Search results for author:"Barbara Schober"
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Faculty of Psychology, University of Vienna
Time students spend working at home for school
Petra Wagner; Barbara Schober; Christiane Spiel
Learning and Instruction Vol. 18, No. 4 (August 2008) pp. 309–320
The paper presents three studies which deal with the time students spend working at home for school. In addition, the paper focuses on the distribution of time investment over the course of a week and on the relationship between academic achievement ...
How do teachers promote their students' lifelong learning in class? Development and first application of the LLL Interview
Julia Klug; Noreen Krause; Barbara Schober; Monika Finsterwald; Christiane Spiel
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 37, No. 1 (January 2014) pp. 119–129
Lifelong learning's (LLL) cornerstones are laid at school. Especially teachers' behaviour is central. As of yet, there is no instrument to measure teachers' efforts in promoting aspects associated with LLL within their students. We present a new...
Vienna E-Lecturing (VEL): Learning How to Learn Self-Regulated in an Internet-Based Blended Learning Setting
Barbara Schober; Petra Wagner; Ralph Reimann; Christiane Spiel
International Journal on E-Learning Vol. 7, No. 4 (October 2008) pp. 703–723
The article describes the "Vienna E-Lecturing" (VEL), a complex internet-based blended-learning setting developed for students at the University of Vienna (Austria). As part of the introduction to research methods in psychology, VEL aids in...
Topics: Students, Training, Instructional Design, eLearning, Internet, Teaching Methods
Fostering lifelong learning – Evaluation of a teacher education program for professional teachers
Monika Finsterwald; Petra Wagner; Barbara Schober; Marko Lüftenegger; Christiane Spiel
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 29, No. 1 (January 2013) pp. 144–155
Modern economics has placed lifelong learning (LLL) at the center of an intensive ongoing political debate. Evidenced-based interventions are needed, not only in continuing education courses for teachers, but also in schools. This paper introduces...
Benefits of the Person-Oriented Perspective for Program Evaluation: Analyzing the Differential Treatment Effects of the Vienna E-Lecturing Program
Dominik Lapka; Petra Wagner; Barbara Schober; Petra Gradinger; Christiane Spiel
Journal of MultiDisciplinary Evaluation Vol. 7, No. 16 (July 2011) pp. 65–83
Background: In program evaluation interventions are usually examined for global effects but not always for differential effects. The reasoning behind the focus on global effects is that most of the concepts applied in data analyses, and most of the...
A citizen science approach to measuring students’ achievement goals
Marko Lüftenegger; Lisa Bardach; Evelyn Bergsmann; Barbara Schober; Christiane Spiel
International Journal of Educational Research Vol. 95, No. 1 (2019) pp. 36–51
The concept of citizen science in scientific research brings researchers and laypersons together to work on research projects. Using an achievement goal theory framework, the present study employs a citizen science approach in which researchers and...
Achievement or agreement – Which comes first? Clarifying the temporal ordering of achievement and within-class consensus on classroom goal structures
Lisa Bardach; Marko Lüftenegger; Takuya Yanagida; Christiane Spiel; Barbara Schober
Learning and Instruction Vol. 61, No. 1 (June 2019) pp. 72–83
Within-class consensus describes the extent to which students agree in their perceptions of classroom characteristics. The most frequently studied external link in research on within-class consensus is achievement. However, the direction of effects...
Student-teacher agreement on classroom goal structures and potential predictors
Lisa Bardach; Gholam Hassan Khajavy; Seyyedeh Mina Hamedi; Barbara Schober; Marko Lüftenegger
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 74, No. 1 (August 2018) pp. 249–260
This study examined whether teachers and students agree in their perceptions of the mastery goal structures dimensions task, autonomy, recognition/evaluation, and grouping. Additionally, potential predictors, namely students' achievement and...
Lifelong learning as a goal – Do autonomy and self-regulation in school result in well prepared pupils?
Marko Lüftenegger; Barbara Schober; Rens van de Schoot; Petra Wagner; Monika Finsterwald; Christiane Spiel
Learning and Instruction Vol. 22, No. 1 pp. 27–36
Fostering lifelong learning (LLL) is a topic of high relevance for current educational policy. School lays the cornerstone for the key components of LLL, specifically persistent motivation to learn and self-regulated learning behavior. The present...