Article

Lerncoaching in der Berufsschule - Selbstwirksamkeit als zentrales Element Selbstregulierten Lernens fördern

Authors:
To read the full-text of this research, you can request a copy directly from the authors.

Abstract

Selbstreguliertes Lernen (SRL) ist essenziell für lebenslanges Lernen. Selbst-wirksamkeit spielt eine zentrale Rolle für das SRL von Lernenden und wird durch SRL-förder-liche Lernumgebungen unterstützt. In unserem Beitrag gehen wir der Frage nach, inwiefern Quellen der Selbstwirksamkeit in Lerncoachinggesprächen mittels Selbstreflexion von Berufs-lernenden und Feedback durch Lehrpersonen identifiziert werden können. Insgesamt wurden 38 Aufnahmen von Lerncoachings, die 5 Lehrpersonen mit 13 Berufslernenden durchführten, erhoben und mittels einer qualitativ deduktiven Inhaltsanalyse ausgewertet. Die Ergebnisse zeigen, dass in der Selbstreflexion der Lernenden die verschiedenen Quellen der Selbstwirk-samkeit identifiziert werden können, während dies für das Feedback durch die Lehrpersonen so nicht zutrifft. Es wird deutlich, dass Lerncoachinggespräche einen bedeutenden Raum für selbstwirksamkeitsfördernde Selbstreflexion bieten. Die Qualität des Feedbacks seitens der Lehrpersonen an die Lernenden ist jedoch ebenfalls von entscheidender Bedeutung für eine effektive Förderung der Selbstwirksamkeit im Rahmen des Lerncoachings. Aus den Ergebnis-sen lässt sich ableiten, dass Lerncoachinggespräche nicht automatisch die Selbstwirksamkeit von Berufslernenden fördern. Für ein erfolgreiches Lerncoaching benötigen Lehrpersonen theoretisches und methodisches Wissen, das in entsprechenden Weiterbildungsangeboten sys-tematisch gefördert werden kann. Abstract: Self-regulated learning (SRL) is essential for lifelong learning. Self-efficacy plays a central role in learners' SRL and is supported by SRL-enhancing learning environments. In our paper, we explore the extent to which sources of self-efficacy can be identified in learning coaching conversations through self-reflection by vocational learners and feedback from teachers. A total of 38 recordings of learning coaching sessions conducted by 5 teachers with 13 vocational learners were collected and analyzed using a qualitative deductive content analysis. The results show that the various sources of self-efficacy can be identified in the learners' self-reflection, whereas this is not the case for the feedback by teachers. It becomes clear that learning coaching discussions offer an important space for self-efficacy-promoting self-reflection. However, the quality of feedback from teachers to learners is also of crucial importance for the effective promotion of self-efficacy in the context of learning coaching. It can be deduced © Franz Steiner Verlag, Stuttgart 2024 Mathias Mejeh / Carmen Gähwiler 90 from the results that learning coaching does not automatically promote the self-efficacy of vocational learners. For successful learning coaching, teachers need theoretical and methodolog-ical knowledge, which can be systematically promoted in appropriate further training courses.

No full-text available

Request Full-text Paper PDF

To read the full-text of this research,
you can request a copy directly from the authors.

ResearchGate has not been able to resolve any citations for this publication.
Article
Full-text available
The meta-analytic evidence aligning aspects of instruction and critical individual differences with student achievement continues to mount. Scant research effort has, however, been invested in connecting these findings to and through substantive theory which might drive both further research and enhance classroom practice. The current theoretically organising review aims to make connections, focusing on two elements of instruction (teacher clarity and feedback) and one individual difference (self-efficacy) which are each consistent top meta-analytic correlates of student achievement. The review begins by acknowledging Bandura’s longstanding suggestions regarding self-efficacy beliefs support and his model for self-efficacy beliefs in context (i.e. model of reciprocal determinism). These contributions, while important, fail to comprehensively address the plethora of educational affordances offered by formal education. This review points towards a parallel theory for explaining the development and sustenance of students’ ability beliefs (i.e. perceived control theory). Specifically, this review suggests that the related Self-System Model Motivational Development (SSMMD) is a more comprehensive means of explaining self-efficacy in classrooms. This model provides a theoretical mechanism for partially explaining the contribution of teacher clarity and feedback to student achievement, mediated by self-efficacy which will be treated as one specific type of perceived control. This review includes an adapted version of SSMMD for structuring research in this area and a detailed table for instructional implications arising from the connections suggested. This review concludes with two ‘recipe cards’, which provide clear directions for testing the updated model, and its mediated connections and outcomes.
