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AERA Open, Vol 5, No 2 (2019), pp. 1-14., In diesem Beitrag werden 2 Möglichkeiten der Erfassung des Lesevolumens, wie sie in Large-Scale-Studien meist verwendet werden, verglichen – zum einen ein differenziertes textsortenspezifisches Urteil und zum anderen ein häufig angewendetes Globalurteil zur Einschätzung des Lesevolumens. Zum Vergleich der beiden Urteile liegen Daten des Nationalen Bildungspanels (NEPS) mit einer Stichprobe von N = 5 475 Schülerinnen und Schülern der 5. Klassenstufe und N = 16 425 Schülerinnen und Schülern der 9. Klassenstufe sowie eine Stichprobe aus PISA 2009 von N = 4 979 Schülerinnen und Schülern im Alter von 15 Jahren vor. Insgesamt zeigt sich, dass im NEPS (insbesondere in Klassenstufe 5) das Globalurteil das verlässlichere Instrument darstellt. Für die textsortenspezifischen Urteile zeigen sich u. a. deutliche Bodeneffekte und nur geringe Zusammenhänge mit den Kriteriumsmaßen Lesefreude und Lesekompetenz. Im Vergleich der beiden textsortenspezifischen Urteile in NEPS und PISA zeigt sich ein Vorteil für die in PISA verwendeten Items. Es werden Empfehlungen für den Umgang mit den NEPS-Daten aus den entsprechenden Scientific-Use-Files abgeleitet.

Research and practice have shown that female students are less interested in engineering and programming. This is related to gender stereotypes and technological self-efficacy. Research has also pointed out that students in rural schools tend to do less well in STEM subjects and are less likely to pursue STEM studies than their peers from large cities. Previous studies have highlighted the benefits of hands-on real-world-related engineering projects by building connections with students’ interests and technology while giving them something exciting to focus on. This study is aimed at investigating whether and how students’ individual characteristics (such as attitudes toward engineering and technology, motivation, and technology anxiety) are associated with rural school students’ engagement, gender differences, and inclusion in sustainable ecological engineering activities with Arduino microcontrollers. Surveys were conducted before and after the activity with pupils of a rural lower secondary school (ages 13–15). The results show that, female students’ initial attitude toward engineering and technology was significantly less positive than that of male students. Despite being novices in physical computing, a whole group of pupils were intrinsically motivated while performing these activities. The findings of this study provide transferable insights into practical STEM education that may strengthen students’ engagement, motivation, and achievement in STEM. The implications of the results of this study can be useful for a better understanding of the individual factors of students that influence future engineering activity design and STEM career selection opportunities.

Objectives The aim was to obtain insight into the factors in the work environment that motivate or demotivate a medical specialist during his/her working day. Methods A qualitative ethnographic design was used, and a constructivist approach was adopted with the Self-Determination theory of motivation as a framework. Six medical specialists from VU University Medical Center in the Netherlands, recruited through convenience, snowball, and purposive sampling, were shadowed for one day each. Data were transcribed and open-coded. Themes were finalized through discussion and consensus. Results Sixty hours of observation data identified motivating and demotivating factors categorized into four themes that are important for specialists' motivation. Informational technology issues are demotivating factors. Working with colleagues can be both a motivating and demotivating factor, e.g., filling in for each other through feelings of relatedness was motivating. Being in control of one's planning through feelings of autonomy was motivating. Furthermore, patient care and teaching, especially in combination, stimulated specialists' motivation. Regarding the design of the study, we found that situational motivation is indeed observable. Conclusions The basic psychological needs autonomy, competence, and relatedness are important for specialists' motivation. Investing in a more motivating, open, transparent, and basic-needs- supportive work environment for medical specialists is necessary. Keywords: Continuing professional development, motivation, medical specialists, self-determination theory, qualitative research.

Dataset for The use of food swaps to encourage healthier online food choices. Online grocery stores offer opportunities to encourage healthier food choices at the moment that consumers put a product of their choice in their basket. This study aims to examine the effect of a swap offer, Nutri-Score labelling and a descriptive norm message on the healthiness of food choices in such an online food basket. Additionally, it is examined whether these interventions make it more motivating and easier for consumers to select healthier food choices and whether potential effects are moderated by consumers’ health interest. Hypotheses were tested in a simulated online supermarket. Dutch participants (n=550) chose their preferred product out of six product options for four different categories (breakfast cereals, crackers, pizza and muesli bars). Participants were randomly allocated to one of eight groups based on the interventions (Nutri-Score, swap offer, norm message and the five different combinations). Primary outcome was the difference in nutrient profiling (NP) healthiness score of product choices, for which a lower score represents a healthier product. Results show that a swap offer (NP score M=10.52, SD =16.15) and Nutri-Score labelling (NP score M=15.38, SD=15.24) significantly improved NP healthiness scores compared to the control condition (NP score M=18.03, SD=14.02), whereas a norm message did not (NP score M=17.96, SD=15.15). These findings provide valuable insights for policy makers and practitioners on the implementation of swap offers and Nutri-Score labelling in the online store environment.

