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class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://kfunigraz.academia.edu/">Karl-Franzens-University of Graz</a>, <a class="u-tcGrayDarker" href="https://kfunigraz.academia.edu/Departments/Psychology/Documents">Psychology</a>, <span class="u-tcGrayDarker">Department Member</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Manuela" data-follow-user-id="15941324" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" 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u-textDecorationUnderline u-displayNone">less</div></div></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="15941324" href="https://www.academia.edu/Documents/in/Education"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://kfunigraz.academia.edu/ManuelaPaechter","location":"/ManuelaPaechter","scheme":"https","host":"kfunigraz.academia.edu","port":null,"pathname":"/ManuelaPaechter","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Education"]}" data-trace="false" data-dom-id="Pill-react-component-2040ae47-3e21-47ad-a7ab-bb558973a59c"></div> <div 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<div id="Pill-react-component-b8b00b4d-3105-4fad-9c12-878b6bf7f159"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="15941324" href="https://www.academia.edu/Documents/in/Educational_Psychology"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Educational Psychology"]}" data-trace="false" data-dom-id="Pill-react-component-c4c5895b-3c67-4940-9325-02753cb7fcd9"></div> <div id="Pill-react-component-c4c5895b-3c67-4940-9325-02753cb7fcd9"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="15941324" href="https://www.academia.edu/Documents/in/Developmental_Psychology"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Developmental Psychology"]}" data-trace="false" data-dom-id="Pill-react-component-19dde162-0f6c-4b24-baec-77a05801c7ad"></div> <div id="Pill-react-component-19dde162-0f6c-4b24-baec-77a05801c7ad"></div> </a></div></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Manuela Paechter</h3></div><div class="js-work-strip profile--work_container" data-work-id="8163788"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8163788/Trait_and_state_positive_affect_and_cardiovascular_recovery_from_experimental_academic_stress"><img alt="Research paper thumbnail of Trait and state positive affect and cardiovascular recovery from experimental academic stress" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8163788/Trait_and_state_positive_affect_and_cardiovascular_recovery_from_experimental_academic_stress">Trait and state positive affect and cardiovascular recovery from experimental academic stress</a></div><div class="wp-workCard_item"><span>Biological Psychology</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">As compared to negative affect, only a small number of studies have examined influences of positi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">As compared to negative affect, only a small number of studies have examined influences of positive affect on cardiovascular stress responses, of which only a few were concerned with cardiovascular recovery. In this study, heart rate, low- and high-frequency heart rate variability, blood pressure, and levels of subjectively experienced stress were obtained in 65 students before, during and after exposure to academic stress in an ecologically valid setting. Higher trait positive affect was associated with more complete cardiovascular and subjective post-stress recovery. This effect was independent of negative affect and of affective state during anticipation of the stressor. In contrast, a more positive affective state during anticipation of the challenge was related to poor post-stress recovery. The findings suggest that a temporally stable positive affect disposition may be related to adaptive responses, whereas positive emotional states in the context of stressful events can also contribute to prolonged post-stress recovery.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8163788"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8163788"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8163788; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8163788]").text(description); $(".js-view-count[data-work-id=8163788]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8163788; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8163788']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 8163788, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=8163788]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8163788,"title":"Trait and state positive affect and cardiovascular recovery from experimental academic stress","translated_title":"","metadata":{"abstract":"As compared to negative affect, only a small number of studies have examined influences of positive affect on cardiovascular stress responses, of which only a few were concerned with cardiovascular recovery. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8163787"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8163787/Psychometric_Evaluation_and_Experimental_Validation_of_the_Statistics_Anxiety_Rating_Scale"><img alt="Research paper thumbnail of Psychometric Evaluation and Experimental Validation of the Statistics Anxiety Rating Scale" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8163787/Psychometric_Evaluation_and_Experimental_Validation_of_the_Statistics_Anxiety_Rating_Scale">Psychometric Evaluation and Experimental Validation of the Statistics Anxiety Rating Scale</a></div><div class="wp-workCard_item"><span>Journal of Personality Assessment</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Statistics Anxiety Rating Scale (STARS) was adapted into German to examine its psychometric p...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Statistics Anxiety Rating Scale (STARS) was adapted into German to examine its psychometric properties (n = 400). Two validation studies (n = 66, n = 96) were conducted to examine its criterion-related validity. The psychometric properties of the questionnaire were very similar to those previously reported for the original English version in various countries and other language versions. Confirmatory factor analysis indicated 2 second-order factors: One was more closely related to anxiety and the other was more closely related to negative attitudes toward statistics. Predictive validity of the STARS was shown both in an experimental exam-like situation in the laboratory and during a real examination situation. Taken together, the findings indicate that statistics anxiety as assessed by the STARS is a useful construct that is more than just an expression of a more general disposition to anxiety.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8163787"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8163787"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8163787; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8163787]").text(description); $(".js-view-count[data-work-id=8163787]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8163787; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8163787']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 8163787, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=8163787]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8163787,"title":"Psychometric Evaluation and Experimental Validation of the Statistics Anxiety Rating Scale","translated_title":"","metadata":{"abstract":"The Statistics Anxiety Rating Scale (STARS) was adapted into German to examine its psychometric properties (n = 400). 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Taken together, the findings indicate that statistics anxiety as assessed by the STARS is a useful construct that is more than just an expression of a more general disposition to anxiety.","publication_date":{"day":null,"month":null,"year":2012,"errors":{}},"publication_name":"Journal of Personality Assessment"},"translated_abstract":"The Statistics Anxiety Rating Scale (STARS) was adapted into German to examine its psychometric properties (n = 400). Two validation studies (n = 66, n = 96) were conducted to examine its criterion-related validity. The psychometric properties of the questionnaire were very similar to those previously reported for the original English version in various countries and other language versions. Confirmatory factor analysis indicated 2 second-order factors: One was more closely related to anxiety and the other was more closely related to negative attitudes toward statistics. 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Taken together, the findings indicate that statistics anxiety as assessed by the STARS is a useful construct that is more than just an expression of a more general disposition to anxiety.","internal_url":"https://www.academia.edu/8163787/Psychometric_Evaluation_and_Experimental_Validation_of_the_Statistics_Anxiety_Rating_Scale","translated_internal_url":"","created_at":"2014-09-01T20:00:28.077-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":15941324,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Psychometric_Evaluation_and_Experimental_Validation_of_the_Statistics_Anxiety_Rating_Scale","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":15941324,"first_name":"Manuela","middle_initials":null,"last_name":"Paechter","page_name":"ManuelaPaechter","domain_name":"kfunigraz","created_at":"2014-09-01T19:58:09.316-07:00","display_name":"Manuela Paechter","url":"https://kfunigraz.academia.edu/ManuelaPaechter"},"attachments":[],"research_interests":[{"id":1314,"name":"Anxiety Disorders","url":"https://www.academia.edu/Documents/in/Anxiety_Disorders"},{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics"},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality"},{"id":4888,"name":"Personality Assessment","url":"https://www.academia.edu/Documents/in/Personality_Assessment"},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent"},{"id":38676,"name":"Anxiety","url":"https://www.academia.edu/Documents/in/Anxiety"},{"id":64568,"name":"Humans","url":"https://www.academia.edu/Documents/in/Humans"},{"id":73785,"name":"Personality Assessment Inventory","url":"https://www.academia.edu/Documents/in/Personality_Assessment_Inventory"},{"id":98925,"name":"Female","url":"https://www.academia.edu/Documents/in/Female"},{"id":104428,"name":"Confirmatory factor analysis","url":"https://www.academia.edu/Documents/in/Confirmatory_factor_analysis"},{"id":104433,"name":"Predictive Validity","url":"https://www.academia.edu/Documents/in/Predictive_Validity"},{"id":111545,"name":"Male","url":"https://www.academia.edu/Documents/in/Male"},{"id":203835,"name":"Psychometric Properties","url":"https://www.academia.edu/Documents/in/Psychometric_Properties"},{"id":245071,"name":"Rating Scale","url":"https://www.academia.edu/Documents/in/Rating_Scale"},{"id":295155,"name":"Middle Aged","url":"https://www.academia.edu/Documents/in/Middle_Aged"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires"},{"id":347272,"name":"Second Order","url":"https://www.academia.edu/Documents/in/Second_Order"},{"id":357466,"name":"Validation Studies","url":"https://www.academia.edu/Documents/in/Validation_Studies"},{"id":382075,"name":"Adult","url":"https://www.academia.edu/Documents/in/Adult"},{"id":549280,"name":"Reproducibility of Results","url":"https://www.academia.edu/Documents/in/Reproducibility_of_Results"},{"id":623821,"name":"ANXIETY","url":"https://www.academia.edu/Documents/in/ANXIETY-1"},{"id":778981,"name":"Experimental Validation","url":"https://www.academia.edu/Documents/in/Experimental_Validation"},{"id":2467529,"name":"Psychiatric Status Rating Scales","url":"https://www.academia.edu/Documents/in/Psychiatric_Status_Rating_Scales"}],"urls":[{"id":3419345,"url":"http://dx.doi.org/10.1080/00223891.2011.627959"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8163786"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8163786/Delayed_psychophysiological_recovery_after_self_concept_inconsistent_negative_performance_feedback"><img alt="Research paper thumbnail of Delayed psychophysiological recovery after self-concept-inconsistent negative performance feedback" class="work-thumbnail" src="https://attachments.academia-assets.com/48196722/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8163786/Delayed_psychophysiological_recovery_after_self_concept_inconsistent_negative_performance_feedback">Delayed psychophysiological recovery after self-concept-inconsistent negative performance feedback</a></div><div class="wp-workCard_item"><span>International Journal of Psychophysiology</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="144b339d8c3422549074acd74be05170" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48196722,"asset_id":8163786,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48196722/download_file?st=MTczMjQ0MTMyNyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8163786"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8163786"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8163786; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8163786]").text(description); $(".js-view-count[data-work-id=8163786]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8163786; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8163786']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 8163786, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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In the present study, heart rate recovery from a mental arithmetic task was examined after participants received bogus performance-related feedback that could be consistent or inconsistent with their specific self-concept about their mental arithmetic skills. That way, the participants' beliefs about their own performance in the task were experimentally manipulated. Recovery of heart rate was examined in two time windows: (1) shortly after the participants had completed the task and had received positive or negative performance feedback and (2) 10 min after the task. In order to evaluate the dynamic of changes in more detail, speed of recovery (linear slope of the continuous beat-to-beat data) was analysed in addition to the degree of recovery (average heart rate decline during the five-minute observation periods). The results indicate that negative performance-related feedback may prolong psychophysiological responses to stressful conditions, in particular when the feedback is inconsistent with the domain-specific self-concept. In conjunction with other evidence these results support the assumption that positive emotional states in the context of stressful events may contribute to poor post-stress recovery. Overall, the findings are supportive of the \"perseverative cognition hypothesis\" according to which psychophysiological recovery may be delayed through continued cognitive representation of a negative experience.","publication_name":"International Journal of Psychophysiology","grobid_abstract_attachment_id":48196722},"translated_abstract":null,"internal_url":"https://www.academia.edu/8163786/Delayed_psychophysiological_recovery_after_self_concept_inconsistent_negative_performance_feedback","translated_internal_url":"","created_at":"2014-09-01T20:00:27.954-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":15941324,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":48196722,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/48196722/thumbnails/1.jpg","file_name":"j.ijpsycho.2011.09.01320160820-5816-16yf34w.pdf","download_url":"https://www.academia.edu/attachments/48196722/download_file?st=MTczMjQ0MTMyNyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Delayed_psychophysiological_recovery_aft.