Students In Germany Research Articles

Depressiveness in German higher education students – a systematic review and meta-analysis

Abstract Introduction Evidence shows that German higher education students are vulnerable to depressive symptoms. However, there is no recent review compiling these findings. Thus, our study aims at describing the extent to which higher education students in Germany are affected by depressive symptoms. Methods We searched three databases for suitable publications using three core concepts (‘depressive symptoms’, ‘students’, and ‘Germany’). The inclusion criteria were: (a) the population studied consisted of students from higher education institutions, (b) data was assessed at higher education institutions in Germany, (c) information on depressive symptoms were pro-vided as outcome of instruments assessing depressive symptoms, (d) articles were published in peer-reviewed journals, in (e) English or German and (f) between 2002 and 2023. Random effects models were used to calculate both general and subgroup-specific pooled prevalence rates. Subgroups were formed based on the included literature (e.g. gender, before or during the COVID-19 pandemic, study phase and programme). Results The literature search resulted in 992 articles. After the removal of duplicates and the two-stage screening process, prevalence data was extracted from 60 articles. The overall pooled prevalence rate was 21.1% (95% CI: 17.6% - 24.6%). Medical students (13.2%; 95% CI: 9.9% - 16.4%) and first-year students (11.0%; 95% CI: 7.7% - 14.3%) were less likely to be affected than students in general. Women (29.0%; 95% CI: 21.4% - 36.5%) were more prone to depressive symptoms than men (23.1%; 95% CI: 16.5% - 29.6%). In samples collected during the COVID-19 pandemic, the pooled prevalence rates were higher than in pre-pandemic times (30.6%; 95% CI: 22.1% - 39.1% vs. 18.0%; 95% CI: 14.7% - 21.2%). Conclusions This analysis emphasizes the pressing need to address the mental health of higher education students both at the policy level and within universities. Key messages • German higher education students show alarming levels of depressive symptoms, demanding immediate action. • During the pandemic mental health was even poorer than before, highlighting the need for tailored interventions and support in challenging times.

Validating scores from the short form of the Music Self-Perception Inventory (MUSPI-S) with seventh- to ninth-grade school students in Germany

The Music Self-Perception Inventory-Short (MUSPI-S) is a theoretically based instrument consisting of 28 items with subscales that assess music self-concept globally and in six specific areas. The present study sought to validate a German translation of the MUSPI-S using a sample of 444 secondary school students. In addition to participants’ scores from the German translation of the MUSPI-S, associated data included demographic background variables, self-reported school grades in various subjects, and interest in the school subject of music. Confirmatory factor analyses supported the hypothesized factor structure and measurement model for MUSPI-S scores. Latent factor correlations among MUSPI-S subscale scores and correlations of these scores with school grades and interest in the school subject of music aligned well with theoretical expectations and previous research. Findings also provided evidence for strict measurement invariance of scores in the German MUSPI-S across subgroups of gender, school year (i.e., grade level), and musical activity. MUSPI-S subscale factor-level means did not reliably differ among seventh-, eighth-, and ninth-grade students but favored females over males and musically active over non-active students on nearly all subscales. Overall, this evidence supports the use of the German translation of the MUSPI-S in assessing a wide range of important self-perceived musical abilities for research and practical assessment purposes.

Exploring the role of identity in pro-environmental behavior: cultural and educational influences on younger generations.

It is of paramount importance to gain an understanding of pro-environmental behavior if we are to successfully tackle the climate crisis. The existing body of research provides evidence that identity influences pro-environmental behavior. However, such research is often over-generalised and researchers are challenged to conduct robust analyses with regard to specific local, cultural and educational factors. The present study aims to investigate whether personal or social identity has a distinct effect on three different dimensions of pro-environmental behavior, using the principles of self-categorisation theory. Additionally, the study seeks to determine whether one of these two factors, the individual or the social factor, is predominant over the other. The study group consisted of cooperative students in Germany, typically a group with high professional ambitions. The data was collected in a cross-sectional survey with a total of 568 cooperative students from academic disciplines in engineering and economics. The reliability of the scales is satisfactory (ω = 0.76-0.88), and the hypotheses are tested by estimating structural equation models. Our research demonstrates that while social identity exerts a stronger influence on activist behavior than personal identity, personal identity has a more pronounced effect on consumer behavior than social identity. Nevertheless, no general statement can be made regarding the relative strength of the effects of personal and social identity on pro-environmental behavior dimensions.

