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for educational aspirations
(2016)
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.
This two-wave longitudinal study examined how developmental changes in students’ mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students’ intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students’ motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (Mean age D 13.70, SD D 0.53, 54% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students’ academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students’ perceptions of competence in class when aiming to enhance students’ academic effort in secondary school classrooms.
This longitudinal study examined relationships between student-perceived teaching for meaning, support for autonomy, and competence in mathematic classrooms (Time 1), and students’ achievement goal orientations and engagement in mathematics 6 months later (Time 2). We tested whether student-perceived instructional characteristics at Time 1 indirectly related to student engagement at Time 2, via their achievement goal orientations (Time 2), and, whether student gender moderated these relationships. Participants were ninth and tenth graders (55.2% girls) from 46 classrooms in ten secondary schools in Berlin, Germany. Only data from students who participated at both timepoints were included (N = 746 out of total at Time 1 1118; dropout 33.27%). Longitudinal structural equation modeling showed that student-perceived teaching for meaning and support for competence indirectly predicted intrinsic motivation and effort, via students’ mastery goal orientation. These paths were equivalent for girls and boys. The findings are significant for mathematics education, in identifying motivational processes that partly explain the relationships between student-perceived teaching for meaning and competence support and intrinsic motivation and effort in mathematics.
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.
Adolescents’ preparedness and motivation across the transition to post-comprehensive education
(2017)
This longitudinal study aims to test the concept of transition preparedness in the context of educational transitions. The study investigates how adolescents’ transition preparedness, conceptualized as their self-efficacy beliefs and their inoculation against setbacks, before an educational transition affect the adolescents’ school value and effort related to educational goals after the transition through the effects on achievement goal orientations. Student data from three waves of a longitudinal study are used, first collected in 2004 (before the students’ transition from comprehensive school to upper secondary education) and then collected twice after the transition. The students included in the analyses are those who participated at all three measurement points (N = 588; 49.5% girls; age MT1 = 15.01, SD = 0.13). Longitudinal structural equation modeling revealed that adolescents’ self-efficacy beliefs (Time 1) positively predicted school value and effort (Time 3) through their effect on mastery goal orientation (Time 2). Furthermore, self-efficacy moderated the relation between performance-approach goal orientation (Time 1) on school value (Time 2). Results are discussed in terms of their relevance for enhancing adolescents’ adaptive motivational development across educational transitions.
This two-wave longitudinal study examined how developmental changes in students’ mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students’ intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students’ motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (Mean age D 13.70, SD D 0.53, 54% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students’ academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students’ perceptions of competence in class when aiming to enhance students’ academic effort in secondary school classrooms.
The social context plays a decisive role in the formation of the academic self-concept (ASC) and has been widely studied as the big-fish-little-pond-effect (BFLPE). This effect describes that comparable talented students in high-achieving school settings have a lower ASC compared to equally talented students attending low-achieving settings. Past research has focused on students’ domain-specific ASC, while little is known about the relation of achievement-related classroom compositions and the various facets of ASC. Additionally, BFLPE-research has been critiqued to build its theoretical frame on social comparison theory, without providing sufficient empirical support. To address this gap, we analyzed how the single student’s social, criterial, absolute, and individual ASC relate to class-level achievement of 8th graders. Applying Multilevel Structural Equation Modeling (MLSEM) we found that all facets of ASC were significantly related to average-class achievement, while student’s social ASC revealed the strongest associated. The results reveal explicitly that average-class achievement is strongly related to social comparison processes.
The aim of this person-centered study is to identify the profiles of interest value, self-concept, and performance in the domain of mathematics among elementary school students and to examine the stability and changes in these profiles from grade 1 to grade 2. Teacher-reported evaluations of students' mathematical ability and gender were examined as predictors of changes in the student profiles. The sample consisted of 237 students (46.8% girls). The latent profile analysis identified four profiles: 1) low levels of interest value, medium levels of self-concept and performance; 2) low levels of interest value, self-concept and performance; 3) high levels of interest value, self-concept and performance; 4) low levels of self-concept and performance, and medium interest value. Boys and students whose teachers evaluated their abilities as high compared to others were less likely to change from profiles with high levels of interest value or self-concept to profiles with low levels of these factors.