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48196722/j.ijpsycho.2011.09.01320160820-5816-16yf34w-libre.pdf?1471695595=\u0026response-content-disposition=attachment%3B+filename%3DDelayed_psychophysiological_recovery_aft.pdf\u0026Expires=1732444927\u0026Signature=JxG4HSHHI1yk7XZrur0rT8jvIlquBXh8KBgsPVzBZhgGaCQTNnGPtP5~COpKTltcJ6BT1LhK67ErTsksUlZQSV7t6EYGyN-v720Zy4hIVm7hSCijCNzqOWoFWGzMuALnijy3o2aCmk2FNo99oCPE2KF~8PfKEF4NkCEyTGDXI1-9co7e8mlOGNa0rZv731OGctkduNZwIYKqMRhm1Pedn2F01RZGXJmn-7BLZZWvNlRCaSjflcOfMTUxc7LuoEekzejmCUYVnxDaW0mK1kniTxmWWgt1vNmXZmwdJzdOUr-vtTbDQlvXZw9J8osF50-xigSwTCr0vUJmXXMWQ~Vcsg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Delayed_psychophysiological_recovery_after_self_concept_inconsistent_negative_performance_feedback","translated_slug":"","page_count":8,"language":"en","content_type":"Work","owner":{"id":15941324,"first_name":"Manuela","middle_initials":null,"last_name":"Paechter","page_name":"ManuelaPaechter","domain_name":"kfunigraz","created_at":"2014-09-01T19:58:09.316-07:00","display_name":"Manuela 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</script> <div class="js-work-strip profile--work_container" data-work-id="8163784"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8163784/Evaluation_medienbasierter_Lehre_mittels_der_Einsch%C3%A4tzung_des_Kompetenzerwerbs"><img alt="Research paper thumbnail of Evaluation medienbasierter Lehre mittels der Einschätzung des Kompetenzerwerbs" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8163784/Evaluation_medienbasierter_Lehre_mittels_der_Einsch%C3%A4tzung_des_Kompetenzerwerbs">Evaluation medienbasierter Lehre mittels der Einschätzung des Kompetenzerwerbs</a></div><div class="wp-workCard_item"><span>Zeitschrift Für Medienpsychologie</span><span>, 2007</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8163784"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8163784"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8163784; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8163784]").text(description); $(".js-view-count[data-work-id=8163784]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8163784; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8163784']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 8163784, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 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Medienpsychologie"},"translated_abstract":null,"internal_url":"https://www.academia.edu/8163784/Evaluation_medienbasierter_Lehre_mittels_der_Einsch%C3%A4tzung_des_Kompetenzerwerbs","translated_internal_url":"","created_at":"2014-09-01T20:00:19.673-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":15941324,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Evaluation_medienbasierter_Lehre_mittels_der_Einschätzung_des_Kompetenzerwerbs","translated_slug":"","page_count":null,"language":"de","content_type":"Work","owner":{"id":15941324,"first_name":"Manuela","middle_initials":null,"last_name":"Paechter","page_name":"ManuelaPaechter","domain_name":"kfunigraz","created_at":"2014-09-01T19:58:09.316-07:00","display_name":"Manuela Paechter","url":"https://kfunigraz.academia.edu/ManuelaPaechter"},"attachments":[],"research_interests":[],"urls":[{"id":3419343,"url":"http://psycontent.metapress.com/openurl.asp?genre=article\u0026id=doi:10.1026/1617-6383.19.2.68"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8163783"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8163783/Students_expectations_of_and_experiences_in_e_learning_Their_relation_to_learning_achievements_and_course_satisfaction"><img alt="Research paper thumbnail of Students' expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction" class="work-thumbnail" 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})(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c675004795c34f89ea1f854514d0c6a1" } } $('.js-work-strip[data-work-id=8163783]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8163783,"title":"Students' expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction","translated_title":"","metadata":{"grobid_abstract":"Within only a few years, the use of e-learning has increased rapidly in Austria. In certain subjects, up to 60% of university students report using e-learning platforms at least 'sometimes' or 'frequently' ). Yet, which aspects of e-learning do students consider important for their learning achievements and course satisfaction? This question was addressed by surveying 2196 students from 29 universities in Austria about their expectations of, and experiences in e-learning. Multiple regression analyses using Mplus 4.21 were carried out to investigate how different facets of students' expectations and experiences are related to perceived learning achievements and course satisfaction.","publication_date":{"day":null,"month":null,"year":2010,"errors":{}},"publication_name":"Computers \u0026 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dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8163782"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8163782/Online_or_face_to_face_Students_experiences_and_preferences_in_e_learning"><img alt="Research paper thumbnail of Online or face-to-face? Students' experiences and preferences in e-learning" class="work-thumbnail" src="https://attachments.academia-assets.com/48196742/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8163782/Online_or_face_to_face_Students_experiences_and_preferences_in_e_learning">Online or face-to-face? Students' experiences and preferences in e-learning</a></div><div class="wp-workCard_item"><span>Internet and Higher Education</span><span>, 2010</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5d8e3bb4053c8e125773cd8cbf1db052" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48196742,"asset_id":8163782,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48196742/download_file?st=MTczMjQ0MTMyNyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8163782"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8163782"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8163782; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8163782]").text(description); $(".js-view-count[data-work-id=8163782]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8163782; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8163782']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 8163782, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5d8e3bb4053c8e125773cd8cbf1db052" } } $('.js-work-strip[data-work-id=8163782]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8163782,"title":"Online or face-to-face? Students' experiences and preferences in e-learning","translated_title":"","metadata":{"grobid_abstract":"a b s t r a c t a r t i c l e i n f o Which aspects of e-learning courses do students experience as being favorable for learning? When do students prefer online or face-to-face learning components? These questions were the subject of a research study in a sample of 2196 students from 29 Austrian universities. The students completed a questionnaire on their experiences attending an e-learning course, on their perceived achievements, and on their preferences for online or face-to-face learning components. Students appreciated online learning for its potential in providing a clear and coherent structure of the learning material, in supporting self-regulated learning, and in distributing information. They preferred face-to-face learning for communication purposes in which a shared understanding has to be derived or in which interpersonal relations are to be established. An especially important result concerns students' perceptions of their learning achievements: When conceptual knowledge in the subject matter or skills in the application of one's knowledge are to be acquired, students prefer face-toface learning. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8163780"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8163780/Academic_self_concept_learning_motivation_and_test_anxiety_of_the_underestimated_student"><img alt="Research paper thumbnail of Academic self-concept, learning motivation, and test anxiety of the underestimated student" class="work-thumbnail" src="https://attachments.academia-assets.com/48196756/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8163780/Academic_self_concept_learning_motivation_and_test_anxiety_of_the_underestimated_student">Academic self-concept, learning motivation, and test anxiety of the underestimated student</a></div><div class="wp-workCard_item"><span>British Journal of Educational Psychology</span><span>, 2010</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9b3b411afdb4551bf4da772561109379" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48196756,"asset_id":8163780,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48196756/download_file?st=MTczMjQ0MTMyNyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8163780"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8163780"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8163780; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8163780]").text(description); $(".js-view-count[data-work-id=8163780]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8163780; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8163780']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 8163780, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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Teachers' judgments of student performance on a standardized achievement test often result in an overestimation of students' abilities. In the majority of cases, a larger group of overestimated students and a smaller group of underestimated students are formed by these judgments.","publication_date":{"day":null,"month":null,"year":2010,"errors":{}},"publication_name":"British Journal of Educational Psychology","grobid_abstract_attachment_id":48196756},"translated_abstract":null,"internal_url":"https://www.academia.edu/8163780/Academic_self_concept_learning_motivation_and_test_anxiety_of_the_underestimated_student","translated_internal_url":"","created_at":"2014-09-01T20:00:09.384-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":15941324,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":48196756,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/48196756/thumbnails/1.jpg","file_name":"000709910x50450020160820-9602-tf5e65.pdf","download_url":"https://www.academia.edu/attachments/48196756/download_file?st=MTczMjQ0MTMyNyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Academic_self_concept_learning_motivatio.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48196756/000709910x50450020160820-9602-tf5e65-libre.pdf?1471695594=\u0026response-content-disposition=attachment%3B+filename%3DAcademic_self_concept_learning_motivatio.pdf\u0026Expires=1732444927\u0026Signature=cGlrMf-qpIUG9GgZ2q~r6jK3CZmYIyCD7ile8cZ5o1KRX96DokmNlvUd9c5juLxOP2ZEZYCky2wY7NV7T-8nrdyCs1MT1Y7dnQhufn1PbKyS0VKgpJEGWN73HgaegGyi9MZY-xWMP8qpstMseDuhFr5aNmu9c5-vy-UHJA6mqLBYV4ZxH3YCtgWs1blp8wWDkwtRLSC4-vMn4NDd7Lp3HtOVzJmQixoG0rn6gbHq2NKoYb5OIGXsntsQv8MwzhLM1VgH6OJxeJtC9VQSLwi1NMuLU1UXAqLqUm7TacO5RhGNbaeIGw4u1B3X7gbtgccLZAfEtifUeCxifTq04bxCxg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Academic_self_concept_learning_motivation_and_test_anxiety_of_the_underestimated_student","translated_slug":"","page_count":17,"language":"en","content_type":"Work","owner":{"id":15941324,"first_name":"Manuela","middle_initials":null,"last_name":"Paechter","page_name":"ManuelaPaechter","domain_name":"kfunigraz","created_at":"2014-09-01T19:58:09.316-07:00","display_name":"Manuela Paechter","url":"https://kfunigraz.academia.edu/ManuelaPaechter"},"attachments":[{"id":48196756,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/48196756/thumbnails/1.jpg","file_name":"000709910x50450020160820-9602-tf5e65.pdf","download_url":"https://www.academia.edu/attachments/48196756/download_file?st=MTczMjQ0MTMyNyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Academic_self_concept_learning_motivatio.