gifted education by Michaela Gläser-Zikuda
Young Wise (Genç Bilge) Publishing Ltd.Co, 2020
pandemic. In an empirical study, we focus on female top performing students in STEM and the human... more pandemic. In an empirical study, we focus on female top performing students in STEM and the humanities. Of particular interest was whether the measures associated with the pandemic constitute a risk-factor for a re-traditionalization of gender roles. Before lectures or courses began, students at a full-scale university were invited to participate in an online survey. We investigated four research questions: 1) Are women underrepresented in our sample among the top performers in STEM and the humanities? Are there gender differences among top performers with regard to (2) digital readiness, (3) socio-emotional and (4) learning related variables? The sample of the study consisted of 2,849 higher education STEM and humanities students. The study took place as an online survey. In the week before the start of the official lecture period, all students enrolled at the university were invited to take part via an e-mail correspondence from the Vice President of Education (survey access link). Participation in the survey took place via the Questback platform and was activated for 10 days. The cutoff point for the ability level was set at the 95th percentile of previous university achievements. To test Q1, we performed a hierarchical loglinear analysis with posthoc Chi² tests. In research questions Q2-Q4 two-way ANOVAs were used to test the effects of gender and subject. Results indicate equal shares of female and male students among the top performers, with women overrepresented in the humanities and men overrepresented in STEM relative to their proportion of the student population. The analysis of socio-emotional and learning-related factors showed risk factors for high performing female students such as lower self-efficacy, but no major emotional vulnerability. Overall, the data suggest that at the beginning of the COVID-19 pandemic, female top performers had still been able to compensate for the risk factors.
Papers by Michaela Gläser-Zikuda
Given that videoconferencing serves as a crucial means for remote teaching, the current study inv... more Given that videoconferencing serves as a crucial means for remote teaching, the current study investigated higher education students' (non)use of webcams and engagement in synchronous online courses. Three phases were studied: (1) A state of engagement; (2) antecedents that influence it; and (3) consequences of engagement. In particular, the aim of the study was to describe the status quo of students' situation-specific engagement and to analyze potential factors contributing to it, namely, course characteristics, behavior of others, and individuals' perceptions. Furthermore, the extent to which verbal and visual engagement influence each other was investigated. The cross-sectional online survey encompassed 4,143 students from all fields of studies of a comprehensive university. Results indicated that visual and verbal engagement were only slightly related to each other. Structural equation modelling revealed different direct and indirect influences on either visual or verbal engagement in synchronous online higher education courses. Due to the novelty of the research scope, results of this study provide a foundation for further investigation.
arXiv (Cornell University), Jul 10, 2023
Written reflective practice is a regular exercise pre-service teachers perform during their highe... more Written reflective practice is a regular exercise pre-service teachers perform during their higher education. Usually, their lecturers are expected to provide individual feedback, which can be a challenging task to perform on a regular basis. In this paper, we present the first open-source automated feedback tool based on didactic theory and implemented as a hybrid AI system. We describe the components and discuss the advantages and disadvantages of our system compared to the state-of-art generative large language models. The main objective of our work is to enable better learning outcomes for students and to complement the teaching activities of lecturers.
