Motivationale Grundlagen von Open-Source Software (German Edition)

Nadine Hennigs - Veröffentlichungen

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The Temptation of the Forbidden: Do as You Would Be Done by: Mirror, Mirror on the Wall: Consumer Vanity and Luxury Consumption. Accepted for publication in Luxury Research Journal.

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Customer value perception of organic food: British Food Journal, Vol. The complexity of value in the luxury industry: The Devil Buys Fake Prada: The Luxury of Sustainability: When the original is beyond reach: Luxury Research Journal, Volume 1, No. Hennigs, N,; Schmidt, St.

The spirit of cruising the ocean: Customer experiences and value orientation in luxury tourism. Once upon a time there was a fashion brand — driving value perception and consumer behavior via storytelling. Managing Brand Extensions in the Luxury Industry, in: The Management of Luxury, Kogan Page, pp.

Cross-Generational Preferences for Wine. British Food Journal, 2. European Business Review, Vol. International comparison of consumer attitudes toward luxury. Paper presented at Global Marketing Conference at Singapore.

Paper presented at the Monaco Symposium of Luxury, Sustainability as Part of the Luxury Essence: Delivering Value through Social and Environmental Excellence, in: Unleashing the Power of Luxury: Journal of Brand Management, 20 8: The Concept of Luxury: A Global Phenomenon with Local Implications. Brand Heritage and its Impact upon Reputation: Corporate Roots as a Vision for the Future, in: Corporate Reputation Review, Vol. Communicating Competence in References: Consumer Desire for Luxury Brands: Are You Like Me?

I Will Be Attached to You. What is the Perceived Value of Wine? Dienstleistungsmanagement und Social Media, Wiesbaden, S. A cross-cultural exploratory content analysis of the perception of luxury from six countries, in: Journal of Consumer Marketing, Vol. Consumer Attitudes Toward Luxury: Me, Myself and My Brands: Congruence between consumer, brand and store personality in luxury sector: British Food Journal, forthcoming.

What is the Value of Luxury? A Cross-Cultural Consumer Perspective, in: Psychology and Marketing, Vol. Because You're Worth It? Seung Hee Lee Ed. Globalization and Marketing Performance. Diamantopoulos, A; Fritz, W. Quantitative Marketing and Marketing Management, p. Luxury consumption in the trade-off between genuine and counterfeit goods: Journal of Brand Management, advance online publication, March The impact of brand heritage on customer perceived value; in: Do Millenials read books or blogs?

Introducing a media usage typology of the internet generation, in: Journal of Consumer Marketing, 29 2: Communicating Environmental and Ethical Performance: Unternehmerische Verantwortung zwischen Anspruch und Wirklichkeit: The Relevancy of Brand Heritage: A typology of wine consumers based on best-worst-scaling, Paper presented at the 11th International Marketing Trends Conference Venice, Italy, January, 19th — 21st, Tasting green — Do German consumers value organic wine?

Does image-congruence enhance the purchase of luxury brands? Journal of Business Research, 64 , pp. Journal of Brand Management, Vol. Drivers and Outcomes of Brand Heritage: Journal of Marketing Theory and Practice, Vol. Appeal to All Senses in Luxury Marketing: Delivering value in Turbulent Times.

Delivering Value to Consumers in Turbulent Times. A Longitudinal Analysis in Annual Reports from — A Typology of German Wine Consumers. Web Mining im eCommerce, in: This means that differences in school culture may affect the degree of self-regulated motivational behavior but not the fact that especially less self-regulated pupils in NuT profit from outdoor science teaching. It can be seen that the biggest difference or near-constancy in motivational behavior occur in the extremes of lowest and highest SDI NuT -values, respectively.

That means on the one hand, that pupils who are exceptionally extrinsically motived in the classroom, achieve the highest relative increase in intrinsic motivation during the outdoor teaching session, and on the other hand, that pupils, who are highly self-regulated in science class at school, show a merely slightly more extrinsically motivated behavior in the outdoors, albeit that change is relatively small and negligible as compared to the first third of lowest motivation values.

We can clearly support the guiding hypothesis HG 1 and claim that the pupils' learning motivational behavior measured in the context of the research week FoWo is significantly higher than at the science lessons at school NuT and that those pupils, who are less self-regulated at NuT profit especially from the outdoor teaching with respect to self-regulated learning cf. The reliability testing of the SDI-inventory needs some attention, since we adopted the inventory, and as to our knowledge, used it for the first time in an outdoor educational context.