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48196756/000709910x50450020160820-9602-tf5e65-libre.pdf?1471695594=\u0026response-content-disposition=attachment%3B+filename%3DAcademic_self_concept_learning_motivatio.pdf\u0026Expires=1732444927\u0026Signature=cGlrMf-qpIUG9GgZ2q~r6jK3CZmYIyCD7ile8cZ5o1KRX96DokmNlvUd9c5juLxOP2ZEZYCky2wY7NV7T-8nrdyCs1MT1Y7dnQhufn1PbKyS0VKgpJEGWN73HgaegGyi9MZY-xWMP8qpstMseDuhFr5aNmu9c5-vy-UHJA6mqLBYV4ZxH3YCtgWs1blp8wWDkwtRLSC4-vMn4NDd7Lp3HtOVzJmQixoG0rn6gbHq2NKoYb5OIGXsntsQv8MwzhLM1VgH6OJxeJtC9VQSLwi1NMuLU1UXAqLqUm7TacO5RhGNbaeIGw4u1B3X7gbtgccLZAfEtifUeCxifTq04bxCxg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":300,"name":"Mathematics","url":"https://www.academia.edu/Documents/in/Mathematics"},{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics"},{"id":4888,"name":"Personality Assessment","url":"https://www.academia.edu/Documents/in/Personality_Assessment"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":49419,"name":"Problem Solving","url":"https://www.academia.edu/Documents/in/Problem_Solving"},{"id":64568,"name":"Humans","url":"https://www.academia.edu/Documents/in/Humans"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child"},{"id":66843,"name":"Judgment","url":"https://www.academia.edu/Documents/in/Judgment"},{"id":98925,"name":"Female","url":"https://www.academia.edu/Documents/in/Female"},{"id":100407,"name":"Achievement","url":"https://www.academia.edu/Documents/in/Achievement"},{"id":111545,"name":"Male","url":"https://www.academia.edu/Documents/in/Male"},{"id":172815,"name":"Aptitude","url":"https://www.academia.edu/Documents/in/Aptitude"},{"id":321147,"name":"Self Concept","url":"https://www.academia.edu/Documents/in/Self_Concept"},{"id":910148,"name":"Concept Learning","url":"https://www.academia.edu/Documents/in/Concept_Learning"}],"urls":[{"id":3419339,"url":"http://www.ingentaconnect.com/content/bpsoc/bjep/pre-prints/bjep866"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8163778"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8163778/A_Field_Study_on_Distance_Education_and_Communication_Experiences_of_a_Virtual_Tutor"><img alt="Research paper thumbnail of A Field Study on Distance Education and Communication: Experiences of a Virtual Tutor" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8163778/A_Field_Study_on_Distance_Education_and_Communication_Experiences_of_a_Virtual_Tutor">A Field Study on Distance Education and Communication: Experiences of a Virtual Tutor</a></div><div class="wp-workCard_item"><span>Journal of Computer-mediated Communication</span><span>, 2006</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In a field study on distance education and communication we varied the social presence of a tutor...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In a field study on distance education and communication we varied the social presence of a tutor in four degrees: a tutor mediated by verbal, written information (condition 1), the same tutor mediated by written information and various personal views (condition 2), the same tutor mediated by written and spoken information (condition 3), and the same tutor mediated by text, views and spoken language (condition 4). Three hypotheses derived from cues-filtered-out (e.g. Short, Williams, & Christie, 1976; Spears & Lea, 1992) and adaptation theories (e.g. Clark & Brennan, 1996; Walther, 1992) were tested: (1) To experience the tutor with less social presence leads to extremely emotional evaluations as well as more task oriented, informal, and tense reactions compared to conditions in which the tutor can be experienced with greater social presence. (2) Adaptation to the medium takes place via the use of typographical sideways symbols. (3) Time is an important factor in adaptation: with passing time, differences between groups converge.We recorded data from 98 German male students who participated for 9 weeks in an off-campus online seminar on certain topics of General Psychology. Instruction took place via 6 virtual rooms (Web pages) on the Internet (library, virtual classroom etc.). The analyses of students's online activities and their communication style are based on a large amount of data: Altogether, students logged in 3608 times, read 1240 mails, and composed 160 mails. The communication style observed in the mails partly confirms hypotheses (1) and (2). We also noticed significant changes in the communication style with progressing time. The data of the investigated sample, however, could not fully support hypothesis (3). Here, further research seems to be necessary.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8163778"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8163778"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8163778; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8163778]").text(description); $(".js-view-count[data-work-id=8163778]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8163778; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8163778']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 8163778, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=8163778]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8163778,"title":"A Field Study on Distance Education and Communication: Experiences of a Virtual Tutor","translated_title":"","metadata":{"abstract":"In a field study on distance education and communication we varied the social presence of a tutor in four degrees: a tutor mediated by verbal, written information (condition 1), the same tutor mediated by written information and various personal views (condition 2), the same tutor mediated by written and spoken information (condition 3), and the same tutor mediated by text, views and spoken language (condition 4). Three hypotheses derived from cues-filtered-out (e.g. Short, Williams, \u0026 Christie, 1976; Spears \u0026 Lea, 1992) and adaptation theories (e.g. Clark \u0026 Brennan, 1996; Walther, 1992) were tested: (1) To experience the tutor with less social presence leads to extremely emotional evaluations as well as more task oriented, informal, and tense reactions compared to conditions in which the tutor can be experienced with greater social presence. (2) Adaptation to the medium takes place via the use of typographical sideways symbols. (3) Time is an important factor in adaptation: with passing time, differences between groups converge.We recorded data from 98 German male students who participated for 9 weeks in an off-campus online seminar on certain topics of General Psychology. Instruction took place via 6 virtual rooms (Web pages) on the Internet (library, virtual classroom etc.). The analyses of students's online activities and their communication style are based on a large amount of data: Altogether, students logged in 3608 times, read 1240 mails, and composed 160 mails. The communication style observed in the mails partly confirms hypotheses (1) and (2). We also noticed significant changes in the communication style with progressing time. The data of the investigated sample, however, could not fully support hypothesis (3). Here, further research seems to be necessary.","publication_date":{"day":null,"month":null,"year":2006,"errors":{}},"publication_name":"Journal of Computer-mediated Communication"},"translated_abstract":"In a field study on distance education and communication we varied the social presence of a tutor in four degrees: a tutor mediated by verbal, written information (condition 1), the same tutor mediated by written information and various personal views (condition 2), the same tutor mediated by written and spoken information (condition 3), and the same tutor mediated by text, views and spoken language (condition 4). Three hypotheses derived from cues-filtered-out (e.g. Short, Williams, \u0026 Christie, 1976; Spears \u0026 Lea, 1992) and adaptation theories (e.g. Clark \u0026 Brennan, 1996; Walther, 1992) were tested: (1) To experience the tutor with less social presence leads to extremely emotional evaluations as well as more task oriented, informal, and tense reactions compared to conditions in which the tutor can be experienced with greater social presence. (2) Adaptation to the medium takes place via the use of typographical sideways symbols. (3) Time is an important factor in adaptation: with passing time, differences between groups converge.We recorded data from 98 German male students who participated for 9 weeks in an off-campus online seminar on certain topics of General Psychology. Instruction took place via 6 virtual rooms (Web pages) on the Internet (library, virtual classroom etc.). The analyses of students's online activities and their communication style are based on a large amount of data: Altogether, students logged in 3608 times, read 1240 mails, and composed 160 mails. The communication style observed in the mails partly confirms hypotheses (1) and (2). We also noticed significant changes in the communication style with progressing time. The data of the investigated sample, however, could not fully support hypothesis (3). Here, further research seems to be necessary.","internal_url":"https://www.academia.edu/8163778/A_Field_Study_on_Distance_Education_and_Communication_Experiences_of_a_Virtual_Tutor","translated_internal_url":"","created_at":"2014-09-01T20:00:00.075-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":15941324,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"A_Field_Study_on_Distance_Education_and_Communication_Experiences_of_a_Virtual_Tutor","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":15941324,"first_name":"Manuela","middle_initials":null,"last_name":"Paechter","page_name":"ManuelaPaechter","domain_name":"kfunigraz","created_at":"2014-09-01T19:58:09.316-07:00","display_name":"Manuela Paechter","url":"https://kfunigraz.academia.edu/ManuelaPaechter"},"attachments":[],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":11006,"name":"Computer Mediated Communication","url":"https://www.academia.edu/Documents/in/Computer_Mediated_Communication"},{"id":239810,"name":"Field Study","url":"https://www.academia.edu/Documents/in/Field_Study"},{"id":1198057,"name":"Computer","url":"https://www.academia.edu/Documents/in/Computer"}],"urls":[{"id":3419338,"url":"http://doi.wiley.com/10.1111/j.1083-6101.2001.tb00116.x"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8163777"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8163777/A_Field_Study_on_Distance_Education_and_Communication_Experiences_of_a_Virtual_Tutor"><img alt="Research paper thumbnail of A Field Study on Distance Education and Communication: Experiences of a Virtual Tutor" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8163777/A_Field_Study_on_Distance_Education_and_Communication_Experiences_of_a_Virtual_Tutor">A Field Study on Distance Education and Communication: Experiences of a Virtual Tutor</a></div><div class="wp-workCard_item"><span>Journal of Computer-mediated Communication</span><span>, 2001</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... A virtual library offered additional learning material, eg texts, short computer-based traini...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... A virtual library offered additional learning material, eg texts, short computer-based training material, or software referring to the learning contents. ... A consultation room, where the tutor gave personal feedback and answered questions about the learning material. ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8163777"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8163777"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8163777; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8163777]").text(description); $(".js-view-count[data-work-id=8163777]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8163777; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8163777']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 8163777, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=8163777]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8163777,"title":"A Field Study on Distance Education and Communication: Experiences of a Virtual Tutor","translated_title":"","metadata":{"abstract":"... A virtual library offered additional learning material, eg texts, short computer-based training material, or software referring to the learning contents. ... A consultation room, where the tutor gave personal feedback and answered questions about the learning material. ...","publication_date":{"day":null,"month":null,"year":2001,"errors":{}},"publication_name":"Journal of Computer-mediated Communication"},"translated_abstract":"... A virtual library offered additional learning material, eg texts, short computer-based training material, or software referring to the learning contents. ... A consultation room, where the tutor gave personal feedback and answered questions about the learning material. ...","internal_url":"https://www.academia.edu/8163777/A_Field_Study_on_Distance_Education_and_Communication_Experiences_of_a_Virtual_Tutor","translated_internal_url":"","created_at":"2014-09-01T20:00:00.000-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":15941324,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"A_Field_Study_on_Distance_Education_and_Communication_Experiences_of_a_Virtual_Tutor","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":15941324,"first_name":"Manuela","middle_initials":null,"last_name":"Paechter","page_name":"ManuelaPaechter","domain_name":"kfunigraz","created_at":"2014-09-01T19:58:09.316-07:00","display_name":"Manuela Paechter","url":"https://kfunigraz.academia.edu/ManuelaPaechter"},"attachments":[],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":11006,"name":"Computer Mediated Communication","url":"https://www.academia.edu/Documents/in/Computer_Mediated_Communication"},{"id":239810,"name":"Field Study","url":"https://www.academia.edu/Documents/in/Field_Study"},{"id":1198057,"name":"Computer","url":"https://www.academia.edu/Documents/in/Computer"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8163776"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8163776/Blended_Learning_as_a_Strategy_to_Improve_Collaborative_Task_Performance"><img alt="Research paper thumbnail of Blended Learning as a Strategy to Improve Collaborative Task Performance" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8163776/Blended_Learning_as_a_Strategy_to_Improve_Collaborative_Task_Performance">Blended Learning as a Strategy to Improve Collaborative Task Performance</a></div><div class="wp-workCard_item"><span>Journal of Educational Media</span><span>, 2003</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">An empirical study was used to analyse how groups of learners work together in e-learning and ble...