Person-centered research has shown that individuals can be assigned to different motivational profiles, but only scattered studies have addressed motivational profiles in specific domains. We investigated the stability and change in motivational profiles in mathematics classrooms and examined how perceived teaching predicted changes in profile membership. Data for this study stemmed from the PISA-I Plus study (N=6020). Latent profile analysis identified four motivational patterns: Medium, Low, High and Highly confident, hardly interested. Stability in profiles from grade 9 to 10 was typical. Instructional clarity and teaching for meaning predicted changes in profile membership.
PSI-Potsdam
(2018)
In Brandenburg kommt der Universität Potsdam eine besondere Rolle zu: Sie ist die einzige, an der zukünftige Lehrerinnen und Lehrer die erste Phase ihres Werdegangs – das Lehramtsstudium – absolvieren können. Vor diesem Hintergrund wurde bereits kurz nach der Gründung im Jahr 1991 das „Potsdamer Modell der Lehrerbildung“ entwickelt. Dieses Modell strebt fortlaufend eine enge Verzahnung von Theorie und Praxis über das gesamte Studium hinweg an und bindet hierfür die schulpraktischen Studienanteile in besonderer Weise ein. Eine erneute Stärkung erfuhr die Lehrerbildung im Dezember 2014 mit der Gründung des Zentrums für Lehrerbildung und Bildungsforschung (ZeLB). Aus der koordinierenden Arbeit des Zentrums entstand das fakultätsübergreifende Projekt „Professionalisierung – Schulpraktische Studien – Inklusion“ (PSI-Potsdam) das im Rahmen der Qualitätsoffensive Lehrerbildung des Bundesministeriums für Bildung und Forschung erfolgreich gefördert wurde (2015–2018) und dessen Verlängerung (2019–2023) bewilligt ist.
Der vorliegende Band vermittelt in den drei großen Kapiteln „Erhebungsinstrumente“, „Seminarkonzepte“ und „Vernetzungen“ einen Überblick über einige der praxisnahen Forschungszugänge, hochschuldidaktischen Ansätze und Strategien zur Vernetzung innerhalb der Lehrerbildung, die im Rahmen von PSI-Potsdam entwickelt und umgesetzt wurden. Die Beiträge wurden mit dem Ziel verfasst, Kolleginnen und Kollegen an Universitäten und Hochschulen, Akteur_innen des Vorbereitungsdiensts sowie der Fort- und Weiterbildung von Lehrkräften möglichst konkrete Einblicke zu gewähren.
Unter der Herausgeberschaft von Prof. Dr. Andreas Borowski (Fachdidaktik Physik), Prof. Dr. Antje Ehlert (Inklusionspädagogik mit dem Förderschwerpunkt Lernen) und Prof. Dr. Helmut Prechtl (Fachdidaktik Biologie) vereinen sich Autor_innen mit breit gestreuter fachdidaktischer und bildungswissenschaftlicher Expertise.
The social context plays a decisive role in the formation of the academic self-concept (ASC) and has been widely studied as the big-fish-little-pond-effect (BFLPE). This effect describes that comparable talented students in high-achieving school settings have a lower ASC compared to equally talented students attending low-achieving settings. Past research has focused on students' domain-specific ASC, while little is known about the relation of achievement-related classroom compositions and the various facets of ASC. Additionally, BFLPE-research has been critiqued to build its theoretical frame on social comparison theory, without providing sufficient empirical support. To address this gap, we analyzed how the single student's social, criterial, absolute, and individual ASC relate to class-level achievement of 8th graders. Applying Multilevel Structural Equation Modeling (MLSEM) we found that all facets of ASC were significantly related to average-class achievement, while student's social ASC revealed the strongest associated. The results reveal explicitly that average-class achievement is strongly related to social comparison processes.
Die vorliegende Studie befasst sich mit der Entwicklung und Validierung einer Skala zur Erfassung der Beratungskompetenz bei Lehramtsstudierenden im Praxissemester. Befragt wurden insgesamt 200 Studierende unterschiedlicher Lehramtsstudiengänge der Universität Potsdam. Faktoranalysen zeigten, dass das Konstrukt der Beratungskompetenz in vier Subskalen differenziert werden kann (Personale Ressourcen, Kooperation und Perspektivüberahme, Berater-Skills sowie Ressourcen- und Lösungsorientierung). Bezüglich der internen Konsistenz ergaben sich für die Subskalen Werte, die insgesamt als akzeptabel bis gut einzuschätzen sind. Die Subskalen waren erwartungsgemäß positiv korreliert. Für alle vier Subskalen der Beratungskompetenz ergaben sich Zusammenhänge schwacher bis mittlerer Stärke mit den Validierungsvariablen (Selbstwirksamkeit in Beratungen, Beratungsmotivation sowie Pädagogische Vorerfahrungen). Die Ergebnisse werden bezüglich ihrer Implikationen für die Lehrkräftebildung diskutiert.