Article
Full-text available
Self-regulated learning (SRL) provides the foundation for building sustainable knowledge and is therefore important for schools, classrooms, and lifelong learning in general. Especially in vocational education and training, the concept of SRL remains fundamental as it relates to preparing future employees. However, further research is needed on how vocational students situationally regulate their learning process and the extent to which this may be related to a dispositional change in their SRL. In this study, we analyzed longitudinal questionnaire data from 159 students who attended either SRL-conducive or regular vocational classes. We refer to Perry and colleagues' (2018) framework of an SRL-conducive learning environment, which focuses on (meta)cognitive, motivational, and emotional aspects of learning. Using multilevel analysis, we found differences in the development of (meta)cognitive components of learning, whereas no clear differences could be identified for motivational and emotional components. The results support the assumption that process analyses can be used to draw a more differentiated picture of SRL in vocational schools. Moreover, indirect approaches to promoting SRL should be designed to include all SRL-relevant aspects.
Chapter
Full-text available
Self-efficacy refers to perceived capabilities to learn or perform actions at designated levels. Theory and research support the idea that self-efficacy is an important motivational construct that can affect choices, effort, persistence, and achievement. Situated in Bandura's social cognitive theory, self-efficacy is a personal construct that affects and is influenced by behaviors and social/environmental variables. Scientific investigation of self-efficacy began in clinical studies but since has expanded into diverse fields. In education, an important research extension was to contexts involving learning. This expanded research focus has suggested some adaptations to original theoretical predictions involving persistence, learning, maintenance and transfer, and context. Future research is recommended on methodology, goals, context, collective self-efficacy, diversity, and technology.
Article
Full-text available
Competences in self-regulated learning (SRL) are important prerequisites for success in school and beyond. Teachers play a crucial role in students’ development of SRL. When focusing on teachers’ professional competences in SRL, their experiences as self-regulated learners and their competences as agents of SRL are important. At present, an integrative and holistic framework that combines these two important aspects of SRL with regard to teachers’ professional competences in SRL is absent. First, this paper introduces a theoretical framework for teachers’ professional competences and instructional practices in SRL that integrates teachers’ competences as self-regulated learners with their competences as agents of SRL. This integrative approach allows for differentiated analyses of particular aspects of competences and creates the possibility to deeply understand the reasons why teachers do or do not promote SRL in classrooms. In the second part of this paper, the interplay of teachers’ professional competences as self-regulated learners and agents of SRL, with their intention to implement SRL in classes and their self-reported SRL teaching practices, is examined using data provided by 106 in-service teachers from primary and secondary schools. We assessed teachers’ professional knowledge about SRL (i.e., content knowledge about SRL [CK-SRL] and pedagogical content knowledge about SRL [PCK-SRL]) with two different knowledge tests. Teachers’ beliefs (i.e., implicit theories about SRL and beliefs about promoting SRL) and their motivations (i.e., self-concept about one’s SRL and self-efficacy to promote SRL) were assessed with self-report measures. We found that teachers had small to average amounts of CK-SRL and PCK-SRL. Teachers reported positive beliefs about and motivation toward SRL. Most importantly, the results highlight the significance of differentiating between teachers’ competences as self-regulated learners and as agents of SRL when examining teachers’ implementation of SRL. The findings provide support for particular aspects of the integrative approach outlined in the theoretical framework and suggest that this approach can be the basis for further research exploring the interplay of teachers’ competences as self-regulated learners and as agents of SRL in more detail, particularly with regard to how aspects of teachers’ competences in SRL impact their SRL instruction in classes and students’ SRL development.
Article
Full-text available
Much of individual’s learning takes place during job performance, implying that professionals engage in self-regulated learning (SRL). This study systematically reviews the current state of the field concerning conceptualisation and operationalisation within research on self-regulation of professional learning - for which we use the acronym “SRpL”. Although there is a growing interest for research on SRpL, this study concludes that the field is still in its infancy; not only is empirical research scarce, the field also lacks a common theoretical ground in terms of concept. Different theoretical frameworks are used, which leads to various operationalisations of what is meant by SRpL. An important concern is related to the transferability of frameworks developed for educational settings to the workplace. Analyses beyond mainstream areas, which focus on professionals’ SRL during job performance, are becoming increasingly important. This study suggests conceptual handles and proposes methodologies for future research.
