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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.
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.
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.
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.
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.