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">An empirical study was used to analyse how groups of learners work together in e-learning and blended learning environments. We compared three pure e-learning courses with one course whose e-learning phases alternated with face-to-face phases (blended learning). The participants of these courses formed learning teams consisting of four members who met at three points in time. They were instructed in certain topics in Psychology via five virtual rooms (pages) on the Internet (virtual classroom, electronic bulletin board, etc.). All learners received two types of learning material: joint material, to build shared knowledge, and additional information that was different for each group member (unshared knowledge). After a period of 2 weeks of individual e-learning the learning teams met as an asynchronous newsgroup, as a synchronous chat group, as a synchronous videoconference group, or as a face-to-face group (blended learning condition). In these learning teams students were requested to solve four different types of tasks together. The tasks differed with regard to whether they were already known from the individual learning phase and with regard to whether they referred to shared or unshared knowledge. Among other variables we analysed were the students' extent of online activity (e.g. number of logins), the groups' task performance, and the coherence of the group discourse. The performance in the e-learning conditions was compared with the performance in the blended learning condition. The empirical results show that achievement in a group of learners does not depend solely on the communication setting. An interaction between the communication setting and the type of task could be observed. If the group members had to share and exchange their knowledge to come to a joint solution they achieved better results in synchronous settings, especially in the videoconference and the face-to-face setting. These findings are supported by the results of a content analysis of the communication undertaken. Learners in the blended learning condition who worked together face-to-face led a much more coherent discourse than learners in the pure e-learning conditions.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8163776"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8163776"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8163776; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8163776]").text(description); $(".js-view-count[data-work-id=8163776]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8163776; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8163776']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 8163776, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=8163776]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8163776,"title":"Blended Learning as a Strategy to Improve Collaborative Task Performance","translated_title":"","metadata":{"abstract":"An empirical study was used to analyse how groups of learners work together in e-learning and blended learning environments. We compared three pure e-learning courses with one course whose e-learning phases alternated with face-to-face phases (blended learning). The participants of these courses formed learning teams consisting of four members who met at three points in time. They were instructed in certain topics in Psychology via five virtual rooms (pages) on the Internet (virtual classroom, electronic bulletin board, etc.). All learners received two types of learning material: joint material, to build shared knowledge, and additional information that was different for each group member (unshared knowledge). After a period of 2 weeks of individual e-learning the learning teams met as an asynchronous newsgroup, as a synchronous chat group, as a synchronous videoconference group, or as a face-to-face group (blended learning condition). In these learning teams students were requested to solve four different types of tasks together. The tasks differed with regard to whether they were already known from the individual learning phase and with regard to whether they referred to shared or unshared knowledge. Among other variables we analysed were the students' extent of online activity (e.g. number of logins), the groups' task performance, and the coherence of the group discourse. The performance in the e-learning conditions was compared with the performance in the blended learning condition. The empirical results show that achievement in a group of learners does not depend solely on the communication setting. An interaction between the communication setting and the type of task could be observed. If the group members had to share and exchange their knowledge to come to a joint solution they achieved better results in synchronous settings, especially in the videoconference and the face-to-face setting. These findings are supported by the results of a content analysis of the communication undertaken. Learners in the blended learning condition who worked together face-to-face led a much more coherent discourse than learners in the pure e-learning conditions.","publication_date":{"day":null,"month":null,"year":2003,"errors":{}},"publication_name":"Journal of Educational Media"},"translated_abstract":"An empirical study was used to analyse how groups of learners work together in e-learning and blended learning environments. We compared three pure e-learning courses with one course whose e-learning phases alternated with face-to-face phases (blended learning). The participants of these courses formed learning teams consisting of four members who met at three points in time. They were instructed in certain topics in Psychology via five virtual rooms (pages) on the Internet (virtual classroom, electronic bulletin board, etc.). All learners received two types of learning material: joint material, to build shared knowledge, and additional information that was different for each group member (unshared knowledge). After a period of 2 weeks of individual e-learning the learning teams met as an asynchronous newsgroup, as a synchronous chat group, as a synchronous videoconference group, or as a face-to-face group (blended learning condition). In these learning teams students were requested to solve four different types of tasks together. The tasks differed with regard to whether they were already known from the individual learning phase and with regard to whether they referred to shared or unshared knowledge. Among other variables we analysed were the students' extent of online activity (e.g. number of logins), the groups' task performance, and the coherence of the group discourse. The performance in the e-learning conditions was compared with the performance in the blended learning condition. The empirical results show that achievement in a group of learners does not depend solely on the communication setting. An interaction between the communication setting and the type of task could be observed. If the group members had to share and exchange their knowledge to come to a joint solution they achieved better results in synchronous settings, especially in the videoconference and the face-to-face setting. These findings are supported by the results of a content analysis of the communication undertaken. Learners in the blended learning condition who worked together face-to-face led a much more coherent discourse than learners in the pure e-learning conditions.","internal_url":"https://www.academia.edu/8163776/Blended_Learning_as_a_Strategy_to_Improve_Collaborative_Task_Performance","translated_internal_url":"","created_at":"2014-09-01T19:59:59.873-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":15941324,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Blended_Learning_as_a_Strategy_to_Improve_Collaborative_Task_Performance","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":15941324,"first_name":"Manuela","middle_initials":null,"last_name":"Paechter","page_name":"ManuelaPaechter","domain_name":"kfunigraz","created_at":"2014-09-01T19:58:09.316-07:00","display_name":"Manuela Paechter","url":"https://kfunigraz.academia.edu/ManuelaPaechter"},"attachments":[],"research_interests":[{"id":6426,"name":"Content Analysis","url":"https://www.academia.edu/Documents/in/Content_Analysis"},{"id":24832,"name":"Blended Learning","url":"https://www.academia.edu/Documents/in/Blended_Learning"},{"id":69859,"name":"Face to Face","url":"https://www.academia.edu/Documents/in/Face_to_Face"},{"id":84578,"name":"Educational","url":"https://www.academia.edu/Documents/in/Educational"},{"id":134417,"name":"Shared Knowledge","url":"https://www.academia.edu/Documents/in/Shared_Knowledge"},{"id":206590,"name":"Task Performance","url":"https://www.academia.edu/Documents/in/Task_Performance"},{"id":219474,"name":"Empirical Study","url":"https://www.academia.edu/Documents/in/Empirical_Study"},{"id":225528,"name":"Educational Media","url":"https://www.academia.edu/Documents/in/Educational_Media"},{"id":358624,"name":"Virtual Classroom","url":"https://www.academia.edu/Documents/in/Virtual_Classroom"},{"id":1716319,"name":"Individual Learning","url":"https://www.academia.edu/Documents/in/Individual_Learning"}],"urls":[{"id":3419337,"url":"http://dx.doi.org/10.1080/1358165032000165699"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8163775"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8163775/Structuring_and_sequencing_of_complex_text_picture_combinations"><img alt="Research paper thumbnail of Structuring and sequencing of complex text-picture combinations" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8163775/Structuring_and_sequencing_of_complex_text_picture_combinations">Structuring and sequencing of complex text-picture combinations</a></div><div class="wp-workCard_item"><span>European Journal of Psychology of Education</span><span>, 1999</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study investigates the structuring and sequencing of a special type of verbal-pictorial lear...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study investigates the structuring and sequencing of a special type of verbal-pictorial learning material, namely “explanative illustrations” (Mayer, 1993). In such illustrations verbal and pictorial parts form an integrated whole with text embedded in the pictures and vice versa. Due to their complexity such instructing illustrations impose high demands on information processing. From the viewpoint of instruction one may ask how the reception of such explanative illustrations may be supported by an appropriate structure and sequence of the content. In two empirical investigations three types of content structures and sequences were compared to each other: (1) a top-down sequence (based on assumptions of the “Elaboration Theory”, Reigeluth, 1987b) from the whole to details which shows how details are embedded within the larger context), (2) a bottom-up sequence from details to the whole, (3) the presentation as a whole (as in print). In the first investigation the time for information processing was determined by the experimenter whereas in the second investigation the learners themselves could decide on their learning time. The results show stable learner preferences for the top-down sequencing but different learning results in both studies. The crucial variable explaining for the differences in learning results was the learning time and not the type of sequencing. However, the learning time is not independent from a certain type of sequencing. Only with the top-down sequence (1) learners took sufficient time for information processing. Cette étude porte sur la structuration et la séquentialisation d’un type particulier de matériel d’apprentissage visuo-verbal, le programme “Illustrations that instruct” (Mayer, 1993). Dans ces illustrations les parties texte et graphiques forment un tout, les deux étant étroitement intégrées. Du fait de leur complexité, ces illustrations pour apprendre sollicitent un haut degré de traitement de l’information. On peut se demander comment le traitement de ces informations peut être facilité par la structuration et la planification des contenus abordés. Dans deux recherches empiriques, le matériel d’apprentissage comportait trois types d’illustrations explicatives correspondant à trois organisations différentes de structure et séquence des contenus: — un type de séquence descendante (fondée sur les principes de la “Théorie de l’élaboration” (Reigeluth, 1987b) allant du général au particulier, montrant comment les éléments de détail sont emboîtés dans le contexte plus large, — un type de séquence ascendante, allant des détails au plus général, — une présentation d’ensemble. Dans la première recherche, le temps de traitement de l’information était déterminé par l’expérimentateur, alors que dans la deuxième les apprenants décidaient eux-mêmes de la durée de leur apprentissage. Les résultats montrent que les apprenants préfèrent la présentation descendante, mais les deux études ne conduisent pas aux mêmes effets de l’apprentissage. La principale variable responsable des différences d’apprentissage est le temps d’apprentissage et non le type de présentation séquentielle. Cependant, le temps d’apprentissage n’est pas indépendant du type de séquence. Les apprenants n’ont pris un temps de traitement de l’information suffisant que dans la présentation descendante.