Über Molekular- und Atomvolumina

Klemm, Li; Klemm, Wilhelm

doi:10.1515/zpch-1930-15106

Cited by 4 publications

(3 citation statements)

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“…Loosch (1993Loosch ( , 1997 reviewed a number of studies demonstrating this phenomenon with different tasks. For example, early studies by Voigt (1933), examining the variability in the velocity of the center of mass and its angle during takeoff in long jumpers, and by Klemm (1930), looking at the overall time and the times at partial distances in running, found that the variability in the final result was smaller than the variability in its components. Also, the regulation of step lengths in long jumping (Lee, Lishman, & Thomson, 1982) or horse vaulting (Trillhose, 1995) seems to suggest that a key variable in understanding the function of variability for movement control is the planned outcome or effect (Loosch, 1997, p. 301).…”

Section: Consistency In the Movement Outcome Owing To Functional Varimentioning

confidence: 99%

Directing attention to movement effects enhances learning: A review

Wulf

Prinz²

2001

Psychonomic Bulletin & Review

577

375

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Studies investigating the influence of the learner' s focus of attention, induced by instructions or feedback, on motor skill learning are reviewed. In general, directing performers' attention to the effects of their movements (external focus of attention) appears to be more beneficial than directing their attention to their own movements (internal focus of attention). Preliminary evidence is presented indicating that an internal attentional focus constrains the motor system by interfering with natural control processes, whereas an external focus seems to allow automatic control processes to regulate the movements. Support for the view that actions are controlled by their anticipated effects comes from research demonstrating functional variability in motor control, as well as the benefits of purposeful activity in occupational therapy. We explain these results in terms of the ideomotor principle of human actions (James, 1890) and its more modern derivatives (

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Section: Consistency In the Movement Outcome Owing To Functional Varimentioning

confidence: 99%

Directing attention to movement effects enhances learning: A review

Wulf

Prinz²

2001

Psychonomic Bulletin & Review

577

375

View full text Add to dashboard Cite

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“…Estimates of the average sum spent per student and year in Germany range from 108 to 168€ (Statista, 2016a). A study by the Bertelsmann foundation, based on data from the 2003 Program for International Student Assessment (PISA) and the 2006 Progress in International Reading Literacy Study (PIRLS) data, showed that 15% of the PISA participants made use of commercial lessons, with those attending the highest track secondary school representing the largest group (Klemm and Klemm, 2010). Schneider (2004) points out that, interestingly, the target group for private tutoring is by far not limited to weak students, but also includes strong students who want to become even better, corroborating the assumption that competition is getting tougher.…”

Section: Introductionmentioning

confidence: 99%

More Than Only Skin Deep: Appearance Self-Concept Predicts Most of Secondary School Students’ Self-Esteem

2016

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One important goal of education is to develop students' self-esteem which, in turn, hinges on their self-concept in the academic, physical, and social domains. Prior studies have shown that physical self-concept accounts for most of the variation in self-esteem, with academic and social self-concepts playing a much lesser role. As pressure toward perfection seems to be increasing in education, appearance, and social relationships (three aspects that relate to crucial developmental tasks of adolescence), the goal of the present field study was to examine whether former findings still hold true in the light of the changing societal context. A sample of 2,950 students from a broad range of German secondary schools (47% girls, age 10-19 years) responded to a recently validated German-language questionnaire assessing multiple self-concept facets (Weber and Freund, 2016). We examined which self-concept aspects predict selfesteem best and whether the pattern is comparable across genders and achievement levels using latent regression analyses. Results show that self-concept of appearance is still by far the strongest predictor (total sample: B = 0.77, SE = 0.02, p < 0.01) and that this is especially the case for girls and students from special educational schools. Other aspects play a much lesser role. The discussion explores why appearance is so neglected, compared to the more academic subjects, and what school can do to account for its vast importance for students' self-esteem.

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“…Likewise, parents who had hardly perceived any stress during pandemic might have had enough time to support their children and to help them in any school-related respect, thus, they may also not see the need for a remedial measure. Regarding our first assumption, for instance Klemm and Klemm ( 2010 ; see also Klemm and Hollenbach-Biele 2016 ) argue similarly that if parents lose confidence in the individual support of their children by the school, they may rely on compensating for the lack of support in the school learning environment by providing extracurricular learning opportunities and support for their children. Conversely, parents who were satisfied with distance learning, may have had higher confidence in the schooling during the pandemic and therefore rated the remedial measures as less relevant.…”

Section: Theoretical Framework and Empirical Findingsmentioning

confidence: 99%

Educational inequality and COVID-19: Who takes advantage of summer schools and other remedial measures?

2022

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In spring 2020, the COVID-19 pandemic triggered a global crisis with far-reaching effects, not least on education. Since the beginning of the pandemic, its impact on learning losses and increasing educational inequality has been widely discussed. While empirical evidence of rising educational inequality and learning loss is steadily growing, at the same time little is known about the families who are interested in remedial measures like summer schools to bridge the negative effects of the pandemic and school closures. The present study addresses this lack of research by providing an initial examination of the empirical evidence of mechanisms underlying parental choice of remedial measures. We take a closer look on which parents are particularly attracted by remedial measures by using cross-sectional data from a parent survey (N = 3590 parents) in Austria. The findings, illustrated via a series of latent mediation models, indicate that parents’ intention to use remedial measures is predicted by parents’ attitudes towards the implementation of remedial measures, parents’ assessment of their child’s learning engagement and of the quality of distance learning during school closures. Moreover, the intention to use remedial measures is significantly influenced by the family’s socioeconomic status.

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Über Molekular- und Atomvolumina

Cited by 4 publications

References 0 publications

Directing attention to movement effects enhances learning: A review

Directing attention to movement effects enhances learning: A review

More Than Only Skin Deep: Appearance Self-Concept Predicts Most of Secondary School Students’ Self-Esteem

Educational inequality and COVID-19: Who takes advantage of summer schools and other remedial measures?

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