We also performed a factor-analysis and re-calculated the SDI-values after having excluded one critical item from the inventory, and compared the re-calculated SDI-values with the original values. The comparison shows that the original SDI-values corroborate much more stable SDI-values, despite the inclusion of a critical item. Put together this suggests that our SDI-values are robust and reliable. Furthermore, the consistency of the SDI-measures are backed by a modified split-half-test of the qualitative data Mayring, But instead of splitting our qualitative data-set in two random halves, as Mayring suggests p.

Since we found similar patterns in the quantitative features of the qualitative data as in the SDI-values, we assume a high level of validity in the qualitative data and reliability in the SDI-values cf. However, we are very aware of the criticism articulated against such an approach in content analytical analyses, since. However, in our specific case, the quantitative features of our language material appear to be appropriate and add plausibility to our quantitative findings.

The overall practical orientation of the program is calculated by simply adding up the mean values of the five items. The overall PO-mean value for NuT is According to general conventions, those values are fairly reliable and need no further argumentation in that respect.

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This means that the pupils find that. Only the reference to every-day-life examples during lessons at school and during the research week showed no significant differences. By looking closer at the results of the paired-samples test, one can see that the difference of means of item 2, i.

That means that irrespective of gender or learning motivational behavior at school, the pupils found what they learned at the research week generally more applicable. No other patterns in the distribution of significant p -values of the paired-samples t -tests of the other items can be detected throughout the percentiles and gender cf. Pairwise comparison of didactical concepts in the NuT and FoWo contexts. I did not like that we had to measure sooo often!

But in the end, it was worthwhile the effort! I connect the hike with nature. It was a lot of fun to take such a close look at nature and to classify all the plants and then of course there was this breath-taking view from the mountain hut and from the glacier. In the mountains and in the valley. Thanks to the measurement tools we were able to discover many things. Although there was one exception: Here we can see that the pupils complain about their tasks during heavy rain, for example for pupil B Well, everyone can hike up a mountain in good weather conditions, but we did it although it was pouring down!

As we have learned from the textual data, the pupils have found new friends and had a feeling of great fellowship during the expedition. When asked what word comes to their mind when they reflect the research week, one girl answered:. One could ask anyone anything and one was able to talk with actually everyone. Moreover, no one was excluded from the group altogether!!! Mosaic-plot indicating some during-course factors of the expedition. Tile areas are proportional to the frequencies of cross-tabbed variables.

The darker fields indicate a relatively stronger deviation from an assumed independence model, with Pearson residuals and overall p -value shown on the right. This is in accordance with our observations of group behavior during the expedition. Girls chose a moderate pace at certain neuralgic stages during the hike i. The outdoor setting also seems to be a good way to overcome prejudices and to get to know other students:.

I knew 2 of the girls from before as we have PE-lessons together and I really did not like them. But during this research week I have been sharing the room with them and 2 other girls I did not know before and we all have become great friends and got along very well. However, one pattern can be detected from the numbers: This corresponds with objective physical activity parameters measured in two cohorts in school B. One can clearly see that the pupils' activity level is relatively high during the hike, with maximum heart rates of bpm boys and bpm girls , and an average heart-rate of bpm girls , respectively bpm boys over several hours, adding up to an extra metabolic work-load of ca.

The girls seem to keep rather a steady pace, very constant with respect to the mountain-guides in the control group Dettweiler et al. Furthermore, we do not see any big differences either with respect to lower- or higher self-motivated children in school either.

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As long as they enjoyed themselves, everything else just came along—or as someone said:. Part of the joy seems to derive from the impressive nature around them. In the field notes there is one description of a boy who stands on the terrace of the mountain hut early in the morning and looks down into the valley. When asked how he felt, he said that now, as he takes in this view, he knows it was really worth while the hardship during the hike of the day before.

And there are many more statements about the landscape to be found in the texts:. Hiking and climbing in the evening with the mountain guides was really great. Apart from the beautiful scenery, pupils often referred to the fun in getting the chance to try out different movements when they were up at the mountain hut and got the opportunity to experience walking in loose gravel, snow or climbing big stones:.

