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Die Relevanz der schulischen Lern- und Leistungszielorientierungen von Schüler:innen für deren wahrgenommene soziale Beziehungen in ihrer Schulklasse
Abstract
Soziale Wahrnehmungen und positiv erlebte soziale Interaktionen sind wichtig für spätere Erfahrungen in heterogenen Gruppen, kultureller Vielfalt und inklusiven Bildungskontexten. Basierend auf sozialkognitiven Theorien sind aus zahlreichen Studien Erkenntnisse zur Bedeutung von Motivation in der Schule vorhanden. Relativ wenig beforscht sind jedoch Längsschnittbeziehungen zwischen der schulischen Lernoder Leistungszielorientierung von Schüler:innen und ihrer späteren Wahrnehmung sozialer Beziehungen zu anderen Kindern in der Schule. Ziel dieses Beitrags ist zu überprüfen, inwiefern sich bei Schüler:innen (Durchschnittsalter 11 Jahre) die Beziehungen zwischen ihrer Lern- vs. Leistungszielorientierung und ihrer späteren Wahrnehmung sozialer Beziehungen zu anderen Schulkindern unterscheiden. Mittels einer Strukturgleichungsmodellierung wird dies anhand von Daten über zwei Messzeitpunkte aus der Längsschnittstudie RUMBA-S mit Schüler:innen der Primarstufe in der Schweiz untersucht. Die Ergebnisse zeigen statistisch signifikante Effekte von der Lernzielorientierung der Schüler:innen auf ihre späteren wahrgenommenen sozialen Beziehungen zu Mitschüler:innen, jedoch nicht signifikante Zusammenhänge zwischen der Leistungszielorientierung und den wahrgenommenen sozialen Beziehungen.
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The perception of positive social interactions is important for positive experiences in heterogeneous groups, cultural diversity and inclusion in educational contexts. Based on social-cognitive theories, findings on motivation in school are available from numerous studies. However, only few studies focus on longitudinal relationships between students' mastery vs performance goal orientations and their later perception of peer relationships in school. Aim of the current research was to clarify the extent to which reciprocal effects exist between students' mastery vs performance goal orientation and their perception of peer relationships. To test the assumed reciprocal effects, data from 204 primary school students (on average 11 years of age) of the longitudinal study RUMBA-S in Switzerland were analyzed using cross-lag structural-equation modeling. The results suggest a statistically significant effect of the students' mastery goal orientation on their later positive perception of peer relationships, but not vice versa. Thus, no other and no reciprocal relationships exist. Performance goal orientation is related to the perception of peer relationships. The results highlight the importance of students' mastery goal orientation for their academic and social learning.
Kontexte für (Lese-)Förderung in Ganztagsschulen – Erkenntnisse aus StEG-S
The aim of this study was to investigate whether four causal attributions for success and failure each (two internal and two external attributions) can be predicted by four types of achievement goal orientations, and whether achievement goal orientations are connected with the perception of a performance as a success (vs. a failure). We surveyed 690 high school students writing a school-leaving certificate paper over the course of one year. Of these, 565 students (65 % young women) considered their paper to be a success; 101 students (59 % young women) viewed it as a failure. A binominal logistic regression and two separate path models for the success and failure samples were conducted. The main findings showed that the odds of perceiving an outcome as a success were higher with mastery goals and performance-avoidance goals. Mastery goal and performance-approach goal orientation were positively related to internal success attributions. Mastery goal orientation was positively and performance-approach goal orientation was negatively connected with the failure attribution ‘popularity with the supervisor.’ Performance-avoidance goals were positively linked to external success attributions and negatively linked to the external failure attribution ‘luck.’ Work-avoidance goals predicted all types of success attributions but none of the failure attributions. The findings provide in-depth insights into attribution processes and highlight the importance of promoting a mastery goal orientation.
Once they have learnt about the effects of collinearity on the output of multiple regression models, researchers may unduly worry about these and resort to (sometimes dubious) modelling techniques to mitigate them. I argue that, to the extent that problems occur in the presence of collinearity, they are not caused by it but rather by common mental shortcuts that researchers take when interpreting statistical models and that can also lead them astray in the absence of collinearity. Moreover, I illustrate that common strategies for dealing with collinearity only sidestep the perceived problem by biasing parameter estimates, reformulating the model in such a way that it maps onto different research questions, or both. I conclude that collinearity in itself is not a problem and that researchers should be aware of what their approaches for addressing it actually achieve.
