Department Erziehungswissenschaft
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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.
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.
Change in test-taking motivation and its relationship to test performance in low-stakes assessments
(2017)
Since the turn of the century, an increasing number of low-stakes assessments (i.e., assessments without direct consequences for the test-takers) are being used to evaluate the quality of educational systems. Internationally, research has shown that low-stakes test results can be biased due to students’ low test-taking motivation and that students’ effort levels can vary throughout a testing session involving both cognitive and noncognitive tests. Thus, it is possible that students’ motivation varies throughout a single cognitive test and in turn affects test performance. This study examines the change in test-taking motivation within a 2-h cognitive low-stakes test and its association with test performance. Based on expectancy-value theory, we assessed three components of test-taking motivation (expectancy for success, value, and effort) and investigated its change. Using data from a large-scale student achievement study of German ninth-graders, we employed second-order latent growth modeling and structural equation modeling to predict test performance in mathematics. On average, students’ effort and perceived value of the test decreased, whereas expectancy for success remained stable. Overall, initial test-taking motivation was a better predictor of test performance than change in motivation. Only the variability of change in the expectancy component was positively related to test performance. The theoretical and practical implications for test practitioners are discussed.
The purpose of this study is to examine whether teacher enthusiasm and classroom management self efficacy are related to classroom mastery orientation and student motivation. We used data from 803 students in grades 9 and 10 (53.3% girls) and their mathematics teachers (N = 41; 58.5% men). Student perceived teacher enthusiasm was related to classroom mastery orientation as well as to intrinsic value and cost at the student level. Teacher-reported self-efficacy was related to classroom mastery orientation at the classroom level. At both the individual and the classroom level, classroom mastery orientation was related to attainment and utility value.
Between-School Variation in Students' Achievement, Motivation, Affect, and Learning Strategies
(2017)
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.
Dem Text liegt ein Vortrag zugrunde, der auf dem 31. Motivationspsychologischen Kolloquium (MPK) in Heidelberg 2015 gehalten wurde. Im ersten Teil bietet er einen Überblick über die Motivationsforschung am Bochumer Heckhausen-Lehrstuhl in den 70er-Jahren („Bochumer Schule“). Dabei werden neben Heinz Heckhausen einzelne Mitarbeiter und ihre Schwerpunkte vorgestellt sowie das stimulierende Arbeitsklima an diesem Lehrstuhl beschrieben. Entsprechend der Vortragseinladung wird im Anschluss die Entwicklung der eigenen Forschungsschwerpunkte skizziert. Noch unter Heckhausens Leitung waren dies zunächst die Forschung zur Bezugsnormorientierung und die Einzelfallanalysen zur Lernmotivation mit dem Erweiterten Kognitiven Motivationsmodell. Danach geht der Vortrag auf Forschungsthemen ein, die dann in Heidelberg und Potsdam dazukamen. Hier geht es um die Erforschung von Tätigkeitsanreizen und um das Flow-Erleben. Abschließend wird der Potsdamer Versuch skizziert, herauszufinden, auf welche Weise unterschiedliche Motivationsqualitäten den Lernprozess und seine Resultate beeinflussen.
A substantial amount of research has revealed that cyberbully-victims have more emotional and behavioral problems than either cyberbullying victims or perpetrators. However, until now, little research has been conducted into the factors that contribute to the interplay between cyberbullying victimization and perpetration. The purpose of this study was to examine the relationship between cyberbullying victimization, perpetration, and two emotional components of alexithymia, namely difficulties in identifying and describing one's own feelings. Self-report questions were administered to 1549 adolescents between 12 and 18 years old (M = 14.51; SD = 1.68; 42.1% (n = 652) male) from Germany and Thailand. Results showed that cyberbullying victimization and alexithymia are associated with cyberbullying perpetration. Moreover, alexithymia mediated the associations between cyberbullying victimization and adolescents' cyberbullying perpetration. Consequently, we suggest that the ability to describe and identify one's own feelings might be important for understanding the link between cyberbullying, victimization, and perpetration. The results may help develop prevention and intervention programs focused on reducing cyberbullying.
Quality of mathematics education has gained significant attention in educational politics and among educators as mathematics advances the foundations of analytical thinking necessary to excel in today’s knowledge-based economy. Recent research on instructional quality has focused on students’ development of competencies. Competency-based instruction is believed to be an effective approach to instruction as it is closely aligned to educational standards. We use data from the National Assessment Study 2012 in Germany and apply the theory of planned behavior to determine what motivates mathematics teachers (n = 1660) to take a competency-based approach to instruction. Results indicate that competencies outlined in the educational standards are a tangible element of current mathematics instruction. Within the framework of this study, we identified teachers’ perceived behavior control as the strongest determinant of taking a competency-based approach to instruction. We conclude that advancement of competency-based instruction depends on teachers’ beliefs about their professional resources.