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Academic achievement is a central outcome in educational research, both in and outside higher education, has direct effects on individual’s professional and financial prospects and a high individual and public return on investment. Theories comprise cognitive as well as non-cognitive influences on achievement. Two examples frequently investigated in empirical research are knowledge (as a cognitive determinant) and stress (as a non-cognitive determinant) of achievement. However, knowledge and stress are not stable, what raises questions as to how temporal dynamics in knowledge on the one hand and stress on the other contribute to achievement. To study these contributions in the present doctoral dissertation, I used meta-analysis, latent profile transition analysis, and latent state-trait analysis. The results support the idea of knowledge acquisition as a cumulative and long-term process that forms the basis for academic achievement and conceptual change as an important mechanism for the acquisition of knowledge in higher education. Moreover, the findings suggest that students’ stress experiences in higher education are subject to stable, trait-like influences, as well as situational and/or interactional, state-like influences which are differentially related to achievement and health. The results imply that investigating the causal networks between knowledge, stress, and academic achievement is a promising strategy for better understanding academic achievement in higher education. For this purpose, future studies should use longitudinal designs, randomized controlled trials, and meta-analytical techniques. Potential practical applications include taking account of students’ prior knowledge in higher education teaching and decreasing stress among higher education students.
Knowledge acquisition comprises various processes. Each of those has its dedicated research domain. Two examples are the relations between knowledge types and the influences of person-related variables. Furthermore, the transfer of knowledge is another crucial domain in educational research. I investigated these three processes through secondary analyses in this dissertation. Secondary analyses comply with the broadness of each field and yield the possibility of more general interpretations. The dissertation includes three meta-analyses: The first meta-analysis reports findings on the predictive relations between conceptual and procedural knowledge in mathematics in a cross-lagged panel model. The second meta-analysis focuses on the mediating effects of motivational constructs on the relationship between prior knowledge and knowledge after learning. The third meta-analysis deals with the effect of instructional methods in transfer interventions on knowledge transfer in school students. These three studies provide insights into the determinants and processes of knowledge acquisition and transfer. Knowledge types are interrelated; motivation mediates the relation between prior and later knowledge, and interventions influence knowledge transfer. The results are discussed by examining six key insights that build upon the three studies. Additionally, practical implications, as well as methodological and content-related ideas for further research, are provided.
The dissertation includes three published articles on which the development of a theoretical model of motivational and self-regulatory determinants of the intention to comprehensively search for health information is based. The first article focuses on building a solid theoretical foundation as to the nature of a comprehensive search for health information and enabling its integration into a broader conceptual framework. Based on subjective source perceptions, a taxonomy of health information sources was developed. The aim of this taxonomy was to identify most fundamental source characteristics to provide a point of reference when it comes to relating to the target objects of a comprehensive search. Three basic source characteristics were identified: expertise, interaction and accessibility. The second article reports on the development and evaluation of an instrument measuring the goals individuals have when seeking health information: the ‘Goals Associated with Health Information Seeking’ (GAINS) questionnaire. Two goal categories (coping focus and regulatory focus) were theoretically derived, based on which four goals (understanding, action planning, hope and reassurance) were classified. The final version of the questionnaire comprised four scales representing the goals, with four items per scale (sixteen items in total). The psychometric properties of the GAINS were analyzed in three independent samples, and the questionnaire was found to be reliable and sufficiently valid as well as suitable for a patient sample. It was concluded that the GAINS makes it possible to evaluate goals of health information seeking (HIS) which are likely to inform the intention building on how to organize the search for health information. The third article describes the final development and a first empirical evaluation of a model of motivational and self-regulatory determinants of an intentionally comprehensive search for health information. Based on the insights and implications of the previous two articles and an additional rigorous theoretical investigation, the model included approach and avoidance motivation, emotion regulation, HIS self-efficacy, problem and emotion focused coping goals and the intention to seek comprehensively (as outcome variable). The model was analyzed via structural equation modeling in a sample of university students. Model fit was good and hypotheses with regard to specific direct and indirect effects were confirmed. Last, the findings of all three articles are synthesized, the final model is presented and discussed with regard to its strengths and weaknesses, and implications for further research are determined.
Der erste Band der im Auftrag des Historisch-Kulturwissenschaftlichen Forschungszentrums (HKFZ) Mainz-Trier herausgegebenen Reihe "e-Beiträge zu den Historischen Kulturwissenschaften" präsentiert die Ergebnisse der Mainzer Tagung "Wissen und Raumgenese". Die Beiträge behandeln den zentralen Forschungsgegenstand "Räume des Wissens" mit unterschiedlicher Schwerpunktsetzung und gewähren Einblicke in die interdisziplinäre Projektarbeit des Forschungszentrums. Inhaltsverzeichnis EMBACH, Michael / RAPP, Andrea: Neue Tendenzen der Handschriften- und Bibliotheksforschung " Ergebnisse des Trierer Workshops ... Seite 4 SCHMID, Wolfgang: Mittelalterliche Kathedralen als Kommunikations- und Wissensräume ... Seite 10 DREYER, Mechthild: Räume des Wissens " integriert oder ausgegrenzt? ... Seite 16 TODT, Klaus-Peter: Venedig und Kreta als Räume des Wissens über Byzanz und die orthodoxe Christenheit im 14. und 15. Jahrhundert ... Seite 24 VOLLET, Matthias / ALTHOFF, Jochen: Räume des Wissbaren in der Philosophie der Antike. Räume des Wissens und des Wissbaren bei Platon und Aristoteles ... Seite 34
The search for relevant determinants of knowledge acquisition has a long tradition in educational research, with systematic analyses having started over a century ago. To date, a variety of relevant environmental and learner-related characteristics have been identified, providing a wide body of empirical evidence. However, there are still some gaps in the literature, which are highlighted in the current dissertation. The dissertation includes two meta-analyses summarizing the evidence on the effectiveness of electrical brain stimulation and the effects of prior knowledge on later learning outcomes and one empirical study employing latent profile transition analysis to investigate the changes in conceptual knowledge over time. The results from the three studies demonstrate how learning outcomes can be advanced by input from the environment and that they are highly related to the students" level of prior knowledge. It is concluded that the effects of environmental and learner-related variables impact both the biological and cognitive processes underlying knowledge acquisition. Based on the findings from the three studies, methodological and practical implications are provided, followed by an outline of four recommendations for future research on knowledge acquisition.