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8163775"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8163775"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8163775; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8163775]").text(description); $(".js-view-count[data-work-id=8163775]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8163775; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8163775']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 8163775, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=8163775]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8163775,"title":"Structuring and sequencing of complex text-picture combinations","translated_title":"","metadata":{"abstract":"This study investigates the structuring and sequencing of a special type of verbal-pictorial learning material, namely “explanative illustrations” (Mayer, 1993). In such illustrations verbal and pictorial parts form an integrated whole with text embedded in the pictures and vice versa. Due to their complexity such instructing illustrations impose high demands on information processing. From the viewpoint of instruction one may ask how the reception of such explanative illustrations may be supported by an appropriate structure and sequence of the content. In two empirical investigations three types of content structures and sequences were compared to each other: (1) a top-down sequence (based on assumptions of the “Elaboration Theory”, Reigeluth, 1987b) from the whole to details which shows how details are embedded within the larger context), (2) a bottom-up sequence from details to the whole, (3) the presentation as a whole (as in print). In the first investigation the time for information processing was determined by the experimenter whereas in the second investigation the learners themselves could decide on their learning time. The results show stable learner preferences for the top-down sequencing but different learning results in both studies. The crucial variable explaining for the differences in learning results was the learning time and not the type of sequencing. However, the learning time is not independent from a certain type of sequencing. Only with the top-down sequence (1) learners took sufficient time for information processing. Cette étude porte sur la structuration et la séquentialisation d’un type particulier de matériel d’apprentissage visuo-verbal, le programme “Illustrations that instruct” (Mayer, 1993). Dans ces illustrations les parties texte et graphiques forment un tout, les deux étant étroitement intégrées. Du fait de leur complexité, ces illustrations pour apprendre sollicitent un haut degré de traitement de l’information. On peut se demander comment le traitement de ces informations peut être facilité par la structuration et la planification des contenus abordés. Dans deux recherches empiriques, le matériel d’apprentissage comportait trois types d’illustrations explicatives correspondant à trois organisations différentes de structure et séquence des contenus: — un type de séquence descendante (fondée sur les principes de la “Théorie de l’élaboration” (Reigeluth, 1987b) allant du général au particulier, montrant comment les éléments de détail sont emboîtés dans le contexte plus large, — un type de séquence ascendante, allant des détails au plus général, — une présentation d’ensemble. Dans la première recherche, le temps de traitement de l’information était déterminé par l’expérimentateur, alors que dans la deuxième les apprenants décidaient eux-mêmes de la durée de leur apprentissage. Les résultats montrent que les apprenants préfèrent la présentation descendante, mais les deux études ne conduisent pas aux mêmes effets de l’apprentissage. La principale variable responsable des différences d’apprentissage est le temps d’apprentissage et non le type de présentation séquentielle. Cependant, le temps d’apprentissage n’est pas indépendant du type de séquence. Les apprenants n’ont pris un temps de traitement de l’information suffisant que dans la présentation descendante.","publication_date":{"day":null,"month":null,"year":1999,"errors":{}},"publication_name":"European Journal of Psychology of Education"},"translated_abstract":"This study investigates the structuring and sequencing of a special type of verbal-pictorial learning material, namely “explanative illustrations” (Mayer, 1993). In such illustrations verbal and pictorial parts form an integrated whole with text embedded in the pictures and vice versa. Due to their complexity such instructing illustrations impose high demands on information processing. From the viewpoint of instruction one may ask how the reception of such explanative illustrations may be supported by an appropriate structure and sequence of the content. In two empirical investigations three types of content structures and sequences were compared to each other: (1) a top-down sequence (based on assumptions of the “Elaboration Theory”, Reigeluth, 1987b) from the whole to details which shows how details are embedded within the larger context), (2) a bottom-up sequence from details to the whole, (3) the presentation as a whole (as in print). In the first investigation the time for information processing was determined by the experimenter whereas in the second investigation the learners themselves could decide on their learning time. The results show stable learner preferences for the top-down sequencing but different learning results in both studies. The crucial variable explaining for the differences in learning results was the learning time and not the type of sequencing. However, the learning time is not independent from a certain type of sequencing. Only with the top-down sequence (1) learners took sufficient time for information processing. Cette étude porte sur la structuration et la séquentialisation d’un type particulier de matériel d’apprentissage visuo-verbal, le programme “Illustrations that instruct” (Mayer, 1993). Dans ces illustrations les parties texte et graphiques forment un tout, les deux étant étroitement intégrées. Du fait de leur complexité, ces illustrations pour apprendre sollicitent un haut degré de traitement de l’information. On peut se demander comment le traitement de ces informations peut être facilité par la structuration et la planification des contenus abordés. Dans deux recherches empiriques, le matériel d’apprentissage comportait trois types d’illustrations explicatives correspondant à trois organisations différentes de structure et séquence des contenus: — un type de séquence descendante (fondée sur les principes de la “Théorie de l’élaboration” (Reigeluth, 1987b) allant du général au particulier, montrant comment les éléments de détail sont emboîtés dans le contexte plus large, — un type de séquence ascendante, allant des détails au plus général, — une présentation d’ensemble. Dans la première recherche, le temps de traitement de l’information était déterminé par l’expérimentateur, alors que dans la deuxième les apprenants décidaient eux-mêmes de la durée de leur apprentissage. Les résultats montrent que les apprenants préfèrent la présentation descendante, mais les deux études ne conduisent pas aux mêmes effets de l’apprentissage. La principale variable responsable des différences d’apprentissage est le temps d’apprentissage et non le type de présentation séquentielle. Cependant, le temps d’apprentissage n’est pas indépendant du type de séquence. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="1768729" id="papers"><div class="js-work-strip profile--work_container" data-work-id="8163788"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8163788/Trait_and_state_positive_affect_and_cardiovascular_recovery_from_experimental_academic_stress"><img alt="Research paper thumbnail of Trait and state positive affect and cardiovascular recovery from experimental academic stress" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8163788/Trait_and_state_positive_affect_and_cardiovascular_recovery_from_experimental_academic_stress">Trait and state positive affect and cardiovascular recovery from experimental academic stress</a></div><div class="wp-workCard_item"><span>Biological Psychology</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">As compared to negative affect, only a small number of studies have examined influences of positi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">As compared to negative affect, only a small number of studies have examined influences of positive affect on cardiovascular stress responses, of which only a few were concerned with cardiovascular recovery. In this study, heart rate, low- and high-frequency heart rate variability, blood pressure, and levels of subjectively experienced stress were obtained in 65 students before, during and after exposure to academic stress in an ecologically valid setting. Higher trait positive affect was associated with more complete cardiovascular and subjective post-stress recovery. This effect was independent of negative affect and of affective state during anticipation of the stressor. In contrast, a more positive affective state during anticipation of the challenge was related to poor post-stress recovery. The findings suggest that a temporally stable positive affect disposition may be related to adaptive responses, whereas positive emotional states in the context of stressful events can also contribute to prolonged post-stress recovery.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8163788"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8163788"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8163788; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8163788]").text(description); $(".js-view-count[data-work-id=8163788]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8163788; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8163788']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 8163788, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=8163788]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8163788,"title":"Trait and state positive affect and cardiovascular recovery from experimental academic stress","translated_title":"","metadata":{"abstract":"As compared to negative affect, only a small number of studies have examined influences of positive affect on cardiovascular stress responses, of which only a few were concerned with cardiovascular recovery. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8163787"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8163787/Psychometric_Evaluation_and_Experimental_Validation_of_the_Statistics_Anxiety_Rating_Scale"><img alt="Research paper thumbnail of Psychometric Evaluation and Experimental Validation of the Statistics Anxiety Rating Scale" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8163787/Psychometric_Evaluation_and_Experimental_Validation_of_the_Statistics_Anxiety_Rating_Scale">Psychometric Evaluation and Experimental Validation of the Statistics Anxiety Rating Scale</a></div><div class="wp-workCard_item"><span>Journal of Personality Assessment</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Statistics Anxiety Rating Scale (STARS) was adapted into German to examine its psychometric p...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Statistics Anxiety Rating Scale (STARS) was adapted into German to examine its psychometric properties (n = 400). Two validation studies (n = 66, n = 96) were conducted to examine its criterion-related validity. The psychometric properties of the questionnaire were very similar to those previously reported for the original English version in various countries and other language versions. Confirmatory factor analysis indicated 2 second-order factors: One was more closely related to anxiety and the other was more closely related to negative attitudes toward statistics. Predictive validity of the STARS was shown both in an experimental exam-like situation in the laboratory and during a real examination situation. Taken together, the findings indicate that statistics anxiety as assessed by the STARS is a useful construct that is more than just an expression of a more general disposition to anxiety.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8163787"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8163787"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8163787; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8163787]").text(description); $(".js-view-count[data-work-id=8163787]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8163787; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8163787']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 8163787, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=8163787]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8163787,"title":"Psychometric Evaluation and Experimental Validation of the Statistics Anxiety Rating Scale","translated_title":"","metadata":{"abstract":"The Statistics Anxiety Rating Scale (STARS) was adapted into German to examine its psychometric properties (n = 400). 