Relevant bibliographies by topics / Students – Social conditions – Germany

Academic literature on the topic 'Students – Social conditions – Germany'

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Published: 10 March 2023

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Journal articles on the topic "Students – Social conditions – Germany"

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Scheer, David, and Désirée Laubenstein. "The Impact of COVID-19 on Mental Health: Psychosocial Conditions of Students with and without Special Educational Needs." Social Sciences 10, no. 11 (October 20, 2021): 405. http://dx.doi.org/10.3390/socsci10110405.

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Given the pandemic-induced school lockdown in Germany in the spring of 2020, COVID-19 evidently had a negative impact on child and adolescent mental health and wellbeing. However, there is no evidence regarding the specific problems of students with special educational needs in emotional and behavioral disorders (E/BD) during or after the school lockdown. Thus, this study bridges the gap. A sample of 173 students across Germany was included in the analysis. The students were rated by their teachers in an online survey via a standardized teacher-report form for emotional and behavioral problems and competencies, as well as perceptions of inclusion. Several student- and teacher-level predictors were applied in a stepwise regression analysis. The results showed that the school lockdown marginally impacted E/BD, with small differences between student groups. The strongest predicting variable was students’ psychosocial situation. Hence, the psychosocial situation of students should be monitored by teachers and school psychologists to provide sufficient support during lockdown.
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Bоckelmann, Irina, Havard R. Karlsen, Sabine Darius, and Beatrice Thielmann. "Students' experience of stress with different framework conditions and different origins." Inter Collegas 8, no. 2 (July 22, 2021): 74–86. http://dx.doi.org/10.35339/ic.8.2.74-86.

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Background. Students are exposed to numerous stress factors. The large number of demands and high strain can lead to a higher drop-out rate. For this reason, the aim of the study is to examine and comparing the experience of stress among German and international students during their studies under adaptation to generally stressful conditions. The international students performed a complete study program in Germany. Methods. Data from 194 students (41.8% women, 58.2% men) were evaluated. The average age of the participants was 23.0±3.44 years. Our sample consisted of 80 international students. The questionnaire on strains during the study (and at the workplace) was used. We registered the frequency and the intensity of the stress factors in everyday study life. We factor analysed the 34 stress items, which gave five main stress factors. We then looked at the differences between German and international students on these factors, while adjusting for generally stressful conditions. Results. The most important stressors were unfavourable working hours, incompatibility of tasks, climate, excessive demands, high responsibility, lack of information, social isolation, emotional strain and financial problems. The stressors differed in 17 out of 34 stressors in the groups of students of different origin. The international students experienced more physical and psychosocial strain and they experienced resources less often than German students did, but if they felt them, it was more intense. Conclusions. Strains during studies and their individual demands vary. German and international students have different perceptions of stress during study programs. There is a need for health promotion and prevention programs, which should be integrated during study.
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Krutova-Soliman, Natalja, Nadezhda M. Romanenko, and Ekaterina E. Shishlova. "Psychological and pedagogical conditions of integration of immigrants into the German society." Linguistics and Culture Review 5, S2 (July 18, 2021): 167–85. http://dx.doi.org/10.21744/lingcure.v5ns2.1338.

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Among the new migration challenges of the modern world, perhaps the most acute is the issue of the integration of migrants. As a result of globalisation, events in the world are connected as communicating vessels and, the more unresolved problems in Africa or the Middle East, the stronger the desire of those in need of assistance to move to industrial countries with humane social welfare policies. In this regard, public interest in the problems of the European Union, including Germany, related to the influx of refugees through the Balkan route at the turn of 2015, is holding. The purpose of this paper is to present the results of a study conducted with students of integration courses at the People's University of Frankfurt am Main (VHS Frankfurt am Main) in the period from 2017 to 2020, and to demonstrate specially created psychological and pedagogical conditions that contribute to the development of a higher and better level of ability to integrate immigrants into the cultural and linguistic environment of Germany during the acquisition of the German language.
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Brailovskaia, Julia, Pia Schönfeld, Xiao Chi Zhang, Angela Bieda, Yakov Kochetkov, and Jürgen Margraf. "A Cross-Cultural Study in Germany, Russia, and China: Are Resilient and Social Supported Students Protected Against Depression, Anxiety, and Stress?" Psychological Reports 121, no. 2 (August 24, 2017): 265–81. http://dx.doi.org/10.1177/0033294117727745.

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This study cross-culturally investigated resilience and social support as possible protective factors for mental health. The values of depression, anxiety, and stress symptoms, resilience and social support were collected from German (N = 4433), Russian (N = 3774), and Chinese students (N = 4982). The samples were split (two-thirds vs. one-third) to cross-validate the results. In all samples, resilience and social support were significantly negatively associated with depression, anxiety, and stress symptoms. While in Germany those associations were stronger for social support, in Russia and in China stronger associations were found for resilience. Furthermore, in all samples, resilience was found to mediate the association between social support and the negative mental health variables significantly. In conclusion, resilience and social support are universal interrelated protective factors for mental health independently of historical, cultural, social, and geographical conditions of a country.
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Behrmann, Laura. "“You Can Make a Difference”: Teachers’ Agency in Addressing Social Differences in the Student Body." Social Inclusion 9, no. 3 (September 16, 2021): 372–82. http://dx.doi.org/10.17645/si.v9i3.4327.

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Teachers are key players in transforming the education system (van der Heijden et al., 2015). They shape educational processes, influence school policies, and make day‐to‐day decisions that have a direct effect on students (Vähäsantanen, 2015). Yet we currently know very little about whether they can contribute to the creation of social equality of opportunity. This article focuses by way of example on the experiences and interpretative schemes of teachers in Germany, as the country is known for its highly selective school system. It draws on data from an exploratory study based on 20 narrative interviews (Rosenthal, 2018) with schoolteachers at three comprehensive schools in East and West Germany, which were selected because comprehensive schools in Germany see themselves as a more equal‐opportunity form of education. The article begins by identifying four types of teacher action orientations in addressing the social differences of schoolchildren. Unexpectedly, only a few teachers exhibited a socially conscious inclination to act—for example, by providing targeted support to schoolchildren from socially disadvantaged households. In the second step, by comparing teacher biographies, school environments, and historical imprints, the article attempts to identify certain conditions under which teachers perceive themselves as responsible for addressing social differences among students. Beyond illustrating the interplay of biographical experiences and school culture, the study’s east–west contextualization opens up a new perspective for examining the lingering implications of the German half‐day schooling model even after the introduction of all‐day schooling in 2003. One possible conclusion is that the transformation of the German school system from a half‐day to an all‐day model has not taken the tasks of teachers into account, which, as this article points out, would be important in making them aware of schoolchildren’s different social backgrounds and their effects on achievement.
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Hernández, Irayetzin. "The Teacher as a Social Transformer." Gewalt – Praktiken, Funktionen, kommunikative Werte, Motivationen 44, no. 4 (June 2021): 92–99. http://dx.doi.org/10.30820/0171-3434-2021-2-92.

