Refine
Has Fulltext
- no (41) (remove)
Is part of the Bibliography
- yes (41)
Keywords
- motivation (4)
- teaching quality (4)
- Mathematics classrooms (3)
- Multilevel analyses (3)
- Teacher self-efficacy (3)
- Teacher support (3)
- mathematics (3)
- self-concept (3)
- Adolescence (2)
- Interest (2)
This chapter provides an overview of methods to capture developments and changes in motivational beliefs. Motivational research has recently begun to venture beyond just examining average developmental trends in motivational variables by starting to investigate how developmental changes in motivational variables differ between and within individuals in different learning situations and across contexts. Although studies have started to uncover differences in motivational changes, a systematic overview of suitable methods for capturing motivational differences in developmental processes is still missing. In this chapter, we review key methods of change modelling, bringing together variable-centred approaches, such as growth modelling and true intraindividual change (TIC) models, and person-centred approaches, such as latent transition and growth mixture models. We illustrate the value of the reviewed statistical methods for the analysis of context-specific motivational changes by reviewing recent empirical studies that identify different patterns and trajectories of such motivational beliefs across time. Our focus is thereby on research grounded in situated expectancy-value theory as a core theory in motivational research.
Lesemotivation ist von Bedeutung für Leseleistung und ist interindividuell unterschiedlich ausgeprägt. Jedoch ist bislang wenig bekannt über Veränderungen unterschiedlicher Lesemotivationsmuster und die Bedeutung des Geschlechts, der Leseleistung und der Unterrichtsgestaltung für solche Veränderungen. Mittels dieser Erkenntnisse könnten adaptive Lernangebote ausgeweitet werden. Die vorliegende Längsschnittstudie greift diese Frage auf und untersucht basierend auf Daten von N = 1313 Lernenden (50,0 % Mädchen) in der 5. und 6. Jahrgangsstufe, wie sich Wertüberzeugungen und Leseselbstkonzept interindividuell unterschiedlich verändern. Latente Profilanalysen verweisen auf drei motivationale Muster zu beiden Zeitpunkten: ‚Geringer intrinsischer Wert‘, ‚Moderate Lesemotivation‘ und ‚Hohe Lesemotivation‘. Hohe Lehrkraftunterstützung trägt dazu bei, dass Lernende im Verlauf des fünften Schuljahres in das Profil ‚Hohe Lesemotivation‘ statt in das Motivationsprofil ‚Geringer intrinsischer Wert‘ wechseln. Mädchen und Lernende mit hoher Leseleistung wechseln eher in das Profil ‚Hohe Lesemotivation‘ statt in das Profil ‚Moderate Lesemotivation‘. Implikationen für Unterricht werden diskutiert.
An effective handling of heterogeneous groups in classrooms is one of the main challenges that teachers face when planning their instruction. However, including means of adaptive teaching in classrooms also yields the chance to re-conceptualize classroom instruction. Researchers and practitioners often discuss the question of how different ability levels can be considered adequately in teaching and learning. Because motivation is a central source of competence development and self-regulated learning, the current article discusses how teaching can adapt to learners' different motivational states and traits. In a first step, we review theoretical and empirical perspectives on intra- and interindividual motivational differences in students and their relations to other dimensions of classroom heterogeneity such as gender, ethnic background, and socio-economic status. Against this background, we discuss how instruction can adapt effectively to learners' different motivational needs. We introduce a model of adaptive teaching that refers to students' intra- and interindividual motivational differences and derive conclusions for teacher education and instructional practice.
We developed a new survey instrument to investigate teacher educators? motives for entering the profession and examined the associations between motives and job satisfaction and emotional exhaustion in both teachers and teacher educators. Using data from 145 teacher educators instructing in-service teachers, we identified four motives: career aspirations, social contribution, escaping routines, and coincidence. While escaping routines represents a ?push? factor associated with emotional exhaustion in teachers, career aspirations represent a ?pull? factor associated with job satisfaction in teacher educators. The instrument can be used as a self-assessment tool for the recruitment of teacher educators. ? 2021 The Authors.
Teacher motivation
(2021)
This study examined the relations between teacher-reported classroom management self-efficacy, stu-dent-reported teaching quality and students' enjoyment in mathematics. Data were collected from German ninth and tenth-grade students (N = 779) and their teachers (N = 40) at the beginning and the middle of the school year. Multilevel models showed that teachers' self-efficacy at time 1 significantly and positively related to class-level monitoring and relatedness at time 2. Class-level relatedness at time 2 was significantly and positively associated with enjoyment at time 2. Teacher-reported self-efficacy at time 1 was indirectly related to enjoyment at time 2 through relatedness at time 2.
Teachers' self-efficacy beliefs have been shown to be related to their supportive teaching practices and to adolescents' motivation. Yet, little is known about these relations in elementary school. The present study examined the longitudinal effects of teachers' self-efficacy on student-perceived teacher support and students' mathematics interest with a sample of 2082 students and 133 teachers in third and fourth grade. Results revealed that teachers' self-efficacy was longitudinally related to student-perceived support, which in turn was positively related to students' interest. The findings underline the relevance of teachers' self-efficacy beliefs and teacher support for the development of students' interest in elementary school.
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.
Ein wichtiges Ziel schulischer Bildung ist es, neben der kognitiven Entwicklung auch die Entwicklung nicht-kognitiver Lernmerkmale wie die Lernfreude von Schülerinnen und Schülern zu fördern (Hagenauer & Hascher, 2018; Prenzel, 2012; Schiepe-Tiska, Lüdtke, Seidel & Prenzel, 2016). Damit einher geht die Herausforderung für Lehrkräfte und Schulen, Lernprozesse so zu gestalten, dass Schülerinnen und Schüler den Prozess der Wissensaneignung als freudvoll erleben und individuell Neugier und Spaß am Lernen entwickeln können.
Lern-und Leistungsemotionen von Schülerinnen und Schülern haben eine maßgebliche Bedeutung für erfolgreiche Lernprozesse – sie gelten als leistungsförderlich, begünstigen schulisches Wohlbefinden und befördern die aktive Teilnahme von Lernenden am Unterricht