Bibliographic Information
Creator: Merk, Samuel; Schneider, Jürgen; Syring, Marcus; Bohl, Thorsten
Contributor: Merk, Samuel; Schneider, Jürgen; Syring, Marcus; Bohl, Thorsten
Funding: Exploration funds (Platform 4) of the Excellence Initiative, University of Tübingen
Title: Influence of resource and content on epistemic beliefs about general pedagogical knowledge. Research data of an experimental study.
Year of Publication: 2016
Citation: Merk, S., Schneider, J., Syring, M., & Bohl, T. (2016). Influence of resource and content on epistemic beliefs about general pedagogical knowledge. Research data of an experimental study. [Translated Title] (Version 1.0.0) [Data and Documentation]. Trier: Center for Research Data in Psychology: PsychData of the Leibniz Institute for Psychology ZPID. https://doi.org/10.5160/psychdata.bltn15ep11
Abstract
In educational psychology epistemic beliefs are a popular research topic. The present study analyzes effects of source and context on theory-specific epistemic beliefs of graduate students about pedagogical knowledge. Graduate students in teacher education are presented with texts describing six research topics from the field of pedagogical knowledge equally with regard to contents, but different with regard to sources and context (with vs without scholarly context). To each of these research topics several covariates as well as epistemic beliefs were investigated resulting in a split-plot design.
The construct of Theory specific relativism showed factorial invariance for all theories. If the source of knowledge is „expert advice“ Theory specific relativism shows smaller arithmetic means, whereby it shows higher values for theories from humanities.
The construct of Theory practice relation showed factorial invariance for all theories, too. Theory practice relation can be predicted by epistemic beliefs and study interest with moderate effect sizes after controlling for source and context.
Codebook
Codebook_bltn15ep11_merk_0062_kb1
| Position | Name | Label | Valid_values | Missing_values |
|---|---|---|---|---|
| 1 | PSEUDONYM | Pseudonym | Zeichenkette "Pseudonym" | -999 "Fehlender Wert" |
| 2 | SOURCE | Informationsquelle | Zeichenkette "Informationsquelle" | -999 "Fehlender Wert" |
| 3 | ZEIT | Datum und Uhrzeit der Datenerhebung | Zeichenkette "Datum im Format DD.MM.YYY Zeit im Format hh:mm" | -999 "Fehlender Wert" |
| 4 | TC_02_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Certainity. Item 2. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 5 | TJ_04_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Justification. Item 4. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 6 | TS_04_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Simplicity. Item 4. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 7 | TO_04_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Source. Item 4. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 8 | TO_05_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Source. Item 5. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 9 | TJ_06_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Justification. Item 6. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 10 | TS_06_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Simplicity. Item 6. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 11 | TJ_07_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Justification. Item 7. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 12 | TS_07_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Simplicity. Item 7. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 13 | TC_05_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Certainity. Item 5. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 14 | TJ_10_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Justification. Item10. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 15 | TO_09_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Source. Item 9. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 16 | TC_07_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Certainity. Item 7. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 17 | TS_10_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Simplicity. Item 10. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 18 | TS_11_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Simplicity. Item 11. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 19 | TC_08_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Certainity. Item 8. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 20 | TO_10_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Source. Item 10. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 21 | TC_09_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Certainity. Item 9. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 22 | TO_11_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Source. Item 11. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 23 | TC_10_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Certainity. Item 10. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 24 | TJ_12_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Justification. Item 12. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 25 | TC_11_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Certainity. Item 11. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 26 | TS_12_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Simplicity. Item 12. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 27 | TJ_13_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Justification. Item 13. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 28 | TO_12_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Source. Item 12. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 29 | SI_01_NP | Fragebogen zum Studieninteresse (FSI, 1993). Item 1. Pretest. | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft völlig zu" | -999 "Fehlender Wert" |
| 30 | SI_02_NP | FSI (1993). Item 1. Pretest. | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft völlig zu" | -999 "Fehlender Wert" |
| 31 | SI_05_NP | FSI (1993). Item 5. Pretest. | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft völlig zu" | -999 "Fehlender Wert" |
| 32 | SI_07_NP | FSI (1993). Item 7. Pretest. | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft völlig zu" | -999 "Fehlender Wert" |
| 33 | AGE | Alter (in Jahren) | 18-62 "Jahre" | -999 "Fehlender Wert" |
| 34 | SEX | Geschlecht | 1 "weiblich" 2 "männlich" | -999 "Fehlender Wert" |
