@phdthesis{Kwarikunda2023,
  author    = {Kwarikunda, Diana},
  title     = {Interest, motivation, and learning strategies use during physics learning},
  doi       = {10.25932/publishup-60931},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-609311},
  school      = {Universit{\"a}t Potsdam},
  pages     = {viii, 221},
  year      = {2023},
  abstract  = {The purpose of this thesis was to investigate the developmental dynamics between interest, motivation, and learning strategy use during physics learning. The target population was lower secondary school students from a developing country, given that there is hardly in research that studies the above domain-specific concepts in the context of developing countries. The aim was addressed in four parts. The first part of the 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. Being a pilot study, 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 study 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, on assessing whether motivation for learning Physics varied with gender, no significant differences were noted. On assessing the predictive effects of individual interest on students' motivation, individual interest significantly predicted all motivational constructs, with stronger predictive strength on students' self-efficacy and self-determination in learning Physics. In the second part whilst using comprised 934 Grade 9 students from eight secondary schools in Uganda, Latent profile analysis (LPA) - a person-centred approach was used to investigate motivation patterns that exist in lower secondary school students during physics learning. A three-step approach to LPA was used to answer three 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? 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. On examining the predictive effect of gender, individual interest, and students' attitudes on the profile membership, unlike gender, individual interest and students' attitudes towards Physics learning strongly predicted profile membership. In the third part of the study, 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 was examined. Data were collected from 576 9th grade student. 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 favour 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, whilst higher levels of perceived teacher autonomy predicted an increased likelihood membership into the competent strategy user profile as compared to other profiles. Lastly, in the fourth part, changes in secondary school students' physics motivation and cognitive learning strategies use during physics learning across time were examined. Two waves of data were collected from initially 954 9th students through to their 10th grade. A three-step approach to Latent transition analysis was used. Generally, students' motivation decreased from 9th to 10th grade. Qualitative students' motivation profiles indicated strong with-in person stability whilst the quantitative profiles were relatively less stable. Mostly, students moved from the high quantity motivation profile to the extrinsically motivated profiles. On the other hand, the cognitive learning strategies use profiles were moderately stable; with higher with-in person stability in the deep-level learner profile. None of the struggling users and surface-level learners transitioned into the deep-level learners' profile. Additionally, students who perceived increased support for autonomy from their teachers had higher membership likelihood into the competent users' profiles whilst those with an increase in individual interest score had higher membership likelihood into the deep-level learner profile.},
  language  = {en}
}
@article{MichałowskiWiwatowskaWeymar2020,
  author    = {Michałowski, Jarosław M. and Wiwatowska, Ewa and Weymar, Mathias},
  title     = {Brain potentials reveal reduced attention and error-processing during a monetary Go/No-Go task in procrastination},
  series = {Scientific reports},
  volume    = {10},
  journal   = {Scientific reports},
  number    = {1},
  publisher = {Macmillan Publishers Limited, part of Springer Nature},
  address   = {London},
  issn      = {2045-2322},
  doi       = {10.1038/s41598-020-75311-2},
  pages     = {12},
  year      = {2020},