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Predictive validity of the STARS was shown both in an experimental exam-like situation in the laboratory and during a real examination situation. Taken together, the findings indicate that statistics anxiety as assessed by the STARS is a useful construct that is more than just an expression of a more general disposition to anxiety.","internal_url":"https://www.academia.edu/8163787/Psychometric_Evaluation_and_Experimental_Validation_of_the_Statistics_Anxiety_Rating_Scale","translated_internal_url":"","created_at":"2014-09-01T20:00:28.077-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":15941324,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Psychometric_Evaluation_and_Experimental_Validation_of_the_Statistics_Anxiety_Rating_Scale","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":15941324,"first_name":"Manuela","middle_initials":null,"last_name":"Paechter","page_name":"ManuelaPaechter","domain_name":"kfunigraz","created_at":"2014-09-01T19:58:09.316-07:00","display_name":"Manuela Paechter","url":"https://kfunigraz.academia.edu/ManuelaPaechter"},"attachments":[],"research_interests":[{"id":1314,"name":"Anxiety Disorders","url":"https://www.academia.edu/Documents/in/Anxiety_Disorders"},{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics"},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality"},{"id":4888,"name":"Personality Assessment","url":"https://www.academia.edu/Documents/in/Personality_Assessment"},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent"},{"id":38676,"name":"Anxiety","url":"https://www.academia.edu/Documents/in/Anxiety"},{"id":64568,"name":"Humans","url":"https://www.academia.edu/Documents/in/Humans"},{"id":73785,"name":"Personality Assessment Inventory","url":"https://www.academia.edu/Documents/in/Personality_Assessment_Inventory"},{"id":98925,"name":"Female","url":"https://www.academia.edu/Documents/in/Female"},{"id":104428,"name":"Confirmatory factor analysis","url":"https://www.academia.edu/Documents/in/Confirmatory_factor_analysis"},{"id":104433,"name":"Predictive Validity","url":"https://www.academia.edu/Documents/in/Predictive_Validity"},{"id":111545,"name":"Male","url":"https://www.academia.edu/Documents/in/Male"},{"id":203835,"name":"Psychometric Properties","url":"https://www.academia.edu/Documents/in/Psychometric_Properties"},{"id":245071,"name":"Rating Scale","url":"https://www.academia.edu/Documents/in/Rating_Scale"},{"id":295155,"name":"Middle Aged","url":"https://www.academia.edu/Documents/in/Middle_Aged"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires"},{"id":347272,"name":"Second Order","url":"https://www.academia.edu/Documents/in/Second_Order"},{"id":357466,"name":"Validation Studies","url":"https://www.academia.edu/Documents/in/Validation_Studies"},{"id":382075,"name":"Adult","url":"https://www.academia.edu/Documents/in/Adult"},{"id":549280,"name":"Reproducibility of Results","url":"https://www.academia.edu/Documents/in/Reproducibility_of_Results"},{"id":623821,"name":"ANXIETY","url":"https://www.academia.edu/Documents/in/ANXIETY-1"},{"id":778981,"name":"Experimental Validation","url":"https://www.academia.edu/Documents/in/Experimental_Validation"},{"id":2467529,"name":"Psychiatric Status Rating Scales","url":"https://www.academia.edu/Documents/in/Psychiatric_Status_Rating_Scales"}],"urls":[{"id":3419345,"url":"http://dx.doi.org/10.1080/00223891.2011.627959"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8163786"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8163786/Delayed_psychophysiological_recovery_after_self_concept_inconsistent_negative_performance_feedback"><img alt="Research paper thumbnail of Delayed psychophysiological recovery after self-concept-inconsistent negative performance feedback" class="work-thumbnail" src="https://attachments.academia-assets.com/48196722/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8163786/Delayed_psychophysiological_recovery_after_self_concept_inconsistent_negative_performance_feedback">Delayed psychophysiological recovery after self-concept-inconsistent negative performance feedback</a></div><div class="wp-workCard_item"><span>International Journal of Psychophysiology</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="144b339d8c3422549074acd74be05170" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48196722,"asset_id":8163786,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48196722/download_file?st=MTczMjQ0MTMyNyw4LjIyMi4yMDguMTQ2&st=MTczMjQ0MTMyNyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8163786"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8163786"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8163786; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8163786]").text(description); $(".js-view-count[data-work-id=8163786]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8163786; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8163786']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 8163786, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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In the present study, heart rate recovery from a mental arithmetic task was examined after participants received bogus performance-related feedback that could be consistent or inconsistent with their specific self-concept about their mental arithmetic skills. That way, the participants' beliefs about their own performance in the task were experimentally manipulated. Recovery of heart rate was examined in two time windows: (1) shortly after the participants had completed the task and had received positive or negative performance feedback and (2) 10 min after the task. In order to evaluate the dynamic of changes in more detail, speed of recovery (linear slope of the continuous beat-to-beat data) was analysed in addition to the degree of recovery (average heart rate decline during the five-minute observation periods). The results indicate that negative performance-related feedback may prolong psychophysiological responses to stressful conditions, in particular when the feedback is inconsistent with the domain-specific self-concept. In conjunction with other evidence these results support the assumption that positive emotional states in the context of stressful events may contribute to poor post-stress recovery. Overall, the findings are supportive of the \"perseverative cognition hypothesis\" according to which psychophysiological recovery may be delayed through continued cognitive representation of a negative experience.","publication_name":"International Journal of Psychophysiology","grobid_abstract_attachment_id":48196722},"translated_abstract":null,"internal_url":"https://www.academia.edu/8163786/Delayed_psychophysiological_recovery_after_self_concept_inconsistent_negative_performance_feedback","translated_internal_url":"","created_at":"2014-09-01T20:00:27.954-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":15941324,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":48196722,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/48196722/thumbnails/1.jpg","file_name":"j.ijpsycho.2011.09.01320160820-5816-16yf34w.pdf","download_url":"https://www.academia.edu/attachments/48196722/download_file?st=MTczMjQ0MTMyNyw4LjIyMi4yMDguMTQ2&st=MTczMjQ0MTMyNyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Delayed_psychophysiological_recovery_aft.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48196722/j.ijpsycho.2011.09.01320160820-5816-16yf34w-libre.pdf?1471695595=\u0026response-content-disposition=attachment%3B+filename%3DDelayed_psychophysiological_recovery_aft.pdf\u0026Expires=1732444927\u0026Signature=JxG4HSHHI1yk7XZrur0rT8jvIlquBXh8KBgsPVzBZhgGaCQTNnGPtP5~COpKTltcJ6BT1LhK67ErTsksUlZQSV7t6EYGyN-v720Zy4hIVm7hSCijCNzqOWoFWGzMuALnijy3o2aCmk2FNo99oCPE2KF~8PfKEF4NkCEyTGDXI1-9co7e8mlOGNa0rZv731OGctkduNZwIYKqMRhm1Pedn2F01RZGXJmn-7BLZZWvNlRCaSjflcOfMTUxc7LuoEekzejmCUYVnxDaW0mK1kniTxmWWgt1vNmXZmwdJzdOUr-vtTbDQlvXZw9J8osF50-xigSwTCr0vUJmXXMWQ~Vcsg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Delayed_psychophysiological_recovery_after_self_concept_inconsistent_negative_performance_feedback","translated_slug":"","page_count":8,"language":"en","content_type":"Work","owner":{"id":15941324,"first_name":"Manuela","middle_initials":null,"last_name":"Paechter","page_name":"ManuelaPaechter","domain_name":"kfunigraz","created_at":"2014-09-01T19:58:09.316-07:00","display_name":"Manuela 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</script> <div class="js-work-strip profile--work_container" data-work-id="8163784"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8163784/Evaluation_medienbasierter_Lehre_mittels_der_Einsch%C3%A4tzung_des_Kompetenzerwerbs"><img alt="Research paper thumbnail of Evaluation medienbasierter Lehre mittels der Einschätzung des Kompetenzerwerbs" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8163784/Evaluation_medienbasierter_Lehre_mittels_der_Einsch%C3%A4tzung_des_Kompetenzerwerbs">Evaluation medienbasierter Lehre mittels der Einschätzung des Kompetenzerwerbs</a></div><div class="wp-workCard_item"><span>Zeitschrift Für Medienpsychologie</span><span>, 2007</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8163784"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8163784"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8163784; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8163784]").text(description); $(".js-view-count[data-work-id=8163784]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8163784; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8163784']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 8163784, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=8163784]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8163784,"title":"Evaluation medienbasierter Lehre mittels der Einschätzung des Kompetenzerwerbs","translated_title":"","metadata":{"publication_date":{"day":null,"month":null,"year":2007,"errors":{}},"publication_name":"Zeitschrift Für Medienpsychologie"},"translated_abstract":null,"internal_url":"https://www.academia.edu/8163784/Evaluation_medienbasierter_Lehre_mittels_der_Einsch%C3%A4tzung_des_Kompetenzerwerbs","translated_internal_url":"","created_at":"2014-09-01T20:00:19.673-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":15941324,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Evaluation_medienbasierter_Lehre_mittels_der_Einschätzung_des_Kompetenzerwerbs","translated_slug":"","page_count":null,"language":"de","content_type":"Work","owner":{"id":15941324,"first_name":"Manuela","middle_initials":null,"last_name":"Paechter","page_name":"ManuelaPaechter","domain_name":"kfunigraz","created_at":"2014-09-01T19:58:09.316-07:00","display_name":"Manuela 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In certain subjects, up to 60% of university students report using e-learning platforms at least 'sometimes' or 'frequently' ). Yet, which aspects of e-learning do students consider important for their learning achievements and course satisfaction? This question was addressed by surveying 2196 students from 29 universities in Austria about their expectations of, and experiences in e-learning. Multiple regression analyses using Mplus 4.21 were carried out to investigate how different facets of students' expectations and experiences are related to perceived learning achievements and course satisfaction.","publication_date":{"day":null,"month":null,"year":2010,"errors":{}},"publication_name":"Computers \u0026 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dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8163782"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8163782/Online_or_face_to_face_Students_experiences_and_preferences_in_e_learning"><img alt="Research paper thumbnail of Online or face-to-face? Students' experiences and preferences in e-learning" class="work-thumbnail" src="https://attachments.academia-assets.com/48196742/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8163782/Online_or_face_to_face_Students_experiences_and_preferences_in_e_learning">Online or face-to-face? Students' experiences and preferences in e-learning</a></div><div class="wp-workCard_item"><span>Internet and Higher Education</span><span>, 2010</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5d8e3bb4053c8e125773cd8cbf1db052" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48196742,"asset_id":8163782,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48196742/download_file?st=MTczMjQ0MTMyNyw4LjIyMi4yMDguMTQ2&st=MTczMjQ0MTMyNyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8163782"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8163782"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8163782; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8163782]").text(description); $(".js-view-count[data-work-id=8163782]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8163782; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8163782']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 8163782, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5d8e3bb4053c8e125773cd8cbf1db052" } } $('.js-work-strip[data-work-id=8163782]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8163782,"title":"Online or face-to-face? Students' experiences and preferences in e-learning","translated_title":"","metadata":{"grobid_abstract":"a b s t r a c t a r t i c l e i n f o Which aspects of e-learning courses do students experience as being favorable for learning? When do students prefer online or face-to-face learning components? These questions were the subject of a research study in a sample of 2196 students from 29 Austrian universities. The students completed a questionnaire on their experiences attending an e-learning course, on their perceived achievements, and on their preferences for online or face-to-face learning components. Students appreciated online learning for its potential in providing a clear and coherent structure of the learning material, in supporting self-regulated learning, and in distributing information. They preferred face-to-face learning for communication purposes in which a shared understanding has to be derived or in which interpersonal relations are to be established. An especially important result concerns students' perceptions of their learning achievements: When conceptual knowledge in the subject matter or skills in the application of one's knowledge are to be acquired, students prefer face-toface learning. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8163780"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8163780/Academic_self_concept_learning_motivation_and_test_anxiety_of_the_underestimated_student"><img alt="Research paper thumbnail of Academic self-concept, learning motivation, and test anxiety of the underestimated student" class="work-thumbnail" src="https://attachments.academia-assets.com/48196756/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8163780/Academic_self_concept_learning_motivation_and_test_anxiety_of_the_underestimated_student">Academic self-concept, learning motivation, and test anxiety of the underestimated student</a></div><div class="wp-workCard_item"><span>British Journal of Educational Psychology</span><span>, 2010</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9b3b411afdb4551bf4da772561109379" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48196756,"asset_id":8163780,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48196756/download_file?st=MTczMjQ0MTMyNyw4LjIyMi4yMDguMTQ2&st=MTczMjQ0MTMyNyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8163780"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8163780"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8163780; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8163778"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8163778/A_Field_Study_on_Distance_Education_and_Communication_Experiences_of_a_Virtual_Tutor"><img alt="Research paper thumbnail of A Field Study on Distance Education and Communication: Experiences of a Virtual Tutor" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8163778/A_Field_Study_on_Distance_Education_and_Communication_Experiences_of_a_Virtual_Tutor">A Field Study on Distance Education and Communication: Experiences of a Virtual Tutor</a></div><div class="wp-workCard_item"><span>Journal of Computer-mediated Communication</span><span>, 2006</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In a field study on distance education and communication we varied the social presence of a tutor...