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Development of novices professional knowledge networks within the contexts of classroom teaching and information searches on the internet. Research data from a longitudinal study 2013-2015

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Researchers

Name
Mayer, Anne-Kathrin
Rosman, Tom
Birke, Peter
Gorges, Johannes
Krampen, Gnter

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Dataset Information

Title Development of novices professional knowledge networks within the contexts of classroom teaching and information searches on the internet. Research data from a longitudinal study 2013-2015
Original Title Entwicklung professioneller Wissensnetze bei Novizen im Kontext von Prsenzlehre und Informationsrecherchen im Internet. Forschungsdaten einer Lngsschnittstudie von 2013 bis 2015.
Citation Mayer, A.-K., Rosman, T., Birke, P., Gorges, J., & Krampen, G. (2016). Development of novices professional knowledge networks within the contexts of classroom teaching and information searches on the internet. Research data from a longitudinal study 2013-2015 [Translated Title] (Version 1) [Files on CD-ROM]. Trier: Center for Research Data in Psychology: PsychData of the Leibniz Institute for Psychology Information ZPID. https://doi.org/10.5160/psychdata.mrae15ent24
Language of variable documentation German
Responsible for Data Collection Mayer, Anne-Kathrin; Rosman, Tom; Birke, Peter; Gorges, Johannes; Krampen, Gnter
Data Collection Completion Date 2015
Dataset Publication 2016
Dataset ID mrae15ent24
Study Description The study aims at describing and analyzing the development of professional knowledge networks in psychology and computer science students (first to fourth semester). The study primarily focuses processes of restructuring knowledge (conceptual change) following the transition from secondary education (school) to tertiary education (university). Three domains of knowledge are investigated: (1) domain-specific knowledge, (2) information literacy, and (3) epistemic beliefs.

The study employs a quantitative four-wave longitudinal design. To gain empirical data on knowledge development, both psychology (N = 137 at the first wave) and computer science students (N = 89 at the first wave) were investigated by means of standardized tests. The first wave took part right at the beginning of students first semester, followed by three consecutive waves at the beginning of the second, third, and fourth semesters. Additionally, data on several covariates likely to influence knowledge development (e. g., cognitive ability, academic self-concept, learning and achievement motivation) were collected.
Hypotheses Information forthcoming
Keyphrase development of professional knowledge networks, 137 psychology students vs 89 computer science students, longitudinal study, domain-specific knowledge & information literacy & epistemic beliefs, research data
Funding Joint Initiative for Research and Innovation; Leibniz Competition (SAW 2013)
Rating Information forthcoming

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PSYNDEX Classification and Controlled Terms

Classification Cognitive Processes
Professional Education & Training
Classroom Dynamics & Student Adjustment & Attitudes
Controlled Terms Information Literacy
Epistemology
College Students
Psychology
Computer Science
Attitude Formation
Data Collection

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Research Method Description

Research Method Description Questionnaire Data
Classification of Data Collection Partially Standardized Survey Instrument (provides question formulation; open answer format)
Research Instrument Information forthcoming
Data Collection Method Data collection in the absence of an experimenter (Online questionnaire):
- Individual Administration
- Computer-Supported

Data collection in the presence of an experimenter
- Group Administration (2-30 subjects per group)
- Computer-Supported
- Paper and Pencil (only Raven's, APM intelligence test)
- Individual Administration (only exceptional cases)
Time Points repeated measurements
Survey Time Period Psychology:
1st wave (baseline): october - november 2013
2nd wave: march -mai 2014
3rd wave october-november 2014
4th wave: march-mai 2015

Computer science:
1st wave (baseline): october 2013 - january 2014
2nd wave: april -june 2014
3rd wave october-november 2014
4th wave: april-mai 2015
Characteristics -
Population College students (psychology and computer science)
Experimental Pool Individuals
Sample Convenience sample
Subject Recruitment Information forthcoming
Sample Size Psychology: 137 individuals (t1); Computer science: 89 individuals (t1)
Return/Drop Out Information forthcoming
Gender Distribution Psychology (t1):
82% female subjects
18% male subjects

Computer science (t1):
22% female subjects
78% male subjects
Age Distribution Psychology: 18-31 years; computer science: 17-32 years
Special Groups (none)
Country Germany
Region Rhineland-Palatinate & Saarland
City Trier & Saarbrcken
Variables Information forthcoming

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Data Status

Data Status Data Set Excerpt
Original Records Person-related data files from computerized surveying (Unipark and Inquisit software) and paper-pencil (Raven's and APM intelligence test)
Transformation Data from the online survey software Unipark were transferred to a data matrix automatically. For data from the Inquisit software measuring working memory capacity a standardized syntax was used - the corresponding variables are not part of the provided data set. Paper-pencil data were coded and then transferred into a machine-readable form.

