| Name |
|---|
| Mayer, Anne-Kathrin |
| Rosman, Tom |
| Birke, Peter |
| Gorges, Johannes |
| Krampen, Günter |
| 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 Präsenzlehre und Informationsrecherchen im Internet. Forschungsdaten einer Längsschnittstudie 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 1.0.0) [Data and Documentation]. Trier: Center for Research Data in Psychology: PsychData of the Leibniz Institute for Psychology ZPID. https://doi.org/10.5160/psychdata.mrae15ent24 |
| Language of variable documentation | German |
| Responsible for Data Collection | Mayer, Anne-Kathrin; Rosman, Tom; Birke, Peter; Gorges, Johannes; Krampen, Günter |
| 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 |
| File Access Criteria | Data files and additional material that belong to access category 1indication of an academic email account and the intended use |
| 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 |
| 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 & Saarbrücken |
| Variables | Information forthcoming |
| 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. |
| 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 |
| File Access Criteria | access category 1indication of an academic email account and the intended use |
| Description | File Name |
|---|---|
| Codebook of research data set mrae15ent24_fd.txt | mrae15ent24_kb.txt |
| Publications Directly Related to the Dataset |
|---|
| Birke, P., Rosman, T. & Mayer, A.-K. (2016). Entwicklung fachspezifischer epistemologischer Überzeugungen bei Studienanfängern der Psychologie und Informatik. In A.-K. Mayer & T. Rosman (Hrsg.), Denken über Wissen und Wissenschaft: Epistemologische Überzeugungen 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. Špiranec, 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 für 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 |
| 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 Selbstwirksamkeitsüberzeugungen. In A.-K. Mayer (Hrsg.), Informationskompetenz im Hochschulkontext – Interdisziplinäre 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. Špiranec, 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 |
| Dickhäuser, O., Schöne, C., Spinath, B. & Stiensmeier-Pelster, J. (2002). Die Skalen zum akademischen Selbstkonzept: Konstruktion und Überprüfung eines neuen Instrumentes. Zeitschrift für Differentielle und Diagnostische Psychologie, 23, 393-405.Datensatz 0158819 |
| Fellenberg, F. & Hannover, B. (2006). Kaum begonnen, schon zerronnen? Psychologische Ursachenfaktoren für die Neigung von Studienanfängern, das Studium abzubrechen oder das Fach zu wechseln. Empirische Pädagogik, 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. |
| Körner, A., Geyer, M., Roth, M., Drapeau, M., Schmutzer, G., Albani, C., Schumann, S., & Brähler, E. (2008). Persönlichkeitsdiagnostik mit dem NEO-Fünf-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 Lehrkräften, kognitiv aktivierender Mathematikunterricht und die Entwicklung von mathematischer Kompetenz In J. Doll & M. Prenzel (Hrsg.), Die Bildungsqualität von Schule: Lehrerprofessionalisierung, Unterrichtsentwicklung und Schülerförderung als Strategien der Qualitätsverbesserung (S. 31–53). Münster: 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). Göttingen: 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 älterer Erwachsener – ein Beitrag zu gesundem Altern? 12. Kongress der Fachgruppe Gesundheitspsychologie, Graz, Österreich. |
| 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), 224–235.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 Bedürfnisses nach kognitiver Geschlossenheit. Zeitschrift für Sozialpsychologie, 38(3), 153-161.Datensatz 0200685 |
| Schöne, C., Dickhäuser, O., Spinath, B. & Stiensmeier-Pelster, J. (2002). Die Skalen zur Erfassung des schulischen Selbstkonzepts (SESSKO). Göttingen: 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 Bedürfnissen und Angeboten im Studium und ihre Beziehungen zur Studienzufriedenheit. Empirische Pädagogik, 10, 377-409.Datensatz 0111173 |
| Spinath, B. (1998). Implizite Theorien über die Veränderbarkeit von Intelligenz und Begabung als Bedingungen von Motivation und Leistung. Dissertation, Universität Bielefeld, Fakultät für 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 – Interdisziplinäre Forschungsperspektiven (S. 103-120). Lengerich: Pabst Science Publishers. Datensatz 0286013 |
| 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 |