@article{Schiefele2017, author = {Schiefele, Ulrich}, title = {Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation}, series = {Teaching and teacher education : an international journal of research and studies}, volume = {64}, journal = {Teaching and teacher education : an international journal of research and studies}, publisher = {Elsevier}, address = {Oxford}, issn = {0742-051X}, doi = {10.1016/j.tate.2017.02.004}, pages = {115 -- 126}, year = {2017}, abstract = {This study addressed the role of elementary school teachers' classroom management and mastery-oriented instructional practices as mediators of the effects of teacher motivation on student motivation. The sample comprised 110 teacher-class pairs (1731 students). The results from multilevel regression analyses revealed that teacher educational interest contributed to student reports of teachers' instructional practices. These practices, in turn, were significant predictors of students' subject interest and mastery goals at both the student and the class level. Finally, teacher educational interest showed significant and substantial indirect relations to student motivation that were mediated by teachers' instructional practices.}, language = {en} } @article{SoemerSchiefele2019, author = {Soemer, Alexander and Schiefele, Ulrich}, title = {Text difficulty, topic interest, and mind wandering during reading}, series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, volume = {61}, journal = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, publisher = {Elsevier}, address = {Oxford}, issn = {0959-4752}, doi = {10.1016/j.learninstruc.2018.12.006}, pages = {12 -- 22}, year = {2019}, abstract = {The present article deals with the question of how the difficulty of a text affects a reader's tendency to engage in task-unrelated thinking (mind wandering) during reading, and the potential role of topic interest as a mediator of the relation between text difficulty and mind wandering. Two-hundred and sixteen participants read three texts with each text either being easy, moderate, or difficult in terms of readability and cohesion. From time to time during reading, participants were interrupted and required to indicate whether they were voluntarily or involuntarily engaging in mind wandering. After reading each text, they rated their interest in and familiarity with the topic, and subsequently answered a number of comprehension questions. The results revealed that reading difficult texts increased both voluntary and involuntary mind wandering and this increase partially explained the negative relation between text difficulty and comprehension. Furthermore, topic interest fully mediated the effect of text difficulty on both forms of mind wandering.}, language = {en} } @article{SoemerIdsardiMinnaertetal.2019, author = {Soemer, Alexander and Idsardi, Hilda Marije and Minnaert, Alexander and Schiefele, Ulrich}, title = {Mind wandering and reading comprehension in secondary school children}, series = {Learning and individual differences}, volume = {75}, journal = {Learning and individual differences}, publisher = {Elsevier}, address = {Amsterdam}, issn = {1041-6080}, doi = {10.1016/j.lindif.2019.101778}, pages = {11}, year = {2019}, abstract = {This study investigated predictors of mind wandering during reading and their effects on comprehension in a sample of secondary school children. One hundred and twenty-five eighth-graders read either an easy, moderately difficult, or difficult version of an expository text and subsequently answered a number of comprehension questions. Students were asked about their thoughts during reading, their propensity to mind wander in various life situations, as well as their interest in the topics of the text. Overall, the results were consistent with the general mind wandering literature: More difficult texts were associated with lower topic interest, more mind wandering during reading, and worse comprehension. Topic interest was negatively related to mind wandering during reading. Furthermore, the propensity to mind wander in daily life had both a positive effect and a negative effect on comprehension, the latter being mediated by mind wandering during reading. Based on these results, it is argued that mind wandering may benefit school children's reading comprehension if it is applied in appropriate situations and for activities that promote comprehension.}, language = {en} } @article{SchiefeleSchaffner2015, author = {Schiefele, Ulrich and Schaffner, Ellen}, title = {Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation}, series = {Contemporary educational psychology}, volume = {42}, journal = {Contemporary educational psychology}, publisher = {Elsevier}, address = {San Diego}, issn = {0361-476X}, doi = {10.1016/j.cedpsych.2015.06.005}, pages = {159 -- 171}, year = {2015}, abstract = {This study addressed the role of elementary school teachers' motivation as predictors of instructional practices and student motivation. The sample comprised 110 teacher-class pairs (1731 students). The results showed that teachers' didactic interest and self-efficacy predicted teacher reports of instructional practices. In contrast, student reports of instruction were significantly associated with teachers' educational interest and mastery goals. Moreover, student motivation was only related with student reports but not teacher reports of instructional practices. In particular, mastery-oriented practices contributed strongly to student motivation. Teacher educational interest predicted mastery-oriented practices and also showed a significant direct relation to student motivation. (C) 2015 Elsevier Inc. All rights reserved.}, language = {en} }