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Description of the Provided Data

Description -
File Name mrae15ent24_fd.txt
Data Content 226 subjects, 2473 variables
Data Points 226*2473 = 558898 data points
Variables Information forthcoming
MD5 Hash 4529238b18a5e7d53c363fb365064bfc
  

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Description of Additional Materials

Description File Name
Codebook of research data set mrae15ent24_fd.txt mrae15ent24_kb.txt

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Publications Directly Related to the Dataset

Publications Directly Related to the Dataset
Birke, P., Rosman, T. & Mayer, A.-K. (2016). Entwicklung fachspezifischer epistemologischer berzeugungen bei Studienanfngern der Psychologie und Informatik. In A.-K. Mayer & T. Rosman (Hrsg.), Denken ber Wissen und Wissenschaft: Epistemologische berzeugungen als Gegenstand psychologischer Forschung. Lengerich, Germany: Pabst Science Publishers. Datensatz 0314216
Birke, P., Rosman, T., Mayer, A. K., & Walter, B. (2014). A domain-specific test of procedural knowledge about information searching for students of computer science. In S. K. S. piranec, E. G. D. Mizrachi, & R. Catts (Eds.), Information literacy. Lifelong learning and digital citizenship in the 21st century (pp. 683-692). Cham, Switzerland: Springer International Publishing. Datensatz 0306896
Peter, J., Rosman, T., Mayer, A.-K., Leichner, N. & Krampen, G. (2015). Assessing epistemic sophistication by considering domain-specific absolute and multiplicistic beliefs separately. British Journal of Educational Psychology. Advance online publication.Datensatz 0307202
Rosman, T., Mayer, A.-K., Kerwer, M. & Krampen, G. (conditionally accepted). The differential development of epistemic beliefs in psychology versus computer science students: A four-wave longitudinal study. Leibniz-Zentrum fr Psychologische Information und Dokumentation, Trier.
Rosman, T., Mayer, A.-K. & Krampen, G. (2015). Intelligence, academic self-concept, and information literacy: The role of adequate perceptions of academic ability in the acquisition of knowledge about information searching. Information Research, 20(1), Special supplement: Proceedings of ISIC: The Information Behaviour Conference, Leeds, United Kingdom, paper isic34.Datensatz 0297274
Rosman, T., Mayer, A.-K. & Krampen, G. (2016). On the pitfalls of bibliographic database searching: Comparing successful and less successful users. Behaviour and Information Technology, 35 (2), 106-117.Datensatz 0297273