Article
Full-text available
The aim of the present empirical study was to explore students’ self-regulated learning behaviours in vocational education and training and to describe the micro processes associated with planning, monitoring and evaluating during practical learning tasks. The 18 participants were well-performing students from upper secondary vocational education. We collected data from observations, interviews and self-reports to gain detailed insights into students’ behaviours and thoughts during practical task performance. The results reveal that most of the students planned their time and resources, but did not develop elaborate plans to regulate their learning behaviours. They monitored their work carefully and adjusted when necessary. When evaluating, students focussed more on work outcomes than learning processes. The results also showed that the students’ actual behaviours corresponded with self-reports on internal regulation, with three students overestimating their internal regulation. This study sheds light on an underexplored context and population regarding self-regulated learning. Though the well-performing vocational students engaged in self-regulation, their self-regulating behaviours were led by a combination of hands-on activities and evolving work outcomes. Thus, it was the emerging performance and experiences that triggered their learning. Although self-regulated learning behaviours in vocational education and training were present, we conclude that instructional support needs to be developed and empirically tested to actively facilitate and foster vocational students’ learning by doing and reflection.
Thesis
Full-text available
Die fortschreitende Digitalisierung verändert die Arbeitswelt und damit einherge-hend auch das kaufmännische Berufsbild sowie die Anforderungen an zukünftige Kaufleute. Um Jugendliche auf die bevorstehenden Veränderungen vorzubereiten, will die kaufmännische Ausbildung in Zukunft stärker auf deren überfachliche Kompetenzen setzen. Der Selbstkompetenz wird dabei eine tragende Rolle zuge-schrieben. Die Forschungsarbeit entwickelt und erprobt ein Konzept zur Förderung von Selbstkompetenzen bei Lernenden an kaufmännischen Berufsschulen. Basierend auf dem Forschungsstand im Bereich der (Selbst-)Kompetenzmessung wird zu-nächst ein eigenes Selbstkompetenzmodell entwickelt. Vier Teilkompetenzen, „Selbstreflexion“, „Zielorientierung“, „Motivation“ und „Selbstwirksamkeitserwartung“, sind für die Zielgruppe „kaufmännische Lernende“ von besonderer Relevanz und werden in den eigens entwickelten Selbstkompetenztrainings explizit gefördert. Das methodische Vorgehen orientiert sich am Design-Based Research-Ansatz, der für die wissenschaftliche Forschung in komplexen Lehr-Lern-Situationen entwickelt wurde und gleichzeitig offen ist für unterschiedliche Forschungsmethoden. Insge-samt wird das Konzept zur Selbstkompetenzförderung dreimal erprobt, wobei so-wohl die Trainings als auch die Forschungsmethoden variieren, abhängig vom Kontext und den ermittelten Gestaltungskriterien. Das Ergebnis der Arbeit stellt eine abschließende Übersicht zu den erprobten inhaltlichen und methodischen Gestal-tungskriterien (Design-Principles) da. Diese geben Aufschluss darüber, welche Art der Unterrichtsgestaltung die Selbstkompetenzen kaufmännischer Lernenden an Berufsschulen fördert.
Article
Full-text available
This study explored how elementary teachers leveraged and structured student-involved formative assessment to promote metacognition and self-regulation. Research has suggested a connection between formative assessment practices (e.g., self-assessment and peer-assessment) and metacognition. However, this connection has limited empirical support, especially within early elementary contexts (i.e. Grades K-4). In this study, 44 Ontario elementary teachers completed a survey reporting their teaching and assessment practices and beliefs about metacognition. Five participants were then purposefully selected for semi-structured interviews to describe their experiences developing students’ metacognition and self-regulatory capabilities through student-involved assessment processes. Data were inductively and thematically analysed. Participants emphasized the value of assessment as learning practices (e.g., self-assessment and reflective thinking) to develop students’ metacognition and discussed the need for ongoing student feedback regarding metacognitive strategies. However, despite purposefully implementing formative assessment to enhance metacognition and self-regulation, participants articulated the need for additional resources to support the cultural shift towards assessment for and as learning within their classrooms.
