TY - JOUR A1 - Lazarides, Rebecca A1 - Rubach, Charlott A1 - Ittel, Angela T1 - Adolescents’ perceptions of socializers’ beliefs, career-related conversations, and motivation in mathematics JF - Developmental psychology N2 - Research based on the Eccles model of parent socialization demonstrated that parents are an important source of value and ability information for their children. Little is known, however, about the bidirectional effects between students’ perceptions of their parents’ beliefs and behaviors and the students’ own domain-specific values. This study analyzed how students’ perceptions of parents’ beliefs and behaviors and students’ mathematics values and mathematics-related career plans affect each other bidirectionally, and analyzed the role of students’ gender as a moderator of these relations. Data from 475 students in 11th and 12th grade (girls: 50.3%; 31 classrooms; 12 schools), who participated in 2 waves of the study, were analyzed. Results of longitudinal structural equation models demonstrated that students’ perceptions of their parents’ mathematics value beliefs at Time 1 affected the students’ own mathematics utility value at Time 2. Bidirectional effects were not shown in the full sample but were identified for boys. The paths within the tested model varied for boys and girls. For example, boys’, not girls’, mathematics intrinsic value predicted their reported conversations with their fathers about future occupational plans. Boys’, not girls’, perceived parents’ mathematics value predicted the mathematics utility value. Findings are discussed in relation to their implications for parents and teachers, as well as in relation to gendered motivational processes. KW - parents’ beliefs KW - parent–child conversations KW - motivation KW - mathematics KW - gender Y1 - 2016 U6 - https://doi.org/10.1037/dev0000270 SN - 0012-1649 SN - 1939-0599 VL - 53 IS - 3 SP - 525 EP - 539 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Theoharova, Simona A1 - Demmer, Ralf T1 - Wie klingt Motivation? T1 - The sound of motivation BT - Eine Analyse deutschsprachiger Begriffe und Redewendungen zur Tabakentwöhnung BT - an analysis of German-language terms and phrases on smoking cessation JF - Sucht - Zeitschrift für Wissenschaft und Praxis N2 - Zusammenfassung.Hintergrund/Fragestellung: Während einer erfolgreichen Psychotherapie – so Miller und Rollnick (2013) – initiiert der Therapeut ein lautes Nachdenken über Veränderung (change talk), das eine Verhaltensänderung einleitet und verschiedene Facetten der Motivation eines Patienten spiegelt. Auf den preparatory change talk (desire, ability, reasons, need) folgt der mobilizing change talk (commitment, activation, taking steps) und schließlich die Verhaltensänderung. Die vorliegende Studie ist ein erster Versuch, deutsche Begriffe und Redewendungen zu analysieren, um Therapeuten die Einschätzung der Motivation eines Patienten zu erleichtern. Methodik: Das schrittweise Vorgehen entsprach weitgehend einem in der englischsprachigen Literatur beschriebenen Verfahren zur Einschätzung von Begriffen und Redewendungen hinsichtlich der Motivation eines Sprechers (vgl. Amrhein, 2009): (1) Generierung einer Sammlung relevanter Begriffe und Redewendungen, (2) Einschätzung der Stärke einer Formulierung durch 430 Probanden, (3) Bestimmung der Retestreliabilität anhand der Einschätzungen von 63 Probanden, (4) Kategorisierung von 140 Begriffen und Redewendungen durch drei Experten. Ergebnisse: Die ausgewählten Begriffe und Phrasen lassen sich zuverlässig den von Miller und Rollnick (2013) beschriebenen Kategorien Preparatory Change Talk oder Mobilizing Change Talk zuordnen, κ = .83 (95 % CI, .80 ≤ κ≤ .85), p < .001, und spiegeln darüber hinaus verschiedene Ausprägungen der Motivation eines Sprechers wider. Die Einschätzungen der Stärke einer Formulierung sind jedoch nicht stabil (Retestreliabilität: .21 ≤ rtt ≤.70). Schlussfolgerungen: Die Beachtung typischer Schlüsselwörter kann das richtige Timing einer Intervention erleichtern und darüber hinaus Auskunft über die „Entschlossenheit“ eines Patienten geben. Im Rahmen von Forschungsprojekten könnten auf der Basis erweiterter Sammlungen relevanter Begriffe und Redewendungen Algorithmen entwickelt werden, die eine Einschätzung der Motivation und damit prognostisch bedeutsame Aussagen erlauben. N2 - Background/Aim: According to Miller and Rollnick (2013), successful treatment for mental illness and substance abuse, respectively, involves change talk about client motivation. A complete conversation about motivation comprises both preparatory (desire, ability, reasons, need) and mobilizing change talk (commitment. activation, taking steps). The present study seeks to adopt a well-established English-language assessment instrument used to classify clients change talk. Method: Therefore, 150 German-language phrases reflecting motivation for change were presented to 430 volunteers and three experts in motivational interviewing. Results: Assignment of phrases to the distinct categories of change talk was highly reliable, kappa = .83 (95% CI, .80 <= kappa <= .85), p < .001 . Most phrases reflected a modest level of motivation. Test-retest reliabilities of strength ratings ranged from r(tau tau) = .21 to r(tau tau) = .70. Conclusions: Careful listening to specific phrases reflecting client motivation may enable counsellors to adopt interventions to clients level of motivation. Future research may seek to expand the data basis of linguistic analyses by including a wider range of German-language phrases. An increased item pool may facilitate the identification of terms and phases related to subsequent behaviour change. KW - motivation KW - motivational