Motivational Effects on self-Regulated learning with different Tasks
- In our cognitive motivational process model (Vollmeyer & Rheinberg, Zeitschrift für Pädagogische Psychologie, 12:11–23, 1998) we assume that initial motivation affects performance via motivation during learning and learning strategies. These variables are also central for self-regulation theories (e.g., M. Boekaerts, European Psychologist, 1:100–122, 1996). In this article we discuss methods with which the model can be tested. Initial motivation with its four factors challenge, probability of success, interest, and anxiety was measured with the Questionnaire on Current Motivation (QCM; Rheinberg, Vollmeyer, & Burns, Diagnostica, 47:57–66, 2001). As an indicator for the functional state we assessed flow with the FKS (Rheinberg, Vollmeyer, & Engeser, Diagnostik von Motivation und Selbstkonzept [Diagnosis of Motivation and Self-Concept], Hogrefe, Göttingen, Germany, 261–279, 2003). We also used different tasks, including a linear system, a hypermedia program, and university-level classes. In general, our methods are valid and with themIn our cognitive motivational process model (Vollmeyer & Rheinberg, Zeitschrift für Pädagogische Psychologie, 12:11–23, 1998) we assume that initial motivation affects performance via motivation during learning and learning strategies. These variables are also central for self-regulation theories (e.g., M. Boekaerts, European Psychologist, 1:100–122, 1996). In this article we discuss methods with which the model can be tested. Initial motivation with its four factors challenge, probability of success, interest, and anxiety was measured with the Questionnaire on Current Motivation (QCM; Rheinberg, Vollmeyer, & Burns, Diagnostica, 47:57–66, 2001). As an indicator for the functional state we assessed flow with the FKS (Rheinberg, Vollmeyer, & Engeser, Diagnostik von Motivation und Selbstkonzept [Diagnosis of Motivation and Self-Concept], Hogrefe, Göttingen, Germany, 261–279, 2003). We also used different tasks, including a linear system, a hypermedia program, and university-level classes. In general, our methods are valid and with them we found support for our model.…
Verfasserangaben: | Regina VollmeyerGND, Falko RheinbergORCiDGND |
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URL: | http://springerlink.com/content/8447080584073022/ |
DOI: | https://doi.org/10.1007/s10648-006-9017-0 |
ISSN: | 1040-726X |
ISSN: | 1573-336X |
Titel des übergeordneten Werks (Deutsch): | Educational psychology review |
Verlag: | Springer |
Verlagsort: | New York |
Publikationstyp: | Wissenschaftlicher Artikel |
Sprache: | Englisch |
Jahr der Erstveröffentlichung: | 2006 |
Erscheinungsjahr: | 2006 |
Datum der Freischaltung: | 24.03.2017 |
Band: | 18 |
Ausgabe: | 3 |
Erste Seite: | 239 |
Letzte Seite: | 253 |
Quelle: | Educational psychology review. - 18 (2006),3, S. 239 - 253 |
Organisationseinheiten: | Humanwissenschaftliche Fakultät / Strukturbereich Kognitionswissenschaften / Department Psychologie |
DDC-Klassifikation: | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
Name der Einrichtung zum Zeitpunkt der Publikation: | Humanwissenschaftliche Fakultät / Institut für Psychologie |