruktur und Studiensituation der Studierenden in Deutschland.

Kerst, C., Kroher, M., & Steinkühler, J. (2024).
Heterogene Studierendenschaft. Sozialstruktur und Studiensituation der Studierenden in Deutschland. Forschung und Lehre, 31(5), 362-363.

Contrasting cross-correlation: Meta-analyses of the associations between citations and 13 altmetrics, incorporating moderating variables.

Stephen, D., & Stahlschmidt, S. (2024).
Contrasting cross-correlation: Meta-analyses of the associations between citations and 13 altmetrics, incorporating moderating variables. Scientometrics (online first).

Langzeitarchivierung von Forschungsdaten.

Hoffstätter, U., & Weber, A. (2024).
Langzeitarchivierung von Forschungsdaten. Hannover: DZHW. https://doi.org/10.5281/zenodo.10418834

Is there gender bias in awarding cum laude for the PhD thesis?

van den Besselaar, P., & Mom, C. (2024).
Is there gender bias in awarding cum laude for the PhD thesis? Scientometrics, 1-23 (online first). https://doi.org/10.1007/s11192-024-04985-6
Abstract

In the Dutch academic system, PhD theses can be awarded with cum laude and at most 5% of all PhD graduates receive this selective distinction for their thesis. In this paper, we investigate whether there is gender bias in awarding cum laude, using data from one of the major Dutch research universities. A main result is that the set of PhD theses receiving cum laude on average do not have a higher quality than the best theses not getting cum laude. A second main result is that, after controlling for the quality of the PhD theses, women still have a substantially lower probability to receive cum laude. These results strongly suggest that the distribution of awards suffers from gender bias.

Migration als Gesellschaftsaufgabe. Teilhabe- und Repräsentationsverhältnisse aus einer postmigrantischen Perspektive.

İkiz-Akıncı, D., & Foroutan, N. (2024).
Migration als Gesellschaftsaufgabe. Teilhabe- und Repräsentationsverhältnisse aus einer postmigrantischen Perspektive. In S. Bostancı & E. Ilgün-Birhimeoğlu (Hrsg.), Elementarpädagogik in der postmigrantischen Gesellschaft. Theoretische und empirische Zugänge zu einer rassismuskritischen Pädagogik (S. 12-32). Weinheim: Beltz Juventa.

Investigating Students’ Academic Self-Concepts and Persistence in STEM: How Do Gender Differences Relate to Female Representation?

Fiedler, I. (2024).
Investigating Students’ Academic Self-Concepts and Persistence in STEM: How Do Gender Differences Relate to Female Representation? International Journal of Gender, Science and Technology, 16(1), 1-17.

Internal factors promoting research collaboration problems: an input‑process‑output analysis.

Hückstädt, M., & Leisten, L. M. (2024).
Internal factors promoting research collaboration problems: an input‑process‑output analysis. Scientometrics. https://doi.org/10.1007/s11192-024-04957-w

A case study on the development of the German Corona-Warn-App.

Fawaz Enaya, M., Klingbeil, T., Krüger, J., Broneske, D., Feinbube, F., & Saake, G. (2024).
A case study on the development of the German Corona-Warn-App. Journal of Systems and Software. https://doi.org/10.1016/j.jss.2024.112020

Adult refugees and asylum seekers’ basic need satisfaction and educational success in pre-study programmes in Germany.

Grüttner, M. (2024).
Adult refugees and asylum seekers’ basic need satisfaction and educational success in pre-study programmes in Germany. Journal of Adult and Continuing Education, 1-20 (online first). https://doi.org/10.1177/14779714241237976
Abstract

Host country education can be crucial for the social integration as well as labour market outcomes of refugees and asylum seekers. To meet the same admission criteria for studying at German higher education institutions (HEI) as other international student applicants, refugees and asylum seekers can attend pre-study programmes at preparatory colleges or language centres of HEI. According to the self-determination theory, the satisfaction of basic psychological needs is relevant to learning motivation and success in educational contexts. This paper examines the differences in the satisfaction of basic needs (autonomy, competence, and relatedness) and learning motivation between refugees and other international student applicants, and the ext

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