Learning Conditions and Student Orientations 1982/83

Learning conditions and student orientation.

Topics: 1. Subject of studies and university admission: first course
of studies or second course of studies; subject combination; government
examination sought for the teaching profession; type of high school
graduation or entitlement to university admission; average grade in
final report; year of high school graduation and activities after high
school graduation.

2. Experiences and main focus areas in the upper level: attendance of
the reformed upper level; interest in selected school subjects or
fields of specialization during high school upper level; high school
graduation subjects; usefulness of the main focus set in the upper
level for current studies; quality of school preparation for selected
aspects of studies; general judgement on the time in upper level
(scale).

3. Education selection and expectations of studies: motives for
selection of course of studies; extent to which informed about selected
questions of college studies; assessment of the usefulness of change of
high school, research practical training, studies abroad,
specialization, studies beyond major subject, involvement in university
policy, rapid conclusion of course of studies, supplemental
qualification through second course of studies as well as doctorate for
personal development and to improve employment prospects; benefit of
college studies; preference for studies oriented on inclination or
later occupational chances; characterization of personal major subject
area and the demands presented.

4. Study and work habits: number of hours each week for selected study
activities; attending courses beyond major subject; study and
achievement orientation; self-evaluation of study achievements;
satisfaction with study achievements; study habits; fear of
examinations and time burden from studies; regulating studies; studies
course and studies planning.

5. Studies path and studies course: intermediate examination completed
and average grade; self-evaluation of one´s own study achievements;
determinants of the results of studies up to now; employment as student
assistant or tutor.

6. Questions on student situation in life: manner of financing
studies; adequate financial means and money available each month;
number of hours of employment each week besides studies; relevance of
this employment to studies or later employment; actual and preferred
housing situation; judgement on current housing situation; distance
between city of study and home town; admission via the ZVS; studies
abroad; interruption of studies and change of university; planned
studies course and change of subject or termination of studies; number
of semesters.

7. Contact and communication: description of frequency of contact with
friends outside the university, family members, students of one´s major
subject or other subjects, assistents, professors and persons in the
future employment field as well as desire for increased contacts with
these groups; satisfaction with contacts with fellow students and
instructors; advice and coaching through instrutors; characterization
of professors in instruction and contact with students; frequency of
coaching and counseling used; importance of coaching and advice in
selected areas of studies; perceived isolation and anonymity at the
university (scale); participation in activities of selected university
groups and university activities; preferred tasks for student
representation; representation of personal university policy views by
the current ASTA; participation in elections for student
representation; attitude to university policy involvement; perceived
differences in the university situation of men and women; demand for
improvement in the situation of women at the university.

8. Study problems: extent of personal difficulties and burdens in
studies; judgement on structure, quality and organization of personal
course of studies; most important change to improve personal learning
conditions; perceived social, technical as well as intellectual support
in studies; satisfaction with decision for selected major subject or
interest in other training.

9. Role as student: advantageous aspects of student life; judgement on
the standing of students in society; satisfaction with life as a
student.

10. Ideas about university and science: currently determined tasks of
the university as well as desired most important tasks; preferred goals
of university reform; attitude to selected forms of university policy
protest or criticism; attitude to progress of science and the influence
of science on daily life as well as on economy and industry; attitude
to technical progress.

11. Role and chances of graduates: greater responsibility of graduates
regarding society; specifying particular characteristics and abilities
of graduates in comparison to non-academics; attitude to increased
income and social status of graduates; perceived changes of the chances
of upward social mobility; judgement on the prospects of advancement.

12. Choice of occupation and concepts of occupation: occupational
moral concepts and occupation areas sought; occupation prospects;
perceived alternatives with job market difficulties.

13. Attitude to various areas of life: importance of areas of life;
attitude to employment of women and preference for family or
occupation; characterization of one´s own personality.

14. Political interest and position: interest in politics in the area
of general politics as well as also with university policy interests;
political participation; attitude to democracy and the political system
in the Federal Republic (scale); democratic conviction; judgement on
political relationships; self-classification on a left-right continuum
in comparison to various groups; attitude to selected political goals;
alternative orientations and activities (participation in groups
sharing a residence, citizen initiatives, peace movement, autonomous
work collectives and women´s groups); extent of realization of general
social and democratic goals in the Federal Republic; assessment of
social differences in the country; legitimizing social inequality;
attitude to achievement orientation and the competition principle;
self-classification on a top-bottom scale; social origins; expected
development of one´s own social position in the next ten years.

