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Articles de revues sur le sujet « Students – Social conditions – Germany »

Auteur : Grafiati

Publié le 10 mars 2023

Mis à jour le 31 juillet 2025

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Bоckelmann, Irina, Havard R. Karlsen, Sabine Darius, and Beatrice Thielmann. "Students' experience of stress with different framework conditions and different origins." Inter Collegas 8, no. 2 (2021): 74–86. http://dx.doi.org/10.35339/ic.8.2.74-86.

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Background. Students are exposed to numerous stress factors. The large number of demands and high strain can lead to a higher drop-out rate. For this reason, the aim of the study is to examine and comparing the experience of stress among German and international students during their studies under adaptation to generally stressful conditions. The international students performed a complete study program in Germany. Methods. Data from 194 students (41.8% women, 58.2% men) were evaluated. The average age of the participants was 23.0±3.44 years. Our sample consisted of 80 international students.

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Scheer, David, and Désirée Laubenstein. "The Impact of COVID-19 on Mental Health: Psychosocial Conditions of Students with and without Special Educational Needs." Social Sciences 10, no. 11 (2021): 405. http://dx.doi.org/10.3390/socsci10110405.

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Given the pandemic-induced school lockdown in Germany in the spring of 2020, COVID-19 evidently had a negative impact on child and adolescent mental health and wellbeing. However, there is no evidence regarding the specific problems of students with special educational needs in emotional and behavioral disorders (E/BD) during or after the school lockdown. Thus, this study bridges the gap. A sample of 173 students across Germany was included in the analysis. The students were rated by their teachers in an online survey via a standardized teacher-report form for emotional and behavioral problems

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Krutova-Soliman, Natalja, Nadezhda M. Romanenko, and Ekaterina E. Shishlova. "Psychological and pedagogical conditions of integration of immigrants into the German society." Linguistics and Culture Review 5, S2 (2021): 167–85. http://dx.doi.org/10.21744/lingcure.v5ns2.1338.

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Among the new migration challenges of the modern world, perhaps the most acute is the issue of the integration of migrants. As a result of globalisation, events in the world are connected as communicating vessels and, the more unresolved problems in Africa or the Middle East, the stronger the desire of those in need of assistance to move to industrial countries with humane social welfare policies. In this regard, public interest in the problems of the European Union, including Germany, related to the influx of refugees through the Balkan route at the turn of 2015, is holding. The purpose of th

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Zahra Arzjani. "Increasing Motivation of Iranian Students to Continue Education in Germany. Challenges and Opportunities in Academia." Technium Social Sciences Journal 58 (June 9, 2024): 273–89. http://dx.doi.org/10.47577/tssj.v58i1.11115.

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The emigration of educated individuals from Iran has become a prominent and multifaceted issue in recent years, eliciting diverse perspectives. Statistical analysis reveals a substantial surge in the number of Iranian students electing Germany as their preferred destination for higher education. Notably, the count of Iranian students studying in Germany has witnessed a more than threefold increase, soaring from 4,182 students in 2008 to 13,279 in 2023. Moreover, the student population has nearly tripled from 4,182 in 2008 to 11,573 in 2021, signifying a 45% surge compared to the preceding year

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Brailovskaia, Julia, Pia Schönfeld, Xiao Chi Zhang, Angela Bieda, Yakov Kochetkov, and Jürgen Margraf. "A Cross-Cultural Study in Germany, Russia, and China: Are Resilient and Social Supported Students Protected Against Depression, Anxiety, and Stress?" Psychological Reports 121, no. 2 (2017): 265–81. http://dx.doi.org/10.1177/0033294117727745.

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This study cross-culturally investigated resilience and social support as possible protective factors for mental health. The values of depression, anxiety, and stress symptoms, resilience and social support were collected from German (N = 4433), Russian (N = 3774), and Chinese students (N = 4982). The samples were split (two-thirds vs. one-third) to cross-validate the results. In all samples, resilience and social support were significantly negatively associated with depression, anxiety, and stress symptoms. While in Germany those associations were stronger for social support, in Russia and in

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Behrmann, Laura. "“You Can Make a Difference”: Teachers’ Agency in Addressing Social Differences in the Student Body." Social Inclusion 9, no. 3 (2021): 372–82. http://dx.doi.org/10.17645/si.v9i3.4327.

