@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} } @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{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{MuwongeSchiefeleSsenyongaetal.2017, author = {Muwonge, Charles Magoba and Schiefele, Ulrich and Ssenyonga, Joseph and Kibedi, Henry}, title = {Determinants of persistence among science teacher-trainees}, series = {ournal of science teacher education : official journal of the Association for Science Teacher Education (ASTE)}, volume = {28}, journal = {ournal of science teacher education : official journal of the Association for Science Teacher Education (ASTE)}, publisher = {Taylor \& Francis}, address = {Abingdon}, issn = {1046-560X}, doi = {10.1080/1046560X.2017.1379860}, pages = {522 -- 548}, year = {2017}, abstract = {Grounded in the expectancy-value and hope theories, the present study was conducted to examine the extent to which self-efficacy, task value, and academic hope predict persistence among science teacher-trainees in Uganda. The sample consisted of 278 undergrad- uate science teacher-trainees selected from a large public university in northern Uganda. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, Academic Hope Scale, and College Persistence Questionnaire and analyzed using structural equation modeling. Task value and aca- demic hope significantly predicted students' persistence. Academic hope made a greater contribution to students' persistence compared to task value. The combined effect of task value and academic hope did not make any significant contribution to students' persistence. The study highlights the need to strengthen students' hopeful think- ing and task value in order to increase their chances of completing their studies. Implications of the study findings for educational practice and for the training of science teacher-trainees are elaborated in the article.}, 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} } @article{MuwongeSchiefeleSsenyongaetal.2017, author = {Muwonge, Charles Magoba and Schiefele, Ulrich and Ssenyonga, Joseph and Kibedi, Henry}, title = {Self-regulated learning among teacher education students}, series = {Journal of psychology in Africa}, volume = {27}, journal = {Journal of psychology in Africa}, number = {6}, publisher = {Routledge}, address = {Abingdon}, issn = {1433-0237}, doi = {10.1080/14330237.2017.1399973}, pages = {515 -- 521}, year = {2017}, abstract = {In the present study, we examined the relationships between motivational beliefs (self-efficacy, task value, and control of learning beliefs) and use of metacognitive learning strategies among teacher education students in Uganda. The sample comprised of 649 students selected from seven universities. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, and analysed using Structural Equation Modelling. Task value and self-efficacy independently and significantly predicted students' reported use of metacognition. Students' self-reported self-efficacy and task value explained 38\% of the variance in their use of metacognition. The evidence suggests interventions aimed at improving teacher education students' metacognitive skills to focus on enhancing their efficacy and value beliefs.}, language = {en} } @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{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{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{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{Schiefele1992, author = {Schiefele, Ulrich}, title = {Topic interest and levels of text comprehension}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33696}, year = {1992}, language = {en} } @misc{SchaffnerSchiefele2016, author = {Schaffner, Ellen and Schiefele, Ulrich}, title = {The Contributions of Intrinsic and Extrinsic Reading Motivation to the Development of Reading Competence over Summer Vacation}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-93434}, pages = {917 -- 941}, year = {2016}, abstract = {This study addressed the role of reading motivation as a potential determinant of losses or gains in reading competence over six weeks of summer vacation (SV). Based on a sample of 223 third-grade elementary students, structural equation analyses showed that intrinsic reading motivation before SV contributed positively to both word and sentence comprehension after SV when controlling for comprehension performance before SV. These effects were mediated by reading amount. Extrinsic reading motivation did not show significant associations with end-of-summer comprehension scores. Taken together, the findings suggest that intrinsic reading motivation facilitates students' development of reading comprehension over SV.