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Utilized Test Methods

Utilized Test Methods
Ahn, W., Flanagan, E. H., Marsh, J. K. & Sanislow, C. A. (2006). Beliefs about essences and the reality of mental disorders. Psychological Science, 17(9), 759-766.
Behm, T. (2015). Informationskompetenz und Selbstregulation: Zur Relevanz bereichsspezifischer Selbstwirksamkeitsberzeugungen. In A.-K. Mayer (Hrsg.), Informationskompetenz im Hochschulkontext Interdisziplinre Forschungsperspektiven (pp. 151-162). Lengerich, Germany: Pabst Science Publishers.Datensatz 0286015
Birke, P., Rosman, T., Mayer, A. K. & Walter, B. (2014). A domain-specific test of procedural knowledge about information searching for students of computer science. In S. K. S. piranec, E. G. D. Mizrachi, & R. Catts (Eds.), Information literacy. Lifelong learning and digital citizenship in the 21st century (pp. 683-692). Cham, Switzerland: Springer International Publishing.Datensatz 0306896
Dickhuser, O., Schne, C., Spinath, B. & Stiensmeier-Pelster, J. (2002). Die Skalen zum akademischen Selbstkonzept: Konstruktion und berprfung eines neuen Instrumentes. Zeitschrift fr Differentielle und Diagnostische Psychologie, 23, 393-405.Datensatz 0158819
Fellenberg, F. & Hannover, B. (2006). Kaum begonnen, schon zerronnen? Psychologische Ursachenfaktoren fr die Neigung von Studienanfngern, das Studium abzubrechen oder das Fach zu wechseln. Empirische Pdagogik, 20(4), 381-399.Datensatz 0196676
Gorges, J. F., Schneider, M., & Mayer, A.-K. (2015, August). A latent transition analysis of psychology students' developing understanding of human memory. 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.
Haslam, N., Bastian, B. & Bissett, M. (2004). Essentialist beliefs about personality and their implications. Personality and Social Psychology Bulletin, 30(12), 1661-1673.Datensatz 1553624
Kalish, C. W. (2002). Essentialist to some degree: Beliefs about the structure of natural kind categories. Memory & Cognition, 30(3), 340-352.
Krner, A., Geyer, M., Roth, M., Drapeau, M., Schmutzer, G., Albani, C., Schumann, S., & Brhler, E. (2008). Persnlichkeitsdiagnostik mit dem NEO-Fnf-Faktoren-Inventar: Die 30-Item-Kurzversion (NEO-FFI-30). Psychotherapie, Psychosomatik, Medizinische Psychologie, 58, 238-245.Datensatz 0208749
Krauss, S., Kunter, M., Brunner, M., Baumert, J., Blum, W., Neubrand, M. et al. (2004). COACTIV: Professionswissen von Lehrkrften, kognitiv aktivierender Mathematikunterricht und die Entwicklung von mathematischer Kompetenz In J. Doll & M. Prenzel (Hrsg.), Die Bildungsqualitt von Schule: Lehrerprofessionalisierung, Unterrichtsentwicklung und Schlerfrderung als Strategien der Qualittsverbesserung (S. 3153). Mnster: WaxmannDatensatz 0184107
Leichner, N., Peter, J., Mayer, A. K. & Krampen, G. (2014). Assessing information literacy programmes using information search tasks. Journal of Information Literacy, 8(1), 3-20.Datensatz 0280998
Liepmann, D., Beauducel, A., Brocke, B. & Amthauer, R. (2007). Intelligenz-Struktur-Test 2000 R (I-S-T 2000 R). Gttingen: Hogrefe.
Lister, R., Simon, B., Thompson, E., Whalley, J. L. & Prasad, C. (2006). Not seeing the forest for the trees: Novice programmers and the SOLO taxonomy. ACM SIGCSE Bulletin, 38(3), 118-122.
Litman, J. A. & Mussel, P. (2013). Validity of the interest-and deprivation-type epistemic curiosity model in Germany. Journal of Individual Differences, 34(2), 59-68.Datensatz 0270163
Mayer, A.-K. & Friebe, J. (2015, September). Gesundheitsbezogenes Informationsverhalten lterer Erwachsener ein Beitrag zu gesundem Altern? 12. Kongress der Fachgruppe Gesundheitspsychologie, Graz, sterreich.
Mayer, A.-K. & Krampen, G. (2015, Juli). The Scale Openness for Information (SOFI) A new assessment tool for research on information behavior. Paper presented at 13th Conference on Psychological Assessment (ECPA), Zurich, Schweiz.
Niedzwienska, A., Neckar, J. & Baran, B. (2007). Development and validation of the Implicit Memory Theory Scale. European Journal of Psychological Assessment, 23(3), 185-192
Peter, J., Leichner, N., Mayer, A.-K. & Krampen, G. (2015a). A short test for the assessment of basic knowledge in psychology. Psychology Learning & Teaching, 14(3), 224235.Datensatz 1083623
Peter, J., Rosman, T., Mayer, A.-K., Leichner, N. & Krampen, G. (2015b). Assessing epistemic sophistication by considering domain-specific absolute and multiplicistic beliefs separately. British Journal of Educational Psychology. Advance online publication. doi: 10.1111/bjep.12098Datensatz 0307202
Raven, J., Raven, J.C., & Court, J.H. (1998). Raven manual section 4: Advanced Progressive Matrices. Oxford: Oxford Psychologists Press.
Rosman, T., Mayer, A.-K. & Krampen, G. (2015). Measuring psychology students information-seeking skills in a situational judgment test format: Construction and validation of the PIKE-P Test. European Journal of Psychological Assessment. Advance online publication.Datensatz 0291381
Schlink, S., & Walther, E. (2007). Kurz und gut: Eine deutsche Kurzskala zur Erfassung des Bedrfnisses nach kognitiver Geschlossenheit. Zeitschrift fr Sozialpsychologie, 38(3), 153-161.Datensatz 0200685
Schne, C., Dickhuser, O., Spinath, B. & Stiensmeier-Pelster, J. (2002). Die Skalen zur Erfassung des schulischen Selbstkonzepts (SESSKO). Gttingen: Hogrefe.Datensatz 9004611
Shtulman, A. & Valcarcel, J. (2012). Scientific knowledge suppresses but does not supplant earlier intuitions. Cognition, 124(2), 209-215.
Spies, K., Westermann, R., Heise, E. & Schiffler, A. (1996). Diskrepanzen zwischen Bedrfnissen und Angeboten im Studium und ihre Beziehungen zur Studienzufriedenheit. Empirische Pdagogik, 10, 377-409.Datensatz 0111173
Spinath, B. (1998). Implizite Theorien ber die Vernderbarkeit von Intelligenz und Begabung als Bedingungen von Motivation und Leistung. Dissertation, Universitt Bielefeld, Fakultt fr Psychologie und Sportwissenschaft.Datensatz 0133464
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
Venkatesh, V., Morris, M. G., Davis, G. B. & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478.
Wilhelm, O., Hildebrandt, A. & Oberauer, K. (2013). What is working memory capacity, and how can we measure it. Frontiers in Psychology, 4, paper 433.Datensatz 0276477
Rosman, T., & Birke, P. (2015). Fachspezifische Erfassung von Recherchekompetenz durch prozedurale Wissenstests: Psychologie vs. Informatik. In A.-K. Mayer (Hrsg.), Informationskompetenz im Hochschulkontext Interdisziplinre Forschungsperspektiven (S. 103-120). Lengerich: Pabst Science Publishers. Datensatz 0286013

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Further Reading

Further Reading
Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140.
Rosman, T., Mayer, A.-K. & Krampen, G. (2015). Combining self-assessments and achievement tests in information literacy assessment: Empirical results and recommendations for practice. Assessment and Evaluation in Higher Education, 40(5), 740-754. Datensatz 1064743
Schneider, M. & Hardy, I. (2013). Profiles of inconsistent knowledge in children's pathways of conceptual change. Developmental Psychology, 49(9), 1639-1649.Datensatz 0270740

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