142 research outputs found
The Unfolding of Students' Motivation in the Natural Classroom Setting: The Role of Motivational Teaching Practices
FĂŒr viele Heranwachsende ist die Schule ein inspirierender Ort, an dem sie Inhalten begegnen, die ihre inhĂ€rente Freude oder Neugierde wecken. Schule geht aber auch unweigerlich mit Erwartungen und Anforderungen von anderen (z.B. LehrkrĂ€ften) einher, die Kompetenzen und Wissen in Bereichen, FĂ€chern oder Aufgaben verlangen, die nicht in den Interessenbereich jeder einzelnen SchĂŒlerin und jedes einzelnen SchĂŒlers fallen. Die Sekundarstufe ist daher typischerweise durch einen Motivationsabfall, insbesondere im Fach Mathematik, gekennzeichnet (e.g., Gaspard et al., 2017; Jacobs et al., 2002; Watt, 2004). Eine der gröĂten Herausforderungen fĂŒr die pĂ€dagogische Praxis besteht daher darin, Bedingungen zu schaffen, "unter denen Menschen sich selbst motivieren können" (Reeve, 2010, S. 17), um diesem Motivationsabfall entgegenzuwirken. Die Forschung hat die Verantwortung, solche Bedingungen zu identifizieren und ein fundiertes VerstĂ€ndnis dafĂŒr zu entwickeln, wie sie sich im Hinblick auf die Motivation der SchĂŒlerinnen und SchĂŒler auswirken. In diesem Zusammenhang hat die bisherige Forschung auf die wichtige Rolle der UnterrichtsqualitĂ€t (e.g., Eccles & Roeser, 2015; Pianta & Hamre, 2009; Rakoczy et al., 2008) hingewiesen und dabei insbesondere motivationale Verhaltensweisen von LehrkrĂ€ften in der natĂŒrlichen Unterrichtsumgebung als relevant identifiziert (e.g., Hamre & Pianta, 2010; Reeve et al., 1999; Ryan & Deci, 2020; Stroet et al., 2013; Wentzel, 2009), wie beispielsweise die UnterstĂŒtzung der Autonomie der SchĂŒlerinnen und SchĂŒler. Einige Fragen zu dieser damit neu eröffneten Schnittstelle zwischen Motivationswissenschaft und Forschung zur UnterrichtsqualitĂ€t mĂŒssen jedoch noch tiefgreifender untersucht werden. Angelehnt an etablierte theoretische Rahmenmodelle und Ăberlegungen (e.g., Deci & Ryan, 1985; Eccles et al., 1983; see also Hall & Lindzey, 1957; Vansteenkiste & Mouratidis, 2016; and particularly Pintrich, 2003) wurden im Rahmen dieser Dissertation drei substantielle Fragen im Hinblick auf die gegenwĂ€rtige und zukĂŒnftige Forschung an dieser Schnittstelle aufgeworfen: (a) Wie konsistent sind motivationale Verhaltensweisen der Lehrkraft, (b) Was sind die VorlĂ€ufer motivationaler Verhaltensweisen der Lehrkraft, und (c) Welche anderen externen Faktoren, die auf die Motivation der SchĂŒlerinnen und SchĂŒler abzielen, begleiten motivationale Verhaltensweisen der Lehrkraft im Bildungsbereich? Im Rahmen der vorliegenden Dissertation wurden zentrale Aspekte zu diesen Fragen (in Hinblick auf (a) die StabilitĂ€t der Motivation von SchĂŒlerinnen und SchĂŒlern sowie der motivationalen Verhaltensweisen der Lehrkraft, (b) die Motivation der Lehrkraft als VorlĂ€ufer ihrer motivationalen Verhaltensweisen und (c) die gemeinsame Auswirkung motivationaler Verhaltensweisen der Lehrkraft und einer Relevanzintervention im Matheunterricht) durch drei empirische Studien untersucht.