Die Bedeutung des Belastungserlebens von Lehrpersonen für das von den Schülerinnen und Schülern wahrgenommene Klassenklima, ihre Selbstwirksamkeit, ihr schulisches Selbstkonzept und ihre Motivation Individuelle und soziale Ressourcen sind für das Wohlbefinden und die Leistungsfähigkeit der Schülerinnen und Schüler von Bedeutung. Inwiefern Wahrnehmungs- und Verhaltensdispositionen von Lehrpersonen, er-fasst über arbeitsbezogene Erlebens-und Verhaltensmuster, für die von den Schülerinnen und Schülern wahrgenommenen kollektiven Ressourcen einer Schulklasse (Klassenklima, Beziehungen) sowie für ihre individuellen Ressourcen von Bedeutung sind, wird in dieser Studie untersucht. 335 Lehrpersonen und 204 Schülerinnen und Schüler der Primarstufe wurden befragt. Ergebnisse zeigen, dass nicht nur die Lehrpersonen die kollektiven Ressourcen different wahrnehmen, sondern dass auch die nach Typen unterschiedlicher Erlebens-und Verhaltensmuster ihrer Lehrpersonen gruppierten Schülerinnen und Schüler sich in der Wahrnehmung des Klassenklimas und der sozialen Beziehungen in der Klasse deutlich unterscheiden. In schulnahen individuellen Merkmalen, wie schulische Selbstwirksamkeit, Leistungsorientierung, positive Einstellung zur Schule und dem auf die Individualnorm gestützten schulischen Selbstkonzept zeigen sich schwächere Effekte. Auf die über die Schule hinausgehenden individuellen Merkmale der Schülerinnen und Schüler, wie die allgemeine Selbstwirksamkeit, die Lernmotivation, das schulische Selbstkonzept und die Bedeutung von Lernen lassen sich keine Effekte der Erlebens-und Verhaltensmuster ihrer Lehrpersonen erkennen.
Schlagwörter: Belastungserleben von Lehrpersonen-Klassenklima-Motivation von Schülerinnen und Schülern-schulisches Selbstkonzept-Selbstwirksamkeit Effects of teacher strain on students' perceptions of classroom climate, self-efficacy, school related self-concept and motivation Individual and social resources are important for students' well-being and performance. The study focuses on the impact of perceptual and behavioral dispositions of teachers, recorded by work-related patterns of work experience and behavior, on the collective resources of their students, perceived by their teachers and the students. 335 teachers and 204 primary school students were asked about their perceptions of the classroom climate, the relation among the students and on their individual resources. Results show, that the teachers appraise these collective resources different. The students, grouped according to types of different experiences and behavior patterns of their teachers, differ significantly in their perception of classroom climate and social relationships among them. Weaker effects appear in individual characteristics close to school, such as school self-efficacy, achievement orientation, positive attitude towards school and the school
Research on social aspects of academic motivation is scarce. Based on two nationally representative cohorts within the Swedish longitudinal ETF-project, the study examined (a) relationships between academic mastery/performance, social and future achievement goal orientations in the Swedish grade 9 compulsory school (2008/2014); (b) their implications for academic achievement; (c) interaction effects by gender and parental education. Social responsibility exerts the strongest effect on achievement; independently and combined. Girls strive for these goals more often than boys. All orientations are important for achievement; and for disadvantaged students in particular. The findings are important for interventions on enhancing motivation and reducing achievement gaps between student groups.
Social perspective-taking is a multifaceted skill set, involving the disposition, motivation, and contextual attempts to consider and understand other individuals. It is essential for appropriate behavior in teaching contexts and social life that has been investigated across various research traditions. Because social perspective-taking enables flexible reappraisals of social situations, it can facilitate more harmonious social interactions. We aimed to systematically review the disparate literature focusing on adults’ social perspective-taking to answer the overarching question: Are there findings on factors that positively or negatively related to adults’ social perspective-taking as possible protective factor for mental health? Specific questions were which internal or external factors are related to either dispositional or situation-specific social perspective-taking and are both forms related to each other, or do they vary independently of each other in response to these factors? We reviewed 92 studies published in 56 articles in last ten years including 213,095 healthy adults to answer these questions. The findings suggested several factors (e.g., gender, perceived social interactions) related to the dispositional form. Negative relationships to self-reported or tested (cortisol levels) distress suggested dispositional social perspective-taking as a protective factor for mental health. Dispositional social perspective-taking related to the situational form and some findings suggested changes in both forms through intervention. Thus, coordinating different perspectives on oneself or others reflects flexibility in behavior related to positive social and mental health outcomes.
Background:
Students' mastery goals are positively related to adaptive learning behaviour. Moreover, these goals often mediate the relation between perceived classroom characteristics and academic achievement. Research generally shows a decline of academic achievement and mastery goals after transition to middle school. Creating a learning environment at middle school according to students' basic needs for autonomy, competence, and social relatedness might help to reduce these declines. However, little is known about the relationship between perceived fulfilment of needs, mastery goals, and academic achievement.
Aims:
We investigate the relationship between indicators of students' perceived fulfilment of needs and their graded performance to determine whether the connection is indirect via mastery goals.
Sample:
We surveyed 2,105 students during the first year in middle school.
Methods:
We assessed the amount of the students' perceived autonomy, recognition of competence and support from the teacher (as indicators of competence and social relatedness) in class, their mastery goals, and their grades. Multilevel models were calculated.
