scholarly journals Does study language (Dutch versus English) influence study success of Dutch and German students in the Netherlands?

2020 ◽  
Author(s):  
Johanna F. de Vos ◽  
Herbert Schriefers ◽  
Kristin Lemhöfer
Keyword(s):  
The Netherlands ◽  
Home Country ◽  
Psychology Students ◽  
Drop Out ◽  
The Other ◽  
Current Debate ◽  
First Year ◽  
Study Success ◽  
Language Of Instruction ◽  
Drop Out Rates

Abstract We investigated whether the language of instruction (Dutch or English) influenced the study success of 614 Dutch and German first-year psychology students in the Netherlands. The Dutch students who were instructed in Dutch studied in their native language (L1), the other students in a second language (L2). In addition, only the Dutch students studied in their home country. Both these variables could potentially influence study success, operationalised as the number of European Credits (ECs) the students obtained, their grades, and drop-out rates. The L1 group outperformed the three L2 groups with respect to grades, but there were no significant differences in ECs and drop-out rates (although descriptively, the L1 group still performed best). In conclusion, this study shows an advantage of studying in the L1 when it comes to grades, and thereby contributes to the current debate in the Dutch media regarding the desirability of offering degrees taught in English.

Stable individual differences in situation‐behaviour, construct‐behaviour, and goal‐behaviour relations

1993 ◽  
Vol 7 (3) ◽  
pp. 139-158 ◽  
Author(s):  
Willem Claeys ◽  
Luc Timmers ◽  
Karen Phalet
Keyword(s):  
Individual Differences ◽  
Social Learning ◽  
Psychology Students ◽  
The Other ◽  
First Year ◽  
Situational Characteristics ◽  
Cognitive Social Learning ◽  
The One ◽  
Interpersonal Situations ◽  
Practical Implications

This study starts from a cognitive‐social‐learning conceptualization of the contribution of static person by situation interaction to overt behaviour variance. Individual differences in the relation between, on the one hand, situational variation in behaviour and, on the other hand, situational variation in objective situational characteristics, situational variation in construed situational characteristics, and situational variation in goals‐in‐situations were systematically investigated. Thirty‐six first‐year psychology students had to freely generate and briefly describe 20 interpersonal situations that they had encountered during the last year. Afterwards, they had to rate each situation for four basic behavioural continua, eight supplied objective situational characteristics, eight supplied constructs, and eight supplied goals. Correlational analysis revealed many stable individual differences, not only in degree, but also in direction (sign) of situation‐behaviour, construct–behaviour, and goal–behaviour relations. These relational variables could be reduced to seven relational factorial dimensions. The theoretical and practical implications of these findings are discussed.

scholarly journals Critical thinking in college students: evaluation of their beliefs in popular psychological myths

2016 ◽  
Author(s):  
Gustavo Gonzalez-Cuevas ◽  
Marcos Alonso Rodriguez ◽  
Valeria Nogales Cuellar
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Undergraduate Students ◽  
Psychology Students ◽  
Health Sciences ◽  
Gender Effect ◽  
The Other ◽  
First Year ◽  
Health Sciences Students ◽  
Degree Of Acceptance

The purpose of this study was to evaluate the degree of acceptance of psychological myths in undergraduate students in Health Sciences. Our results showed that first-year Psychology students believed more myths than did the other first-year Health Sciences students (Medicine, Dentistry, and Optics and Optometry). Third-year Psychology students drastically reduced their beliefs in myths in comparison with first-year Psychology students (Cohen’s d=1.7). Overall, we found a gender effect, being women less gullible than men in believing in myths. Age did not account for differences in myth acceptance. All in all, these results suggest that beginning Psychology students seem to accept more myths than other first-year Health Sciences students regarding psychological misconceptions. However, college exposure in Psychology students may favor critical thinking by diminishing myth beliefs.