In der ersten Studie (The âsituative natureâ of competence and value beliefs and the predictive power of autonomy support: A longitudinal investigation of repeated observations) wurde die situative Natur der Motivation von SchĂŒlerinnen und SchĂŒlern sowie ZusammenhĂ€nge mit stabilen und fluktuierenden Faktoren der motivationalen Verhaltensweisen der Lehrkraft untersucht. Basierend auf den Daten einer groĂen LĂ€ngsschnittstudie (Gaspard et al., 2020; Piesch et al., 2020), die wiederholte Befragungen in fĂŒnf aufeinanderfolgenden Mathematikstunden umfasste, wurden Mehrebenen-Analysen angewandt, um erstens die StabilitĂ€t der Motivation von SchĂŒlerinnen und SchĂŒlern und die StabilitĂ€t ihrer Wahrnehmung motivationaler Verhaltensweisen der Lehrkraft wĂ€hrend des Mathematikunterrichts und zweitens die Vorhersagekraft von stabilen und fluktuierenden Faktoren der motivationalen Verhaltensweisen der Lehrkraft fĂŒr die Motivation der SchĂŒlerinnen und SchĂŒler zu untersuchen. Die Ergebnisse zeigten, dass sich sowohl die Motivation der SchĂŒlerinnen und SchĂŒler als auch ihre Wahrnehmungen motivationaler Verhaltensweisen der Lehrkraft von Stunde zu Stunde erheblich Ă€nderten. DarĂŒber hinaus sagten die motivationalen Verhaltensweisen der Lehrkraft die situationsspezifische Manifestation der Motivation der SchĂŒlerinnen und SchĂŒler voraus, wobei stabile Unterschiede zwischen SchĂŒlerinnen und SchĂŒlern sowie Klassen ĂŒber die Zeit mehr Varianz erklĂ€rten als zeitpunktspezifische Abweichungen.
In der zweiten Studie (The transmission of values from math teachers to their ninth-grade students: Different mechanisms for different value dimensions?) wurden die prospektiven ZusammenhĂ€nge zwischen der persönlichen Motivation der Lehrkraft, den motivationalen Verhaltensweisen der Lehrkraft und der Motivation der SchĂŒlerinnen und SchĂŒler untersucht. Unter Verwendung von Daten aus der gleichen LĂ€ngsschnittuntersuchung wie in Studie 1 (Gaspard et al., 2020; Piesch et al., 2020) wurde in dieser Studie die Motivation der Lehrkraft als VorlĂ€ufer ihres motivationalen Verhaltens im Unterricht im Sinne des so genannten âWertevermittlungsâ-Prinzips untersucht. Genauer gesagt wurde in dieser Studie die Verallgemeinerbarkeit dieses Prinzips untersucht, wonach die Motivation von LehrkrĂ€ften die Motivation der SchĂŒlerinnen und SchĂŒler vermittelt durch motivationale Verhaltensweisen der Lehrkraft im Unterricht beeinflusst. Die Ergebnisse zeigten, dass mehrere Aspekte der Lehrkraftmotivation die Motivation der SchĂŒlerinnen und SchĂŒler vorhersagten, vermittelt ĂŒber durch die von SchĂŒlerinnen und SchĂŒlern wahrgenommenen motivationalen Verhaltensweisen der Lehrkraft wĂ€hrend des Mathematikunterrichts. In ErgĂ€nzung zu frĂŒherer Forschung zeigte sich, dass verschiedene Dimensionen der LehrkrĂ€ftemotivation durch unterschiedliche motivationale Verhaltensweisen der Lehrkraft an ihre SchĂŒlerinnen und SchĂŒler weitergegeben wurden und somit lieferten die Ergebnisse vielversprechende Hinweise auf eine breitere Verallgemeinerbarkeit des âWertevermittlungsâ-Prinzips. Die Ergebnisse machten jedoch auch die Notwendigkeit deutlich, zwischen verschiedenen Motivationsdimensionen zu unterscheiden, sowie zwischen verschiedenen Mechanismen, durch die diese Motivationsdimensionen von den LehrkrĂ€ften an ihre SchĂŒlerinnen und SchĂŒler jeweils âĂŒbertragenâ werden.
Die dritte Studie (Gleiche Wirkung in jedem Klassenzimmer? Moderationseffekte durch motivationale Unterrichtspraktiken am Beispiel einer NĂŒtzlichkeitsintervention im Mathematikunterricht und damit einhergehenden Herausforderungen) befasste sich mit der aktuellen Diskussion um die Bedeutung von âSaatgutâ und âBodenâ (âSeedâ und âSoilâ; Walton & Yeager, 2020), indem gemeinsame Effekte von motivationalen Verhaltensweisen der Lehrkraft im regulĂ€ren Mathematikunterricht und einer Relevanzintervention (Brisson et al., 2017; Gaspard, Dicke, Flunger, Brisson, et al., 2015) auf die Motivation der SchĂŒlerinnen und SchĂŒler untersucht wurden. Die Ergebnisse deuteten darauf hin, dass Relevanzinterventionen wie die hier untersuchte â je nach im Fokus stehender Motivationsdimension â als VerstĂ€rkung motivationaler Verhaltensweisen von LehrkrĂ€ften oder als Kompensator bei einem Mangel ebendieser wirken können. DarĂŒber hinaus hat diese Studie trotz des groĂen Stichprobenumfangs und eines high-standard Forschungsdesigns auch offengelegt, dass Interventionsstudien, die mit der untersuchten vergleichbar sind, Limitation hinsichtlich ihrer statistischen TeststĂ€rke aufweisen, um vergleichbare Interaktionseffekte zu untersuchen.