Results:
Perceived fulfilment of needs correlated significantly with mastery goals and graded performance. Mastery goals predicted graded performance; however, when perceived fulfilment of needs and mastery goals were analysed simultaneously, the correlation between mastery goals and graded performance was no longer significant. There was no indirect relation between perceived fulfilment of needs and graded performance via mastery goals.
Conclusions:
Results indicate that creating the learning environment according to the students' basic needs is positively related to their mastery goals and graded performance during the first year at middle school.
Social perspective taking (SPT) and the coordination of subjective and alternative perspectives are paramount to social behavior. Scholars tend to agree that approaches to conceptualizing SPT relate to interpersonal understanding and to language skills. The aim of this study was to determine whether interrelations exist between children’s SPT and experience in reading because reading requires the reader to take various perspectives. Additionally, receptive vocabulary and reading fluency of 2,105 children were assessed and they completed a questionnaire at the beginning, in the middle, and at the end of fifth grade. Results indicated that the students’ SPT was determined by gender and reading experience with books and newspapers. We conclude that this reading experience affects students’ SPT levels positively; that finding can contribute to the development of school-based activities to enhance SPT levels.
The current study investigated whether manipulations of affective and cognitive empathy have differential effects on observed behavior and self-reported outcomes in adolescent-mother conflict discussions. We further examined how these situational empathy inductions interact with preexisting empathic dispositions. To promote ecological validity, we conducted home visits to study conflict discussions about real disagreements in adolescent-mother relationships. We explored the roles of sex, age, and maternal support and power as covariates and moderators. Results indicated that the affective empathy manipulation had no significant effects on behavior, although a trend in the hypothesized direction suggested that affective empathy might promote active problem solving. The cognitive empathy manipulation led to lower conflict escalation and promoted other-oriented listening for adolescents low in dispositional cognitive empathy. State-trait interactions indicated that the empathy manipulations had significant effects on self-reported outcomes for adolescents lower in dispositional empathic concern. For these adolescents, both manipulations promoted outcome satisfaction, but only the cognitive manipulation promoted perceived fairness. This suggests that cognitive empathy, in particular, allows adolescents to distance themselves from the emotional heat of a conflict and listen to mothers' point of view, leading to outcomes perceived as both satisfying and fair. These findings are relevant for interventions and clinicians because they demonstrate unique effects of promoting affective versus cognitive empathy. Because even these minimal manipulations promoted significant effects on observed behavior and self-reported outcomes, particularly for low-empathy adolescents, stronger structural interventions are likely to have marked benefits.
In the field of international educational surveys, equivalence of achievement scale scores across countries has received substantial attention in the academic literature; however, only a relatively recent emphasis on scale score equivalence in nonachievement education surveys has emerged. Given the current state of research in multiple-group models, findings regarding these recent measurement invariance investigations were supported with research that was limited in scope to few groups and relatively small sample sizes. To that end, this study uses data from one large-scale survey as a basis for examining the extent to which typical fit measures used in multiple-group confirmatory factor analysis are suitable for detecting measurement invariance in a large-scale survey context. Using measures validated in a smaller scale context and an empirically grounded simulation study, our findings indicate that many typical measures and associated criteria are either unsuitable in a large group and varied sample-size context or should be adjusted, particularly when the number of groups is large. We provide specific recommendations and discuss further areas for research.
Structural equation modeling (SEM) is a vast field and widely used by many applied researchers in the social and behavioral sciences. Over the years, many software pack-ages for structural equation modeling have been developed, both free and commercial. However, perhaps the best state-of-the-art software packages in this field are still closed-source and/or commercial. The R package lavaan has been developed to provide applied researchers, teachers, and statisticians, a free, fully open-source, but commercial-quality package for latent variable modeling. This paper explains the aims behind the develop-ment of the package, gives an overview of its most important features, and provides some examples to illustrate how lavaan works in practice.
Self-regulated learning is regarded as a critical component of successful online education. Hence, the development of effective online education requires an orchestration of external control and freedom for self-regulation. Prompts are regarded as effective means for promoting such personalised and adaptive learning processes in online education. Within two experimental studies, the effectiveness of preflective and reflective prompts is tested. Additionally, personal characteristics such as motivation and learning preferences are controlled. Results indicate that directed preflective prompts work best for novice learners. Such prompts also activate positive motivation within online learning environments. Still, more research is needed for investigating personalised and adaptive realisation of preflective prompts as well as automated feedback for SRL.
Coefficient alpha is the most popular measure of reliability (and certainly of internal consistency reliability) reported in psychological research. This is noteworthy given the numerous deficiencies of coefficient alpha documented in the psychometric literature. This mismatch between theory and practice appears to arise partly because users of psychological scales are unfamiliar with the psychometric literature on coefficient alpha and partly because alternatives to alpha are not widely known. We present a brief review of the psychometric literature on coefficient alpha, followed by a practical alternative in the form of coefficient omega. To facilitate the shift from alpha to omega, we also present a brief guide to the calculation of point and interval estimates of omega using a free, open source software environment.
