TY - JOUR A1 - Ekatushabe, Margaret A1 - Kwarikunda, Diana A1 - Muwonge, Charles Magoba A1 - Ssenyonga, Joseph A1 - Schiefele, Ulrich T1 - Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students JF - International journal of STEM education N2 - 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. KW - Teacher autonomy support KW - Cognitive appraisals KW - Self-efficacy KW - Task KW - value KW - Boredom KW - Gender KW - Physics Y1 - 2021 U6 - https://doi.org/10.1186/s40594-021-00272-5 SN - 2196-7822 VL - 8 IS - 1 PB - SpringerOpen CY - Berlin ; Heidelberg [u.a.] ER - TY - JOUR A1 - Kwarikunda, Diana A1 - Schiefele, Ulrich A1 - Ssenyonga, Joseph A1 - Muwonge, Charles Magoba T1 - The Relationship between Motivation for, and Interest in, Learning Physics among Lower Secondary School Students in Uganda JF - African Journal of Research in Mathematics, Science and Technology Education N2 - 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. KW - Confirmatory factor analyses KW - interest in learning physics KW - lower KW - secondary school KW - measurement invariance KW - science motivation KW - questionnaire Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-605353 SN - 1811-7295 SN - 2469-7656 VL - 24 IS - 3 SP - 435 EP - 446 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Hettinger, Katharina A1 - Lazarides, Rebecca A1 - Rubach, Charlott A1 - Schiefele, Ulrich T1 - Teacher classroom management self-efficacy BT - longitudinal relations to perceived teaching behaviors and student enjoyment JF - Teaching and teacher education : an international journal of research and studies N2 - This study examined the relations between teacher-reported classroom management self-efficacy, stu-dent-reported teaching quality and students' enjoyment in mathematics. Data were collected from German ninth and tenth-grade students (N = 779) and their teachers (N = 40) at the beginning and the middle of the school year. Multilevel models showed that teachers' self-efficacy at time 1 significantly and positively related to class-level monitoring and relatedness at time 2. Class-level relatedness at time 2 was significantly and positively associated with enjoyment at time 2. Teacher-reported self-efficacy at time 1 was indirectly related to enjoyment at time 2 through relatedness at time 2. KW - teacher self-efficacy KW - teaching quality KW - classroom management KW - achievement emotions Y1 - 2021 U6 - https://doi.org/10.1016/j.tate.2021.103349 SN - 0742-051X SN - 1879-2480 VL - 103 PB - Elsevier CY - Oxford ER - TY - JOUR A1 - Kwarikunda, Diana A1 - Schiefele, Ulrich A1 - Ssenyonga, Joseph A1 - Muwonge, Charles Magoba T1 - Secondary school students’ motivation profiles for physics learning BT - Relations with cognitive learning strategies, gender, attitudes and individual interest JF - 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 N2 - 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. KW - Motivation profiles KW - physics learning KW - latent profile analysis Y1 - 2021 U6 - https://doi.org/10.1080/18117295.2021.1956720 SN - 1028-8457 VL - 25 IS - 2 SP - 197 EP - 210 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - GEN A1 - Gericke, Christian A1 - Soemer, Alexander A1 - Schiefele, Ulrich T1 - Benefits of Mind Wandering for Learning in School Through Its Positive Effects on Creativity T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 835 KW - mind wandering KW - creativity KW - divergent thinking KW - incubation effect KW - school learning KW - creative problem solving Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-588731 SN - 1866-8364 IS - 835 ER - TY - JOUR A1 - Gericke, Christian A1 - Soemer, Alexander A1 - Schiefele, Ulrich T1 - Benefits of Mind Wandering for Learning in School Through Its Positive Effects on Creativity JF - Frontiers in Education N2 - 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. KW - mind wandering KW - creativity KW - divergent thinking KW - incubation effect KW - school learning KW - creative problem solving Y1 - 2022 U6 - https://doi.org/10.3389/feduc.2022.774731 SN - 2504-284X VL - 7 PB - Frontiers Media SA CY - Lausanne, Schweiz ER - TY - GEN A1 - Kwarikunda, Diana A1 - Schiefele, Ulrich A1 - Muwonge, Charles Magoba A1 - Ssenyonga, Joseph T1 - Profiles of learners based on their cognitive and metacognitive learning strategy use: occurrence and relations with gender, intrinsic motivation, and perceived autonomy support T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 819 Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-582621 SN - 1866-8364 IS - 819 ER - TY - JOUR A1 - Kwarikunda, Diana A1 - Schiefele, Ulrich A1 - Muwonge, Charles Magoba A1 - Ssenyonga, Joseph T1 - Profiles of learners based on their cognitive and metacognitive learning strategy use: occurrence and relations with gender, intrinsic motivation, and perceived autonomy support JF - Humanities and Social Sciences Communications N2 - 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. Y1 - 2022 U6 - https://doi.org/10.1057/s41599-022-01322-1 SN - 2055-1045 VL - 9 PB - Springer Nature ER - TY - JOUR A1 - Soemer, Alexander A1 - Schiefele, Ulrich T1 - Working memory capacity and (in)voluntary mind wandering JF - Psychonomic bulletin & review : a journal of the Psychonomic Society N2 - 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. KW - mind wandering KW - intention KW - working memory KW - executive control Y1 - 2020 U6 - https://doi.org/10.3758/s13423-020-01737-4 SN - 1069-9384 SN - 1531-5320 VL - 27 IS - 4 SP - 758 EP - 767 PB - Springer CY - New York ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Schiefele, Ulrich T1 - Teacher motivation BT - Implications for instruction and learning. Introduction to the special issue JF - Learning and instruction : the journal of the European Association for Research on Learning and Instruction Y1 - 2021 U6 - https://doi.org/10.1016/j.learninstruc.2021.101543 SN - 0959-4752 SN - 1873-3263 VL - 76 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Schiefele, Ulrich T1 - The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics BT - a multilevel analysis JF - Learning and instruction : the journal of the European Association for Research on Learning and Instruction N2 - Teacher self-efficacy and teacher interest are two key facets of teacher motivation that are important for highquality teaching. Little is known about the relative strength of the effects of teacher self-efficacy and interest on teaching quality when compared with one another. We extend previous research on teacher motivation by examining the relations linking mathematics teacher self-efficacy and interest with several relevant dimensions of teaching quality as perceived by teachers and students. Participants were 84 mathematics teachers (61.2% female) and their students (1718 students; 48.5% girls). Based on doubly latent multilevel models, we found that teacher-reported self-efficacy in instruction was positively related to teacher-reported cognitive activation, classroom management, and emotional support in mathematics classrooms. Teacher-reported educational interest showed positive associations with both student- and teacher-perceived emotional support. Future research is advised