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(Schlagwörter: "Motivation")
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Same same but different? Non-traditional students and alumni in Germany
Brändle, Tobias; Ordemann, Jessica
Journal Article
| In: Studia paedagogica | 2020
40626 Endnote
Author(s):
Brändle, Tobias; Ordemann, Jessica
Title:
Same same but different? Non-traditional students and alumni in Germany
In:
Studia paedagogica, 25 (2020) 4, S. 17
DOI:
10.5817/SP2020-4-2
URN:
urn:nbn:de:0111-pedocs-252224
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-252224
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Student; Studentin; Alumne; Studium; Zweiter Bildungsweg; Motivation; Studienleistung; Berufseintritt; Erfolg; Sozialer Status; Einkommen; Vergleich; Literaturbericht; Deutschland
Abstract (english):
The article gives an overview about current research of non-traditional students and alumni in Germany. Its aim is to highlight similarities and differences with their traditional counterparts. The paper concentrates on the motivation to study, the study performance, and labor market success (status and income) of those who do not hold a traditional higher education entry certificate but entered university via their occupational qualification. We show a widespread divergence in findings from no statistical difference at all to clear differences between non-traditionals and traditionals. This holds true, with regard to student motivation, study performance, and labor market success after graduation. We conclude that biggest challenge are the non-completion rates of non-traditionals, which pose a development task for institutions of higher education.
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Teacher perceptions of learning motivation and classroom behavior. The role of student […]
Brandmiller, Cornelius; Dumont, Hanna; Becker, Michael
Journal Article
| In: Contemporary Educational Psychology | 2020
40747 Endnote
Author(s):
Brandmiller, Cornelius; Dumont, Hanna; Becker, Michael
Title:
Teacher perceptions of learning motivation and classroom behavior. The role of student characteristics
In:
Contemporary Educational Psychology, 63 (2020) , S. 101893
DOI:
10.1016/j.cedpsych.2020.101893
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0361476X20300588?via%3Dihub
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Lehrer; Wahrnehmung; Erwartung; Schüler; Kognitive Kompetenz; Lernmotivation; Verhalten; Sozioökonomische Lage; Soziale Herkunft; Migrationshintergrund; Gender; Einflussfaktor; Ungleichheit; Schuljahr 04; Leistungstest; Eltern; Lehrer; Befragung; Statistische Methode; Strukturgleichungsmodell; Deutschland
Abstract (english):
The present study investigates whether teacher perceptions of students' cognitive skills, their learning motivation, and their classroom behavior differ according to students' socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as measured in a standardized achievement test and student motivation as measured by student and parent reports, we found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low-SES students and boys. Similarly, teachers perceived high-SES students, students who are not from an immigrant background, and girls as having a higher learning motivation and as having more cognitive skills. Finally, we found that teachers' perceptions of students' learning motivation and classroom behavior mediated the relationship between student characteristics and cognitive skills as perceived by the teacher. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Who sticks to the instructions - and does it matter? Antecedents and effects of students' […]
Brisson, Brigitte M.; Hulleman, Chris S.; Häfner, Isabelle; Gaspard, Hanna; Flunger, Barbara; […]
Journal Article
| In: Zeitschrift für Erziehungswissenschaft | 2020
39742 Endnote
Author(s):
Brisson, Brigitte M.; Hulleman, Chris S.; Häfner, Isabelle; Gaspard, Hanna; Flunger, Barbara; Dicke, Anna-Lena; Trautwein, Ulrich; Nagengast, Benjamin
Title:
Who sticks to the instructions - and does it matter? Antecedents and effects of students' responsiveness to a classroom-based motivation intervention
In:
Zeitschrift für Erziehungswissenschaft, 23 (2020) 1, S. 121-144
DOI:
10.1007/s11618-019-00922-z
URL:
https://link.springer.com/article/10.1007%2Fs11618-019-00922-z
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Schüler; Motivation; Intervention; Wirkung; Schüler; Gymnasium; Schuljahr 09; Experiment; Empirische Untersuchung; Deutschland