Development of a Theoretical Continuous Glucose Monitoring Module for Pharmacy Students: Preparing Pharmacists for the Future.

To enhance the digital competencies of pharmacy students, the Institute of Clinical Pharmacy and Pharmacotherapy at Heinrich-Heine University Duesseldorf developed and evaluated a theoretical module on digital health and data analysis. This innovative module integrated a continuous glucose-monitoring (CGM) wearable device into teaching, providing students with in-depth practical experience and a 2.5 h seminar on digital health and CGM systems. Students' knowledge of CGM and self-assessment of their CGM competencies were assessed in a pre-post manner. Additionally, students' satisfaction with the module and their perceptions of the future integration of digital health training and the role of wearables in pharmacy practice were also assessed after the module. A total of 39 final-year pharmacy students completed the module conducted in June 2024 as part of the clinical pharmacy seminar. In total, 32 students completed the pre- and post-knowledge tests and self-assessment questionnaires. Both the knowledge and the students' self-assessment of CGM-related skills after the module increased significantly (p < 0.05). Students expanded their knowledge regarding digital health solutions, in particular the CGM systems, and increased their self-reported competence in CGM-related skills. With this module, an important foundation was laid, as this is the first theoretical module including the essentials of CGM digital health tools for pharmacy students in Germany.

Potential of Students to Become Entrepreneurs in the Chemical Industry

Chempreneurs are revolutionary entrepreneurs who have been trained at a chemistry faculty. They are expected to find innovative solutions for current challenges to the chemical industry, such as sustainability. Innovative chemical entrepreneurship is the art of commercialising innovations from chemistry for a broad audience outside the classroom. Innovative ideas that are implemented with societal relevance offer the potential for individuals/graduates to generate income and promote the economy, thus offering students the opportunity to lay the foundation for a career with innovations developed in class. The probability of a German chemistry student founding a company is 54% lower than for the average German student. Previous studies show the potential effects of social capital, the subjective norm, motives and barriers for chemistry students in Germany. In this study, we tested these hypotheses by implementing entrepreneurship education. Two surveys, one before class and one with a one-week delay, were conducted with first- and third-semester chemistry bachelor students at the Fresenius University of Applied Sciences in Idstein, Germany. We conducted the surveys to understand how students view chemistry career opportunities through entrepreneurship and how to change this mindset. Finally, we propose a pedagogy to introduce/expand entrepreneurship in chemistry and discuss approaches for future research.

Mental and physical well-being among students in Germany: results from the StudiBiFra study

Abstract Aim The aim of this study is to investigate the mental and physical health status among higher education students in Germany and to analyse potential health differences according to gender and strictness of COVID-19 protective measures. Subject and methods In the cross-sectional “StudiBiFra” study, students at 13 higher education institutions in Germany participated in an online survey on their mental and physical well-being. Data were assessed between June 2021 and March 2023 using the “Bielefeld Questionnaire on Study Conditions and Mental Health”. Besides descriptive analyses, χ2-tests were conducted to analyse differences in health variables according to gender or strictness of COVID-19 measures. Results Out of the sample of 24,533 students, about two-thirds were under 26 years old, another two-thirds were female, and 1.8% identified as gender-diverse. Approximately half of the sample participated under strict COVID-19 measures (spring 2021 to spring 2022). A high percentage of students reported physical complaints and mental health symptoms, especially exhaustion and tiredness. For most health variables, female students felt more affected than male students and students who identified as gender-diverse were more affected than the other two groups. Participants generally felt worse when surveyed under strict COVID-19 measures than under loosened conditions. Conclusion The mental and physical health status among higher education students in Germany was found to be rather poor. The observed symptoms can have a substantial impact on students’ daily lives. By addressing these issues, preferably in a gender-sensitive way, higher education institutions can improve the mental and physical well-being among their students.