| 35 | FAECHER_1 | Studienfach:keine, ich studiere im Masterstudiengang | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 36 | FAECHER_2 | Studienfach:keine, ich studiere im Bachelorstudiengang | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 37 | FAECHER_3 | Studienfach:Biologie | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 38 | FAECHER_4 | Studienfach:Chemie | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 39 | FAECHER_5 | Studienfach:Deutsch | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 40 | FAECHER_6 | Studienfach:Englisch | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 41 | FAECHER_7 | Studienfach:Erziehungswissenschaft | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 42 | FAECHER_8 | Studienfach:Evangelische Theologie | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 43 | FAECHER_9 | Studienfach:Französisch | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 44 | FAECHER_10 | Studienfach:Geographie | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 45 | FAECHER_11 | Studienfach:Geschichte | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 46 | FAECHER_12 | Studienfach:Griechisch | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 47 | FAECHER_13 | Studienfach:Informatik | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 48 | FAECHER_14 | Studienfach:Italienisch | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 49 | FAECHER_15 | Studienfach:Katholische Theologie | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 50 | FAECHER_16 | Studienfach:Latein | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 51 | FAECHER_17 | Studienfach:Mathematik | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 52 | FAECHER_18 | Studienfach:Naturwissenschaft und Technik | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 53 | FAECHER_19 | Studienfach:Philosophie/ Ethik | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 54 | FAECHER_20 | Studienfach:Physik | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 55 | FAECHER_21 | Studienfach:Politikwissenschaft/ Wirtschaftswissenschaft | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 56 | FAECHER_22 | Studienfach:Russisch | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 57 | FAECHER_23 | Studienfach:Spanisch | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 58 | FAECHER_24 | Studienfach:Sport | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 59 | FAECHER_25 | Studienfach:Islamische Theologie | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 60 | FAECHER_26 | Studienfach:Anderes | 1 "angekreuzt" | -999 "Fehlender Wert" |
| 61 | SEMESTER | Semester | 0-42 "Semester" | -999 "Fehlender Wert" |
| 62 | TEACH_EXP | Erfahrung als Lehrer/in | 0-999 "Unterrichtsstunden" | -999 "Fehlender Wert" |
| 63 | ABITUR | Abiturnote | 1,0-3,7 "Abiturnote" | -999 "Fehlender Wert" |
| 64 | DD_WE_IM_01_NP | Topic: Worked out examples | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 65 | DD_WE_IM_02_NP | Topic: Worked out examples | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 66 | DD_WE_IM_03_NP | Topic: Worked out examples | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 67 | DD_WE_IM_04_NP | Topic: Worked out examples | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 68 | DD_WE_CL_01_NP | Topic: Worked out examples | 1 "sehr leicht" 2 "" 3 "" 4 "" 5 "sehr schwierig" | -999 "Fehlender Wert" |
| 69 | DD_WE_CL_02_NP | Topic: Worked out examples | 1 "sehr niedrig" 2 "" 3 "" 4 "" 5 "sehr hoch" | -999 "Fehlender Wert" |
| 70 | DD_WE_CL_03_NP | Topic: Worked out examples | 1 "sehr groß" 2 "" 3 "" 4 "" 5 "sehr klein" | -999 "Fehlender Wert" |
| 71 | DD_WE_IE_01_NP | Topic: Worked out examples.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 72 | DD_WE_IE_02_NP | Topic: Worked out examples.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 73 | DD_WE_IE_03_NP | Topic: Worked out examples.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 74 | DD_WE_IE_04_NP | Topic: Worked out examples.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 75 | DD_WE_TP_01_NP | Topic: Worked out examples. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 76 | DD_WE_TP_03_NP | Topic: Worked out examples. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 77 | DD_WE_TP_05_NP | Topic: Worked out examples. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 78 | DD_WE_KE_01_NP | Familiarity with the Topic: Worked out examples | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 79 | DD_WE_SP_01_NP | Topic: Worked out examples. Perceived Consistency with One s Attitude. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 80 | DD_WE_TR_01_NP | Topic: Worked out examples. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 81 | DD_WE_TR_02_NP | Topic: Worked out examples. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 82 | DD_WE_TR_03_NP | Topic: Worked out examples. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 83 | DD_WE_TR_04_NP | Topic: Worked out examples. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 84 | DD_WE_SU_01_NP | Topic: Worked out examples. Epistemic Emotions: Surprise. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 85 | DD_WE_CU_01_NP | Topic: Worked out examples. Epistemic Emotions: Curiosity. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 86 | DD_WE_EX_01_NP | Topic: Worked out examples. Epistemic Emotions: Excitement | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 87 | DD_WE_BO_01_NP | Topic: Worked out examples. Epistemic Emotions: Boredom | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 88 | DD_WE_SU_02_NP | Topic: Worked out examples. Epistemic Emotions: Surprise. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 89 | DD_WE_CU_02_NP | Topic: Worked out examples. Epistemic Emotions: Curiosity. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 90 | DD_WE_EX_02_NP | Topic: Worked out examples. Epistemic Emotions: Excitement | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 91 | DD_WE_BO_02_NP | Topic: Worked out examples. Epistemic Emotions: Boredom | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 92 | DD_WE_SU_03_NP | Topic: Worked out examples. Epistemic Emotions: Surprise. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 93 | DD_WE_CU_03_NP | Topic: Worked out examples. Epistemic Emotions: Curiosity. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 94 | DD_WE_EX_03_NP | Topic: Worked out examples. Epistemic Emotions: Excitement | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 95 | DD_WE_BO_03_NP | Topic: Worked out examples. Epistemic Emotions: Boredom | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 96 | DD_CM_IM_01_NP | Topic: Cognitive theory of multimedia | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 97 | DD_CM_IM_02_NP | Topic: Cognitive theory of multimedia | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 98 | DD_CM_IM_03_NP | Topic: Cognitive theory of multimedia | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 99 | DD_CM_IM_04_NP | Topic: Cognitive theory of multimedia | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 100 | DD_CM_CL_01_NP | Topic: Cognitive theory of multimedia | 1 "sehr leicht" 2 "" 3 "" 4 "" 5 "sehr schwierig" | -999 "Fehlender Wert" |
| 101 | DD_CM_CL_02_NP | Topic: Cognitive theory of multimedia | 1 "sehr niedrig" 2 "" 3 "" 4 "" 5 "sehr hoch" | -999 "Fehlender Wert" |
| 102 | DD_CM_CL_03_NP | Topic: Cognitive theory of multimedia | 1 "sehr groß" 2 "" 3 "" 4 "" 5 "sehr klein" | -999 "Fehlender Wert" |