Die Ergebnisse der drei empirischen Studien werden in Bezug auf die drei substantiellen Fragen diskutiert, die im Rahmen der aktuellen Dissertation hinsichtlich der Schnittstelle von Motivationswissenschaft und UnterrichtsqualitĂ€t aufgeworfen wurden. SchlieĂlich werden Implikationen fĂŒr die theoretische Konzeptualisierung von Motivation und fĂŒr die Zukunft dieser Schnittstelle, sowie Implikationen fĂŒr Bildungspolitik und -praxis skizziert, wobei ein besonderer Augenmerk auf der Aus- und Weiterbildung von LehrkrĂ€ften sowie der breiten Implementation von Bildungsinterventionen liegt.For many adolescents, school is an inspiring place where they encounter materials that arouse their inherent joy or curiosity. However, school also inevitably comes along with expectations and requirements from others (e.g., teachers) who demand competencies and knowledge in domains, subjects, or tasks that do not fall within every studentâs scope of interest. Secondary education is thus typically characterized by a decline in studentsâ motivation, especially in the domain of math (e.g., Gaspard et al., 2017; Jacobs et al., 2002; Watt, 2004). Consequently, one of the major challenges for educational practice is to facilitate the conditions âunder which people can motivate themselvesâ (Reeve, 2010, p. 17) to counteract this typical decrease in studentsâ motivation. Research has the responsibility to identify such conditions and to develop a sound understanding of how they come into effect with respect to studentsâ motivation. In this regard, previous research has pointed to the important role of the quality of teaching (e.g., Eccles & Roeser, 2015; Pianta & Hamre, 2009; Rakoczy et al., 2008) and identified in particular teachersâ motivational teaching behaviors in the natural classroom setting such as their autonomy support as auspicious tools that lie in the teachersâ hands to support studentsâ motivation (e.g., Hamre & Pianta, 2010; Reeve et al., 1999; Ryan & Deci, 2020; Stroet et al., 2013; Wentzel, 2009). However, several questions regarding this newly opened intersection between motivational science and research on teaching quality still need thorough consideration. Drawing on well-established theoretical frameworks (e.g., Deci & Ryan, 1985; Eccles et al., 1983; see also Hall & Lindzey, 1957; Vansteenkiste & Mouratidis, 2016; and particularly Pintrich, 2003), this dissertation raised three key substantive questions with regard to current and future research at this intersection: (a) How consistent are motivational teaching behaviors?, (b) What are the antecedents of motivational teaching behaviors?, and (c) What are other external sources that target studentsâ motivation and tend to accompany motivational teaching behaviors in the educational setting? Within the scope of the current dissertation, certain aspects concerning these questions (namely, the stability of motivation and motivational teaching behaviors, teacher motivation as an antecedent of motivational teaching behaviors, and the joint impacts of motivational teaching behaviors and a relevance intervention during math class) were targeted by conducting three empirical studies.
In the first study (The âsituative natureâ of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations), the situative nature of studentsâ motivation as well as its associations with time-consistent and occasion-specific factors of motivational teaching behaviors were investigated. Based on data from a large longitudinal study (Gaspard et al., 2020; Piesch et al., 2020) comprising repeated observations from five consecutive math lessons, multilevel modeling was applied to investigate, first, the stability of studentsâ motivation and their perceptions of motivational teaching behaviors during math class and, second, the predictive power of time-consistent and occasion-specific factors of motivational teaching behaviors for studentsâ motivation. The results revealed that both studentsâ motivation and their perceptions of motivational teaching behaviors fluctuated substantially from lesson to lesson. Furthermore, studentsâ perceptions of motivational teaching behaviors predicted the situational manifestation of their motivation, whereby time-consistent differences explained more variance than occasion-specific differences over time.