Article
Full-text available
Presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of personal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of obstacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from 4 principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. Factors influencing the cognitive processing of efficacy information arise from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes. (21/2 p ref)
Article
Full-text available
Self-regulated learning (SRL) includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. It is, therefore, an extraordinary umbrella under which a considerable number of variables that influence learning (e.g., self-efficacy, volition, cognitive strategies) are studied within a comprehensive and holistic approach. For that reason, SRL has become one of the most important areas of research within educational psychology. In this paper, six models of SRL are analyzed and compared; that is, Zimmerman; Boekaerts; Winne and Hadwin; Pintrich; Efklides; and Hadwin, Järvelä and Miller. First, each model is explored in detail in the following aspects: (a) history and development, (b) description of the model (including the model figures), (c) empirical support, and (d) instruments constructed based on the model. Then, the models are compared in a number of aspects: (a) citations, (b) phases and subprocesses, (c) how they conceptualize (meta)cognition, motivation and emotion, (d) top–down/bottom–up, (e) automaticity, and (f) context. In the discussion, the empirical evidence from the existing SRL meta-analyses is examined and implications for education are extracted. Further, four future lines of research are proposed. The review reaches two main conclusions. First, the SRL models form an integrative and coherent framework from which to conduct research and on which students can be taught to be more strategic and successful. Second, based on the available meta-analytic evidence, there are differential effects of SRL models in light of differences in students’ developmental stages or educational levels. Thus, scholars and teachers need to start applying these differential effects of the SRL models and theories to enhance students’ learning and SRL skills.
Article
Full-text available
Schools of today are educating for an unknown future, and knowledge of today will become partly irrelevant in 20–30 years. Teaching and assessment focusing on the learning of factual knowledge will not serve the needs of the learners in the future, as it does not prepare for life-long learning in a per today not definable future. The main goal of today’s schooling should be to support students in learning how to go about learning. The aim of this position paper is to define responsive pedagogy in relation to self-regulation, self-efficacy, achievements and assessment. The concept responsive pedagogy used in this paper is the recursive dialogue between the learner’s internal feedback and external feedback provided by significant others. The core of responsive pedagogy is the explicit intention of the teacher to make learners believe in their own competence and ability to successfully complete assignments and meet challenges, to strengthen students’ self-efficacy, and to increase their overall self-concept. Responsive pedagogy is hypothesised to impact achievements positively, yet this needs to be carefully researched. Today’s schools should prepare for tomorrow, and educate independent self-regulated learners who believe in their own capacity to engage in continuous learning and knowledge production.
Article
Full-text available
Title: The state of coaching research: Status quo and summary of extant metaanalyses. Abstract: The present article provides a quantitative overview of the state of coaching research. It first provides an insight into the status quo of the academic publishing landscape. Afterwards, results of the four meta-analyes that have been published on coaching research up to now are summarized. First, results on the efficacy of coaching or coaching outcomes are presented. Findings for different outcome measures as well as different study designs are reported. Next, results on predictors of coaching success are presented. They include specific features of the coaching pro-cess and setting, the coach-coachee-relationship as well as characteristics of coaches and coachees. The article closes with a summary and an assessment of the state of coaching research. Keywords: Coaching research · Meta-analysis · Efficacy · Outcome · Predictors. // Titel: Der Stand der Coachingforschung. Kernergebnisse der vorliegenden Metaanalysen. Zusammenfassung: Der vorliegende Beitrag gibt einen quantitativen Überblick über den Stand der Coachingforschung. Dazu wird zunächst ein Einblick in den Status quo der wissenschaftlichen Publikationslandschaft vermittelt. Anschließend werden die Ergebnisse der vier inzwischen zu Coaching vorliegenden Metaanalysen zusammengefasst. Dabei werden Ergebnisse zur Wirksamkeit von Coaching dargestellt. Hier wird genauer auf unterschiedliche Ergebnismaße und den Einfluss des Studiendesigns eingegangen. Sodann werden Ergebnisse zu Wirkfaktoren dargestellt, konkret zur Gestaltung des Coachingprozesses und -settings, zur Coach-Coachee- Beziehung sowie zu Merkmalen von Coach und Coachees. Der Beitrag endet mit einer Zusammenfassung und Einschätzung des Forschungsstandes. Schlüsselwörter: Coachingforschung · Metaanalyse · Wirksamkeit · Wirkfaktor
Article
Full-text available
This review integrates 12 years of research on the relationship between academic self-efficacy and university student's academic performance, and known cognitive and motivational variables that explain this relationship. Previous reviews report moderate correlations between these variables, but few discuss mediating and moderating factors that impact this relationship. Systematic searches were conducted in April 2015 of psychological, educational, and relevant online databases for studies investigating academic self-efficacy and performance in university populations published between September 2003 and April 2015. Fifty-nine papers were eligible. Academic self-efficacy moderately correlated with academic performance. Several mediating and moderating factors were identified, including effort regulation, deep processing strategies and goal orientations. Given the paucity of longitudinal studies identified in this review, further research into how these variables relate over time is necessary in order to establish causality and uncover the complex interaction between academic self-efficacy, performance, and motivational and cognitive variables that impact it.