}, language = {en} } @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} } @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{Schiefele1990, author = {Schiefele, Ulrich}, title = {Thematisches Interesse, Variablen des lernprozesses und Textverstehen}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33481}, year = {1990}, abstract = {Die Untersuchung besch{\"a}ftigte sich mit dem Einfluß thematischer Interessen auf die Qualit{\"a}t des Textverstehens. Dar{\"u}ber hinaus sollte der Einfluß von Interesse auf motivationale und kognitive Variablen des Leseprozesses (z.B. Flow-Erleben, Elaborationen) {\"u}berpr{\"u}ft werden. 53 Studenten wurden auf der Basis eines Fragebogens in hoch und niedrig thematisch interessierte eingeteilt. Die Vpn bekamen einen Text zum Thema „Emotion" zu lesen, angeblich um ihn sp{\"a}ter zu bewerten. Anschließend wurden retrospektiv die Prozeßvariablen Aktivierung, Flow-Erleben und Elaborationen erhoben. Zus{\"a}tzlich wurde die Zahl der Unterstreichungen und Notizen registriert. Schließlich erfolgte der Verstehenstest, in dem drei Ebenen der Verstehenstiefe unterschieden wurden. Die Ergebnisse zeigen, daß der Einfluß des thematischen Interesses auf das Verstehen mit zunehmender Verstehenstiefest{\"a}rker wird. Die Ber{\"u}cksichtigung des Vorwissens und der Intelligenz hatte keine Minderung des Interesseneffekts zur Folge. Interesse f{\"u}hrte dar{\"u}ber hinaus zu einer Erh{\"o}hung des Aktivierungsniveaus, zu flow-{\"a}hnlichem Erleben, zu verst{\"a}rkten elaborativen Prozessen und zu erh{\"o}hter H{\"a}ufigkeit von Notizen. Die Ergebnisse unterstreichen die Bedeutsamkeit motivationaler Variablen f{\"u}r qualitativ h{\"o}herwertige Verstehensprozesse.}, language = {de} } @misc{Schiefele1987, author = {Schiefele, Ulrich}, title = {The importance of motivational factors for the acquisition and representation of knowledge}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33421}, year = {1987}, abstract = {Motivational conditions have been thus far largely neglected by contemporary theoretical approaches in knowledge psychology. The present article attempts to demonstrate the necessity for the greater integration of both. Suggestions are made regarding the choice and conceptualization of relevant motivational factors. Two possible groups of factors can be distinguished: (1) motivational factors of personality, and (2) motivational effects of action. Available theoretical approaches (e.g., the "levels of processing" approach) and examples are used to clarify the potential effects of these factors on the acquisition and representation of knowledge. Finally, a review is made of empirical studies allowing confirmatory allegations about the posited relationships between motivational factors and processes related to knowledge. This review reveals substantial research deficits on this topic.}, language = {en} } @misc{Schiefele1988, author = {Schiefele, Ulrich}, title = {Motivationale Bedingungen des Textverstehens}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33456}, year = {1988}, abstract = {Ausgehend von der Feststellung, daß die bisherige Forschung zum Textlernen motivationale Variablen, die gerade aus p{\"a}dagogischer Sicht als sehr bedeutsam erscheinen, vernachl{\"a}ssigt hat, wird ein {\"U}berblick {\"u}ber Untersuchungen gegeben, die den Einfluß von Interesse auf das Verstehen von Texten {\"u}berpr{\"u}ften. Ein Großteil der betrachteten Arbeiten kommt zu dem Ergebnis, daß Interesse eine bedeutsame Rolle beim Textlernen einnimmt. Trotzdem sind eine Reihe von Einw{\"a}nden vorzubringen, die vor allem Defizite bei der Konzeptualisierung und Messung von Interesse und die Vernachl{\"a}ssigung qualitativer, prozessualer und struktureller Aspekte der Verstehensleistung betreffen. Abschließend wird auf p{\"a}dagogische Konsequenzen bez{\"u}glich der Gestaltung von Lehrtexten hingewiesen.}, language = {de} } @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{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} } @article{SchiefeleKollerSchaffner2018, author = {Schiefele, Ulrich and Koller, Olaf and Schaffner, Ellen}, title = {Intrinsische und extrinsische Motivation}, series = {Handw{\"o}rterbuch p{\"a}dagogische Psychologie}, journal = {Handw{\"o}rterbuch p{\"a}dagogische Psychologie}, edition = {5., {\"u}berarbeitete und erweiterte Auflage}, publisher = {Beltz}, address = {Weinheim}, isbn = {978-3-621-28297-0}, pages = {309 -- 319}, year = {2018}, language = {de} } @misc{Schiefele1991, author = {Schiefele, Ulrich}, title = {Interest, learning, and motivation}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33536}, year = {1991}, abstract = {Recent research related to the concept of interest is reviewed. It is argued that current constructs of motivation fail to include crucial aspects of the meaning of interest emphasized by classical American and German educational theorists. In contrast with many contemporary concepts (e.g., intrinsic learning orientation), interest is defined as a content-specific motivational characteristic composed of intrinsic feeling-related and value-related valences. Results from a number of studies are presented that indicate the importance of interest for the depth of text comprehension, the use of learning strategies, and the quality of the emotional experience while learning. The implications of these results and possible directions for future research are discussed.