Abstract:
Warum profitieren einige Schüler*innen von Interventionen und andere nicht? Die vorliegende Studie untersucht die Determinanten und Wirkungen der Reaktionen von Schüler*innen auf eine Motivationsintervention im Klassenzimmer. Ziel ist es, die Prozesse zu beleuchten, mit denen psychologische Interventionen in der Praxis funktionieren. Anhand von Daten aus einem randomisiert-kontrollierten Experiment zur persönlichen Relevanz der Mathematik mit 1916 Neuntklässler*innen wurde erfasst, wie gut sich die Schüler*innen an die Anweisungen von zwei schriftlichen Interventionsaufgaben (Bewertung von Zitaten oder Verfassen eines Textes) gehalten hatten. Basierend auf der angenommenen Wirkungsweise der Intervention wurden 1280 Schüleraufsätze auf die Bearbeitungsqualität hin kodiert. Die drei Qualitätsindikatoren (positive Argumente, persönlicher Bezug, Reflexionstiefe) wurden zu einem kontinuierlichen Index zusammengefasst. Lineare Regressionsanalysen zeigten, dass die Gewissenhaftigkeit, das Geschlecht, die Motivation in Mathematik und die Schülerleistung den Qualitätsindex vorhersagten. Diese Studie zeigt, wie wichtig es ist, Interventionsprozesse zu untersuchen, um Theorien und Designs von Interventionen im Klassenzimmer zu optimieren.
Abstract (english):
Why do some students benefit from interventions and others do not? By investigating the antecedents and effects of students' responsiveness to a classroom-based motivation intervention, the current study aims to shed light on the intervention processes that make educational interventions in real-life settings work. Using data from a cluster-randomized controlled experiment with 1916 ninth-grade students, students' responsiveness to two written intervention activities about the personal relevance of mathematics (evaluating quotations or writing a text) was assessed. Based on the hypothesized theory of change, 1280 student essays were coded on three indicators of responsiveness (positive arguments, personal connections, in-depth reflections) which were combined into a continuous index. Linear regression analyses showed that students' conscientiousness, gender, math-related motivation, and achievement predicted the responsiveness index. This research highlights the importance of investigating intervention processes in order to optimize the theories and designs of classroom interventions.
DIPF-Departments:
Bildungsqualität und Evaluation
Tracking patterns in self-regulated learning using students' self-reports and online trace data
Halem, Nicolette van; Klaveren, Chris van; Drachsler, Hendrik; Schmitz, Marcel; Cornelisz, Ilja
Journal Article
| In: Frontline Learning Research | 2020
39969 Endnote
Author(s):
Halem, Nicolette van; Klaveren, Chris van; Drachsler, Hendrik; Schmitz, Marcel; Cornelisz, Ilja
Title:
Tracking patterns in self-regulated learning using students' self-reports and online trace data
In:
Frontline Learning Research, 8 (2020) 3, S. 140-163
DOI:
10.14786/flr.v8i3.497
URL:
https://journals.sfu.ca/flr/index.php/journal/article/view/497
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Selbstgesteuertes Lernen; Motivation; Lernen; Strategie; Selbstbeobachtung; Online; Lernverhalten; Verhaltensmuster; Daten; Komplementarität; Ereignis; Messung; Methode; Varianz; Student; E-Learning
Abstract:
For decades, self-report instruments - which rely heavily on students' perceptions and beliefs - have been the dominant way of measuring motivation and strategy use. An event-based measure based on online trace data arguably has the potential to remove analytical restrictions of self-report measures. The purpose of this study is therefore to triangulate constructs suggested in theory and measured using self-reported data with revealed online traces of learning behaviour. The results show that online trace data of learning behaviour are complementary to self-reports, as they explained a unique proportion of variance in student academic performance and reveal that self-reports explain more variance in online learning behaviour of prior weeks than variance in learning behaviour in succeeding weeks. Student motivation is, however, to a lesser extent captured with online trace data, likely because of its covert nature. In that respect, it is of importance to recognize the crucial role of self-reports in capturing student learning holistically. This manuscript is 'frontline' in the sense that event-based measurement methodologies using online trace data are relatively unexplored. The comparison with self-report data made in this manuscript sheds new light on the added value of innovative and traditional methods of measuring motivation and strategy use. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Perceived teacher unfairness and student motivation in math and German. An application of the […]