| 103 | DD_CM_IE_01_NP | Topic: Cognitive theory of multimedia.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 104 | DD_CM_IE_02_NP | Topic: Cognitive theory of multimedia.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 105 | DD_CM_IE_03_NP | Topic: Cognitive theory of multimedia.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 106 | DD_CM_IE_04_NP | Topic: Cognitive theory of multimedia.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 107 | DD_CM_TP_01_NP | Topic: Cognitive theory of multimedia. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 108 | DD_CM_TP_03_NP | Topic: Cognitive theory of multimedia. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 109 | DD_CM_TP_05_NP | Topic: Cognitive theory of multimedia. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 110 | DD_CM_TR_01_NP | Topic: Cognitive theory of multimedia. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 111 | DD_CM_TR_02_NP | Topic: Cognitive theory of multimedia. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 112 | DD_CM_TR_03_NP | Topic: Cognitive theory of multimedia. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 113 | DD_CM_TR_04_NP | Topic: Cognitive theory of multimedia. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 114 | DD_CM_SU_01_NP | Topic: Cognitive theory of multimedia. Epistemic Emotions: Surprise. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 115 | DD_CM_CU_01_NP | Topic: Cognitive theory of multimedia. Epistemic Emotions: Curiosity. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 116 | DD_CM_EX_01_NP | Topic: Cognitive theory of multimedia. Epistemic Emotions: Excitement | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 117 | DD_CM_BO_01_NP | Topic: Cognitive theory of multimedia. Epistemic Emotions: Boredom | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 118 | DD_CM_SU_02_NP | Topic: Cognitive theory of multimedia. Epistemic Emotions: Surprise. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 119 | DD_CM_CU_02_NP | Topic: Cognitive theory of multimedia. Epistemic Emotions: Curiosity. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 120 | DD_CM_EX_02_NP | Topic: Cognitive theory of multimedia. Epistemic Emotions: Excitement | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 121 | DD_CM_BO_02_NP | Topic: Cognitive theory of multimedia. Epistemic Emotions: Boredom | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 122 | DD_CM_SU_03_NP | Topic: Cognitive theory of multimedia. Epistemic Emotions: Surprise. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 123 | DD_CM_CU_03_NP | Topic: Cognitive theory of multimedia. Epistemic Emotions: Curiosity. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 124 | DD_CM_EX_03_NP | Topic: Cognitive theory of multimedia. Epistemic Emotions: Excitement | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 125 | DD_CM_BO_03_NP | Topic: Cognitive theory of multimedia. Epistemic Emotions: Boredom | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 126 | ED_BP_IM_01_NP | Topic: Big fish little pond effect | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 127 | ED_BP_IM_02_NP | Topic: Big fish little pond effect | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 128 | ED_BP_IM_03_NP | Topic: Big fish little pond effect | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 129 | ED_BP_IM_04_NP | Topic: Big fish little pond effect | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 130 | ED_BP_CL_01_NP | Topic: Big fish little pond effect | 1 "sehr leicht" 2 "" 3 "" 4 "" 5 "sehr schwierig" | -999 "Fehlender Wert" |
| 131 | ED_BP_CL_02_NP | Topic: Big fish little pond effect | 1 "sehr niedrig" 2 "" 3 "" 4 "" 5 "sehr hoch" | -999 "Fehlender Wert" |
| 132 | ED_BP_CL_03_NP | Topic: Big fish little pond effect | 1 "sehr groß" 2 "" 3 "" 4 "" 5 "sehr klein" | -999 "Fehlender Wert" |
| 133 | ED_BP_IE_01_NP | Topic: Big fish little pond effect.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 134 | ED_BP_IE_02_NP | Topic: Big fish little pond effect.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 135 | ED_BP_IE_03_NP | Topic: Big fish little pond effect.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 136 | ED_BP_IE_04_NP | Topic: Big fish little pond effect.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 137 | ED_BP_TP_01_NP | Topic: Big fish little pond effect. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 138 | ED_BP_TP_03_NP | Topic: Big fish little pond effect. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 139 | ED_BP_TP_05_NP | Topic: Big fish little pond effect. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 140 | ED_BP_TR_01_NP | Topic: Big fish little pond effect. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 141 | ED_BP_TR_02_NP | Topic: Big fish little pond effect. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 142 | ED_BP_TR_03_NP | Topic: Big fish little pond effect. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 143 | ED_BP_TR_04_NP | Topic: Big fish little pond effect. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 144 | ED_BP_SU_01_NP | Topic: Big fish little pond effect. Epistemic Emotions: Surprise. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 145 | ED_BP_CU_01_NP | Topic: Big fish little pond effect. Epistemic Emotions: Curiosity. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 146 | ED_BP_EX_01_NP | Topic: Big fish little pond effect. Epistemic Emotions: Excitement | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 147 | ED_BP_BO_01_NP | Topic: Big fish little pond effect. Epistemic Emotions: Boredom | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 148 | ED_BP_SU_02_NP | Topic: Big fish little pond effect. Epistemic Emotions: Surprise. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 149 | ED_BP_CU_02_NP | Topic: Big fish little pond effect. Epistemic Emotions: Curiosity. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 150 | ED_BP_EX_02_NP | Topic: Big fish little pond effect. Epistemic Emotions: Excitement | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 151 | ED_BP_BO_02_NP | Topic: Big fish little pond effect. Epistemic Emotions: Boredom | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 152 | ED_BP_SU_03_NP | Topic: Big fish little pond effect. Epistemic Emotions: Surprise. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 153 | ED_BP_CU_03_NP | Topic: Big fish little pond effect. Epistemic Emotions: Curiosity. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 154 | ED_BP_EX_03_NP | Topic: Big fish little pond effect. Epistemic Emotions: Excitement | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 155 | ED_BP_BO_03_NP | Topic: Big fish little pond effect. Epistemic Emotions: Boredom | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 156 | ED_BM_IM_01_NP | Topic: Bullying/ mobbing | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 157 | ED_BM_IM_02_NP | Topic: Bullying/ mobbing | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 158 | ED_BM_IM_03_NP | Topic: Bullying/ mobbing | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 159 | ED_BM_IM_04_NP | Topic: Bullying/ mobbing | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 160 | ED_BM_CL_01_NP | Topic: Bullying/ mobbing | 1 "sehr leicht" 2 "" 3 "" 4 "" 5 "sehr schwierig" | -999 "Fehlender Wert" |
| 161 | ED_BM_CL_02_NP | Topic: Bullying/ mobbing | 1 "sehr niedrig" 2 "" 3 "" 4 "" 5 "sehr hoch" | -999 "Fehlender Wert" |
| 162 | ED_BM_CL_03_NP | Topic: Bullying/ mobbing | 1 "sehr groß" 2 "" 3 "" 4 "" 5 "sehr klein" | -999 "Fehlender Wert" |