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Educational institutions play an essential role in the expansion of culture and students’ professionalization. Educational institutions are terrains where students and teachers read the world together, and the knowledge on which they concentrate their efforts can convey dreams, utopias, and social fights. A contrast is made between examples taken from education in Germany, Mexico, and reflections from a student movement in Hungary. A teacher can be a social agent who, through his or her pedagogical practice and help of the classroom dynamics, moves students to transform their realities by making an ethical-political commitment to the societies to which they belong. This practice should or can be ascribed to teachers in conditions of poverty, repression, and violence such as the rural teachers. It can also be practiced by those who, by their craft, seek to give meaning to life collectively as a form of emancipation, resistance, and love to face the adversities of our times.
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Bryzhnik, Vitalii. "Theodor Adorno. On the Democratisation of German Universities." International Scientific Journal of Universities and Leadership 13 (August 18, 2022): 154–59. http://dx.doi.org/10.31874/2520-6702-2022-13-154-159.

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The German social philosopher Theodor Adorno, the representative of the critical theory of society, wrote this work as a speech in 1959, ten years after his return from exile in West Germany. In his characteristic manner of neo-Marxist criticism of the educational system of West Germany, Adorno critically noted the dynamics of the process of democratisation of higher education and universities in this country. According to the neo-Marxist philosopher, the principled enemy of the ideology of bourgeois society, the democratisation of universities in that country faces serious obstacles on its way. Namely: the limited access to university education for young people from workers' families, which means insufficient social openness of universities. The predominance of material interest in the educational work of some teachers, which is obviously caused by the priority of material values of the industrial society. There is an absolute lack in the educational process of the personal participation of such teachers, whose educational activity is determined by the strength of their individual spirit. The prevailing apoliticalness of the then West German society as post-totalitarian, as a result — passive refusal of students and university graduates to participate in public affairs. Having defined democracy as the active participation of the population in public affairs, Theodor Adorno also defined the task of an intellectual — an educated person who is involved in the educational process at a university. Such a task is an intellectual's knowledge of social conditions that lead to a shortage of an active spirit in the process of democratisation of universities, and reflection on the possibility of corresponding changes. The task of the universities of West Germany as a democratic country was called the educational activation of graduates of their individual spirit as a factor of activity, which is emancipated from the influence of the ideology of adaptation society. Higher education due to a means of upbringing should to strengthen its students' critical self-consciousness — an important condition for social democratisation.
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Herke, Max, Katharina Rathmann, and Matthias Richter. "Trajectories of students’ well-being in secondary education in Germany and differences by social background." European Journal of Public Health 29, no. 5 (March 29, 2019): 960–65. http://dx.doi.org/10.1093/eurpub/ckz049.

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Abstract Background Subjective well-being (SWB) is an important indicator of quality of life, but prior research mostly analyzed adolescents’ subjective well-being in cross-sectional studies. There is a lack of studies examining changes in subjective well-being throughout adolescence using longitudinal panel data. This study examined trajectories of subjective well-being of adolescents in Germany throughout secondary education and differences by socioeconomic position, gender and family structure. Methods We use the German National Educational Panel Study and combine data from annual survey waves of two of its cohorts. These were first surveyed in 2010 and cover 5th to 10th and 9th to 12th grade level. Using growth curve modelling based on multilevel models, differences in levels and trajectories of subjective well-being overall and differentiated by school type, parental education, household income, gender and family structure were identified. The analyses include 34 504 observations of 12 564 students. Results Subjective well-being decreased from 5th to 12th grade. Students attending lower track schools showed lower subjective well-being, but also a lesser decrease over time. Students living in low-income households or in single-parent or step-families showed lower subjective well-being. Female students showed higher subjective well-being than males in 5th grade, but also a higher decrease over time, leading to lower subjective well-being than males by 12th grade. Conclusion This study provides a comprehensive picture of subjective well-being throughout secondary education. Adolescents’ subjective well-being is linked to social factors regarding family and living conditions as well as school features. Overall, disadvantaged adolescents experience longer periods of lower subjective well-being, thus accumulating the effects of worse psychosocial health opportunities over time.
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DUICA, Lavinia Corina, Andreea SZALONTAY, Elisabeta ANTONESCU, Ionut NISTOR, Alexandra POP, Maria TOTAN, and Sinziana Calina SILISTEANU. "The Strength of Motivation of Medical Students in Romania in the Context of Migration Opportunities." Revista de Cercetare si Interventie Sociala 73 (June 15, 2021): 95–113. http://dx.doi.org/10.33788/rcis.73.7.

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In this study we aim to study in what way the Strength of motivation of the Romanian medical students has been influenced by harsh economic conditions that led to a massive migration. We conducted a cross-sectional study on a sample size of N=1516. We applied The Strength of Motivation for Medical School-Revised (SMMS) questionnaire and a questionnaire that examines the opinion of the students about migration. The mean value of motivation was 48 (maximum score is 75), 85% of the students have the intention to migrate. The determining factor of studying medicine abroad that correlates significantly with the Strength of motivation is represented by the better work conditions. Students studying in the South of the country want to practice primary in France, students in the North West and in the Center choose to practice medicine in Germany, and students from the East would like to go to Great Britain. The students with a high Strength of motivation are driven by the desire of the students to practice medicine abroad. Higher salaries don’t represent the principal factor for leaving the country. The percent of 85% of the students aiming to practice medicine abroad, represent a concerning result for all of us because it took the form of brain drain.
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Unser, Alexander. "Social Inequality in Religious Education: Examining the Impact of Sex, Socioeconomic Status, and Religious Socialization on Unequal Learning Opportunities." Religions 13, no. 5 (April 24, 2022): 389. http://dx.doi.org/10.3390/rel13050389.

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The study of social inequality has so far received little attention in religious education research, although this phenomenon has been studied in educational science and sociology of education research for fifty years. This article therefore aims to clarify the explanatory power of this research approach for research in religious education. Based on Bourdieu’s theory of cultural and social reproduction, a structural equation model is used to examine the extent to which students’ sex, socioeconomic status, and religious socialization determine unequal learning opportunities in religious education. The data basis of the study is a sample of 952 students from Germany who were interviewed by means of questionnaires. The results show that religious socialization and the students’ sex are relevant to unequal learning conditions, whereas the socioeconomic status of the family has a marginal influence. Unequal learning conditions are created in the classroom by differences in the perception of the relevance of the subject matter, and in the understanding of learning processes. Religious students are in both cases at an advantage compared to non-religious students.
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Dissertations / Theses on the topic "Students – Social conditions – Germany"

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KRÖGER, Lea Katharina. "Family matters : a sibling similarity approach to the study of intergenerational inequality in Germany." Doctoral thesis, European University Institute, 2021. https://hdl.handle.net/1814/70865.

