German Students Research Articles

L3 English in the German secondary school context: longitudinal development of bilingual heritage speakers’ multilingual repertoire

ABSTRACT A multilingual experience can be considered a significant asset. However, since the earliest studies in the field, research has reported mixed results regarding potential advantages such as increased cognitive ability and metalinguistic awareness. Moreover, studies investigating the influence of bilingualism/multilingualism on the acquisition of additional languages produced partially conflicting findings. This longitudinal study (three measurement time points within 1.5 years) investigates the impact of social, cognitive, and linguistic variables on English proficiency. We rely on data gathered from 374 unbalanced bilinguals (Russian-/Turkish-German), dominant in German, and 600 monolingual (German) students attending grades seven to ten in Germany. We use multiple linear regression models predicting English proficiency to track longitudinal changes. The results show that German reading proficiency and visual-spatial cognitive ability positively impact L2/L3 English C-test scores. In addition, the impact of heritage language proficiency is not statistically significant and language background did not bring about clear differences between the monolingual and bilingual cohorts per se. We conclude that there are differences between the Turkish-German students and their peers, but not between the monolinguals and Russian-German students. We discuss these findings in light of current teaching approaches prevailing in Germany's foreign language classrooms and perceptions of heritage languages in society.

Inclusive education for refugee students from Ukraine—An exploration of differentiated instruction in German schools

AbstractCurrently, refugee Ukrainian learners are attending German mainstream schools, leading to an even more diverse student population. Given that the German school system is committed to provide inclusive education for all, this study aims to examine how teachers address Ukrainian students learning needs by means of differentiated instruction. To this end, a qualitative study was conducted in which eight elementary school and advanced secondary school teachers were interviewed. Findings revealed that refugee Ukrainian students in German mainstream schools are taught alongside German students, but are also placed in separated classrooms. Additionally, they occasionally participate in remote learning via Zoom from Ukraine. Furthermore, teachers reported using more frequently tiered assignments or peer tutoring systems. In contrast, practices such as mastery learning or open education are seldomly implemented. Implications of the results, as well as limitations and further lines of research are discussed.

Differences in stress levels between Albanian and German students

Abstract This study was conducted to determine and compare the factors influencing the increase in stress levels of students at German and Albanian universities. In addition to descriptive statistics to analyze the data, the authors used factor analysis, the Independent Samples t-Test, and bivariate correlation among others in the study. An online questionnaire divided into three sections was used as a tool for data collection. The description of statistics expressed in percentages and the data analysis were performed using SPSS software, Version 16. The results showed that students experienced a high level of stress, 44.1214, with some variations among them. The results confirmed a higher level of stress among Albanian students compared to German students. On the other hand, the results indicated that the “Fear of failing exams” factor had a greater impact on increasing stress levels among German students compared to Albanian students.

Self-Efficacy, Motivation and Learning Strategies in Germany and Japan

Learning strategies are important factors for students’ academic success. Motivation and self-efficacy influence the choice and the use of specific learning strategies (Entwistle & Ramsden, 1983). In this study, we want to assess how these three factors and their interaction are determined by the cultural setting (eastern vs. western culture). Therefore, we tested 271 Japanese students (198 men, age: M = 19.74, SD = 1.39) and 300 German students (177 men, age: M = 21.84, SD = 1.83). The results show that Japanese students have lower motivation and self-efficacy and choose different learning strategies from German students. Even when (it is) not totally fitting the theoretical construct, the choice of learning strategies can be better explained in Japan (R² = .10 to .33) by motivation and self-efficacy than in Germany (R² = .01 to .26). In summary, it is shown that the cultural setting has an influence on the three components and also on their interaction.

Unraveling the Mistakes: An Analysis of Student Errors in Translating Literary Texts

The aim of this paper is to analyse the translation performance of German students at the University of Prishtina when translating literary texts from German into Albanian. The paper focuses on the question of whether errors occur during the translation process in the areas of grammar, orthography, semantics, and sentence structure, including possible interference errors between the two languages. These errors may arise due to uncertainties, carelessness, or the influence of other languages. The interference of German manifests itself primarily in the lexical level and sentence structure. If the languages have differences in sentence structure, this interference leads to grammatically incorrect sentences. An interference of Albanian is also noticeable, primarily on a pragmatic level, which is mainly determined by the cultural context. Errors are a characteristic feature of foreign language learners. They are a phenomenon that affects not only foreign language learners but also native speakers. This paper analyses and classifies the errors that German students at the University of Prishtina make when translating by applying the theoretical, analytical, and contrastive methods in the translation of literary texts.