In the second study (The transmission of values from math teachers to their ninth-grade students: Different mechanisms for different value dimensions?), the prospective associations between teachersâ motivation, teachersâ motivational teaching behaviors, and studentsâ motivation were examined. Using data from the same longitudinal trial as in Study 1 (Gaspard et al., 2020; Piesch et al., 2020), this study investigated teachersâ motivation as an antecedent of their motivational teaching behaviors during class within the scope of the broader so-called value transmission concept. More precisely, in this study, the generalizability of this concept, according to which teachersâ motivation affects studentsâ motivation through motivational teaching behaviors during class, was examined. The results revealed that several aspects of teachersâ motivation predicted studentsâ perceptions of their teachersâ motivational teaching behaviors during math class. Expanding upon previous research, different motivation dimensions were transmitted from teachers to their students through different motivational teaching behaviors, and, thus, the findings provided auspicious evidence of a broader generalizability of the value transmission concept. Yet, they also showed the need to differentiate between different value dimensions and the mechanisms through which they are transmitted from teachers to their students.
The third study (Gleiche Wirkung in jedem Klassenzimmer? Moderationseffekte durch motivationale Unterrichtspraktiken am Beispiel einer NĂŒtzlichkeitsintervention im Mathematikunterricht und damit einhergehende Herausforderungen [Same effect in every classroom? Treatment by moderator effects of a relevance intervention as a function of motivational teaching practices, and methodological challenges]) addressed the current discussion revolving around the question of âseedâ and âsoilâ (Walton & Yeager, 2020) by investigating the joint effects of motivational teaching behaviors during regular class and a relevance intervention (Brisson et al., 2017; Gaspard, Dicke, Flunger, Brisson, et al., 2015) on studentsâ motivation. The results indicated that relevance interventions such as the one under investigation mightâdepending on the motivation dimension of interestâfunction as boosters of motivational teaching behaviors during class or as compensators for a lack thereof. Furthermore, notwithstanding the large sample size and the high-standard research design, this investigation also laid bare the idea that intervention studies comparable to the one under investigation are confronted with limitations in their statistical power to examine such interaction effects.
The findings of the three empirical studies are discussed with respect to the three key substantive questions that were raised within the scope of the current dissertation regarding the intersection of motivational science and teaching quality. Finally, implications for the theoretical conceptualization of motivation and for the future of this intersection, as well as implications for educational policy and practice are outlined with a particular emphasis on the professional development of teachers and the implementation and scaling of educational interventions
Understanding the interplay between targeted motivation interventions and motivational teaching practices in mathematics classrooms
Prior research has shown that brief motivation interventions, such as interventions targeting studentsâ perceptions concerning relevance of the learning material, can have long-lasting effects on studentsâ motivation and performance. However, the educational contexts in which these interventions have been implemented have their own motivational affordances, such as the extent to which teachers support studentsâ perceptions of relevance in regular classes. According to the seed-and-soil hypothesis for the effectiveness of psychological interventions, such interventions can be seen like a âseedâ that needs to be implemented in a supportive educational context (i.e., the âsoilâ) in order to work. Therefore, in this study we examined the interplay between a one-time relevance intervention implemented in mathematics classrooms and the mathematics teacherâs relevance support as perceived by the students before and after the intervention. Data stemmed from a cluster-randomized controlled trial with 79 ninth-grade mathematics classes (Nâ=â1744 students) in which the intervention was implemented by the mathematics teacher or a masterâs student, both trained for this purpose. Multilevel moderation models showed that both intervention conditions had larger effects when students perceived higher relevance support before or after the intervention, thus providing support for the seed-and-soil hypothesis. Furthermore, multilevel mediation models indicated a positive effect of the teacher condition on perceived relevance support at posttest compared with the control condition, which partly explained the positive effect of this intervention condition on utility value at follow-up. The results shed light on the contexts in which these interventions are most effective and the mechanisms through which they work
The exposure of the hybrid detector of the Pierre Auger Observatory
The Pierre Auger Observatory is a detector for ultra-high energy cosmic rays.
