@misc{CsikszentmihalyiSchiefele1995, author = {Csikszentmihalyi, Mihaly and Schiefele, Ulrich}, title = {Motivation and ability as factors in mathematics experience and achievement}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33668}, year = {1995}, abstract = {This study examined relationships among interest, achievement motivation, mathematical ability, the quality of experience when doing mathematics, and mathematics achievement. One hundred eight freshmen and sophomores (41 males, 67 females) completed interest ratings, an achievement motivation questionnaire, and the Preliminary Scholastic Aptitude Test. These assessments were followed by 1 week of experience sampling. Mathematics grades were available from the year before the study started, from the same year, and from the following 3 years. In addition, a measure of the students' course level in mathematics was included. The results showed that quality of experience when doing mathematics was mainly related to interest. Grades and course level were most strongly predicted by level of ability. Interest was found to contribute significantly to the prediction of grades for the second year and to the prediction of course level. Quality of experience was significantly correlated with grades but not course level.}, language = {en} } @misc{CsikszentmihalyiSchiefele1993, author = {Csikszentmihalyi, Mihaly and Schiefele, Ulrich}, title = {Die Qualit{\"a}t des Erlebens und der Prozeß des Lernens}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33578}, year = {1993}, abstract = {In der vorliegenden Arbeit wird argumentiert, daß das Erleben von „Flow" im Prozeß des Lernens f{\"u}r das Entstehen von intrinsischer Lernmotivation und f{\"u}r die kognitive Entwicklung der Sch{\"u}ler von entscheidender Bedeutung ist. Die FIow-Theorie von M. Csikszentmihalyi wird ausf{\"u}hrlich dargestellt und ihre Relevanz f{\"u}r den Lernprozeß erl{\"a}utert. Es werden zwei empirische Studien berichtet, die die Auswirkungen des Flow-Erlebens auf schulisches Lernen belegen. Schließlich wird der Versuch gemacht, Folgerungen f{\"u}r die p{\"a}dagogische Praxis abzuleiten.}, language = {de} } @misc{CsikszentmihalyiSchiefele1994, author = {Csikszentmihalyi, Mihaly and Schiefele, Ulrich}, title = {Interest and the Quality of Experience in Classrooms}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33647}, year = {1994}, abstract = {This study investigated the relation between interest in four different subject areas (mathematics, biology, English, history) and the quality of experience in class. The strength of interest as a predictor of experience was contrasted with that of achievement motivation and scholastic ability. A total of208 highly able freshmen and sophomores completed interest ratings, an achievement motivation questionnaire, and the Preliminary Scholastic Aptitude Test (PSAT). These assessments were followed by one week of experience sampling. In addition, grades were available for the subject areas involved. The results showed that interest was a significant predictor of the experience of potency, intrinsic motivation, self-esteem, and perception of skill. Controlling for ability and achievement motivation did not decrease the strength of these relations. Achievement motivation and ability proved to be considerably weaker predictors of the quality of experience than was interest. In addition, interest contributed significantly to the prediction of grades in mathematics, biology, and history, but not English. The main results and some limitations of the study are discussed, and suggestions for future research are made.}, language = {en} } @article{EkatushabeKwarikundaMuwongeetal.2021, author = {Ekatushabe, Margaret and Kwarikunda, Diana and Muwonge, Charles Magoba and Ssenyonga, Joseph and Schiefele, Ulrich}, title = {Relations between perceived teacher's autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students}, series = {International journal of STEM education}, volume = {8}, journal = {International journal of STEM education}, number = {1}, publisher = {SpringerOpen}, address = {Berlin ; Heidelberg [u.a.]