  abstract  = {Procrastination is a self-regulatory problem of voluntarily and destructively delaying intended and necessary or personally important tasks. Previous studies showed that procrastination is associated with executive dysfunctions that seem to be particularly strong in punishing contexts. In the present event-related potential (ERP) study a monetary version of the parametric Go/No-Go task was performed by high and low academic procrastinators to verify the influence of motivational context (reward vs. punishment expectation) and task difficulty (easy vs. hard) on procrastination-related executive dysfunctions. The results revealed increased post-error slowing along with reduced P300 and error-related negativity (ERN) amplitudes in high (vs. low) procrastination participants-effects that indicate impaired attention and error-related processing in this group. This pattern of results did not differ as a function of task difficulty and motivation condition. However, when the task got more difficult executive attention deficits became even more apparent at the behavioral level in high procrastinators, as indexed by increased reaction time variability. The findings substantiate prior preliminary evidence that procrastinators show difficulties in certain aspects of executive functioning (in attention and error processing) during execution of task-relevant behavior, which may be more apparent in highly demanding situations.},
  language  = {en}
}
@article{BrandEkkekakis2017,
  author    = {Brand, Ralf and Ekkekakis, Panteleimon},
  title     = {Affective-Reflective Theory of physical inactivity and exercise},
  series = {German Journal of Exercise and Sport Research},
  volume    = {48},
  journal   = {German Journal of Exercise and Sport Research},
  number    = {1},
  publisher = {Springer},
  address   = {New York},
  issn      = {2509-3142},
  doi       = {10.1007/s12662-017-0477-9},
  pages     = {48 -- 58},
  year      = {2017},
  abstract  = {This article introduces a new theory, the Affective-Reflective Theory (ART) of physical inactivity and exercise. ART aims to explain and predict behavior in situations in which people either remain in a state of physical inactivity or initiate action (exercise). It is a dual-process model and assumes that exercise-related stimuli trigger automatic associations and a resulting automatic affective valuation of exercise (type-1 process). The automatic affective valuation forms the basis for the reflective evaluation (type-2 process), which can follow if self-control resources are available. The automatic affective valuation is connected with an action impulse, whereas the reflective evaluation can result in action plans. The two processes, in constant interaction, direct the individual towards or away from changing behavior. The ART of physical inactivity and exercise predicts that, when there is an affective-reflective discrepancy and self-control resources are low, behavior is more likely to be governed by the affective type-1 process. This introductory article explains the underlying concepts and main theoretical roots from which the ART of physical inactivity and exercise was developed (field theory, affective responses to exercise, automatic evaluation, evaluation-behavior link, dual-process theorizing). We also summarize the empirical tests that have been conducted to refine the theory in its present form.},
  language  = {en}
}
@article{SchiefeleLoeweke2018,
  author    = {Schiefele, Ulrich and Loeweke, Sebastian},
  title     = {The Nature, Development, and Effects of Elementary Students' Reading Motivation Profiles},
  series = {Reading research quarterly},
  volume    = {53},
  journal   = {Reading research quarterly},
  number    = {4},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0034-0553},
  doi       = {10.1002/rrq.201},
  pages     = {405 -- 421},
  year      = {2018},
  abstract  = {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.},
  language  = {en}
}
@misc{SchinkoethBrand2020,
  author    = {Schink{\"o}th, Michaela and Brand, Ralf},
  title     = {Automatic associations and the affective valuation of exercise},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-47552},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-475522},
  pages     = {366 -- 376},
  year      = {2020},