Influence of the Type of Mathematical Problems on Students’ and Pre-service Teachers’ Interest and Performance. A Replication and Elaboration Study

Influence of the Type of Mathematical Problems on Students’ and Pre-service Teachers’ Interest and Performance. A Replication and Elaboration Study

Heart rate variability and psychological health: The key role of trait emotional awareness

Studies have shown that Trait Emotional Awareness (TEA) – the ability to recognize one's emotions – and Heart Rate Variability (HRV) are both negatively associated with psychological disorders. Although these studies imply that TEA is related to HRV and may explain the association between HRV and psychological disorders, there is limited research investigating this implication. Such investigation is essential to illuminate the psychophysiological processes linked to psychological disorders. The present study aims to investigate a) the association between TEA and HRV, b) the association between HRV and psychological disorders, and c) whether TEA explains the association between HRV and psychological disorders. A sample of 41 German students completed self-report questionnaires as indicators of psychological disorders, including the Hospital Anxiety and Depression Scale (HADS; Snaith & Zigmond, 1983) for anxiousness and depressiveness, as well as the somatization scale of the Hopkins Symptom Checklist (HSCL; Derogatis et al., 1976) for physical complaints. HRV was measured at baseline (resting HRV) and during exposure to a fear-provoking movie clip (reactive HRV). As hypothesized, a) TEA showed a positive association with reactive HRV, b) HRV showed negative associations with anxiousness and physical complaints, and c) TEA explained the relationships between reactive HRV and anxiousness, as well as physical complaints. Contrary to our hypothesis, we did not find any association between HRV and depressiveness. We discussed the contribution of TEA to psychophysiological health, limited generalizability of the current study, and direct future research to explore the underlying mechanisms linking TEA to health.

Oracy skills in a digital environment: what do foreign language undergraduate students need?

ABSTRACT Foreign language learning is highly interactive and requires opportunities for academic speaking. The focus of this paper is how foreign language undergraduate students experienced this process in an online learning context. Through semi-structured interviews with seven undergraduate French, German and Spanish students, participants highlighted the challenges of speaking in a foreign language in an online environment and articulated the need for speaking skills which could compensate for the lack of visual clues. Drawing on the Oracy Skills Framework, this study suggests that certain skills were particularly pertinent and others could be added to fully reflect the reality of engaging in oral communication in an online environment. The contribution of this paper is twofold. First, we propose an adapted Oracy Skills Framework for a foreign language learning context which is timely and relevant for both online and face-to-face contexts. Second, we suggest ways in which teachers and students in higher education can support foreign language learners in speaking in online spaces.

Cultural differences in students’ privacy concerns in learning analytics across Germany, South Korea, Spain, Sweden, and the United States

Applications of learning analytics (LA) can raise concerns from students about their privacy in higher education contexts. Developing effective privacy-enhancing practices requires a systematic understanding of students’ privacy concerns and how they vary across national and cultural dimensions. We conducted a survey study with established instruments to measure privacy concerns and cultural values for university students in five countries (Germany, South Korea, Spain, Sweden, and the United States; N = 762). The results show that students generally trusted institutions with their data and disclosed information as they perceived the risks to be manageable even though they felt somewhat limited in their ability to control their privacy. Across the five countries, German and Swedish students stood out as the most trusting and least concerned, especially compared to US students who reported greater perceived risk and less control. Students in South Korea and Spain responded similarly on all five privacy dimensions (perceived privacy risk, perceived privacy control, privacy concerns, trusting beliefs, and non-self-disclosure behavior), despite their significant cultural differences. Culture measured at the individual level affected the antecedents and outcomes of privacy concerns. Perceived privacy risk and privacy control increase with power distance. Trusting beliefs increase with a desire for uncertainty avoidance and lower masculinity. Non-self-disclosure behaviors rise with power distance and masculinity and decrease with more uncertainty avoidance. Thus, cultural values related to trust in institutions, social equality and risk-taking should be considered when developing privacy-enhancing practices and policies in higher education.