to focus more strongly on the unique relations between different teachers' motivational characteristics and relevant dimensions of teaching quality. KW - Teacher self-efficacy KW - Teacher interest KW - Teaching quality KW - Multilevel KW - analysis KW - Teacher motivation Y1 - 2021 U6 - https://doi.org/10.1016/j.learninstruc.2021.101489 SN - 0959-4752 SN - 1873-3263 VL - 76 PB - Elsevier CY - Oxford ER - TY - JOUR A1 - Muwonge, Charles Magoba A1 - Schiefele, Ulrich A1 - Ssenyonga, Joseph A1 - Kibedi, Henry T1 - Self-regulated learning among teacher education students BT - Motivational beliefs influence on the use of metacognition JF - Journal of psychology in Africa N2 - 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. KW - metacognition KW - motivational beliefs KW - motivated strategies for learning questionnaire KW - teacher education students Y1 - 2017 U6 - https://doi.org/10.1080/14330237.2017.1399973 SN - 1433-0237 SN - 1815-5626 VL - 27 IS - 6 SP - 515 EP - 521 PB - Routledge CY - Abingdon ER - TY - JOUR A1 - Muwonge, Charles Magoba A1 - Schiefele, Ulrich A1 - Ssenyonga, Joseph A1 - Kibedi, Henry T1 - Determinants of persistence among science teacher-trainees BT - Examining the role of self-efficacy, task value, and academic hope JF - ournal of science teacher education : official journal of the Association for Science Teacher Education (ASTE) N2 - 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. KW - Academic hope KW - persistence KW - science teacher-trainees KW - self-efficacy KW - task value Y1 - 2017 U6 - https://doi.org/10.1080/1046560X.2017.1379860 SN - 1046-560X SN - 1573-1847 VL - 28 SP - 522 EP - 548 PB - Taylor & Francis CY - Abingdon 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 - TY - JOUR A1 - Meixner, Johannes M. A1 - Warner, Greta J. A1 - Lensing, Johanna Nele A1 - Schiefele, Ulrich A1 - Elsner, Birgit T1 - The relation between executive functions and reading comprehension in primary-school students BT - a cross-lagged-panel analysis JF - Early Childhood Research Quarterly N2 - 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. KW - Reading Comprehension KW - Executive Functions KW - Longitudinal Study KW - Latent Variable Analysis KW - Cross-Lagged-Panel Design KW - Bidirectional Relations Y1 - 2018 U6 - https://doi.org/10.1016/j.ecresq.2018.04.010 SN - 0885-2006 SN - 1873-7706 VL - 46 SP - 62 EP - 74 PB - Elsevier CY - New York ER - TY - JOUR A1 - Schiefele, Ulrich A1 - Loeweke, Sebastian T1 - The Nature, Development, and Effects of Elementary Students’ Reading Motivation Profiles JF - Reading research quarterly N2 - The present study employed a longitudinal person-centered approach to examine the profiles of reading motivation in a sample of 405 elementary school students who were tested in grades 3 and 4. Two dimensions of intrinsic reading motivation (involvement and curiosity) and two dimensions of extrinsic reading motivation (recognition and competition) were considered. Latent profile analyses revealed the same set of four profiles across third and fourth grades: high intrinsic (i.e., high on involvement and curiosity, low on recognition and competition), high involvement (i.e., high on involvement, low on the remaining dimensions), high quantity (high on all dimensions), and moderate quantity (low to moderate on all dimensions). Further results showed that 35% of the students changed their profile membership from third to fourth grade. We particularly observed an increased probability of students in the high-quantity, moderate-quantity, and high-involvement profiles to move to the high-intrinsic profile. Finally, the moderate-quantity profile proved to be significantly lower in reading amount than the other groups that did not differ significantly. Pertaining to reading comprehension, however, the two intrinsic profiles outperformed both the high- and moderate-quantity groups. The latter finding emphasizes the particular importance of intrinsic reading motivation. KW - Comprehension KW - Depth of (higher level KW - literal level KW - etc KW - ) KW - Motivation KW - engagement KW - Extrinsic KW - Intrinsic KW - Childhood Y1 - 2018 U6 - https://doi.org/10.1002/rrq.201 SN - 0034-0553 SN - 1936-2722 VL - 53 IS - 4 SP - 405 EP - 421 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Soemer, Alexander A1 - Schiefele, Ulrich T1 - Reading amount as a mediator between intrinsic reading motivation and reading comprehension in the early elementary grades JF - Learning and individual differences N2 - Previous research suggests that children's growth in reading abilities is positively related to their intrinsic reading motivation and the amount of spare time reading. Furthermore, a number of previous studies point to the possibility that spare time reading amount mediates the positive association between intrinsic reading motivation and reading comprehension. However, to date, most of the available evidence for a mediation model is either cross-sectional and/or limited to late elementary and secondary school students, whereas the early elementary grades have only rarely been targeted in longitudinal studies. Accordingly, the present study investigated longitudinal relations between intrinsic reading motivation, reading amount, and reading comprehension in the early elementary grades with a particular focus on the potential mediator role of reading amount. Evidence was found for partial mediation by reading amount between reading comprehension and later intrinsic reading motivation. However, there was no evidence for (partial or full) mediation by reading amount between intrinsic reading motivation and later reading comprehension. It is concluded that in the process of becoming more sophisticated readers, early elementary students read more frequently in their spare time, and this makes reading more rewarding for them in the long run. In contrast, the potentially positive effect of spare time reading on later reading comprehension seems to be either non-existent or too weak to be reliably detected over longer time frames. KW - Reading motivation KW - Reading comprehension KW - Elementary school students KW - Longitudinal study Y1 - 2018 U6 - https://doi.org/10.1016/j.lindif.2018.06.006 SN - 1041-6080 SN - 1873-3425 VL - 67 SP - 1 EP - 11 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Muwonge, Charles Magoba A1 - Schiefele, Ulrich A1 - Ssenyonga, Joseph A1 - Kibedi, Henry T1 - Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students JF - South African journal of psychology N2 - Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected from seven universities. Data were collected using several subscales from the modified Motivated Strategies for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning strategies fully mediated the relationship between motivational beliefs and academic performance. Motivational beliefs contributed to students’ academic performance mainly through influencing their critical thinking and organizational skills. Therefore, interventions to improve teacher education students’ academic performance should focus not only on boosting their motivation but also on enhancing their use of cognitive learning strategies. KW - Academic performance KW - Motivated Strategies for Learning Questionnaire KW - self-regulated learning KW - structural equation modeling KW - teacher education students Y1 - 2018 U6 - https://doi.org/10.1177/0081246318775547 SN - 0081-2463 SN - 2078-208X VL - 49 IS - 1 SP - 122 EP - 135 PB - Sage Publ. CY - London 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 - Schiefele, Ulrich A1 - Koller, Olaf A1 - Schaffner, Ellen T1 - Intrinsische und extrinsische Motivation JF - Handwörterbuch pädagogische Psychologie Y1 - 2018 SN - 978-3-621-28297-0 SP - 309 EP - 319 PB - Beltz CY - Weinheim ET - 5., überarbeitete und erweiterte Auflage 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 - Warner, Greta J. A1 - Fay, Doris A1 - Schiefele, Ulrich A1 - Stutz, Franziska A1 - Wollny, Anna T1 - Being proactive when reading: Academic personal initiative as a predictor of word comprehension development JF - Learning and individual differences N2 - Academic personal initiative (API) has rarely been studied with regard to literacy development. The purpose of this longitudinal study was therefore to examine the unique effects of API on the development of word comprehension as an indicator of word reading. To this end, the effects of previous word comprehension, intrinsic reading motivation, and basic cognitive ability (i.e., processing speed) were controlled for. A total of 1,515 German students participated in a longitudinal assessment starting in Grades 1 to 3, with a second point of measurement nine months later. Latent change score analyses revealed positive associations between API and gains in word comprehension, both in the total sample and at all grade levels. These relations were robust against the effects of previous word comprehension and intrinsic reading motivation. The findings suggest that children play an active role in their own reading development. (C) 2017 Elsevier Inc. All rights reserved. KW - Personal initiative KW - Reading motivation KW - Processing speed KW - Word reading KW - Reading development Y1 - 2017 U6 - https://doi.org/10.1016/j.lindif.2017.03.012 SN - 1041-6080 SN - 1873-3425 VL - 55 SP - 130 EP - 140 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Stutz, Franziska A1 - Schaffner, Ellen A1 - Schiefele, Ulrich T1 - Measurement invariance and validity of a brief questionnaire on reading motivation in elementary students JF - Journal of research in reading : a journal of the United Kingdom Reading Association N2 - In order to initiate more research on the role of reading motivation during the initial stages of learning to comprehend texts, we developed the Reading Motivation Questionnaire for Elementary Students (RMQ-E). The sample comprised 1497 elementary students in Grades 1-3. By means of exploratory and confirmatory factor analyses, three factors were determined: Curiosity, involvement and competition. The three-factor structure of the RMQ-E was found to be invariant across grade levels (scalar invariance) and across female and male students (strict invariance). As was anticipated, students in higher grades and male students were lower in curiosity and involvement than students in lower grades and female students. Whereas competitive reading motivation did not differ across grade levels, it was higher for boys than for girls. Moreover, the contributions of involvement and competition to reading amount and reading competence were in accordance with the hypotheses. The predictive validity of curiosity, however, was not confirmed. KW - reading motivation KW - assessment KW - reading comprehension KW - reading amount KW - measurement invariance Y1 - 2017 U6 - https://doi.org/10.1111/1467-9817.12085 SN - 0141-0423 SN - 1467-9817 VL - 40 SP - 439 EP - 461 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Stutz, Franziska A1 - Schaffner, Ellen A1 - Schiefele, Ulrich T1 - Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades JF - Learning and individual differences N2 - 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. KW - Reading motivation KW - Reading amount KW - Reading comprehension KW - Elementary students KW - Gender effects Y1 - 2016 U6 - https://doi.org/10.1016/j.lindif.2015.11.022 SN - 1041-6080 SN - 1873-3425 VL - 45 SP - 101 EP - 113 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Schaffner, Ellen A1 - Philipp, Maik A1 - Schiefele, Ulrich T1 - Reciprocal effects between intrinsic reading motivation and reading competence? A cross-lagged panel model for academic track and nonacademic track students JF - Journal of research in reading : a journal of the United Kingdom Reading Association N2 - 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. Y1 - 2016 U6 - https://doi.org/10.1111/1467-9817.12027 SN - 0141-0423 SN - 1467-9817 VL - 39 SP - 19 EP - 36 PB - Wiley-Blackwell CY - Hoboken ER - TY - JOUR A1 - Schiefele, Ulrich A1 - Schaffner, Ellen T1 - Factorial and Construct Validity of aNew Instrument for the Assessment of Reading Motivation JF - Reading research quarterly N2 - 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. Y1 - 2016 U6 - https://doi.org/10.1002/rrq.134 SN - 0034-0553 SN - 1936-2722 VL - 51 SP - 221 EP - 237 PB - Wiley-Blackwell CY - Hoboken ER - TY - JOUR A1 - Schiefele, Ulrich A1 - Stutz, Franziska A1 - Schaffner, Ellen T1 - Longitudinal relations between reading motivation and reading comprehension in the early elementary grades JF - Learning and individual differences KW - Reading motivation KW - Reading comprehension KW - Elementary school students KW - Longitudinal study Y1 - 2016 U6 - https://doi.org/10.1016/j.lindif.2016.08.031 SN - 1041-6080 SN - 1873-3425 VL - 51 SP - 49 EP - 58 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 - TY - JOUR A1 - Schiefele, Ulrich A1 - Raabe, Andreas T1 - SKILLS-DEMANDS COMPATIBILITY AS A DETERMINANT OF FLOW EXPERIENCE IN AN INDUCTIVE REASONING TASK JF - PSYCHOLOGICAL REPORTS N2 - The skills-demands fit hypothesis of flow theory was examined. Based on the earlier finding that high demands in a game situation do not reduce the experience of flow, a cognitive task paradigm was used. The effect of skills-demands compatibility on the experience of flow but not of other, similar psychological states (i.e., concentration, negative and positive activation) was also investigated. Participants were 89 undergraduate students who worked on a number of inductive reasoning tasks in four successive trials with or without skills-demands compatibility. The results clearly supported the skills-demands fit hypothesis; concentration and activation were affected only by the tasks’ difficulty. Inductive reasoning tasks are a useful tool for the experimental analysis of flow, and skills-demands compatibility is a significant and powerful condition of flow, but not of other, similar psychological states. Y1 - 2011 U6 - https://doi.org/10.2466/04.22.PR0.109.5.428-444 SN - 0033-2941 VL - 109 IS - 2 SP - 428 EP - 444 PB - AMMONS SCIENTIFIC, LTD CY - MISSOULA ER - TY - JOUR A1 - Streblow, Lilian A1 - Schiefele, Ulrich A1 - Riedel, Stefanie T1 - Evaluation of the Revised Reading Competence and Reading Motivation Training (LEKOLEMO) for the lower secondary school level JF - Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie N2 - Inspired by the results from the