Praxisphasen im Lehramtsstudium sind von erheblicher Bedeutung für die Entwicklung selbsteingeschätzter Kompetenzen sowie für die berufliche Orientierung. Am Arbeitsbereich Schulpädagogik der Universität Potsdam wurde im Rahmen des Projektes „Campusschulen“ ein Seminarkonzept entwickelt, das die Verzahnung von Theorie und Praxis durch Vernetzung von Schule und Universität zum Ziel hat. Um dieses Ziel zu erreichen, fördert das Seminarkonzept unterrichtsbezogene Praxiserfahrungen im Lehramtsstudium und legt einen besonderen Schwerpunkt auf die Reflexion dieser Praxiserfahrungen. Der vorliegende Beitrag stellt die theoretischen Grundlagen des Seminarkonzeptes sowie die Konzeption, den idealtypischen Verlauf und erste empirische Ergebnisse aus den qualitativen Fokusgruppen zur Evaluierung des Seminarkonzepts vor. Die Teilnehmenden betonen die zentrale Rolle der Praxiserfahrungen für die Selbsterprobung sowie für die berufliche Orientierung der Lehramtsstudierenden.
Die gelingende Zusammenarbeit von Eltern und Lehrkräften gilt als eine wichtige Voraussetzung für den schulischen Bildungserfolg Lernender und wirkt sich zudem positiv auf die Beziehung von Lehrkräften und Lernenden aus. Der vorliegende Beitrag untersucht, inwiefern das Engagement von Klassenlehrkräften in der Zusammenarbeit mit Eltern, operationalisiert über angebotene formelle und informelle Kontakte, sowie die von Lernenden wahrgenommene Lehrer-Schüler-Beziehung mit der intrinsischen Motivation Lernender in Zusammenhang stehen. Ausgewertet wurden Daten von 881 Schülerinnen und Schülern aus 39 neunten und zehnten Klassen aus 13 Schulen der Sekundarstufe (Gymnasien und Integrierte Sekundarschulen). Manifestlatente Mehrebenenmodelle zeigen signi¿ kant positive Zusammenhänge zwischen der von Lehrkräften angebotenen Vielfalt formeller Kontakte und der intrinsischen Motivation der Lernenden auf Klassenebene. Auf Individualebene zeigen sich signi¿ kante positive Zusammenhänge zwischen der von Lernenden berichteten Lehrer-Schüler-Beziehung und der intrinsischen Motivation.
Ziel der Studie ist die Untersuchung der individuellen und schulbezogenen Bedingungen der elterlichen häuslichen Unterstützung schulbezogener Lernprozesse von Schülerinnen und Schülern der Sekundarstufe I. Des Weiteren wurde untersucht, inwieweit diese Unterstützung mit der Veränderung der intrinsischen Motivation und des akademischen Selbstkonzeptes der Lernenden einhergeht. Der Beitrag zum Forschungsstand liegt neben der längsschnittlichen Untersuchung in der Analyse möglicher Moderatoren der Zusammenhänge. Für die Analysen wurden Fragebogendaten von n=157 Lernenden (MAlter=14.5) sowie deren Eltern genutzt. Als zentrales Ergebnis zeigt sich, dass Eltern ihre Kinder häuslich unterstützen, wenn Eltern ihr eigenes Schulengagement als nützlich wahrnehmen. Die Unterstützung im häuslichen Umfeld steht in positivem Zusammenhang zur Veränderung der intrinsischen Motivation. Sowohl die von Eltern wahrgenommene Kooperationsbereitschaft der Klassenlehrkraft als auch die Vielfalt des elterlichen Engagements im schulischen Umfeld moderieren den Zusammenhang zwischen häuslicher Unterstützung durch Eltern und dem akademischen Selbstkonzept. Limitationen wie die Verzerrung der Elternstichprobe sowie praktische Implikationen werden diskutiert.
