@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{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{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}
}
@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}
}
@misc{GerickeSoemerSchiefele2022,
  author    = {Gericke, Christian and Soemer, Alexander and Schiefele, Ulrich},
  title     = {Benefits of Mind Wandering for Learning in School Through Its Positive Effects on Creativity},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {835},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-58873},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-588731},
  pages     = {11},
  year      = {2022},
  abstract  = {There is broad agreement among researchers to view mind wandering as an obstacle to learning because it draws attention away from learning tasks. Accordingly, empirical findings revealed negative correlations between the frequency of mind wandering during learning and various kinds of learning outcomes (e.g., text retention). However, a few studies have indicated positive effects of mind wandering on creativity in real-world learning environments. The present article reviews these studies and highlights potential benefits of mind wandering for learning mediated through creative processes. Furthermore, we propose various ways to promote useful mind wandering and, at the same time, minimize its negative impact on learning.},
  language  = {en}
}
@article{GerickeSoemerSchiefele2022,
  author    = {Gericke, Christian and Soemer, Alexander and Schiefele, Ulrich},
  title     = {Benefits of Mind Wandering for Learning in School Through Its Positive Effects on Creativity},
  series = {Frontiers in Education},
  volume    = {7},
  journal   = {Frontiers in Education},
  publisher = {Frontiers Media SA},
  address   = {Lausanne, Schweiz},
  issn      = {2504-284X},
  doi       = {10.3389/feduc.2022.774731},
  pages     = {11},
  year      = {2022},
  abstract  = {There is broad agreement among researchers to view mind wandering as an obstacle to learning because it draws attention away from learning tasks. Accordingly, empirical findings revealed negative correlations between the frequency of mind wandering during learning and various kinds of learning outcomes (e.g., text retention). However, a few studies have indicated positive effects of mind wandering on creativity in real-world learning environments. The present article reviews these studies and highlights potential benefits of mind wandering for learning mediated through creative processes. Furthermore, we propose various ways to promote useful mind wandering and, at the same time, minimize its negative impact on learning.},
  language  = {en}
}
@misc{KwarikundaSchiefeleMuwongeetal.2022,
  author    = {Kwarikunda, Diana and Schiefele, Ulrich and Muwonge, Charles Magoba and Ssenyonga, Joseph},
  title     = {Profiles of learners based on their cognitive and metacognitive learning strategy use: occurrence and relations with gender, intrinsic motivation, and perceived autonomy support},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {819},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-58262},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-582621},
  pages     = {12},
  year      = {2022},
  abstract  = {For life-long learning, an effective learning strategy repertoire is particularly important during acquisition of knowledge in lower secondary school—an educational level characterized with transition into more autonomous learning environments with increased complex academic demands. Using latent profile analysis, we explored the occurrence of different secondary school learner profiles depending on their various combinations of cognitive and metacognitive learning strategy use, as well as their differences in perceived autonomy support, intrinsic motivation, and gender. Data were collected from 576 ninth grade students in Uganda using self-report questionnaires. Four learner profiles were identified: competent strategy user, struggling user, surface-level learner, and deep-level learner profiles. Gender differences were noted in students' use of elaboration and organization strategies to learn Physics, in favor of girls. In terms of profile memberships, significant differences in gender, intrinsic motivation and perceived autonomy support were also noted. Girls were 2.4-2.7 times more likely than boys to be members of the competent strategy user and surface-level learner profiles. Additionally, higher levels of intrinsic motivation predicted an increased likelihood membership into the deep-level learner profile, while higher levels of perceived teacher autonomy predicted an increased likelihood membership into the competent strategy user profile as compared to other profiles. Further, implications of the findings were discussed.},
  language  = {en}
}
@article{KwarikundaSchiefeleMuwongeetal.2022,
  author    = {Kwarikunda, Diana and Schiefele, Ulrich and Muwonge, Charles Magoba and Ssenyonga, Joseph},
  title     = {Profiles of learners based on their cognitive and metacognitive learning strategy use: occurrence and relations with gender, intrinsic motivation, and perceived autonomy support},
  series = {Humanities and Social Sciences Communications},
  volume    = {9},
  journal   = {Humanities and Social Sciences Communications},
  publisher = {Springer Nature},
  issn      = {2055-1045},
  doi       = {10.1057/s41599-022-01322-1},
  pages     = {12},
  year      = {2022},
  abstract  = {For life-long learning, an effective learning strategy repertoire is particularly important during acquisition of knowledge in lower secondary school—an educational level characterized with transition into more autonomous learning environments with increased complex academic demands. Using latent profile analysis, we explored the occurrence of different secondary school learner profiles depending on their various combinations of cognitive and metacognitive learning strategy use, as well as their differences in perceived autonomy support, intrinsic motivation, and gender. Data were collected from 576 ninth grade students in Uganda using self-report questionnaires. Four learner profiles were identified: competent strategy user, struggling user, surface-level learner, and deep-level learner profiles. Gender differences were noted in students' use of elaboration and organization strategies to learn Physics, in favor of girls. In terms of profile memberships, significant differences in gender, intrinsic motivation and perceived autonomy support were also noted. Girls were 2.4-2.7 times more likely than boys to be members of the competent strategy user and surface-level learner profiles. Additionally, higher levels of intrinsic motivation predicted an increased likelihood membership into the deep-level learner profile, while higher levels of perceived teacher autonomy predicted an increased likelihood membership into the competent strategy user profile as compared to other profiles. Further, implications of the findings were discussed.},
  language  = {en}
}
@article{SoemerSchiefele2020,
  author    = {Soemer, Alexander and Schiefele, Ulrich},
  title     = {Working memory capacity and (in)voluntary mind wandering},
  series = {Psychonomic bulletin \& review : a journal of the Psychonomic Society},
  volume    = {27},
  journal   = {Psychonomic bulletin \& review : a journal of the Psychonomic Society},
  number    = {4},
  publisher = {Springer},
  address   = {New York},
  issn      = {1069-9384},
  doi       = {10.3758/s13423-020-01737-4},
  pages     = {758 -- 767},
  year      = {2020},
  abstract  = {According to influential accounts of mind wandering (MW), working memory capacity (WMC) plays a key role in controlling the amount of off-task thought during the execution of a demanding task. Whereas WMC has primarily been associated with reduced levels of involuntarily occurring MW episodes in prior research, here we demonstrate for the first time that high-WMC individuals exhibit lower levels of voluntary MW. One hundred and eighty participants carried out a demanding reading task and reported their attentional state in response to random thought probes. In addition, participants' WMC was measured with two common complex span tasks (operation span and symmetry span). As a result, WMC was negatively related to both voluntary and involuntary MW, and the two forms of MW partially mediated the positive effect of WMC on reading performance. Furthermore, the negative relation between voluntary WM and reading remained significant after controlling for interest. Thus, in contrast to prior research suggesting that voluntary MW might be more closely related to motivation rather than WMC, the present results demonstrate that high-WMC individuals tend to limit both involuntary and voluntary MW more strictly than low-WMC individuals.},
  language  = {en}
}
@article{LazaridesSchiefele2021,
  author    = {Lazarides, Rebecca and Schiefele, Ulrich},
  title     = {Teacher motivation},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  volume    = {76},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2021.101543},
  pages     = {3},
  year      = {2021},
  language  = {en}
}