Docentopvattingen over de meerwaarde van honoursonderwijs voor het leren van talentvolle en gemotiveerde studenten

Rijst, Roeland van der; Wolfensberger, Marca

doi:10.5553/tvho/016810952014032001005

Cited by 5 publications

(2 citation statements)

References 23 publications

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“…The fourth factor we investigated was need for challenge , specifically the need for extracurricular challenges. Some students need extra challenges, which, if not satisfied, could lead to drop out or lower academic performance [ 38 ]. If need for challenge influences motivation for research, educators can stimulate students by having them participate in research, for instance by offering challenging research projects.…”

Section: Introductionmentioning

confidence: 99%

Future physician-scientists: could we catch them young? Factors influencing intrinsic and extrinsic motivation for research among first-year medical students

Ommering¹,

Blankenstein²,

Waaijer³

et al. 2018

Perspect Med Educ

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IntroductionThe medical field is currently facing a physician-scientist shortage. One possible solution is to direct medical students towards a research oriented career. To do so, knowledge is needed on how to motivate medical students to do research. Therefore, this study examines motivation for research and identifies factors influencing intrinsic and extrinsic motivation for research among first-year medical students.MethodsFirst-year medical students were surveyed at the beginning of their bachelor’s program in 2016. On a 7-point Likert scale, students reported their motivation for research, self-efficacy, perceptions of research, curiosity, and need for challenge. Regression analyses were used to examine the influence of these factors on students’ motivation for research.ResultsOut of 316 approached students, 315 participated (99.7%). On average, students scored 5.49 on intrinsic, and 5.66 on extrinsic motivation for research. All factors measured influenced intrinsic and extrinsic motivation for research significantly and positively, also after adjusting for gender and age. Cumulative regression showed that these factors explained 39.6% of the variance in intrinsic, and 14% in extrinsic motivation for research.DiscussionAll factors play an important role in intrinsic and, to a lesser extent, extrinsic motivation for research. First-year medical students’ motivation for research could be enhanced by stimulating positive self-efficacy beliefs, positive perceptions of research, and curiosity. Also, it is important to fulfil students’ needs for challenge by stimulating them to actively conduct research. Thus, to catch students young and cultivate physician-scientists, students should be stimulated to engage in research from the beginning of medical training.

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Section: Introductionmentioning

confidence: 99%

Future physician-scientists: could we catch them young? Factors influencing intrinsic and extrinsic motivation for research among first-year medical students

Ommering¹,

Blankenstein²,

Waaijer³

et al. 2018

Perspect Med Educ

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show abstract

“…This study aims to explore the personal resources students use to succeed within the context of honors programs in higher education in the Netherlands. From 1994, the number of Dutch honors programs has increased, both at research universities and universities of applied sciences (Jacobs et al, 2020;Van der Rijst & Wolfensberger, 2014). By 2020, almost all Dutch higher education institutions appear to offer such programs (Jacobs et al, 2020).…”

Section: Context: Bachelor's Honors Degree Programsmentioning

confidence: 99%

Personal resources conducive to educational success: high achieving students’ perspectives

Mannetje

Heijne-Penninga

Mastenbroek

et al. 2021

JEHC

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This study was explorative and aimed at in-depth understanding of personal resources students use to reach success, in the demanding context of honours education. Becoming successful in higher education demands a lot from students. Considering the Job Demands-Resources model it is expected that personal resources help students succeed. We explore which personal resources benefit students’ performance in demanding contexts of honours education. Using a questionnaire and semi-structured interviews, we asked thirteen honours students of three institutions which personal resources had helped them to achieve success. Results suggest that honours students use different personal resources. Most frequently mentioned resources could be grouped around five themes: self-directiveness, inquiry-mindedness, perseverance, social involvement and motivation. Especially resources in the themes self-directiveness, inquiry-mindedness and perseverance were perceived as important facilitators for educational success. The outcomes may inform interventions to help students develop personal resources needed to handle high educational demands. Further research is needed to identify the most effective interventions.

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Reflection of Urban Rights on International Declarations in the Globalization Process

Korkut¹,

Öner

2021

Öneri Dergisi

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Kent yerleşimleri var olduğu ilk günlerden bugüne siyasal, sosyal, ekonomik pek çok değişimin merkezi olmuştur. Kentler, ortak ihtiyaçların karşılanması amacının yanında zaman içinde ticari, toplumsal, kültürel mekânsal ölçek olarak tanımlanmıştır. Yerleşim tarihinin ilk dönemlerinden itibaren kentler demokrasi uygulamaları açısından da en uygun ölçek olarak görülmüştür. Tarihsel süreç içinde kentler demokratik taleplerin öne çıktığı alanlar olma özelliğini korumuş ve geliştirmişlerdir. Üstelik yönetim erkleri arasındaki güç mücadelesinde kent yönetimleri taraf olarak yer almıştır. Kentin taşıdığı anlam çeşitliliği farklı nedenlerle cazibe merkezi hale gelmesine yol açmış kentleri, kırsal alandan göçün varış noktası haline dönüştürmüştür. Bu durum kent ölçeğinde alışılmadık (istihdam, konut, vb.) çeşitli sorunların tanımlanmasına ve artmasına yol açmıştır. Kent hakkı kavramı artan toplumsal sorunların ortaya çıkardığı bir insan hakkı olarak anlam kazanmıştır. Teorik açıdan temel insan hakları konusunda yapılan sınıflandırmalar içinde kent hakkına yer verilmeye başlanmıştır. Çalışmamızda kent hakkının ortaya çıkışı iki parametreye bağlanarak açıklanmaktadır: Küreselleşme ve neoliberal politikalar. Her iki parametre kent üzerinde değişim ve dönüşümü tetikleyen unsurlardır. Bunları çıktıları açısından tek başına olumlu veya olumsuz olarak değerlendirmek mümkün değildir. Ancak kesin olan, söz konusu unsurların kentte ortaya çıkan istihdam, konut, çevre, iklim değişikliği, sağlık vb. sorunları daha karmaşık hale getirdiğidir. İşte kent hakkı bu unsurların etkisi altında insan hakları literatürüne katılan bir değerdir. Çalışmamızda kent hakkına ilişkin analizlerimiz, kavramı ilk kez kullanan Henri Lefebvre ile kavramın gelişime katkı sağlayan David Harvey’in görüşleri eksenine dayanmaktadır. Literatüre kent hakkı konusunu özellikle küreselleşme ile eşleştirmek açısından katkı yapmayı hedeflediğimiz çalışmamızda; küreselleşme kavramı ele alınmakta; kent hakkı kavramı teorik açıdan analiz edilmekte; kent hakkının insan hakları içindeki yeri tartışılmakta ve uluslararası metinlerde kent hakkına ilişkin yer alan düzenlemeler ele alınmaktadır. Özellikle son bölümde uluslararası toplumun iki temel kurumu olan BM ve Avrupa Konseyi metinlerinde kent hakkına ilişkin yaklaşımlara yer verilmektedir.

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Docentopvattingen over de meerwaarde van honoursonderwijs voor het leren van talentvolle en gemotiveerde studenten

Cited by 5 publications

References 23 publications

Future physician-scientists: could we catch them young? Factors influencing intrinsic and extrinsic motivation for research among first-year medical students

Future physician-scientists: could we catch them young? Factors influencing intrinsic and extrinsic motivation for research among first-year medical students

Personal resources conducive to educational success: high achieving students’ perspectives

Reflection of Urban Rights on International Declarations in the Globalization Process

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