Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Manuel D. S. Hopp"'
Autor:
Manuel D. S. Hopp, Marion Händel, Svenja Bedenlier, Michaela Glaeser-Zikuda, Rudolf Kammerl, Bärbel Kopp, Albert Ziegler
Publikováno v:
Frontiers in Psychology, Vol 12 (2022)
Lonely students typically underperform academically. According to several studies, the COVID-19 pandemic is an important risk factor for increases in loneliness, as the contact restrictions and the switch to mainly online classes potentially burden t
Externí odkaz:
https://doaj.org/article/c54086e09680449a9a5d973c72c80b89
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
Studies show that online mentoring is an effective measure to support girls in STEM (science, technology, engineering, and mathematics), especially if it also allows for networking with other participants on the mentoring platform. However, research
Externí odkaz:
https://doaj.org/article/dd30832ae2c6472786d86460caa0ac52
Publikováno v:
Creativity Research Journal. 32:246-258
This study builds from the implicit theory of creative individuals to an understanding of the social perceptions of creative individuals. Stereotypes and prejudice about creative students were exam...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5409892b417681dcd9e9f03cb7aea8d8
https://doi.org/10.1080/10400419.2020.1821565
https://doi.org/10.1080/10400419.2020.1821565
Influential meta-analyses have concluded that only a small to medium proportion of variance in performance can be explained by deliberate practice. We argue that the authors have neglected the most important characteristic of deliberate practice: ind
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::755c8bcc73597765f114a57e6afa4d80
https://epub.uni-regensburg.de/50835/
https://epub.uni-regensburg.de/50835/
Publikováno v:
Annals of the New York Academy of SciencesReferences. 1483(1)
A review of the literature on the effectiveness of mentoring reveals a paradox: on the one hand, there is evidence that mentoring can be highly effective. On the other hand, meta‐analyses usually only show small to moderate effect sizes, and someti
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d0b4369a98d71917531258c1f9b72d18
https://pubmed.ncbi.nlm.nih.gov/32634268
https://pubmed.ncbi.nlm.nih.gov/32634268
Autor:
Michael Heilemann, Sigrun Schirner, Tobias Debatin, Manuel D. S. Hopp, Albert Ziegler, Heidrun Stoeger
Publikováno v:
Annals of the New York Academy of SciencesReferences. 1483(1)
Online mentoring can be useful for supporting girls in science, technology, engineering, and mathematics (STEM). Yet, little is known about the differential effects of various online mentoring formats. We examine the general and relative effectivenes
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::823170a05a9ad5465900524b67f8fce4
https://pubmed.ncbi.nlm.nih.gov/32862432
https://pubmed.ncbi.nlm.nih.gov/32862432
Publikováno v:
New directions for child and adolescent developmentReferences.
The current study's purpose is to explore the influence of peer-perceived creativity (sociometric creativity) on the short-term development of friendships during a summer program for high ability students. Specifically, the two main objectives of our
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::bbc31623bd9ba8430406de6731fa50b2
https://pubmed.ncbi.nlm.nih.gov/31702108
https://pubmed.ncbi.nlm.nih.gov/31702108
Online mentoring provides an effective means of extracurricular gifted education for talented girls in science, technology, engineering, and mathematics (STEM). Comparative studies on the effectiveness of one-on-one versus group mentoring are lacking
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::db60ddd6d1b971224651c266055b92f9
https://opus4.kobv.de/opus4-fau/files/11203/Stoeger_online.pdf
https://opus4.kobv.de/opus4-fau/files/11203/Stoeger_online.pdf
Publikováno v:
Education Sciences; Volume 6; Issue 4; Pages: 38
Education Sciences, Vol 6, Iss 4, p 38 (2016)
Education Sciences, Jg. 6 (2016) Nr. 4, 38
Education Sciences, Vol 6, Iss 4, p 38 (2016)
Education Sciences, Jg. 6 (2016) Nr. 4, 38
Implicit theories can influence learning behavior, the approaches individuals take to learning and performance situations, and the learning goals individuals set, as well as, indirectly, their accomplishments, intelligence, and creativity. For this c
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0e934c9071e8bedb74f7b536ee53488c
https://epub.uni-regensburg.de/41655/
https://epub.uni-regensburg.de/41655/