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Defence date: 13 April 2021
Examining Board: Professor Fabrizio Bernardi (European University Institute); Professor Juho Härkönen (European University Institute); Professor Anette Eva Fasang (Humboldt University Berlin); Professor Markus Jäntti (Stockholm University)
The intergenerational transmission of inequality is a research field that has sub-strands in several disciplines with findings that have consequences for the way we see and evaluate our society. Therefore, it is crucial to continuously update how we address questions in such an important research area. In this thesis, I study the importance of the family of origin for different areas of social inequality using a sibling design. I estimate the influence of the family on labor market success, partnership union formation, and occupational gender stratification in Germany using data from the German Socio-Economic Panel. The results show that the family plays a crucial role in the generations of social inequality over the life course. It affects the labor market attainment for different social origin groups and over and above a person's education, and it influences the timing of marriage, cohabitation, and living-apart-together unions. In addition, the gender composition of the sibling group creates inequality regarding occupational attainment within families. Thus, this thesis provides a comprehensive view of how the family of origin is relevant to several areas of social and economic life in Germany. It discusses the implications of using a comprehensive approach to the family for further research and policy.
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Arp, Henning A. "New social movements in France and West Germany: their activists and conditions for their development." Thesis, Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/101368.

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In this paper, new social movements in France and West Germany are compared in terms of their supporters, and in terms of certain elements of the political and administrative conditions which they are confronting. On the basis of survey data from 1982, specific attributes of supporters of new social movements (socio-demographic characteristics, value orientations, and attitudes) are highlighted which distinguish them from the average of the population. While broad similarities exist between supporters in both countries, the new social movements in France appear to be less distinct from mainstream society than their West German counterparts. The examination of the political and administrative conditions focuses on the centralization/decentralization of the State, and the party and electoral system in France and the Federal Republic. A decentralized system is argued to offer, on the whole, more favorable conditions for the protest movements. Also the West German party system, and the West German electoral mechanisms have helped the new social movements east of the Rhine.
M.A.
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Jillings, Sarah. "The Nature of Satisfaction and the Conditions Under Which Students Thrive." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10116186.

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This research project explored the anatomy of satisfaction of undergraduate students’ experiences in order to identify the themes common to students who were satisfied with their college careers. The study also examined the conditions that help students thrive on campus focusing on college seniors who self-reported as very satisfied with their college experience. Furthermore the study analyzed the motivation behind satisfied students’ behavioral choices, including their choice of major and extracurricular involvement. Assessment of the quality of students’ relationships to others on campus served as a component of this research as well. A grounded theory qualitative approach was used to collect and analyze data. The study found that satisfaction is a function of a student’s integration on campus. Integration resulted when students enjoyed their majors, actively engaged in campus life, and formed and maintained successful social relationships. Characteristics common among satisfied students included openness to experience, self-awareness, sociability, and a willingness to make intrinsically motivated decisions with respect to behavioral choices. Students thrived in an environment that promoted the exploration of their intrinsically motivated behavioral choices, where they felt seen, valued, and supported in their identities, activities, and interests, and where they were afforded opportunities to discover, grow, and expand their capabilities and skills.

Keywords: college satisfaction, intrinsic motivation, student engagement, thriving

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Thomsett, Andrea Irma Irene. "Festival representation beyond words : the Stuttgart baptism of 1616." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29760.

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The representation of a Stuttgart court festival in a fascinating book of prints has received no art historical attention. The cultural production of German lands in a complex and obscure time described by one historian as being particularly bereft of "textbook facts", has not elicited much scholarly interest. In the seventeenth century before confessional disputes within the Holy Roman Empire of the German Nation turned into armed conflict, small German territorial courts modelled themselves on and assumed the courtly style of the larger European courts. The Stuttgart baptism of 1616 presents an interesting case study of the use of a courtly spectacle by a secondary court at a time of great instability. The baptism festival served as a stage to display an alliance of some German Protestant princes that held a promise of international support for the Protestant cause. The Wurttemberg court commissioned lengthy texts and a large number of engravings to represent the event. This study will address the contributions made by printed images to the festival program. The key documents for this study are the texts which complement and at times diverge from the visual representation. The differences between the visual and textual material will serve to locate the function of the visual representation of a festival held at a time of impending conflict. The triumphal procession format of the engravings discloses a strategy of disenfranchisement of a powerful parliament while it serves to assert the rank of the court within and outside the German empire. The complex amalgams of imagery that are interspersed in the paper procession allude, I suggest, to the problems presented to the Wurttemberg court by an uneasy alliance of Protestant courts within the empire. The engravings served to encode references to problematic issues such as the survival of the Holy Roman Empire, the rights of Protestant territorial princes to form an alliance and the hopes for outside help for the Protestant cause.
Arts, Faculty of
Art History, Visual Art and Theory, Department of
Graduate
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Scalvini, Marco. "Muslims must embrace our values : a critical analysis of the debate on Muslim integration in France, Germany, and the UK." Thesis, London School of Economics and Political Science (University of London), 2013. http://etheses.lse.ac.uk/774/.

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The continuing difficulty of integrating immigrants, especially Muslims, has led many European political leaders to question the merits of multiculturalism and to promote more commitment towards national values and social cohesion. This thesis aims to examine how these national discourses are interconnected and why they have an exclusionary character. Starting from this point, I draw on a theoretical approach based on a model of mediatised convergence in the European public sphere. Secondly, I reconstruct through a critical discourse analysis, the national debates that have emerged across Europe. I then identify commonalities, by looking into the strategies through which these discourses are articulated. Thirdly, I investigate through content analysis, how press coverage has amplified and reinforced this debate. The cross-national comparison demonstrates a shared concern for how multicultural policies have passively tolerated and encouraged Muslim immigrants to live in self-segregated and isolated communities. This nexus between securitisation and multiculturalism targets first and second generation of Muslims who are assumed, because of their religious and cultural identity, to have authoritarian customs and illiberal values. Conversely, embracing those secular and liberal values that characterise the European ethos is exemplified as the best practice to deal with a correct and safe integration. However, this strategy to reduce integration towards a process of assimilation to majority norms and values risks creating further exclusion, rather than enhancing social cohesion and political belonging. The analysis of national press coverage confirms a shared way of thinking and talking about integration. Despite the political specificity of each national debate, simultaneous coverage across Europe develops reciprocal discursive references on how to achieve community cohesion and manage the migration of Muslims. It can be claimed, therefore, that the more discourses converge across national public spheres, the more they are perceived as stable and consensual. Hence, convergence is a crucial factor to be considered because it allows us to define the boundaries of the European public sphere. However, the study of this transnational debate is crucial not only for scholars of media and communication, but also of European policies and immigration, as this debate involves a larger discussion on how to manage the complexity of relationships between immigrant minorities and the majority in Europe.
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Haston, Catriona M. "A tale of two states : a comparative study of higher education reform and its effects on economic growth in East and West Germany 1945 - 1989." Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/1780/.

