Search

A high number of engineering graduates is desirable both from the individual students’ views as well as from an economic and societal view. However, on their way to graduation, engineering students encounter a variety of challenges. One of them are mathematics courses, which are a typical and often obligatory part of engineering degree programs in Germany and other countries. Many of the explanations which have been provided for students’ difficulties in mathematics courses can be subsumed under the umbrella term of self-regulated learning. Although self-regulated learning is an intensively researched field, the literature base has several important limitations which impede the application of this knowledge to improve mathematics tertiary education. This dissertation wants to overcome these limitations and thus contribute to enhance the success of (engineering) students in mathematics tertiary education. In the first study, a systematic review of research in the field of self-regulated learning in mathematics tertiary education in this millennium was conducted. Several databases containing both psychological as well as mathematics research were systematically searched. In addition, exploratory searches were conducted. After applying a two-tier screening procedure to the references identified, 28 articles remained as the final sample. Coding articles using a standardized coding sheet allowed to describe the literature base regarding research topics addressed, theories used as a basis for research or argumentation, definitions provided and aspects of self-regulated learning focused on, research design and measurement instruments used, as well as groups targeted by the research. Based on this, conclusions regarding the nature and correlates of self-regulated learning in mathematics tertiary education as well as possibilities to support it could be drawn. In the second study, semi-structured interviews with engineering students enrolled in a mathematics course at a German university of technology were conducted. The final sample included 27 students. Anonymized transcripts were coded and analyzed using a deductive-inductive process. This allowed to identify important (meta-)cognitive and resource management strategies students used in mathematics courses. Reasons for (non-)use, way and frequency of use as well as perceived helpfulness could be explored for several learning offers. In addition, various goals students pursued in mathematics courses could be identified. Furthermore, for all the aspects mentioned, changes over the course of studying as perceived by students were explored. Beyond this, the attributions students made for their results in mathematics exams and the amount of time they spent studying for mathematics courses could be extracted from the transcripts as well. Overall, the study thus yielded an extensive description of (meta-)cognitive, motivational and behavioral aspects of self-regulated learning of engineering students in mathematics tertiary education. To summarize, the current dissertation provides important insights into self-regulated learning in mathematics tertiary education in general and that of engineering students in particular. Thus, it provides a valuable foundation for future research and the development of optimal support for students as they make their way through higher education in general and mathematics courses in particular.

Journal for educational research online 3 (2011) 2, S. 38-61, Die mangelnde Abstimmung zwischen den ersten beiden Bildungsstufen wird als ein bedeutsamer Organisationsnachteil des deutschen Bildungswesens und als potentielle Hürde auf dem Bildungsweg der Kinder betrachtet. Einer der Wege zur besseren Anschlussfähigkeit ist die Kooperation von Kindergarten und Grundschule im Umfeld des Schuleintritts der Kinder, die u.a. in ökosystemischer Sicht den Schuleintritt erleichtern soll. Der vorliegende Beitrag stellt querschnittliche Befunde aus der „BiKS“-Studie („Bildungsprozesse, Kompetenzentwicklung und Selektionsentscheidungen im Vor- und Grundschulalter“) zu den Kooperationsaktivitäten vor und bezieht dabei Hintergrundinformationen ein. Erzieherinnen (n = 77) und Erstklasslehrkräfte (n = 68) wurden zu den an ihrer Institution verbreiteten Aktivitäten und ihren Einstellungen dazu befragt. Die von den Befragten als am wichtigsten eingeschätzten Einzelmaßnahmen finden auch am häufigsten statt, nämlich Schulbesuche von angehenden Erstklässlern und der Informationsaustausch von Erzieherinnen und Lehrkräften. Die Kooperation unter Einbezug der Eltern ist seltener. Beide Befragtengruppen schätzen mit charakteristischen Unterschieden die Kooperation sehr hoch ein. Bis auf eine Schule führen alle Institutionen Kooperationsaktivitäten durch, allerdings unterscheidet sich die Breite bzw. die Häufigkeit der Maßnahmen erheblich. (DIPF/Orig.), Inadequate coordination between the first two educational stages is regarded as a substantial disadvantage in the management of the German education system and is considered as a potential drawback on children’s educational career. One way to a better alignment is the cooperation of kindergarten and primary school prior to school entry, which could also facilitate school entry from an ecosystemic point of view. Based on the “BiKS”-Study (“Educational Processes, Competence Development and Selection Decisions in Pre and Primary School Age”) this paper presents cross-sectional results regarding cooperation activities and includes background information. Kindergarten teachers (n = 77) and primary school teachers (n = 68) were asked to answer questions about common activities run by their institutions and their attitudes towards the cooperation. The two most important activities are also the most common ones: future school beginners visiting a primary school and information exchange between kindergarten and school teachers. More seldom are activities including parents. The cooperation was highly estimated by both groups of respondents with characteristic differences. Apart from one school, all institutions are involved in cooperation activities, however, the extent and frequency of the measurements differ considerably. (DIPF/Orig.)