An increasing number of studies support a mediating influence of personality on video-game preferences and player experiences, and in particular, traits associated with playfulness, such as extraversion. Educational institutions, however, tend to reward serious personality traits, such as conscientiousness. Aim.To discern how students respond to Game-Based Learning (GBL) in the classroom, and to understand if and how conscientiousness mediates GBL, we performed a field study at a leading university of technology in northeast China. Method. In May 2019, 60 bachelor and executive students in public-administration studies consecutively played two digital serious games, TEAMUP (multiplayer) and DEMOCRACY3 (single player). Data accrued through surveys with pregame measurements of personality (conscientiousness), mediating factors (motivation, player experience), learning effectiveness (cognitive and non-cognitive learning), and GBL acceptance. Results. Analysis showed a strong overall learning effect for both games. Conscientiousness significantly related to cognitive learning in both games and noncognitive learning in the multiplayer game only. Conscientiousness also significantly related to player experiences in the multiplayer game. Furthermore, the conscientiousness facet of perfectionism was a dominant factor in player experience and learning. We discuss the findings in light of several aspects around GBL that require more attention and research, especially that, alongside other factors, conscientiousness may be an important dimension to consider in the design and implementation of GBL in education, and GBL can have a positive role in the modernization of education in non-Western countries
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In this paper the concept of "ecological personality scales" is introduced. These are contextualized inventories with a high ecological validity. They are developed in a bottom-up or qualitative way and combine a relatively high trait specificity with a relatively high situational specificity. An ecological conscientiousness or time management scale for Ph.D. candidates was developed. It significantly predicted Ph.D. performance criteria and showed incremental validity beyond Big Five (Study 1) and narrow trait and frame-of-reference scales (Study 2). These findings suggest that an ecological approach may contribute to further improving the criterion validity of personality measures
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The central goal of this study is to clarify to what degree former education and students' personal characteristics (the 'Big Five personality characteristics', personal orientations on learning and students' study approach) may predict study outcome (required credits and study continuance). Analysis of the data gathered through questionnaires of 1,471 Universities of Applied Sciences students make clear that former Education did not come forth as a powerful predictor for Credits or Study Continuance. Significant predictors are Conscientiousness and Ambivalence and Lack of Regulation. The higher the scores on Conscientiousness the more credits students are bound to obtain and the more likely they will continue their education. On the other hand students with high scores on Ambivalence and Lack of Regulation will most likely obtain fewer Credits or drop out more easily. The question arises what these results mean for the present knowledge economy which demands an increase of inhabitants with an advanced level of education. Finally, implications and recommendations for future research are suggested.
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Purpose: A model is developed to analyse what personality traits impact entrepreneurial cognitive and social strategic decision-making skills, originating from the effectuation framework. Design/methodology/approach: 128 participants from an entrepreneurial pre-launch programme were assessed by experienced incubator and business coaches. Personality was measured by a Big Five test. Based on a confirmatory factor analysis, the relationships were analysed between personality and three core dimensions of the effectuation framework: 1) the bird-in-hand principle, 2) the crazy quilt principle and 3) the pilot in the plane principle. Findings: Specific patterns (moderation effects) as opposed to levels of personality traits proved to be relevant. The bird-in-hand and the crazy quilt principles are related to the moderating effect between sensitivity to feedback, sociability and ambition. The pilot in the plane principle was related to the whole pattern of entrepreneurial key qualities embedded in the extraversion domain. Furthermore, relationships of personality with key issues in the effectuation framework were found, examples being reflecting on a high diversity of means or on own talents, conducting a thorough risk analysis and engaging in inspirational networking. The final model revealed a direct positive influence of the capacity to conduct a thorough risk analysis on the overall capacity to apply the effectuation principles. Originality/value: The research results offer deeper insights for the mobilisation and development of complex entrepreneurial behaviours. https://doi.org/10.1108/IJEBR-06-2019-0343 LinkedIn: https://www.linkedin.com/in/rainer-hensel-phd-8ba44a43/ https://www.linkedin.com/in/ronald-visser-4591034/
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Teaching students with behavioural problems is a challenge for many teachers but other teachers are able to bring out the best in these students. Much research has been done to find out what differentiates expert teachers from their less skilled colleagues. Recent evidence points to personality as an underlying core factor influencing teacher performance. This study reviewed the literature on the personality traits of expert teachers of students with behavioural problems. The studies selected report their key thoughts,feelings, and behaviours, which according to trait theory stem from personality. Two independent raters classified the personality variables according to the dimensions of the Five Factor Model of personality: Extraversion; Agreeableness; Conscientiousness; Neuroticism; and Openness to Experience. The evidenceindicates that a teacher’s ability to teach students with behavioural problems increases with his/her levels in four of the five personality factors. No variables relating to Neuroticism were reported in the literature. Implications for follow-up research are discussed.
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Afnemers van Arbeids- en Organisatiepsychologische dienstverlening verwachten van ons maatwerk. Contextualisering biedt mogelijkheden om hieraan te voldoen. Contextualisering is een benadering die de situatie van de cliënt en het daarin beschikbare (verander)potentieel centraal stelt. Uit eigen onderzoek blijkt dat dit leidt tot betere assessmentinstrumenten en effectievere coaching en advisering.
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Presentatie / Pitch over onderzoekslijn Studiesucces van Hogeschool Inholland voor G5-bestuurders en lectorenoverleg
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Theme: Quality Assurance in Higher Education An online tool was developed for (potential) students to assess the congruence between the characteristics of an educational program and student preferences (Butter & Van Raalten, 2010)
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Presentatie en Workshop tijdens Seminar matching en selectie in het HO - De Burcht. Zijn competenties, studiecijfers, intelligentie, persoonlijkheid, motivatie en leerstijlen gerelateerd aan (het vroege) succes op de arbeidsmarkt? Focus op matching, selectie en uitstroom.
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Leerlingen in het beroepsonderwijs staan voor de taak ergens goed in te worden en hun scholen moeten hen daarbij helpen. Vanuit het lectoraat Didactiek van het beroepsonderwijs wordt gezocht naar antwoorden op vragen m.b.t. processen van competentie- en arbeidsidentiteitsontwikkeling bij leerlingen, processen van competentieontwikkeling en kenmerken van krachtige en competentiegerichte leeromgevingen.
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