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The hypothesis at the heart of this thesis is that long-term economic growth depends on the discovery and development of new ideas and technologies which enable innovation resulting in increased productivity. As technological innovation generally results from research processes instigated and performed by those with higher levels of education, it becomes important to analyse higher education as an economic actor as well as a symbolic institution of cultural and elite reproduction. The thesis compares the development of higher levels of human capital in East and West Germany over the period 1945 – 1990: states with two very different and competing myths of democratic legitimacy and radically opposed social, political and economic systems but both convinced that human capital development held the key to reconstruction and economic growth. In highlighting the imperatives for reform and outlining the main changes which took place in higher education within the strictures imposed by competing ideologies, the thesis assesses the effectiveness of human capital investment in terms of the success of the economic objectives identified by both countries. The thesis finds that the initial hypothesis is proven, albeit that its effectiveness was mitigated by a number of external economic shocks and internal social and political factors which, in the end, led to the demise of the East German regime.
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Mongillo, Anne M. (Anne Mary). "Beyond the winter coat : adjustment experiences of graduate students from the People's Republic of China." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23344.

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The purpose of this study is to explore the adjustment experiences of McGill University graduate students from the People's Republic of China (PRC). Following a qualitative approach to research, interviews were conducted with 10 graduate students from the PRC using semi-structured and open-ended methods. More structured interviews with McGill University administrative staff provided background to the study as did government and university registration statistics. This study explores student involvement and interaction with Canadian society, avenues and barriers to interaction, and communication between professors/supervisors and students. It focuses on the overlapping relationship between communication skills and culture learning as part of how students define adjustment. Students identify the particular challenges in adjusting to Canadian society as becoming more self-reliant and feeling comfortable with uncertainty in their futures. Women students discuss issues of independence and freedom and how these factors sometimes conflict with their traditional social roles. This study also includes some recommendations for further research.
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Quirke, Linda. "Social class, finances and changes in attendance at the University of Guelph, 1987-1998." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0002/MQ43205.pdf.

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Shepler, Dustin K. "Perceived social support of gay, lesbian, and biesexual students : implications for counseling psychology." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1397652.

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Factors that affect perceived social support in gay, lesbian and bisexual (GLB) college students, including expectations concerning disclosure of sexual minority orientation, perceived family support, and perceived supportiveness of school environment are discussed. GLB identity formation and stigmatization are reviewed. Perceived social support, counselor support/working alliance, and sexual orientation were assessed with the Social Support Questionnaire (SSQ), the Working Alliance Inventory — Short Form (WAI-S) and a modified Kinsey Scale respectively. The implications that variation in each of these factors may have in relation to perceived social support and mental health counseling of GLB college students were considered after data were collected and analyzed. Findings indicate that little difference in perceived social support exist between GLB and heterosexual college students, in perceived social support in counseling relationships, or between genders in the GLB student population. Findings indicate that a significant difference in perceived social support exists between those GLB students who have disclosed their sexual orientation status one year or longer ago and those GLB students who had not disclosed their sexual orientation at all or less than one year ago.
Department of Counseling Psychology and Guidance Services
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Watson, Stuart James. "Financial Hardship and Strain Predict Student Well-being: The Importance of Socialisation, Social Support and Young Adult Roles." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/365941.

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For most tertiary students, participation in higher education occurs directly after high school, when they are navigating a dynamic, and potentially stressful, pathway to adulthood. The years spent studying are often the most cash-strapped for young adults, when economising heavily and sometimes going without are normative experiences. Australian university students report substantial hardship, regularly cutting back their spending on basic necessities and simple life pleasures (Bexley, Daroesman, Arkoudis & James, 2013). A limited income and having to economise in many areas of life can take a toll on health and well-being. This dissertation examines the associations between experiences of financial hardship, perceived strain and psychological well-being for young adults at university. How these associations differ for student young adults with and without supportive resources is then examined. Finally, the associations between financial normative socialisation and young adults’ financial behaviours are explored between students and full-time workers. Two samples of Australian young adults were surveyed. The first two studies include 614 Western Australian university students (67% female, Mage = 20.83, SDage = 2.02) drawn from a single tertiary institution as part of the Australian Pathways to Life Success for University Students (AusPLUS) survey. The third study includes a sample of 301 Western Australians (68% female, Mage = 18.15, SDage = 1.04) surveyed as part of the Post-High School follow up to the Youth Activity Participation Study (YAPS). In both samples, respondents completed a web-based survey.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Griffith Health
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Books on the topic "Students – Social conditions – Germany"

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Leistungsmilieus und Bildungszugang: Zum Zusammenhang von sozialer Herkunft und Verbleib im Bildungssystem. Wiesbaden: VS Verlag für Sozialwissenschaften, 2009.

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1941-, Baumert Jürgen, Stanat Petra, and Watermann Rainer, eds. Herkunftsbedingte Disparitäten im Bildungswesen: Differenzielle Bildungsprozesse und Probleme der Verteilungsgerechtigkeit : vertiefende Analysen im Rahmen von PISA 2000. Wiesbaden: VS Verlag für Sozialwissenschaften, 2006.

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Gundel, Schümer, Tillmann Klaus-Jürgen, and Weiss Manfred, eds. Die Institution Schule und die Lebenswelt der Schüler: Vertiefende Analysen der PISA-2000-Daten zum Kontext von Schülerleistungen. Wiesbaden: VS Verlag für Sozialwissenschaften, 2004.

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Weber, Thomas. Our friend "the enemy": Elite education in Britain and Germany before World War I. Stanford, Calif: Stanford University Press, 2007.

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Die Studentenschaft der Handelshochschule Köln, 1901 bis 1919. Köln: Böhlau, 1985.

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Grace, talent, and merit: Poor students, clerical careers, and professional ideology in eighteenth-century Germany. Cambridge [England]: Cambridge University Press, 1988.

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Hertel, Gerhard. Dienstjubiläum einer Revolte: "1968" und 25 Jahre. München: V. Hase & Koehler, 1993.

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Orr, Dominic. Social and economic conditions of student life in Europe: Synopsis of indicators : final report. Eurostudent III 2005 - 2008, a joint international project co-ordinated by the Higher Education Information System (HIS), Germany ; [authors, Dominic Orr, Klaus Schnitzer, Edgar Frackmann]. Bielefeld: Bertelsmann, 2008.

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Die familiale und schulische Sozialisation von Grund- und Hauptschullehrerstudenten: Unter besonderer Berücksichtigung geschlechtsspezifischer Unterschiede und des angestrebten beruflichen Karriereverlaufs : eine empirische Untersuchung unter dem Aspekt der Berufswahlentscheidung für das Lehramt an Grund- und Hauptschulen. Frankfurt am Main: P. Lang, 1993.

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Susanne, Ritter. Internetnutzung von Jugendlichen für einen Auslandsjugendaustausch. Wiesbaden: VS, Verlag für Sozialwissenschaften, 2010.