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In a field study on distance education and communication we varied the social presence of a tutor in four degrees: a tutor mediated by verbal, written information (condition 1), the same tutor mediated by written information and various personal views (condition 2), the same tutor mediated by written and spoken information (condition 3), and the same tutor mediated by text, views and spoken language (condition 4). Three hypotheses derived from cues-filtered-out (e.g. Short, Williams, & Christie, 1976; Spears & Lea, 1992) and adaptation theories (e.g. Clark & Brennan, 1996; Walther, 1992) were tested: (1) To experience the tutor with less social presence leads to extremely emotional evaluations as well as more task oriented, informal, and tense reactions compared to conditions in which the tutor can be experienced with greater social presence. (2) Adaptation to the medium takes place via the use of typographical sideways symbols. (3) Time is an important factor in adaptation: with passing time, differences between groups converge.We recorded data from 98 German male students who participated for 9 weeks in an off-campus online seminar on certain topics of General Psychology. Instruction took place via 6 virtual rooms (Web pages) on the Internet (library, virtual classroom etc.). The analyses of students's online activities and their communication style are based on a large amount of data: Altogether, students logged in 3608 times, read 1240 mails, and composed 160 mails. The communication style observed in the mails partly confirms hypotheses (1) and (2). We also noticed significant changes in the communication style with progressing time. The data of the investigated sample, however, could not fully support hypothesis (3). Here, further research seems to be necessary.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8163778"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8163778"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8163778; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8163778]").text(description); $(".js-view-count[data-work-id=8163778]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8163778; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8163778']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 8163778, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=8163778]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8163778,"title":"A Field Study on Distance Education and Communication: Experiences of a Virtual Tutor","translated_title":"","metadata":{"abstract":"In a field study on distance education and communication we varied the social presence of a tutor in four degrees: a tutor mediated by verbal, written information (condition 1), the same tutor mediated by written information and various personal views (condition 2), the same tutor mediated by written and spoken information (condition 3), and the same tutor mediated by text, views and spoken language (condition 4). Three hypotheses derived from cues-filtered-out (e.g. Short, Williams, \u0026 Christie, 1976; Spears \u0026 Lea, 1992) and adaptation theories (e.g. Clark \u0026 Brennan, 1996; Walther, 1992) were tested: (1) To experience the tutor with less social presence leads to extremely emotional evaluations as well as more task oriented, informal, and tense reactions compared to conditions in which the tutor can be experienced with greater social presence. (2) Adaptation to the medium takes place via the use of typographical sideways symbols. (3) Time is an important factor in adaptation: with passing time, differences between groups converge.We recorded data from 98 German male students who participated for 9 weeks in an off-campus online seminar on certain topics of General Psychology. Instruction took place via 6 virtual rooms (Web pages) on the Internet (library, virtual classroom etc.). The analyses of students's online activities and their communication style are based on a large amount of data: Altogether, students logged in 3608 times, read 1240 mails, and composed 160 mails. The communication style observed in the mails partly confirms hypotheses (1) and (2). We also noticed significant changes in the communication style with progressing time. The data of the investigated sample, however, could not fully support hypothesis (3). Here, further research seems to be necessary.","publication_date":{"day":null,"month":null,"year":2006,"errors":{}},"publication_name":"Journal of Computer-mediated Communication"},"translated_abstract":"In a field study on distance education and communication we varied the social presence of a tutor in four degrees: a tutor mediated by verbal, written information (condition 1), the same tutor mediated by written information and various personal views (condition 2), the same tutor mediated by written and spoken information (condition 3), and the same tutor mediated by text, views and spoken language (condition 4). Three hypotheses derived from cues-filtered-out (e.g. Short, Williams, \u0026 Christie, 1976; Spears \u0026 Lea, 1992) and adaptation theories (e.g. Clark \u0026 Brennan, 1996; Walther, 1992) were tested: (1) To experience the tutor with less social presence leads to extremely emotional evaluations as well as more task oriented, informal, and tense reactions compared to conditions in which the tutor can be experienced with greater social presence. (2) Adaptation to the medium takes place via the use of typographical sideways symbols. (3) Time is an important factor in adaptation: with passing time, differences between groups converge.We recorded data from 98 German male students who participated for 9 weeks in an off-campus online seminar on certain topics of General Psychology. Instruction took place via 6 virtual rooms (Web pages) on the Internet (library, virtual classroom etc.). The analyses of students's online activities and their communication style are based on a large amount of data: Altogether, students logged in 3608 times, read 1240 mails, and composed 160 mails. The communication style observed in the mails partly confirms hypotheses (1) and (2). We also noticed significant changes in the communication style with progressing time. The data of the investigated sample, however, could not fully support hypothesis (3). 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A virtual library offered additional learning material, eg texts, short computer-based traini...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... A virtual library offered additional learning material, eg texts, short computer-based training material, or software referring to the learning contents. ... A consultation room, where the tutor gave personal feedback and answered questions about the learning material. ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8163777"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8163777"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8163777; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8163777]").text(description); $(".js-view-count[data-work-id=8163777]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8163777; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8163777']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 8163777, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=8163777]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8163777,"title":"A Field Study on Distance Education and Communication: Experiences of a Virtual Tutor","translated_title":"","metadata":{"abstract":"... 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A consultation room, where the tutor gave personal feedback and answered questions about the learning material. ...","internal_url":"https://www.academia.edu/8163777/A_Field_Study_on_Distance_Education_and_Communication_Experiences_of_a_Virtual_Tutor","translated_internal_url":"","created_at":"2014-09-01T20:00:00.000-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":15941324,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"A_Field_Study_on_Distance_Education_and_Communication_Experiences_of_a_Virtual_Tutor","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":15941324,"first_name":"Manuela","middle_initials":null,"last_name":"Paechter","page_name":"ManuelaPaechter","domain_name":"kfunigraz","created_at":"2014-09-01T19:58:09.316-07:00","display_name":"Manuela Paechter","url":"https://kfunigraz.academia.edu/ManuelaPaechter"},"attachments":[],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":11006,"name":"Computer Mediated Communication","url":"https://www.academia.edu/Documents/in/Computer_Mediated_Communication"},{"id":239810,"name":"Field Study","url":"https://www.academia.edu/Documents/in/Field_Study"},{"id":1198057,"name":"Computer","url":"https://www.academia.edu/Documents/in/Computer"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8163776"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8163776/Blended_Learning_as_a_Strategy_to_Improve_Collaborative_Task_Performance"><img alt="Research paper thumbnail of Blended Learning as a Strategy to Improve Collaborative Task Performance" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8163776/Blended_Learning_as_a_Strategy_to_Improve_Collaborative_Task_Performance">Blended Learning as a Strategy to Improve Collaborative Task Performance</a></div><div class="wp-workCard_item"><span>Journal of Educational Media</span><span>, 2003</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">An empirical study was used to analyse how groups of learners work together in e-learning and ble...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">An empirical study was used to analyse how groups of learners work together in e-learning and blended learning environments. We compared three pure e-learning courses with one course whose e-learning phases alternated with face-to-face phases (blended learning). The participants of these courses formed learning teams consisting of four members who met at three points in time. They were instructed in certain topics in Psychology via five virtual rooms (pages) on the Internet (virtual classroom, electronic bulletin board, etc.). All learners received two types of learning material: joint material, to build shared knowledge, and additional information that was different for each group member (unshared knowledge). After a period of 2 weeks of individual e-learning the learning teams met as an asynchronous newsgroup, as a synchronous chat group, as a synchronous videoconference group, or as a face-to-face group (blended learning condition). In these learning teams students were requested to solve four different types of tasks together. The tasks differed with regard to whether they were already known from the individual learning phase and with regard to whether they referred to shared or unshared knowledge. Among other variables we analysed were the students' extent of online activity (e.g. number of logins), the groups' task performance, and the coherence of the group discourse. The performance in the e-learning conditions was compared with the performance in the blended learning condition. The empirical results show that achievement in a group of learners does not depend solely on the communication setting. An interaction between the communication setting and the type of task could be observed. If the group members had to share and exchange their knowledge to come to a joint solution they achieved better results in synchronous settings, especially in the videoconference and the face-to-face setting. These findings are supported by the results of a content analysis of the communication undertaken. Learners in the blended learning condition who worked together face-to-face led a much more coherent discourse than learners in the pure e-learning conditions.