  abstract  = {The decision to exercise is not only bound to rational considerations but also automatic affective processes. The affective-reflective theory of physical inactivity and exercise (ART) proposes a theoretical framework for explaining how the automatic affective process (type‑1 process) will influence exercise behavior, i.e., through the automatic activation of exercise-related associations and a subsequent affective valuation of exercise. This study aimed to empirically test this assumption of the ART with data from 69 study participants. A single-measurement study, including within-subject experimental variation, was conducted. Automatic associations with exercise were first measured with a single-target implicit association test. The somato-affective core of the participants' automatic valuation of exercise-related pictures was then assessed via heart rate variability (HRV) analysis, and the affective valence of the valuation was tested with a facial expression (FE; smile and frown) task. Exercise behavior was assessed via self-report. Multiple regression (path) analysis revealed that automatic associations predicted HRV reactivity (β = -0.24, p = .044); the signs of the correlation between automatic associations and the smile FE score was in the expected direction but remained nonsignificant (β = -0.21, p = .078). HRV reactivity predicted self-reported exercise behavior (β = -0.28, p = .013) (the same pattern of results was achieved for the frown FE score). The HRV-related results illustrate the potential role of automatic negative affective reactions to the thought of exercise as a restraining force in exercise motivation. For better empirical distinction between the two ART type‑1 process components, automatic associations and the affective valuation should perhaps be measured separately in the future. The results support the notion that automatic and affective processes should be regarded as essential aspects of the motivation to exercise.},
  language  = {en}
}
@article{SchinkoethBrand2020,
  author    = {Schink{\"o}th, Michaela and Brand, Ralf},
  title     = {Automatic associations and the affective valuation of exercise},
  series = {German Journal of Exercise and Sport Research},
  volume    = {50},
  journal   = {German Journal of Exercise and Sport Research},
  number    = {654},
  publisher = {Springer},
  address   = {Berlin ; Heidelberg},
  issn      = {2509-3150},
  doi       = {10.1007/s12662-020-00664-9},
  pages     = {366 -- 376},
  year      = {2020},
  abstract  = {The decision to exercise is not only bound to rational considerations but also automatic affective processes. The affective-reflective theory of physical inactivity and exercise (ART) proposes a theoretical framework for explaining how the automatic affective process (type‑1 process) will influence exercise behavior, i.e., through the automatic activation of exercise-related associations and a subsequent affective valuation of exercise. This study aimed to empirically test this assumption of the ART with data from 69 study participants. A single-measurement study, including within-subject experimental variation, was conducted. Automatic associations with exercise were first measured with a single-target implicit association test. The somato-affective core of the participants' automatic valuation of exercise-related pictures was then assessed via heart rate variability (HRV) analysis, and the affective valence of the valuation was tested with a facial expression (FE; smile and frown) task. Exercise behavior was assessed via self-report. Multiple regression (path) analysis revealed that automatic associations predicted HRV reactivity (β = -0.24, p = .044); the signs of the correlation between automatic associations and the smile FE score was in the expected direction but remained nonsignificant (β = -0.21, p = .078). HRV reactivity predicted self-reported exercise behavior (β = -0.28, p = .013) (the same pattern of results was achieved for the frown FE score). The HRV-related results illustrate the potential role of automatic negative affective reactions to the thought of exercise as a restraining force in exercise motivation. For better empirical distinction between the two ART type‑1 process components, automatic associations and the affective valuation should perhaps be measured separately in the future. The results support the notion that automatic and affective processes should be regarded as essential aspects of the motivation to exercise.},
  language  = {en}
}
@article{SchinkoethWeymarBrand2019,
  author    = {Schink{\"o}th, Michaela and Weymar, Mathias and Brand, Ralf},
  title     = {Listening to the heart},
  series = {Psychology of sport and exercise},
  volume    = {45},
  journal   = {Psychology of sport and exercise},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {1469-0292},
  doi       = {10.1016/j.psychsport.2019.101541},
  pages     = {4},
  year      = {2019},