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Book chapters on the topic "Students – Social conditions – Germany"

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Owens, Maryann E., Deborah C. Beidel, and Jennifer A. Scheurich. "F40.1 Social phobia." In An ICD–10–CM casebook and workbook for students: Psychological and behavioral conditions., 93–104. Washington: American Psychological Association, 2018. http://dx.doi.org/10.1037/0000069-008.

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Hebron, Judith. "The transition from primary to secondary school for students with Autism Spectrum Conditions." In Supporting social inclusion for students with autism spectrum disorders, 84–99. Abingdon, Oxon; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315641348-8.

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Gottschall, Karin, Kristin Noack, and Heinz Rothgang. "Dependencies of Long-Term Care Policy on East–West Migration: The Case of Germany." In International Impacts on Social Policy, 515–29. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86645-7_40.

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AbstractThis contribution reconstructs the policy shift from a Bismarckian “low road” to a “higher road” of long-term care (LTC) policy in Germany. We argue that this policy change is deeply intertwined with migration to uphold and transform LTC policy. Cash benefits did not just stabilise family care, but are increasingly used to establish a “migrant-in-the-family” model. Moreover, while the marketisation of care services led to an expansion of commercial services, this process increasingly depended on migrant carers. Policy measures to improve working conditions in formal care were only initiated when ever-growing demands could not be met by migrant workers. At the same time live-in arrangements are only cautiously regulated. Reflecting the familialistic legacy, provision of care by women (paid/unpaid, formal/informal, professional/semi-professional) has become more stratified.
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Moebius, Stephan. "Sociology in the German Democratic Republic." In Sociology in Germany, 123–39. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71866-4_5.

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AbstractIn the GDR (German Democratic Republic), sociology did not emerge until the 1960s. In 1963, the party program of the Sozialistische Einheitspartei Deutschlands (SED, Socialist Unity Party of Germany, SUPG) explicitly called for the establishment of sociological research. GDR sociology developed under completely different conditions than in West Germany. It was overshadowed by Marxist-Leninist philosophy and political economy as well as instrumentalized by economic policy. Its focus was on the basic categories of work and production. The connection to economic policy and historical materialism promoted the tendency to economic reductionism in sociology. Sociology in the GDR was not based on the general tradition of sociology, which was understood as “bourgeois.” Besides Marx, the founding figures of sociology were avoided; not only were they seen as “bourgeois sociologists,” but many of them had also focused on meaningful action and the understanding of social processes rather than on the analysis of the laws of social development. Methodologically, the main focus was on quantitative methods. Sociology had the function of confirming the social laws whose theoretical interpretation was then reserved for historical materialism. It was not until the late 1980s that the situation changed somewhat and the relative autonomy of the social came increasingly into focus. This also led to first approaches to study the social position of women and gender relations. Overall, sociology in the GDR remained committed to a canonizing interpretation of Marxism-Leninism. In addition, it placed itself largely at the service of political power. Because of this its performance was limited enormously. Only when the social processes and dynamics could no longer be adequately described within the conventional ideological framework did certain changes occur.
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Moebius, Stephan. "Ups and Downs of Sociology in Germany: 1968–1990." In Sociology in Germany, 85–122. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71866-4_4.

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AbstractIn the 1960s, Germany was strongly marked by changes in cultural values and social concepts of order, by new developments in art, music, and film, as well as suburbanization; also, as in many other countries, in 1968 there were massive student protests in Germany. The student movement brought sociology into the limelight. The Frankfurt School and the more Marxist Marburg School in particular became closely connected with the student movement. As a subject of study, sociology gained enormously in importance, which was connected with the growing need for social reflection in all areas of life. A characteristic feature of sociology in this period was an increasing differentiation into specialized subfields. The number of academic positions for sociologists and the number of students increased, partly as a result of the founding of new universities and of reforms in higher education policy. The increasing number of non-university research institutions complemented sociological research at the universities. This expansion, which coincided with a highly visible public sociology, also led to counter-movements: Conservative sociologists criticized the growing social influence of sociology and propagated an “anti-sociology.” As far as empirical social research is concerned, quantitative research had become more professional; interpretative social research had slowly developed, reinforced by the increasing reception of symbolic interactionism. The “planning euphoria” of the 1960s and 1970s weakened, and many looked at 1968 with disappointment and some even turned away from sociology. There were debates, such as that between representatives of Critical Theory and systems theory (the “Habermas-Luhmann debate”) and the debate on “theory comparison,” and controversies regarding “postmodernism.” The 1980s was the great time for sociological theory in Germany. Also, a further increase in the differentiation and pluralization of the sociological field could be observed.
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Kerschen, Nicole. "Migrants’ Access to Social Protection in Luxembourg." In IMISCOE Research Series, 285–98. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51241-5_19.

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Abstract For over 100 years, Luxembourg has been an immigration country. In 2019, 93% of the resident population are European citizens. Luxembourg nationals represent 53% of the entire population, nationals from other European Union (EU) Member States 40% and non-EU foreigners 7%. These three groups have different rights regarding residence and access to work in Luxembourg. All persons engaged in a professional activity in Luxembourg, whatever their nationality or residence, are covered by a compulsory social security system. The essence of the Welfare State, whose origins date back to the Customs Union with Germany, is Bismarckian. It protects workers against the following social risks: unemployment, sickness and maternity, long-term care needs, family, invalidity and old age. Family members are entitled to derived rights. Regarding health-care and old age pensions, it is possible to subscribe a voluntary insurance under specific conditions. A guaranteed minimum income, recently reformed, is accessible to everybody residing legally in Luxembourg under specific conditions. For non-EU foreigners, a residence for at least 5 years during the last 20 years or the possession of a long-term resident status is required.
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Wahl, Leonie Sophie, Wei-Hsin Hsiang, and Georg Hauer. "The Intention to Adopt Battery Electric Vehicles in Germany: Driven by Consumer Expectancy, Social Influence, Facilitating Conditions and Ecological Norm Orientation." In Innovations for Metropolitan Areas, 79–92. Berlin, Heidelberg: Springer Berlin Heidelberg, 2020. http://dx.doi.org/10.1007/978-3-662-60806-7_7.

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Valentin, Johanna, Natalie Fischer, and Hans Peter Kuhn. "Professionalization for Multiprofessional Collaboration in All-Day Schools in Germany – MuTiG: A Study on Pre-Service Teachers and Students of Social Work." In Extended Education from an International Comparative Point of View, 101–19. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-27172-5_8.

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Careja, Romana. "Diaspora Policies, Consular Services and Social Protection for Danish Citizens Abroad." In IMISCOE Research Series, 143–60. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51245-3_8.