Listen closely: Prosodic signals in podcast support learning

Based on the assumptions of Cognitive Load Theory and its derived signaling principle, previous research on instructional material has mainly investigated the effect of including visual cues to support the processing and integration of information. In the context of the renewed interest in commented videos and podcasts as instructional materials, the present study investigates the influence of prosodic signals on learning with digital media. An online experiment was conducted with 102 German students using an audio podcast as digital learning material. The audio recording was varied following the prosody of human language in terms of a 2 (volume: regular vs. higher) × 2 (pace: regular vs. slower) between-subject design to examine signaling key concepts. The results showed a positive effect of both prosodic cues manipulations (main effects) on learning outcomes and the most substantial impact when cumulated. This aligns with previous research on visual cues and thus extends findings on the signaling effect to the auditory modality. However, the picture is not so clear-cut. Indeed, higher learning outcome was also associated with higher mental effort and load with higher volume and no difference in effort but a lower load for a slower pace. Further, the presence of signals was also paired with an underestimation of learning. Overall, this could indicate a difficulty in processing the prosodic cues and integrating the signaled elements in the mental model, with an unknown effect on longer-term learning. Future research could further investigate additional possibilities of prosody (e.g., neutral vs. euphoric tone) as prosodic cues and characteristics linked to the speaker (e.g., age, gender) in podcasts and multimedia documents.

Association between anxiety, depression and quality of life in male and female German students during the COVID-19 pandemic

BackgroundStudies show that three-quarters of mental disorders appear during young adulthood, which makes students a risk group. Especially people with anxiety and depression experience lower Quality of Life (QoL) compared to healthy persons. Furthermore, previous research found that there was a wide range of negative mental consequences triggered by the COVID-19 pandemic. This study aimed to examine the association between anxiety, depression and QoL in male and female students at the time of the COVID-19 pandemic. Methods: 297 German students (121 men, age spanmen: 18–41 years; 176 women, age spanwomen: 18–52 years) filled in the following questionnaires: World Health Organization Quality of Life Brief Version, Hospital Anxiety and Depression Scale and the Symptom-Checklist-90-R. Men and women did not differ significantly in their physical, psychological, environmental and global QoL. Results: While women showed higher raw anxiety scores, groups did not differ in terms of their raw depression scores. Furthermore, we found main effects of anxiety and depression on the four QoL subscales. Students´ QoL was highest if they were not affected by anxiety and depression, independently of gender. Psychological and social QoL was worst if the students reported marginal and particularly clinically significant levels of anxiety and depression. Men experienced worse psychological and social QoL than women for clinically significant anxiety levels. Conclusions: Interventions should target especially the psychological and the social subscales of QoL, as these areas are most affected by anxiety and depression. Possible interventions could be psychoeducational programs or participation in sports because it offers an opportunity for social interaction and goal-directed activity.

Effects of student-owned and provided mobile devices on mathematical modeling competence: investigating interaction effects with problematic smartphone use and fear of missing out

IntroductionNowadays, more and more digital resources are used in modern mathematical modeling classes. In order to access these resources, students need a suitable digital device—often mobile devices are used for this purpose. There are several concepts to enable students access to such devices. For example, students can be allowed to use their self-owned devices [Bring Your Own Device (BYOD) concept] or teachers can hand out school-owned devices to their students [device pool (pool) concept]. Currently, little is known about possible effects of different mobile device access concepts on student learning. Hence, in this study, we investigated their effects on students’ mathematical modeling competence. In doing so, we also considered an interaction between the access concept and the effects of (a) students’ problematic smartphone use and (b) students’ fear of missing out on learning mathematical modeling.MethodTo this end, we conducted an experiment, measured students’ mathematical modeling competence as the outcome variable, and analyzed data of 263 German students in grades 8 and 9 using a multilevel model. In the experiment, students were randomly assigned to one of two study conditions and completed a mathematics modeling workshop. In the BYOD condition, students utilized their self-owned smartphones to work on the workshop tasks, whereas in the pool condition, students utilized institutionally provided smartphones.ResultsAs a main finding, our results showed an interaction effect between the mobile device access concept and students’ problematic smartphone use on their competence (β = −0.24, 95% CI [−0.47, −0.01]). Students utilizing their self-owned smartphones were negatively affected by their problematic smartphone use (B = −1.45, 95% CI [−2.45, −0.46]), whereas students utilizing provided smartphones were not affected (B = 0.04, 95% CI [−1.01, 1.09]). Students with maximal problematic smartphone use achieved higher competences when utilizing provided devices (BBYOD−Pool = −1.20, 95% CI [–2.35, –0.05]).DiscussionOur study demonstrates the importance of thinking about effects of student-owned and provided digital devices on mathematics learning. Finally, we discuss (a) that our results do not reveal a general preferability for one of the two access concepts, as well as (b) the relevance of student characteristics when choosing an access concept.