  abstract  = {Objective: The affective-reflective theory of physical inactivity and exercise suggests that the mere thought of exercise can lead to an immediate somato-affective response which, if negative, will drive a physically inactive person to maintain his or her current exercise-avoidant behavior. This study aimed to test the assumption that the somatic core of this affective response can be identified by means of heart rate variability (HRV) analysis. Design: This study followed a within-subject experimental design. Method. Participants were 91 adult men and women whose HR and HRV were monitored whilst they viewed exercise-related and control pictures in a laboratory setting. Results: Analyses revealed a decrease in HRV during the viewing of exercise-related pictures in less physically active participants. These participants reported that the same pictures elicited feelings with relatively low affective valence and arousal. There were no changes in HR.},
  language  = {en}
}
@phdthesis{Schinkoeth2020,
  author    = {Schink{\"o}th, Michaela},
  title     = {Automatic affective reactions to exercise-related stimuli},
  doi       = {10.25932/publishup-47111},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-471115},
  school      = {Universit{\"a}t Potsdam},
  pages     = {II, 117},
  year      = {2020},
  abstract  = {Even though the majority of individuals know that exercising is healthy, a high percentage struggle to achieve the recommended amount of exercise. The (social-cognitive) theories that are commonly applied to explain exercise motivation refer to the assumption that people base their decisions mainly on rational reasoning. However, behavior is not only bound to reflection. In recent years, the role of automaticity and affect for exercise motivation has been increasingly discussed. In this dissertation, central assumptions of the affective-reflective theory of physical inactivity and exercise (ART; Brand \& Ekkekakis, 2018), an exercise-specific dual-process theory that emphasizes the role of a momentary automatic affective reaction for exercise-decisions, were examined. The central aim of this dissertation was to investigate exercisers and non-exercisers automatic affective reactions to exercise-related stimuli (i.e., type-1 process). In particular, the two components of the ART's type-1 process, that are, automatic associations with exercise and the automatic affective valuation to exercise, were under study. In the first publication (Schinkoeth \& Antoniewicz, 2017), research on automatic (evaluative) associations with exercise was summarized and evaluated in a systematic review. The results indicated that automatic associations with exercise appeared to be relevant predictors for exercise behavior and other exercise-related variables, providing evidence for a central assumption of the ART's type-1 process. Furthermore, indirect methods seem to be suitable to assess automatic associations. The aim of the second publication (Schinkoeth, Weymar, \& Brand, 2019) was to approach the somato-affective core of the automatic valuation of exercise using analysis of reactivity in vagal HRV while viewing exercise-related pictures. Results revealed that differences in exercise volume could be regressed on HRV reactivity. In light of the ART, these findings were interpreted as evidence of an inter-individual affective reaction elicited at the thought of exercise and triggered by exercise-stimuli. In the third publication (Schinkoeth \& Brand, 2019, subm.), it was sought to disentangle and relate to each other the ART's type-1 process components—automatic associations and the affective valuation of exercise. Automatic associations to exercise were assessed with a recoding-free variant of an implicit association test (IAT). Analysis of HRV reactivity was applied to approach a somatic component of the affective valuation, and facial reactions in a facial expression (FE) task served as indicators of the automatic affective reaction's valence. Exercise behavior was assessed via self-report. The measurement of the affective valuation's valence with the FE task did not work well in this study. HRV reactivity was predicted by the IAT score and did also statistically predict exercise behavior. These results thus confirm and expand upon the results of publication two and provide empirical evidence for the type-1 process, as defined in the ART. This dissertation advances the field of exercise psychology concerning the influence of automaticity and affect on exercise motivation. Moreover, both methodical implications and theoretical extensions for the ART can be derived from the results.},