Depressive and anxiety symptoms among university students during the later stages of the COVID-19 pandemic in Germany - Results from the COVID 19 German Student Well-being Study (C19 GSWS).

Data on the mental health of university students in Germany during the later stages of the pandemic is still limited. This study aimed to determine (1) the prevalence of anxiety and depressive symptoms among university students 1.5 years after the first COVID-19 restrictions and (2) which factors were associated with these outcomes. The cross-sectional COVID-19 German Student Well-being Study (C19 GSWS) collected data of 6,996 students at five German universities. Associations between anxiety and depressive symptoms with sociodemographic and other factors were analyzed using multivariable logistic regression models. The mean age of the participants was 23.9 years (SD = 4.8), 67% were female and 31% male. The prevalence for depressive symptoms was 29 and 32% for anxiety. The lack of a trusted person and financial difficulties were associated with anxiety and depressive symptoms. Being worried that someone in one's personal network had become severely ill with COVID-19 and concern about (re)infection with COVID-19 were associated with anxiety symptoms. Those with pre-existing health conditions had an up to 1.98-times higher chance for reporting depressive symptoms (OR, 95% CI: 1.01-3.88) and an up to 2.27-times higher chance for anxiety symptoms, respectively (OR, 95% CI: 1.15-4.46). Concepts for prevention and counseling to tackle mental health problems in students are needed and programs should take specific stressors in times of crises into account.

The structure of knowledge about the concept of derivative – a study investigating a process-object framework

Different process-object frameworks have been used to describe the structure and sequence of acquisition of knowledge about mathematical concepts in the sense that operational (i.e. process-related) knowledge should be acquired before structural (i.e. object-related) knowledge. This approach has previously been used to investigate the structure of knowledge about the concept of derivative from a qualitative perspective. In this article, we apply a process-object framework to investigate the acquisition of knowledge about the concept of derivative quantitatively. Data was collected from N = 176 grade 10/11 students in Germany using a test instrument that has been specifically developed to measure operational and structural knowledge about the concept of derivative. In a second study, interviews were conducted with a selected subsample of the same students to ensure the validity of the test and the compatibility of our items to the theoretical model. Our results show that knowledge about the concept of derivative can be seen as psychometrically two-dimensional reflecting operational and structural aspects of knowledge. Additionally, our results indicate that a majority of students might only have acquired pseudostructural knowledge about the concept of derivative. Lastly, implications for research specifically for the role of prior knowledge are discussed.

Knowledge about human papillomaviruses among students in Germany-a cross-sectional study with aneed for action

The human papillomavirus (HPV) is one of the most common viruses transmitted through intimate contact, causing many benign and malignant diseases. Vaccination protects against these diseases. Despite the HPV vaccination being recommended by the Standing Committee on Vaccination (STIKO), knowledge and vaccination rates in Germany are very low. Therefore, the aim of the study was to assess the HPV knowledge among German students. Between 06/2019 and 01/2024, anationwide online survey on HPV knowledge among students in Germany was distributed via the respective student councils. The survey included two aspects: 1)basic characteristics of the participants and 2)knowledge questions about HPV (e.g., transmission routes, effectiveness, and side effects of vaccination, knowledge about the HPV subtypes). Data collection was anonymous. Atotal of 459 students took part in the study. Of these, 335 (72.98%) were female, 122 (26.57%) were male, and2 (0.45%) did not specify their gender. The average age of the students was 24.02 years, and most of the participants were in their 6th (23.31%/107) semester. In all, 75.82% (348) of the participants were medical students followed by law students with 19.61% (90) participants. The most represented study location was Aachen, with 270 (58.82%) participants. Only about half (48.80%/223) of the students knew that approximately 8000 new cancer cases in Germany are HPV-associated annually. Regarding the HPV vaccination, more than athird (35.82%/163) of participants did not know that it also protects against genital warts, while 21.93% (100) did not know that boys can also benefit from the HPV vaccination and that it does not only improve HPV protection of girls against cervical cancer. Despite several years of HPV vaccination recommendation by the Standing Committee on Vaccination (STIKO), knowledge about HPV among college students still remains very low. Further prevention and educational efforts are needed to address HPV knowledge gaps, with the additional goal of improving HPV vaccination rates.

