JURE 2012 Programme book - EARLI Jure 2012

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112 JURE 2012 Conference Programme that there were interaction effects between time and group for self-‐regulated learning in favour of the combined training group. With regard to the translation competencies the results also revealed a significant interaction effects between time and group in favour of the group which had only the translation training. The results lead to the conclusion that it is generally possible to evoke training effects by an intervention programme with regard to self-‐regulatory as well as to translation competencies. Keywords: self-‐regulated learning, translation strategies, intervention programme, Latin instruction. PA.8.3. Management Effects on Teachers’ Attitudes Paper Session, 11.00-‐12.00, Room: VG 1.36 Chair: Sebastian Anselmann Does psychological and structural distance between teachers and school management influence teachers’ attitudes and behavior? Maren Thomsen This study aimed to examine the relationship between structural and perceived psychological distance of teachers and management in Dutch VET schools and teachers’ affective organizational commitment (AOC) and organizational citizenship behavior (OCB). Referring to social exchange theory interpersonal trust between teachers and management was hypothesized to have a mediating role. Further, openness and adequacy of communication was hypothesized to reduce perceived psychological distance. 620 teachers of 10 VET schools completed a questionnaire. The data was analyzed using structural equation modeling. Perceived psychological distance had a negative effect on trust in management. Only trust in the supervisor had a significant effect on OCB. Trust in higher management did neither influence teachers’ AOC nor OCB. Structural distance did not influence teachers’ AOC or OCB nor did it influence teachers’ trust in management. Accuracy and openness of communication as well as participation in decision making reduced teachers’ perceived psychological distance to management. In addition, communication positively influenced teachers’ trust in management. Overall, the findings suggest that psychological distance in schools might be harmful to the effectiveness of school. PA.8.4. Curricular Implications in Higher Education Paper Session, 11.00-‐12.00, Room: H25 Chair: Miguel Mata Pereira Implementation of the Bachelor´s / Master´s system in Germany and its effects on the number of exams and students´ perception of pressure exerted via exams Christoph Schindler & Florian Schulz Workload through exams is a highly controversial topic within higher education since the introduction of the Bachelor/Master system in Germany. It seems that under the new system more students feel stressed and pressured due to exams than students in traditional degree programmes. The purpose of the present study is to investigate differences between traditional and new degree programmes at a German university regarding (1) the number of exams students passed within one semester, (2) whether Bologna guidelines were implemented differently at individual faculties of the same area and (3) whether the number of exams and courses students take concurrently is linked to their perceived pressure exerted via exams. Data collection was conducted through an online survey. The sample consists of students enrolled in
JURE 2012 Conference Programme Friday, July 27 different Bachelor’s (n = 1453), Master’s (n = 2206) and Diploma (n = 661) degree programmes at a German university. The results show that the number of exams students have to pass is higher in new degree programmes. Furthermore, the implementation of Master´s programmes at two engineering departments, that are structurally similar, plays out differently suggesting implementation effects. At one department the number of exams and courses students have to take in one semester did not change through the change from Diploma to Master´s programmes whereas at the other department these numbers increased substantially. However, the perception of pressure exerted via exams increased for Master´s students with the same rate at both departments. This indicates that students´ perception of pressure exerted via exams cannot be easily connected to the number of exams students have to take. Rather, other factors and dimensions have to be considered. Therefore, we conclude by proposing a comprehensive approach to investigate the generic processes students´ are going through during their studies. Alignment of teaching, learning and assessment activities with learning outcomes: a proposal for higher education programmes Anna Serbati Luciano Galliani, & Cristina Zaggia The project had a dual purpose that aimed to contribute to the creation of a higher education system within the European Higher Education Area that is both more competitive and more attractive for Europeans and for students and scholars from other continents. It was framed within the Bologna process and the European and national frameworks for higher education, in which students can choose from a wide range of compatible and comparable high quality courses. The first objective was to describe 10 Master degrees in terms of generic and subject-‐ specific expected competences (based on the Tuning project), using Dublin Descriptors and linking them to the European Qualification Framework levels, and to re-‐design some of the courses within the degrees in terms of both the intended learning outcomes to be achieved by students and the related teaching, learning and assessment techniques aligned to them (Biggs, 2007). The second objective was to try to apply new teaching and learning activities that were geared towards achieving the relevant learning outcomes and assessment tests, transforming traditional didactics and assessments into more learner-‐oriented ones. Despite problems and resistance from teachers due to the lack of knowledge, time and training for them to understand and develop a learner-‐centred approach, the project stimulated them to reflect on their practices, and involved all interested actors and stakeholders; thereby increasing the dialogue between higher education and the business world, and enabling good dissemination of the process in the Veneto Region. PA 8.5. Theoretical and Practical Approaches to Measurement and Instrumentation Paper Session, 11.00-‐12.00, Room: H26 Chair: Gregor Maxwell Latent interactions in non-‐compensatory multidimensional item response models – A simulation study Janine Buchholz & Johannes Hartig Most constructs in ability and achievement testing are multidimensional in nature, thus multidimensional item response theory (MIRT) presents a valuable basis for measurement. Non-‐ compensatory MIRT models are necessary if it is theoretically assumed that success on an item is plausible only in case of the joint presence of multiple abilities. Simulation studies demonstrated that the existing non-‐compensatory models impose strong data requirements; 113
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