TY - JOUR A1 - Vietze, Jana A1 - Schwarzenthal, Miriam A1 - Moffitt, Ursula A1 - Civitillo, Sauro T1 - Beyond 'migrant background': how to select relevant, social justice oriented, and feasible social categories in educational research JF - European journal of psychology of education N2 - Across continental Europe, educational research samples are often divided by 'migrant background', a binary variable criticized for masking participant heterogeneity and reinforcing exclusionary norms of belonging. This study endorses more meaningful, representative, and precise research by offering four guiding questions for selecting relevant, social justice oriented, and feasible social categories for collecting and analysing data in psychological and educational research. Using a preregistered empirical example, we first compare selected social categories ('migrant background', family heritage, religion, citizenship, cultural identification, and generation status) in their potential to reveal participant heterogeneity. Second, we investigate differences in means and relations between variables (discrimination experiences, perceived societal Islamophobia, and national identity) and academic motivation among 1335 adolescents in Germany (48% female, M-age = 14.69). Regression analyses and multigroup SEM revealed differential experiences with and implications of discrimination for academic motivation. Results highlight the need for a deliberate, transparent use of social categories to make discrimination visible and centre participants' subjective experiences. KW - migrant background KW - labels KW - social categories KW - discrimination KW - academic KW - motivation KW - national identity Y1 - 2022 U6 - https://doi.org/10.1007/s10212-022-00611-2 SN - 0256-2928 SN - 1878-5174 VL - 38 IS - 1 SP - 389 EP - 408 PB - Springer CY - New York ER - TY - JOUR A1 - Steinmayr, Ricarda A1 - Lazarides, Rebecca A1 - Weidinger, Anne Franziska A1 - Christiansen, Hanna T1 - Teaching and learning during the first COVID-19 school lockdown: Realization and associations with parent-perceived students' academic outcomes BT - a study and preliminary overview BT - eine empirische Studie und ein erster Literaturüberblick JF - Zeitschrift für pädagogische Psychologie N2 - Due to the COVID-19 pandemic, all schools in Germany were locked down for several months in 2020. How schools realized teaching during the school lockdown greatly varied from school to school. N = 2,647 parents participated in an online survey and rated the following activities of teachers in mathematics, language arts (German), English, and science / biology during the school lockdown: frequency of sending task assignments, task solutions and requesting for solutions, giving task-related feedback, grading tasks, providing lessons per videoconference, and communicating via telecommunication tools with students and / or parents. Parents also reported student academic outcomes during the school lockdown (child's learning motivation, competent and independent learning, learning progress). Parents further reported student characteristics and social background variables: child's negative emotionality, school engagement, mathematical and language competencies, and child's social and cultural capital. Data were separately analyzed for elementary and secondary schools. In both samples, frequency of student-teacher communication was associated with all academic outcomes, except for learning progress in elementary school. Frequency of parent-teacher communication was associated with motivation and learning progress, but not with competent and independent learning, in both samples. Other distant teaching activities were differentially related to students' academic outcomes in elementary vs. secondary school. School engagement explained most additional variance in all students' outcomes during the school lockdown. Parent's highest school leaving certificate incrementally predicted students' motivation, and competent and independent learning in secondary school, as well as learning progress in elementary school. The variable "child has own bedroom" additionally explained variance in students' competent and independent learning during the school lockdown in both samples. Thus, both teaching activities during the school lockdown as well as children's characteristics and social background were independently important for students' motivation, competent and independent learning, and learning progress. Results are discussed with regard to their practical implications for realizing distant teaching. N2 - Aufgrund der COVID-19-Pandemie waren alle Schulen in Deutschland in 2020 für mehrere Monate geschlossen. Wie die einzelnen Schulen den Fernunterricht realisierten, variierte stark zwischen den Schulen. N = 2,647 Eltern nahmen an einer Online-Befragung teil und schätzten die folgenden Aktivitäten der Mathematik-, Deutsch-, Englisch-, und Sachunterricht-/Biologielehrkraft im Fernunterricht ein: Häufigkeit, mit der Aufgaben und Lösungen geschickt, Lösungen des Kindes angefordert, Feedback zu den Lösungen des Kindes gegeben, Aufgaben benotet, Unterricht per Videokonferenz abgehalten und mit dem Kind bzw. den Eltern via Telefon o.Ä. kommuniziert wurde. Außerdem schätzten die Eltern die schulischen Outcomes ihres Kindes während des Fernunterrichts ein (d.h. Motivation, kompetentes und selbstständiges Lernverhalten und den Lernfortschritt). Schließlich machten die Eltern Angaben zu den folgenden Eigenschaften und soziodemografischen Merkmalen ihres Kindes: negative Emotionalität, schulisches Engagement, mathematische und sprachliche Kompetenzen, soziales und kulturelles Kapital. Die Daten wurden separat für Grund- und weiterführenden Schulen ausgewertet. In beiden Stichproben war die Schülerinnen und Schüler-Lehrkraft-Kommunikation mit allen Schülerinnen und Schüleroutcomes assoziiert, außer mit dem Lernfortschritt in der Grundschule. Die Häufigkeit der Eltern-Lehrkraft-Kommunikation war in beiden Stichproben mit der Motivation und dem Lernfortschritt, jedoch nicht mit dem kompetenten und selbstständigen Lernverhalten assoziiert. Die Bedeutung weiterer Lehraktivitäten im Fernunterricht unterschied sich zwischen Grund- und weiterführender Schule. Das schulische Engagement der Kinder erklärte die meiste zusätzliche Varianz in den Schülerinnen und Schüleroutcomes im Fernunterricht. Der höchste Schulabschluss der Eltern erklärte inkrementell Varianz in der Schülerinnen und Schülermotivation und in dem kompetenten und selbstständigen Lernverhalten an der weiterführenden Schule sowie im Lernfortschritt an der Grundschule. Ein eigenes Kinderzimmer erklärte in beiden Stichproben zusätzlich Varianz im kompetenten und selbstständigen Lernverhalten während des Fernunterrichts. Also waren die Lehraktivitäten während des Fernunterrichts, die Eigenschaften der Schülerinnen und Schüler und der soziale Hintergrund unabhängig voneinander wichtig für Motivation, kompetentes und selbstständiges Lernverhalten und Lernfortschritt während des Fernunterrichts. Die Ergebnisse werden in Bezug auf ihre praktischen Implikationen für die Realisierung von Fernunterricht diskutiert. T2 - Lehren und Lernen während des ersten COVID-19-Schullockdowns: Realisierung und Zusammenhänge mit den durch Eltern eingeschätzten leistungsrelevanten Merkmalen von Schülerinnen und Schülern KW - COVID-19 