Perceived Unfairness in University Settings: Findings from a Qualitative Study among Students in Germany

In universities, perceived unfairness is associated with negative outcomes, such as dissatisfaction, lower engagement, higher drop-out and stress, and poorer mental health. It is, however, still unclear which aspects constitute perceived unfairness in students. Therefore, this qualitative study explored students’ perceptions of unfairness with twenty semi-structured interviews. The interviews were audiotaped, transcribed verbatim, and analyzed following Mayring’s qualitative content analysis. A set of main codes and subcodes was developed and refined. The identified sources of unfairness can be summarized as organizational aspects, such as the registration and administration processes, the treatment of students, including the behavioural patterns of lecturers and university staff, and the individual situation of students. This study identified different sources of perceived unfairness in the university setting, potentially related to less engagement, higher drop-out rates, and worse mental health of the students. To keep students engaged and healthy, it seems beneficial to address the sources of unfairness.

The puzzle of loneliness: A sociostructural and transnational analysis of International Chinese Students' networks in Germany

AbstractThe experience of loneliness is common among international students who study in a foreign country, away from their home. Loneliness refers to the difference between the actual and desired social relationships highlighting not only the quantity but also the quality of relationships. We argue for a perspective on loneliness that emphasizes its social context rather than relying mainly on individualistic or psychological interpretations prevalent thus far. In this article, we explore network predictors of loneliness among Chinese international students in Germany. Through our analysis of a unique data set, we show that when compared to the local students, international students tend to feel lonelier. Surprisingly, when we discover that when international students have the same network size, those with more emotionally supportive ties tend to experience more loneliness compared to those with fewer emotionally supportive ties. Not surprisingly, having a romantic partner is associated with lower levels of loneliness, especially when they also live in the country of education. Additionally, we find that international Chinese students who struggle to form cross‐national friendships report higher levels of loneliness. By delving into these findings, our research offers a sociological account of loneliness among international Chinese and local students in Germany.

Lifeworld dimensions in language education and the integration of refugee students in Germany: Results from a study with Ukrainian refugees

This paper examines the educational challenges and language acquisition processes of newly immigrated students in Germany, with a focus on children and adolescents who have fled Ukraine. Utilizing qualitative interviews with Ukrainian refugees, the study explores the impact of migration, particularly due to the Russian war against Ukraine, on the language education of these individuals in German as a Second Language settings. The interviews, which were conducted with women who have fled Ukraine, and include their perspectives on familial language practices and educational orientations, reveal the complexities faced by this population in their host country. The paper discusses the implications of experiences of flight, language use within the family, structural changes in educational approaches, and the Ukrainian online schooling in sustaining educational continuity. The findings underscore the need for trauma sensitive, culture informed, and language specific pedagogy, alongside the importance of considering the emotional and psychological wellbeing of refugee students. The paper calls for more nuanced research, and didactic considerations that align with the diverse linguistic and educational backgrounds of refugee students.

Distinction in higher education: educational strategies of upper milieu students in Germany

This article aims to address the research question of which educational strategies are employed by upper milieus to establish or maintain the ‘structure of distances’ in the field of higher education in late modernity. Inspired by Bourdieu’s theory of social reproduction and conflict, the study examined 95 qualitative interviews conducted with master’s students in Germany. In contrast to the extensive research on elite education, this study specifically focuses on the status reproduction of upper milieus in a country with a limited tradition of elite universities. The study incorporated three academic disciplines – management/business administration, medicine, and musicology – to account for the different capital compositions within the upper milieus. In this article, we discuss four exemplary strategies of distinction that appear to be particularly relevant for the upper milieus, comparing them with interviews conducted with students from middle and lower milieus. Finally, we relate the findings to current sociological diagnoses of social change in late modernity.