| 163 | ED_BM_IE_01_NP | Topic: Bullying/ mobbing.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 164 | ED_BM_IE_02_NP | Topic: Bullying/ mobbing.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 165 | ED_BM_IE_03_NP | Topic: Bullying/ mobbing.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 166 | ED_BM_IE_04_NP | Topic: Bullying/ mobbing.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 167 | ED_BM_TP_01_NP | Topic: Bullying/ mobbing. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 168 | ED_BM_TP_03_NP | Topic: Bullying/ mobbing. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 169 | ED_BM_TP_05_NP | Topic: Bullying/ mobbing. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 170 | ED_BM_TR_01_NP | Topic: Bullying/ mobbing. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 171 | ED_BM_TR_02_NP | Topic: Bullying/ mobbing. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 172 | ED_BM_TR_03_NP | Topic: Bullying/ mobbing. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 173 | ED_BM_TR_04_NP | Topic: Bullying/ mobbing. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 174 | ED_BM_SU_01_NP | Topic: Bullying/ mobbing. Epistemic Emotions: Surprise. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 175 | ED_BM_CU_01_NP | Topic: Bullying/ mobbing. Epistemic Emotions: Curiosity. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 176 | ED_BM_EX_01_NP | Topic: Bullying/ mobbing. Epistemic Emotions: Excitement | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 177 | ED_BM_BO_01_NP | Topic: Bullying/ mobbing. Epistemic Emotions: Boredom | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 178 | ED_BM_SU_02_NP | Topic: Bullying/ mobbing. Epistemic Emotions: Surprise. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 179 | ED_BM_CU_02_NP | Topic: Bullying/ mobbing. Epistemic Emotions: Curiosity. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 180 | ED_BM_EX_02_NP | Topic: Bullying/ mobbing. Epistemic Emotions: Excitement | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 181 | ED_BM_BO_02_NP | Topic: Bullying/ mobbing. Epistemic Emotions: Boredom | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 182 | ED_BM_SU_03_NP | Topic: Bullying/ mobbing. Epistemic Emotions: Surprise. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 183 | ED_BM_CU_03_NP | Topic: Bullying/ mobbing. Epistemic Emotions: Curiosity. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 184 | ED_BM_EX_03_NP | Topic: Bullying/ mobbing. Epistemic Emotions: Excitement | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 185 | ED_BM_BO_03_NP | Topic: Bullying/ mobbing. Epistemic Emotions: Boredom | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 186 | GR_IN_IM_01_NP | Topic: Inclusion | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 187 | GR_IN_IM_02_NP | Topic: Inclusion | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 188 | GR_IN_IM_03_NP | Topic: Inclusion | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 189 | GR_IN_IM_04_NP | Topic: Inclusion | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 190 | GR_IN_CL_01_NP | Topic: Inclusion | 1 "sehr leicht" 2 "" 3 "" 4 "" 5 "sehr schwierig" | -999 "Fehlender Wert" |
| 191 | GR_IN_CL_02_NP | Topic: Inclusion | 1 "sehr niedrig" 2 "" 3 "" 4 "" 5 "sehr hoch" | -999 "Fehlender Wert" |
| 192 | GR_IN_CL_03_NP | Topic: Inclusion | 1 "sehr groß" 2 "" 3 "" 4 "" 5 "sehr klein" | -999 "Fehlender Wert" |
| 193 | GR_IN_IE_01_NP | Topic: Inclusion.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 194 | GR_IN_IE_02_NP | Topic: Inclusion.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 195 | GR_IN_IE_03_NP | Topic: Inclusion.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 196 | GR_IN_IE_04_NP | Topic: Inclusion.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 197 | GR_IN_TP_01_NP | Topic: Inclusion. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 198 | GR_IN_TP_03_NP | Topic: Inclusion. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 199 | GR_IN_TP_05_NP | Topic: Inclusion. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 200 | GR_IN_TR_01_NP | Topic: Inclusion. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 201 | GR_IN_TR_02_NP | Topic: Inclusion. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 202 | GR_IN_TR_03_NP | Topic: Inclusion. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 203 | GR_IN_TR_04_NP | Topic: Inclusion. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 204 | GR_IN_SU_01_NP | Topic: Inclusion. Epistemic Emotions: Surprise. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 205 | GR_IN_CU_01_NP | Topic: Inclusion. Epistemic Emotions: Curiosity. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 206 | GR_IN_EX_01_NP | Topic: Inclusion. Epistemic Emotions: Excitement | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 207 | GR_IN_BO_01_NP | Topic: Inclusion. Epistemic Emotions: Boredom | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 208 | GR_IN_SU_02_NP | Topic: Inclusion. Epistemic Emotions: Surprise. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 209 | GR_IN_CU_02_NP | Topic: Inclusion. Epistemic Emotions: Curiosity. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 210 | GR_IN_EX_02_NP | Topic: Inclusion. Epistemic Emotions: Excitement | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 211 | GR_IN_BO_02_NP | Topic: Inclusion. Epistemic Emotions: Boredom | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 212 | GR_IN_SU_03_NP | Topic: Inclusion. Epistemic Emotions: Surprise. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 213 | GR_IN_CU_03_NP | Topic: Inclusion. Epistemic Emotions: Curiosity. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 214 | GR_IN_EX_03_NP | Topic: Inclusion. Epistemic Emotions: Excitement | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 215 | GR_IN_BO_03_NP | Topic: Inclusion. Epistemic Emotions: Boredom | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 216 | GR_GT_IM_01_NP | Topic: All-day school | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 217 | GR_GT_IM_02_NP | Topic: All-day school | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 218 | GR_GT_IM_03_NP | Topic: All-day school | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 219 | GR_GT_IM_04_NP | Topic: All-day school | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 220 | GR_GT_CL_01_NP | Topic: All-day school | 1 "sehr leicht" 2 "" 3 "" 4 "" 5 "sehr schwierig" | -999 "Fehlender Wert" |
| 221 | GR_GT_CL_02_NP | Topic: All-day school | 1 "sehr niedrig" 2 "" 3 "" 4 "" 5 "sehr hoch" | -999 "Fehlender Wert" |
| 222 | GR_GT_CL_03_NP | Topic: All-day school | 1 "sehr groß" 2 "" 3 "" 4 "" 5 "sehr klein" | -999 "Fehlender Wert" |
| 223 | GR_GT_IE_01_NP | Topic: All-day school.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 224 | GR_GT_IE_02_NP | Topic: All-day school.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 225 | GR_GT_IE_03_NP | Topic: All-day school.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 226 | GR_GT_IE_04_NP | Topic: All-day school.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 227 | GR_GT_TP_01_NP | Topic: All-day school. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 228 | GR_GT_TP_03_NP | Topic: All-day school. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 229 | GR_GT_TP_05_NP | Topic: All-day school. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 230 | GR_GT_TR_01_NP | Topic: All-day school. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 231 | GR_GT_TR_02_NP | Topic: All-day school. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 232 | GR_GT_TR_03_NP | Topic: All-day school. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 233 | GR_GT_TR_04_NP | Topic: All-day school. Theory Specific Relativism. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 234 | GR_GT_SU_01_NP | Topic: All-day school. Epistemic Emotions: Surprise. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mässig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 235 | GR_GT_CU_01_NP | Topic: All-day school. Epistemic Emotions: Curiosity. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 236 | GR_GT_EX_01_NP | Topic: All-day school. Epistemic Emotions: Excitement | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 237 | GR_GT_BO_01_NP | Topic: All-day school. Epistemic Emotions: Boredom | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 238 | GR_GT_SU_02_NP | Topic: All-day school. Epistemic Emotions: Surprise. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 239 | GR_GT_CU_02_NP | Topic: All-day school. Epistemic Emotions: Curiosity. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 240 | GR_GT_EX_02_NP | Topic: All-day school. Epistemic Emotions: Excitement | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 241 | GR_GT_BO_02_NP | Topic: All-day school. Epistemic Emotions: Boredom | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 242 | GR_GT_SU_03_NP | Topic: All-day school. Epistemic Emotions: Surprise. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 243 | GR_GT_CU_03_NP | Topic: All-day school. Epistemic Emotions: Curiosity. | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 244 | GR_GT_EX_03_NP | Topic: All-day school. Epistemic Emotions: Excitement | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 245 | GR_GT_BO_03_NP | Topic: All-day school. Epistemic Emotions: Boredom | 1 "überhaupt nicht" 2 "sehr wenig" 3 "mäßig" 4 "stark" 5 "sehr stark" | -999 "Fehlender Wert" |
| 246 | CK_01_NP | Treatment Check: Perceived School Context | 1 "gar kein schulischer Kontext" 2 "" 3 "" 4 "" 5 "" 6 "sehr viel schulischer Kontext" | -999 "Fehlender Wert" |
| 247 | CR_01_NP | Treatment Check: Source: Experience report. Item 1 | 1 "sehr selten" 2 "" 3 "" 4 "" 5 "" 6 "sehr oft" | -999 "Fehlender Wert" |
| 248 | CE_01_NP | Treatment Check: Source: Expert advice. Item 1 | 1 "sehr selten" 2 "" 3 "" 4 "" 5 "" 6 "sehr oft" | -999 "Fehlender Wert" |
| 249 | CW_01_NP | Treatment Check: Source: Scientific study. Item 1 | 1 "sehr selten" 2 "" 3 "" 4 "" 5 "" 6 "sehr oft" | -999 "Fehlender Wert" |
| 250 | CR_02_NP | Treatment Check: Source: Experience report. Item 2 | 1 "sehr selten" 2 "" 3 "" 4 "" 5 "" 6 "sehr oft" | -999 "Fehlender Wert" |
| 251 | CE_02_NP | Treatment Check: Source: Expert advice. Item 2 | 1 "sehr selten" 2 "" 3 "" 4 "" 5 "" 6 "sehr oft" | -999 "Fehlender Wert" |
| 252 | CW_02_NP | Treatment Check: Source: Scientific study. Item 2 | 1 "sehr selten" 2 "" 3 "" 4 "" 5 "" 6 "sehr oft" | -999 "Fehlender Wert" |
| 253 | SI_11_NP | FSI (1993). Item 11. Posttest. | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft völlig zu" | -999 "Fehlender Wert" |
| 254 | SI_12_NP | FSI (1993). Item 12. Posttest. | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft völlig zu" | -999 "Fehlender Wert" |
| 255 | SI_15_NP | FSI (1993). Item 15. Posttest. | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft völlig zu" | -999 "Fehlender Wert" |
| 256 | SI_17_NP | FSI (1993). Item 17. Posttest. | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft völlig zu" | -999 "Fehlender Wert" |
| 257 | SK_01_NP | Skalen zur Erfassung des schulischen Selbstkonzepts (SESSKO, 2002). Item 1. | 1 "nicht begabt" 2 "" 3 "" 4 "sehr begabt" | -999 "Fehlender Wert" |
| 258 | SK_02_NP | SESSKO (2002). Item 2 | 1 "schwer" 2 "" 3 "" 4 "leicht" | -999 "Fehlender Wert" |
| 259 | SK_04_NP | SESSKO (2002). Item 4 | 1 "schwer" 2 "" 3 "" 4 "leicht" | -999 "Fehlender Wert" |
| 260 | PO_02_NP | Fragebogen zur Erfassung des Entwicklungsniveaus epistemologischer Überzeugungen (FREE, 2005). Absolutism. Item 2. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 261 | RE_02_NP | FREE (2005). Relativism. Item 2. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 262 | AB_02_NP | FREE (2005). Postrelativism. Item 2. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 263 | RE_03_NP | FREE (2005). Relativism. Item 3. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 264 | PO_03_NP | FREE (2005). Absolutism. Item 3. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 265 | AB_03_NP | FREE (2005). Postrelativism. Item 3. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 266 | AB_04_NP | FREE (2005). Postrelativism. Item 4. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 267 | RE_04_NP | FREE (2005). Relativism. Item 4. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 268 | PO_04_NP | FREE (2005). Absolutism. Item 4. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 269 | PO_05_NP | FREE (2005). Absolutism. Item 5. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 270 | AB_05_NP | FREE (2005). Postrelativism. Item 5. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 271 | RE_05_NP | FREE (2005). Relativism. Item 5. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 272 | AB_06_NP | FREE (2005). Postrelativism. Item 6. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 273 | RE_06_NP | FREE (2005). Relativism. Item 6. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 274 | PO_06_NP | FREE (2005). Absolutism. Item 6. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 275 | PO_07_NP | FREE (2005). Absolutism. Item 7. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 276 | RE_07_NP | FREE (2005). Relativism. Item 7. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 277 | AB_07_NP | FREE (2005). Postrelativism. Item 7. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 278 | RE_08_NP | FREE (2005). Relativism. Item 8. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 279 | AB_08_NP | FREE (2005). Postrelativism. Item 8. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 280 | PO_08_NP | FREE (2005). Absolutism. Item 8. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 281 | AB_09_NP | FREE (2005). Postrelativism. Item 9. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 282 | RE_09_NP | FREE (2005). Relativism. Item 9. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 283 | PO_09_NP | FREE (2005). Absolutism. Item 9. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 284 | RE_10_NP | FREE (2005). Relativism. Item 10. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 285 | PO_10_NP | FREE (2005). Absolutism. Item 10. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 286 | AB_10_NP | FREE (2005). Postrelativism. Item 10. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 287 | RE_11_NP | FREE (2005). Relativism. Item 11. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 288 | PO_11_NP | FREE (2005). Absolutism. Item 11. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 289 | AB_11_NP | FREE (2005). Postrelativism. Item 11. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 290 | AB_12_NP | FREE (2005). Postrelativism. Item 12. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 291 | RE_12_NP | FREE (2005). Relativism. Item 12. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 292 | PO_12_NP | FREE (2005). Absolutism. Item 12. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 293 | RE_01_NP | FREE (2005). Postrelativism. Item 1. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 294 | AB_01_NP | FREE (2005). Relativism. Item 1. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 295 | PO_01_NP | FREE (2005). Absolutism. Item 1. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 296 | RE_13_NP | FREE (2005). Relativism. Item 13. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 297 | AB_13_NP | FREE (2005). Postrelativism. Item 13. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 298 | PO_13_NP | FREE (2005). Absolutism. Item 13. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 299 | TE_01_NP | Connotative Aspects of Epistemological Beliefs (CAEB, 2007). Dimension: Texture. Item 1. | 1 "objektiv" 2 "" 3 "" 4 "" 5 "" 6 "" 7 "subjektiv" | -999 "Fehlender Wert" |