}, language = {en} } @misc{KrappSchiefeleSchreyer1993, author = {Krapp, Andreas and Schiefele, Ulrich and Schreyer, Inge}, title = {Metaanalyse des Zusammenhangs von Interesse und schulischer Leistung}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33561}, year = {1993}, abstract = {Der Artikel berichtet von den Ergebnissen einer Metaanalyse des Zusammenhangs zwischen der Auspr{\"a}gung fachspezifischer Interessen und schulischer Leistung. Es konnten f{\"u}r den Zeitraum 1965—1990 21 relevante Untersuchungsberichte identifiziert werden, die insgesamt 127 voneinander unabh{\"a}ngige (d. h. auf verschiedenen Stichproben beruhende) Korrelationskoeffizienten berichten. Ungeachtet der Einfl{\"u}sse von Moderatorvariablen ergab sich f{\"u}r den Zusammenhang von Interesse und Leistung eine Durchschnittskorrelation von .30. Dar{\"u}ber hinaus zeigte sich, daß f{\"u}r Jungen signifikant h{\"o}here Interesse-Leistungs-Korrelationen bestehen als f{\"u}r M{\"a}dchen. Zwischen den verschiedenen F{\"a}chern ergaben sich teilweise ebenfalls signifikante Unterschiede. Dagegen war kein signifikanter Moderatoreffekt der Klassenstufe zu beobachten. Abschließend erfolgt eine Diskussion der Befunde auf dem Hintergrund interessentheoretischer und methodischer {\"U}berlegungen.}, language = {en} } @misc{Schiefele1991, author = {Schiefele, Ulrich}, title = {Interesse und Textrepr{\"a}sentation : zur Auswirkung des thematischen Interesses auf unterschiedliche Komponenten der Textrepr{\"a}sentation unter Ber{\"u}cksichtigung kognitiver und motivationaler Kontrollvariablen}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33496}, year = {1991}, abstract = {Die Untersuchung besch{\"a}ftigte sich mit dem Einfluß des thematischen Interesses auf die Auspr{\"a}gung der nach dem Textverarbeitungsmodell von van Dijk \& Kintsch (1983) unterschiedenen Komponenten der Textrepr{\"a}sentation. Dar{\"u}ber hinaus sollte der Einfluß von Interesse auf motivationale und kognitive Variablen des Leseprozesses (z.B. Elaboration) {\"u}berpr{\"u}ft werden. Zus{\"a}tzlich wurde eine Reihe relevanter Einflußgr{\"o}ßen (z.B. Vorwissen) im Sinne von Kontrollvariablen erhoben. 43 Studenten wurden auf der Basis eines Fragebogens in hoch und niedrig thematisch interessierte eingeteilt. Die Vpn bekamen einen Text zum Thema «Kommunikation» zu lesen. Anschließend wurde retrospektiv eine Reihe von Prozeßvariablen erhoben. Es folgte ein Rekognitionstest, der die Ermittlung der unterschiedlichen St{\"a}rke der w{\"o}rtlichen, propositionalen und situativen Textrepr{\"a}sentation erlaubt. Die Ergebnisse zeigen, daß die w{\"o}rtliche Textrepr{\"a}sentation bei den niedrig Interessierten signifikant st{\"a}rker ausgepr{\"a}gt ist, w{\"a}hrend die hoch Interessierten eine st{\"a}rker ausgepr{\"a}gte propositionale Abbildung des Textes erkennen lassen. Keine erkennbaren Unterschiede zwischen den beiden Versuchsgruppen zeigten sich hinsichtlich der situativen Repr{\"a}sentation. Die Ber{\"u}cksichtigung der einbezogenen Kontrollvariablen hatte keine Minderung des Interesseneffekts zur Folge. Interesse h{\"a}ngt dar{\"u}ber hinaus eng mit dem Ausmaß von Aktivierung, Flow-Erleben, elaborativen Prozessen und der H{\"a}ufigkeit von Notizen zusammen. Es ergaben sich Anhaltspunkte, daß diese Variablen auch eine wichtige Rolle bei der Vermittlung des beobachteten Interesseneffekts spielen.}, language = {de} } @misc{SchiefeleSierwaldWinteler1988, author = {Schiefele, Ulrich and Sierwald, Wolfgang and Winteler, Adolf}, title = {Interesse, Leistung und Wissen : die Erfassung von Studieninteresse und seine Bedeutung f{\"u}r Studienleistung und fachbezogenes Wissen}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33501}, year = {1988}, abstract = {In insgesamt drei Untersuchungen wurden die folgenden Fragestellungen bzw. Problembereiche bearbeitet: (1) die quantitative Erfassung von Studieninteresse, [ 2 \ der Zusammenhang zwischen Studieninteresse und Leistungsmotiv, (3) die Beziehung zwischen Studieninteresse und kognitiven Variablen. Der von Winteler ii Sierwald(1987) entwickelte "Fragebogen zum Studieninteresse" (FSI) wurde an einer Stichprobe von N=621 Studenten aus verschiedenen Fachbereichen hinsichtlich seiner generellen Anwendbarkeit {\"u}berpr{\"u}ft (Studie 1). Die Ergebnisse zeigen, daß das Studieninteresse sich nur mit dem Alter ver{\"a}ndert, w{\"a}hrend andere Variablen keinen Einfluß haben. Die zweite Studie (N = 169) ergab, daß zwischen Studieninteresse und dem Leistungsmotiv erwartungsgem{\"a}ß nur ein geringer Zusammenhang besteht. Dar{\"u}ber hinaus zeigte sich, daß Interesse st{\"a}rker mit der Studienleistung (Durchschnittsnote) korreliert als das Leistungsmotiv. In Studie 3 (N = 59) wurde der Zusammenhang von Studieninteresse und einem mittels Wortassoziationstest erfaßten Ausschnitt der fachbezogenen Wissensstruktur gepr{\"u}ft. Obwohl keine quantitativen Unterschiede auftraten, ergab eine qualitative Analyse, daß hoch Interessierte fachlich ad{\"a}quatere Assoziationen produzieren und hinsichtlich ihrer Wissensstruktur einer Gruppe von Experten {\"a}hnlicher sind als niedrig Interessierte.