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Abstract This chapter provides an overview of the policy infrastructure and key policies in place concerning the social rights of Danish citizens residing abroad. It builds on evidence from legal and administrative documents, on communications with key informants, as well as on existing studies and reports concerning the Danish Government’s approach to emigration and diaspora policies. Concrete cases for this study are five countries where the largest Danish diaspora concentrate: Sweden, Norway, Germany, the United States of America and the United Kingdom. It argues that reliance on supra-national agreements, previous rather negative public opinion about emigrants as well as the residence principle embedded in the qualifying conditions for social benefits are three main factors which explain the limited attention currently given by the Danish Government to diaspora policies, in particular the social protection of Danish citizens residing abroad.
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Brooks, Rachel, Jessie Abrahams, Predrag Lažetić, Achala Gupta, and Sazana Jayadeva. "Access to and Experiences of Higher Education Across Europe: The Impact of Social Characteristics." In European Higher Education Area: Challenges for a New Decade, 197–209. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_14.

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Abstract Policymakers across Europe have increasingly emphasised the importance of paying close attention to the social dimension of higher education and taking further steps to ensure that the composition of Europe’s universities more adequately reflects the diversity of the wider population. While there have been a number of studies that have explored this through analyses of European- and national-level policy and others that have assessed a range of quantitative indicators related to student diversity, this chapter assumes, in contrast, an interpretivist stance; it is interested in the perspectives of those studying and working ‘on the ground’ within the European Higher Education Area. Specifically, we seek to answer this research question: To what extent do students and staff, across Europe, believe that higher education access and experiences are differentiated by social characteristics (such as class/family background, race/ethnicity/migration background, gender and age)? In doing so, we draw on data from a large European Research Council-funded project, including 54 focus groups with undergraduate students (a total of 295 individuals) and 72 in-depth individual interviews with members of higher education staff (both academic and non-academic). Fieldwork was conducted in three higher education institutions in each of the following countries: Denmark, UK-England, Germany, Ireland, Poland and Spain—nations chosen to provide diversity with respect to welfare regime, relationship to the European Union and mechanisms for funding higher education. We explore commonalities and differences between staff and students and between different countries, before identifying some implications for policymakers keen to promote further social inclusion within Europe’s higher education institutions (HEIs).
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Conference papers on the topic "Students – Social conditions – Germany"

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Oberst, Rebecca, Barbara Hedderich, Blanca De Miguel Molina, and Daniel Catalá Pérez. "The Reasons for Distress of First-Semester Students During Covid-19 Pandemic and Mitigation Measures." In 4th International Conference. Business Meets Technology. València: Editorial Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/bmt2022.2022.15446.

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Due to governmental restrictions in Germany regarding the Covid-19 pandemic, presential lectures were either just permitted under strict conditions or not at all. This led to a switch to an online format, which in turn had effects on the students and their perception of stress. This paper investigates the root causes of stress among first-semester students at a mid-sized university in southern Germany. In a quantitative-qualitative approach, 112 first-semester students (69,6 % female) participated in an anonymized survey that contained closed and open questions regarding the reasons for their perceived stress. In the end, the participants had the chance to give additional input on how they think the university can help to reduce stress levels. The most frequently reported reasons for stress were examination (69%), self-managed learning/ online format (57%), and social interaction (53%). The students expressed their wish for more information regarding the general operating procedure and the scope of coursework and exams. Furthermore, many felt overwhelmed with the manifold online tools of the university and were not able to manage their time efficiently. Easy-to-implement measures for the university to support the students are introductory courses to the platforms, a dedicated timetable for the study programs, and time management seminars. These and other measures are presented within this paper.
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Zulmane, Linda. "Communication and Loneliness in Student Environment Nowadays and in Andrievs Niedra’s Prose." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.72.

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The theme of communication and loneliness is currently emerging as one of the main themes affecting everyone in the existing political, economic, social, etc. situation. The research reflects one of the most important questions of today (compared to Andrievs Niedra’s texts written more than a century ago): how to communicate in the conditions of the transition period in the student environment, how to recognize, compare, solve the feelings of loneliness. The aim of the research is to describe and compare communication models and the presence of loneliness in today’s student environment and in Niedra’s prose. To carry out the research, various studies of different countries (Latvia, Germany, Russia, Ukraine, etc.) on loneliness in the student environment have been reviewed, as well as the analysis of Niedra’s prose texts from the perspective of psychoanalytical, postcolonial, new historicism and comparative approaches has been implemented, a survey has been conducted at Liepāja University. When surveying students on the current topic, results have been collated and conclusions have been drawn in a comparative aspect, which allows us to propose a hypothesis that communication models and perceptions of existential crisis situations related to loneliness issues always repeat, but especially in times of change.
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Demir, Emre. "THE EMERGENCE OF A NEO-COMMUNITARIAN MOVEMENT IN THE TURKISH DIASPORA IN EUROPE: THE STRATEGIES OF SETTLEMENT AND COMPETITION OF GÜLEN MOVEMENT IN FRANCE AND GERMANY." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/bkir8810.

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This paper examines the organisational and discursive strategies of the Gülen movement in France and Germany and its differentiation in Turkish Islam in Europe, with the primary focus on the movement’s educational activities. The paper describes the characteristics of organisational activity among Turkish Muslims in Europe. Then it analyses two mainstream religious-communitarian movements and the contrasting settlement strategies of the “neo- communitarian” Gülen movement. Despite the large Turkish population in western Europe, the movement has been active there for only about ten years – relatively late compared to other Islamic organisations. Mainly, the associational organisation of Turkish Islam in Europe is based on two axes: the construction/ sponsoring of mosques and Qur’anic schools. By contrast, the Gülen movement’s members in Europe, insisting on ‘the great importance of secular education’, do not found or sponsor mosques and Qur’anic schools. Their principal focus is to address the problems of the immi- grant youth population in Europe, with reintegration of Turkish students into the educational system of the host societies as a first goal. On the one hand, as a neo-communitarian religious grouping, they strive for a larger share of the ‘market’ (i.e. more members from among the Turkish diaspora) by offering a fresh religious discourse and new organisational strategies, much as they have done in Turkey. On the other hand, they seek to gain legitimacy in the public sphere in Germany and France by building an educational network in these countries, just as they have done in Central Asia and the Balkans region. Accordingly, a reinvigorated and reorganised community is taking shape in western Europe. This paper examines the organizational and discursive strategies1 of the Gülen movement in France and Germany and it is differentiation in Turkish Islam in Europe. We seek to analyse particularly the educational activities of this movement which appeared in the Islamic scene in Diaspora of Europe for the last 10 years. We focus on the case of Gülen movement because it represents a prime example amongst Islamic movements which seek to reconcile-or ac- commodate- with the secular system in Turkey. In spite of the exclusionary policy of Turkish secular state towards the religious movements, this faith-based social movement achieved to accommodate to the new socio-political conditions of Turkey. Today, for many searchers, Gülen movement brings Islam back to the public sphere by cross-fertilizing Islamic idioms with global discourses on human rights, democracy, and the market economy.2 Indeed, the activities of Gülen movement in the secular context of France and Germany represent an interesting sociological object. Firstly, we will describe the characteristics of organizational ability of Anatolian Islam in Europe. Then we will analyse the mainstream religious-com- munitarian movements (The National Perspective movement and Suleymanci community) and the settlement strategies of the “neo-communitarian”3 Gülen movement in the Turkish Muslim Diaspora. Based on semi-directive interviews with the directors of the learning centres in Germany and France and a 6 month participative observation of Gülen-inspired- activities in Strasbourg; we will try to answer the following questions: How the movement appropriates the “religious” manner and defines it in a secular context regarding to the host/ global society? How the message of Gülen is perceived among his followers and how does it have effect on acts of the Turkish Muslim community? How the movement realises the transmission of communitarian and `religious’ values and-especially-how they compete with other Islamic associations? In order to answer these questions, we will make an analysis which is based on two axes: Firstly, how the movement position within the Turkish-Islamic associational organisation? Secondly, we will try to describe the contact zones between the followers of Gülen and the global society.
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Grunder-Fahrer, Sabine, Christian Berger, Antje Schlaf, and Gerhard Heyer. "Computational, Communicative, and Legal Conditions for Using Social Media in Disaster Management in Germany." In 2016 11th International Conference on Availability, Reliability and Security (ARES ). IEEE, 2016. http://dx.doi.org/10.1109/ares.2016.68.