KW - distant teaching KW - teaching quality KW - motivation KW - academic KW - competencies KW - COVID-19-Pandemie KW - Fernunterricht KW - Instruktionsqualität KW - Motivation KW - schulische Kompetenzen Y1 - 2021 U6 - https://doi.org/10.1024/1010-0652/a000306 SN - 1010-0652 SN - 1664-2910 VL - 35 IS - 2-3 SP - 85 EP - 106 PB - Hogrefe Verlag CY - Göttingen ER - TY - GEN A1 - Massolt, Joost Willem A1 - Borowski, Andreas T1 - Perceived relevance of university physics problems by pre-service physics teachers BT - personal constructs T2 - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe N2 - Pre-service physics teachers often do not recognise the relevance for their future career in their university content knowledge courses. A lower perceived relevance can, however, have a negative effect on their motivation and on their academic success. Several intervention studies have been undertaken with the goal to increase this perceived relevance. A previous study shows that conceptual physics problems used in university physics courses are perceived by pre-service physics teachers as more relevant for their future career than regular, quantitative problems. It is however not clear, what the students' meaning of the construct 'relevance' is: what makes a problem more relevant to them than another problem? To answer this question, N = 7 pre-service teachers were interviewed using the repertory grid technique, based on the personal construct theory. Nine physics problems were discussed with regards to their perceived relevance and with regards to problem properties that distinguish these problems from each other. We are able to identify six problem properties that have a positive influence on the perceived relevance. Physics problems that are based on these properties should therefore potentially have a higher perceived relevance, which can have a positive effect on the motivation of the pre-service teachers who solve these problems. T3 - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe - 1396 KW - motivation KW - physics education KW - pre-service teachers KW - repertory grid Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-515838 SN - 1866-8372 VL - 42 IS - 2 SP - 167 EP - 189 ER - TY - GEN A1 - Kuhlicke, Christian A1 - Seebauer, Sebastian A1 - Hudson, Paul A1 - Begg, Chloe A1 - Bubeck, Philip A1 - Dittmer, Cordula A1 - Grothmann, Torsten A1 - Heidenreich, Anna A1 - Kreibich, Heidi A1 - Lorenz, Daniel F. A1 - Masson, Torsten A1 - Reiter, Jessica A1 - Thaler, Thomas A1 - Thieken, Annegret A1 - Bamberg, Sebastian T1 - The behavioral turn in flood risk management, its assumptions and potential implications T2 - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe N2 - Recent policy changes highlight the need for citizens to take adaptive actions to reduce flood-related impacts. Here, we argue that these changes represent a wider behavioral turn in flood risk management (FRM). The behavioral turn is based on three fundamental assumptions: first, that the motivations of citizens to take adaptive actions can be well understood so that these motivations can be targeted in the practice of FRM; second, that private adaptive measures and actions are effective in reducing flood risk; and third, that individuals have the capacities to implement such measures. We assess the extent to which the assumptions can be supported by empirical evidence. We do this by engaging with three intellectual catchments. We turn to research by psychologists and other behavioral scientists which focus on the sociopsychological factors which influence individual motivations (Assumption 1). We engage with economists, engineers, and quantitative risk analysts who explore the extent to which individuals can reduce flood related impacts by quantifying the effectiveness and efficiency of household-level adaptive measures (Assumption 2). We converse with human geographers and sociologists who explore the types of capacities households require to adapt to and cope with threatening events (Assumption 3). We believe that an investigation of the behavioral turn is important because if the outlined assumptions do not hold, there is a risk of creating and strengthening inequalities in FRM. Therefore, we outline the current intellectual and empirical knowledge as well as future research needs. Generally, we argue that more collaboration across intellectual catchments is needed, that future research should be more theoretically grounded and become methodologically more rigorous and at the same time focus more explicitly on the normative underpinnings of the behavioral turn. T3 - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe - 1440 KW - capacities KW - effectiveness KW - motivation KW - resources KW - risk governance KW - vulnerability Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-517696 SN - 1866-8372 IS - 3 ER - TY - JOUR A1 - Kuhlicke, Christian A1 - Seebauer, Sebastian A1 - Hudson, Paul A1 - Begg, Chloe A1 - Bubeck, Philip A1 - Dittmer, Cordula A1 - Grothmann, Torsten A1 - Heidenreich, Anna A1 - Kreibich, Heidi A1 - Lorenz, Daniel F. A1 - Masson, Torsten A1 - Reiter, Jessica A1 - Thaler, Thomas A1 - Thieken, Annegret A1 - Bamberg, Sebastian T1 - The behavioral turn in flood risk management, its assumptions and potential implications JF - WIREs Water N2 - Recent policy changes highlight the need for citizens to take adaptive actions to reduce flood-related impacts. Here, we argue that these changes represent a wider behavioral turn in flood risk management (FRM). The behavioral turn is based on three fundamental assumptions: first, that the motivations of citizens to take adaptive actions can be well understood so that these motivations can be targeted in the practice of FRM; second, that private adaptive measures and actions are effective in reducing flood risk; and third, that individuals have the capacities to implement such measures. We assess the extent to which the assumptions can be supported by empirical evidence. We do this by engaging with three intellectual catchments. We turn to research by psychologists and other behavioral scientists which focus on the sociopsychological factors which influence individual motivations (Assumption 1). We engage with economists, engineers, and quantitative risk analysts who explore the extent to which individuals can reduce flood related impacts by quantifying the effectiveness and efficiency of household-level adaptive measures (Assumption 2). We converse with human geographers and sociologists who explore the types of capacities households require to adapt to and cope with threatening events (Assumption 3). We believe that an investigation of the behavioral turn is important because if the outlined assumptions do not hold, there is a risk of creating and strengthening inequalities in FRM. Therefore, we outline the current intellectual and empirical knowledge as well as future research needs. Generally, we argue that more collaboration across intellectual catchments is needed, that future research should be more theoretically grounded and become methodologically more rigorous and at the same time focus more explicitly on the normative underpinnings of the behavioral turn. KW - capacities KW - effectiveness KW - motivation KW - resources KW - risk governance KW - vulnerability Y1 - 2020 U6 - https://doi.org/10.1002/wat2.1418 SN - 