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Teachers are key players in transforming the education system (van der Heijden et al., 2015). They shape educational processes, influence school policies, and make day‐to‐day decisions that have a direct effect on students (Vähäsantanen, 2015). Yet we currently know very little about whether they can contribute to the creation of social equality of opportunity. This article focuses by way of example on the experiences and interpretative schemes of teachers in Germany, as the country is known for its highly selective school system. It draws on data from an exploratory study based on 20 narrativ

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Hernández, Irayetzin. "The Teacher as a Social Transformer." Gewalt – Praktiken, Funktionen, kommunikative Werte, Motivationen 44, no. 4 (2021): 92–99. http://dx.doi.org/10.30820/0171-3434-2021-2-92.

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Educational institutions play an essential role in the expansion of culture and students’ professionalization. Educational institutions are terrains where students and teachers read the world together, and the knowledge on which they concentrate their efforts can convey dreams, utopias, and social fights. A contrast is made between examples taken from education in Germany, Mexico, and reflections from a student movement in Hungary. A teacher can be a social agent who, through his or her pedagogical practice and help of the classroom dynamics, moves students to transform their realities by maki

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Bryzhnik, Vitalii. "Theodor Adorno. On the Democratisation of German Universities." International Scientific Journal of Universities and Leadership 13 (August 18, 2022): 154–59. http://dx.doi.org/10.31874/2520-6702-2022-13-154-159.

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The German social philosopher Theodor Adorno, the representative of the critical theory of society, wrote this work as a speech in 1959, ten years after his return from exile in West Germany. In his characteristic manner of neo-Marxist criticism of the educational system of West Germany, Adorno critically noted the dynamics of the process of democratisation of higher education and universities in this country. According to the neo-Marxist philosopher, the principled enemy of the ideology of bourgeois society, the democratisation of universities in that country faces serious obstacles on its wa

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Herke, Max, Katharina Rathmann, and Matthias Richter. "Trajectories of students’ well-being in secondary education in Germany and differences by social background." European Journal of Public Health 29, no. 5 (2019): 960–65. http://dx.doi.org/10.1093/eurpub/ckz049.

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Abstract Background Subjective well-being (SWB) is an important indicator of quality of life, but prior research mostly analyzed adolescents’ subjective well-being in cross-sectional studies. There is a lack of studies examining changes in subjective well-being throughout adolescence using longitudinal panel data. This study examined trajectories of subjective well-being of adolescents in Germany throughout secondary education and differences by socioeconomic position, gender and family structure. Methods We use the German National Educational Panel Study and combine data from annual survey wa

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Sydoruk, Liudmyla, Nataliia Bakhmat, Hanna Poberezhets, Viktoria Misenyova, and Olena Boyarova. "Formation of future economist professional competence in adaptive-digital environment conditions of higher educational institution." International journal of health sciences 6, no. 1 (2022): 103–14. http://dx.doi.org/10.53730/ijhs.v6n1.3390.

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The purpose of the academic paper lies in assessing the state of formation of future economists’ professional competence within the conditions of the adaptive-digital environment of a higher educational institution. Methodology. The level of digitalization of higher educational institutions in Poland, the Czech Republic, Germany, and France has been assessed in the research. Based on the OECD database, the skills of specialists needed in the labor markets in different countries have been evaluated. Results. Within the countries, significant differences are observed in the level of digitalizati

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Unser, Alexander. "Social Inequality in Religious Education: Examining the Impact of Sex, Socioeconomic Status, and Religious Socialization on Unequal Learning Opportunities." Religions 13, no. 5 (2022): 389. http://dx.doi.org/10.3390/rel13050389.

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The study of social inequality has so far received little attention in religious education research, although this phenomenon has been studied in educational science and sociology of education research for fifty years. This article therefore aims to clarify the explanatory power of this research approach for research in religious education. Based on Bourdieu’s theory of cultural and social reproduction, a structural equation model is used to examine the extent to which students’ sex, socioeconomic status, and religious socialization determine unequal learning opportunities in religious educati

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Chugrov, S. V., and D. V. Galitskaya. "Online communication in the educational environment of Russia and Germany: functional and dysfunctional effects of digitalization." Communicology 9, no. 4 (2021): 97–113. http://dx.doi.org/10.21453/2311-3065-2021-9-4-97-113.

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Nowadays, the ability of the higher education system to adapt to external conditions is facing the challenge of online transformation and digitalization against the background of changes in the format of social relations in the direction of greater pluralism, demassification of information sources, channels and recipients. The relevance of the study lies in the need to assess the consequences of the transition to online communication of teachers and students in order to identify new functional / dysfunctional effects of digitization of the educational environment. The paper represents the resu

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DUICA, Lavinia Corina, Andreea SZALONTAY, Elisabeta ANTONESCU, et al. "The Strength of Motivation of Medical Students in Romania in the Context of Migration Opportunities." Revista de Cercetare si Interventie Sociala 73 (June 15, 2021): 95–113. http://dx.doi.org/10.33788/rcis.73.7.