}, issn = {2196-7822}, doi = {10.1186/s40594-021-00272-5}, pages = {15}, year = {2021}, abstract = {Background Boredom during learning activities has the potential of impeding attention, motivation, learning and eventually achievement. Yet, research focusing on its possible antecedents seems to have received less attention especially within the physics domain. Based on assumptions of the Control Value Theory of Achievement Emotions (CVTAE), this study aimed at examining gender differences and structural relationships between students' reported perceived teacher autonomy support (PTAS), cognitive appraisals (self-efficacy and task value) and learning-related boredom in physics. A sample of 375 (56\% females) randomly selected 9(th) grade students (mean age = 15.03 years; SD = 1.02) from five secondary schools in Masaka district of Uganda took part in the study. Results Data collected from students' self-reports using standardised instruments revealed that higher levels of PTAS, self-efficacy, and task value were significantly associated with lower levels of boredom during physics learning. Females reported significantly greater task value for learning physics than the males. Self-efficacy (beta = - .10, p < .05) and task value (beta = - .09, p < .01) partially mediated the relationship between PTAS and boredom. PTAS showed significant direct negative contributions to boredom (beta = - .34, p < .001). Conclusion These findings provide support for theory and practice about the importance of promoting autonomy among students by adjusting instructional behaviours among teachers of physics. Teacher autonomy supportive behaviours influence formation of students' beliefs about ability, subjective value and learning-related boredom in physics. Implications and suggestions for further research are also discussed in this paper.}, language = {en} } @article{HettingerLazaridesRubachetal.2021, author = {Hettinger, Katharina and Lazarides, Rebecca and Rubach, Charlott and Schiefele, Ulrich}, title = {Teacher classroom management self-efficacy}, series = {Teaching and teacher education : an international journal of research and studies}, volume = {103}, journal = {Teaching and teacher education : an international journal of research and studies}, publisher = {Elsevier}, address = {Oxford}, issn = {0742-051X}, doi = {10.1016/j.tate.2021.103349}, pages = {10}, year = {2021}, abstract = {This study examined the relations between teacher-reported classroom management self-efficacy, stu-dent-reported teaching quality and students' enjoyment in mathematics. Data were collected from German ninth and tenth-grade students (N = 779) and their teachers (N = 40) at the beginning and the middle of the school year. Multilevel models showed that teachers' self-efficacy at time 1 significantly and positively related to class-level monitoring and relatedness at time 2. Class-level relatedness at time 2 was significantly and positively associated with enjoyment at time 2. Teacher-reported self-efficacy at time 1 was indirectly related to enjoyment at time 2 through relatedness at time 2.}, language = {en} } @misc{KrappSchiefeleWildetal.1993, author = {Krapp, Andreas and Schiefele, Ulrich and Wild, Klaus Peter and Winteler, Adolf}, title = {Der „Fragebogen zum Studieninteresse" (FSI)}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33601}, year = {1993}, abstract = {Die vorliegende Arbeit berichtet {\"u}ber die Entwicklung des „Fragebogen zum Studieninteresse" (FSI) und seine testtheoretische {\"U}berpr{\"u}fung. An der Untersuchung nahmen 298 Studenten verschiedener Studieng{\"a}nge teil. Ausgehend von einer 27 Items umfassenden Version verblieben aufgrund von Faktorenanalyse und Rasch- Skalierung 18 Items, die eine eindimensionale Skala bilden. Die interne Konsistenz (Alpha) des revidierten FSI betr{\"a}gt .90, die Test-Retest-Reliabilit{\"a}t .67 (Zeitspanne: 2 Jahre). Zur Pr{\"u}fung der Validit{\"a}t des revidierten FSI wurde eine Reihe weiterer Variablen erhoben (z.B. intrinsische motivationale Orientierung, T{\"a}tigkeitszentrierung, Extraversion, Verwendung von Lernstrategien, Studienleistung). Die Ergebnisse zeigen, daß der FSI in ausreichendem Maße konvergente, diskriminante und kriteriumsbezogene Validit{\"a}t besitzt.