| 300 | TE_02_NP | Connotative Aspects of Epistemological Beliefs (CAEB, 2007). Dimension: Texture. Item 2. | 1 "beweisbar" 2 "" 3 "" 4 "" 5 "" 6 "" 7 "unbeweisbar" | -999 "Fehlender Wert" |
| 301 | TE_03_NP | Connotative Aspects of Epistemological Beliefs (CAEB, 2007). Dimension: Texture. Item 3. | 1 "oberflächlich" 2 "" 3 "" 4 "" 5 "" 6 "" 7 "tief" | -999 "Fehlender Wert" |
| 302 | TE_04_NP | Connotative Aspects of Epistemological Beliefs (CAEB, 2007). Dimension: Texture. Item 4. | 1 "exakt" 2 "" 3 "" 4 "" 5 "" 6 "" 7 "diffus" | -999 "Fehlender Wert" |
| 303 | TE_05_NP | Connotative Aspects of Epistemological Beliefs (CAEB, 2007). Dimension: Texture. Item 5. | 1 "absolut" 2 "" 3 "" 4 "" 5 "" 6 "" 7 "relativ" | -999 "Fehlender Wert" |
| 304 | TE_06_NP | Connotative Aspects of Epistemological Beliefs (CAEB, 2007). Dimension: Texture. Item 6. | 1 "geordnet" 2 "" 3 "" 4 "" 5 "" 6 "" 7 "ungeordnet" | -999 "Fehlender Wert" |
| 305 | TE_07_NP | Connotative Aspects of Epistemological Beliefs (CAEB, 2007). Dimension: Texture. Item 7. | 1 "genau" 2 "" 3 "" 4 "" 5 "" 6 "" 7 "ungenau" | -999 "Fehlender Wert" |
| 306 | TE_08_NP | Connotative Aspects of Epistemological Beliefs (CAEB, 2007). Dimension: Texture. Item 8. | 1 "eindeutig" 2 "" 3 "" 4 "" 5 "" 6 "" 7 "mehrdeutig" | -999 "Fehlender Wert" |
| 307 | TE_09_NP | Connotative Aspects of Epistemological Beliefs (CAEB, 2007). Dimension: Texture. Item 9. | 1 "ausgehandelt" 2 "" 3 "" 4 "" 5 "" 6 "" 7 "entdeckt" | -999 "Fehlender Wert" |
| 308 | TE_10_NP | Connotative Aspects of Epistemological Beliefs (CAEB, 2007). Dimension: Texture. Item 10. | 1 "strukturiert" 2 "" 3 "" 4 "" 5 "" 6 "" 7 "unstrukturiert" | -999 "Fehlender Wert" |
| 309 | VR_01_NP | Connotative Aspects of Epistemological Beliefs (CAEB, 2007). Dimension: Variability. Item 1. | 1 "stabil" 2 "" 3 "" 4 "" 5 "" 6 "" 7 "instabil" | -999 "Fehlender Wert" |
| 310 | VR_02_NP | Connotative Aspects of Epistemological Beliefs (CAEB, 2007). Dimension: Variability. Item 2. | 1 "dynamisch" 2 "statisch" 3 "" 4 "" 5 "" 6 "" 7 "statisch" | -999 "Fehlender Wert" |
| 311 | VR_03_NP | Connotative Aspects of Epistemological Beliefs (CAEB, 2007). Dimension: Variability. Item 3. | 1 "vergänglich" 2 "" 3 "" 4 "" 5 "" 6 "" 7 "unvergänglich" | -999 "Fehlender Wert" |
| 312 | VR_04_NP | Connotative Aspects of Epistemological Beliefs (CAEB, 2007). Dimension: Variability. Item 4. | 1 "flexibel" 2 "" 3 "" 4 "" 5 "" 6 "" 7 "inflexibel" | -999 "Fehlender Wert" |
| 313 | VR_05_NP | Connotative Aspects of Epistemological Beliefs (CAEB, 2007). Dimension: Variability. Item 5. | 1 "fertig" 2 "" 3 "" 4 "" 5 "" 6 "" 7 "unvollständig" | -999 "Fehlender Wert" |
| 314 | VR_06_NP | Connotative Aspects of Epistemological Beliefs (CAEB, 2007). Dimension: Variability. Item 6. | 1 "widerlegbar" 2 "" 3 "" 4 "" 5 "" 6 "" 7 "unwiderlegbar" | -999 "Fehlender Wert" |
| 315 | VR_07_NP | Connotative Aspects of Epistemological Beliefs (CAEB, 2007). Dimension: Variability. Item 7. | 1 "offen" 2 "" 3 "" 4 "" 5 "" 6 "" 7 "abgeschlossen" | -999 "Fehlender Wert" |
| 316 | TC_01_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Certainity. Item 1. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 317 | TO_01_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Source. Item 1. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 318 | TO_02_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Source. Item 2. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 319 | TS_01_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Simplicity. Item 1. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 320 | TJ_01_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Justification. Item 1. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 321 | TC_03_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Certainity. Item 3. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 322 | TJ_02_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Justification. Item 2. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 323 | TJ_03_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Justification. Item 3. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 324 | TS_02_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Simplicity. Item 2. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 325 | TS_03_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Simplicity. Item 3. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 326 | TJ_05_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Justification. Item 5. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 327 | TO_03_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Source. Item 3. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 328 | TC_04_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Certainity. Item 4. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 329 | TS_05_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Simplicity. Item 5. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 330 | TO_06_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Source. Item 6. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 331 | TJ_08_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Justification. Item 8. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 332 | TO_07_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Source. Item 7. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 333 | TJ_09_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Justification. Item 9. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 334 | TO_08_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Source. Item 8. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 335 | TC_06_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Certainity. Item 6. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 336 | TS_08_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Simplicity. Item 8. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 337 | TS_09_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Simplicity. Item 9. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 338 | TJ_11_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Justification. Item 11. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 339 | TC_12_NP | Theory Specific Epistemological Beliefs Questionnaire (TSEBQ, 2009). Certainity. Item 12. | 1 "stimme gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "stimme voll zu" | -999 "Fehlender Wert" |
| 340 | SI_03_NP | FSI (1993). Item 3. Pretest. | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft völlig zu" | -999 "Fehlender Wert" |
| 341 | SI_04_NP | FSI (1993). Item 4. Pretest. | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft völlig zu" | -999 "Fehlender Wert" |
| 342 | SI_06_NP | FSI (1993). Item 6. Pretest. | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft völlig zu" | -999 "Fehlender Wert" |