}, language = {de} } @misc{CsikszentmihalyiSchiefele1992, author = {Csikszentmihalyi, Mihaly and Schiefele, Ulrich}, title = {Arts education, human development, and the quality of experience}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33547}, year = {1992}, abstract = {Content: Introduction: Do the Arts Really Matter? Aesthetic Cognition and Human Development The Significance of Arts in Everyday Life: Evidence from Case StudiesArts and Quality of Experience: A Systematic Analysis The Conditions of Optimal Experience The Representation of Experience in Personality Consequences for Teaching the Arts}, 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{Schiefele1988, author = {Schiefele, Ulrich}, title = {Der Einfluss von Interesse auf Umfang, Inhalt und Struktur studienbezogenen Wissens}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33463}, year = {1988}, abstract = {Es wurde der Zusammenhang zwischen allgemeinem Studieninteresse, Interesse an empirischen Forschungsmethoden sowie dem Leistungsmotiv (unabh{\"a}ngige Variablen) und Umfang, Inhalt und Struktur methodischen Wissens im Studienfach P{\"a}dagogik (abh{\"a}ngige Variablen) gepr{\"u}ft. Im Mittelpunkt der Analysen standen die Auswirkungen des Methodeninteresses. Auf der Basis eines Fragebogens wurden 20 P{\"a}dagogikstudenten zu Beginn eines Methodenseminars f{\"u}r Studienanf{\"a}nger in zwei Gruppen mit hohem bzw. niedrigem Methodeninteresse geteilt. Die verschiedenen Aspekte methodenspezifischen Wissens wurden acht Wochen sp{\"a}ter mittels eines Assoziationstests zu neun Stimulusbegriffen erhoben. Die Ergebnisse belegen, daß hohes Interesse zu qualitativen (Inhalt und Struktur), nicht jedoch zu quantitativen Wissensunterschieden (Umfang) f{\"u}hrt.}, language = {de} } @misc{Schiefele1990, author = {Schiefele, Ulrich}, title = {The influence of topic interest, prior knowledge, and cognitive capabilities on text comprehension}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33472}, year = {1990}, abstract = {The present study investigated the influence of topic interest on the comprehension of texts. The primary goals of the study were as follows: (1) to formulate a new definition of the concept "topic interest", (2) to control for cognitive capabilities (intelligence, short-term memory) and prior knowledge, and(3) to assess different levels of comprehension. A total of 53 male students, majoring in computer science, took part in the study. Subjects were presented with a text on "Psychology of Emotion". Prior to reading the text, they were asked to indicate their level of interest in the topic. After reading the text, subjects were given a test of comprehension involving open-ended questions. The questions were designed to represent different levels of comprehension. The results show that the effect of topic interest on text comprehension is especially pronounced when a deeper level of understanding is required. Surprisingly, prior knowledge had no effect on the level of comprehension. Verbal intelligence, on the other hand, showed a clear effect on comprehension, especially in answering questions of simple knowledge. The effects of interest and verbal intelligence could be shown to be independent of one another.}, language = {en} } @misc{KrappSchiefeleWinteler1992, author = {Krapp, Andreas and Schiefele, Ulrich and Winteler, Adolf}, title = {Interest as a predictor of academic achievement : a meta-analysis of research}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33527}, year = {1992}, abstract = {Content: Concept and measurement of interest Strategies and methods of research Research conducted prior to 1965: a summary of reviews Research conducted since 1965: a meta-analysis}, language = {en} } @misc{Schiefele1992, author = {Schiefele, Ulrich}, title = {Interesse und Qualit{\"a}t des Erlebens im Unterricht}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33511}, year = {1992}, abstract = {Der Artikel diskutiert die Bedeutung positiven emotionalen Erlebens beim Lernen und die Notwendigkeit der Unterscheidung zwischen generellen Lernmotiven und fachspezifischen Interessen. Es wird ausf{\"u}hrlich auf