  language  = {en}
}
@misc{SchiefeleSchaffnerMoelleretal.2012,
  author    = {Schiefele, Ulrich and Schaffner, Ellen and M{\"o}ller, Jens and Wigfield, Allan},
  title     = {Dimensions of reading motivation and their relation to reading behavior and competence},
  series = {Reading research quarterly},
  volume    = {47},
  journal   = {Reading research quarterly},
  number    = {4},
  publisher = {Wiley-Blackwell},
  address   = {Hoboken},
  issn      = {0034-0553},
  doi       = {10.1002/RRQ.030},
  pages     = {427 -- 463},
  year      = {2012},
  abstract  = {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.},
  language  = {en}
}
@misc{Krahe1982,
  author    = {Krah{\´e}, Barbara},
  title     = {Motivationseinfl{\"u}sse im Attributionsprozess : zur Diskussion um den "self-serving bias" in der Attributionsforschung},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-37666},
  year      = {1982},
  abstract  = {Inhalt: 1 Zur alltagspsychologischen Bedeutung von Kausalinterpretationen 2 Theoretischer und empirischer Bezugsrahmen 2.1 Grundlegende Konzepte der Attributionstheorie - 2.1.1 Die klassischen Modelle der Attributionsforschung - 2.1.2 Neuere kognitive Erkl{\"a}rungsans{\"a}tze der Kausalattribution 2.2 Empirische Befunde zum Problem der selbstwertbezogenen Attribution - 2.2.1 Selbstwertbezogene Attributionen eigener Handlungsergebnisse - 2.2.2 Das Wettbewerbsparadigma - 2.2.3 Selbstwertbezogene Voreingenommenheiten aus der Beobachter-Perspektive - 2.2.4 Geschlechtsspezifische Unterschiede bei der Kausalattribution von Erfolg und Mißerfolg - 2.2.5 Zusammenfassende Bewertung der Untersuchungsergebnisse 2.3 Zum Stand der Theorie - und Methodendiskussion im Rahmen selbstwertbezogener Voreingenommenheiten - 2.3.1 Ich-Beteiligung und Zentralit{\"a}t - 2.3.2 Der informationstheoretische Erkl{\"a}rungsansatz - 2.3.3 Zur Methodik der Erfassung selbstwertbezogener Attributionen - 2.3.4 Die Bedeutung sozialer Vergleichsprozesse f{\"u}r die Kausalattribution 3 Empirische Untersuchung zur Erfassung von kausalattributionen f{\"u}r Verhaltensergebnisse anderer Personen 3.1 Darstellung des Untersuchungsansatzes 3.2 Fragestellung und Hypothesen 3.3 Ablauf der Untersuchung - 3.3.1 Aufgaben der Voruntersuchung - 3.3.2 Durchf{\"u}hrung der Hauptuntersuchung 3.4 Schritte der Datenanalyse - 3.4.1 Auswertung der Attributionsskala - 3.4.2 Uberpr{\"u}fung der Untersuchungshypothesen 3.5 Diskussion und Zusammenfassung der Ergebnisse},
  language  = {de}
}
@misc{RheinbergVollmeyer2003,
  author    = {Rheinberg, Falko and Vollmeyer, Regina},
  title     = {Flow-Erleben in einem Computerspiel unter experimentell variierten Bedingungen},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-6205},
  year      = {2003},
  abstract  = {Berichtet wird {\"u}ber eine M{\"o}glichkeit, Flow-Erleben unter experimentell kontrollierten Bedingungen systematisch zu variieren. Dabei werden die T{\"a}tigkeit (das Computerspiel Roboguard) und die Situationsbedingungen konstant gehalten. Variiert wird lediglich die Schwierigkeitsstufe, auf der gespielt wird. Als abh{\"a}ngiges Maß wurde die Flow-Kurzskala (FKS, Rheinberg, Vollmeyer \& Engeser, 2002) verwandt. Es zeigten sich die vorhergesagten kurvilinearen Beziehungen zwischen Anforderungsstufe und Flow mit Effektst{\"a}rken um 1 und gr{\"o}ßer. Zusammenh{\"a}nge zwischen habitueller Zielorientierung (Hayamizu \& Weiner, 1991) und Flow zeigten sich nur bei den flow-ausl{\"o}senden Schwierigkeitsstufen. Es gab keine negative Beziehung zwischen Zielorientierung und Flow, vielmehr korrelierten sowohl die learning- als auch die performance goal orientation positiv mit der Flowkomponente Absorbiertheit. Aus diesem Befund wird eine Arbeitshypothese zur Beziehung von Motivation und Flow hergeleitet, wonach unter optimalen Bedingungen Besonderheiten der Initialmotivation vielleicht dann keine Rolle mehr spielen, wenn die Person erst einmal im Flow-Zustand ist.},
  language  = {de}
}
@phdthesis{Engeser2005,
  author    = {Engeser, Stefan Hermann},
  title     = {Lernmotivation und volitionale Handlungssteuerung : eine L{\"a}ngsschnittsuntersuchung beim Statistik Lernen im Psychologiestudium},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-2401},
  school      = {Universit{\"a}t Potsdam},
  year      = {2005},