2049-1948 VL - 7 IS - 3 SP - 1 EP - 22 PB - Wiley-Blackwell CY - Hoboken ER - TY - CHAP A1 - Apelojg, Benjamin ED - Ashkanasy, Neal M. ED - Troth, Ashlea C. ED - Humphrey, Ronald H. T1 - I need to move it, move It! BT - how physiological needs influence feelings, motivation, and interest in learning situations T2 - Emotion in organizations N2 - Purpose Student interest and learning success is an important component of teaching learning research. However, while the impact of emotions and psychological needs on students' achievements has been a focus of research, the impact of their physiological needs has been under studied. In this explorative study, I examine what impact the physiological and psychological needs of student teachers have on their feelings, motivation, and interest in different learning settings. Approach The research method used was the daily reconstruction method and included the Felix-App, a new digital research and feedback tool that allows the measurement of feelings, needs, motivation, and interest in real time. Findings The results suggest the importance of physiological needs for perceived emotions, motivation, and interest in the learning subject. The psychological needs, on the other hand, are of less importance. Originality The Felix-App is an innovative tool to learn more about learners' emotions and needs in real learning settings. The importance of physiological needs has been known since Maslow, but should be considered much more in the context of teaching and learning research in the future. There is a need for further research on the importance of physical aspects in learning. KW - physiological needs KW - emotions KW - motivation KW - homeostasis KW - learning environment KW - Experience Sampling Method (ESM) Y1 - 2024 SN - 978-1-83797-251-7 SN - 978-1-83797-250-0 U6 - https://doi.org/10.1108/S1746-979120240000019002 SP - 13 EP - 35 PB - Emerald Publishing Limited CY - Bingley ER - TY - JOUR A1 - Kühl, Tim A1 - Wohninsland, Patrizia T1 - Learning with the interactive whiteboard in the classroom BT - its impact on vocabulary acquisition, motivation and the role of foreign language anxiety JF - Education and information technologies : the official journal of the IFIP Technical Committee on Education N2 - When used in a sensible way, Interactive Whiteboards (IWB) are supposed to motivate and engage students in learning in the classroom. Thereby, they might also stimulate students who are usually more restrained, such as more anxious students. However, the body of research on the impact of IWB lessons is rather small. The present study investigated whether a 45-minute lesson with the IWB compared to a conceptual identical 45-minute lesson without the IWB would support learning and motivation within the subject English as a foreign language for German students. Moreover, the study examined whether the 45-minute lesson with the IWB compared to the 45-minute lesson without the IWB would be better able to counteract the detrimental effects of foreign language classroom anxiety (FLCA). One hundred and two eighth graders from two secondary schools in Germany took part in this study and were either taught with the IWB (condition IWB; n = 53) or without the IWB (condition No-IWB; n = 50). Results showed that students in the IWB condition stated to be higher motivated and performed better in a vocabulary test than their counterparts in the No-IWB condition. FLCA was negatively correlated with performance in the vocabulary test. Other than expected, learning with the IWB did not compensate the detrimental effect of FLCA, meaning that learning with the IWB was more beneficial than learning without the IWB irrespective of a student's FLCA. Implications of the study will be discussed. KW - interactive whiteboard KW - foreign language anxiety KW - vocabulary KW - acquisition KW - motivation KW - English as a foreign language Y1 - 2022 U6 - https://doi.org/10.1007/s10639-022-11004-9 SN - 1360-2357 SN - 1573-7608 VL - 27 IS - 7 SP - 10387 EP - 10404 PB - Springer CY - Dordrecht [u.a.] ER - TY - THES A1 - Timme, Sinika T1 - Affective responses during exercise and situated exercise-related decision-making T1 - Affektives Erleben beim Sport und bewegungsbezogenes situiertes Entscheidungsverhalten BT - theoretical and methodological advancements towards a better understanding of exercise behavior N2 - The field of exercise psychology has established robust evidence on the health benefits of physical activity. However, interventions to promote sustained exercise behavior have often proven ineffective. This dissertation addresses challenges in the field, particularly the neglect of situated and affective processes in understanding and changing exercise behavior. Dual process models, considering both rational and affective processes, have gained recognition. The Affective Reflective Theory of Physical Inactivity and Exercise (ART) is a notable model in this context, positing that situated processes in-the-moment of choice influence exercise decisions and subsequent exercise behavior. The dissertation identifies current challenges within exercise psychology and proposes methodological and theoretical advancements. It emphasizes the importance of momentary affective states and situated processes, offering alternatives to self-reported measures and advocating for a more comprehensive modeling of individual variability. The focus is on the affective processes during exercise, theorized to reappear in momentary decision-making, shaping overall exercise behavior. The first publication introduces a new method by using automated facial action analysis to measure variable affective responses during exercise. It explores how these behavioral indicators covary with self-reported measures of affective valence and perceived exertion. The second publication delves into situated processes at the moment of choice between exercise and non-exercise options, revealing that intraindividual factors play a crucial role in explaining exercise-related choices. The third publication presents an open-source research tool, the Decisional Preferences in Exercising Test (DPEX), designed to capture repeated situated decisions and predict exercise behavior based on past experiences. The findings challenge previous assumptions and provide insights into the complex interplay of affective responses, situated processes, and exercise choices. The dissertation underscores the need for individualized interventions that manipulate affective responses during exercise and calls for systematic testing to establish causal links to automatic affective processes and subsequent exercise behavior. This dissertation highlights the necessity for methodological and conceptual refinements in understanding and promoting exercise behavior, ultimately contributing to the broader goal of combating increasing inactivity trends. N2 - Das Gebiet der „exercise psychology“ hat in vergangenen Jahren robuste Evidenz für die gesundheitlichen Vorteile körperlicher Aktivität hervorgebracht. Interventionen zur Erhöhung nachhaltigen Bewegungsverhaltens haben sich jedoch oft als unwirksam erwiesen. Diese Dissertation adressiert Herausforderungen auf diesem Gebiet, insbesondere die Vernachlässigung von situierten und affektiven Prozessen beim Verständnis und der Veränderung von Bewegungsverhalten. In den letzten Jahren