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In this study we aim to study in what way the Strength of motivation of the Romanian medical students has been influenced by harsh economic conditions that led to a massive migration. We conducted a cross-sectional study on a sample size of N=1516. We applied The Strength of Motivation for Medical School-Revised (SMMS) questionnaire and a questionnaire that examines the opinion of the students about migration. The mean value of motivation was 48 (maximum score is 75), 85% of the students have the intention to migrate. The determining factor of studying medicine abroad that correlates significa

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Sadykova, Aigul, Gulnar Sholpankulova, Tolkyn Slambekova, Amangul Adilbek, and Meiramgul Zhumadilova. "The training system of future social teachers in the conditions of social partnership." Scientific Herald of Uzhhorod University Series Physics, no. 55 (January 14, 2024): 182–92. http://dx.doi.org/10.54919/physics/55.2024.18he2.

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Relevance. The relevance of the problem under study results from the significant modern changes in the world educational space, which depend on the socio-economic conditions of the country, socio-pedagogical values, improvements in the training system of future social teachers for their professional careers. It is necessary to review the training system of students, using the opportunities of social cooperation, which will bring positive changes to the educational process. Purpose. In this regard, this paper aims at identifying the advantages of social partnership in the educational process an

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Kryvko, Maryna. "Multicultural education as an integral component of higher education in Germany." ScienceRise: Pedagogical Education, no. 1 (62) (February 27, 2025): 18–21. https://doi.org/10.15587/2519-4984.2025.325715.

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In connection with globalization processes, understanding multiculturalism is becoming increasingly relevant, as there are many opportunities for academic mobility for both students and teachers. In order to develop multicultural education in Ukraine, we should study the experience of developed countries of the world. One of such countries is Germany, which is among the five countries with the largest number of foreign students. The author analyzed the websites of higher education institutions in Germany and found that many higher educational establishments offer educational programs, aimed at

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Kozlakova, H. "Formation Of Readiness For Mobility Of Students And Teachers In The Conditions Of European Integration Of Educational Systems." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 2(88) (March 30, 2017): 151–56. http://dx.doi.org/10.35433/pedagogy.2(88).2017.151-156.

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Summary. The article presents some preconditions for the emergence and the realization of one of principles of the Bologna process – the principle of mobility. It specifies the possible inclusion of all participants of educational process to the dialogue of cultures with the aim of forming of system of spiritual, social, intellectual values like lucid benchmarks for future life in society. It indicates that the awareness of young people as personalities belonging to a particular linguistic and cultural community is made by initiation into the traditions and achievements of other cultures throu

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Koob, Clemens, Kristina Schröpfer, Michaela Coenen, Sandra Kus, and Nicole Schmidt. "Factors influencing study engagement during the COVID-19 pandemic: A cross-sectional study among health and social professions students." PLOS ONE 16, no. 7 (2021): e0255191. http://dx.doi.org/10.1371/journal.pone.0255191.

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Background The aim of this study is to explore factors influencing the study engagement of health and social professions students during the COVID-19 pandemic. While antecedents of study engagement have been studied previously, the factors influencing engagement under pandemic conditions have not yet been investigated. Furthermore, there is a particular need for research among students in health and social professions programs, as these students are particularly affected by the pandemic. As theoretical basis, the study draws on the demands-resources-theory. It is hypothesized that pandemic-rel

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Fert, Olha. "Inclusion of Ukrainian children with special needs in Germany." Visnyk of Lviv University. Series Pedagogics, no. 38 (2023): 273–79. http://dx.doi.org/10.30970/vpe.2023.38.11870.

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Today, in the context of the war in Ukraine, more and more Ukrainian refugees are seeking refuge in European countries, and a significant number of Ukrainians are temporarily staying in Germany. As of April 2023, 205,000 children and young people from Ukraine are integrated into the German education system. A particular challenge is the inclusion of children with special educational needs in Germany and all over Europe. This article analyzes the current situation and main challenges related to the integration of Ukrainians in Germany. The purpose of the article is to explore the main difficult

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Khrapach, Dmytro, and Hanna Krasylnykova. "Comparative Analysis of Dual Education in Germany and Ukraine: Approaches and Models." Comparative Professional Pedagogy 9, no. 3 (2019): 8–15. http://dx.doi.org/10.2478/rpp-2019-0023.

