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The authors propose a model of technology commitment that describes individual differences in the willingness of technology use in terms of three facets: technology acceptance, technology competence, technology control. It is assumed that technology commitment predicts adaptive technology use especially in old age. Data from three studies (N = 825 participants) support the conceptual distinction of the constructs and confirm the psychometric properties of the newly constructed scale. Construct validity was established via correlations with theoretically related constructs (technology use, personality, successful aging, health) as well as concurrently vis-a-vis other measures of technology acceptance.
This paper investigates the role of ability profiles and profiles of vocational interests at the transition from "Realschule" (lower secondary level) into the academic and vocational oriented "Gymnasium" (upper secondary track) school. Based on Guttman's (1954) radex model of cognitive and academic abilities as well as Holland's (1997) circumplex model of vocational interests, we developed statistical models for assessing individual differences in intraindividual profiles. The empirical results underscore the validity of our profile approach. Particularly (1) profiles derived on basis of test scores, grades, and interests were associated with all educational choices under consideration, and (2) decisions for different gymnasia types were systematically and meaningfully associated with individual profile parameters. In addition (3) criterion correlations of interest and ability measures could be explained by individual profile parameters.
In a longitudinal sample of Icelandic children (7.9-12-15 years; n=109) the developmental relations between of control beliefs (locus of control) and school achievement were examined on the background of child rearing practices, socialization conditions, and social class from childhood to adolescence. Results show that supportive and restrictive socialization conditions in social classes affect school achievement as well as the development of control beliefs. Supportive child rearing practices in upper class families encourage the development of internal control beliefs in adolescence, and are coincident with higher school achievement. On the other hand, restrictive child rearing practices appear independent of social class and generally hinder the development of internal control beliefs and positive school achievement. Results of a path model suggest a lagged relationship between school achievement and control beliefs. School achievement in childhood (ages 7 and 9) predicts internal control beliefs in adolescence.
Narration in the late middle ages seriality and complexity in the epic prose "Loher and Maller"
(2012)
This article calls for a holistic perspective on parliamentary change through the analytical lens of parliamentary agenda powers. In addition to agenda control, the concept of agenda powers not only refers to the ability of parliamentary actors to directly influence parliamentary output through legislation (efficiency), but also to exert indirect influence through controlling the government (effectiveness) and through affecting public opinion (legitimacy). The concept of agenda powers comprises the formal institutional rules underlying the distribution of the parliamentary agenda, the factual application of these rules and the organisational powers enabling actors to make use of their time. The distribution of agenda powers can be explained by the sequencing of legitimacy, effectiveness, and efficiency reforms. Consequently, the concept of parliamentary agenda powers allows for a comparative long-term analysis of parliamentary change. Furthermore, the concept of parliamentary agenda powers enables us to operationalise normative scenarios of a de-parliamentarisation and the alleged transitions towards post- or neo-parliamentarian democracy.