Aspiring and Becoming

Abstract Research into Islamic higher education tends to focus primarily on the educational institution as the object of the analysis and neglects the perspectives of students. To tackle this research desideratum, this article investigates students’ educational paths in the field of Islamic higher education. Based on in-depth interviews and extensive fieldwork among German students and alumni from the International Theology Program (Uluslararası İlahiyat Programı) in Turkey, the article has a twofold aim. First, it unpacks the motivations and reasons for students to study Islamic theology. Second, it examines how studying Islamic theology comes to constitute a meaningful endeavor for the students. The analysis shows that students’ complex ways of aspiring to study Islamic theology simultaneously constituted relevant means of becoming. Thus, studying Islamic theology constituted a venue for interlocutors to explore sources of identity and processes of meaning-making.

Validation of The Canadian Assessment of Physical Literacy – CAPL-2 Questionnaire for German and Polish School Children

Abstract Physical literacy (PL) is a lifelong process of developing the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engaging in physical activity throughout life. It is also an important concept for understanding and promoting physical activity in children and adolescents and is becoming a theoretical basis for analysing physical education in schools. One of the best known, well-operationalised assessments of PL is the Canadian Assessment of Physical Literacy – CAPL-2. The aim of the study was to translate and culturally adapt the CAPL-2 questionnaires in two EU languages, German and Polish. Data from Poland and Germany were combined for this study, with a total sample size of N=802, consisting of 58.6% Polish and 41.4% German students. We used the TRAPD (the Translation, Review, Adjudication, Pre-test and Documentation) approach to translate the CAPL-2 questionnaires. The main results of this study show that the proposed Polish and German versions of the CAPL-2 questionnaires are satisfactory for use in research or for teachers to assess PL in physical education. Our results also indicate better predictive characteristics of the CAPL-2 questionnaires for children who are very close to or who meet the moderate-to-vigorous physical activity (MVPA) recommendations for health as defined by the WHO. We recommend that adaptations be made that are consistent with the original Canadian version, but which are deeply embedded in the language and culture of the country in question, especially in their wording and terminology.

The Relation of Big Five Personality Traits on Academic Performance, Well-Being and Home Study Satisfaction in Corona Times.

As a result of the protective measures taken to contain the COVID-19 pandemic, German students experienced home study in the spring of 2020. The present study addressed the relation between coping with the home study situation and personality. The interrelations of the Big Five factors with students' well-being, study satisfaction and academic performance were examined in 287 German online participants. The results showed significant positive correlations of positive affect and conscientiousness, as well as of better academic performance and academic satisfaction. For extraversion, a positive supporting effect on the affective level emerged, although previous studies suggested negative influences of extraversion on affect in home study settings in other phases of the pandemic. Furthermore, in contrast, neuroticism showed a negative relation to study satisfaction and mood in home study. In summary, the personalities of students should be considered in order to provide protective measures and avoid negative coping effects.

Should we all be feminists? Development of the Liberal Feminist Attitudes Scale

IntroductionThe current social zeitgeist is characterized different feminist tendencies, some of which are embedded in a neoliberal logic. Although the impact of modern mainstream feminism on the individual and society is a subject of critical scholarly debate, there is a lack of suitable instruments to measure the complexity of modern feminist attitudes.MethodsIn three studies, we developed a scale assessing liberal feminist attitudes and tested its factor structure and validity. In Study 1, we generated an item pool capturing liberal feminist attitudes and presented it to a sample of N = 473 with scales for Ambivalent Sexism (hostile and benevolent), Social Dominance Orientation, System Justification, Neoliberal Beliefs, and the self-labeling as a feminist. In Studies 2 (N = 310) and 3 (N = 214) we aimed at replicating the factor structure of the LFAS from Study 1 and confirmed the construct and criterion validity with measurements of the constructs Self-Identification as a Feminist, Personal Progress, Conformity to Feminine Norms and a concrete behavioral measure that captured the willingness to receive information about feminism in the future.ResultsExploratory factor analysis (Study 1) yielded a 4-factor structure with 17 items-the Liberal Feminist Attitudes Scale (LFAS). In Studies 2 and 3, this 4-factorial model showed excellent model fit, internal consistency and convergent as well as discriminant and criterion validity, at least within a particular demographic (i.e., German students).DiscussionThe LFAS holds the potential to provide psychologists with a tool to examine and analyse liberal feminist attitudes comprehensively.