Helm, Friederike; Arens, A. Katrin; Möller, Jens
Journal Article
| In: Learning and Individual Differences | 2020
40187 Endnote
Author(s):
Helm, Friederike; Arens, A. Katrin; Möller, Jens
Title:
Perceived teacher unfairness and student motivation in math and German. An application of the generalized internal/external frame of reference model
In:
Learning and Individual Differences, 81 (2020) , S. 101891
DOI:
10.1016/j.lindif.2020.101891
URN:
urn:nbn:de:0111-pedocs-220413
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-220413
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Schüler; Motivation; Selbstkonzept; Einflussfaktor; Wahrnehmung; Lehrerverhalten; Fairness; Ungerechtigkeit; Modell; Mathematikunterricht; Deutschunterricht; Schuljahr 06; Sekundarstufe I; Empirische Untersuchung; Deutschland
Abstract:
The Generalized Internal/External Frame of Reference Model offers a framework according to which the perception of teacher characteristics might impact on students' motivation within and between subjects. In the present study, relations between perceived teacher unfairness and student motivation in math and German were examined. In a sample of N = 1685 German secondary school students, perceived teacher unfairness was found to be negatively related with student self-concept, interest, and importance of doing well on the task within the subjects of math and German, while being positively related with the three aspects of student motivation between subjects. Mediation analyses revealed partial mediation through academic self-concept within, and complete mediation between subjects. The results imply that students' motivation in one subject is not only related to perceived teacher characteristics in the corresponding subject, but also to the experiences that these students make with teachers in another subject. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Quality of teaching in science education. More than three dimensions?
Kleickmann, Thilo; Steffensky, Mirjam; Praetorius, Anna-Katharina
Journal Article
| In: Zeitschrift für Pädagogik. Beiheft | 2020
40725 Endnote
Author(s):
Kleickmann, Thilo; Steffensky, Mirjam; Praetorius, Anna-Katharina
Title:
Quality of teaching in science education. More than three dimensions?
In:
Zeitschrift für Pädagogik. Beiheft, 66 (2020) , S. 37-55
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Naturwissenschaftlicher Unterricht; Qualität; Empirische Forschung; Unterrichtsforschung; Modell; Kognitives Lernen; Aktives Lernen; Schüler; Wahrnehmung; Schuljahr 04; Schulform; Grundschule; Schuljahr 06; Einflussfaktor; Klassenführung; Motivation; Faktorenanalyse; Nordrhein-Westfalen; Deutschland
Abstract:
The three basic dimensions framework for assessing quality teaching distinguishes the dimensions of cognitive activation, student support, and classroom management. Research from various disciplines suggest, however, that cognitive support is not sufficiently represented in the framework as yet. In the present study, two-level factor analyses based on student ratings of teaching quality in science education (2,659 students, grades 4 and 6) suggest four dimensions of teaching quality, with cognitive support being a separate dimension. Moreover, cognitive support predicted student achievement. The results suggest that including cognitive support as a separate dimension contributes to a more comprehensive, yet parsimonious framework of teaching quality. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Unterschiedliche Wege ins Lehramt - unterschiedliche Kompetenzen? Ein Vergleich von Quereinsteigern […]
Lucksnat, Christin; Richter, Eric; Klusmann, Uta; Kunter, Mareike; Richter, Dirk
Journal Article
| In: Zeitschrift für Pädagogische Psychologie | 2020
40515 Endnote
Author(s):
Lucksnat, Christin; Richter, Eric; Klusmann, Uta; Kunter, Mareike; Richter, Dirk
Title:
Unterschiedliche Wege ins Lehramt - unterschiedliche Kompetenzen? Ein Vergleich von Quereinsteigern und traditionell ausgebildeten Lehramtsanwärtern im Vorbereitungsdienst