Schule und Unterricht sind Interaktionskontexte, die jedem Mitglied einer modernen Ge-sellschaft aus eigener Erfahrung bekannt
sind. Alle sind wir zur Schule gegangen und über lange Zeit unterrichtet worden. Nach einer Zählung von Rutter, Maugham, Mortimer
und Houston (1980) sind es rd. 15.000 Stunden, die ein individueller Mensch in einer heutigen Gesellschaft während seiner
Kindheit und Jugend in Schulen verbringt, eine Zahl, die von Fend (2006: 56) bestätigt wird.1 Mit der Expansion des Bildungswesens und dem erweiter-ten Zugang zu höherer Bildung in den meisten westlichen Ländern seit
den 1960er Jahren dürfte die durchschnittliche Lebenszeit, die ein Individuum an Schulen, Hochschulen und vergleichbaren,
meist ebenfalls schulischen Bildungsstätten verbringt, noch um einiges größer sein. Die „Verschulung der Gesellschaft“ (Bornschier
und Aebi 1992) hat die Al-tersphase zwischen fünf und 25 Jahren zu einem Lebensabschnitt gemacht, der im Wesent-lichen von
professionell angeleitetem Lernen bestimmt wird. „Immer mehr junge Menschen innerhalb eines Landes, aber auch weltweit, besuchen
immer länger die Schule“ (Adick 2004: 954). Auch wenn Kinder und Jugendliche nicht nur schulische Erfahrungen machen, sondern
ebenso von Eltern, Gleichaltrigen und anderen Bezugspersonen, aber auch von den Medien und einem wachsenden Freizeitangebot
beeinflusst werden, stellt die Schule eine der wichtigsten Sozialisationsinstanzen in einer modernen Gesellschaft dar.
Examines the classroom learning environment in relation to achievement goal theory of motivation. Classroom structures are described in terms of how they make different types of achievement goals salient and as a consequence elicit qualitatively different patterns of motivation. Task, evaluation and recognition, and authority dimensions of classrooms are presented as examples of structures that can influence children's orientation toward different achievement goals. Central to the thesis of this article is a perspective that argues for an identification of classroom structures that can contribute to a mastery orientation, a systematic analysis of these structures, and a determination of how these structures relate to each other. The ways in which interventions must address the independency among these structures are discussed in terms of how they influence student motivation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Past work has documented and described major patterns of adaptive and maladaptive behavior: the mastery-oriented and the helpless patterns. In this article, we present a research-based model that accounts for these patterns in terms of underlying psychological processes. The model specifies how individuals' implicit theories orient them toward particular goals and how these goals set up the different patterns. Indeed, we show how each feature (cognitive, affective, and behavioral) of the adaptive and maladaptive patterns can be seen to follow directly from different goals. We then examine the generality of the model and use it to illuminate phenomena in a wide variety of domains. Finally, we place the model in its broadest context and examine its implications for our understanding of motivational and personality processes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Children's sense of relatedness is vital to their academic motivation from 3rd to 6th grade. Children's (n = 641) reports of relatedness predicted changes in classroom engagement over the school year and contributed over and above the effects of perceived control. Regression and cumulative risk analyses revealed that relatedness to parents, teachers, and peers each uniquely contributed to students' engagement, especially emotional engagement. Girls reported higher relatedness than boys, but relatedness to teachers was a more salient predictor of engagement for boys. Feelings of relatedness to teachers dropped from 5th to 6th grade, but the effects of relatedness on engagement were stronger for 6th graders. Discussion examines theoretical, empirical, and practical implications of relatedness as a key predictor of children's academic motivation and performance. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
For a long time Cronbach’s α was one of the major assets of classical test theory, a well-established statistic that could be found in virtually every paper reporting an evaluation of a measure. However, many researchers no longer consider classical test theory as state-of-the-art, gradually replacing it by congeneric test theory, although this shift seems not yet to have really become aware to all the members of the relevant scientific public. Congeneric test theory emphasizes model fit with respect to the congeneric model of measurement (Jöreskog, 1971) as the standard model instead of consistency. It suggests the perspective of the model, and the major characteristic of this model is that it tends to produce measures that are really one-dimensional. As a consequence, there is reason to expect that a specific measure, accordingly constructed, truly represents a specific construct. So there has been an implicit move from emphasizing consistency to emphasizing homogeneity. This is a move in the direction of a property that characterizes many item response models (Fischer,1974). The move regarding the dominating test theory signifies that the role of Cronbach’s α is changing. It represents a test theory that is no longer considered as state-of-the-art. This does not mean that Cronbach’s α produces wrong results, but that there are methods providing results considered to be more precise and more appropriate, and that in itself represents a critique (Raykov, 2001; Schweizer, Altmeyer, Reiß, & Schreiner, 2010). What remains for the moment is the role of a link that relates the test construction of the past to the test construction of the future. Cronbach’s α presents an established standard, and for a while it may serve as a kind of comparison level that helps to overcome the distrust in the new developments. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined the role of natural peer-group selection and socialization processes in children's school motivation. At the beginning of the school year, self- and teacher reports of classroom engagement were obtained for 109 students in 2 4th- and 2 5th-grade classrooms. On the basis of interviews with 57 students, composite maps of the social networks in these classrooms were constructed, which were found to be reliable across reporters and composed of children with similar motivational orientations. Longitudinal analyses of a 4th-grade classroom across the school year indicated continuity in the motivational composition of peer groups, despite considerable changes in individual memberships. Evidence was found for motivationally based group selection across time and for group socialization of individuals' engagement. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The widespread and increasing use of cooperative learning is one of the great success stories of social and educational psychology. Its success largely rests on the relationships among theory, research, and practice. Social interdependence theory provides a foundation on which cooperative learning is built. More than 1,200 research studies have been conducted in the past 11 decades on cooperative, competitive, and individualistic efforts. Findings from these studies have validated, modified, refined, and extended the theory. From the theory, procedures for the teacher’s role in using formal and informal cooperative learning and cooperative base groups have been operationalized. Those procedures are widely used by educators throughout the world. The applications have resulted in revisions of the theory and the generation of new research.
The literature on structural equation models is unclear on whether and when multicollinearity may pose problems in theory testing (Type II errors). Two Monte Carlo simulation experiments show that multicollinearity can cause problems under certain conditions, specifically: (1) when multicollinearity is extreme, Type II error rates are generally unacceptably high (over 80%), (2) when multicollinearity is between 0.6 and 0.8, Type II error rates can be substantial (greater than 50% and frequently above 80%) if composite reliability is weak, explained variance (2) is low, and sample size is relatively small. However, as reliability improves (0.80 or higher), explained variance 2 reaches 0.75, and sample becomes relatively large, Type II error rates become negligible. (3) When multicollinearity is between 0.4 and 0.5, Type II error rates tend to be quite small, except when reliability is weak, 2 is low, and sample size is small, in which case error rates can still be high (greater than 50%). Methods for detecting and correcting multicollinearity are briefly discussed. However, since multicollinearity is difficult to manage after the fact, researchers should avoid problems by carefully managing the factors known to mitigate multicollinearity problems (particularly measurement error).
Die Forschung zur Schülerpersönlichkeit ist Teil der Pädagogischen Psychologie und der Persönlichkeitspsychologie. „Persönlichkeitspsychologie ist die empirische Wissenschaft von den überdauernden, nichtpathologischen, verhaltensrelevanten individuellen Besonderheiten von Menschen“ (Asendorpf 1996, S. 11), und Persönlichkeit wird durch individuelle Muster von mehr oder minder stabilen Eigenschaften beschrieben (vgl. Pekrun 1983). Diese Eigenschaften können unterschiedlich global und unterschiedlich stabil sein. Zu den bereichsunspezifischen Personmerkmalen gehören etwa globale Persönlichkeitseigenschaften wie Neurotizismus oder der Selbstwert. Die globalen Persönlichkeitseigenschaften sind als sehr stabil gedacht. Im Gegensatz dazu kann sich der Selbstwert einer Person unter bestimmten Bedingungen ändern. Ausmaß und zeitlicher Umfang der Stabilität eines Personmerkmals variiert also unabhängig von dem Ausmaß an Globalität eines Personmerkmals. Alle Personmerkmale gemeinsam beschreiben die Persönlichkeit eines Individuums. Die Schülerpersönlichkeit unterscheidet sich nicht von der Persönlichkeit von Kindern und Jugendlichen. Vielmehr wird mit dem Terminus Schülerpersönlichkeit das Wechselspiel zwischen Persönlichkeitsentwicklung und Schulfaktoren angesprochen (Pekrun 1983). Diesen schulbezogenen Persönlichkeitsmerkmalen werden wir in diesem Kapitel nachgehen.
Diversity is a defining characteristic of modern society, yet there remains considerable debate over the benefits that it brings. The authors argue that positive psychological and behavioral outcomes will be observed only when social and cultural diversity is experienced in a way that challenges stereotypical expectations and that when this precondition is met, the experience has cognitive consequences that resonate across multiple domains. A model, rooted in social categorization theory and research, outlines the preconditions and processes through which people cognitively adapt to the experience of social and cultural diversity and the resulting cross-domain benefits that this brings. Evidence is drawn from a range of literatures to support this model, including work on biculturalism, minority influence, cognitive development, stereotype threat, work group productivity, creativity, and political ideology. The authors bring together a range of differing diversity experiences and explicitly draw parallels between programs of research that have focused on both perceiving others who are multicultural and being multicultural oneself. The findings from this integrative review suggest that experiencing diversity that challenges expectations may not only encourage greater tolerance but also have benefits beyond intergroup relations to varied aspects of psychological functioning.