Depressive Symptoms Among Higher Education Students in Germany-A Systematic Review and Meta-Analysis.

Higher education students in Germany are vulnerable to depressive symptoms. Despite ample evidence, no comprehensive review has recently been conducted. Thus, our systematic review and meta-analysis aims at describing the extent to which students are affected by depressive symptoms. We searched three databases for articles reporting the prevalence rates of depressiveness among students in Germany published between 2002 and 2023. Pooled prevalence rates were calculated using random effects models, both for the overall sample and for subgroups categorized by gender, study setting, assessment instrument, and whether the study was conducted before or during the COVID-19 pandemic. The search yielded 992 records. After screening, 60 articles remained for data extraction. About one out of five students (21.1%) exhibits depressive symptoms. Pooled prevalence rates differ between subgroups, with higher rates during the COVID-19 pandemic than before (30.6% versus 18.0%) and with females being more affected than their male counterparts (29.0% versus 23.1%). This review underlines the urgency with which the mental health of students should be addressed at the (higher educational) policy level.

Ready to Care for Pregnant Women with Breech Presentation? - Results from an Online Survey for Midwives and Midwifery Students in Germany, Austria, and Switzerland

The vaginal birth of breech presentation is an option for pregnant women supported by current German and international guidelines when favorable conditions and appropriately trained personnel are available. According to midwifery laws in the D-A-CH region, midwives should be able to provide care for a vaginal breech birth in emergencies. Therefore, imparting skills for breech delivery is enshrined in the curriculum for midwifery students. This study evaluated the knowledge and training needs of midwives and midwifery students in the German-speaking region. In May 2022, experiences, specific knowledge, and further training needs regarding vaginal breech birth were assessed through an online survey. Analysis of 467 questionnaires showed that only 30% of respondents currently attend vaginal breech births in their professional environment, but 50% would like to offer this service. 94% of respondents indicated that they would feel more confident if regular training opportunities, particularly simulations and virtual offerings, were provided for vaginal breech birth. However, currently only 10% of respondents receive regular training opportunities for vaginal breech births. The results suggest an increased provision of training opportunities for vaginal breech births to enhance midwives' safety in managing such births.

Destinations after higher education non-completion: the role of social background and pre-tertiary vocational qualifications

Prior research has shown that students from lower socio-economic backgrounds are less likely to graduate. We examine if this can be explained by background-specific pathways into higher education. Many students in Germany enter higher education with a vocational qualification and prior vocational qualifications occur more often among students from lower socio-economic backgrounds. We argue that vocational qualifications shift opportunity structures and opportunity costs of students who have to decide between continuing higher education and alternative options. We therefore examine if parental background and vocational qualifications are associated with the destinations after non-completion. We distinguish the destinations “re-entering higher education”, “vocational training” and “skilled employment”. Using the German Educational Panel Study (NEPS starting cohort 6), we apply competing risks models. Our results show that non-completers from higher socio-economic backgrounds are more likely to re-enter higher education than non-completers from lower socio-economic backgrounds. The higher rates of transfer to skilled employment among non-completers from lower backgrounds are mainly due to the fact that they more often hold a vocational qualification and have good chances to enter the skilled labour market without additional educational investments. Our results hence shed some new light on the question how vocational training “diverts” lower background students from higher education.

The effects of gender discrimination on medical students‘ choice of specialty for their (junior) residency – a survey among medical students in Germany