学习条件与学生状况

主题：
1. 所学专业与大学入学：第一专业或第二专业；专业组合；教育行业相关政府考试报考情况；高中毕业类型或大学入学资格；最终成绩单平均成绩；高中毕业年份及毕业后活动。

2. 高中高年级经历与主攻方向：改革后高年级课程就读情况；高中高年级期间对所选学科或专业领域的兴趣；高中毕业考试科目；高年级主攻方向对当前学习的有用性；针对学习特定方面的学校准备质量；对高年级阶段的总体评价（量表）。

3. 教育选择与学习期望：专业选择动机；对大学学习相关特定问题的了解程度；评估以下事项对个人发展及就业前景提升的有用性：高中转学、研究实践训练、留学、专业化学习、主修之外的课程学习、参与大学政策制定、快速完成学业、通过第二专业获得补充资格及攻读博士学位；大学学习的益处；倾向于兴趣导向学习还是未来职业机会导向学习的偏好；个人主修领域的特征及所面临的要求描述。

4. 学习与工作习惯：每周所选学习活动的时长；主修之外课程的选修情况；学习与成就导向；学习成果自我评价；对学习成果的满意度；学习习惯；考试焦虑与学习时间负担；学习规划与调节；学业进程与计划。

5. 学习路径与学业进程：已完成的中期考试及平均成绩；学习成果自我评价；截至目前学习结果的影响因素；学生助理或辅导教师的任职情况。

6. 学生生活状况相关问题：学业资金来源方式；充足的经济手段及每月可支配金额；每周课外工作时长；课外工作与学习或未来就业的相关性；实际及偏好的住房状况；对当前住房状况的评价；就读城市与家乡的距离；通过ZVS入学的情况；留学经历；学业中断与转学情况；计划的学业进程及转专业或退学意向；就读学期数。

7. 接触与沟通：描述与大学外朋友、家人、同专业或其他专业学生、助教、教授及未来就业领域人员的接触频率，以及对增加与这些群体接触的意愿；对与同学及教师接触的满意度；教师提供的建议与指导；教授在教学及与学生接触中的表现特征；所使用的指导与咨询服务频率；学习特定领域中指导与建议的重要性；大学中的孤独感与匿名感感知（量表）；参与特定大学团体及活动的情况；学生代表机构的偏好任务；当前ASTA对个人大学政策观点的代表程度；学生代表选举参与情况；对参与大学政策的态度；对联邦德国男女学生大学状况差异的感知；对改善大学女性状况的需求。

8. 学习问题：个人学习中的困难与负担程度；对个人所学专业结构、质量及组织的评价；改善个人学习条件的最重要变革；学习中感知到的社会、技术及智力支持；对所选专业的满意度或对其他培训的兴趣。

9. 学生角色：学生生活的优势方面；对学生社会地位的评价；对学生生活的满意度。

10. 对大学与科学的看法：大学当前既定任务及期望的最重要任务；大学改革的偏好目标；对大学政策相关特定抗议或批评形式的态度；对科学进步及其对日常生活、经济与工业影响的态度；对技术进步的态度。

11. 毕业生角色与机会：毕业生对社会的更大责任；毕业生与非毕业生相比的特定特征与能力描述；对毕业生更高收入及社会地位的态度；向上社会流动机会的感知变化；对职业晋升前景的评价。

12. 职业选择与职业观念：职业伦理观念及意向职业领域；就业前景；就业市场困难时的感知替代方案。

13. 对生活各领域的态度：生活各领域的重要性；对女性就业的态度及家庭与职业偏好；个人性格特征描述。

14. 政治兴趣与立场：对一般政治及大学政治领域的兴趣；政治参与情况；对联邦德国民主制度及政治体系的态度（量表）；民主信念；对政治关系的评价；与不同群体相比在左右政治连续体上的自我分类；对特定政治目标的态度；替代性取向与活动（参与合租群体、公民倡议、和平运动、自主工作集体及女性团体）；联邦德国一般社会及民主目标的实现程度；对国内社会差异的评估；社会不平等的合法化认知；对成就导向及竞争原则的态度；在上下阶层量表上的自我分类；社会出身；未来十年个人社会地位的预期发展。