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 - 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 - 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 - 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 - 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 -