PISA study and based on previous intervention programs, the reading competence training LEKOLEMO (Program for Fostering Reading Literacy and Reading Motivation) for 7th-grade students was developed. The training differs from existing programs in two aspects: (1) It comprises tasks pertaining to the PISA reading dimensions retrieving information, text-related interpretation, and reflection and evaluation, and (2) explicitly aims at fostering reading motivation. The present study examined the revised version of LEKOLEMO in a sample of 235 seventh graders. The results confirmed the effectiveness of LEKOLEMO and showed significant effects of medium size on reading competence at the follow-up test. However, effects on intrinsic reading motivation and on self-concept of reading were small and unstable. KW - training KW - reading competence KW - reading motivation Y1 - 2012 U6 - https://doi.org/10.1026/0049-8637/a000058 SN - 0049-8637 VL - 44 IS - 1 SP - 12 EP - 26 PB - Hogrefe CY - Göttingen ER - TY - JOUR A1 - Schiefele, Ulrich A1 - Schaffner, Ellen A1 - Möller, Jens A1 - Wigfield, Allan T1 - Dimensions of reading motivation and their relation to reading behavior and competence JF - Reading research quarterly N2 - 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. KW - Comprehension KW - Motivation KW - engagement KW - To learners in which of the following categories does your work apply KW - Childhood KW - Early adolescence KW - Adolescence Y1 - 2012 U6 - https://doi.org/10.1002/RRQ.030 SN - 0034-0553 VL - 47 IS - 4 SP - 427 EP - 463 PB - Wiley-Blackwell CY - Hoboken ER - TY - JOUR A1 - Schaffner, Ellen A1 - Schiefele, Ulrich A1 - Schmidt, Meike T1 - The importance of family background for reading motivation and reading frequency of high school students JF - Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie N2 - This article examines the relationships between family background and reading motivation (RM) as well as reading frequency in a sample of 156 high school students. To test the effects of family background (migration status, books at home, parents' appreciation of reading, parents' motivating practices), hierarchical regression analyses were applied. In these analyses, students' perceptions of reading incentives provided by the school and peer group were taken into account as control variables. Parents' learning-oriented appreciation of reading and motivating practices emerged as important predictors of intrinsic and extrinsic RM. Reading frequency was predicted by the number of books at home and parents' motivating practices. The effects of family background on extrinsic RM and reading frequency remained stable, even after controlling for reading incentives provided by the school and peer group. KW - reading motivation KW - reading frequency KW - family background Y1 - 2013 U6 - https://doi.org/10.1026/0049-8637/a000085 SN - 0049-8637 VL - 45 IS - 3 SP - 131 EP - 141 PB - Hogrefe CY - Göttingen ER - TY - JOUR A1 - Schiefele, Ulrich A1 - Schaffner, Ellen T1 - Reading motivation of Sixth-Grade Elementary School Students - results from an interview study JF - Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis N2 - Based on research by Wigfield and Guthrie (1997), Moller and Bonerad (2007) as well as Schaffner and Schiefele (2007) have developed questionnaires to assess students' reading motivation. The goal of the present study was to examine whether these instruments coincide with students' subjective views of their own reading motivation. In order to clarify this question, we conducted interviews with 26 elementary school students and applied content analysis to examine the interview protocols. Although the results support some of the theoretically postulated components, they suggest that questionnaire measures have neglected some important aspects of reading motivation (e. g., reading to regulate one's feelings, reading to relax). Finally, consequences for the revision of reading motivation questionnaires were discussed. KW - Reading motivation KW - interview method KW - elementary school Y1 - 2013 U6 - https://doi.org/10.2378/peu2013.art17d SN - 0342-183X VL - 60 IS - 3 SP - 214 EP - 233 PB - Reinhardt CY - München ER - TY - JOUR A1 - Schiefele, Ulrich T1 - Response to engeser (2012) on the nature of flow experience JF - Psychological reports N2 - Engeser (2012) argued that the experience of flow is multifaceted and can only be measured validly by taking into account all relevant components. Although the possibility that flow includes several components cannot be excluded, there is weak evidence for Engeser's proposition. In support of a unidimensional interpretation of flow, theoretical, methodological, and empirical arguments are presented. Y1 - 2013 U6 - https://doi.org/10.2466/04.PR0.112.2.529-532 SN - 0033-2941 VL - 112 IS - 2 SP - 529 EP - 532 PB - Sage Publ. CY - Missoula ER - TY - JOUR A1 - Schaffner, Ellen A1 - Schiefele, Ulrich T1 - The prediction of reading comprehension by cognitive and motivational factors - does text accessibility during comprehension testing make a difference? JF - Learning and individual differences N2 - 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. KW - Reading comprehension KW - Reasoning ability KW - Prior knowledge KW - Metacognitive strategy knowledge KW - Current motivation KW - Test anxiety Y1 - 2013 U6 - https://doi.org/10.1016/j.lindif.2013.04.003 SN - 1041-6080 VL - 26 IS - 8 SP - 42 EP - 54 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Schaffner, Ellen A1 - Schiefele, Ulrich A1 - Ulferts, Hannah T1 - Reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on reading comprehension JF - Reading research quarterly N2 - 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. KW - x Comprehension KW - x Motivation/engagement, x Extrinsic KW - x Intrinsic KW - To learners in which of the following categories does your work apply KW - x Early adolescence Y1 - 2013 U6 - https://doi.org/10.1002/rrq.52 SN - 0034-0553 VL - 48 IS - 4 SP - 369 EP - 385 PB - Wiley-Blackwell CY - Hoboken ER - TY - JOUR A1 - Schiefele, Ulrich T1 - Motivation Y1 - 2009 UR - http://www.springerlink.com/content/x53x82/ SN - 978- 3-540-88572 (print) ER - TY - JOUR A1 - Schiefele, Ulrich T1 - Situational and individual interest Y1 - 2009 ER - TY - JOUR A1 - Schaffner, Ellen A1 - Schiefele, Ulrich T1 - Familiaere und individuelle Bedingungen des Textlernens N2 - 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. Y1 - 2008 ER - TY - JOUR A1 - Schiefele, Ulrich A1 - Rheinberg, Falko T1 - Motivation and knowledge acquisition : searching for mediating processes Y1 - 1997 ER - TY - GEN A1 - Schaffner, Ellen A1 - Schiefele, Ulrich T1 - The Contributions of Intrinsic and Extrinsic Reading Motivation to the Development of Reading Competence over Summer Vacation N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 294 Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-93434 SP - 917 EP - 941 ER - TY - GEN A1 - Schiefele, Ulrich T1 - Topic interest and levels of text comprehension T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 067 Y1 - 1992 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33696 ER - TY - GEN A1 - Krapp, Andreas A1 - Schiefele, Ulrich A1 - Winteler, Adolf T1 - Studieninteresse und fachbezogene Wissensstruktur T1 - Study Interest and the Structure of Subject Matter Related Knowledge N2 - Für 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 Qualität fachbezogener Wissensstrukturen ersetzt. Die durchgeführte Untersuchung sollte klären, ob Studieninteresse die Bildung fachbezogener Wissensstrukturen beeinflußt. Auf der Basis des „Fragebogens zum Studieninteresse" (FSI) wurden 28 Pädagogikstudenten in drei Gruppen mit unterschiedlicher Interessenausprägung (hoch, mittel, niedrig) eingeteilt. Zur Ermittlung von Kennwerten der Wissensstruktur wurde ein Wortassoziationstest mit neun Stimulusbegriffen durchgeführt. Die drei Versuchsgruppen wurden mit einer Kontrollgruppe (29 Technikstudenten) und einer Expertengruppe (5 Pädagogen) verglichen. Die Ergebnisse zeigen einen belegbaren Einfluß von Studieninteresse sowohl auf die Qualität der Assoziationen als auch auf die strukturelle Verknüpfung der vorgegebenen Stimulusbegriffe. Die hoch interessierten Studenten stimmen dabei mehr mit der Expertengruppe, die niedrig interessierten Studenten mehr mit der Kontrollgruppe überein. Die Ergebnisse werden als Beleg für unsere theoretischen Überlegungen gewertet. N2 - New conceptualizations are proposed for the constructs of study interest and academic success. Study interest is defined as a person-object relation aimed at a specific topical area. The traditional criteria of academic success (e.g. grades) have been replaced by the criterion of the quality of knowledge structures with respect to one's field of study. The investigation was conducted in order to clarify to what extent study interests influence the formation of such knowledge structures. Based on the results of the „Study Interest Questionnaire" (SIQ), 28 education students were divided into three groups according to the degree of interest in their subject (high, medium, low). For the purpose of determining indices of the students' knowledge structures, a word association test with nine stimulus terms was conducted. The groups under investigation were compared to a control group (29 technical science students) and an expert group (5 educational psychologists). The results have evidenced a definite influence of study interest on the structural connection of the cue words. Highly interested students were in greater accordance with the expert group, whereas the less interested students showed greater correspondence with the control group. These results have been used as evidence in support of our theoretical assumptions. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 066 Y1 - 1988 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33674 ER - TY - GEN A1 - Csikszentmihalyi, Mihaly A1 - Schiefele, Ulrich T1 - Motivation and ability as factors in mathematics experience and achievement N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 065 Y1 - 1995 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33668 ER - TY - GEN A1 - Schiefele, Ulrich A1 - Wild, Klaus Peter A1 - Winteler, Adolf T1 - Lernaufwand und Elaborationsstrategien als Mediatoren der Beziehung von Studieninteresse und Studienleistung T1 - Amount of learning and elaboration strategies as mediators of the relation between study interest and achievement N2 - In einer zweijährigen Längsschnittstudie wurde der Frage nachgegangen, inwiefern Lernaufwand und Elaborationsstrategien den vermuteten Einfluß des Studieninteresses auf die zu einem späteren Zeitpunkt erbrachte Studienleistung vermitteln. An der Studie nahmen 92 Studenten verschiedener Studiengänge teil. Zum ersten Erhebungszeitpunkt wurde mit Hilfe von Fragebogenverfahren das Studieninteresse, der Lernaufwand und die Verwendung von Elaborationsstrategien erfaßt. Zwei Jahre später wurden die Noten der inzwischen absolvierten Diplomvorprüfung 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. N2 - In a two-year longitudinal study, the role of two important components of learning behavior - elaboration strategies and investment of time and effort - as mediators of the interest-achievement relation was investigated. Ninetytwo university freshmen with different majors participated in the study. In the first session, the students had to indicate their study interest, investment of effort and time, and use of elaboration strategies. Two years later, grades from a major examination were collected. Path analyses with latent variables revealed that investment of effort and time significantly mediated the interest-achievement relation. Contrastingly, elaboration strategies did not mediate the effects of interest on achievement. Elaboration strategies seem to be a by-product of interest without any impact on achievement. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 064 Y1 - 1995 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33652 ER - TY - GEN A1 - Csikszentmihalyi, Mihaly A1 - Schiefele, Ulrich T1 - Interest and the Quality of Experience in Classrooms N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 063 Y1 - 1994 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33647 ER - TY - GEN A1 - Schiefele, Ulrich A1 - Wild, Klaus Peter T1 - Lernstrategien im Studium : Ergebnisse zur Faktorenstruktur und Reliabilität eines neuen Fragebogens T1 - Learning strategies of university students: Factor structure and reliability of a new questionnaire N2 - Der vorliegende Beitrag berichtet über 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 Studiengänge eingesetzt. Die Ergebnisse zeigen eine gut interpretierbare Faktorenstruktur sowie zufriedenstellende Reliabilitätsindizes. Das Verfahren ist in erster Linie zur Anwendung bei Studenten vorgesehen, kann aber auch bei anderen erwachsenen Lernergruppen eingesetzt werden. N2 - This article reports the development of a questionnaire to assess learning strategies of university students. Three groups of strategies are distinguished: (1) «Cognitive Stratégies», (2) «Metacognitive Stratégies», and (3) «Resource Management». Each group is made up by several subscales. A number of pilot studies resulted in a preliminary version of the questionnaire that was administered to 310 university students from a wide variety of different majors. The results revealed meaningful factor structures and satisfactory reliability coefficients. The questionnaire is appropriate mainly for university students but may also be applied to other groups of adult learners. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 062 Y1 - 1994 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33638 ER - TY - GEN A1 - Schiefele, Ulrich A1 - Wild, Klaus Peter T1 - Aufmerksamkeit als Mediator des Einflusses von Interesse auf die Lernleistung T1 - The role of attention as a mediator of the influence of interest on learning N2 - 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, während gleichzeitig ein positiver Zusammenhang zwischen Interesse und Behalten bestand. Unser Ziel war es, zu prüfen, ob sich dieser erwartungswidrige Befund auch mit einer anderen Stichprobe und anderem Lernmaterial replizieren läßt. Darüber hinaus kontrollierten wir die subjektive Wichtigkeit des Lernmaterials und unterschieden zwischen wörtlicher und bedeutungsorientierter Lernleistung. Die Ergebnisse unserer Studie stimmen weitgehend mit denen von Shirey & Reynolds überein. Abschließend diskutieren wir einige Interpretationsmöglichkeiten der Befunde und geben Hinweise für die weitere Forschung. N2 - This article presents a conceptual replication of an experiment conducted by Shirey & Reynolds (1988). Unexpectedly, these authors have found a negative relation between interest and attention and, at the same time, a positive relation between interest and retention. It was our goal to replicate Shirey & Reynolds' findings with a different sample and different learning materials. In addition, we controlled for the subjective importance of the learning material and distinguished between verbatim and meaning-oriented forms of learning. Our results confirm those of Shirey & Reynolds. Finally, suggestions for interpreting the results and conducting future research are made. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 059 Y1 - 1994 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33624 ER - TY - GEN A1 - Schiefele, Ulrich A1 - Schreyer, Inge T1 - Intrinsische Lernmotivation und Lernen : ein Überblick zu Ergebnissen der Forschung T1 - Intrinsic motivation to learn and learning : a review of recent research findings N2 - Die vorliegende Arbeit gibt einen Überblick 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 begünstigt. Die Ausprägung extrinsischer Lernmotivation (ELM) erwies sich als schwacher und meist nicht signifikanter Prädiktor der Lernleistung. Wenn überhaupt, so scheint ELM oberflächliche Formen des Lernens zu fördern. N2 - This article presents a review of theories of intrinsic motivation to learn and a meta-analysis of studies on the relation between intrinsic motivation and learning. Four groups of indicators of learning were distinguished: grades, achievement tests, specific criteria of learning (e. g., retention of a particular text), and use of learning strategies. Results showed a small, though positive correclation between intrinsic motivation and grades and achievement test scores. Additionally, it was found that intrinsic motivation fosters deep, but not superficial forms of learning. Extrinsic motivation to learn was generally a weak and mostly nonsignificant predictor of learning. If anything, extrinsic motivation seemed to influence only superficial forms of learning. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 061 Y1 - 1994 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33616 ER - TY - GEN A1 - Krapp, Andreas A1 - Schiefele, Ulrich A1 - Wild, Klaus Peter A1 - Winteler, Adolf T1 - Der „Fragebogen zum Studieninteresse" (FSI) N2 - Die vorliegende Arbeit berichtet über die Entwicklung des „Fragebogen zum Studieninteresse" (FSI) und seine testtheoretische Überprüfung. An der Untersuchung nahmen 298 Studenten verschiedener Studiengänge 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 beträgt .90, die Test-Retest-Reliabilität .67 (Zeitspanne: 2 Jahre). Zur Prüfung der Validität des revidierten FSI wurde eine Reihe weiterer Variablen erhoben (z.B. intrinsische motivationale Orientierung, Tätigkeitszentrierung, Extraversion, Verwendung von Lernstrategien, Studienleistung). Die Ergebnisse zeigen, daß der FSI in ausreichendem Maße konvergente, diskriminante und kriteriumsbezogene Validität besitzt. N2 - This article reports the development of the "Study Interest Questionnaire" (SIQ). A total of 298 university students took part in a study that was designed to test the reliability and validity of the SIQ. The original version of the SIQ included 27 items. On the basis of factor and Rasch analyses we obtained a unidimensional version consisting of 18 items. The revised version of the SIQ showed considerable internal consistency (Alpha = .90) and test-retest reliability (.67; time lag: 2 years). In order to test the convergent, discriminant, concurrent, and predictive validity of the SIQ, a number of additional variables were assessed (e.g., intrinsic motivational orientation, extraversión, use of learning strategies, achievement). The results confirm that the SIQ is a sufficiently valid instrument. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 060 Y1 - 1993 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33601 ER - TY - GEN A1 - Schiefele, Ulrich A1 - Wild, Klaus Peter T1 - Induktiv versus deduktiv entwickelte Fragebogenverfahren zur Erfassung von Merkmalen des Lernverhaltens T1 - Inductively versus deductively developed questionnaires to measure learning characteristics N2 - Die gegenwärtig diskutierten Verfahren zur Erfassung von Lernstrategien, Lernstilen und Lernorientierungen können in zwei Gruppen unterteilt werden. Die erste Gruppe ist induktiv konstruiert worden und hat auf der Grundlage von Interviewstudien relativ globale Lernermerkmale postuliert. Typisch für 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 Tragebögen zu Lernstrategien undmotivationalen Merkmalen entwickelt. Die kognitiven und motivationalen Komponenten sind dabei strikt getrennt worden. Der vorliegende Artikel stellt beide Gruppen von Verfahren anhand ausgewählter Beispiele dar und diskutiert ihre Vor- und Nachteile. N2 - Currently available questionnaires to measure strategies, styles, and orientations of learning seem to fall in two different groups. The first group employed an inductive procedure and proposed relatively global learner characteristics that were derived from interview studies. These characteristics typically involve motivational as well as cognitive components. The second group of measures did proceed deductively. On the basis of cognitive models of the learning process and theories of motivation, questionnaires were developed with rather specific subscales of learning strategies and motivational characteristics. These measures, however, have strictly separated cognitive and motivational components of learning. In the present article, we selected two representative examples of each group of questionnaires and discussed their advantages and disadvantages. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 058 Y1 - 1993 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33596 ER - TY - GEN A1 - Csikszentmihalyi, Mihaly A1 - Schiefele, Ulrich T1 - Die Qualität des Erlebens und der Prozeß des Lernens N2 - In der vorliegenden Arbeit wird argumentiert, daß das Erleben von „Flow" im Prozeß des Lernens für das Entstehen von intrinsischer Lernmotivation und für die kognitive Entwicklung der Schüler von entscheidender Bedeutung ist. Die FIow-Theorie von M. Csikszentmihalyi wird ausführlich dargestellt und ihre Relevanz für den Lernprozeß erläutert. Es werden zwei empirische Studien berichtet, die die Auswirkungen des Flow-Erlebens auf schulisches Lernen belegen. Schließlich wird der Versuch gemacht, Folgerungen für die pädagogische Praxis abzuleiten. N2 - This article argues that the experience of "flow" while learning is of crucial importance for students' intrinsic motivation to learn and cognitive development. A presentation of M. Csikszentmihai.yis flow theory is given and its relevance for the process of learning is discussed. Two studies are reported that support the significance of flow for learning in school. Finally, suggestions for educational practice are made. