{"data":{"id":"10.5160/psychdata.mrae15ent24","type":"dois","attributes":{"doi":"10.5160/psychdata.mrae15ent24","prefix":"10.5160","suffix":"psychdata.mrae15ent24","identifiers":[],"alternateIdentifiers":[],"creators":[{"name":"Mayer, Anne-Kathrin","nameType":"Personal","givenName":"Anne-Kathrin","familyName":"Mayer","affiliation":["Leibniz-Zentrum für Psychologische Information und Dokumentation (ZPID)"],"nameIdentifiers":[]},{"name":"Rosman, Tom","nameType":"Personal","givenName":"Tom","familyName":"Rosman","affiliation":["Leibniz-Zentrum für Psychologische Information und Dokumentation (ZPID)"],"nameIdentifiers":[]},{"name":"Birke, Peter","nameType":"Personal","givenName":"Peter","familyName":"Birke","affiliation":["Leibniz-Zentrum für Psychologische Information und Dokumentation (ZPID)"],"nameIdentifiers":[]},{"name":"Gorges, Johannes","nameType":"Personal","givenName":"Johannes","familyName":"Gorges","affiliation":["Leibniz-Zentrum für Psychologische Information und Dokumentation (ZPID)"],"nameIdentifiers":[]},{"name":"Krampen, Günter","nameType":"Personal","givenName":"Günter","familyName":"Krampen","affiliation":["Leibniz-Zentrum für Psychologische Information und Dokumentation (ZPID)"],"nameIdentifiers":[]}],"titles":[{"lang":"de","title":"Entwicklung professioneller Wissensnetze bei Novizen im Kontext von Präsenzlehre und Informationsrecherchen im Internet. Forschungsdaten einer Längsschnittstudie von 2013 bis 2015."},{"lang":"en","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"}],"publisher":"ZPID Leibniz Institute for Psychology","container":{},"publicationYear":2016,"subjects":[{"lang":"en","subject":"Cognitive Processes","subjectScheme":"APA Classification"},{"lang":"en","subject":"Professional Education \u0026amp; Training","subjectScheme":"APA Classification"},{"lang":"en","subject":"Classroom Dynamics \u0026amp; Student Adjustment \u0026amp; Attitudes","subjectScheme":"APA Classification"}],"contributors":[],"dates":[{"date":"2016","dateType":"Issued"}],"language":null,"types":{"ris":"DATA","bibtex":"misc","citeproc":"dataset","schemaOrg":"Dataset","resourceTypeGeneral":"Dataset"},"relatedIdentifiers":[],"relatedItems":[],"sizes":[],"formats":[],"version":"1.0.0","rightsList":[],"descriptions":[{"lang":"de","description":"Gegenstand der Studie ist die empirische Deskription und Analyse der Entwicklung professioneller Wissensnetzwerke bei Studienanfängern der Psychologie und Informatik (1. bis 4. Semester). Im Fokus stehen dabei Prozesse der Um- oder Restrukturierung von Wissen (conceptual change) nach dem Übergang von der sekundären (schulischen) zur tertiären (hier universitären) Bildung. Untersucht werden die drei Wissensbereiche (1) Fachwissen, (2) Informationskompetenz (information literacy) und (3) epistemologische Überzeugungen (epistemic beliefs).\n\nMethodisch handelt es sich um eine quantitative Längsschnittstudie mit vier Messzeitpunkten. Um den Prozess des Wissenserwerbs empirisch zu erfassen, wurden bei der Aufnahme des Studiums und jeweils am Beginn der darauffolgenden drei Fachsemestern bei Studierenden der Fachrichtungen Psychologie (N = 137 im ersten Fachsemester) und Informatik (N = 89 im ersten Fachsemester) mithilfe standardisierter Testverfahren Wissensstrukturen in den drei genannten Bereichen erfasst. Zusätzlich wurden diverse Kovariaten (z. B. kognitive Fähigkeiten, akademisches Selbstkonzept, Lern- und Leistungsmotivation), die den Auf- und Umbau von Wissensnetzwerken möglicherweise beeinflussen, erhoben.","descriptionType":"Abstract"},{"lang":"en","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.\n\nThe 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.","descriptionType":"Abstract"}],"geoLocations":[],"fundingReferences":[],"xml":"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