The present article examines the nature and function of human agency within the conceptual model of triadic reciprocal causation. In analyzing the operation of human agency in this interactional causal structure, social cognitive theory accords a central role to cognitive, vicarious, self-reflective, and self-regulatory processes. The issues addressed concern the psychological mechanisms through which personal agency is exercised, the hierarchical structure of self-regulatory systems, eschewal of the dichotomous construal of self as agent and self as object, and the properties of a nondualistic but nonreductional conception of human agency. The relation of agent causality to the fundamental issues of freedom and determinism is also analyzed.
Forschungsbefunde im Rahmen der Selbstbestimmungstheorie (SDT) zeigen, dass das Gefühl sozialer Eingebundenheit sowohl das Selbstkonzept als auch die schulische Leistung begünstigen. Allerdings gibt es bislang keine Studien, die verschiedene Facetten sozialer Eingebundenheit differenziert und dabei auch mögliche geschlechtsspezifische Unterschiede berücksichtigen. Dieses Forschungsdesiderat aufgreifend hat die vorliegende Studie dieses Zusammenspiel mit Fragebogendaten von Jugendlichen an Berliner Gymnasien mittels latentem Mittelwertvergleich und Multigruppenstrukturgleichungsmodell näher untersucht und dabei soziale Eingebundenheit im Sinne von schulischem Zugehörigkeitsgefühl, SchülerInnen- Sozialklima und Fürsorglichkeit der LehrerInnen näher spezifiziert. Die Ergebnisse zeigen, dass sich Mädchen und Jungen in ihren Mittelwerten nicht signifikant voneinander unterschieden, wohl aber im Zusammenspiel der Variablen. Während für Jungen lediglich das schulische Zugehörigkeitsgefühl in positivem Zusammenhang mit ihrem schulischen Selbstkonzept steht, ist für Mädchen darüber hinaus das SchülerInnen-Sozialklima mit positiverem Selbstkonzept und besseren Noten verbunden.
Quickly after its introduction in the early 1980′s, achievement goal theory blossomed into one of the most popular frameworks in motivation research. Over three plus decades, the theory evolved in a number of ways. Some of these developments brought about much-needed conceptual and methodological clarity; but, they also involved a shift away from questions of complexity and contextualism that marked the earlier research on achievement goals. In this paper, we consider the original focus of achievement goal theory, several ways in which the theory has changed, and what we have learned from intervention research and examinations of achievement goals among diverse populations. The paper concludes with suggestions for future directions in achievement goal research to increase focus on complexity, educational contexts, and issues of ethnic, cultural, and gender diversity.
This article discusses motivation from the perspective of Bandura’s social cognitive theory. Motivation refers to processes that instigate and sustain goal-directed activities. Motivational processes are personal/internal influences that lead to outcomes such as choice, effort, persistence, achievement, and environmental regulation. Motivation has been a prominent feature of social cognitive theory from the early modeling research to the current conception involving agency. The conceptual framework of reciprocal interactions is discussed, after which research is summarized on behavioral, environmental, and personal influences on motivation. Key internal motivational processes are goals and self-evaluations of progress, self-efficacy, social comparisons, values, outcome expectations, attributions, and self-regulation. Critical issues confronting the theory include diversity and culture, methodology, and long-term effects of interventions. The article concludes with additional recommendations for future research on contexts, conceptual clarity, and technology.
Eine starke Lernzielstruktur in der Klasse (das Ausmaß, in dem der Unterricht das Ziel dazuzulernen und Kompetenzen zu erweitern, vorgibt oder ermöglicht) gilt als besonders motivations- und lernförderlich. Forschungslücken existieren jedoch zur Frage, welche konkreten unterrichtlichen Praktiken eine wahrgenommene Lernzielstruktur begünstigen. Zu ihrer Beschreibung wird das IBAS-Modell vorgeschlagen, das eine Weiterentwicklung des TARGET-Modells darstellt. Es sieht eine Inhalts-, eine Bewertungs-, eine Autonomie- und eine soziale Dimension sowie 2–4 spezifische unterrichtliche Praktiken pro Dimension vor. Zur Gewinnung erster Indizien für die Modellgültigkeit wurden 1128 Schüler(innen) aus 72 Schulklassen der Jahrgangsstufen 5–10 befragt. Mehrebenenanalysen verwiesen im Einklang mit den Modellannahmen darauf, dass alle einbezogenen unterrichtlichen Praktiken positiv und substanziell im Zusammenhang mit der wahrgenommenen Lernzielstruktur stehen. Profilanalysen von Extremklassen deuteten zudem darauf hin, dass weniger einzelne Unterrichtsmerkmale als vielmehr das Zusammenspiel aller Dimensionen für die Realisierung einer Lernzielstruktur von Bedeutung sind.