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 057 Y1 - 1993 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33578 ER - TY - GEN A1 - Krapp, Andreas A1 - Schiefele, Ulrich A1 - Schreyer, Inge T1 - Metaanalyse des Zusammenhangs von Interesse und schulischer Leistung N2 - Der Artikel berichtet von den Ergebnissen einer Metaanalyse des Zusammenhangs zwischen der Ausprägung fachspezifischer Interessen und schulischer Leistung. Es konnten für den Zeitraum 1965—1990 21 relevante Untersuchungsberichte identifiziert werden, die insgesamt 127 voneinander unabhängige (d. h. auf verschiedenen Stichproben beruhende) Korrelationskoeffizienten berichten. Ungeachtet der Einflüsse von Moderatorvariablen ergab sich für den Zusammenhang von Interesse und Leistung eine Durchschnittskorrelation von .30. Darüber hinaus zeigte sich, daß für Jungen signifikant höhere Interesse-Leistungs-Korrelationen bestehen als für Mädchen. Zwischen den verschiedenen Fächern 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 Überlegungen. N2 - This article presents results from a meta-analysis of studies on the relation between subject-matter-related interest and school achievement. For the time period between 1965 and 1990 a total of 21 studies reporting 127 independent correlations (i. e., correlations based on independent samples) were identified. For the overall relation between interestand achievement a mean correlation of .30 was found. Male students exhibited significantly higher interest-achievement correlations than female students. In addition, significant differences among school subjects were observed. Grade level, however, did not produce a significant moderator effect. Finally, the results are discussed on the basis of theories of interest and methodological considerations. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 056 Y1 - 1993 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33561 ER - TY - GEN A1 - Csikszentmihalyi, Mihaly A1 - Schiefele, Ulrich T1 - Arts education, human development, and the quality of experience N2 - 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 T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 054 Y1 - 1992 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33547 ER - TY - GEN A1 - Schiefele, Ulrich T1 - Interest, learning, and motivation N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 053 Y1 - 1991 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33536 ER - TY - GEN A1 - Krapp, Andreas A1 - Schiefele, Ulrich A1 - Winteler, Adolf T1 - Interest as a predictor of academic achievement : a meta-analysis of research N2 - 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 T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 052 Y1 - 1992 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33527 ER - TY - GEN A1 - Schiefele, Ulrich T1 - Interesse und Qualität des Erlebens im Unterricht N2 - Der Artikel diskutiert die Bedeutung positiven emotionalen Erlebens beim Lernen und die Notwendigkeit der Unterscheidung zwischen generellen Lernmotiven und fachspezifischen Interessen. Es wird ausführlich auf Csikszentmihalyis Theorie des optimalen Erlebens und die von ihm mitbegründete "Erlebens-Stichproben-Methode" eingegangen. Des weiteren wird von einer empirischen Studie berichtet, in der der Zusammenhang zwischen Interesse und der Qualität des Erlebens im Unterricht untersucht wurde. Die Stärke des Interesses als Prädiktor des Erlebens wurde dabei verglichen mit der des Leistungsmotivs und eines Indikators schulbezogener kognitiver Fähigkeit. Die Ergebnisse zeigen, daß Interesse in deutlich engerem Zusammenhang mit der Ericbensqualität steht als Leistungsmotiv und Fähigkeit. Insbesondere die Erlebensdimensionen Aktiviertheit, intrinsische Motivation, Selbstwert und Wahrnehmung eigener Fähigkeit wiesen signifikante Zusammenhänge mit der Interessenausprägung auf. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 051 Y1 - 1992 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33511 ER - TY - GEN A1 - Schiefele, Ulrich A1 - Sierwald, Wolfgang A1 - Winteler, Adolf T1 - Interesse, Leistung und Wissen : die Erfassung von Studieninteresse und seine Bedeutung für Studienleistung und fachbezogenes Wissen N2 - 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 überprüft (Studie 1). Die Ergebnisse zeigen, daß das Studieninteresse sich nur mit dem Alter verändert, während andere Variablen keinen Einfluß haben. Die zweite Studie (N = 169) ergab, daß zwischen Studieninteresse und dem Leistungsmotiv erwartungsgemäß nur ein geringer Zusammenhang besteht. Darüber hinaus zeigte sich, daß Interesse stärker 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 geprüft. Obwohl keine quantitativen Unterschiede auftraten, ergab eine qualitative Analyse, daß hoch Interessierte fachlich adäquatere Assoziationen produzieren und hinsichtlich ihrer Wissensstruktur einer Gruppe von Experten ähnlicher sind als niedrig Interessierte. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 050 Y1 - 1988 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33501 ER - TY - GEN A1 - Schiefele, Ulrich T1 - Interesse und Textrepräsentation : zur Auswirkung des thematischen Interesses auf unterschiedliche Komponenten der Textrepräsentation unter Berücksichtigung kognitiver und motivationaler Kontrollvariablen T1 - Interest and text representation : the influence of topic interest on different components of text representation N2 - Die Untersuchung beschäftigte sich mit dem Einfluß des thematischen Interesses auf die Ausprägung der nach dem Textverarbeitungsmodell von van Dijk & Kintsch (1983) unterschiedenen Komponenten der Textrepräsentation. Darüber hinaus sollte der Einfluß von Interesse auf motivationale und kognitive Variablen des Leseprozesses (z.B. Elaboration) überprüft werden. Zusätzlich wurde eine Reihe relevanter Einflußgrößen (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 Stärke der wörtlichen, propositionalen und situativen Textrepräsentation erlaubt. Die Ergebnisse zeigen, daß die wörtliche Textrepräsentation bei den niedrig Interessierten signifikant stärker ausgeprägt ist, während die hoch Interessierten eine stärker ausgeprägte propositionale Abbildung des Textes erkennen lassen. Keine erkennbaren Unterschiede zwischen den beiden Versuchsgruppen zeigten sich hinsichtlich der situativen Repräsentation. Die Berücksichtigung der einbezogenen Kontrollvariablen hatte keine Minderung des Interesseneffekts zur Folge. Interesse hängt darüber hinaus eng mit dem Ausmaß von Aktivierung, Flow-Erleben, elaborativen Prozessen und der Häufigkeit von Notizen zusammen. Es ergaben sich Anhaltspunkte, daß diese Variablen auch eine wichtige Rolle bei der Vermittlung des beobachteten Interesseneffekts spielen. N2 - The present study examined the influence of topic interest on the strength of different components of text representation according to the model of text processing by van Dijk & Kintsch (1983). Moreover, the impact of interest on motivational and cognitive variables involved in the reading process (e.g., elaboration) was investigated. A series of relevant personality characteristics (e.g., prior knowledge) were assessed to control for alternative explanations of the interest effect. A total of 43 students was assigned to