haben Zwei-Prozess Modelle, die sowohl überlegt-rationale als auch automatisch-affektive Prozesse berücksichtigen, an Bedeutung gewonnen. Die Affective Reflective Theory of Physical Inactivity and Exercise (ART) ist eine dieser Theorien und postuliert, dass situierte Prozesse im Moment der Entscheidung das Bewegungsverhalten beeinflussen. Die Dissertation identifiziert aktuelle Herausforderungen im Bereich der „Exercise Psychology“ und bringt methodische und theoretische Neuerungen hervor. Dabei wird die Bedeutung von momentanen affektiven Zuständen und situativen Prozessen betont, Alternativen zu selbstberichteten Maßnahmen untersucht und für eine umfassendere Modellierung individueller Variabilität plädiert. Der Fokus liegt auf den affektiven Prozessen während des Sporttreibens, die theoretisch konzeptualisiert sind, im Moment der Entscheidung reaktiviert und das zukünftige Bewegungsverhalten zu beeinflussen. Die erste Veröffentlichung führt eine neue Methode ein, indem automatisierte Gesichtsausrucksanalyse verwendet wird, um variable affektive Reaktionen während Sporttreiben zu messen. Sie untersucht, wie diese Verhaltensindikatoren mit selbstberichteten Maßen der affektiven Wertigkeit und wahrgenommenen Anstrengung kovariieren. Die zweite Veröffentlichung geht auf situative Prozesse im Moment der Entscheidung zwischen Bewegungs- und Nicht-Bewegungsoptionen ein und zeigt, dass intraindividuelle Faktoren eine entscheidende Rolle bei der Erklärung von bewegungsbezogenen Entscheidungen spielen. Die dritte Veröffentlichung stellt ein Open-Source-Forschungstool vor, den Decisional Preferences in Exercising Test (DPEX), der darauf abzielt, wiederholte situierte Entscheidungen zu erfassen und Bewegungsverhalten basierend auf vergangenen Erfahrungen vorherzusagen. Die Ergebnisse erweitern bisherige Erkenntnisse und geben Einblicke in das komplexe Zusammenspiel von affektiven Reaktionen, situierten Prozessen und Bewegungsentscheidungen. Die Dissertation betont die Notwendigkeit individualisierter Interventionen, die affektive Reaktionen während des Sporttreibens manipulieren, und fordert systematische Untersuchungen, um kausale Verbindungen zu automatischen affektiven Prozessen und anschließendem Bewegungsverhalten herzustellen. Diese Dissertation hebt die Notwendigkeit methodischer und konzeptueller Erweiterungen beim Verständnis und der Förderung von Bewegungsverhalten hervor und trägt letztendlich zum übergeordneten Ziel bei, dem steigenden Trend der Inaktivität entgegenzuwirken. KW - exercise KW - Bewegungsverhalten KW - motivation KW - psychology KW - situated processes KW - dual process models KW - Zwei-Prozess Modelle KW - Sport und Bewegung KW - Motivation KW - Psychologie KW - situierte Prozesse Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-614323 ER - TY - THES A1 - Kwarikunda, Diana T1 - Interest, motivation, and learning strategies use during physics learning T1 - Interesse, Motivation und Einsatz von Lernstrategien beim Physikunterricht N2 - 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. N2 - Das Ziel dieser Arbeit war es, die Entwicklungsdynamik zwischen Interesse, Motivation und dem Einsatz von Lernstrategien während des Physikunterrichts zu untersuchen. Die Zielpopulation waren Schüler der Sekundarstufe I aus einem Entwicklungsland, da es in der Forschung kaum Forschung gibt, die die oben genannten domänenspezifischen Konzepte im Kontext von Entwicklungsländern Ländern untersucht. Das Ziel wurde in vier Teilen verfolgt. Der erste Teil der Studie wurde von drei Zielen geleitet: (a) Anpassung und Validierung des Fragebogens zur Wissenschaftsmotivation (SMQ-II) für den ugandischen Kontext; (b) die Untersuchung ob es signifikante Unterschiede in der Motivation für das Lernen von Physik in Bezug auf das Geschlecht der SchülerInnen gibt; und (c) das Ausmaß, in dem das Interesse der SchülerInnen ihre Motivation zum Lernen von Physik vorhersagt. Da es sich um eine Pilotstudie handelt, umfasste die Stichprobe 374 zufällig ausgewählte von fünf Schulen in Zentraluganda, die anonyme Fragebögen beantworteten die Skalen aus dem SMQ-II und dem Fragebogen zum individuellen Interesse enthielten. Die Daten wurden mittels konfirmatorischer Faktorenanalysen, t-Tests und Strukturgleichungsmodellen in SPSS-25 und Mplus-8. Die Lösung des Fünf-Faktoren-Modells der SMQ-II passte adäquat zu den Studiendaten, wobei ein Item gestrichen wurde. Die modifizierte SMQ-II wies invariante Faktorladungen Ladungen und Achsenabschnitte (d. h. starke Messinvarianz), wenn er an Jungen und Mädchen. Darüber hinaus wurden bei der Beurteilung der Frage, ob die Motivation für das Lernen von Physik mit dem Geschlecht variiert, wurden keine signifikanten Unterschiede festgestellt. Bei der Bewertung der prädiktiven Effekte des individuellen Interesse auf die Motivation der Schüler ergab, dass das individuelle Interesse alle Motivationskonstrukte signifikant vorhersagte, wobei die Konstrukte vor, wobei die Vorhersagekraft für die Selbstwirksamkeit und die Selbstbestimmung der Schüler beim Lernen von Physik. Im zweiten Teil, der 934 Schüler der Klasse 9 aus acht Sekundarschulen in Uganda umfasste Schulen in Uganda, wurde die latente Profilanalyse (LPA) - ein personenzentrierter Ansatz - verwendet, um Motivationsmuster zu untersuchen, die bei Schülern der Sekundarstufe I während des Physik lernen. Die LPA wurde in drei Schritten durchgeführt, um drei Forschungsfragen zu beantworten: RQ1, Welche Profile von Sekundarschülern gibt es in Bezug auf ihre Motivation für das Physiklernen? lernen; RQ2, gibt es Unterschiede in den kognitiven Lernstrategien der Schüler in den identifizierten Profilen; und RQ3, sagt das Geschlecht, die Einstellung und das individuelle Interesse der Schüler die Zugehörigkeit zu diesen Profilen vor? Es wurden sechs Motivationsprofile identifiziert: (i) Profil mit geringer QuantitätMotivationsprofil (101 Studierende; 10,8 %); (ii) Motivationsprofil mit mittlerer Quantität (246Studenten; 26,3%); (iii) Motivationsprofil mit hohem Bedarf (365 Studenten; 39,1%); (iv) primär intrinsisch motiviertes Profil (60 Studierende, 6,4%); (v) überwiegend extrinsisch motiviertes Profil (88 Schüler, 9,4 %); und (vi) ein Profil, das von der Note abhängt (74 Schüler, 7,9 %). Geringfügig und Grade-introjizierte motivierte Studierende verwendeten hauptsächlich oberflächliche Lernstrategien, während die hochquantitativen und hauptsächlich intrinsisch motivierten Studierenden tiefgehende Lernstrategien verwendeten. Auf Untersuchung des prädiktiven Effekts des Geschlechts, des individuellen Interesses und der Einstellung der Studierenden auf die Profilzugehörigkeit: Im Gegensatz zum Geschlecht haben das individuelle Interesse und die Einstellung der Schüler zum Physik eine starke Vorhersage der Profilzugehörigkeit. Im dritten Teil der Studie wird das Auftreten unterschiedlicher Lernerprofile in der Sekundarstufe Lernenden der Sekundarstufe in Abhängigkeit von den verschiedenen Kombinationen kognitiver und metakognitiver und metakognitiven Lernstrategien sowie die Unterschiede in der wahrgenommenen Autonomieunterstützung, der intrinsischen Motivation und Geschlecht untersucht. Es wurden Daten von 576 Schülern der 9. Klasse erhoben. Vier Lernende wurden vier Lernerprofile identifiziert: kompetente Strategieanwender, schwierige Anwender, oberflächliche Lerner und Profile mit tiefem