November 2024
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46 Reads
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November 2024
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46 Reads
November 2024
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34 Reads
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1 Citation
Learning and Instruction
This report comprises two studies that more closely examined the conscientiousness × Interest Compensation (CONIC) model by Trautwein, Nagengast, Roberts, and Lüdtke (2019) under laboratory conditions. The model specifies individual and compensatory effects of conscientiousness and individual interest on academic effort.
March 2023
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15,871 Reads
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107 Citations
Educational Psychology Review
Several major theories have been established in research on motivation in education to describe, explain, and predict the direction, initiation, intensity, and persistence of learning behaviors. The most commonly cited theories of academic motivation include expectancy-value theory, social cognitive theory, self-determination theory, interest theory, achievement goal theory, and attribution theory. To gain a deeper understanding of the similarities and differences among these prominent theories, we present an integrative framework based on an action model (Heckhausen & Heckhausen, 2018). The basic model is deliberately parsimonious, consisting of six stages of action: the situation, the self, the goal, the action, the outcome, and the consequences. Motivational constructs from each major theory are related to these determinants in the course of action, mainly revealing differences and to a lesser extent commonalities. In the integrative model, learning outcomes represent a typical indicator of goal-directed behavior. Associated recent meta-analyses demonstrate the empirical relationship between the motivational constructs of the six central theories and academic achievement. They provide evidence for the explanatory value of each theory for students’ learning.
February 2023
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83 Reads
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6 Citations
Based on the theory of integrated domains in epistemology, the question of domain specificity of epistemic beliefs was investigated from a comprehensive perspective. We examined intraindividual differences in epistemic beliefs about the natural, mathematical, social, and linguistic sciences that represented almost the entire spectrum of subjects taught in secondary schools. The sample comprised 196 pre-service teachers who four times filled in an epistemic belief questionnaire, which could capture four dimensions of epistemic beliefs in four school subject domains with sufficient reliability. Regarding the core question of domain specificity of epistemic beliefs, all four domains were found to largely differ from each other on all four epistemic dimensions. These findings were supported by correlational analyses and structural equation modelling. In total, they provide strong evidence for the domain specificity of epistemic beliefs about school subject domains, which raises the demand for a classification system to specify major fields of personal epistemology. • HIGHLIGHTS • We examined pre-service teachers’ epistemic beliefs about school subject domains. • We compared beliefs about the natural, mathematical, social, and linguistic sciences. • A questionnaire with four dimensions reliably measured beliefs across domains. • All four domains largely differed from each other in all four dimensions. • Results provide strong evidence for the domain-specificity of epistemic beliefs.
January 2023
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44 Reads
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2 Citations
Teaching and Teacher Education
In a cross-sectional study, we examined whether teacher stress and voice fatigue resulting from student noise mediated the relationship between noise sensitivity and noise-related burnout. Based on the simplified model of teacher stress, we collected online data from 159 German elementary and middle school teachers. Results indicated that teacher stress mediated the relationship between noise sensitivity and vocal fatigue; voice fatigue mediated the relationship between stress and noise-related burnout; stress and voice fatigue serially mediated the relationship between noise sensitivity and noise-related burnout. Implications of the findings for teachers are discussed and suggestions for future research are offered.
May 2022
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18 Reads
January 2022
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148 Reads
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9 Citations
School noise is a serious, inevitable problem that teachers experience as stress or strain. Coping styles have a huge impact on teachers’ mental health and therefore might influence this daily stress experience. Based on the stress-strain model and the transactional stress model, we examined in an online study how 99 teachers with different coping styles reacted to school noise. Four professional coping styles were derived from the overarching dimensions of professional commitment and experience resilience. The healthy type, the unambitious type, type A, and type burnout differed in terms of threat appraisal, noise stress, voice and hearing problems as well as noise-related burnout. Compared to the healthy type, types A and burnout showed higher levels of stress. Teachers of the risk types turned out to be more vulnerable to school noise than teachers of the healthy type. Specific prevention programs may help to improve teacher resilience.
November 2021
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217 Reads
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6 Citations
Student noise can affect teachers’ stress experience and work performance. Two experimental studies were conducted to examine these effects in more detail. Based on Lazarus’ transactional stress model and the maximal adaptability theory, we assumed an increase in stress experience due to noise and stimulating effects of noise up to a point of maximal adaption before performance drops. The first experiment comprised 74 and the second experiment included 104 student teachers from a German university that were randomly assigned to one of three noise conditions. Participants were asked to complete a concentration test and correct a dictation. Results from analyses of variance were in support of our hypotheses. In both experiments, noise exposure increased stress experience. The first experiment showed positive effects and the second experiment negative effects of noise on participants’ error correction. The results are discussed with respect to school noise affecting teachers’ mental health and work performance.