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Abstract The article presents the results obtained from a comparative analysis of the introduction of dual education in Germany and Ukraine. The European tendency towards transforming dual learning from vocational education to higher education is described. It is found that the conceptual basis for the introduction of dual learning is the cooperation between employers, educational institutions and students (employees), who are actively involved in learning, work and development of learning programmes for future specialists. The article discloses certain approaches to dual learning in Germany:

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Reissová, Alice, Jana Šimsová, and Ralph Sonntag. "Moving Across Borders: Brain or brain gain? A comparative in Czechia and Germany." GeoScape 15, no. 1 (2021): 30–42. http://dx.doi.org/10.2478/geosc-2021-0003.

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Abstract The continuous drain of young university graduates leaving the country poses the threat of considerable loss, both economic and social. On the other hand, temporary labour migration can bring positive effects (experience, foreign know how). The objective of the article was to identify the attitude of German and Czech university undergraduates to labour migration and to explore the motivation factors that play a role in their decision-making. The research sample consisted of students of economics who study at regional universities in North Bohemia and neighbouring German Saxony. It was

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Guimarães-Duarte, Ana, Lotta Buron, Natália Alves, Sarah Schmidt, Siddhant Singh, and Vanessa Beu. "Non-traditional students: German and Indian mature women in higher education." Andragoske studije, no. 2 (2023): 39–63. http://dx.doi.org/10.5937/andstud2302039g.

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Over the past decades, the number of non-traditional students attending higher education has grown worldwide. Governments and institutions encourage underrepresented students to enroll, often with two main goals: to boost national economic competitiveness and to enhance social inclusion in higher education for traditionally excluded groups, like older students. There is neither a policy nor academic consensus on what constitutes a mature student (O'Shea & Stone, 2011). In this study, we define mature women students as being 21 years or older when starting a bachelor's degree. The analysis

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Stark, Johannes, Annabell Daniel, and Mathias Twardawski. "Social disparities in students’ intention to enter higher education during the COVID-19 pandemic." PLOS ONE 17, no. 5 (2022): e0267978. http://dx.doi.org/10.1371/journal.pone.0267978.

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Research consistently shows that students from academic households are more likely to enter higher education than students from non-academic households. These inequalities are only secondarily due to differences in performance (i.e., primary effects), but mostly due to students’ decision making behavior (i.e., secondary effects). The relative share to which primary effects and secondary effects mediate the effect of students’ educational background on their intention to enter higher education is affected by external conditions. One significant external influence that may have had an impact on

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Schröder, Stefanie. "Study Preparation of Refugees in Germany: How Teachers’ Evaluative Practices Shape Educational Trajectories." Social Inclusion 9, no. 3 (2021): 383–93. http://dx.doi.org/10.17645/si.v9i3.4308.

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Recent research shows that a remarkable share of refugees who have arrived in Germany over the past few years is highly qualified and has strong educational and academic aspirations. Preparatory colleges (Studienkollegs) and language courses of higher education institutions are the two main organisations providing obligatory study preparation for non‐EU international study applicants in Germany, including an increasing number of refugees. So far, research on conditions for refugees’ successful transitions into and through study preparation, and eventually into higher education, is scarce. The

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Blickle, Gerhard, James A. Meurs, and Christine Schoepe. "Do Networking Activities Outside of the Classroom Protect Students Against Being Bullied? A Field Study With Students in Secondary School Settings in Germany." Violence and Victims 28, no. 5 (2013): 832–48. http://dx.doi.org/10.1891/0886-6708.vv-d-12-00094.

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Research has shown that having close relationships with fellow classmates can provide a buffer for students against bullying and the negative outcomes associated with it. But, research has not explicitly examined the potential benefits of social networking behaviors outside of the classroom for those who could be bullied. This study addresses this gap and finds that, although a bullying climate in the classroom increases overall bullying, students high on external networking activities did not experience an increase in the bullying they received when in a classroom with a high bullying climate

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Theuring, Stefanie, Welmoed van Loon, Franziska Hommes, et al. "Psychosocial Wellbeing of Schoolchildren during the COVID-19 Pandemic in Berlin, Germany, June 2020 to March 2021." International Journal of Environmental Research and Public Health 19, no. 16 (2022): 10103. http://dx.doi.org/10.3390/ijerph191610103.

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The COVID-19 pandemic and related restrictions have affected the wellbeing of schoolchildren worldwide, but the extent and duration of specific problems are still not completely understood. We aimed to describe students’ psychosocial and behavioral parameters and associated factors during the COVID-19 pandemic in Berlin, Germany. Our longitudinal study included 384 students from 24 randomly selected Berlin primary and secondary schools, assessing psychosocial wellbeing at four time points between June 2020 and March 2021. We analyzed temporal changes in the proportions of anxiety, fear of infe

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Ainciburu, María Cecilia, Kris Buyse, Marta Gallego-García, and Eva González Melón. "Current Approaches to Heritage Spanish and the Identity Construction of Spanish Heritage Speakers: Lessons Learnt from Five European Countries." Languages 8, no. 4 (2023): 281. http://dx.doi.org/10.3390/languages8040281.

