Refine
Year of publication
Keywords
- Reading comprehension (6)
- Reading motivation (5)
- Interest (4)
- Teacher motivation (3)
- mind wandering (3)
- reading motivation (3)
- Childhood (2)
- Comprehension (2)
- Elementary school students (2)
- Longitudinal study (2)
- Mastery goals (2)
- Mind wandering (2)
- Motivation (2)
- Self-efficacy (2)
- Student motivation (2)
- Text difficulty (2)
- To learners in which of the following categories does your work apply (2)
- creative problem solving (2)
- creativity (2)
- divergent thinking (2)
- engagement (2)
- incubation effect (2)
- measurement invariance (2)
- school learning (2)
- teacher education students (2)
- ) (1)
- Academic hope (1)
- Academic performance (1)
- Adolescence (1)
- Bidirectional Relations (1)
- Boredom (1)
- Classroom management (1)
- Cognitive appraisals (1)
- Confirmatory factor analyses (1)
- Cross-Lagged-Panel Design (1)
- Current motivation (1)
- Depth of (higher level (1)
- Early adolescence (1)
- Elementary students (1)
- Executive Functions (1)
- Extrinsic (1)
- Gender (1)
- Gender effects (1)
- Instructional practices (1)
- Intrinsic (1)
- Latent Variable Analysis (1)
- Longitudinal Study (1)
- Mastery-oriented instruction (1)
- Metacognitive strategy knowledge (1)
- Motivated Strategies for Learning Questionnaire (1)
- Motivation profiles (1)
- Multilevel (1)
- Personal initiative (1)
- Physics (1)
- Prior knowledge (1)
- Processing speed (1)
- Reading Comprehension (1)
- Reading amount (1)
- Reading development (1)
- Reasoning ability (1)
- Secondary school children (1)
- Task (1)
- Teacher autonomy support (1)
- Teacher interest (1)
- Teacher self-efficacy (1)
- Teaching quality (1)
- Test anxiety (1)
- Word reading (1)
- achievement emotions (1)
- analysis (1)
- assessment (1)
- classroom management (1)
- elementary school (1)
- etc (1)
- executive control (1)
- family background (1)
- intention (1)
- interest in learning physics (1)
- interview method (1)
- latent profile analysis (1)
- literal level (1)
- lower (1)
- metacognition (1)
- motivated strategies for learning questionnaire (1)
- motivational beliefs (1)
- persistence (1)
- physics learning (1)
- questionnaire (1)
- reading amount (1)
- reading competence (1)
- reading comprehension (1)
- reading frequency (1)
- science motivation (1)
- science teacher-trainees (1)
- secondary school (1)
- self-efficacy (1)
- self-regulated learning (1)
- structural equation modeling (1)
- task value (1)
- teacher self-efficacy (1)
- teaching quality (1)
- training (1)
- value (1)
- working memory (1)
- x Comprehension (1)
- x Early adolescence (1)
- x Intrinsic (1)
- x Motivation/engagement, x Extrinsic (1)
Institute
Teacher self-efficacy and teacher interest are two key facets of teacher motivation that are important for highquality teaching. Little is known about the relative strength of the effects of teacher self-efficacy and interest on teaching quality when compared with one another. We extend previous research on teacher motivation by examining the relations linking mathematics teacher self-efficacy and interest with several relevant dimensions of teaching quality as perceived by teachers and students. Participants were 84 mathematics teachers (61.2% female) and their students (1718 students; 48.5% girls). Based on doubly latent multilevel models, we found that teacher-reported self-efficacy in instruction was positively related to teacher-reported cognitive activation, classroom management, and emotional support in mathematics classrooms. Teacher-reported educational interest showed positive associations with both student- and teacher-perceived emotional support. Future research is advised to focus more strongly on the unique relations between different teachers' motivational characteristics and relevant dimensions of teaching quality.
Die Untersuchung beschäftigte sich mit dem Einfluß thematischer Interessen auf die Qualität des Textverstehens. Darüber hinaus sollte der Einfluß von Interesse auf motivationale und kognitive Variablen des Leseprozesses (z.B. Flow-Erleben, Elaborationen) überprüft werden. 53 Studenten wurden auf der Basis eines Fragebogens in hoch und niedrig thematisch interessierte eingeteilt. Die Vpn bekamen einen Text zum Thema „Emotion" zu lesen, angeblich um ihn später zu bewerten. Anschließend wurden retrospektiv die Prozeßvariablen Aktivierung, Flow-Erleben und Elaborationen erhoben. Zusätzlich wurde die Zahl der Unterstreichungen und Notizen registriert. Schließlich erfolgte der Verstehenstest, in dem drei Ebenen der Verstehenstiefe unterschieden wurden. Die Ergebnisse zeigen, daß der Einfluß des thematischen Interesses auf das Verstehen mit zunehmender Verstehenstiefestärker wird. Die Berücksichtigung des Vorwissens und der Intelligenz hatte keine Minderung des Interesseneffekts zur Folge. Interesse führte darüber hinaus zu einer Erhöhung des Aktivierungsniveaus, zu flow-ähnlichem Erleben, zu verstärkten elaborativen Prozessen und zu erhöhter Häufigkeit von Notizen. Die Ergebnisse unterstreichen die Bedeutsamkeit motivationaler Variablen für qualitativ höherwertige Verstehensprozesse.
According to influential accounts of mind wandering (MW), working memory capacity (WMC) plays a key role in controlling the amount of off-task thought during the execution of a demanding task. Whereas WMC has primarily been associated with reduced levels of involuntarily occurring MW episodes in prior research, here we demonstrate for the first time that high-WMC individuals exhibit lower levels of voluntary MW. One hundred and eighty participants carried out a demanding reading task and reported their attentional state in response to random thought probes. In addition, participants' WMC was measured with two common complex span tasks (operation span and symmetry span). As a result, WMC was negatively related to both voluntary and involuntary MW, and the two forms of MW partially mediated the positive effect of WMC on reading performance. Furthermore, the negative relation between voluntary WM and reading remained significant after controlling for interest. Thus, in contrast to prior research suggesting that voluntary MW might be more closely related to motivation rather than WMC, the present results demonstrate that high-WMC individuals tend to limit both involuntary and voluntary MW more strictly than low-WMC individuals.