Lernniveau. Es wurden geschlechtsspezifische Unterschiede bei der Verwendung von Elaborations- und Organisationsstrategien für das Erlernen von Physik, wobei Mädchen bevorzugt wurden. In Bezug auf die Zugehörigkeit zu den Profilen, wurden signifikante Unterschiede in Bezug auf Geschlecht, intrinsische Motivation und wahrgenommene Autonomieunterstützung wurden ebenfalls festgestellt. Mädchen gehörten mit 2,4 bis 2,7-mal höherer Wahrscheinlichkeit als Jungen zu den kompetenten Strategieanwender- und Oberflächenniveau-Lernprofilen. Darüber hinaus sagten höhere Werte der intrinsischen Motivation eine höhere Wahrscheinlichkeit für die Zugehörigkeit zum Profil der tiefgründigen Lernenden voraus, während ein höheres Maß an wahrgenommener Lehrerautonomie eine höhere Wahrscheinlichkeit für eine Zugehörigkeit zum Profil des kompetenten Strategieanwenders im Vergleich zu den anderen Profilen. Im vierten Teil schließlich wurden die Veränderungen in der Physikmotivation von Sekundarschülern und die Verwendung kognitiver Lernstrategien während des Physikunterrichts im Laufe der Zeit untersucht. In zwei Wellen wurden die Daten von ursprünglich 954 Schülern der 9. bis zur 10. Es wurde ein dreistufiger Ansatz der latenten Übergangsanalyse verwendet. Im Allgemeinen nahm die Motivation der Schüler von der 9. zur 10.Klasse ab. Die qualitativen Motivationsprofile der Schüler zeigten eine starke Stabilität innerhalb der Person, während die quantitativen Profile relativ weniger stabil waren. Meistens, wechselten die Schüler vom Profil der hohen quantitativen Motivation zu den extrinsisch motivierten Profilen. Andererseits waren die Profile für die Nutzung kognitiver Lernstrategien mäßig stabil, wobei das Profil der tiefgründig Lernenden eine höhere Stabilität aufwies. Keiner der schwierigen Nutzer und der oberflächlichen Lernenden ging in das Profil der tiefgründigen Lernenden über. Darüber hinaus hatten Schüler, die von ihren Lehrern eine stärkere Unterstützung der Autonomie wahrnahmen eine höhere Zugehörigkeitswahrscheinlichkeit zu den Profilen der kompetenten Nutzer, während die Schüler mit einer höheren individuellem Interesse eine höhere Zugehörigkeitswahrscheinlichkeit zum Profil der tiefgründigen Lernenden hatten Profil aufwiesen. KW - individual interest KW - motivation KW - cognitive and metacognitive learning strategies KW - person-centered approaches KW - individuelle Interessen KW - Motivation KW - kognitive und metakognitive Lernstrategien KW - personenzentrierte Ansätze Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-609311 ER - TY - GEN A1 - Timme, Sinika A1 - Brand, Ralf A1 - Raboldt, Michaela T1 - Exercise or not? BT - An empirical illustration of the role of behavioral alternatives in exercise motivation and resulting theoretical considerations T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Objective: Individuals’ decisions to engage in exercise are often the result of in-the-moment choices between exercise and a competing behavioral alternative. The purpose of this study was to investigate processes that occur in-the-moment (i.e., situated processes) when individuals are faced with the choice between exercise and a behavioral alternative during a computerized task. These were analyzed against the background of interindividual differences in individuals’ automatic valuation and controlled evaluation of exercise. Method: In a behavioral alternatives task 101 participants were asked whether they would rather choose an exercise option or a behavioral alternative in 25 trials. Participants’ gaze behavior (first gaze and fixations) was recorded using eye-tracking. An exercise-specific affect misattribution procedure (AMP) was used to assess participants’ automatic valuation of exercise before the task. After the task, self-reported feelings towards exercise (controlled evaluation) and usual weekly exercise volume were assessed. Mixed effects models with random effects for subjects and trials were used for data analysis. Results: Choosing exercise was positively correlated with individuals’ automatic valuation (r = 0.20, p = 0.05), controlled evaluation (r = 0.58, p < 0.001), and their weekly exercise volume (r = 0.43, p < 0.001). Participants showed no bias in their initial gaze or number of fixations towards the exercise or the non-exercise alternative. However, participants were 1.30 times more likely to fixate on the chosen alternative first and more frequently, but this gaze behavior was not related to individuals’ automatic valuation, controlled evaluation, or weekly exercise volume. Conclusion: The results suggest that situated processes arising from defined behavioral alternatives may be independent of individuals’ general preferences. Despite one’s best general intention to exercise more, the choice of a non-exercise alternative behavior may seem more appealing in-the-moment and eventually be chosen. New psychological theories of health behavior change should therefore better consider the role of potentially conflicting alternatives when it comes to initiating physical activity or exercise. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 834 KW - eye-tracking KW - dual-process models KW - situated processes KW - motivation KW - physical activity Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-588638 SN - 1866-8364 IS - 834 ER - TY - JOUR A1 - Timme, Sinika A1 - Brand, Ralf A1 - Raboldt, Michaela T1 - Exercise or not? BT - An empirical illustration of the role of behavioral alternatives in exercise motivation and resulting theoretical considerations JF - Frontiers in psychology N2 - Objective: Individuals’ decisions to engage in exercise are often the result of in-the-moment choices between exercise and a competing behavioral alternative. The purpose of this study was to investigate processes that occur in-the-moment (i.e., situated processes) when individuals are faced with the choice between exercise and a behavioral alternative during a computerized task. These were analyzed against the background of interindividual differences in individuals’ automatic valuation and controlled evaluation of exercise. Method: In a behavioral alternatives task 101 participants were asked whether they would rather choose an exercise option or a behavioral alternative in 25 trials. Participants’ gaze behavior (first gaze and fixations) was recorded using eye-tracking. An exercise-specific affect misattribution procedure (AMP) was used to assess participants’ automatic valuation of exercise before the task. After the task, self-reported feelings towards exercise (controlled evaluation) and usual weekly exercise volume were assessed. Mixed effects models with random effects for subjects and trials were used for data analysis. Results: Choosing exercise was positively correlated with individuals’ automatic valuation (r = 0.20, p = 0.05), controlled evaluation (r = 0.58, p < 0.001), and their weekly exercise volume (r = 0.43, p < 0.001). Participants showed no bias in their initial gaze or number of fixations towards the exercise or the non-exercise alternative. However, participants were 1.30 times more likely to fixate on the chosen alternative first and more frequently, but this gaze behavior was not related to individuals’ automatic valuation, controlled evaluation, or weekly exercise volume. Conclusion: The results suggest that situated processes arising