interviewing KW - language KW - tobacco dependence Y1 - 2018 U6 - https://doi.org/10.1024/0939-5911/a000552 SN - 0939-5911 SN - 1664-2856 VL - 64 IS - 4 SP - 207 EP - 215 PB - Hogrefe CY - Bern ER - TY - JOUR A1 - Grund, Axel A1 - Fries, Stefan A1 - Rheinberg, Falko T1 - Know Your Preferences BT - Self-Regulation as Need-Congruent Goal Selection JF - Review of general psychology N2 - Theory and research on self-regulation is dominated by a social-cognitive perspective that places an emphasis on postdecisional (i.e., volitional) control processes of goal-maintenance in response to dual-motive conflict. In the current contribution, we focus on research on self-regulation that acknowledges the affective fundamentals of motivated action, and we highlight processes of goal selection as vital parts of self-regulation. From our perspective of motivational competence, affective and cognitive processes work together rather than oppose each other in self-regulation, rendering effortless rather than effortful goal pursuit as the hallmark of efficient human action. A precondition for such motive- and self-congruent goal pursuits is that individuals have insight into their basic preferences and (can) act accordingly. Therefore, we address capacities, such as mindfulness, which may take effect in predecisional (i.e., motivational) action phases, thereby determining all subsequent action processes. KW - goal pursuit KW - motivation KW - self-regulation KW - volition Y1 - 2018 U6 - https://doi.org/10.1037/gpr0000159 SN - 1089-2680 SN - 1939-1552 VL - 22 IS - 4 SP - 437 EP - 451 PB - Sage Publ. CY - Thousand Oaks ER - TY - JOUR A1 - Bogdanova, Oksana Yu A1 - Miklashevsky, Alex A. A1 - Bogdanova, Elena L. A1 - Soldatenkova, O. B. T1 - Academic Achievement in Math and Foreign Language: Individual Characteristics and Gender Stereotypes JF - Sibirskiy psikholoicheskiy zurnal - Siberian of Journal psychology N2 - The study aims to investigate the contribution of individual characteristics and gender stereotypes of secondary school pupils in academic achievement in math and foreign language. A sample of pupils reported in 6th and 7th grades (three waves) their self-perceived ability and motivation for math and foreign language learning, math and foreign language gender stereotypes, implicit theories of intelligence; academic achievement (grades) in math in foreign language is also included in the analysis. Regression analysis and Mann Whitney U Test demonstrated that self-perceived ability in math and incremental theory of intelligence are significant predictors for academic achievement in maths. Boys are characterised by higher level of self-perceived abilities and motivation for learning math. However, academic achievement of girls in maths and foreign languages are higher as compared to boys. Pupils learning two foreign languages demonstrate higher level of self-perceived abilities for motivation and learning math and less expressed gender stereotypes about success in learning math and foreign languages. Study findings can be used for designing educational programmes for mathematics and foreign languages, professional development and finding solutions for individualized approach in school education. KW - self-perceived ability KW - motivation KW - gender stereotype KW - implicit theory of intelligence KW - mathematics KW - foreign language KW - academic achievement Y1 - 2019 U6 - https://doi.org/10.17223/17267080/73/11 SN - 1726-7080 SN - 2411-0809 IS - 73 SP - 176 EP - 196 PB - Tomsk state univ CY - Tomsk ER - TY - JOUR A1 - Kretschmann, Julia A1 - Vock, Miriam A1 - Lüdtke, Oliver A1 - Jansen, Malte A1 - Gronostaj, Anna T1 - Effects of grade retention on students’ motivation: A longitudinal study over 3 years of secondary school JF - The journal of educational psychology N2 - Despite the fact that grade retention is now seen as controversial in many quarters, it remains common practice in numerous countries. Previous research on the effects of grade retention on student development has, however, generated ambiguous results, particularly in terms of motivational outcomes. This ambiguity has been attributed in part to a lack of high-quality studies including a longitudinal design, a suitable comparison group, and adequate statistical control of preretention differences. Based on longitudinal data of N = 3,288 German students over 3 years of secondary school, we examined differences in their academic self-concept, scholarly interests, learning motivation, and achievement motivation between those being retained in the 6th grade (n = 61) and those of the same age being promoted annually. To account for confounding variables, we applied full propensity score matching on baseline measures of the dependent variables, as well as various other covariates that have been found to be associated with the risk of retention (e.g., cognitive ability, academic performance, and family background variables). Results reveal a steep decline in students’ academic self-concept, interests, and learning motivation during the last months spent in the original class, just before retention. For those measures that were available, negative effects were still partly significant after 1 year, but had diminished 2 years after grade retention. Contrary to predictions suggested by the big-fish-little-pond effect, we found no positive effects of retention on students’ academic self-concept. KW - grade retention KW - secondary school KW - academic self-concept KW - motivation KW - propensity score matching Y1 - 2019 U6 - https://doi.org/10.1037/edu0000353 SN - 0022-0663 SN - 1939-2176 VL - 111 IS - 8 SP - 1432 EP - 1446 PB - American Psychological Association CY - Washington ER -