It seems that despite the relatively highly perceived grade of physical activity level, the overall well-being of the pupils during the hike is not affected. Moreover, the semantic analysis of the word counts of the open questionnaires shows that the pupils use a lot of verbs 68 to describe FoWo whereas no verbs are used at all for the description of NuT.

Verbs are normally used to describe active processes whereas nouns are used for static relations Langacker, We cannot detect significant differences with respect to gender. Furthermore, we cannot show any significant correlations of group dynamical factors and diff SDI either, which would allow us to indirectly determine influential factors to SDI FoWo. Here is one quote that represents a fair number of similar ones:.

The most obvious finding in this survey is clearly that in the outdoor educational setting, pupils show significantly higher learning motivational behavior—irrespective of gender or school culture, but that school culture in terms of relatedness has a significant influence on the level of self-regulated motivational behavior. Moreover, less self-regulated pupils profit more from the outdoor setting than those who show already a high intrinsic learning regulation—independent from the relative SDI-level, as the school comparison shows.

This corresponds well-with recent comparative didactical research conducted in the context of student laboratories. They report that in grades five and six perceived autonomy support and intrinsic motivation were high both in science classes and in science labs. At grades seven and eight perceived autonomy support and intrinsic motivation were still high in science labs but not in science classes. With our data, we can fully support those findings for the high values in science class with the younger age group. We have not yet searched into older pupils and will address this theoretically very interesting problem in our next surveys.

The same pattern can be detected with identified regulation. In the context of the outdoor teaching, both, girls and boys show higher values than the boys and girls at the research lab. This is well-supported by our finding that the outdoor-teaching has been perceived by the pupils as being generally more practical than the teaching at the normal school context.

Additionally, they perceived themselves as competent and got instant feedback, when their self-made measurement tool showed the same humidity as the pro-tool in their backpack —and these seem to be the main influential factors for the highly self-regulated motivational behavior. Moreover, in addition to the didactically outstanding work being done at student laboratories, the physical activity in the outdoors hiking and the group dynamics in the one-week residential outdoor setting can be seen as factors that contribute to the pupils' exceptionally high self-regulated learning motivational behavior.

This accords with findings in Denmark, where pupils who are taught outside the classroom show significantly higher activity levels than those who are not Mygind, , and that the outdoor teaching leads to better social relations and experiences with teachers Bentsen et al. This may well be invoked by the physical activity inherent in the outdoor field research, a factor that is suggested to be specifically helpful for kids with attention deficits in the ordinary school context Gapin and Etnier, ; Verret et al.

Even if we have not tested the lower self-regulated pupils for any attention deficit disorder, and do not suppose highly external regulation as an indicator for any attention deficit syndrome, we could theorize that similar activity treatment patterns do their work here. Further research with well-defined criteria concerning the different types of ADHD and external motivational behavior would have to prove this hypothesis. The outdoors seems to be a perfect starting point to promote this didactical approach in the schools.

However, the factors being responsible for an increase of self-regulated learning motivation need to be determined more precisely and with better research tools, and seem to depend much on school culture, as the school comparison shows. Our findings suggest that relationships between the pupils and between pupils and teachers also add into that—which confirms SDT with respect to the basic need of relatedness, as well as stressing factors at school and during the outdoor experience.

Additionally, the monitoring of the pupils' physical activity in the outdoors is not yet totally satisfying Mygind, ; Dettweiler et al. We expect to correlate physical activity levels with motivational behavior more concisely than we are able to at the moment and will link that also to the research domain of cognitive behavior under physical exercise Tomporowski, ; Coles and Tomporowski, ; Tomporowski et al. This leads to another complex of research desiderates, i.

In our above-mentioned longitudinal survey, we will also address this problem in a control group design. That the expeditionary outdoor teaching has the potential to make a deeper impression on at least some of the kids, is reported exemplarily by the teachers of one school, where several pupils have started their own afternoon science groups after having returned from the research weeks doing research and signing up for student research competitions. In this sense, we want to conclude our paper with referring to a quote of one boy that stands for many:.

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. The pupils involved volunteered in the survey. We obtained written permission by all their parents as well as the relevant school authorities.

