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IntroductionTeachers need research competence to reflect on their teaching and to interpret and implement research-based recommendations. However, many pre-service teachers have critical attitudes toward research, little motivation to engage in research, and comparatively low knowledge of research methods and thereby consequently indicating a low research competence. Flexible online modules in university teaching could be a promising approach to address these issues. Online modules can potentially promote self-determined motivation, but should be sufficiently structured to support learners’ need for competence.MethodsWe designed two learning environments with different types of structure: a non-restrictive structured environment and a restrictive structured environment. A total of N = 108 pre-service biology teachers were randomly assigned to the two learning environments.Results and discussionContrary to our assumption, the restrictive type of structure of the learning environment did not lead to a higher perception of competence. This might be a consequence of external pressure, for example, the examination at the end of the course. Regarding pre-service teachers’ research competence, we found a decrease in the affective-motivational domain and an increase in the cognitive domain in both learning environments. These results suggest that fostering pre-service teachers’ research competence should focus on the affective-motivational domain. In order to positively affect this domain, care must be taken to ensure that structuring elements are not experienced as control and that given choices are meaningful to students.

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In order to stand out from the competition, the quality of a product as subjectively perceived by the customer is becoming increasingly important. If one wants to meet the comprehensive customer requirements, it is no longer sufficient today to develop a product that focuses only on the functional aspects, but it must also fulfil the sensory requirements at the same time. In this paper, a systematic approach is described that first describes the objectification of customer language for describing the textile haptics of automotive interior materials (11 headliners and 15 seat materials). For this purpose, ten textile-specific descriptors were developed in an expert panel. The descriptors used and the measurement of the human-haptic system are summarized in 4 main groups: 1. warmth/cold sensation, 2. friction properties, 3. deformation, 4. surface/topography. Furthermore, the human-tactile parameters (pressure, speed) that humans exert when touching textile surfaces were determined. The human-sensory product evaluation of the textiles was carried out with 116 test persons. Comparative statistical analyses of the technical parameters (e.g. roughness, friction coefficient, wetting index, deformation) and the human characteristics made it possible to create a prognosis model for determining the quality perception of textile car interior materials.