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 - 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 - 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 - 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 -