Developing motivation through an ICT cooperation project plan in English between Spanish and German students

This case study aims to research the connection between motivation and real-life experiences in the use of the English language through an ICT cooperation project plan between two centres. Introducing Information and Communication Technologies (ICTs) by means of videoconferences and the Edmodo network, we connect teenagers from different countries who share hobbies and interests. The goal is that students from Spanish 3rd-grade compulsory secondary education or their equivalent 9th-grade German peers use English as a lingua franca to achieve their objectives. This also helps students to acquire a foreign language (English) in a motivating and communicative environment and to develop competencies that are usually relegated to the background in standard English classes. In total, 104 teenagers participated in this study, in which they had to write letters, record a video, and participate in three videoconferences. The research started with an online meeting between the two teams of teachers from both centres in which the general guidelines were set up. The research instruments that the students had to carry out during the project were pictures and letters, videoconferences, and finally a profile on an educational social network. The results show how this cooperation project motivated them to the point that they could end their school year with a better grade than they had before starting the project as they shared interests in the use of English to maintain cooperation with their peers.

Learning From Experience: Perceptions of Socio-Emotional Development Among German Students During COVID-19

The COVID-19 pandemic had an impact on emerging adults’ life and development. The present study explores the socio-emotional development during the corona pandemic from the perspective of German students themselves. Episodic semi-structured interviews were conducted with 30 students and analysed with thematic coding. The main developmental challenges included missed opportunities and experiencing uncertainty, while family support and an optimistic attitude facilitated socioemotional growth. Social developmental gains included increased social support from family and friends and the formation of a generational social identity. Regarding emotional development, self-reflection and self-confidence were enhanced. Findings can be integrated in the Positive Youth Development Theory, as the socio-emotional gains match the 5 C’s (competence, confidence, connection, caring, character). Results have relevant practical implications concerning how to foster positive youth development during uncertain times.

Changes in value priorities due to the COVID-19 pandemic-A 4-year cross-sectional study with German students.

In March 2020, the WHO declared the coronavirus a pandemic. Since then, the German government has tried to control the spread of the virus with various restrictions. These restrictions had a direct impact on the life of German students. In this study, we investigate to what extent the restrictions led to a change of value priorities of German students. From January 2019 to January 2022, we conducted a cross-sectional study with four measurement points and, in total, 1,328 participants. Two measurement points were before the first outbreak of COVID-19 in Germany, one in the second lockdown phase and the third after two years in the pandemic. In this study, the students were asked to indicate their value priorities while solving a real-world decision problem important to them. Results suggest increased value priorities of the values Intellectual Fulfillment and Environment and Nature and a decrease of Family and Partner value priority as a direct effect of the second lockdown phase. We also found small differences regarding value priorities between the male and female subjects. The data show bounce-back effects as the pandemic became more normal to the students. In the long run, value priorities seem to be stable, with the exception of a longer-lasting increase in Freedom and Independence.

Performance increases in mathematics within an intelligent tutoring system during COVID-19 related school closures: a large-scale longitudinal evaluation

The closure of schools due to COVID-19 disrupted learning routines of thousands of students, resulting in reported performance decreases, especially among lower-performing students. However, some studies on students’ performance within intelligent tutoring systems (ITS) also found significant performance increases for times of school closures as compared to before. However, little is known about students’ longitudinal performance trajectories within ITS. Accordingly, we evaluated longitudinal data from German students (n ≈ 2,700 students; n ≈ 5 million problems) enrolled in an ITS for learning mathematics from January 2017 until the end of May 2021 to investigate the effect of periods of school closures (first and second) on students’ performance within the ITS during, between, and after school closures. We observed significant performance increases for both lower- and higher-performing students during, between, and after COVID-19 related school closures. Importantly, these improvements were more pronounced for lower-performing students compared to higher-performing students. Together, these results suggest that ITS may have helped to maintain mathematics learning, particularly for lower-performing students during COVID-19 related school closures and that these beneficial effects persisted at least for the following months when schools opened again. As such, the use of ITS for learning mathematics seems an appropriate approach for distance learning during times of crisis.