  abstract  = {Statistik Lernen im Rahmen des Psychologiestudiums wurde als Untersuchungsgegenstand zur empirischen {\"U}berpr{\"u}fung der angenommenen Wirkung volitionaler Handlungsregulation herangezogen. Neben f{\"a}higkeitsbezogenen und motivationalen Faktoren sollten bei dieser von vielen Studierenden aversiv erlebten T{\"a}tigkeit die Aspekte der volitionalen Handlungsregulation entscheidend sein. Nur Personen, die sich trotz des aversiven T{\"a}tigkeitserlebens zum Statistik Lernen "zwingen" k{\"o}nnen, sollten erfolgreich sein. Auf dem Hintergrund des Prozessmodells der Lernmotivation wurden die angenommenen Wirkungen der volitionalen Faktoren denen der motivationalen Einflussgr{\"o}ßen zugeordnet und in einem l{\"a}ngsschnittlichen Design an zwei aufeinander folgenden Wintersemestern an der Universit{\"a}t Potsdam und an der TU Berlin empirisch {\"u}berpr{\"u}ft (N = 273). Die Annahmen zu den f{\"a}higkeits- und motivationsrelevanten Faktoren des analyseleitenden Prozessmodells der Lernmotivation konnten weitgehend best{\"a}tigt werden. Die Personenmerkmale (f{\"a}higkeitsbezogene Merkmale, Leistungsmotiv und Commitment f{\"u}r das Psychologiestudium) bedingen zu einem wesentlichen Teil die Aspekte der aktuellen Motivation f{\"u}r das Statistik Lernen. Letztere wurde durch die Komponenten des Erweiterten Kognitiven Motivationsmodells (EKM) und anhand der Lernintentionen erfasst. Dabei zeigt sich, dass die aktuelle Motivation f{\"u}r das Statistik Lernen insgesamt g{\"u}nstig ausgepr{\"a}gt ist. Die Aspekte der aktuellen Motivation beeinflussen wiederum Prozessvariablen wie den Lernaufwand, das emotionale Erleben und den Funktionszustand w{\"a}hrend des Lernens. Der Lernaufwand und das Flow-Erleben (als Indikator f{\"u}r den Funktionszustand) sowie deren Interaktion sagen die Klausurleistung am Ende des Semesters vorher (dies auch, wenn f{\"a}higkeitsbezogene Merkmale mit ber{\"u}cksichtigt werden). Vor dem Hintergrund des insgesamt theoriekonsistenten Gesamtbildes ergeben sich dennoch einige Abweichungen von den theoretischen Annahmen. Diese werden eingehend diskutiert. Entgegen der zentralen Annahme, tragen die dem Prozessmodell der Lernmotivation zugeordneten volitionalen Faktoren insgesamt betrachtet kaum zu einem weitergehenden Verst{\"a}ndnis des Lernprozesses bei. Die theoretischen Annahmen k{\"o}nnen weitgehend nicht best{\"a}tigt werden. So sagen die volitionalen Faktoren nicht, wie angenommen, bei hoher instrumenteller Handlungsveranlassung und gleichzeitig aversivem T{\"a}tigkeitserleben Prozessmerkmale des Lernens vorher. Ausf{\"u}hrlich diskutiert wird, inwieweit dies auf falsche theoretische Annahmen oder auf eine mangelnde Operationalisierung und Auswertung zur{\"u}ck geht. Zus{\"a}tzlich zum Prozessmodell der Lernmotivation wurden weitergehende Annahmen zur Wirkung des impliziten und expliziten Leistungsmotivs {\"u}berpr{\"u}ft. Dabei zeigt sich erwartungsgem{\"a}ß, dass sich das implizite Leistungsmotiv beim Statistik Lernen bei einer individuellen Bezugsnorm f{\"o}rderlich auswirkt. Die moderierende Wirkung der sozialen Bezugsnorm f{\"u}r das explizite Leistungsmotiv kann anhand der vorliegenden Daten nicht best{\"a}tigt werden. F{\"u}r das implizite Leistungsmotiv zeigt sich {\"u}ber die Annahmen hinaus eine f{\"o}rderliche Wirkung auf die Klausurteilnahme. F{\"u}r Personen mit einem hohen impliziten Leistungsmotiv findet sich eine h{\"o}here Wahrscheinlichkeit, die Klausur mitzuschreiben. Dieser Befund macht den in der Leistungsmotivationsforschung gefundenen Zusammenhang zwischen Leistungsmotiv und Karriereerfolg "im Kleinen" verst{\"a}ndlich. Theoretische Arbeiten legen nahe, dass die volitionale Handlungssteuerung nicht eine unabh{\"a}ngige, sondern eine zum Teil von dem Zusammenwirken der impliziten und expliziten Motivsysteme abh{\"a}ngige Gr{\"o}ße darstellt. F{\"u}r das Leistungsmotiv konnte dies best{\"a}tigt werden. So wirkt sich eine hohe Auspr{\"a}gung des expliziten Leistungsmotivs dann positiv auf die volitionale Handlungssteuerung aus, wenn das implizite Leistungsmotiv hoch ausgepr{\"a}gt ist. Die Ergebnisse bei den Machtmotivsystemen zeigen, dass nicht immer eine {\"U}bereinstimmung der Motive f{\"o}rderlich ist. Eine funktionale Perspektive scheint hier angemessen und weiterf{\"u}hrend. Die Arbeit schließt mit der Frage, welche Motivkonstellationen im Sinne einer volitionalen Handlungssteuerung ideal sind. Dabei wird postuliert, dass das Wissen {\"u}ber implizite Vorlieben einer Person helfen sollte, f{\"u}r sie passende Situationen aktiv aufzusuchen oder herzustellen und dadurch eine volitionale Handlungssteuerung besser gelingt sowie diese Art der Steuerung weniger n{\"o}tig macht.},
  subject      = {Motivation},
  language  = {de}
}