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8163776"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8163776"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8163776; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8163776]").text(description); $(".js-view-count[data-work-id=8163776]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8163776; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8163776']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 8163776, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=8163776]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8163776,"title":"Blended Learning as a Strategy to Improve Collaborative Task Performance","translated_title":"","metadata":{"abstract":"An empirical study was used to analyse how groups of learners work together in e-learning and blended learning environments. We compared three pure e-learning courses with one course whose e-learning phases alternated with face-to-face phases (blended learning). The participants of these courses formed learning teams consisting of four members who met at three points in time. They were instructed in certain topics in Psychology via five virtual rooms (pages) on the Internet (virtual classroom, electronic bulletin board, etc.). All learners received two types of learning material: joint material, to build shared knowledge, and additional information that was different for each group member (unshared knowledge). After a period of 2 weeks of individual e-learning the learning teams met as an asynchronous newsgroup, as a synchronous chat group, as a synchronous videoconference group, or as a face-to-face group (blended learning condition). In these learning teams students were requested to solve four different types of tasks together. The tasks differed with regard to whether they were already known from the individual learning phase and with regard to whether they referred to shared or unshared knowledge. Among other variables we analysed were the students' extent of online activity (e.g. number of logins), the groups' task performance, and the coherence of the group discourse. The performance in the e-learning conditions was compared with the performance in the blended learning condition. The empirical results show that achievement in a group of learners does not depend solely on the communication setting. An interaction between the communication setting and the type of task could be observed. If the group members had to share and exchange their knowledge to come to a joint solution they achieved better results in synchronous settings, especially in the videoconference and the face-to-face setting. These findings are supported by the results of a content analysis of the communication undertaken. Learners in the blended learning condition who worked together face-to-face led a much more coherent discourse than learners in the pure e-learning conditions.","publication_date":{"day":null,"month":null,"year":2003,"errors":{}},"publication_name":"Journal of Educational Media"},"translated_abstract":"An empirical study was used to analyse how groups of learners work together in e-learning and blended learning environments. We compared three pure e-learning courses with one course whose e-learning phases alternated with face-to-face phases (blended learning). The participants of these courses formed learning teams consisting of four members who met at three points in time. They were instructed in certain topics in Psychology via five virtual rooms (pages) on the Internet (virtual classroom, electronic bulletin board, etc.). All learners received two types of learning material: joint material, to build shared knowledge, and additional information that was different for each group member (unshared knowledge). After a period of 2 weeks of individual e-learning the learning teams met as an asynchronous newsgroup, as a synchronous chat group, as a synchronous videoconference group, or as a face-to-face group (blended learning condition). In these learning teams students were requested to solve four different types of tasks together. The tasks differed with regard to whether they were already known from the individual learning phase and with regard to whether they referred to shared or unshared knowledge. Among other variables we analysed were the students' extent of online activity (e.g. number of logins), the groups' task performance, and the coherence of the group discourse. The performance in the e-learning conditions was compared with the performance in the blended learning condition. The empirical results show that achievement in a group of learners does not depend solely on the communication setting. An interaction between the communication setting and the type of task could be observed. If the group members had to share and exchange their knowledge to come to a joint solution they achieved better results in synchronous settings, especially in the videoconference and the face-to-face setting. These findings are supported by the results of a content analysis of the communication undertaken. 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In such illustrations verbal and pictorial parts form an integrated whole with text embedded in the pictures and vice versa. Due to their complexity such instructing illustrations impose high demands on information processing. From the viewpoint of instruction one may ask how the reception of such explanative illustrations may be supported by an appropriate structure and sequence of the content. In two empirical investigations three types of content structures and sequences were compared to each other: (1) a top-down sequence (based on assumptions of the “Elaboration Theory”, Reigeluth, 1987b) from the whole to details which shows how details are embedded within the larger context), (2) a bottom-up sequence from details to the whole, (3) the presentation as a whole (as in print). In the first investigation the time for information processing was determined by the experimenter whereas in the second investigation the learners themselves could decide on their learning time. The results show stable learner preferences for the top-down sequencing but different learning results in both studies. The crucial variable explaining for the differences in learning results was the learning time and not the type of sequencing. However, the learning time is not independent from a certain type of sequencing. Only with the top-down sequence (1) learners took sufficient time for information processing. Cette étude porte sur la structuration et la séquentialisation d’un type particulier de matériel d’apprentissage visuo-verbal, le programme “Illustrations that instruct” (Mayer, 1993). Dans ces illustrations les parties texte et graphiques forment un tout, les deux étant étroitement intégrées. Du fait de leur complexité, ces illustrations pour apprendre sollicitent un haut degré de traitement de l’information. On peut se demander comment le traitement de ces informations peut être facilité par la structuration et la planification des contenus abordés. Dans deux recherches empiriques, le matériel d’apprentissage comportait trois types d’illustrations explicatives correspondant à trois organisations différentes de structure et séquence des contenus: — un type de séquence descendante (fondée sur les principes de la “Théorie de l’élaboration” (Reigeluth, 1987b) allant du général au particulier, montrant comment les éléments de détail sont emboîtés dans le contexte plus large, — un type de séquence ascendante, allant des détails au plus général, — une présentation d’ensemble. Dans la première recherche, le temps de traitement de l’information était déterminé par l’expérimentateur, alors que dans la deuxième les apprenants décidaient eux-mêmes de la durée de leur apprentissage. Les résultats montrent que les apprenants préfèrent la présentation descendante, mais les deux études ne conduisent pas aux mêmes effets de l’apprentissage. La principale variable responsable des différences d’apprentissage est le temps d’apprentissage et non le type de présentation séquentielle. Cependant, le temps d’apprentissage n’est pas indépendant du type de séquence. Les apprenants n’ont pris un temps de traitement de l’information suffisant que dans la présentation descendante.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8163775"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8163775"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8163775; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8163775]").text(description); $(".js-view-count[data-work-id=8163775]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8163775; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8163775']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 8163775, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=8163775]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8163775,"title":"Structuring and sequencing of complex text-picture combinations","translated_title":"","metadata":{"abstract":"This study investigates the structuring and sequencing of a special type of verbal-pictorial learning material, namely “explanative illustrations” (Mayer, 1993). In such illustrations verbal and pictorial parts form an integrated whole with text embedded in the pictures and vice versa. Due to their complexity such instructing illustrations impose high demands on information processing. From the viewpoint of instruction one may ask how the reception of such explanative illustrations may be supported by an appropriate structure and sequence of the content. In two empirical investigations three types of content structures and sequences were compared to each other: (1) a top-down sequence (based on assumptions of the “Elaboration Theory”, Reigeluth, 1987b) from the whole to details which shows how details are embedded within the larger context), (2) a bottom-up sequence from details to the whole, (3) the presentation as a whole (as in print). In the first investigation the time for information processing was determined by the experimenter whereas in the second investigation the learners themselves could decide on their learning time. The results show stable learner preferences for the top-down sequencing but different learning results in both studies. The crucial variable explaining for the differences in learning results was the learning time and not the type of sequencing. However, the learning time is not independent from a certain type of sequencing. Only with the top-down sequence (1) learners took sufficient time for information processing. Cette étude porte sur la structuration et la séquentialisation d’un type particulier de matériel d’apprentissage visuo-verbal, le programme “Illustrations that instruct” (Mayer, 1993). Dans ces illustrations les parties texte et graphiques forment un tout, les deux étant étroitement intégrées. Du fait de leur complexité, ces illustrations pour apprendre sollicitent un haut degré de traitement de l’information. On peut se demander comment le traitement de ces informations peut être facilité par la structuration et la planification des contenus abordés. Dans deux recherches empiriques, le matériel d’apprentissage comportait trois types d’illustrations explicatives correspondant à trois organisations différentes de structure et séquence des contenus: — un type de séquence descendante (fondée sur les principes de la “Théorie de l’élaboration” (Reigeluth, 1987b) allant du général au particulier, montrant comment les éléments de détail sont emboîtés dans le contexte plus large, — un type de séquence ascendante, allant des détails au plus général, — une présentation d’ensemble. Dans la première recherche, le temps de traitement de l’information était déterminé par l’expérimentateur, alors que dans la deuxième les apprenants décidaient eux-mêmes de la durée de leur apprentissage. Les résultats montrent que les apprenants préfèrent la présentation descendante, mais les deux études ne conduisent pas aux mêmes effets de l’apprentissage. La principale variable responsable des différences d’apprentissage est le temps d’apprentissage et non le type de présentation séquentielle. Cependant, le temps d’apprentissage n’est pas indépendant du type de séquence. Les apprenants n’ont pris un temps de traitement de l’information suffisant que dans la présentation descendante.","publication_date":{"day":null,"month":null,"year":1999,"errors":{}},"publication_name":"European Journal of Psychology of Education"},"translated_abstract":"This study investigates the structuring and sequencing of a special type of verbal-pictorial learning material, namely “explanative illustrations” (Mayer, 1993). In such illustrations verbal and pictorial parts form an integrated whole with text embedded in the pictures and vice versa. Due to their complexity such instructing illustrations impose high demands on information processing. From the viewpoint of instruction one may ask how the reception of such explanative illustrations may be supported by an appropriate structure and sequence of the content. In two empirical investigations three types of content structures and sequences were compared to each other: (1) a top-down sequence (based on assumptions of the “Elaboration Theory”, Reigeluth, 1987b) from the whole to details which shows how details are embedded within the larger context), (2) a bottom-up sequence from details to the whole, (3) the presentation as a whole (as in print). In the first investigation the time for information processing was determined by the experimenter whereas in the second investigation the learners themselves could decide on their learning time. The results show stable learner preferences for the top-down sequencing but different learning results in both studies. The crucial variable explaining for the differences in learning results was the learning time and not the type of sequencing. However, the learning time is not independent from a certain type of sequencing. Only with the top-down sequence (1) learners took sufficient time for information processing. Cette étude porte sur la structuration et la séquentialisation d’un type particulier de matériel d’apprentissage visuo-verbal, le programme “Illustrations that instruct” (Mayer, 1993). Dans ces illustrations les parties texte et graphiques forment un tout, les deux étant étroitement intégrées. Du fait de leur complexité, ces illustrations pour apprendre sollicitent un haut degré de traitement de l’information. On peut se demander comment le traitement de ces informations peut être facilité par la structuration et la planification des contenus abordés. Dans deux recherches empiriques, le matériel d’apprentissage comportait trois types d’illustrations explicatives correspondant à trois organisations différentes de structure et séquence des contenus: — un type de séquence descendante (fondée sur les principes de la “Théorie de l’élaboration” (Reigeluth, 1987b) allant du général au particulier, montrant comment les éléments de détail sont emboîtés dans le contexte plus large, — un type de séquence ascendante, allant des détails au plus général, — une présentation d’ensemble. Dans la première recherche, le temps de traitement de l’information était déterminé par l’expérimentateur, alors que dans la deuxième les apprenants décidaient eux-mêmes de la durée de leur apprentissage. Les résultats montrent que les apprenants préfèrent la présentation descendante, mais les deux études ne conduisent pas aux mêmes effets de l’apprentissage. La principale variable responsable des différences d’apprentissage est le temps d’apprentissage et non le type de présentation séquentielle. Cependant, le temps d’apprentissage n’est pas indépendant du type de séquence. 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