Women are often underrepresented in math-intensive fields like the physical sciences, technology, engineering and mathematics. By comparison, boys relative to girls are less likely to strive for jobs in social and human-services domains. Relatively few studies have considered that intra-individual comparisons across domains may contribute to gendered occupational choices. This study examines whether girls’ and boys’ motivational beliefs in mathematics and language arts are predictive of their career plans in these fields. The study focusses on same domain and cross-domain effects and investigates bidirectional relations between motivational beliefs and career plans. Data for this study stem from 1,117 ninth and tenth graders (53.2% girls) from secondary schools in Berlin, Germany. Findings show systematic gender differences in samedomain effects in mathematics: girls’ comparatively lower mathematics self-concept and intrinsic value predicted a lower likelihood of striving for a math-related career. Crossdomain effects were not related to gender-specific career plans, with only one exception. Girls’ lower levels of intrinsic value in mathematics corresponded to a higher likelihood of striving for a career in language-related fields, which subsequently predicted lower levels of intrinsic value in mathematics. This finding points to a need to address both genderspecific motivational beliefs and gender-specific career plans in school when aiming to enhance more gender equality in girls’ and boys’ occupational choices.
Der Einstieg in die berufliche Praxis ist für Lehramtsstudierende verbunden mit einer Vielzahl von Anforderungen. Selbstwirksamkeitserwartungen gelten als personenbezogene Ressource, um mit den vielfältigen Anforderungssituationen umzugehen. Die soziale Unterstützung durch Mentoring gilt demgegenüber als wichtige umgebungsbezogene Ressource. Ressourcen sind von hoher Bedeutung, um Belastungen beim Berufseinstieg zu bewältigen. Allerdings ist bislang wenig bekannt über das Zusammenwirken zwischen personen- und umgebungsbezogenen Ressourcen. Die vorliegende längsschnittliche Studie untersucht daher, welche Rolle Mentoring und Selbstwirksamkeitserwartungen für den Umgang mit Beanspruchungsfolgen im Praxissemester spielen. Des Weiteren wird untersucht, inwiefern Mentoring den Zusammenhang zwischen Selbstwirksamkeitserwartungen und negativen Beanspruchungsfolgen, in diesem Fall emotionaler Erschöpfung und reduzierter Leistungsfähigkeit, moderiert. Die empirische Grundlage der Untersuchung sind Fragebogendaten von 192 Lehramtsstudierenden, die zu Beginn und zum Ende ihres viermonatigen Praxissemesters befragt wurden. Multiple Regressionsanalysen zeigen, dass hohe Selbstwirksamkeitserwartungen zu Beginn des Praxissemesters mit geringerer emotionaler Erschöpfung sowie mit höherer Leistungsfähigkeit zum Ende des Praxissemesters einhergehen. Der Zusammenhang zwischen den Selbstwirksamkeitserwartungen und der Leistungsfähigkeit wird durch die von den Lehramtsstudierenden wahrgenommene soziale Unterstützung durch Mentoring moderiert. Die Implikationen der Ergebnisse für die Lehrkräftebildung werden diskutiert.
Interest is important for successful student learning, but little is known about the developmental dynamics between interest and social support in classrooms. Based on the stage-environment fit theory, this study investigated the interrelation of developmental changes in student class-level interest and perceived teacher support in mathematics classes over one school year after the students transitioned to secondary school. We also examined how teacher-reported enthusiasm was related to these changes. Data of 1000 students (53.6% male) and their classroom teachers (N = 42), who were surveyed at the beginning of Grades 5 and 6, were analyzed. The results showed a significant decline in class-level mathematics interest and perceived teacher support. Teacher-reported enthusiasm buffered the decline in class-level mathematics interest. When including bidirectional relationships between perceived teacher support and the students’ interest, perceived class-level teacher support in Grade 5 positively predicted the change in student interest and, thus, buffered the decline.
Rooted in Eccles and colleagues' expectancy-value theory, this study aimed to examine how expectancies and different facets of task value combine to diverse profiles of motivational beliefs, how such complex profiles develop across a school year, and how they relate to gender and career plans. Despite abundant research on the association between gender and motivational beliefs, there is a paucity of knowledge regarding the gendered development of student motivational belief profiles in specific domains. Using latent-transition analysis in a sample of N = 751 ninth to tenth graders (55.9% girls), we investigated girls' and boys' development of motivational belief profiles (profile paths) in mathematics across a school year. We further analyzed the association between these profile paths and math-related career plans. The results revealed four motivational belief profiles: high motivation (intrinsic and attainment oriented), balanced above average motivation, average motivation (attainment and cost oriented), and low motivation (cost oriented). Girls were less likely than expected by chance to remain in the high motivation profile, while the opposite was true for boys. The math-relatedness of students' career plans was significantly higher in the "stable high motivation" profile path than in all other stable profile paths.