It consists of a surface array to measure secondary particles at ground level
and a fluorescence detector to measure the development of air showers in the
atmosphere above the array. The "hybrid" detection mode combines the
information from the two subsystems. We describe the determination of the
hybrid exposure for events observed by the fluorescence telescopes in
coincidence with at least one water-Cherenkov detector of the surface array. A
detailed knowledge of the time dependence of the detection operations is
crucial for an accurate evaluation of the exposure. We discuss the relevance of
monitoring data collected during operations, such as the status of the
fluorescence detector, background light and atmospheric conditions, that are
used in both simulation and reconstruction.Comment: Paper accepted by Astroparticle Physic
Measurement of the Depth of Maximum of Extensive Air Showers above 10^18 eV
We describe the measurement of the depth of maximum, Xmax, of the
longitudinal development of air showers induced by cosmic rays. Almost four
thousand events above 10^18 eV observed by the fluorescence detector of the
Pierre Auger Observatory in coincidence with at least one surface detector
station are selected for the analysis. The average shower maximum was found to
evolve with energy at a rate of (106 +35/-21) g/cm^2/decade below 10^(18.24 +/-
0.05) eV and (24 +/- 3) g/cm^2/decade above this energy. The measured
shower-to-shower fluctuations decrease from about 55 to 26 g/cm^2. The
interpretation of these results in terms of the cosmic ray mass composition is
briefly discussed.Comment: Accepted for publication by PR
The Key Events Dose-Response Framework: Its Potential for Application to Foodborne Pathogenic Microorganisms
The Key Events Dose-Response Framework (KEDRF) is an analytical approach that facilitates the use of currently available data to gain insight regarding dose-response relationships. The use of the KEDRF also helps identify critical knowledge gaps that once filled, will reduce reliance on assumptions. The present study considers how the KEDRF might be applied to pathogenic microorganisms, using fetal listeriosis resulting from maternal ingestion of food contaminated with L. monocytogenes as an initial example. Major biological events along the pathway between food ingestion and the endpoint of concern are systematically considered with regard to dose (i.e., number of organisms), pathogen factors (e.g., virulence), and protective host mechanisms (e.g., immune response or other homeostatic mechanisms). It is concluded that the KEDRF provides a useful structure for systematically evaluating the complex array of host and pathogen factors that influence the dose-response relationship. In particular, the KEDRF supports efforts to specify and quantify the sources of variability, a prerequisite to strengthening the scientific basis for food safety decision making
Trigger and Aperture of the Surface Detector Array of the Pierre Auger Observatory
The surface detector array of the Pierre Auger Observatory consists of 1600
water-Cherenkov detectors, for the study of extensive air showers (EAS)
generated by ultra-high-energy cosmic rays. We describe the trigger hierarchy,
from the identification of candidate showers at the level of a single detector,
amongst a large background (mainly random single cosmic ray muons), up to the
selection of real events and the rejection of random coincidences. Such trigger
makes the surface detector array fully efficient for the detection of EAS with
energy above eV, for all zenith angles between 0 and
60, independently of the position of the impact point and of the mass
of the primary particle. In these range of energies and angles, the exposure of
the surface array can be determined purely on the basis of the geometrical
acceptance.Comment: 29 pages, 12 figure
Measurement of the Depth of Maximum of Extensive Air Showers above 10^(18)âeV
We describe the measurement of the depth of maximum, X_(max), of the longitudinal development of air
showers induced by cosmic rays. Almost 4000 events above 10^(18) eV observed by the fluorescence
detector of the Pierre Auger Observatory in coincidence with at least one surface detector station are selected for the analysis. The average shower maximum was found to evolve with energy at a rate of
(106_(-21)^(+35))
g/cm^2/decade below 10^(18:24±0.05) eV, and (24±3) g/cm^ 2=decade above this energy. The
measured shower-to-shower fluctuations decrease from about 55 to 26 g/cm^2. The interpretation of these
results in terms of the cosmic ray mass composition is briefly discussed
Vom Wohlfahrtsstaat zum Wohlfahrtsmarkt?
Ăbernehmen WohlfahrtsmĂ€rkte seit den 1990er Jahren immer mehr Aufgaben des deutschen Wohlfahrtsstaates? Dieser Frage ging Hans GĂŒnter Hockerts in seinem Beitrag bei einem Symposium 2010 in Jena nach, aus welchem der Artikel âVom Wohlfahrtsmarkt zum Wohlfahrtsstaat? Privatisierungstendenzen im deutschen Sozialstaatâ entstand. Er soll im Folgenden untersucht werden. Gemeinsam mit weiteren Symposiums-VortrĂ€gen ist Hockertsâ Beitrag 2012 im Sammelband âPrivatisierung. Idee und Praxis seit den 197..
Die Bundessozialhilfe von 1962 bis 1989 â Ermöglichung eines wĂŒrdevollen Lebens?
Auf den ersten Blick scheint das Bundessozialhilfegesetz (BSHG) von 1962 eine neue Ăra der FĂŒrsorge eingelĂ€utet zu haben, stellte es doch vor allem die PrĂ€misse auf, SozialhilfeempfĂ€ngerInnen gemÀà Artikel 1 des Grundgesetzes ein menschenwĂŒrdiges Leben ermöglichen zu wollen. Doch bewirkten das BSHG und seine Novellierungen in den Folgejahren tatsĂ€chlich eine Abkehr von der bis dato stĂ€rker vorherrschenden Disziplinierung oder gar Diskriminierung und im Umkehrschluss eine Hinwendung zu mehr Di..
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