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Motivationale Faktoren im Wirkungskontext von Forschendem Lernen

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Zusammenfassung In der Diskussion um Forschendes Lernen wird davon ausgegangen, dass es einerseits ein besonders geeignetes Format zur Förderung unterschiedlicher (Forschungs- und Schlüssel-)Kompetenzen darstellt, andererseits dieses Format aber in enger Verbindung zur Ausprägung der Lern- und Forschungsmotivation Studierender steht. Im Beitrag wird der Förderung von kognitiven und affektiv-motivationalen Forschungskompetenzen sowie der allgemeinen autonomen (Lern-)Motivation durch ein Format Forschendes Lernens in einem Prä-Post-Kontrollgruppendesign nachgegangen und Zusammenhänge zwischen Kompetenzveränderung und Motivation geprüft.
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Research competence (RC) as a key ability of students in the social sciences has thus far been conceptualized as consisting primarily of cognitive dispositions. However, owing to its highly complex and demanding nature, competence in conducting research might require additional affective and motivational dispositions. To address this deficiency in the literature, first, we conducted a qualitative interview study with academic experts (N = 16) in which we asked them to identify challenging research situations and the affective-motivational research dispositions needed to cope with them. We employed a subsequent online rating (N = 27) to evaluate the situations and dispositions that had been identified. The resulting affective-motivational facet of RC encompasses six challenging situations that are often encountered and nine dispositions that are necessary to successfully conduct research in the social sciences and may be used to both inform and evaluate research-based learning. The interview-based approach may serve as an exemplary procedure to postulate affective-motivational facets of competence models.
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