Article
Full-text available
We conducted a meta-analysis to determine whether the within-person self-efficacy/performance relationship is positive, negative, or null and to compare the strength of the self-efficacy/performance and past performance/self-efficacy within-person relationships. The self-efficacy/performance within-person corrected correlation was .23 but was weak and nonsignificant (ρ = .06) when controlling for the linear trajectory, revealing that the main effect was spurious. The past performance/self-efficacy within-person corrected correlation was .40 and remained positive and significant (ρ = .30) when controlling for the linear trajectory. The moderator results revealed that at the within-person level of analysis: (a) self-efficacy had at best a moderate, positive effect on performance and a null effect under other moderating conditions (ρ ranged from –.02 to .33); (b) the main effect of past performance on self-efficacy was stronger than the effect of self-efficacy on performance, even in the moderating conditions that produced the strongest self-efficacy/performance relationship; (c) the effect of past performance on self-efficacy ranged from moderate to strong across moderating conditions and was statistically significant across performance tasks, contextual factors, and methodological moderators (ρ ranged from .18 to .52). Overall, this suggests that self-efficacy is primarily a product of past performance rather than the driving force affecting future performance.
Article
Full-text available
In Rahmenmodellen zum selbstgesteuerten Lernen werden kognitive und motivationale Komponenten als Voraussetzungen für erfolgreiches Lernen beschrieben (Boekaerts, 1996). Es wurde vermutet, dass sowohl die Nutzung von Lernstrategien (kognitive Komponente) als auch Zielorientierungen und Selbstwirksamkeit (motivationale Komponenten) Studienerfolgsmaße vorhersagen. Als Indikatoren des Studienerfolgs wurden die Studienzufriedenheit und die Leistung in einer Klausur erhoben. Es wurden N = 77 Studierende der Medizin per Fragebogen untersucht. In Regressionsanalysen erwiesen sich erstens die Nutzung von Lernstrategien und auch motivationale Komponenten des selbstgesteuerten Lernens als bedeutsame Prädiktoren der Studienzufriedenheit. Je selbstwirksamer sich Studierende erlebten und je besser sie ihre Lernaktivitäten regulieren konnten, desto zufriedener waren sie. Zweitens wurde die Klausurleistung vor allem durch eine kombinierte Nutzung der Lernstrategien Tiefenverarbeitung und Regulation beeinflusst. Studierende, die sich intensiv mit dem Lernstoff auseinander setzten und gleichzeitig gute Regulationskompetenzen besaßen, erzielten die besten Leistungen. Dagegen standen Zielorientierungen und Selbstwirksamkeit in keinem bedeutsamen Zusammenhang zur Leistung.
Article
Full-text available
My career path to understanding the source and nature of human learning started with an interest in social processes, especially cognitive modeling, and has led to the exploration of self-regulatory processes. My investigation of these processes has prompted the development of several social cognitive models: a triadic model that synthesized covert, behavioral, and environmental sources of personal feedback, a multilevel model of training that begins with observational learning and proceeds sequentially to self-regulation, and a cyclical phase model that depicts the interaction of metacognitive and motivational processes during efforts to learn. Empirical support for each of these models is discussed, including its implications for formal and informal forms of instruction. This self-regulation research has revealed that students who set superior goals proactively, monitor their learning intentionally, use strategies effectively, and respond to personal feedback adaptively not only attain mastery more quickly, but also are more motivated to sustain their efforts to learn. Recommendations for future research are made.
Article
Full-text available
This contribution concerns itself with the fundamental questions of interest development and the promotion of interest in instruction. Against the background of the Person-Object-Theory of interest, the general characteristics of interest constructs were illustrated and findings on the alterability of (average) specific interests experienced by students were presented. At the center of the theoretical deliberations stand the principles of a functional theory of interest genesis which are not only explained through the regularity of alterations due to development, but also on the basis of psychological mechanisms. A postulation is made that in addition to the cognitive-rational components of the formation of intention, the qualities of experience gained through actions taken also plays a central role. Emotional experiences have a special significance with respect to the three "fundamental psychological needs" for perception of competence, autonomy and social relationship.