Piano Lessons of Beginning Students Who Persist or Drop Out

2005 ◽  
Vol 53 (3) ◽  
pp. 234-247 ◽  
Author(s):  
Eugenia Costa-Giomi ◽  
Patricia J. Flowers ◽  
Wakaha Sasaki
Keyword(s):  
Teacher Behaviors ◽  
Drop Out ◽  
The Other ◽  
First Year ◽  
Behavioral Differences ◽  
Verbal Cues ◽  
Piano Students ◽  
Piano Lessons ◽  
Second Year ◽  
Beginning Students

The purpose of this study was to identify behavioral differences between children who dropped out of piano lessons and those who continued for 3 years. Two videotaped first-year lessons of 14 pairs of piano students were systematically observed to record the duration or frequency of occurrence of selected student and teacher behaviors. Students in each pair took lessons with the same teacher and had comparable initial levels of pianistic ability and achievement. One child in the pair continued the piano lessons for 3 years, whereas the other child dropped out during the first or second year of lessons. In general, dropouts elicited verbal cues and tended to seek approval from the teachers more often than did the more persevering students. On the other hand, they received fewer actual approvals from the teachers, tended to accomplish the goals set by the teachers less often during the lessons, and obtained lower marks in the end-of-year piano exam than did their matched peers. The results of independent analyses performed for students who dropped out during the first and second year of lessons suggest that behavioral differences related to achievement may help identify late dropouts, but not early dropouts. March 18, 2005 October 4, 2005

On the Future of the Financial Redistribution across Member States in the EU

2006 ◽  
Vol 56 (1) ◽  
pp. 1-43
Author(s):  
Sándor Richter
Keyword(s):  
Value Added ◽  
The Other ◽  
Current Debate ◽  
Member States ◽  
New Member States ◽  
Financial Position ◽  
Cross Member ◽  
Expenditure Structure ◽  
The Eu ◽  
Made In

The order and modalities of cross-member state redistribution as well as the net financial position of the member states are one of the most widely discussed aspects of European integration. The paper addresses selected issues in the current debate on the EU budget for the period 2007 to 2013 and introduces four scenarios. The first is identical to the European Commission's proposal; the second is based on reducing the budget to 1% of the EU's GNI, as proposed by the six net-payer countries, while maintaining the expenditure structure of the Commission's proposal. The next two scenarios represent radical reforms: one of them also features a '1% EU GNI'; however, the expenditures for providing 'EU-wide value-added' are left unchanged and it is envisaged that the requisite cuts will be made in the expenditures earmarked for cohesion. The other reform scenario is different from the former one in that the cohesion-related expenditures are left unchanged and the expenditures for providing 'EU-wide value-added' are reduced. After the comparison of the various scenarios, the allocation of transfers to the new member states in terms of the conditions prevailing in the different scenarios is analysed.

Valades ousitanes, architettura e rigenerazione

ARCHALP ◽  
2020 ◽  
Vol 2020 (N. 4 / 2020) ◽  
Author(s):  
Antonio De Rossi ◽  
Laura Mascino
Keyword(s):  
Twentieth Century ◽  
Cultural Heritage ◽  
Technological Innovation ◽  
Drop Out ◽  
The South ◽  
Po Valley ◽  
Famous Book ◽  
Drop Out Rates ◽  
Symbolic Image ◽  
Recovery And Reuse

It hasn’t even been half a century since, in 1977, the famous book by Nuto Revelli entitled Il mondo dei vinti was published. A symbolic image, which summed up with powerful evocative efficacy the dramatic process of depopulation and dissolution of traditional Alpine societies during the twentieth century. A phenomenon that found its epicenter in the valleys of Carnia and in the south-east of France, and especially in the Piedmont’s valleys of the Cuneo area, with drop-out rates that will reach even 80-90% of the population. A little over forty years have passed by since Nuto Revelli’s book was published and since then a lot seemed to have changed. Today many prestigious and successful tourist and winter centers are experiencing a growing crisis of image and public, while the once neglected Valades ousitanes live an unprecedented season, focused on enhancing the trinomial of natural, historical, and cultural heritage. Maira Valley, Ostana in the Po Valley, Paraloup and Rittana in the Stura Valley, the upper Varaita Valley, the phenomena of rebirth are affecting all the Occitan valleys, with interesting resettlement processes that have their engine in who are defined «the new mountaineers». This renaissance of the Occitan valleys is accompanied by new forms of architecture that focus on the theme of the recovery and reuse of heritage, of dialectical confrontation with environmental and historical contexts, but without forgetting the contemporary and technological innovation.

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