In:
Zeitschrift für Pädagogische Psychologie, (2020) , S. online first
DOI:
10.1024/1010-0652/a000280
URL:
https://econtent.hogrefe.com/doi/10.1024/1010-0652/a000280
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Lehrermangel; Lehrerbedarf; Lehramt; Referendar; Seiteneinsteiger; Mathematik; Unterrichtsfach; Professionalität; Wissen; Kompetenz; Motivation; Selbstregulation; Unterschied; Vergleichsuntersuchung; Multivariate Analyse; Kovarianz; Deutschland
Abstract:
In den vergangenen Jahren nahm die Zahl der nicht-traditionell ausgebildeten Lehrkräfte in Deutschland kontinuierlich zu. Vor diesem Hintergrund untersucht der vorliegende Beitrag, inwiefern sich Quereinsteiger und traditionell ausgebildete Lehramtsanwärter im Vorbereitungsdienst hinsichtlich ihrer professionellen Kompetenz unterscheiden. Die dafür genutzten Daten stammen aus dem Projekt COACTIV-R, in dem 770 traditionell ausgebildete Lehramtsanwärter und 72 Quereinsteiger für das Fach Mathematik untersucht wurden. Multivariate Kovarianzanalysen zeigen, dass Quereinsteiger über ein ähnliches fachliches und fachdidaktisches Wissen verfügen, aber niedrigere Werte im Test zum pädagogisch-psychologischen Wissen aufweisen als traditionell ausgebildete Lehramtsanwärter. Keine signifikanten Unterschiede zeigen sich in den motivationalen Orientierungen und in den Überzeugungen. Signifikante Unterschiede zeigen sich jedoch in den selbstregulativen Fähigkeiten. Die Ergebnisse werden vor dem Hintergrund aktueller Befunde bezüglich der Lehrkräfteausbildung und der Rekrutierung von Lehrkräften diskutiert. (DIPF/Orig.)
Abstract (english):
In the past few years, the number of alternatively certified teachers has steadily increased. For this reason, the present study aims to compare the professional competence of alternatively certified teachers and traditional certified teachers in the induction phase (Vorbereitungsdienst). The data originates from the COACTIV-R project, in which 770 traditionally certified teachers and 72 alternatively certified teachers were surveyed and tested. Multivariate covariance analyses show that alternatively certified and traditionally certified teachers demonstrate similar content and pedagogical content knowledge, but differ in their pedagogical-psychological knowledge. No differences were found in regard to motivation and beliefs. In addition, findings show significant differences in self-regulation between the two groups. The results will be discussed with regard to current findings regarding teacher training and recruitment of teachers. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Prosocial motivation and behavior in children with and without turkish immigrant background and in […]
Neubauer, Anna; Nemanti, Parvin; Schmid, Johanna; Gawrilow, Caterina; Hasselhorn, Marcus
Journal Article
| In: Journal of Educational Research Online | 2020
41006 Endnote
Author(s):
Neubauer, Anna; Nemanti, Parvin; Schmid, Johanna; Gawrilow, Caterina; Hasselhorn, Marcus
Title:
Prosocial motivation and behavior in children with and without turkish immigrant background and in turkish children in Turkey
In:
Journal of Educational Research Online, 12 (2020) 1, S. 5-25
DOI:
10.25656/01:19116
URN:
urn:nbn:de:0111-pedocs-191167
URL:
https://www.pedocs.de/frontdoor.php?source_opus=19116
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Deutsches Kind; Deutschland; Empirische Untersuchung; Familie; Geschlechtsspezifischer Unterschied; Interdependenz; Internationaler Vergleich; Kindergartenkind; Migrationshintergrund; Modell; Motivation; Prosoziales Verhalten; Sozialpsychologie; Studie; Teilen; Test; Türkei; Verhaltenspsychologie; Vorschulalter
Abstract:
Die vorliegende Studie untersucht prosoziale Motivation und prosoziales Verhalten von deutschen Kindern ohne Migrationshintergrund (n = 50) und Kindern mit einem türkischen Migrationshintergrund in Deutschland (n = 44) sowie türkischen Kindern ohne Migrationshintergrund in der Türkei (n = 68). Nur Mädchen mit einem türkischen Migrationshintergrund weisen sowohl ein hohes Level an prosozialer Motivation als auch an prosozialem Verhalten auf. Jungen mit türkischem Migrationshintergrund und deutsche Kinder ohne Migrationshintergrund zeigten weder prosoziale Motivation noch prosoziales Verhalten. Dagegen zeigten türkische Kinder ohne Migrationshintergrund prosoziale Motivation, jedoch kein prosoziales Verhalten. (DIPF/Orig.)