Chapter
Full-text available
Six features are enumerated that distinguish studying from learning in general and describe circumstances that essentially compel students to engage in complex bundles of goal-directed cognitive and motivational processes that 'get studying done.' We view these bundles as instances of metacognitively powered self-regulated learning. As a first step toward examining studying through metacognitive lenses, we present a general typology that delineates facets of academic tasks in general, including studying tasks. Then, we use this typology to characterize four distinguishable but recursively linked stages of studying: task definition, goal setting and planning, enacting study tactics and strategies, and metacognitively adapting studying. Next, we develop connections between our typology for studying and models of metacognitive monitoring, metacognitive control, and self-regulated learning. With this backdrop, we then survey select research that highlights metacognitive activities in each of the four stages of studying. Finally, we summarize our model of studying and offer suggestions for next steps in research on studying as a complex, self-regulated learning event.
Article
The present study aimed to investigate the association between learning skills and creative thinking and to assess their relations with self-efficacy. In doing so, we used an approach that aimed to go beyond the dichotomous comparison between students with Specific Learning Disability (SLD) vs. students without SLD, which could potentially reduce complexity. Given that learning skills are distributed across a continuum, we considered them as continuous measures to study their association with creativity. Standardized reading, text comprehension, math tests, and creativity (TTCT) and creative problem-solving tasks, together with Raven’s Standard Progressive Matrices and the General Self-Efficacy scale, were administered to 180 high school students, aged 14 to 17 years, attending a vocational school. Regression analyses showed that reading speed, comprehension, and multiplications skills were negative predictors of fluency and flexibility and positive predictors of elaboration in divergent thinking, whereas reading accuracy positively predicted fluency and flexibility and negatively elaboration. Creative problem-solving skills were positively predicted by reading speed and comprehension and negatively by reading accuracy. A negative correlation was found between fluency and self-efficacy, which resulted to be positively correlated with reading accuracy. These findings emphasize the possibility to compensate for learning difficulties by using creative potential as a protective factor contrasting the risk of abandoning school prematurely, thus supporting poor-achieving students in the decrease of self-efficacy and satisfaction in their school career.
Book
Susanne Fuß und Ute Karbach geben praxisnahe Anleitungen zur Transkription von wissenschaftlichen Interviews für die qualitative Sozialforschung. Das Grundlagen-Handbuch führt in die Praxis der sozialwissenschaftlichen Transkription ein. Es richtet sich an Studierende oder wissenschaftlich tätige Personen, die zum ersten Mal Interviews oder Gruppendiskussionen zur sozialwissenschaftlichen Analyse transkribieren. Der Band stellt die Grundlagen der Transkription und deren Anwendung vor, zeigt die Vor- und Nachteile von Spracherkennungs- und Transkriptionssoftware und gibt Tipps für Problemfälle.
Chapter
Adolescents' beliefs in their personal control affects their psychological well-being and the direction their lives take. Self-Efficacy in Changing Societies analyzes the diverse ways in which beliefs of personal efficacy operate within a network of sociocultural influences to shape life paths. The chapters, by internationally known experts, cover such concepts as infancy and personal agency, competency through the life span, the role of family, and cross-cultural factors.
Article
Self-regulated learning has been one of the important areas in educational research. The authors adopted structural equation modeling to explore and compare the impacts of three aspects of self-regulatory climate (i.e., academic emphasis, teacher trust, and student trust) on three features of self-regulated learning (i.e., self-efficacy, intrinsic motive, and self-regulation strategy). The results revealed both direct effects of academic emphasis on students’ use of self-regulation strategy, and indirect effects mediated by self-efficacy and intrinsic motive. Teacher trust has a positive impact on self-efficacy. While student trust has a positive impact on intrinsic motive, its relationship with self-regulation strategy is negative. Significant differences in school levels and gender were identified. The findings indicate that students in different cultures may have different expectations for teachers’ support in learning, which in turn influence the relationship between student trust in teachers and the use of self-regulation strategy. Implications for cultivating self-regulated learners are discussed in the article.