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An individual’s social identity, often overlooked in Europe in the field of Spanish as a second or foreign language (S2L/SFL), has always been the focus of attention in the teaching of heritage Spanish in the USA, especially in programmes designed from critical pedagogy and based on a reconstructive narrative of Latino immigration. There, heritage speakers (HS) strengthen their identity as linguistic experts and contribute to positive social change that counteracts the scholastic subordination of Spanish to English in primary schools. In this research based on verified questionnaires, we inves

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Hallwaß, Anke, and Wibke Hollweg. "Interprofessionality in the model courses of study for healthcare and nursing professions in North Rhine-Westphalia, Germany / Interprofessionalität in den Modellstudiengängen der Pflege- und Gesundheitsberufe in Nordrhein-Westfalen." International Journal of Health Professions 4, no. 2 (2017): 100–108. http://dx.doi.org/10.1515/ijhp-2017-0023.

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Abstract Interprofessional cooperation is attributed a special significance in overcoming new challenges in the health system. For the educational system, this means the development of innovative teaching and learning formats that encourages interaction between students from different professions within healthcare. In Germany in the state of North Rhine-Westphalia (NRW), eleven model courses of study for healthcare and nursing professions have been developed and evaluated. Evaluation reports do not tell whether social interaction between students of different professions is promoted. The follo

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Hoffmann, Hannah, Julie Koschinowski, Gallus Bischof, Georg Schomerus, and Hans-Jürgen Rumpf. "Medical Students’ Readiness for Cutbacks in Health Care Expenditures of Alcohol Dependent Individuals." SUCHT 66, no. 2 (2020): 105–12. http://dx.doi.org/10.1024/0939-5911/a000645.

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Abstract. Background: Despite being affected by a severe disease with increased morbidity and morality, alcohol-dependent individuals often experience stigmatizing situations in the health care system. This study aimed to investigate medical students’ attitudes towards alcoholism and their readiness for cutbacks in health care expenditures for alcohol-dependent individuals. Methods: In total, 2253 students of all federal states in Germany took part in this study. Attitudes towards alcoholism, sociodemographic variables, and motives for studying medicine were assessed with an online questionnai

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Wessling, Katarina, Andreas Hartung, and Steffen Hillmert. "School-to-Work Transitions under Unequal Conditions: A Regionalised Perspective on the ‘Discouraged Worker’ Hypothesis." Social Sciences 12, no. 10 (2023): 547. http://dx.doi.org/10.3390/socsci12100547.

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Against the background of considerable regional disparities, we test the “discouraged worker” hypothesis, which postulates that poor regional socioeconomic conditions foster students’ aspirations for more education, ultimately leading to an extension of their educational careers. Our two dependent variables are (i) whether students aspire to prolong their general school careers or enter vocational training and (ii) whether they in fact prolong their school careers. To that end, we link regional-level data to individual-level data from the German National Educational Panel Study (NEPS). To desc

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Engels, Eliane Stephanie, and Philipp Alexander Freund. "Effects of cooperative games on enjoyment in physical education—How to increase positive experiences in students?" PLOS ONE 15, no. 12 (2020): e0243608. http://dx.doi.org/10.1371/journal.pone.0243608.

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Enjoyment is one of the most important factors for the maintenance of regular physical activity. The present study investigated if cooperative games in physical education classes (grades 6–9) can increase students’ enjoyment of physical activity. Data were collected in a quasi-experimental study employing a two-group design with repeated measures and randomization of classes to conditions. The total sample consisted of N = 285 students from regular schools in Germany aged 10 to 16 years (Mage = 12.67 years, SD = 1.10; 48.4% female). We found that cooperative games led to a higher perceived enj

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Blome, Frerk, Christina Möller, and Anja Böning. "Open House? Class-Specific Career Opportunities within German Universities." Social Inclusion 7, no. 1 (2019): 101–10. http://dx.doi.org/10.17645/si.v7i1.1621.

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This article focuses on the development of class-specific inequalities within German universities. Based on data on the social origin of students, doctoral students, and professors in the long-term cross-section, the article views the empirically observable dynamic of social closure of higher education since the 1950s. The focus of interest is on the level of the professorship. Data show that career conditions for underprivileged groups have deteriorated again. This finding is discussed in the context of social closure theories. The article argues that closure theories consider social closure

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Yashchuk, Sergiy. "Forming of Students’ Professional Legal Competency: Foreign Experience." Comparative Professional Pedagogy 6, no. 3 (2016): 57–61. http://dx.doi.org/10.1515/rpp-2016-0034.

