TY - JOUR A1 - Soemer, Alexander A1 - Schiefele, Ulrich T1 - Text difficulty, topic interest, and mind wandering during reading JF - Learning and instruction : the journal of the European Association for Research on Learning and Instruction N2 - 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. KW - Mind wandering KW - Reading comprehension KW - Interest KW - Text difficulty Y1 - 2019 U6 - https://doi.org/10.1016/j.learninstruc.2018.12.006 SN - 0959-4752 VL - 61 SP - 12 EP - 22 PB - Elsevier CY - Oxford ER - TY - JOUR A1 - Schiefele, Ulrich A1 - Schaffner, Ellen T1 - Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation JF - Contemporary educational psychology N2 - 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. KW - Teacher motivation KW - Student motivation KW - Interest KW - Mastery goals KW - Self-efficacy KW - Instructional practices Y1 - 2015 U6 - https://doi.org/10.1016/j.cedpsych.2015.06.005 SN - 0361-476X SN - 1090-2384 VL - 42 SP - 159 EP - 171 PB - Elsevier CY - San Diego ER - TY - GEN A1 - Engeser, Stefan A1 - Rheinberg, Falko A1 - Vollmeyer, Regina A1 - Bischoff, Jutta T1 - Motivation, Flow-Erleben und Lernleistung in universitären Lernsettings T1 - Motivation, flow-experience and achievement in learning settings at university N2 - Im kognitiv-motivationalen Prozessmodell des Lernens wird angenommen, dass der Lernerfolg von der Qualität und der Dauer ausgeführter Lernaktivitäten, aber auch vom Funktionszustand des Lerners während der Lernphase abhängt. Es wird vermutet, dass eine von mehreren Variablen des Funktionszustandes der Flow-Zustand während des Lernens ist. In einer Untersuchung in universitären Fremdsprachenkursen zeigte sich in der Tat, dass Flow-Erleben während des Unterrichts die späteren Lernleistungen auch dann vorhersagt, wenn der Leistungseffekt relevanter Lernkompetenzvariablen vorweg berücksichtigt wird. Gemäß dem kognitiv-motivationalen Prozessmodell wird Flow-Erleben seinerseits über die aktuelle Motivation vor der Lernphase vorhergesagt, wobei die wiederum von einer allgemeineren Motivationsvariablen zu Semesterbeginn abhängt. Diese Struktur wurde in einer zweiten Untersuchung repliziert und zwar an Studenten im Verlauf ihrer Statistikausbildung im Fach Psychologie. Beide Ergebnisse sprechen dafür, dass Flow- Erleben während des Lernens eine leistungsrelevante Variable des Funktionszustandes beim Lernen ist, die sich in ihrer Beziehungsstruktur erwartungsgemäß in das kognitivmotivationale Prozessmodell einpassen lässt. N2 - According to the cognitive-motivational model of learning, achievement depends on the quality and quantity of learning activities as well as on the functional state during learning. We assumed that the flow-experience is one indicator of the functional state. In a study conducted in foreign language courses we demonstrated that flow-experience predicts achievement, even when controlled for ability. In accordance with the cognitive-motivational model, flow-experience was predicted by the actual motivational state, which was itself dependent on students' motivation at the beginning of the semester. This pattern of relationships was replicated in a second study conducted in a course on elementary statistics for psychology students. The results of both studies indicate that flow-experience is an indicator of the functional state relevant for learning outcome. The general pattern of the results also fits nicely with the proposed relationships of the cognitive-motivational model of learning. KW - Lernmotivation KW - Flow-Erleben KW - Interesse KW - Lernen KW - Leistung KW - Learning motivation KW - Flow-Experience KW - Interest KW - Learning KW - Achievement Y1 - 2005 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-6324 ER - TY - JOUR A1 - Soemer, Alexander A1 - Idsardi, Hilda Marije A1 - Minnaert, Alexander A1 - Schiefele, Ulrich T1 - Mind wandering and reading comprehension in secondary school children JF - Learning and individual differences N2 - 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. KW - Mind wandering KW - Reading comprehension KW - Interest KW - Text difficulty KW - Secondary school children Y1 - 2019 U6 - https://doi.org/10.1016/j.lindif.2019.101778 SN - 1041-6080 SN - 1873-3425 VL - 75 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Gaspard, Hanna A1 - Dicke, Anna-Lena T1 - Dynamics of classroom motivation BT - teacher enthusiasm and the development of math interest and teacher support JF - Learning and instruction : the journal of the European Association for Research on Learning and Instruction N2 - Interest is important for successful student learning, but little is known about the developmental dynamics between interest and social support in classrooms. Based on the stage-environment fit theory, this study investigated the interrelation of developmental changes in student class-level interest and perceived teacher support in mathematics classes over one school year after the students transitioned to secondary school. We also examined how teacher-reported enthusiasm was related to these changes. Data of 1000 students (53.6% male) and their classroom teachers (N = 42), who were surveyed at the beginning of Grades 5 and 6, were analyzed. The results showed a significant decline in class-level mathematics interest and perceived teacher support. Teacher-reported enthusiasm buffered the decline in class-level mathematics interest. When including bidirectional relationships between perceived teacher support and the students’ interest, perceived class-level teacher support in Grade 5 positively predicted the change in student interest and, thus, buffered the decline. KW - Interest KW - Teacher support KW - Multilevel latent change model KW - Teacher enthusiasm KW - Classroom research Y1 - 2019 U6 - https://doi.org/10.1016/j.learninstruc.2018.01.012 SN - 0959-4752 VL - 60 SP - 126 EP - 137 PB - Elsevier CY - Oxford ER - TY - JOUR A1 - Schiefele, Ulrich T1 - Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation JF - Teaching and teacher education : an international journal of research and studies N2 - 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. KW - Teacher motivation KW - Student motivation KW - Interest KW - Mastery goals KW - Classroom management KW - Mastery-oriented instruction Y1 - 2017 U6 - https://doi.org/10.1016/j.tate.2017.02.004 SN - 0742-051X VL - 64 SP - 115 EP - 126 PB - Elsevier CY - Oxford ER -