Chapter
Im Kapitel „Motivation in Schule und Hochschule“ wird gezeigt, dass motivationale Variablen das Lernverhalten von Schülern und Studierenden und in der Folge deren Lernleistung ganz wesentlich beeinflussen. Dabei ist dieser Einfluss sowohl vor der Initiierung als auch im Lernprozess selbst gegeben. Die beiden wichtigsten proximalen Determinanten des Lernverhaltens sind (Erfolgs-)Erwartung und (Aufgaben-)Wert. Diese sind abhängig von Überzeugungen, die Lernende in Bezug auf ihr Fähigkeitsselbstkonzept, ihren Selbstwert und ihre Ziele haben, sowie von früheren leistungsbezogenen Erfahrungen bzw. deren kausaler Erklärung und begleitenden Affekten. Als distale Determinanten spielen die Verhaltensweisen von Sozialisationspersonen und das kulturelle Milieu eine wichtige Rolle. Es werden mögliche pädagogische Anwendungen beschrieben, deren Beachtung Lehrenden hilft, ihr (Unterrichts-)Verhalten so zu regulieren, dass es sich positiv auf Lernverhalten und Lernerfolg der Lernenden auswirkt.
Article
One of the key aims of formative assessment in higher education is to enable students to become self-regulated learners (Nicol & Macfarlane-Dick, 2006). Based on Nicol and Macfarlane-Dick’s (2006) framework, this exploratory study investigates which formative assessment practices proposed by them were used by one college EFL writing teacher to facilitate learner self-regulation in a Confucian Heritage Culture (CHC) setting (i.e. Hong Kong) and student perceptions of these practices in relation to self-regulation. Five formative assessment practices were found to be implemented by the teacher to support learner self-regulation. The students seemed to be more positive about teacher-and-student-directed practices than student-directed ones. Suggestions have been provided to maximize the potential of these practices in facilitating learner self-regulation.
Chapter
Der Arbeitsplatzabbau von kaufmännischen Berufen als Folge der Digitalisierung wird kontrovers diskutiert. Sicher auszugehen ist von einem Abbau. Sein Umfang hängt von vielen Wechselwirkungen ab, die kaum prognostizierbar sind. Sicher notwendig wird aber in jedem Fall eine grundlegende Reform der kaufmännischen Grundbildung im dualen System, die traditionelle Bahnen verlassen muss. Deshalb wird hier ein neues Modell vorgestellt, das im Prinzip am Berufskonzept festhält, aber auch Elemente der Modularisierung beinhaltet. Diese Änderung führt zur Umgestaltung des dualen zu einem trialen System. Zusätzlich ist eine gezielte Verbindung von Grundbildung und beruflicher Weiterbildung sicherzustellen, auf welche im dualen System Vorbereitungen zu treffen sind. Damit es zu einer nachhaltigen Erneuerung der kaufmännischen Grundbildung kommt, sind die Lehrpläne sowie die Ausbildung im Betrieb grundlegend an das neue Modell anzupassen, in welchem viele Traditionen hinfällig werden.
Thesis
Qualitative Inhaltsanalyse : Grundlagen u. Techniken. - Neuausg. - Weinheim : Dt. Studien-Verl., 1988. - 120 S. - Zugl.: Augsburg, Univ., Diss., 1983. - [1. Aufl. 1983]
Article
Der Beitrag widmet sich der Frage, unter welchen Bedingungen intrinsisch motiviertes Lernen an Berufsschulen des dualen Ausbildungssystems begünstigt oder aber gehemmt wird. Dabei gilt unser Interesse der prognostischen Bedeutsamkeit verschiedener Merkmale der Auszubildenden, des erteilten Unterrichts und der besuchten Berufsschulklassen. Theoretisch verfolgen wir einen integrativen Zugang und stützen uns auf Erklärungsangebote der Motivationspsychologie (insbes. Erweitertes kognitives Motivationsmodell), der pädagogischen Psychologie (z. B. Big-Fish-Little-Pond-Effekte) und der Bildungssoziologie (Konzept des sozialen Kapitals). Empirisch überprüfen wir vermutete Person- und Kontexteffekte anhand der Befragungsdaten von 847 Auszubildenden aus 41 Berufsschulklassen in Bayern/Deutschland. Die Ergebnisse durchgeführterMehrebenenregressionen dokumentieren geringe klassenabhängige Schwankungen bei zugleich hohen interindividuellen Variationen intrinsischer Motivation am Lernort Berufsschule. Diese lassen sich auf das Geschlecht und die Ressourcenausstattung eines/einer Auszubildenden, aber auch auf unterrichtliche Gestaltungselemente, insbesondere die berufspraktische Verwertbarkeit der Lerninhalte, zurückführen. Vermutete motivationale Konsequenzen der Klassenkomposition lassen sich hingegen nicht abbilden. Abschließend diskutieren wir didaktische Implikationen dieser Befunde, methodische Limitationen der Erhebung sowie die sich hieraus ergebenden Forschungsdesiderate. http://rdcu.be/mxZP
Article
Ausgegangen werden kann von den bekannten Megatrends, wie sie in ähnlicher Form in der DFG-Denkschrift zur Berufsbildungsforschung (1990), von Achtenhagen (1994; 1995) oder auch in der (allgemeinen und beruflichen) Weiterbildungsliteratur — wenn auch unterschiedlich differenziert — diskutiert werden (z.B. Dohmen 1996 a; Thayer 1997), etwa Globalisierung des Wettbewerbs in allen gesellschaftlichen Bereichen; technischer, wirtschaftlicher, demographischer, sozialer und politischer Wandel; Ressourcennutzung und Umwelteinflüsse des Wirtschaftens; zunehmender Einfluss von Multimedia; zunehmende Arbeitslosigkeit, Armut und Gewalt.