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Kostryukova, Anastasiya. "PEDAGOGICAL CONDITIONS OF RECREATION AND ECOLOGICAL TEACHING TOURISM STUDENTS." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/35/s13.050.

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Sungurova, Nina. "SELF-RELATION OF STUDENTS IN THE CONDITIONS OF NETWORK ACTIVITY." In 6th SWS International Scientific Conference on Social Sciences ISCSS 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscss.2019.3/s11.037.

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Grebennikov, N. B. "PSYCHO-PEDAGOGICAL CONDITIONS OF DEVELOPMENT OF SOCIAL ACTIVITY OF STUDENTS OF THE SPECIALTY "SOCIAL WORK"." In XIV International Social Congress. Russian State Social University, 2015. http://dx.doi.org/10.15216/rgsu-xiv-123.

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Baklanov, Pavel, Dmitry Zhdanov, and Olga Burenkova. "Conditions for Shaping Students’ Creative Resources at English Classes." In Proceedings of the 2nd International Conference on Education Science and Social Development (ESSD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/essd-19.2019.6.

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Andersson, Christina, and Gerald Kroisandt. "Work-in-Progress: A Comparison of the Basic Study Conditions for Online Tuition for Students within and outside Germany." In 2021 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 2021. http://dx.doi.org/10.1109/edunine51952.2021.9429146.

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Zakharova, A. N. "Environmental And Legal Literacy And Culture Of Students In Conditions Of Education." In RPTSS 2018 - International Conference on Research Paradigms Transformation in Social Sciences. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.174.

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Reports on the topic "Students – Social conditions – Germany"

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Noack, Anika. Knowledge and Technology Transfer under Digital Conditions: Transfer Intermediaries in Eastern Germany and the Role of Digital Means, Trust and Face-to-Face Interactions. Technische Hochschule Wildau, 2022. http://dx.doi.org/10.15771/innohub_4.

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Even before the corona pandemic broke out in 2020, the role of digitalisation became more and more apparent within Knowledge and Technology Transfer (KTT) processes. Since the pandemic,intermediary organisations that bridge the distance between academia and the world of business to pave the way for successful university-industry linkages have not primarily been able to build on face-to-face-encounters to create those relations. Based on an ongoing research project, this paper examines how digitally mediated communications potentially enhance or limit knowledge and technology transfer that is primarily based on face-to-face interactions.On the one hand, the use of digitally mediated communications seem to foster the spatial expansion of networks, save travel times and costs and foster a special form of social inclusion. University-industry-relations, on the other hand,still rely on a positive evaluation of face-to-face contacts and geographical proximity for trust to develop between heterogeneous partners. Here, actors with bridging functions like transfer scouts are vital in enabling a regular communicative exchange to create commitment, social cohesion and cooperation in digital contexts. Although the relevance of digitalised transfer processes has been increasing over time, an important set of activities, involving face-to-face contacts and co-location, currently still plays a major role for transfer intermediaries in university-industry-relations.
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Astafieva, Mariia M., Oleksii B. Zhyltsov, and Volodymyr V. Proshkin. E-learning as a mean of forming students' mathematical competence in a research-oriented educational process. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3896.

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The article is devoted to the substantiation of approaches to the effective use of advantages and minimization of disadvantages and losses of e-learning as a mean of forming mathematical competence of students in the conditions of research-oriented educational process. As a result of the ascertaining experiment, e-learning has certain disadvantages besides its obvious advantages (adaptability, possibility of individualization, absence of geographical barriers, ensuring social equality, unlimited number of listeners, etc.). However, the nature of these drawbacks lies not as much in the plane of opportunity itself as in the ability to use them effectively. On the example of the e-learning course (ELC) “Mathematical Analysis” (Calculus) of Borys Grinchenko Kyiv University, which is developed on the basis of the Moodle platform, didactic and methodical approaches to content preparation and organization of activities in the ELC in mathematics are offered. Given the specifics of mathematics as a discipline, the possibility of using ELCs to support the traditional learning process with full-time learning is revealed, introducing a partially mixed (combined) model. It is emphasized that effective formation of mathematical competence of students by means of e-learning is possible only in the conditions of research-oriented educational environment with active and concerned participation of students and partnership interaction. The prospect of further research in the analysis of e-learning opportunities for the formation of students’ mathematical competence, in particular, research and investigation tools, and the development of recommendations for the advanced training programs of teachers of mathematical disciplines of universities are outlined.
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Varina, Hanna B., Viacheslav V. Osadchyi, Kateryna P. Osadcha, Svetlana V. Shevchenko, and Svitlana H. Lytvynova. Peculiarities of cloud computing use in the process of the first-year students' adaptive potential development. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4453.

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Technologies based on cloud computing is one of the demanded and actively developing areas of the modern information world. Cloud computing refers to an innovative technology that allows you to combine IT resources of various hardware platforms into a single whole and provide the user with access to them via a local network or the global Internet. Cloud services from various providers offer users access to their resources via the Internet via free or shareware cloud applications, the hardware and software requirements of which do not imply that the user has high-performance and resource-consuming computers. Cloud technologies represent a new way of organizing the educational process and offers an alternative to traditional methods of organizing the educational process, creates an opportunity for personal learning, collective teaching, interactive classes, and the organization of psychological support. The scientific article is devoted to the problem of integrating cloud technologies not only in the process of training highly qualified specialists, but also in the formation of professionally important personality traits. The article describes the experience of introducing cloud technologies into the process of forming the adaptive potential of students in conditions of social constraints caused by the COVID-19 pandemic.
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Wang, Zaisheng, Chris Blackmore, and Scott Weich. Mental Health Services International Students can Access in UK Higher Education: an Evidence and Gap Map (EGM). INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0038.