This chapter focuses on how the linkage between intragroup and intergroup relations frames children's social inclusion and exclusion. It introduces subjective group dynamics theory to provide an account of this linkage, and explains the developmental subjective group dynamics (DSGD) model. This model considers children's expectations about how other group members may uphold group norms. The chapter also introduces propositions from the DSGD model. It seeks to explain how these SGD processes arise during social development and offers a series of propositions about children‘s judgments of group members in intergroup contexts, the underpinning social-cognitive abilities, and social experiences that contribute to group nous. The DSGD model holds that differential inclusion should relate to children's more advanced social perspective taking abilities. Theory of Social Mind” tests whether children can distinguish between their own negative evaluation of a thief from the evaluation by someone who had no knowledge of the character's wrongdoing.
The current meta-analysis investigated the extent to which personality traits changed as a result of intervention, with the primary focus on clinical interventions. We identified 207 studies that had tracked changes in measures of personality traits during interventions, including true experiments and prepost change designs. Interventions were associated with marked changes in personality trait measures over an average time of 24 weeks (e.g., d = .37). Additional analyses showed that the increases replicated across experimental and nonexperimental designs, for nonclinical interventions, and persisted in longitudinal follow-ups of samples beyond the course of intervention. Emotional stability was the primary trait domain showing changes as a result of therapy, followed by extraversion. The type of therapy employed was not strongly associated with the amount of change in personality traits. Patients presenting with anxiety disorders changed the most, and patients being treated for substance use changed the least. The relevance of the results for theory and social policy are discussed.
Untersuchungen zur Lehrer-Schüler-Beziehung haben eine lange Tradition in der psychologischen Forschung. Dabei haben bisherige Ansätze gezeigt, dass es sich bei der Lehrer-Schüler-Beziehung um ein multidimensionales und dynamisches Konstrukt handelt, das -- je nach theoretischer Ausrichtung -- sehr unterschiedlich konzeptualisiert wird. Im vorliegenden Übersichtsartikel werden drei gängige theoretische Ansätze (Erziehungsstilforschung, Bindungstheorie und Selbstbestimmungstheorie) vorgestellt und kritisch diskutiert, mit dem Ziel Potenziale und Defizite zu identifizieren, anhand derer sich Forschungsdesiderate ableiten lassen. Zusammenfassend lässt sich sagen, dass je nach theoretischer Ausrichtung unterschiedliche Aspekte der Lehrer-Schüler-Beziehung empirisch fokussiert werden, was eine Vergleichbarkeit der verschiedenen Forschungsergebnisse maßgeblich erschwert. Schließlich gilt es der Komplexität der Lehrer-Schüler-Beziehung theoretisch und empirisch besser gerecht zu werden, um spezifischere Implikationen für die Lehrerbildung und Schulpraxis generieren zu können.
Vertrauen ist ein jedem Menschen wohlbekanntes und alltäglich erfahrbares Phänomen, dennoch ist die Frage nach dem Kern, dem Wesen des Vertrauens wissenschaftlich nicht leicht zu beantworten. Konsens besteht allerdings dahingehend, dass Vertrauen eine soziale und personale Ressource darstellt und sich positiv auf das Gelingen zwischenmenschlicher Interaktionen auswirkt. Aus psychologischer Perspektive lässt sich Vertrauen als Moderatorvariable sozialer Wahrnehmung und Informationsverarbeitung begreifen; über die vertrauensbasierte Regulation der reziproken Prozesse des Erlebens und Handelns werden zentrale Sicherheitsund Kontrollbedürfnisse befriedigt (s. zusammenfassend Schweer, 2014a; Schweer & Lachner, 2011). Dies gilt auch für pädagogische Beziehungen: Seit den Anfängen der Pädagogik hat es immer wieder Positionen gegeben, die Erziehung ohne Ver trauen als zum Scheitern verurteilt sehen. Gleichwohl finden sich, wenn auch selten, dennoch Auffassungen, die im Vertrauen ein Gefährdungspotential für die kindliche Autonomie sehen.
In der vorliegenden Studie wurde ein Fragebogen sozialer Kompetenzen für Kinder und Jugendliche (Selbsteinschätzung) entwickelt, welcher die Multidimensionalität sozialer Kompetenzen berücksichtigt. Der Fragebogen wurde anhand der Einschätzungen sozialer Kompetenzen durch die Lehrkraft und des sozialen Status durch die Mitschüler sowie weiterer Persönlichkeitseigenschaften, sozialer Erwünschtheit und kognitiver Fähigkeiten validiert. An der Untersuchung nahmen 684 Schüler im Alter von 12 bis 17 Jahren teil. Eine Kreuzvalidierung der Faktorenstruktur ergab sechs Skalen sozialer Kompetenzen, die gute bis zufriedenstellende Reliabilitätsindizes zeigten: soziale Orientierung, soziale Initiative, Selbstkontrolle, Emotionsregulation, Personenwahrnehmung und Selbstaufmerksamkeit. Die Selbsteinschätzung sozialer Kompetenzen korrelierte mit der Lehrereinschätzung sozialer Kompetenzen sowie der Mitschülereinschätzung des sozialen Status. Die verschiedenen Skalen sozialer Kompetenzen standen ebenso in Zusammenhang mit Referenzkonstrukten (Extraversion, Schüchternheit, soziales Engagement, aggressives Verhalten), während sie von kognitiven Fähigkeiten abgegrenzt werden konnten. Soziale Orientierung und Selbstkontrolle erwiesen sich als anfällig für die Tendenz zu sozial erwünschtem Antwortverhalten.