BackgroundGender discrimination is known to affect societies in many different settings. Medical education is no exception. This study focusses on the consequences, gender discrimination can have on medical students and their choice of (junior) residency specialty.MethodsAn online questionnaire was developed and distributed among the 40 medical faculties in Germany. The study population contained medical students in their fifth and sixth academic year.ResultsThe survey’s participants consisted of 759 students from 31 universities. Female medical students experienced significantly more gender discrimination compared to their male colleagues (f = 487, 87.9% vs. m = 76, 45.8%, p < 0.0001). The specialties with the most reported gender discrimination were family medicine (f = 180, 42.9% vs. m = 15, 23.8%, p < 0.05), followed by surgery (f = 369, 87.4% vs. m = 44, 69.8%, p < 0.05), internal medicine (f = 282, 67.3% vs. m = 37, 58.7%, ns), orthopaedics/casualty surgery (f = 270, 65.1% vs. m = 32, 50.8%, p < 0.05), and gynaecology (women (f = 142, 34.1% vs. m = 34, 54.0%, p < 0.05). Gynaecology was the only specialty, men experienced more discrimination compared to women. Among the students that ever changed their specialty of choice (f = 346 (73.3%) m = 95 (72%)), significantly more women than men claimed gender discrimination to be one of the main three reasons for their specialty choice (f = 42, 12.1% vs. m = 1, 1.1%, p < 0.05). In addition, 53 students (f = 50 (10.6%) m = 3 (2.3%)) stated to rule out a specialty from the beginning due to gender discrimination.ConclusionGender discrimination is frequently experienced by medical students in Germany. It influences their choice of medical specialty directly. Our data suggest a fundamental problem that proposes and implicates certain specialties to be attractive for only one gender.

How values relate to student achievement in upper secondary education: Integrating interdisciplinary perspectives on value beliefs in the school context

Educational research often refers to the subjective values assigned to aspects of education. Theoretical frameworks from the related disciplines of psychology and sociology applied to the context of education aim to better describe why some students are more motivated in school than others to understand differences in academic outcomes. In the current study, we followed an interdisciplinary approach that aimed to integrate psychological views regarding domain-specific value beliefs (i.e., intrinsic, attainment, utility, cost) and sociological views regarding domain-general values of education (i.e., stimulation, comfort, status, behavioral confirmation) and to investigate how they relate to academic success in upper secondary education. In a sample of 3,775 upper secondary school students in Germany, we found evidence that combining the two perspectives had incremental effects when predicting domain-specific achievement and GPA. We discuss how integrating interdisciplinary theoretical perspectives could foster communication between scientific disciplines and benefit future research in the field of motivation.

Appreciation of multilingual teaching activities by secondary school students in Germany: findings from a quasi-experimental intervention study on teaching French

ABSTRACT Recognising and appreciating linguistic diversity and different cultural identities is an important educational goal for the development of our societies [Council of Europe 2007. From Linguistic Diversity to Plurilingual Education: Guide for the Development of Language Education Policies in Europe. Council of Europe Publishing; 2020. Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume. Council of Europe Publishing]. This paper presents the results of a quasi-experimental pre–post control-group study on the implementation of multilingual teaching activities in teaching French as a second foreign language at secondary grammar schools in Germany (in total n = 221 students, a convenience sample of 207th grade classes). Results of analysis of questionnaires and interviews with students show a positive appreciation of multilingual teaching activities, especially among students with migration background who have been raised plurilingually, and an increase in the appreciation of multilingual teaching activities among students who have been raised monolingually in the lingua franca German. Furthermore, the results indicate that the intervention was relevant to students’ intercultural learning in terms of fostering their appreciation of multilingual teaching activities, even though the teaching materials prepared for the study were not implemented consistently in all participating classes.

Teacher autonomy support counters declining trend in intrinsic reading motivation across secondary school

Students’ intrinsic motivation to read, which is relevant to all forms of learning, tends to decline throughout secondary school. Based on self-determination theory (SDT), this study examines whether this downward trend is slowed when students perceive greater autonomy support in the classroom. We used large-scale panel data from the NEPS comprising N = 8193 students in Germany who reported their intrinsic motivation to read and their perceived autonomy support from German teachers at annual intervals from fifth to eighth grade. Scalar longitudinal measurement invariance was found for intrinsic reading motivation (IRM) and teacher autonomy support (TAS). A dual change score model showed a decline in IRM and a negative, non-significant decrease in TAS over time. Confirming our hypothesis, the decline in IRM was slowed by earlier levels of TAS. We discuss methods to counteract the decline in intrinsic reading motivation.