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Review question / Objective: a. Question • What kind of mental health services that international students can access in UK higher education? b. Objectives • to systematically search and identify the range of mental health services that international students in UK higher education can access. • to gather and display evidence on health care and services to maintain or enhance mental health conditions of mental health services in the UK. • to collect clusters of existing evidence and gaps to inform the potential literature review design. Background: Mental health is already a significant global issue in higher education (Alonso et al., 2018; Auerbach et al., 2016a, 2016b; Mortier et al., 2018). As the WHO argued, there is no health without mental health (DH, 2011; Prince et al., 2007; WHO, 2018, 2021, 2022a). Higher education students who are far away from home, lack social support and face language and cultural differences are the vulnerable populations in terms of mental health compared with home students (Blackmore et al., 2019; Forbes-Mewett & Sawyer, 2016, 2019; Minutillo et al., 2020; Sachpasidi & Georgiadou, 2018; Sherry et al., 2010). As a critical industry, UK higher education has the second-largest group of international higher education students globally (Department for Education & Department for International Trade, 2021; QS, 2019; QS Enrolment Solutions, 2021; Universities UK, 2021a, 2021b). However, compared with home students, international students are less likely to use mental health services in UK higher education. Attention to the mental health conditions of international students in UK higher education has more possibility to be improved in this country (HESA, 2021; Orygen, 2020; Quinn, 2020).
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Schluckebier, Kai. Intersections in contemporary traffic planning. Goethe-Universität, Institut für Humangeographie, August 2021. http://dx.doi.org/10.21248/gups.58866.

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In Germany, traffic planning still follows the tradition of modernist urban planning theory from the beginning of the 1930s and car-oriented city planning during the post-war period in West Germany. From a methodological perspective, the prevailing narrative is that traffic can be abstracted and modelled under laboratory conditions (in vitro) as a spatial movement process of individual neutral particles. The use of these laboratory experiments in traffic planning cannot be understood as a neutral application of experimental results, assumed to be true, in a variety of spatial contexts. Rather, it is an active practice of staging traffic according to a particular social interactionist paradigm. According to this, traffic is staged through interventions in planning authorities as well as the practices of people on the streets. In order to describe these staging conduits, traffic is ontologically thought of as a social order that is continuously reproduced situationally through interactions, following Erving Goffman and Harold Garfinkel. To investigate the staging conduits empirically, an ethnographic-inspired field study was conducted at Willy-Brandt-Platz in Frankfurt am Main in May and June 2020. Through situational mapping and observation of social interactions (in situ), knowledge about the staging of social orders was generated. These empirical findings are further embedded in debates that discuss traffic not only as a staging but also as an enactment of certain realities. Understanding planning practice as a political enactment, through which realities are not only described but also made, makes it possible for us to think and design alternative realities.
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Kharkivska, Alla A., Liudmyla V. Shtefan, Muntasir Alsadoon, and Aleksandr D. Uchitel. Technology of forming future journalists' social information competence in Iraq based on the use of a dynamic pedagogical site. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3853.

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The article reveals scientific approaches to substantiating and developing technology to form social information competence of future Iraqi journalists based on using a dynamic pedagogical site. After pre-interviewing students of the Journalism Faculty at Al-Imam Al-Kadhim University College for Islamic Sciences in Baghdad, the authors came to the conclusion there are issues on defining the essence of social information competences. It is established that the majority of respondents do not feel satisfied with the conditions for forming these competences in the education institutions. At the same time, there were also positive trends as most future journalists recognized the importance of these professional competences for their professional development and had a desire to attend additional courses, including distance learning ones. Subsequently, the authors focused on social information competence of future journalists, which is a key issue according to European requirements. The authors describe the essence of this competence as an integrative quality of personality, which characterizes an ability to select, transform information and allows to organize effective professional communication on the basis of the use of modern communicative technologies in the process of individual or team work. Based on the analysis of literary sources, its components are determined: motivational, cognitive, operational and personal. The researchers came to the conclusion that it is necessary to develop a technology for forming social information competence of future journalists based on the use of modern information technologies. The necessity of technology implementation through the preparatory, motivational, operational and diagnostic correction stages was substantiated and its model was developed. The authors found that the main means of technology implementation should be a dynamic pedagogical site, which, unlike static, allows to expand technical possibilities by using such applications as photo galleries, RSS modules, forums, etc. Technically, it can be created using Site builder. Further research will be aimed at improving the structure of the dynamic pedagogical site of the developed technology.
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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8

Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, Analia Jaimovich, Florencia López Bóo, Diana Paredes, and Alonso Román. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003325.

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Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing students to nudge them to choose a teaching major. The “intrinsic” and “prestige” arms reduced applications to teaching majors among high performers, while the “extrinsic” arm increased applications among low performers. A plausible interpretation could be that the “intrinsic” and “prestige” messages made more salient an issue that could otherwise be overlooked by high performing students (typically from more advantaged households), negatively impacting their program choice: that while the social value of the teaching profession has improved, it still lags behind other professions that are valued more by their families and social circles. In turn, the “extrinsic” arm made salient the recent improvements in the economic conditions of the teaching profession in Chile, thus appealing to low performing students who in general come from disadvantaged families and for whom monetary incentives are potentially more relevant. These results emphasize the importance of having a clear picture of the inherent motivations that could influence individuals career choice. Making salient certain types of motivations to the wrong target group could lead to undesired results.
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Merzlykin, Olexandr, and Iryna Topolova. Developing of Key Competencies by Means of Augmented Reality in Science and Language Integrated Learning. [б. в.], May 2018. http://dx.doi.org/10.31812/123456789/2897.

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Using of new learning and IC technologies is necessary for effective learning of modern students. That is why it can be reasonable to introduce augmented reality and content-language integrated learning in educational process. Augmented reality helps create firm links between real and virtual objects. Content and language integrated learning provides immersion in an additional language and creates challenging group and personal tasks in language and non-language subjects. Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10 key competencies. The paper deals with the features, problems and benefits of these technologies’ implementation in secondary schools.
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Alansari, Mohamed, Melinda Webber, Sinead Overbye, Renee Tuifagalele, and Kiri Edge. Conceptualising Māori and Pasifika Aspirations and Striving for Success. NZCER, April 2022. http://dx.doi.org/10.18296/rep.0019.

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The COMPASS project is part of NZCER’s Te Pae Tawhiti Government Grant programme of research. It is also aligned to the broad goals and aspirations of NZCER, in that its overarching purpose is to give effect to Te Tiriti o Waitangi and the notion of Whakatere Tōmua—Wayfinding. The COMPASS project has examined the ways kaiako, ākonga, and whānau navigate educational experiences and contexts. Using quantitative and qualitative data, the report focuses on examining the social-psychological conditions for school success from the perspectives of Māori and Pasifika students (n = 5,843), Pasifika whānau members (n = 362), and Māori kaiako (n = 311) from 102 schools across Aotearoa New Zealand.
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