Csikszentmihalyis Theorie des optimalen Erlebens und die von ihm mitbegr{\"u}ndete "Erlebens-Stichproben-Methode" eingegangen. Des weiteren wird von einer empirischen Studie berichtet, in der der Zusammenhang zwischen Interesse und der Qualit{\"a}t des Erlebens im Unterricht untersucht wurde. Die St{\"a}rke des Interesses als Pr{\"a}diktor des Erlebens wurde dabei verglichen mit der des Leistungsmotivs und eines Indikators schulbezogener kognitiver F{\"a}higkeit. Die Ergebnisse zeigen, daß Interesse in deutlich engerem Zusammenhang mit der Ericbensqualit{\"a}t steht als Leistungsmotiv und F{\"a}higkeit. Insbesondere die Erlebensdimensionen Aktiviertheit, intrinsische Motivation, Selbstwert und Wahrnehmung eigener F{\"a}higkeit wiesen signifikante Zusammenh{\"a}nge mit der Interessenauspr{\"a}gung auf.}, language = {de} } @misc{SchiefeleWild1994, author = {Schiefele, Ulrich and Wild, Klaus Peter}, title = {Lernstrategien im Studium : Ergebnisse zur Faktorenstruktur und Reliabilit{\"a}t eines neuen Fragebogens}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33638}, year = {1994}, abstract = {Der vorliegende Beitrag berichtet {\"u}ber die Entwicklung eines Inventars zur Erfassung von Lernstrategien im Studium (LIST). Das Verfahren gliedert sich in drei Teilbereiche: (1) «Kognitive Strategien», (2) «Metakognitive Strategien» und (3) «Ressourcenbezogene Strategien». Jeder Teilbereich wird durch mehrere Einzelskalen abgebildet. Der Fragebogen wurde nach verschiedenen Pilotuntersuchungen an einer Stichprobe von 310 Studenten verschiedener Studieng{\"a}nge eingesetzt. Die Ergebnisse zeigen eine gut interpretierbare Faktorenstruktur sowie zufriedenstellende Reliabilit{\"a}tsindizes. Das Verfahren ist in erster Linie zur Anwendung bei Studenten vorgesehen, kann aber auch bei anderen erwachsenen Lernergruppen eingesetzt werden.}, language = {de} } @misc{SchiefeleSchreyer1994, author = {Schiefele, Ulrich and Schreyer, Inge}, title = {Intrinsische Lernmotivation und Lernen : ein {\"U}berblick zu Ergebnissen der Forschung}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33616}, year = {1994}, abstract = {Die vorliegende Arbeit gibt einen {\"U}berblick zu Theorien der intrinsischen Lernmotivation (ILM) und berichtet von einer Metaanalyse empirischer Befunde zum Zusammenhang von ILM und Lernen anhand von vier Gruppen von Lernindikatoren: Noten, Leistungstests, spezifische Lernkriterien (z.B. Behalten eines spezifischen Textes) und Verwendung von Lernstrategien. Die Ergebnisse zeigen, daß ILM niedrige aber konsistent positive Korrelationen mit Noten und Tests aufweist, und daß ILM vor allem tiefergehende bzw. konzeptuelle Formen des Lernens beg{\"u}nstigt. Die Auspr{\"a}gung extrinsischer Lernmotivation (ELM) erwies sich als schwacher und meist nicht signifikanter Pr{\"a}diktor der Lernleistung. Wenn {\"u}berhaupt, so scheint ELM oberfl{\"a}chliche Formen des Lernens zu f{\"o}rdern.}, 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} } @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{SchiefeleWild1993, author = {Schiefele, Ulrich and Wild, Klaus Peter}, title = {Induktiv versus deduktiv entwickelte Fragebogenverfahren zur Erfassung von Merkmalen des Lernverhaltens}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33596}, year = {1993}, abstract = {Die gegenw{\"a}rtig diskutierten Verfahren zur Erfassung von Lernstrategien, Lernstilen und Lernorientierungen k{\"o}nnen in zwei Gruppen unterteilt werden. Die erste Gruppe ist induktiv konstruiert worden und hat auf der Grundlage von Interviewstudien relativ globale Lernermerkmale postuliert. Typisch f{\"u}r diese Verfahren ist auch die Integration motivationaler und kognitiver Komponenten des Lernverhaltens. Die zweite Gruppe zeichnet sich durch ein deduktives Vorgehen aus. Ausgehend von kognitionspsychologischen Modellen des Lernprozesses sowie verschiedenen Motivationstheorien wurden differenzierte Trageb{\"o}gen zu Lernstrategien undmotivationalen Merkmalen entwickelt. Die kognitiven und motivationalen Komponenten sind dabei strikt getrennt worden. Der vorliegende Artikel stellt beide Gruppen von Verfahren anhand ausgew{\"a}hlter Beispiele dar und diskutiert ihre Vor- und Nachteile.}, language = {de} } @misc{SchiefeleWildWinteler1995, author = {Schiefele, Ulrich and Wild, Klaus Peter and Winteler, Adolf}, title = {Lernaufwand und Elaborationsstrategien als Mediatoren der Beziehung von Studieninteresse und Studienleistung}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33652}, year = {1995}, abstract = {In einer zweij{\"a}hrigen L{\"a}ngsschnittstudie wurde der Frage nachgegangen, inwiefern Lernaufwand und Elaborationsstrategien den vermuteten Einfluß des Studieninteresses auf die zu einem sp{\"a}teren Zeitpunkt erbrachte Studienleistung vermitteln. An der Studie nahmen 92 Studenten verschiedener Studieng{\"a}nge teil. Zum ersten Erhebungszeitpunkt wurde mit Hilfe von Fragebogenverfahren das Studieninteresse, der Lernaufwand und die Verwendung von Elaborationsstrategien erfaßt. Zwei Jahre sp{\"a}ter wurden die Noten der inzwischen absolvierten Diplomvorpr{\"u}fung erhoben. Die Ergebnisse von Pfadanalysen mit latenten Variablen zeigen, daß der Lernaufwand - im Unterschied zu Elaborationsstrategien - als signifikanter Mediator des Interesseneffekts auf die Studienleistung angesehen werden kann. Elaborationsstrategien erscheinen als ein Nebenprodukt hohen Studieninteresses ohne Auswirkung auf die erreichten Leistungsbeurteilungen.