This study focuses on the situational heterogeneity of motivation by investigating in-the-moment profiles of expectancies, task values, and costs within learning situations during a university lecture. In a sample of 155 undergraduate students followed across one semester we examined the occurrence of six hypothesized profiles, situational profile change, and the associations of situational motivation profiles with students’ dispositional motivation. Results of multilevel latent profile analysis revealed three profiles with symmetric levels of expectancies, values, and costs (reflecting high, medium, and low motivation situations), and one profile reflecting motivating but costly situations. Furthermore, situational profiles were associated with students’ motivational dispositions at beginning and end of the semester, and partly related to changes in these dispositions during the semester.

Gamification has gained a lot of attention in recent years as a possible way to foster students’ motivation and learning behavior. As a high drop-out rate is associated with distance learning, in particular with students often struggling to engage with the material, the implementation of gamification may support and enhance more successful online learning. A distance learning Bachelor degree class was selected as a case study to investigate the implementation of a Moodle-based gamification concept as well as different variables associated in using a mixed-methods-approach. Eight students were interviewed and 32 participated in an online survey. Significant positive correlations were found between students’ online learning readiness in the dimension of technical competencies and both types of autonomous motivation (identified and intrinsic motivation). A significant positive correlation was also found between self-reported attitudes towards gaming and the dimension of coping of study-satisfaction. As expected, students who indicated rather low online learning readiness tended to show non-autonomous motivation (amotivation). Surprisingly, some students reported autonomous motivation, despite having expressed a rather dismissive attitude towards playing online and computer games in general. Acquiring digital badges reportedly felt like appreciation directly awarded by the students’ instructor. Progress bars were positively evaluated and were accepted as a management tool for individual learning strategies.

Creative Commons Attribution License (CC BY-NC-ND 4.0) The aim of the study was to analyse learning using Augmented Reality (AR) technology and the motivational and cognitive aspects related to it in an informal learning context. The 146 participants were 11–13 year old Finnish pupils visiting a science centre exhibition. The data, which consisted of both cognitive tasks and self-report questionnaires, were collected using a pre- post-test design and were analysed by SEM path-analysis. The results showed that AR-technology experience was beneficial for all, but especially for the lowest-achieving group and for the girls. In general, pre-knowledge skills predicted post-knowledge test results. As expected, school achievement had an effect on pre-knowledge results. In addition, motivation turned out to be an alternative key route for learning. Being a boy predicted directly or indirectly all other motivational variables, enjoyment and interest, but girls had a higher relative autonomy experience (RAI). Situation motivation and attitude towards learning in the science exhibition were much more strongly inter-connected among boys than girls, and attitude predicted post-knowledge only for boys. AR seems to be a promising method by which to learn abstract phenomena using a concrete manner. The aim of the study was to analyse learning using Augmented Reality (AR) technology and the motivational and cognitive aspects related to it in an informal learning context. The 146 participants were 11- to 13-year-old Finnish pupils visiting a science centre exhibition. The data, which consisted of both cognitive tasks and self-report questionnaires, were collected using a pre- post-test design and were analysed by SEM path-analysis. The results showed that AR-technology experience was beneficial for all, but especially for the lowest-achieving group and for the girls. In general, pre-knowledge skills predicted post-knowledge test results. As expected, school achievement had an effect on pre-knowledge results. In addition, motivation turned out to be an alternative key route for learning. Being a boy predicted directly or indirectly all other motivational variables, enjoyment and interest, but girls had a higher relative autonomy experience (RAI). Situation motivation and attitude towards learning in the science exhibition were much more strongly inter-connected among boys than girls, and attitude predicted post-knowledge only for boys. AR seems to be a promising method by which to learn abstract phenomena using a concrete manner.