We need to make substantial changes to how we conduct research. First, in response to heightened concern that our published research literature is incomplete and untrustworthy, we need new requirements to ensure research integrity. These include prespecification of studies whenever possible, avoidance of selection and other inappropriate data-analytic practices, complete reporting, and encouragement of replication. Second, in response to renewed recognition of the severe flaws of null-hypothesis significance testing (NHST), we need to shift from reliance on NHST to estimation and other preferred techniques. The new statistics refers to recommended practices, including estimation based on effect sizes, confidence intervals, and meta-analysis. The techniques are not new, but adopting them widely would be new for many researchers, as well as highly beneficial. This article explains why the new statistics are important and offers guidance for their use. It describes an eight-step new-statistics strategy for research with integrity, which starts with formulation of research questions in estimation terms, has no place for NHST, and is aimed at building a cumulative quantitative discipline.
A 2 × 2 achievement goal framework comprising mastery-approach, mastery-avoidance, performance approach, and performance-avoidance goals was proposed and tested in 3 studies. Factor analytic results supported the independence of the 4 achievement goal constructs. The goals were examined with respect to several important antecedents (e.g., motive dispositions, implicit theories, socialization histories) and consequences (e.g., anticipatory test anxiety, exam performance, health center visits), with particular attention allocated to the new mastery-avoidance goal construct. The results revealed distinct empirical profiles for each of the achievement goals; the pattern for mastery-avoidance goals was, as anticipated, more negative than that for mastery-approach goals and more positive than that for performance avoidance goals. Implications of the present work for future theoretical development in the achievement goal literature are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Goal orientation and reference norm orientation are very profitable constructs in educational psychology. Both constructs differ clearly in terms of their theoretical origin as well as their exact contents.Nevertheless, both constructs are often being connected with each other argumentatively, although their relationship has not been tested empirically to date. In the present article we examine the assumption that people prefer those reference norms providing information about the goals they pursue. Specifically, a learning goal orientation should be associated with an individual reference norm orientation, whereas a performance goal orientation should be associated with a social reference norm orientation. In six studies data on these constructs were collected by questionnaires in different samples (university students, 11th-graders, 7th-/8th-graders, 4th-graders as well as parents). The results corroborate the hypotheses. Implications of the findings for the underlying theories are discussed.
This study investigated the relations between early adolescents’ academic motivational orientations and an aspect of quality of friendship: intimacy. Two-hundred and three Jewish-Israeli seventh grade students responded to surveys asking them about their academic achievement goals and about characteristics of their friendships. Variable-centered regression analyses suggested that mastery goals were positively associated with mutual sharing of difficulties, trust, and adaptive social problem-solving between friends, whereas performance-approach goals were negatively associated with intimacy friendship. Moreover, both performance-approach and performance-avoidance goals were associated with mistrust, inconsideration, and tension between friends. A person-centered analysis, employing cluster analysis, suggested that profiles with a higher level of mastery goals relative to both types of performance goals were associated with less mistrust among friends in comparison with profiles with a higher level of performance goals relative to mastery goals. The findings point to the connection between academic motivation and social relationships in school.
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To examine the 2×2 achievement goal framework (which crosses the task–ego and approach–avoidance distinctions) in a physical education context. The psychometric properties of the 2×2 Achievement Goals in Physical Education Questionnaire were tested and correlates of distinct achievement goal profiles were examined in two Asian samples. Method Two cross-sectional studies involving youth aged 11–18 years (total N=995) from Singapore. Results Confirmatory factor analyses supported the factor structure of the 2×2 achievement goal framework in the physical education context. Factorial invariance across gender and athletic status was supported through multi-group analysis. Four distinct clusters were identified, and linked to patterns of psychological characteristics and outcomes. Conclusion Achievement goal researchers in sport and exercise psychology may wish to make use of the 2×2 achievement goal framework. The intraindividual approach to achievement goal profiles is valuable, yet underutilized at present. However, important questions regarding differences in approach and avoidance motivation across cultures require further research.
Standards for educational and psychological testing
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Using R and the psych package to find ω. 1-20
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Soziale Interaktion und Klassenklima
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