| 343 | DD_WE_IM_05_NP | Topic: Worked out examples | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 344 | DD_WE_IM_06_NP | Topic: Worked out examples | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 345 | DD_WE_IM_07_NP | Topic: Worked out examples | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 346 | DD_WE_IE_05_NP | Topic: Worked out examples.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 347 | DD_WE_TP_02_NP | Topic: Worked out examples. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 348 | DD_WE_TP_04_NP | Topic: Worked out examples. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 349 | DD_WE_TP_06_NP | Topic: Worked out examples. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 350 | DD_CM_IM_05_NP | Topic: Cognitive theory of multimedia | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 351 | DD_CM_IM_06_NP | Topic: Cognitive theory of multimedia | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 352 | DD_CM_IM_07_NP | Topic: Cognitive theory of multimedia | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 353 | DD_CM_IE_05_NP | Topic: Cognitive theory of multimedia.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 354 | DD_CM_TP_02_NP | Topic: Cognitive theory of multimedia. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 355 | DD_CM_TP_04_NP | Topic: Cognitive theory of multimedia. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 356 | DD_CM_TP_06_NP | Topic: Cognitive theory of multimedia. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 357 | ED_BP_IM_05_NP | Topic: Big fish little pond effect | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 358 | ED_BP_IM_06_NP | Topic: Big fish little pond effect | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 359 | ED_BP_IM_07_NP | Topic: Big fish little pond effect (Abgeleitete Variable) | 1 "überhaupt nicht" 1,75 "sehr wenig" 2,5 "mäßig" 3,25 "stark" 4 "sehr stark" | -999 "Fehlender Wert" |
| 360 | ED_BP_IE_05_NP | Topic: Big fish little pond effect.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 361 | ED_BP_TP_02_NP | Topic: Big fish little pond effect. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 362 | ED_BP_TP_04_NP | Topic: Big fish little pond effect. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 363 | ED_BP_TP_06_NP | Topic: Big fish little pond effect. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 364 | ED_BM_IM_05_NP | Topic: Bullying/ mobbing | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 365 | ED_BM_IM_06_NP | Topic: Bullying/ mobbing | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 366 | ED_BM_IM_07_NP | Topic: Bullying/ mobbing | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 367 | ED_BM_IE_05_NP | Topic: Bullying/ mobbing.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 368 | ED_BM_TP_02_NP | Topic: Bullying/ mobbing. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 369 | ED_BM_TP_04_NP | Topic: Bullying/ mobbing. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 370 | ED_BM_TP_06_NP | Topic: Bullying/ mobbing. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 371 | GR_IN_IM_05_NP | Topic: Inclusion | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 372 | GR_IN_IM_06_NP | Topic: Inclusion | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 373 | GR_IN_IM_07_NP | Topic: Inclusion | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 374 | GR_IN_IE_05_NP | Topic: Inclusion.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 375 | GR_IN_TP_02_NP | Topic: Inclusion. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 376 | GR_IN_TP_04_NP | Topic: Inclusion. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 377 | GR_IN_TP_06_NP | Topic: Inclusion. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 378 | GR_GT_IM_05_NP | Topic: All-day school | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 379 | GR_GT_IM_06_NP | Topic: All-day school | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 380 | GR_GT_IM_07_NP | Topic: All-day school | 1 "nie" 2 "manchmal" 3 "meistens" 4 "immer" | -999 "Fehlender Wert" |
| 381 | GR_GT_IE_05_NP | Topic: All-day school.Interest-Enjoy Dimension of the Intrinsic Motivation Inventory (1989). | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft voll und ganz zu" | -999 "Fehlender Wert" |
| 382 | GR_GT_TP_02_NP | Topic: All-day school. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 383 | GR_GT_TP_04_NP | Topic: All-day school. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 384 | GR_GT_TP_06_NP | Topic: All-day school. Perceived Value of Theory for Practice (BilWiss, 2014). | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 385 | SI_13_NP | FSI (1993). Item 13. Posttest. | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft völlig zu" | -999 "Fehlender Wert" |
| 386 | SI_14_NP | FSI (1993). Item 14. Posttest. | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft völlig zu" | -999 "Fehlender Wert" |
| 387 | SI_16_NP | FSI (1993). Item 16. Posttest. | 1 "trifft gar nicht zu" 2 "" 3 "" 4 "" 5 "" 6 "trifft völlig zu" | -999 "Fehlender Wert" |
| 388 | SK_03_NP | SESSKO (2002). Item 3 | 1 "viel" 2 "" 3 "" 4 "wenig" | -999 "Fehlender Wert" |
| 389 | DD_CM_KE_01_NP | Familiarity with the Topic: Cognitive theory of multimedia | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 390 | ED_BP_KE_01_NP | Familiarity with the Topic: Big fish little pond effect | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 391 | ED_BM_KE_01_NP | Familiarity with the Topic: Bullying/ mobbing | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 392 | GR_IN_KE_01_NP | Familiarity with the Topic: Inclusion | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 393 | GR_GT_KE_01_NP | Familiarity with the Topic: All-day school | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 394 | DD_CM_SP_01_NP | Topic: Cognitive theory of multimedia. Perceived Consistency with One s Attitude. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 395 | ED_BP_SP_01_NP | Topic: Big fish little pond effect. Perceived Consistency with One s Attitude. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 396 | ED_BM_SP_01_NP | Topic: Bullying/ mobbing. Perceived Consistency with One s Attitude. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 397 | GR_IN_SP_01_NP | Topic: Inclusion. Perceived Consistency with One s Attitude. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
| 398 | GR_GT_SP_01_NP | Topic: All-day school. Perceived Consistency with One s Attitude. | 1 "stimme nicht zu" 2 "" 3 "" 4 "stimme zu" | -999 "Fehlender Wert" |
Codebook_bltn15ep11_merk_0062_kb2
| Position | Name | Label | Valid_values | Missing_values |
|---|---|---|---|---|
| 1 | VIGNETTE | Bezeichnung der Vignette | Zeichenkette "Bezeichnung der Vignette" | -999 "Fehlender Wert" |
| 2 | LIX | Textlänge und Textkomplexität nach Björnson (1968) | 51-74 "LIX-Wert" | -999 "Fehlender Wert" |
| 3 | WORTANZAHL | Wortanzahl der Vignette | 130-210 "Wortanzahl" | -999 "Fehlender Wert" |
| 4 | FLESCH | Flesch-Index | 18-60 "Flesch-Grad" | -999 "Fehlender Wert" |
| 5 | TEXT | Text der Vignette | Zeichenkette "Vignettentext" | -999 "Fehlender Wert" |
Study Description
Research Questions/Hypotheses:
- Humanities-rational research subjects are judged more relativistically
- Pedagogical knowledge coming from expert or scientific source is judged less relativistically than lay knowledge
- Pedagogical knowledge presented embedded in school context is judged more relativistically.