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AbstractThe article deals with analysis of future social workers’ training in the context of forming students’ professional legal competency in higher education institutions of European Union (EU), the USA and Ukraine. Based on the study of scientific and reference sources the peculiarities of the educational process in the most popular higher education institutions, particularly, in EU, offering Bachelor’s and Master’s degrees in Social Work have been defined: in France there is no distinct differentiation between social workers and social pedagogues; these professions successfully combine fu

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Evdokimova, T. V. "The “Greens” of the “first hour” in the Federal Republic of Germany: social characteristics of the electorate." Гуманитарные и юридические исследования 11, no. 4 (2024): 644–50. https://doi.org/10.37493/2409-1030.2024.4.4.

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Introduction. Currently, the increased interest in the German party “Union 90 / The Greens”, associated with its transformation from a “one-day butterfly” into a “green monster”, makes it relevant to turn to the origins of this party and raises the question of the legitimacy of comparing the early and modern “greens” Materials and Methods. The fundamental principles of the research are the principles of historicism and authenticity, following which allows one to create a “portrait” of the “greens” at the stage of their organizational design and initial stage of development. Using historical-ge

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Englert, Paul, Jonas Wibowo, Martin Niedermeier, and Yolanda Demetriou. "A Cross-sectional Study Analyzing the Integration of the Moving School Concept at Secondary Schools in Germany." Journal on Efficiency and Responsibility in Education and Science 17, no. 4 (2024): 328–37. https://doi.org/10.7160/eriesj.2024.170405.

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Objectives: The increase in physical activity and the reduction of sedentary time can have positive effects on children´s health. The concept of Moving School was developed to reduce students’ sitting time and has evolved in a broadly used concept. Method: This study aims to analyse the degree of the implementation of the concept at secondary schools and investigate associated factors with the intention of teachers to implement it in practice. 345 physical education teachers were asked by questionnaire about their knowledge of the concept, their attitude towards it, and their assessment of the

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Veldina, Yu V., and O. A. Vagaeva. "Application of the social service Wiki in the educational process of University." Alma mater. Vestnik Vysshey Shkoly, no. 10 (October 2021): 52–57. http://dx.doi.org/10.20339/am.10-21.052.

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Examined is the application of social service with aim of education at university. At present, education in the university often takes place in a mixed format, with the active use of distance technologies. This context increasingly raises the question of using new methods and techniques that could make the educational process more effective and interesting for students. Under these conditions, teachers have increasingly begun to turn their attention to the Web 2.0 technologies, which represent a qualitatively new approach to the construction of the educational process. This article deals with

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Cho, Eun ji, Yu ri Jung, and Eun-Young Hong. "The meaning of teacher professionalism through Adorno's taboo of the teaching profession." Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft 27, no. 2 (2022): 37–57. http://dx.doi.org/10.26894/kdge.2022.27.2.37.

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The purpose of this study is to reveal the limits of teacher expertise by examining the specific historical and social conditions in which the teaching profession is located. To this end, the discussion of the taboos of Adorno's teaching profession is the center of the study. Adorno sees the image that makes it impossible for teachers to independently perform their jobs as taboos, and grasps the appearance of taboos in the teaching profession as a social condition and the causes of its formation from a historical and Freudian psychoanalytic perspective. The point to be emphasized here is that

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Schachner, Maja K., Fons J. R. Van de Vijver, and Peter Noack. "Acculturation and School Adjustment of Early-Adolescent Immigrant Boys and Girls in Germany: Conditions in School, Family, and Ethnic Group." Journal of Early Adolescence 38, no. 3 (2016): 352–84. http://dx.doi.org/10.1177/0272431616670991.

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Navigating between cultures in addition to developmental changes and challenges in early adolescence can be difficult. We investigated school, family, and ethnic group as conditions for acculturation and school adjustment among early-adolescent boys and girls. Analyses were based on 860 mostly second- and third-generation immigrant students from 71 countries (50% male; Mage = 11.59 years), attending German secondary schools. Perceived support for inclusion and integration in school and family were associated with a stronger orientation toward both cultures (integration) and better adjustment (

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Kuzina, Natalia. "The Ukrainian emigrant press in Germany after Second World War (1945–1948) as a source for investigation of historical and cultural heritage of the Ukrainian diaspora." Ethnic History of European Nations, no. 61 (2020): 55–61. http://dx.doi.org/10.17721/2518-1270.2020.61.06.