from defined behavioral alternatives may be independent of individuals’ general preferences. Despite one’s best general intention to exercise more, the choice of a non-exercise alternative behavior may seem more appealing in-the-moment and eventually be chosen. New psychological theories of health behavior change should therefore better consider the role of potentially conflicting alternatives when it comes to initiating physical activity or exercise. KW - eye-tracking KW - dual-process models KW - situated processes KW - motivation KW - physical activity Y1 - 2023 U6 - https://doi.org/10.3389/fpsyg.2023.1049356 SN - 1664-1078 VL - 14 PB - Frontiers Media CY - Lausanne ER - TY - JOUR A1 - Brand, Ralf A1 - Timme, Sinika A1 - Nosrat, Sanaz T1 - When pandemic hits BT - exercise frequency and subjective well-being during COVID-19 pandemic JF - Frontiers in psychology N2 - The governmental lockdowns related to the COVID-19 pandemic have forced people to change their behavior in many ways including changes in exercise. We used the brief window of global lockdown in the months of March/April/May 2020 as an opportunity to investigate the effects of externally imposed restrictions on exercise-related routines and related changes in subjective well-being. Statistical analyses are based on data from 13,696 respondents in 18 countries using a cross-sectional online survey. A mixed effects modeling approach was used to analyze data. We tested whether exercise frequency before and during the pandemic would influence mood during the pandemic. Additionally, we used the COVID-19 pandemic data to build a prediction model, while controlling for national differences, to estimate changes in exercise frequency during similar future lockdown conditions depending on prelockdown exercise frequency. According to the prediction model, those who rarely exercise before a lockdown tend to increase their exercise frequency during it, and those who are frequent exercisers before a lockdown tend to maintain it. With regards to subjective well-being, the data show that those who exercised almost every day during this pandemic had the best mood, regardless of whether or not they exercised prepandemic. Those who were inactive prepandemic and slightly increased their exercise frequency during the pandemic, reported no change in mood compared to those who remained inactive during the pandemic. Those who reduced their exercise frequency during the pandemic reported worse mood compared to those who maintained or increased their prepandemic exercise frequency. This study suggests that under similar lockdown conditions, about two thirds of those who never or rarely exercise before a lockdown might adopt an exercise behavior or increase their exercise frequency. However, such changes do not always immediately result in improvement in subjective well-being. These results may inform national policies, as well as health behavior and exercise psychology research on the importance of exercise promotion, and prediction of changes in exercise behavior during future pandemics. KW - mood KW - motivation KW - physical activity KW - habit KW - health Y1 - 2020 U6 - https://doi.org/10.3389/fpsyg.2020.570567 SN - 1664-1078 VL - 11 PB - Frontiers Media CY - Lausanne ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Rubach, Charlott A1 - Ittel, Angela T1 - Adolescents’ perceptions of socializers’ beliefs, career-related conversations, and motivation in mathematics JF - Developmental psychology N2 - Research based on the Eccles model of parent socialization demonstrated that parents are an important source of value and ability information for their children. Little is known, however, about the bidirectional effects between students’ perceptions of their parents’ beliefs and behaviors and the students’ own domain-specific values. This study analyzed how students’ perceptions of parents’ beliefs and behaviors and students’ mathematics values and mathematics-related career plans affect each other bidirectionally, and analyzed the role of students’ gender as a moderator of these relations. Data from 475 students in 11th and 12th grade (girls: 50.3%; 31 classrooms; 12 schools), who participated in 2 waves of the study, were analyzed. Results of longitudinal structural equation models demonstrated that students’ perceptions of their parents’ mathematics value beliefs at Time 1 affected the students’ own mathematics utility value at Time 2. Bidirectional effects were not shown in the full sample but were identified for boys. The paths within the tested model varied for boys and girls. For example, boys’, not girls’, mathematics intrinsic value predicted their reported conversations with their fathers about future occupational plans. Boys’, not girls’, perceived parents’ mathematics value predicted the mathematics utility value. Findings are discussed in relation to their implications for parents and teachers, as well as in relation to gendered motivational processes. KW - parents’ beliefs KW - parent–child conversations KW - motivation KW - mathematics KW - gender Y1 - 2016 U6 - https://doi.org/10.1037/dev0000270 SN - 0012-1649 SN - 1939-0599 VL - 53 IS - 3 SP - 525 EP - 539 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Brunner, Martin A1 - Keller, Ulrich A1 - Wenger, Marina A1 - Fischbach, Antoine A1 - Lüdtke, Oliver T1 - Between-School Variation in Students' Achievement, Motivation, Affect, and Learning Strategies BT - Results from 81 Countries for Planning Group-Randomized Trials in Education JF - Journal of research on educational effectiveness / Society for Research on Educational Effectiveness (SREE) N2 - To plan group-randomized trials where treatment conditions are assigned to schools, researchers need design parameters that provide information about between-school differences in outcomes as well as the amount of variance that can be explained by covariates at the student (L1) and school (L2) levels. Most previous research has offered these parameters for U.S. samples and for achievement as the outcome. This paper and the online supplementary materials provide design parameters for 81 countries in three broad outcome categories (achievement, affect and motivation, and learning strategies) for domain-general and domain-specific (mathematics, reading, and science) measures. Sociodemographic characteristics were used as covariates. Data from representative samples of 15-year-old students stemmed from five cycles of the Programme for International Student Assessment (PISA; total number of students/schools: 1,905,147/70,098). Between-school differences as well as the amount of variance explained at L1 and L2 varied widely across countries and educational outcomes, demonstrating the limited generalizability of design parameters across these dimensions. The use of the design parameters to plan group-randomized trials is illustrated. KW - student achievement KW - motivation KW - affect KW - learning styles KW - intraclass correlation KW - large-scale assessment KW - multilevel models KW - design parameters Y1 - 2017 U6 - https://doi.org/10.1080/19345747.2017.1375584 SN - 1934-5747 SN - 1934-5739 VL - 11 IS - 3 SP - 452 EP - 478 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - THES A1 - Dahl, Dorothee Sophie T1 - Let's have FUN! Gamification im Mathematikunterricht N2 - Spiele und spieltypische Elemente wie