October 2021
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79 Reads
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8 Citations
October 2021
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195 Reads
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19 Citations
Learning and Instruction
Flipped classroom refers to an instructional approach in which students study educational videos at home and do homework assignments in class. The present study aims to compare flipped classroom with other forms of video-based instruction and determine which types of students benefit most from video-based instruction. Thirty-eight EFL school classes with 848 ninth-grade students took part in a quasi-experimental pre-post-test intervention study over four weeks. Two independent variables were completely crossed resulting in four experimental conditions: video (at home vs. in class) and instructional method (student-centred vs. teacher-centred). Multilevel analysis reveals that all four experimental conditions were equally effective in promoting students’ learning gains. At-risk, average and excellent students profited least from the learning conditions. The study constitutes a first step towards a comprehensive evaluation of flipped classroom by using a better-controlled research design and may contribute to a more objective discussion about the positive effects of flipped classroom.
... Student motivation can be defined as a student's willingness or desire to be engaged and commit effort to completing a task (Wolters, 1998). To be motivated in that sense, especially achievement goals (i.e., the intention to engage in competence-related behaviors; Elliot & Hulleman, 2017) are important (Urhahne & Wijnia, 2023;Wolters, 2004). Achievement goals can be differentiated in a variety of ways (Elliot et al., 2011;Elliot & McGregor, 2001;Nicholls, 1984). ...
March 2023
Educational Psychology Review
... Other researchers (L. L. B. Barnes et al., 2001;Kidwell & Kidwell, 2008;Thompson et al., 2021;Urhahne & Kremer, 2023) have noted the association between field of expertise and beliefs, and this was supported in the current study, likely due to training that provides a deeper understanding of cognition. The literature contains mixed results on the association between faculty role and beliefs and this may explain the limited association found between the role variables and the belief scales in the current study. ...
February 2023
... Teacher stress is not just an issue in the Unites States. Recent international research shows evidence of rising concern worldwide (Carroll et al., 2020;Levantini et al., 2021;Tomek & Urhahne, 2022;Tomek & Urhahne, 2023;Wang et al., 2021). Wang et al. (2021) gave the Classroom Appraisal of Resources and Demands (CARD) survey to 521 U.S. elementary teachers from an urban district and 580 urban Chinese teachers, and 85% of the 65 items were the same in both countries. ...
January 2023
Teaching and Teacher Education
... Individuals experiencing academic burnout typically exhibit persis-tent negative thoughts towards learning. This condition can arise due to high standards, excessive self-criticism, academic stress, and self-dissatisfaction, leading to academic burnout and impacting their academic performance (Choi et al., 2022;Tomek & Urhahne, 2022). Babb et al. (2022) add that academic burnout can result from an imbalance between the resources needed and the academic demands faced. ...
January 2022
... Although commonly taken as negative, these observations were actually positive signs of active student engagement. A recent study found that noisiness and messiness could be disruptive and stressful for teachers, but these could also indicate that students are actively engaged in learning activities (22). ...
November 2021
... Studies have proved that reasoning ability is significantly correlated with the ability to solve complex problems, and participants with higher reasoning ability usually have higher ability to solve complex problem [12]. Other research results supported the important role of working memory in complex problem solving based on the cognitive load model, for instance, that the participants with higher working memory level show higher ability to solve complex problem [13]. ...
October 2021
... Video lectures are commonly mentioned as a crucial component of flipped learning to enhance teaching and learning at a level acceptable for students and as one strategy to address the issue of rote learning, particularly in English (Wagner et al., 2021). (Shaqalal, 2018). ...
October 2021
Learning and Instruction
... In order to do so, teachers can benefit if they know how motivated their students are. However, empirically teachers face enormous difficulties in judging students' motivation accurately (Urhahne & Wijnia, 2021). This can have negative consequences because, for example, the underestimation of a student's motivation diminishes learning progress (Brandmiller et al., 2024). ...
February 2021
Educational Research Review
... A deep approach to learning is an approach in which students involve themselves meaningfully with the subject matter intending to attain a meaningful understanding of the content through reading, relating prior knowledge and personal experiences to the learnt content [5]. A surface approach to learning, on the other hand, is one in which a student learns just enough to pass an assessment with the intention to fulfill the minimum requirements of an educational programme without an in-depth understanding of the learnt content, usually relying on memorizing and reproduction of learnt content [6,7]. There is also a strategic approach to learning and students with a strategic approach to learning, are focused on achievement on assessments, and as such pay much attention to the organizing and management of their study efforts so that they achieve better grades [8]. ...
May 2020
... The BiKS-8-18 data further revealed only low correlations between secondary school teachers' judgements of children's test anxiety (worry, emotionality) and children's selfreported test anxiety in the school subjects of German (worry: r = 0.28, emotionality: r = 0.27) and mathematics (worry: r = 0.44, emotionality: r = 0.20; Karing et al. 2015). Similar findings were reported by Zhu and Urhahne (2021) who investigated Chinese elementary school teachers' judgement accuracy of sixth graders' mathematical competence, motivation (e.g., self-efficacy, selfconcept, effort, expectancy for success), test anxiety, and interest in the subject of mathematics. They found that teachers predict students' mathematical competence with high accuracy, motivation with moderate to high accuracy, and test anxiety as well as interest with low accuracy. ...
May 2020
European Journal of Psychology of Education