}, language = {de} } @misc{KrappSchiefeleWinteler1988, author = {Krapp, Andreas and Schiefele, Ulrich and Winteler, Adolf}, title = {Studieninteresse und fachbezogene Wissensstruktur}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33674}, year = {1988}, abstract = {F{\"u}r die Konstrukte Studieninteresse und Studienerfolg werden neue Konzeptualisierungen vorgeschlagen. Studieninteresse wird als bereichsspezifischer Person-Gegenstands-Bezug definiert. Die traditionellen Kriterien des Studienerfolgs (z.B. Examensnoten) werden durch das Kriterium der Qualit{\"a}t fachbezogener Wissensstrukturen ersetzt. Die durchgef{\"u}hrte Untersuchung sollte kl{\"a}ren, ob Studieninteresse die Bildung fachbezogener Wissensstrukturen beeinflußt. Auf der Basis des „Fragebogens zum Studieninteresse" (FSI) wurden 28 P{\"a}dagogikstudenten in drei Gruppen mit unterschiedlicher Interessenauspr{\"a}gung (hoch, mittel, niedrig) eingeteilt. Zur Ermittlung von Kennwerten der Wissensstruktur wurde ein Wortassoziationstest mit neun Stimulusbegriffen durchgef{\"u}hrt. Die drei Versuchsgruppen wurden mit einer Kontrollgruppe (29 Technikstudenten) und einer Expertengruppe (5 P{\"a}dagogen) verglichen. Die Ergebnisse zeigen einen belegbaren Einfluß von Studieninteresse sowohl auf die Qualit{\"a}t der Assoziationen als auch auf die strukturelle Verkn{\"u}pfung der vorgegebenen Stimulusbegriffe. Die hoch interessierten Studenten stimmen dabei mehr mit der Expertengruppe, die niedrig interessierten Studenten mehr mit der Kontrollgruppe {\"u}berein. Die Ergebnisse werden als Beleg f{\"u}r unsere theoretischen {\"U}berlegungen gewertet.}, language = {de} } @article{KwarikundaSchiefeleSsenyongaetal.2020, author = {Kwarikunda, Diana and Schiefele, Ulrich and Ssenyonga, Joseph and Muwonge, Charles Magoba}, title = {The Relationship between Motivation for, and Interest in, Learning Physics among Lower Secondary School Students in Uganda}, series = {African Journal of Research in Mathematics, Science and Technology Education}, volume = {24}, journal = {African Journal of Research in Mathematics, Science and Technology Education}, number = {3}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1811-7295}, doi = {10.1080/18117295.2020.1841961}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-605353}, pages = {435 -- 446}, year = {2020}, abstract = {Motivation and interest affect students' learning especially in Physics, a subject learners perceive as abstract. The present study was guided by three objectives: (a) to adapt and validate the Science Motivation Questionnaire (SMQ-II) for the Ugandan context; (b) to examine whether there are significant differences in motivation for learning Physics with respect to students' gender; and (c) to establish the extent to which students' interest predicts their motivation to learn Physics. The sample comprised 374 randomly selected students from five schools in central Uganda who responded to anonymous questionnaires that included scales from the SMQ-II and the Individual Interest Questionnaire. Data were analysed using confirmatory factor analyses, t-tests and structural equation modelling in SPSS-25 and Mplus-8. The five-factor model solution of the SMQ-II fitted adequately with the present data, with deletion of one item. The modified SMQ-II exhibited invariant factor loadings and intercepts (i.e. strong measurement invariance) when administered to boys and girls. Furthermore, motivation for learning Physics did not vary with gender. Students' interest was related to motivation for learning Physics. Lastly, although students' interest significantly predicted all motivational constructs, we noted considerable predictive strength of interest on students' self-efficacy and self-determination in learning Physics. Implications of these findings for the teaching and learning of Physics at lower secondary school are discussed in the paper.}, language = {en} } @article{KwarikundaSchiefeleSsenyongaetal.2021, author = {Kwarikunda, Diana and Schiefele, Ulrich and Ssenyonga, Joseph and Muwonge, Charles Magoba}, title = {Secondary school students' motivation profiles for physics learning}, series = {African journal of research in mathematics, science and technology education : official journal of the Southern African Association for Research in Mathematics, Science and Technology Education}, volume = {25}, journal = {African journal of research in mathematics, science and technology education : official journal of the Southern African Association for Research in Mathematics, Science and Technology Education}, number = {2}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1028-8457}, doi = {10.1080/18117295.2021.1956720}, pages = {197 -- 210}, year = {2021}, abstract = {For efficient and effective pedagogical interventions to address Uganda's alarmingly poor performance in Physics, it is vital to understand students' motivation patterns for Physics learning. Latent profile analysis (LPA)-a person-centred approach-can be used to investigate these motivation patterns. Using a three-step approach to LPA, we sought to answer the following research questions: RQ1, which profiles of secondary school students exist with regards to their motivation for Physics learning; RQ2, are there differences in students' cognitive learning strategies in the identified profiles; and RQ3, does students' gender, attitudes, and individual interest predict membership in these profiles? The sample comprised 934 Grade 9 students from eight secondary schools in Uganda. Data were collected using standardised questionnaires. Six motivational profiles were identified: (i) low-quantity motivation profile (101 students; 10.8\%); (ii) moderate-quantity motivation profile (246 students; 26.3\%); (iii) high-quantity motivation profile (365 students; 39.1\%); (iv) primarily intrinsically motivated profile (60 students, 6.4\%); (v) mostly extrinsically motivated profile (88 students, 9.4\%); and (vi) grade-introjected profile (74 students, 7.9\%). Low-quantity and grade-introjected motivated students mostly used surface learning strategies whilst the high-quantity and primarily intrinsically motivated students used deep learning strategies. Lastly, unlike gender, individual interest and students' attitudes towards Physics learning predicted profile membership. Teachers should provide an interesting autonomous Physics classroom climate and give students clear instructions in self-reliant behaviours that promote intrinsic motivation.}, language = {en} } @article{MeixnerWarnerLensingetal.2018, author = {Meixner, Johannes M. and Warner, Greta J. and Lensing, Johanna Nele and Schiefele, Ulrich and Elsner, Birgit}, title = {The relation between executive functions and reading comprehension in primary-school students}, series = {Early Childhood Research Quarterly}, volume = {46}, journal = {Early Childhood Research Quarterly}, publisher = {Elsevier}, address = {New York}, issn = {0885-2006}, doi = {10.1016/j.ecresq.2018.04.010}, pages = {62 -- 74}, year = {2018}, abstract = {Higher-order cognitive skills are necessary prerequisites for reading and understanding words, sentences and texts. In particular, research on executive functions in the cognitive domain has shown that good executive functioning in children is positively related to reading comprehension skills and that deficits in executive functioning are related to difficulties with reading comprehension. However, developmental research on literacy and self-regulation in the early school years suggests that the relation between higher-order cognitive skills and reading might not be unidirectional, but mutually interdependent in nature. Therefore, the present longitudinal study explored the bidirectional relations between executive functions and reading comprehension during primary school across a 1-year period. At two time points (T1, T2), we assessed reading comprehension at the word, sentence, and text levels as well as three components of executive functioning, that is, updating, inhibition, and attention shifting. The sample consisted of three sequential cohorts of German primary school students (N = 1657) starting in first, second, and third grade respectively (aged 6-11 years at T1). Using a latent cross-lagged-panel design, we found bidirectional longitudinal relations between executive functions and reading comprehension for second and third graders. However, for first graders, only the path from executive functioning at T1 to reading comprehension at T2 attained significance. Succeeding analyses revealed updating as the crucial component of the effect from executive functioning on later reading comprehension, whereas text reading comprehension was most predictive of later executive functioning. The potential processes underlying the observed bidirectional relations are discussed with respect to developmental changes in reading comprehension across the primary years.}, language = {en} }