Saskia M. Koller
Investigating Training and Transfer Effects Resulting from Recurrent Computer-based Training of X-Ray Image Interpretation
Authors
Saskia M. Koller (University of Zurich)
Diana Hardmeier (University of Zurich)
Stefan Michel (University of Zurich)
Adrian Schwaninger (University of Zurich and Max Planck Institute, Tübingen)
The importance of airport security has increased dramatically in the last years. Large investments into x-ray screening technology have been made in order to cope with the changed terrorist threat situation. However, the most expensive equipment is of limited value if the humans who operate it are not trained well enough to detect threat objects in x-ray images of passenger bags quickly and reliably. In this study we investigated whether adaptive computer based training (CBT) can be used to increase the x-ray image interpretation competency of airport security screeners. To this end, we tested screeners before and after six months of weekly recurrent CBT. A control group of screeners was tested as well but this group did not receive any CBT. Large increases in detection performance were found for the training group, which did also generalize to new threat objects that were not shown during training. This generalization effect is based on a transfer of acquired knowledge about the appearance of trained threat objects in x-ray images to novel untrained objects that are similar in shape. The results of this study indicate that recurrent CBT is a powerful tool to increase the x-ray image interpretation competency of airport security screeners.
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Esther Kirchhoff
What characterises university students from different educational paths? A comparison of vocational training and high school graduates in Switzerland.
Authors
Esther Kirchhoff (University of Basel)
Alexander Grob (University of Basel)
There is a nonnormative, but newly regulated way in Switzerland to enter to university after vocational training and professional baccalaureate: The auxiliary examination entitled “Passerelle Berufsmaturität – Universitäre Hochschulen” opens the access to all fields of university study. The question arises whether graduates of the “Passerelle“ are similarly prepared for studying at university as graduates of Swiss High Schools. Quantitative and qualitative data of 229 graduates of the Passerelle and 421 graduates of High Schools are presented in order to evaluate the similarities as well as the distinctive features of competences and qualifications of the two groups. Some of the most powerful aspects to discriminate between the two student groups are the retrospective perception of the educational process, perception of the social support, extrinsic motivation, negative affectivity and academic persistence. Intrinsic and achievement motivation, subjective wellbeing and the competence to cope with time and demands do not differentiate between the groups. The results will be discussed from a developmental perspective. In conclusion, we recommend that the political efforts to promote permeability and flexibility in the educational paths should be further strengthen.
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Andreas Hirschi
Promotion Possibilities of Career Choice Readiness of Adolescents: An Evaluation Study
Authors
Andreas Hirschi (University of Zurich)
Damian Läge (University of Zurich)
Classical concepts of career maturity propose that adolescents automatically become more (career) mature with age. For example, it is supposed that realism in adolescents’ career aspirations develops only in later adolescence. However, modern concepts criticise this notion as being based on an out-of date concept of development which not appropriately takes into account the dynamic interaction of person and environment. According to this modern view, career choice readiness of adolescents does not depend on mere age. It is strongly dependent on specific competencies and attitudes which can be systematically promoted. The presented study evaluated an intervention which was specifically designed to increase career choice readiness of young adolescents in seventh grade. The study applied a Solomon four-group-plan with 368 Swiss adolescents as study participants. The structured small-group career workshop could significantly increase the career choice readiness of the participants immediately and up to three month after the intervention. Especially realism in career aspirations showed a remarkable increase. The study lends support to modern concepts of career choice readiness which state that specific competences and attitudes for career decision-making can by systematically improved.
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Kathrin Dubi
Effects of Student Uniforms: Empirical Analysis of the Basel Pilot Study
Authors
Kathrin Dubi (University of Basel)
Alexander Grob (University of Basel)
Objectives: The concept of public schools requiring students to wear school uniforms is a very controversial topic in education, yet it is gaining popularity nationwide. Proponents emphasize the benefits of student uniforms on specific behavioural and academic outcomes. This study focuses on the effects of a mandatory uniform policy on student characteristics at the secondary school level.
Method: The Basel Pilot Study was conducted in four classes (9th grade). The sample consisted of 34 students from two classes with a mandatory uniform policy and 44 students from two classes without a uniform policy. The students from the classes with uniforms were allowed to choose the style of the uniform and had to wear the clothes for 6 months. All students, their parents and a friend completed questionnaires on student characteristics at pre- and post-assessments.
Results and Conclusion: Differences within groups over time and between the two groups in terms of classroom climate, learning goal orientation, attitude towards school uniforms, importance of clothes, and other correlates are presented and discussed. Furthermore, we discuss important aspects in implementing uniform policies at schools.
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Egon Werlen
The influence of emotionality and repression on stress in teachers
Authors
Egon Werlen (University of Fribourg)
Gebhard Hüsler (University of Fribourg)
About 400 teachers (of secondary and professional schools in Fribourg, Switzerland) filled out questionnaires on emotionality (FPI-R), repression (ABI) and stress (PSS; factors of work stress). We hypothesised that teachers with high emotionality and with low repression show the most stress at work. We used correlation and variance analyses.
Results
There are significant differences between teachers of secondary and professional school. The firsts are more emotional, less repressive and show more stress, especially work stress.
The correlations of emotionality, repression with perceived stress are r=.55, r=-.14, and with work stress r=.42, r=-.19 (all p<.005). Teachers of professional schools show much higher correlations.
There are significant (p<.000) differences in perceived stress and work stress between teachers with low and high emotionality and with low and high cognitive repression. The combination of these two variables results in the lowest stress for low emotional, high repressive teachers and the highest stress for high emotional, high repressive teachers.
Gender and age have no moderator effect on the relation between emotionality, repression and stress.
Conclusion
As hypothesised emotionality and repression influence the perception of stress and the amount of reported work stress. The weaker effects in the secondary school teacher sample are difficult to explain. The reasons may be some sample characteristics or reservations toward research.
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