}, language = {de} } @misc{SchiefeleWild1994, author = {Schiefele, Ulrich and Wild, Klaus Peter}, title = {Aufmerksamkeit als Mediator des Einflusses von Interesse auf die Lernleistung}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33624}, year = {1994}, abstract = {Die vorliegende Studie stellt eine konzeptuelle Replikation der Untersuchung von Shirey \& Reynolds (1988) dar. In dieser Untersuchung ergab sich unerwarteterweise ein negativer Zusammenhang zwischen Interesse und Aufmerksamkeit, w{\"a}hrend gleichzeitig ein positiver Zusammenhang zwischen Interesse und Behalten bestand. Unser Ziel war es, zu pr{\"u}fen, ob sich dieser erwartungswidrige Befund auch mit einer anderen Stichprobe und anderem Lernmaterial replizieren l{\"a}ßt. Dar{\"u}ber hinaus kontrollierten wir die subjektive Wichtigkeit des Lernmaterials und unterschieden zwischen w{\"o}rtlicher und bedeutungsorientierter Lernleistung. Die Ergebnisse unserer Studie stimmen weitgehend mit denen von Shirey \& Reynolds {\"u}berein. Abschließend diskutieren wir einige Interpretationsm{\"o}glichkeiten der Befunde und geben Hinweise f{\"u}r die weitere Forschung.}, language = {de} } @article{SchaffnerSchiefele2008, author = {Schaffner, Ellen and Schiefele, Ulrich}, title = {Familiaere und individuelle Bedingungen des Textlernens}, year = {2008}, abstract = {Diese Studie untersuchte die vermittelnden Prozesse, die den Effekten familiaerer Strukturmerkmale (soziooekonomischer Status, Bildungsniveau, Migrationshintergrund) auf das Lernen eines Textes zugrunde liegen. Es wurde ein Pfadmodell getestet, das familiaere Prozessmerkmale (z.B. Besitz von Kulturguetern) und individuelle Faktoren (z.B. Lesemotiva-tion) als Mediatoren beruecksichtigt. Als Indikator fuer das Textlernen diente die mittels Verifikationstest erfasste situative Textrepraesentation. Das Modell wurde anhand einer Stichprobe von 414 15-jaehrigen Schuelerinnen und Schuelern ueberprueft und weitgehend bestaetigt. Mit wenigen Ausnahmen waren die angenommenen Mediatoren an der Vermittlung familiaerer Einfluesse auf das Textlernen beteiligt. Als besonders einflussreiche Mediatoren erwiesen sich der Besitz von Kulturguetern, die kognitive Grundfaehigkeit, die intrinsische Lesemotivation, das Vorwissen und das metakognitive Strategiewissen.}, language = {de} } @article{Schiefele2009, author = {Schiefele, Ulrich}, title = {Motivation}, isbn = {978- 3-540-88572 (print)}, year = {2009}, language = {de} } @article{SchiefeleRheinberg1997, author = {Schiefele, Ulrich and Rheinberg, Falko}, title = {Motivation and knowledge acquisition : searching for mediating processes}, year = {1997}, language = {en} } @article{Schiefele2009, author = {Schiefele, Ulrich}, title = {Situational and individual interest}, year = {2009}, language = {en} } @article{SchaffnerSchiefele2013, author = {Schaffner, Ellen and Schiefele, Ulrich}, title = {The prediction of reading comprehension by cognitive and motivational factors - does text accessibility during comprehension testing make a difference?}, series = {Learning and individual differences}, volume = {26}, journal = {Learning and individual differences}, number = {8}, publisher = {Elsevier}, address = {Amsterdam}, issn = {1041-6080}, doi = {10.1016/j.lindif.2013.04.003}, pages = {42 -- 54}, year = {2013}, abstract = {This study examined the unique contributions of various predictors to reading comprehension measured either without or with access to the text during testing. Reasoning ability, prior knowledge, and decoding skills were assumed to have stronger contributions to comprehension without text access than with text access, whereas current motivation should be more strongly associated with comprehension measured with access to the text. Metacognitive strategy knowledge and test anxiety were expected to be equally associated with comprehension in the two test conditions. Participants were 424 eighth- and ninth-grade students. They were presented with several instruments measuring cognitive and motivational predictors and read a text on a mathematical topic; then half of them took a test on comprehension either without or with text access. Based on multiple-group structural equation modeling, results indicated that reasoning ability, decoding ability, and metacognitive strategy knowledge significantly predicted comprehension only in the without-text condition, whereas achievement motivation and test anxiety significantly predicted comprehension only in the with-text condition. The unique contributions of intrinsic motivation to comprehension were significant, but did unexpectedly not differ between the without-text and the with-text condition.