Abstract (english):
The present study compares prosocial motivation and prosocial behavior of children with a Turkish immigrant background in Germany (n = 44) to German children living in Germany (n = 50) and Turkish children living in Turkey (n = 68). Only girls living in Germany with Turkish immigrant background were found to achieve high levels of prosocial motivation and behavior. Whereas boys with Turkish migrant background and German children without immigrant background showed low levels of prosocial motivation and prosocial behavior. In contrast, Turkish children without immigrant background were high in prosocial motivation but low in prosocial behavior. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Warum gibt es keine leistungssteigernden Effekte durch den Besuch von Ganztagsangeboten? Oder: Über […]
Sauerwein, Markus; Heer, Jana
Journal Article
| In: Zeitschrift für Pädagogik | 2020
39241 Endnote
Author(s):
Sauerwein, Markus; Heer, Jana
Title:
Warum gibt es keine leistungssteigernden Effekte durch den Besuch von Ganztagsangeboten? Oder: Über die Paradoxie individueller Förderung
In:
Zeitschrift für Pädagogik, 66 (2020) 1, S. 77-100
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Befragung; Bildungsangebot; Deutschland; Ganztagsschule; Individuelle Förderung; Leistungsschwäche; Leistungssteigerung; Leseförderung; Lesetest; Motivation; Schüler; Schulform; Schuljahr 05; Selbstkonzept; Subjektivität; Teilnahme; Wirkung
DIPF-Departments:
Bildungsqualität und Evaluation
Perceived quality of instruction. The relationship among indicators of students' basic needs, […]
Theis, Désirée; Sauerwein, Markus; Fischer, Natalie
Journal Article
| In: British Journal of Educational Psychology | 2020
39541 Endnote
Author(s):
Theis, Désirée; Sauerwein, Markus; Fischer, Natalie
Title:
Perceived quality of instruction. The relationship among indicators of students' basic needs, mastery goals, and academic achievement
In:
British Journal of Educational Psychology, 90 (2020) S1, S. 176-192
DOI:
10.1111/bjep.12313
URN:
urn:nbn:de:0111-pedocs-236767
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-236767
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Schüler; Übergang; Grundschule; Weiterführende Schule; Schuljahr 05; Können; Selbstkonzept; Deutschunterricht; Schülerleistung; Lernumgebung; Leistungsmotivation; Unterrichtsgestaltung; Bedarf; Datenanalyse; Korrelationsanalyse; Deutschland
Abstract (english):
Background: Students' mastery goals are positively related to adaptive learning behaviour. Moreover, these goals often mediate the relation between perceived classroom characteristics and academic achievement. Research generally shows a decline of academic achievement and mastery goals after transition to middle school. Creating a learning environment at middleschool according to students' basic needs for autonomy, competence, and social relatednessmight help to reduce these declines. However, little is known about the relationship between perceived fulfilment of needs, mastery goals, and academic achievement. Aims. We investigate the relationship between indicators of students' perceivedfulfilment of needs and their graded performance to determine whether the connection isindirect via mastery goals. Sample.We surveyed 2,105 students during the first year in middle school. Methods: We assessed the amount of the students'perceived autonomy, recognition of competence and support from the teacher(as indicators of competence and social relatedness) in class, their mastery goals, and their grades. Multilevel models were calculated. Results: Perceived fulfilment of needs correlated significantly with mastery goals andgraded performance. Mastery goals predicted graded performance; however, when perceived fulfilment of needs and mastery goals were analysed simultaneously, the correlation between mastery goals and graded performance was no longer significant.There was no indirect relation between perceived fulfilment of needs and gradedperformance via mastery goals. Conclusions: Results indicate that creating the learning environment according to thestudents' basic needs is positively related to their mastery goals and graded performanceduring the first year at middle school. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
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