Article
A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed.
Article
Extracts available on Google Books (see link below). For integral text, go to publisher's website : http://www.elsevierdirect.com/product.jsp?isbn=9780121098902
Article
Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.
Article
This experiment investigated the effects of strategy verbalization with fading and strategy value feedback on children's achievement outcomes. Children with reading-skill deficiencies received instruction on locating main ideas. Children were taught and verbalized a strategy; some faded the verbalizations to inner speech. Half of the children in the fading and no-fading conditions periodically received feedback that linked strategy use with improved performance. The no-fading/nofeedback condition scored significantly lower than the other three conditions on posttest self-efficacy, comprehension skill, and self-reported strategy use. Fading plus feedback led to higher reported strategy use compared with the fading-only and feedback-only conditions and to higher comprehension skill compared with the feedback-only condition. These results support the idea that students receiving remedial reading services benefit from procedures that require extensive cognitive activity and that inform them about strategy usefulness. Research suggestions and implications of the results for educational practice are discussed.
Article
Considerable evidence indicates that student motivation and use of learning strategies are related. There is insufficient understanding, however, about their reciprocal effects—whether motivation affects strategy use, the converse, or whether the effects are bidirectional—and which components of motivation and strategies are involved. A two-wave longitudinal design was used to examine this issue among 9th grade students (N = 306) enrolled in high school mathematics classes during an academic term. A cross-lagged structural model found that students’ self-efficacy in mathematics and value predicted their reported use of learning strategies. There was no evidence, however, that learning strategy use predicted motivation and, thus, support for unidirectional effect of motivation during that time interval. Implications for models of self-regulated learning and instruction are discussed.
Article
This article describes how self-regulated learning (SRL) has become a popular topic in research in educational psychology and how the research has been translated into classroom practices. Research during the past 30 years on students' learning and achievement has progressively included emphases on cognitive strategies, metacognition, motivation, task engagement, and social supports in classrooms. SRL emerged as a construct that encompassed these various aspects of academic learning and provided more holistic views of the skills, knowledge, and motivation that students acquire. The complexity of SRL has been appealing to educational researchers who seek to provide effective interventions in schools that benefit teachers and students directly. Examples of SRL in classrooms are provided for three areas of research: strategies for reading and writing, cognitive engagement in tasks, and self-assessment. The pedagogical principles and underlying research are discussed for each area. Whether SRL is viewed as a set of skills that can be taught explicitly or as developmental processes of self-regulation that emerge from experience, teachers can provide information and opportunities to students of all ages that will help them become strategic, motivated, and independent learners.
Article
The purpose of this article is to examine the contribution made by the self-efficacy component of Bandura’s (1986) social cognitive theory to the study of self-regulation and motivation in academic settings. The difference between self-efficacy beliefs and other expectancy constructs is first explained, followed by a brief overview of problems in self-efficacy research. Findings on the relationship between self-efficacy, motivation constructs, and academic performances are then summarized. These findings demonstrate that particularized measures of self-efficacy that correspond to the criterial tasks with which they are compared surpass global measures in the explanation and prediction of related outcomes. The conceptual difference between the definition and use of expectancy beliefs in social cognitive theory and in expectancy value and self-concept theory is then clarified. Last, strategies to guide future research are offered.