}, language = {en} } @article{SchaffnerSchiefeleUlferts2013, author = {Schaffner, Ellen and Schiefele, Ulrich and Ulferts, Hannah}, title = {Reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on reading comprehension}, series = {Reading research quarterly}, volume = {48}, journal = {Reading research quarterly}, number = {4}, publisher = {Wiley-Blackwell}, address = {Hoboken}, issn = {0034-0553}, doi = {10.1002/rrq.52}, pages = {369 -- 385}, year = {2013}, abstract = {This study examined the role of reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on higher order reading comprehension (comprised of paragraph- and passage-level comprehension) in a sample of 159 fifth-grade elementary students. A positive association between intrinsic reading motivation and reading amount was assumed, whereas a negative contribution to reading amount was expected for extrinsic reading motivation. As control variables, lower order reading comprehension (comprised of word- and sentence-level comprehension), gender, and social desirability were taken into account. Structural equation analyses indicated that reading amount fully mediated the positive effect of intrinsic reading motivation on higher order comprehension, whereas extrinsic reading motivation exerted both indirect and direct negative effects on comprehension. Additional analyses confirmed a suppression effect and showed significant negative contributions of extrinsic reading motivation to reading amount and reading comprehension only when intrinsic reading motivation was simultaneously included as a predictor.}, 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} } @article{SchiefeleSchaffner2016, author = {Schiefele, Ulrich and Schaffner, Ellen}, title = {Factorial and Construct Validity of aNew Instrument for the Assessment of Reading Motivation}, series = {Reading research quarterly}, volume = {51}, journal = {Reading research quarterly}, publisher = {Wiley-Blackwell}, address = {Hoboken}, issn = {0034-0553}, doi = {10.1002/rrq.134}, pages = {221 -- 237}, year = {2016}, abstract = {Reading motivation has been defined consistently as a multidimensional construct. However, there is some disagreement regarding the number and nature of the dimensions of reading motivation. In particular, there is a lack of studies investigating the dimensional structure and measurement invariance (e.g., across gender) of reading motivation questionnaires. Based on earlier instruments, qualitative findings referring to students' reasons for reading, and theoretical considerations, we developed the Reading Motivation Questionnaire (RMQ). A sample of 883 sixth-grade students was presented with 34 reading motivation items pertaining to seven dimensions. Five of these dimensions (i.e., curiosity, involvement, grades, competition, social recognition) referred to Wigfield and Guthrie's Motivations for Reading Questionnaire, whereas two dimensions (i.e., emotional regulation, relief from boredom) were based on recent qualitative findings. The results from confirmatory factor analyses supported the hypothesized factor structure. In addition, three higher order factors were identified: intrinsic, extrinsic, and regulatory reading motivation. Moreover, strict measurement invariance across female and male students and across groups with low versus high reading competence was established. Construct validity of the RMQ was supported by the contributions of the RMQ factors to reading amount, fluency, and comprehension and by the predicted gender differences in the dimensions of reading motivation.}, language = {en} } @article{StutzSchaffnerSchiefele2016, author = {Stutz, Franziska and Schaffner, Ellen and Schiefele, Ulrich}, title = {Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades}, series = {Learning and individual differences}, volume = {45}, journal = {Learning and individual differences}, publisher = {Elsevier}, address = {Amsterdam}, issn = {1041-6080}, doi = {10.1016/j.lindif.2015.11.022}, pages = {101 -- 113}, year = {2016}, abstract = {In this study, we examined the associations of intrinsic (i.e., involvement-oriented) and extrinsic (i.e., competition-oriented) reading motivation with reading amount and reading comprehension (at the word, sentence, and text level) in a sample of second- and third-grade elementary students (N = 1053). Cognitive ability and socioeconomic status were taken into account as control