Zeitschrift für Bildungsforschung, Jan 6, 2020
In bisherigen Studien im Kontext des Übergangs von der Grundschule in die weiterführende Schule w... more In bisherigen Studien im Kontext des Übergangs von der Grundschule in die weiterführende Schule wurden vornehmlich soziale, ethnisch-kulturelle und regionale Disparitäten thematisiert. Affektive Faktoren, wie Lern- und Leistungsemotionen, sind demgegenüber in diesem Zusammenhang weniger erforscht. Ziel der vorzustellenden Studie ist es daher, individuelle und kontextuelle Prädiktoren ausgewählter positiver (Freude, Stolz) und negativer (Ärger, Angst) Lern- und Leistungsemotionen auf der Basis des Kontroll-Wert-Ansatzes zu Beginn der Sekundarstufe I zu identifizieren. An der vorliegenden Studie, die etwa sechs Wochen nach dem Übertritt in die fünfte Jahrgangsstufe durchgeführt wurde, nahmen 619 Schüler/innen aus insgesamt zehn Schulen in Bayern teil. Die Ergebnisse der Mehrebenenanalysen bestätigen sowohl schulische Faktoren auf Klassenebene, als auch schulbezogene individuelle Determinanten auf Schülerebene als wesentliche Prädiktoren von Lern- und Leistungsemotionen zu Beginn der Sekundarstufe I, wobei der Großteil der Varianz durch individuelle Merkmale erklärt werden kann. Während intrinsische Motivation die stärkste Determinante für Lernfreude ist, werden Stolz und Angst vor allem durch schulbezogene Selbstwirksamkeitserwartungen vorhergesagt. Als Prädiktoren von Ärger werden neben Faktoren auf Individualebene auch zwei Subskalen der Unterrichtsqualität (Klassenführung und Bilanz/Ertrag) auf Klassenebene bestätigt. Previous studies regarding the transition from primary into secondary school have mainly addressed disparities relating to students’ socio-economic, ethnic and regional backgrounds, leaving questions into affective factors, such as achievement emotions, relatively under-researched. Therefore, based on the control-value approach, this study aimed at testing predictors of students’ positive (enjoyment, pride) as well as negative (anger, anxiety) achievement emotions at the beginning of secondary school. The study was carried out six weeks after students had transitioned into secondary school. The sample included 619 students from ten schools in Bavaria. With respect to the theoretically postulated individual and contextual predictors of achievement emotions at the beginning of secondary school, results of multilevel regression analyses confirmed that different school factors on class level and particularly individual determinants on students’ level significantly contribute to the explained variance. While intrinsic motivation represents the strongest determining factor for enjoyment, pride and anxiety are mainly determined by academic self-efficacy. In addition to individual factors on student’s level, instructional quality (with the two scales classroom management and learning results/merit) is confirmed as a predictor of students’ anger.
MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, Nov 18, 2021
Against the backdrop of the CoViD-19 pandemic, German higher education switched to full online te... more Against the backdrop of the CoViD-19 pandemic, German higher education switched to full online teaching in the summer term 2020. The current longitudinal study based on a questionnaire investigates students' (N = 2,037) academic media usage, competence and equipment at one German comprehensive university prior and during that specific term. Results show that academic media usage intensifies, perceived digital competencies increase and that provision and usage of e-learning tools occurs differently across faculties. It is also indicated that students start into the term with heterogeneous prerequisites, also affecting their study situation as the summer term evolves. The study results are discussed
European journal of psychology and educational research, Dec 15, 2022
At the beginning of primary school, young children need to adapt academically, socially, and emot... more At the beginning of primary school, young children need to adapt academically, socially, and emotionally to their new school environment. Enjoying going to school and becoming socially integrated are important preconditions for successful learning. However, children from disadvantaged families have fewer resources and receive less support, and such deficits can result in lower attainment, negative emotions, and lower well-being. In recent years, interest in emotions and well-being in school has grown in educational research. However, studies analyzing the affective characteristics of disadvantaged students, especially in primary school, are still scarce. In this study, we analyzed reciprocal relationships between school enjoyment, social integration, and achievement using cross-lagged structural equation modeling (Grades 1 and 2), while controlling for family background and sex. We used data from the National Educational Panel Study in Germany (NEPS; N = 4,986). Results showed positive effects of school enjoyment on achievement and social integration on school enjoyment. Additionally, a better home learning environment had positive effects on school enjoyment and social integration in Grade 1. Effects of socioeconomic and migration background on school enjoyment and social integration were not significant. Our results show no evidence that educationally disadvantaged students are additionally disadvantaged in their school enjoyment or social integration at the beginning of primary school.
VS Verlag für Sozialwissenschaften eBooks, 2011
ABSTRACT Das Kapitel widmet sich qualitativen Auswertungsverfahren. Die Definition und Zielsetzun... more ABSTRACT Das Kapitel widmet sich qualitativen Auswertungsverfahren. Die Definition und Zielsetzungen der qualitativen Forschung sowie die Auswertung qualitativer Daten werden erläutert. Ferner wird auf Gütekriterien qualitativer Analysen, Möglichkeiten computergestützter Datenauswertung sowie Kombinationsmöglichkeiten qualitativer und quantitativer Forschungszugänge eingegangen.
Springer eBooks, 2012
Q-learning is a reinforcement learning technique that works by learning an action-value function ... more Q-learning is a reinforcement learning technique that works by learning an action-value function that gives the expected utility of taking a given action in a given state and following a fixed policy thereafter. One of the strengths of Q-learning is its ability to compare the expected utility of the available actions without requiring a model of the environment.
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gifted education by Michaela Gläser-Zikuda
Papers by Michaela Gläser-Zikuda