das Sammeln von Treuepunkten sind aus dem Alltag kaum wegzudenken. Zudem werden sie zunehmend in Unternehmen oder in Lernumgebungen eingesetzt. Allerdings ist die Methode Gamification bisher für den pädagogischen Kontext wenig klassifiziert und für Lehrende kaum zugänglich gemacht worden. Daher zielt diese Bachelorarbeit darauf ab, eine systematische Strukturierung und Aufarbeitung von Gamification sowie innovative Ansätze für die Verwendung spieltypischer Elemente im Unterricht, konkret dem Mathematikunterricht, zu präsentieren. Dies kann eine Grundlage für andere Fachgebiete, aber auch andere Lehrformen bieten und so die Umsetzbarkeit von Gamification in eigenen Lehrveranstaltungen aufzeigen. In der Arbeit wird begründet, weshalb und mithilfe welcher Elemente Gamification die Motivation und Leistungsbereitschaft der Lernenden langfristig erhöhen, die Sozial- und Personalkompetenzen fördern sowie die Lernenden zu mehr Aktivität anregen kann. Zudem wird Gamification explizit mit grundlegenden mathematikdidaktischen Prinzipien in Verbindung gesetzt und somit die Relevanz für den Mathematikunterricht hervorgehoben. Anschließend werden die einzelnen Elemente von Gamification wie Punkte, Level, Abzeichen, Charaktere und Rahmengeschichte entlang einer eigens für den pädagogischen Kontext entwickelten Klassifikation „FUN“ (Feedback – User specific elements – Neutral elements) schematisch beschrieben, ihre Funktionen und Wirkung dargestellt sowie Einsatzmöglichkeiten im Unterricht aufgezeigt. Dies beinhaltet Ideen zu lernförderlichem Feedback, Differenzierungsmöglichkeiten und Unterrichtsrahmengestaltung, die in Lehrveranstaltungen aller Art umsetzbar sein können. Die Bachelorarbeit umfasst zudem ein spezifisches Beispiel, einen Unterrichtsentwurf einer gamifizierten Mathematikstunde inklusive des zugehörigen Arbeitsmaterials, anhand dessen die Verwendung von Gamification deutlich wird. Gamification offeriert oftmals Vorteile gegenüber dem traditionellen Unterricht, muss jedoch wie jede Methode an den Inhalt und die Zielgruppe angepasst werden. Weiterführende Forschung könnte sich mit konkreten motivationalen Strukturen, personenspezifischen Unterschieden sowie mit mathematischen Inhalten wie dem Problemlösen oder dem Wechsel zwischen verschiedenen Darstellungen hinsichtlich gamifizierter Lehrformen beschäftigen. N2 - Games and game-typical elements such as collecting points are an indispensable part of everyday life. In addition, they are used increasingly in companies or in learning environments. However, the method of gamification has been little classified for the pedagogical context and it has hardly been made accessible to teachers so far. Therefore, this bachelor’s thesis aims to present a systematic structure and reconditioning of gamification as well as innovative approaches for the implementation of game-typical elements in educational contexts, specifically in teaching mathematics. This thesis can provide a basis for other subject areas, but also for other forms of teaching and thus demonstrate the feasibility of gamification in own courses. The paper explains why and with which elements gamification can increase learners' motivation and willingness to perform in the long term, promote social and personal competences and encourage learners to become more active. Moreover, gamification is explicitly linked to basic mathematics didactic principles and thus emphasizes its relevance for mathematics teaching. Afterwards the individual elements of gamification such as points, levels, badges, characters and frame story are described schematically according to the classification “FUN” (Feedback – User specific elements – Neutral elements), developed especially for the educational context in the thesis. This includes ideas for learn-enhancing feedback, opportunities for differentiation and the design of teaching frameworks that can be implemented in courses of all kinds. The bachelor’s thesis also includes a specific example, a lesson plan for a gamified mathematics lesson including the associated working material, which illustrates the use of gamification. Gamification often offers advantages over traditional teaching, but like any method, it must be adapted to the content and the target group. Further research could focus on specific motivational structures, individual differences of students, and mathematical contents such as problem solving or changing representations regarding gamified teaching. KW - Gamification KW - Spiel KW - Motivation KW - Methode KW - Unterrichtsmethode KW - Feedback KW - Innovation KW - Lernen KW - Mathematikdidaktik KW - Mathematikunterricht KW - gamification KW - game KW - game-based KW - motivation KW - learning KW - feedback KW - method KW - teaching KW - teaching methods KW - didactics of mathematics Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-515937 ER - TY - JOUR A1 - Theoharova, Simona A1 - Demmer, Ralf T1 - Wie klingt Motivation? T1 - The sound of motivation BT - Eine Analyse deutschsprachiger Begriffe und Redewendungen zur Tabakentwöhnung BT - an analysis of German-language terms and phrases on smoking cessation JF - Sucht - Zeitschrift für Wissenschaft und Praxis N2 - Zusammenfassung.Hintergrund/Fragestellung: Während einer erfolgreichen Psychotherapie – so Miller und Rollnick (2013) – initiiert der Therapeut ein lautes Nachdenken über Veränderung (change talk), das eine Verhaltensänderung einleitet und verschiedene Facetten der Motivation eines Patienten spiegelt. Auf den preparatory change talk (desire, ability, reasons, need) folgt der mobilizing change talk (commitment, activation, taking steps) und schließlich die Verhaltensänderung. Die vorliegende Studie ist ein erster Versuch, deutsche Begriffe und Redewendungen zu analysieren, um Therapeuten die Einschätzung der Motivation eines Patienten zu erleichtern. Methodik: Das schrittweise Vorgehen entsprach weitgehend einem in der englischsprachigen Literatur beschriebenen Verfahren zur Einschätzung von Begriffen und Redewendungen hinsichtlich der Motivation eines Sprechers (vgl. Amrhein, 2009): (1) Generierung einer Sammlung relevanter Begriffe und Redewendungen, (2) Einschätzung der Stärke einer Formulierung durch 430 Probanden, (3) Bestimmung der Retestreliabilität anhand der Einschätzungen von 63 Probanden, (4) Kategorisierung von 140 Begriffen und Redewendungen durch drei Experten. Ergebnisse: Die ausgewählten Begriffe und Phrasen lassen sich zuverlässig den von Miller und Rollnick (2013) beschriebenen Kategorien Preparatory Change Talk oder Mobilizing Change Talk zuordnen, κ = .83 (95 % CI, .80 ≤ κ≤ .85), p < .001, und spiegeln darüber hinaus verschiedene Ausprägungen der Motivation eines Sprechers wider. Die Einschätzungen der Stärke einer Formulierung sind jedoch nicht stabil (Retestreliabilität: .21 ≤ rtt ≤.70). Schlussfolgerungen: Die Beachtung typischer Schlüsselwörter kann das richtige Timing einer Intervention erleichtern und darüber hinaus Auskunft über die „Entschlossenheit“ eines Patienten geben. Im Rahmen von Forschungsprojekten könnten auf der Basis erweiterter Sammlungen relevanter Begriffe und Redewendungen Algorithmen entwickelt werden, die eine Einschätzung der Motivation und damit prognostisch bedeutsame Aussagen erlauben. N2 - Background/Aim: According to Miller and Rollnick (2013), successful treatment for mental illness and substance