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Diplomarbeit aus dem Jahr 2003 im Fachbereich Psychologie - Lernpsychologie, Intelligenzforschung, be aware: 1,0, Universität Osnabrück (Fachbereich Psychologie), Sprache: Deutsch, summary: Rund ein Fünftel der Studierenden der Westfälischen Wilhelms-Universität (WWU) Münster leiden nach einer Studie des Hochschul-Informations-Systems (Heine, 2002) unter psychischen Problemen wie Prüfungsängsten, depressiven Verstimmungen, mangelndem Selbstwertgefühl und Arbeits- und Konzentrationsschwierigkeiten. Frauen sind mit 27 % gegenüber 18 % der Männer stärker betroffen. Dies ist eines der Ergebnisse der repräsentativen Befragung von 3743 Studierenden. Ein weiterer zentraler Befund der genannten Untersuchung liegt in der Diskrepanz zwischen der anfänglichen Studienmotivation und der Erfüllung der mit ihr verknüpften Erwartungen. Obwohl in erster Linie das Studienfach aus intrinsischen Motiven gewählt wurde, finden sich schließlich – übertragen auf die Gesamtgruppe der Befragten – nur noch 50 % von „hoch motivierten und in ihren Erwartungen bestätigten Studierenden“ (Heine, 2002, S. 10; Hervorhebung i.O.), bei deren Studienwahl das inhaltliche Interesse im Vordergrund gestanden hatte und die ihre Erwartung an interessante Studieninhalte auch erfüllt sahen.
Darüber hinaus musste eine weitere Lücke festgestellt werden zwischen der für ein motivierendes und erfolgreiches Studium stark empfundenen Wichtigkeit von (individueller) Betreuung und Beratung durch die Lehrenden und der mangelnden Erfüllung dieses Bedürfnisses aus Sicht der Studierenden. [...]

Piagetian thought was thought of in a position to describe the constitution and improvement of human suggestion. consequently, it generated an enthusiasm that it can direct schooling to improve new instructing equipment, really in technological know-how and arithmetic. even if, disillusionment with Piagetian conception got here relatively quick simply because a lot of its structural and developmental assumptions seemed incongruent with empirical facts.

In contemporary years a number of neo-Piagetian theories were proposed which attempt to protect the strengths of Piaget’s idea, whereas doing away with its weaknesses. whilst a number of different versions were complicated originating from diversified epistemological traditions, corresponding to cognitive/differential psychology or socio-historical ways.

Originally released in 1992, this identify used to be targeted in representing every one of these theories and traditions. particularly, the authors concentration their paintings at the academic implications in their learn. The chapters are organised in 3 components: the 1st half offers a few widely recognized types of cognitive improvement and discusses their implications for various elements of schooling; the second one half is dedicated to studying and cognitive acceleration; whereas half 3 highlights educating equipment that will increase the purchase of specific talents in particular components.

Written by means of an eminent team of actually foreign individuals, this identify will nonetheless be priceless to scholars and researchers in cognitive improvement and schooling, in addition to academic coverage makers.

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