La Escala de Motivación Situacional (sims) busca evaluar la motivación experimentada en el desempeño de una tarea específica. El objetivo de esta investigación fue el de validar la versión portuguesa, con una muestra de 409 estudiantes, al intentar reproducir su estructura factorial. Los resultados demuestran una consistencia interna adecuada respecto a las subescalas. La validez del constructo fue evaluado con Análisis Factorial Confirmatorio. Los valores de contribución de cada factor y los índices de ajuste señalan la necesidad de eliminar de dos ítems, que, por su turno, van de encuentro a resultados de otros estudios de validación. En general, los resultados indican que la sims está compuesta por cuatro factores consistentes y demuestran su calidad psicométrica. La escala parece ser una buena medida de autorrelato para evaluar la motivación intrínseca, regulación identificada, regulación externa, y desmotivación situacional, pudiendo ser utilizada en la evaluación del constructo en el contexto académico portugués A Escala de Motivação Situacional (sims) procura avaliar a motivação experimentada no desempenho de uma tarefa específica. O objetivo deste estudo foi validar a versão portuguesa, com uma amostra de 409 estudantes, ao tentar reproduzir a sua estrutura fatorial. Os resultados demostram uma consistência interna adequada relativamente às subescalas. A validade de constructo foi avaliada com a Análise Fatorial Confirmatória. Os valores de contribuição de cada fator e os índices de ajustamento assinalam a necessidade de eliminação de dois itens, que, por seu turno, vai de encontro a resultados de outros estudos de validação. Em geral, os resultados indicam que a sims é composta por quatro fatores consistentes e demostram a qualidade psicométrica. A escala parece ser uma boa medida de auto-relato para avaliar a motivação intrínseca, regulação identificada, regulação externa, e amotivação situacional, podendo ser utilizada na avaliação do constructo no contexto acadêmico português. The Situational Motivation Scale (sims), seeks to evaluate the motivation experienced when carrying out a specific task. The purpose of this research was to validate a Portuguese-language version of the scale, using a sample of 409 students, by attempting to reproduce its factor structure. The reliability analysis revealed acceptable internal consistency indexes in all subscales. Construct validity was assessed through Confirmatory Factor Analysis. The contributions of the factors and index of goodness-of-fit demonstrated the need to eliminate two items, which seems to agree with the results in other validation studies. Overall, results revealed that the sims is composed of four consistent factors and attested its psychometric quality. The scale does seem to represent a self-report measure of situational intrinsic motivation, identified regulation, external regulation, and amotivation, and can be widely used for the assessment of this construct in Portuguese academic contexts.

Sex offending is typically understood from a pathology perspective with the origin of the behavior thought to be within the offending individual. Such a perspective may not be beneficial for those seeking to desist from sexual offending and reintegrate into mainstream society. A thematic analysis of 32 self-narratives of men convicted of sexual offences against children suggests that such individuals typically explain their pasts utilizing a script consistent with routine activity theory, emphasizing the role of circumstantial changes in both the onset of and desistance from sexual offending. It is argued that the self-framing of serious offending in this way might be understood as a form of “shame management,” a protective cognition that enables desistance by shielding individuals from internalizing stigma for past violence.

Background Patient safety education, as well as the safety climate at clinical rotations, has an impact on students’ attitudes. We explored medical students’ self-reported motivation to participate in simulation-based teamwork training (SBTT), with the hypothesis that high scores in patient safety attitudes would promote motivation to SBTT and that intrinsic motivation would increase after training. Methods In a prospective cohort study we explored Swedish medical students’ attitudes to patient safety, their motivation to participate in SBTT and how motivation was affected by the training. The setting was an integrated SBTT course during the surgical semester that focused on non-technical skills and safe treatment of surgical emergencies. Data was collected using the Situational Motivation Scale (SIMS) and the Attitudes to Patient Safety Questionnaire (APSQ). Results We found a positive correlation between students’ individual patient safety attitudes and self-reported motivation (identified regulation) to participate in SBTT. We also found that intrinsic motivation increased after training. Female students in our study scored higher than males regarding some of the APSQ sub-scores and the entire group scored higher or on par with comparable international samples. Conclusion In order to enable safe practice and professionalism in healthcare, students’ engagement in patient safety education is important. Our finding that students’ patient safety attitudes show a positive correlation to motivation and that intrinsic motivation increases after training underpins patient safety climate and integrated teaching of patient safety issues at medical schools in order to help students develop the knowledge, skills and attitudes required for safe practice. Electronic supplementary material The online version of this article (doi:10.1186/s12909-017-0876-5) contains supplementary material, which is available to authorized users.

This explorative study presents an empirical examination of the connection between motivation and the measures individuals take to prevent everyday accidents and prepare for crises. Positional factors (age and gender) and situational factors (education, size of locality, and household composition) are included because the literature highlights their importance. The study used data gathered in a 2010/2011 poll of randomly selected Swedish residents aged 16–75 (N = 2000; 44.8% response rate). A factor analysis reduced the theoretical model for situational motivation (Guay, Vallerand, & Blanchard, 2000) from four to two dimensions: motivation and amotivation. Subsequent regression analyses statistically confirmed the connection between motivation or amotivation and the extent to which individuals pursue preventative and preparedness measures, even when accounting for positional and situational factors. These findings underscore the need for continued studies of individuals’ incentives to prevent accidents and prepare for crises and for the study of the nuances of (situational) motivation and preventive/preparedness measures. peerReviewed