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The collection of periodicals of camps for displaced persons and the Ukrainian emigrant press are considered as a study source for investigation of historical and cultural heritage of the Ukrainian Diaspora. It is highlighted that despite challenging conditions after the Second World War, the Ukrainian emigrants cared not only about material needs, but also preserved national cultural heritage. It is argued that the process mentioned above took place in constant struggle with the Soviet repressive system, which aspired to bring back as many displaced persons as possible. However, deliberate Uk

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Dubover, Denis, and Anastasia Peniaz. "Challenge based learning in full-day schools of Germany: organization features and development factors in media pedagogical discourse." E3S Web of Conferences 175 (2020): 15020. http://dx.doi.org/10.1051/e3sconf/202017515020.

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In a post-industrial society, the importance of information increases at an uncontrollable rate that leads to new challenges in the educational environment and especially in general educational institutions. The aim of the article is to analyze the successful experience of project work implementation in the field of media education in Germany in the conditions of a full-day training system for analyzing the possibilities of its implementation to domestic pedagogy. Materials and Methods Observation method, expert interviews and surveys were used for data collection and processing. The research

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Seidler, Christoph. "East goes West — West goes East: border crossing and development." Group Analysis 52, no. 2 (2019): 172–89. http://dx.doi.org/10.1177/0533316418819957.

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In the aftermath of the Nazi era and the Second World War the ‘Bloodlands’ of Eastern Europe including Germany were left with a pervasive and significant loss of empathy. Robi Friedman speaks of the ‘Soldier’s Matrix’ (2015), in which dehumanizing dissociation increases, and empathy, guilt and shame disappear. In the GDR (German Democratic Republic)—under totalitarian and authoritarian conditions—this state of emotional deficit persisted for longer than in the Federal Republic (BRD). Gradually, but only after reunification, could change in the whole of Germany become possible. In the following

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Vasudevan, Alexander. "Celluloid Critique: Documentary Filmmaking and the Politics of Housing in Berlin’s Märkisches Viertel." Radical Housing Journal 3, no. 2 (2021): 119–42. http://dx.doi.org/10.54825/wdbz3534.

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This is a paper about radical filmmaking and housing justice in the Märkisches Viertel in the 1970s. The satellite estate on the outskirts of West Berlin was one of the largest housing projects in West Germany and, for many residents, a space of increasing marginality and insecurity. As this paper argues, it was also a site of experimental filmmaking that documented the conditions faced by residents living in the Märkisches Viertel. The paper focuses on a group of students closely connected to the Deutschen Film- und Fernsehnakademie (dffb or the German Film and Television Academy) who began i

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Bramesfeld, A., C. Ungewitter, D. Böttger, J. El Jurdi, C. Losert, and R. Kilian. "What promotes and inhibits cooperation in mental health care across disciplines, services and service sectors? A qualitative study." Epidemiology and Psychiatric Sciences 21, no. 1 (2011): 63–72. http://dx.doi.org/10.1017/s2045796011000539.

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Aims.To explore the practice of cooperation in mental health care across services and identify conditions that promote and inhibit cooperation.Methods.Focus groups with relevant service providers were conducted in four exemplary regions in Germany (rural/urban and East/West). The discussions were content analysed.Results.Seven central categories were deduced: (1) involved service providers, (2) comprehension, (3) reasons, (4) instruments for cooperation, (5) promoting and inhibiting conditions, (6) interdisciplinarity, and (7) regional and personal networks. Cooperation is practiced in network

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Pyatakova, Halyna. "Modern trends in the development of teacher education in the conditions of European integration." Visnyk of Lviv University. Series Pedagogics, no. 38 (2023): 208–17. http://dx.doi.org/10.30970/vpe.2023.38.11865.

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It was determined that at the current stage the formation of pedagogical education is under the influence of the European integration process. It was noted that the fulfillment of the tasks of the Bologna reform led to the formation of long-term trends as a result of the reform of pedagogical education: the introduction of two cycles of study – Bachelor’s and Master’s; implementation of the credit-module system, based on the European Credit Transfer System (ECTS); promotion of European cooperation in ensuring the quality of education; activation of mobility of students, teachers, scientists, a

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Boehme, Katja. "“Sharing Worldviews: Learning in Encounter for Common Values in Diversity” in School and Teacher Education—Contexts in Germany and Europe." Religions 15, no. 9 (2024): 1077. http://dx.doi.org/10.3390/rel15091077.