either a high topic interest or a low topic interest group on the basis of a questionnaire. The subjects were then asked to read a text dealing with the topic of «Communication». Immediately afterwards, various process variables were assessed. Finally, subjects were given a recognition test, designed to assess the strength of the verbatim, propositional, and situational text representation. The results show that low interest subjects had a significantly more pronounced verbatim understanding of the text than high interest subjects. There was also a noticeable tendency for high interest subjects to have a stronger propositional representation of the text. No differences between high and low interest subjects were obtained regarding the situational representation. Controlling for relevant personality characteristics did not reduce the observed interest effect. Moreover, interest was highly correlated with level of activation, experience of flow, production of elaborations, and frequency of notes. Additional analyses indicate that these variables mediated parts of the effect of interest on text representation. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 049 Y1 - 1991 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33496 ER - TY - GEN A1 - Schiefele, Ulrich T1 - Thematisches Interesse, Variablen des lernprozesses und Textverstehen N2 - Die Untersuchung beschäftigte sich mit dem Einfluß thematischer Interessen auf die Qualität des Textverstehens. Darüber hinaus sollte der Einfluß von Interesse auf motivationale und kognitive Variablen des Leseprozesses (z.B. Flow-Erleben, Elaborationen) überprüft 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 später zu bewerten. Anschließend wurden retrospektiv die Prozeßvariablen Aktivierung, Flow-Erleben und Elaborationen erhoben. Zusätzlich 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 Verstehenstiefestärker wird. Die Berücksichtigung des Vorwissens und der Intelligenz hatte keine Minderung des Interesseneffekts zur Folge. Interesse führte darüber hinaus zu einer Erhöhung des Aktivierungsniveaus, zu flow-ähnlichem Erleben, zu verstärkten elaborativen Prozessen und zu erhöhter Häufigkeit von Notizen. Die Ergebnisse unterstreichen die Bedeutsamkeit motivationaler Variablen für qualitativ höherwertige Verstehensprozesse. N2 - The study examined the influence of topic interest on the quality of text comprehension. In addition, the influence of interest on motivational and cognitive variables involved in the reading process (e.g., flow experience, elaborations) was investigated. A total of 53 students were assigned to either a high topic-interest or a low topic-interest group on the basis of a questionnaire. The subjects were then asked to read a text dealing with the topic of "emotion." Subjects were told they would later be asked to evaluate the text. Immediately afterwards, the process variables activation, flow experience, and elaborations were assessed. Both underlinings and margin notes made during reading were counted and the numbers recorded. Lastly, subjects were given a test of comprehension, designed to distinguish between three different levels of understanding. The results show that the influence of topic interest on understanding is more pronounced at deeper levels of understanding. Controlling for prior knowledge and intelligence did not reduce the interest effect. In addition, interest increases the level of activation, the experience of flow, the production of elaborations, and the frequency of notes. The results highlight the importance of motivational variables for the comprehension process, especially at higher levels of understanding. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 048 Y1 - 1990 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33481 ER - TY - GEN A1 - Schiefele, Ulrich T1 - The influence of topic interest, prior knowledge, and cognitive capabilities on text comprehension N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 047 Y1 - 1990 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33472 ER - TY - GEN A1 - Schiefele, Ulrich T1 - Der Einfluss von Interesse auf Umfang, Inhalt und Struktur studienbezogenen Wissens N2 - Es wurde der Zusammenhang zwischen allgemeinem Studieninteresse, Interesse an empirischen Forschungsmethoden sowie dem Leistungsmotiv (unabhängige Variablen) und Umfang, Inhalt und Struktur methodischen Wissens im Studienfach Pädagogik (abhängige Variablen) geprüft. Im Mittelpunkt der Analysen standen die Auswirkungen des Methodeninteresses. Auf der Basis eines Fragebogens wurden 20 Pädagogikstudenten zu Beginn eines Methodenseminars für Studienanfänger in zwei Gruppen mit hohem bzw. niedrigem Methodeninteresse geteilt. Die verschiedenen Aspekte methodenspezifischen Wissens wurden acht Wochen später mittels eines Assoziationstests zu neun Stimulusbegriffen erhoben. Die Ergebnisse belegen, daß hohes Interesse zu qualitativen (Inhalt und Struktur), nicht jedoch zu quantitativen Wissensunterschieden (Umfang) führt. N2 - The study examined the relationship between general study interest, specific interest in methodology, achievement motivation (independent variables), and the extent, content, and structure of methodological knowledge for the field of education (dependent variables). The analyses focussed on determining the impact of methodology interest. 20 education majors were divided into two groups at the beginning of an introductory methodology course. One group consisted of students with high interest in methodology and the other with little interest in the topic. Various aspects of knowledge about methodology were assessed eight weeks later, using an word association test containing nine stimulus concepts. The results indicate that high interest leads to qualitative (content and structure), but not to quantitative differences in knowledge (extent). T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 046 Y1 - 1988 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33463 ER - TY - GEN A1 - Schiefele, Ulrich T1 - Motivationale Bedingungen des Textverstehens N2 - Ausgehend von der Feststellung, daß die bisherige Forschung zum Textlernen motivationale Variablen, die gerade aus pädagogischer Sicht als sehr bedeutsam erscheinen, vernachlässigt hat, wird ein Überblick über Untersuchungen gegeben, die den Einfluß von Interesse auf das Verstehen von Texten überprüften. Ein Großteil der betrachteten Arbeiten kommt zu dem Ergebnis, daß Interesse eine bedeutsame Rolle beim Textlernen einnimmt. Trotzdem sind eine Reihe von Einwänden vorzubringen, die vor allem Defizite bei der Konzeptualisierung und Messung von Interesse und die Vernachlässigung qualitativer, prozessualer und struktureller Aspekte der Verstehensleistung betreffen. Abschließend wird auf pädagogische Konsequenzen bezüglich der Gestaltung von Lehrtexten hingewiesen. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 045 Y1 - 1988 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33456 ER - TY - GEN A1 - Schiefele, Ulrich T1 - The importance of motivational factors for the acquisition and representation of knowledge N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 044 Y1 - 1987 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33421 ER -