abuse, respectively, involves change talk about client motivation. A complete conversation about motivation comprises both preparatory (desire, ability, reasons, need) and mobilizing change talk (commitment. activation, taking steps). The present study seeks to adopt a well-established English-language assessment instrument used to classify clients change talk. Method: Therefore, 150 German-language phrases reflecting motivation for change were presented to 430 volunteers and three experts in motivational interviewing. Results: Assignment of phrases to the distinct categories of change talk was highly reliable, kappa = .83 (95% CI, .80 <= kappa <= .85), p < .001 . Most phrases reflected a modest level of motivation. Test-retest reliabilities of strength ratings ranged from r(tau tau) = .21 to r(tau tau) = .70. Conclusions: Careful listening to specific phrases reflecting client motivation may enable counsellors to adopt interventions to clients level of motivation. Future research may seek to expand the data basis of linguistic analyses by including a wider range of German-language phrases. An increased item pool may facilitate the identification of terms and phases related to subsequent behaviour change. KW - motivation KW - motivational interviewing KW - language KW - tobacco dependence Y1 - 2018 U6 - https://doi.org/10.1024/0939-5911/a000552 SN - 0939-5911 SN - 1664-2856 VL - 64 IS - 4 SP - 207 EP - 215 PB - Hogrefe CY - Bern ER - TY - JOUR A1 - Grund, Axel A1 - Fries, Stefan A1 - Rheinberg, Falko T1 - Know Your Preferences BT - Self-Regulation as Need-Congruent Goal Selection JF - Review of general psychology N2 - Theory and research on self-regulation is dominated by a social-cognitive perspective that places an emphasis on postdecisional (i.e., volitional) control processes of goal-maintenance in response to dual-motive conflict. In the current contribution, we focus on research on self-regulation that acknowledges the affective fundamentals of motivated action, and we highlight processes of goal selection as vital parts of self-regulation. From our perspective of motivational competence, affective and cognitive processes work together rather than oppose each other in self-regulation, rendering effortless rather than effortful goal pursuit as the hallmark of efficient human action. A precondition for such motive- and self-congruent goal pursuits is that individuals have insight into their basic preferences and (can) act accordingly. Therefore, we address capacities, such as mindfulness, which may take effect in predecisional (i.e., motivational) action phases, thereby determining all subsequent action processes. KW - goal pursuit KW - motivation KW - self-regulation KW - volition Y1 - 2018 U6 - https://doi.org/10.1037/gpr0000159 SN - 1089-2680 SN - 1939-1552 VL - 22 IS - 4 SP - 437 EP - 451 PB - Sage Publ. CY - Thousand Oaks ER - TY - JOUR A1 - Brand, Ralf A1 - Cheval, Boris T1 - Theories to explain exercise motivation and physical inactivity BT - ways of expanding our current theoretical perspective JF - Frontiers in psychology KW - exercise KW - motivation KW - affect KW - automaticity KW - physical inactivity Y1 - 2019 U6 - https://doi.org/10.3389/fpsyg.2019.01147 SN - 1664-1078 VL - 10 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Bogdanova, Oksana Yu A1 - Miklashevsky, Alex A. A1 - Bogdanova, Elena L. A1 - Soldatenkova, O. B. T1 - Academic Achievement in Math and Foreign Language: Individual Characteristics and Gender Stereotypes JF - Sibirskiy psikholoicheskiy zurnal - Siberian of Journal psychology N2 - The study aims to investigate the contribution of individual characteristics and gender stereotypes of secondary school pupils in academic achievement in math and foreign language. A sample of pupils reported in 6th and 7th grades (three waves) their self-perceived ability and motivation for math and foreign language learning, math and foreign language gender stereotypes, implicit theories of intelligence; academic achievement (grades) in math in foreign language is also included in the analysis. Regression analysis and Mann Whitney U Test demonstrated that self-perceived ability in math and incremental theory of intelligence are significant predictors for academic achievement in maths. Boys are characterised by higher level of self-perceived abilities and motivation for learning math. However, academic achievement of girls in maths and foreign languages are higher as compared to boys. Pupils learning two foreign languages demonstrate higher level of self-perceived abilities for motivation and learning math and less expressed gender stereotypes about success in learning math and foreign languages. Study findings can be used for designing educational programmes for mathematics and foreign languages, professional development and finding solutions for individualized approach in school education. KW - self-perceived ability KW - motivation KW - gender stereotype KW - implicit theory of intelligence KW - mathematics KW - foreign language KW - academic achievement Y1 - 2019 U6 - https://doi.org/10.17223/17267080/73/11 SN - 1726-7080 SN - 2411-0809 IS - 73 SP - 176 EP - 196 PB - Tomsk state univ CY - Tomsk ER - TY - JOUR A1 - Kretschmann, Julia A1 - Vock, Miriam A1 - Lüdtke, Oliver A1 - Jansen, Malte A1 - Gronostaj, Anna T1 - Effects of grade retention on students’ motivation: A longitudinal study over 3 years of secondary school JF - The journal of educational psychology N2 - Despite the fact that grade retention is now seen as controversial in many quarters, it remains common practice in numerous countries. Previous research on the effects of grade retention on student development has, however, generated ambiguous results, particularly in terms of motivational outcomes. This ambiguity has been attributed in part to a lack of high-quality studies including a longitudinal design, a suitable comparison group, and adequate statistical control of preretention differences. Based on longitudinal data of N = 3,288 German students over 3 years of secondary school, we examined differences in their academic self-concept, scholarly interests, learning motivation, and achievement motivation between those being retained in the 6th grade (n = 61) and those of the same age being promoted annually. To account for confounding variables, we applied full propensity score matching on baseline measures of the dependent variables, as well as various other covariates that have been found to be associated with the risk of retention (e.g., cognitive ability, academic performance, and family background variables). Results reveal a steep decline in students’ academic self-concept, interests, and learning motivation during the last months spent in the original class, just before retention. For those measures that were available, negative effects were still partly significant after 1 year, but had diminished 2 years after grade retention. Contrary to predictions suggested by the big-fish-little-pond effect, we found no positive effects of retention on students’ academic self-concept. KW - grade retention KW - secondary school KW - academic self-concept KW - motivation KW - propensity score matching Y1 - 2019 U6 - https://doi.org/10.1037/edu0000353 SN - 0022-0663 SN - 1939-2176 VL - 111 IS - 8 SP - 1432 EP - 1446 PB - American Psychological Association CY - Washington ER -