variables. Reading amount was assumed to mediate the relation between reading motivation and reading comprehension. Moreover, the potentially moderating role of gender was explored. Structural equation analyses revealed that involvement contributed significantly to reading comprehension, and this relationship was mediated through reading amount. Competition oriented reading motivation was directly and negatively related with reading comprehension. The predictive contributions of reading motivation were confirmed in an alternative model with text-level comprehension as the dependent variable and both word- and sentence-level comprehension as additional predictors. Finally, gender did not moderate the obtained relations. (C) 2015 Elsevier Inc. All rights reserved.}, language = {en} } @article{SchaffnerPhilippSchiefele2016, author = {Schaffner, Ellen and Philipp, Maik and Schiefele, Ulrich}, title = {Reciprocal effects between intrinsic reading motivation and reading competence? A cross-lagged panel model for academic track and nonacademic track students}, series = {Journal of research in reading : a journal of the United Kingdom Reading Association}, volume = {39}, journal = {Journal of research in reading : a journal of the United Kingdom Reading Association}, publisher = {Wiley-Blackwell}, address = {Hoboken}, issn = {0141-0423}, doi = {10.1111/1467-9817.12027}, pages = {19 -- 36}, year = {2016}, abstract = {Previous research has demonstrated positive relations between intrinsic reading motivation and reading competence. However, the causal direction of these relations and the moderating role of relevant background variables (e.g., students' achievement level) are not well understood. In the present study, a cross-lagged panel model was applied to academic track and nonacademic track fifth grade students (N = 396) to test whether intrinsic reading motivation and reading competence are reciprocally related depending on the students' achievement level (indicated by school track affiliation). According to expectations, the cross-lagged effect of intrinsic reading motivation on reading competence was only significant for academic track students. In the nonacademic track group, neither the effect of intrinsic reading motivation on reading competence nor the reverse effect proved to be significant. Thus, the nature of the relation between intrinsic reading motivation and reading competence seems to depend on students' school track affiliation.}, language = {en} } @article{SchiefeleStutzSchaffner2016, author = {Schiefele, Ulrich and Stutz, Franziska and Schaffner, Ellen}, title = {Longitudinal relations between reading motivation and reading comprehension in the early elementary grades}, series = {Learning and individual differences}, volume = {51}, journal = {Learning and individual differences}, publisher = {Elsevier}, address = {Amsterdam}, issn = {1041-6080}, doi = {10.1016/j.lindif.2016.08.031}, pages = {49 -- 58}, year = {2016}, 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} } @misc{SchiefeleSchaffnerMoelleretal.2012, author = {Schiefele, Ulrich and Schaffner, Ellen and M{\"o}ller, Jens and Wigfield, Allan}, title = {Dimensions of reading motivation and their relation to reading behavior and competence}, series = {Reading research quarterly}, volume = {47}, journal = {Reading research quarterly}, number = {4}, publisher = {Wiley-Blackwell}, address = {Hoboken}, issn = {0034-0553}, doi = {10.1002/RRQ.030}, pages = {427 -- 463}, year = {2012}, abstract = {This review of research examines the constructs of reading motivation and synthesizes research findings of the past 20 years on the relationship between reading motivation and reading behavior (amount, strategies, and preferences), and the relationship between reading motivation and reading competence (reading skills and comprehension). In addition, evidence relating to the causal role of motivational factors and to the role of reading behavior as a mediator of the effects of motivation on reading competence is examined. We identify seven genuine dimensions of reading motivation: curiosity, involvement, competition, recognition, grades, compliance, and work avoidance. Evidence for these dimensions comes from both quantitative and qualitative research. Moreover, evidence from previous studies confirms the positive contribution of intrinsic reading motivation, and the relatively small or negative contribution of extrinsic reading motivation, to reading behavior and reading competence. The positive contribution of intrinsic motivation is particularly evident in relation to amount of reading for enjoyment and reading competence and holds even when accounting for relevant control variables. However, the causal role of reading motivation and the mediating role of reading behavior remain largely unresolved issues.}, language = {en} }