The sequence of authors reflects the declining importance of their contribution as suggested by previous authors Hunt ; Tscharntke et al. The Supplementary Material for this article can be found online at: Europe PMC requires Javascript to function effectively. The snippet could not be located in the article text. This may be because the snippet appears in a figure legend, contains special characters or spans different sections of the article.

Published online Feb This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology. Received Nov 20; Accepted Jan The use, distribution or reproduction in other forums is permitted, provided the original author s or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice.

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No use, distribution or reproduction is permitted which does not comply with these terms. This article has been cited by other articles in PMC. Introduction and theoretical frame Teaching science outdoors: Self-determination theory Self-determination theory SDT, Deci and Ryan, in the pedagogical context proposes that the pupils' motivational behavior is dependent on the satisfaction of certain psychological needs, i.

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Open in a separate window. Research question and guiding hypotheses The main interest in our research design is to understand the complex of learning motivational aspects with certain didactic features of the program in the context of the outdoor educational setting during the research weeks. So three guiding hypotheses HG can be formulated: The pupils' learning motivational behavior measured in the context of the research week FoWo is higher than at the classroom NuT 2. Group dynamics and physical activity levels correlate positively with self-regulated motivational behavior.

Methodology Methods of data collection Each of the three above-mentioned hypotheses requires different methodological approaches summing up to a mixed-method approach. Methods of data analysis Data analysis was conducted according to the requisites of the given methods of data collection, including statistical analyses of quantified variables from the questionnaires, quantitative linguistic analyses, and classical content analyses for the data from interviews, field notes, and open questionnaires.

Findings Learning motivation Motivational behavior from pupil observation and questioning The analyses of the field-protocols during the research weeks show that the pupils are generally highly motivated and spirited with the assignments. Negative expressions instead are motivated mainly by weather conditions and heave luggage, as the following two statements of a girl and a boy illustrate: But, as the numerical output of those data show, positive utterances are by far more frequent than negative and several students claimed that they would love to come again the following year and would like to have an even deeper experience: SDI-values — some quantitative explorations In addition to the qualitative data, we used the SDI Deci and Ryan, in order to quantify the pupils' motivational behavior and to compare those values in the two teaching settings statistically.

Sum of squares df Mean square F Sig. Reliability testing of the SDI-inventory The reliability testing of the SDI-inventory needs some attention, since we adopted the inventory, and as to our knowledge, used it for the first time in an outdoor educational context. We therefore decided to calculate SDI-values including item 10 in order to stabilize the findings by putting more stress on the p-value. However, the explainable difference of positive motivation between the groups suggests also a difference in negative motivation, i.

Our results show ratios between 0. Practical orientation of the didactic concept Findings from the PO-inventory The overall practical orientation of the program is calculated by simply adding up the mean values of the five items. This means that the pupils find that in the outdoor context, general rules could be better deferred from practical examples than at NuT,.

It was a good idea that everyone in the botany group had her own special plant. When asked what word comes to their mind when they reflect the research week, one girl answered: Here is one quote that represents a fair number of similar ones: Summary and discussion The most obvious finding in this survey is clearly that in the outdoor educational setting, pupils show significantly higher learning motivational behavior—irrespective of gender or school culture, but that school culture in terms of relatedness has a significant influence on the level of self-regulated motivational behavior.

In this sense, we want to conclude our paper with referring to a quote of one boy that stands for many: Conflict of interest statement The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. Supplementary material The Supplementary Material for this article can be found online at: Click here for additional data file.

Theorie der Halbbildung [Theory of Half-Education]. Motivation and strategy use in science: Textual Constructions of Reality. Qualitative Data Analysis with NVivo. Learning Outside the Classroom: Theory and Guidelines for Practice. Schneider Verlag Hohengehren; , — A review of research on school field trips and their value in education. The nature of udeskole: Towards an understanding of udeskole: Education 3 , 29—44 Pragmatism and Educational Research. Rowman and Littlefield Publishing Group, Inc. The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective.

Leske und Budrich University of Chicago Press. Die Natur Vor Uns. Nature Philosophy from a Pragmatist Point of View]. Body-philosophy from a Pragmatist Point of View]. Using computer-assisted qualitative data analysis software to develop a grounded theory project. Field Methods 18 , — Expeditionary learning outward bound desgin , in Bold Plans for School Restructuring. Lawrence Erlbaum Associates; , —

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