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Challenges and tensions that arise in a pluralistic society with differing worldviews among its citizens must be addressed from the outset in school education. To enable social cohesion within a heterogeneous society, students must learn to harmonize their own worldviews with other interpretations of the world in a spirit of “reciprocal inclusivity” (Reinhold Bernhardt). This article argues that this task particularly falls within the responsibility of subjects in schools that address the existential “problems of constitutive rationality” (Jürgen Baumert), specifically religious education, eth

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Hanna, Voshkolup. "PSYCHOLOGICAL CONDITIONS OF STUDENTS’ ADAPTATION TO EDUCATION IN FOREIGN HIGH EDUCATION INSTITUTIONS." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 25 (2023): 140–47. http://dx.doi.org/10.32342/2522-4115-2023-1-25-15.

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The article is devoted to the problem of substantiating the psychological conditions of students’ adaptation to the conditions of study in foreign higher education institutions. The purpose of the article is to substantiate the psychological conditions for ensuring successful adaptation of students to study in foreign higher education institutions. The tasks of the article are defined as: elucidating the essence of the concept of “adaptation” in scientific psychological research; determination of psychological features of first-year students’ adaptation to study at higher education institution

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Hanna, Voshkolup. "PSYCHOLOGICAL CONDITIONS OF STUDENTS’ ADAPTATION TO EDUCATION IN FOREIGN HIGH EDUCATION INSTITUTIONS." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 25 (2023): 140–47. http://dx.doi.org/10.32342/2522-4115-2023-1-25-15.

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The article is devoted to the problem of substantiating the psychological conditions of students’ adaptation to the conditions of study in foreign higher education institutions. The purpose of the article is to substantiate the psychological conditions for ensuring successful adaptation of students to study in foreign higher education institutions. The tasks of the article are defined as: elucidating the essence of the concept of “adaptation” in scientific psychological research; determination of psychological features of first-year students’ adaptation to study at higher education institution

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Grüttner, Michael, Stefanie Schröder, and Jana Berg. "University Applicants from Refugee Backgrounds and the Intention to Drop Out from Pre‐Study Programs: A Mixed‐Methods Study." Social Inclusion 9, no. 3 (2021): 130–41. http://dx.doi.org/10.17645/si.v9i3.4126.

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The mixed‐methods project WeGe investigates key factors for refugees’ integration into pre‐study programs and conditions for successful transitions to higher education institutions (HEIs). In this article, we first examine the dropout intentions of international students and refugee students participating in formal pre‐study programs at German HEIs to disclose both barriers and resources. We use insights from migration research to extend theoretical student dropout models and analyse novel data from a quantitative survey with international and refugee students in pre‐study programs. Our findin

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Musafir, Valeria. "PSYCHOLOGIC-PEDAGOGICAL PRINCIPLES OF STUDYING GERMAN SOCIAL DISCOURSE (BASED ON VOCABULARY MATERIAL FROM HANDBUCH KNIGGE BY BIRGIT ALTHAUS)." Psychological and Pedagogical Problems of Modern School, no. 2(10) (October 31, 2023): 28–34. http://dx.doi.org/10.31499/2706-6258.2(10).2023.290565.

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On the basis of modern approaches, the article substantiates the problems of learning the vocabulary of German social discourse in classes at higher education institutions. The definition of discourse has been clarified according to various theories and approaches. The main aspects of studying the vocabulary of social discourse are highlighted. Based on the systematization and generalization of the theoretical assets of domestic and foreign researchers, as well as through comparative analysis, the main methods of learning social vocabulary were established: 1) use of factual material with a su

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Nishen, Anna K., and Ursula Kessels. "Non-communicated judgements of, versus feedback on, students’ essays: Is feedback inflation larger for students with a migration background?" Social Psychology of Education 25, no. 1 (2021): 1–31. http://dx.doi.org/10.1007/s11218-021-09674-3.

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AbstractWhen providing feedback, teachers are concerned not only with the simple transmission of information, but also with motivational and interpersonal dynamics. To mitigate these concerns, teachers may inflate feedback by reducing negative or increasing positive content. The resulting difference between initial judgments and feedback may be even more drastic for ethnic minority students: In non-communicated judgments, negative stereotypes may result in more negative judgments, whereas in feedback, concerns about being or appearing prejudiced may inflate feedback towards ethnic minority stu

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Stockinger, Kristina, and Elisabeth Vogl. "Exploring students’ perceived need and preferences for achievement emotion competence training." Zeitschrift für Bildungsforschung 11, no. 3 (2021): 549–66. http://dx.doi.org/10.1007/s35834-021-00326-2.

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AbstractGiven the importance of achievement emotions for students’ academic success and wellbeing, scholars are increasingly seeking to develop effective programs for equipping students with competencies for adaptively managing achievement emotions. To date, however, little is known about what kind of support, if any, students themselves perceive as useful. We thus conducted a needs assessment to explore the degree to which German lower secondary school students (N = 387) perceive a need for such training; how this need varies across students, possibly implying different implementation conditi

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