Research Design: Experimental Design, Mixed Design; repeated measurements
Measurement Instruments/Apparatus:
To examine the source and context sensitivity of epistemological beliefs, “six texts with identical content on topics related to the companion course in education were varied in source and context”(Merk et al., 2016). The texts were created using a multi-step process described in Merk et al (2016). The variation of the source was three-stage (“experience report” vs “expert advice” vs “scientific study”), and the variation of the context was two-stage (“without school context” vs “with school context”). This resulted in a 2×3 design with six-level within factor (Merk et al., 2016).
In existing courses (group size approximately 30), student teachers were introduced to the survey by a trained test administrator for approximately 7 min using a test administration manual. They were then randomly assigned a test booklet that had one of the 2×3 experimental conditions. This was followed by the processing of the test booklets, which took approximately 60 min.
Items used to elicit epistemological beliefs included the Connotative Aspects of Epistemological Beliefs (CAEB), Theory Specific Epistemological Beliefs Questionnaire (TSEBQ), and the Questionnaire to Assess the Developmental Level of Epistemological Beliefs (FREE).
Data Collection Method:
Data collection in the presence of an experimenter
-Group Administration
-Paper and Pencil
Population: Graduate students in teacher education
Survey Time Period:
Sample: Convenience Sample
Gender Distribution:
66,9 % female subjects (n=216)
32,5 % male subjects (n=105)
0,6 % missing value (n=2)
Age Distribution: 18 – 62 years
Spatial Coverage (Country/Region/City): Germany/Baden-Württemberg/Tübingen
Subject Recruitment: Announcement by lecturers.
Sample Size: 323 individuals
Return/DropOut:
Literature
Publications Directly Related to the Dataset
| Publications Directly Related to the Dataset |
|---|
| Merk, S., Schneider, J., Syring, M., & Bohl, T. (2016). Pädagogisches Kaffeekränzchen oder harte empirische Fakten? Domänen- und theorienspezifische epistemologische Überzeugungen Lehramtsstudierender bezüglich allgemeinen pädagogischen Wissens. In A.-K. Mayer & T. Rosman, (2016). Denken über Wissen und Wissenschaft. Epistemologische Überzeugungen. Lengerich: Pabst Science Publishers. |
Utilized Test Methods
| Utilized Test Methods |
|---|
| Bråten, I., Gil, L., Strømsø, H.I., & Vidal-Abarca, E. (2009). Personal epistemology across cultures: Exploring Norwegian and Spanish university students' epistemic beliefs about climate change. Social Psychology of Education, 12, 529-560. |
| Krapp, A., Schiefele, U., Wild, K.-P. & Winteler, A. (1993). Der "Fragebogen zum Studieninteresse "(FSI). Diagnostica, 39, 335-351.Datensatz 0078468 |
| Krettenauer, T. (2005). Die Erfassung des Entwicklungsniveaus epistemologischer Überzeugungen und das Problem der Übertragbarkeit von Interviewverfahren in standardisierte Fragebogenmethoden. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 37 (2), 69-79.Datensatz 0179084 |
| Kunter, M., Leutner, D., Seidel, T. & Terhart, E. (2014): Bildungswissenschaftliches Wissen und der Erwerb professioneller Kompetenz in der Lehramtsausbildung (BilWiss). Version: 1. IQB - Institut zur Qualitätsentwicklung im Bildungswesen. Datensatz. http://doi.org/10.5159/IQB_BilWiss_v1 |
| Lenhard, W. & Lenhard, A. (2014). Berechnung des Lesbarkeitsindex LIX nach Bjørnson. Bibergau: Psychometrica. Online verfügbar unter http://www.psychometrica.de/lix.html (Abgerufen am 11.02.2016) |
| Marcus, N., Cooper, M., & Sweller, J. (1996). Understanding Instructions. Journal of Educational Psychology, 88(1), 49-63. |
| McAuley, E., Duncan, T. & Tammen, V. V. (1989). Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: a confirmatory factor analysis. Research quarterly for exercise and sport, 60 (1), 48-58. |
| Muis, K. R., Psaradellis, C., Chevrier, M., Di Leo, I., & Lajoie, S. P. (2015). Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving. Journal of Educational Psychology, 107, 1-19. |
| Paas, F.G.W.C. (1992). Training Strategies for Attaining Transfer of Problem-Solving Skill in Statistics: A Cognitive-Load Approach. Journal of Educational Psychology, 84(4), 429-434.Datensatz 4398684 |
| Schöll, P. (2015). Berechnung des Lesbarkeitsindex Flesch nach Rudolf Flesch. Online verfügbar unter http://fleschindex.de/ (Abgerufen am 11.02.2016) |
| Schöne, C., Dickhäuser, O., Spinath, B. & Stiensmeier-Pelster, J. (2002). Skalen zur Erfassung des schulischen Selbstkonzepts (SESSKO). Manual. Göttingen: Hogrefe.Datensatz 9004611 |
| Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M., & Schwindt, K. (2011). Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others? Teaching and Teacher Education, 27(2), 259-267.Datensatz 0281172 |
| Stahl, E., & Bromme, R. (2007). The CAEB: An instrument for measuring connotative aspects of epistemological beliefs. Learning and Instruction, 17(6), 773-785. Datensatz 0204849 |