Werner Sacher / Fred Berger / Flavia Guerrini: Schule und Eltern - eine schwierige Partnerschaft. Wie Zusammenarbeit gelingt. Stuttgart: Kohlhammer 2019 (155 S.) [Rezension]

Rezension von: Werner Sacher / Fred Berger / Flavia Guerrini: Schule und Eltern - eine schwierige Partnerschaft. Wie Zusammenarbeit gelingt. Stuttgart: Kohlhammer 2019 (155 S.; ISBN 978-3-17-032707-8; 29,00 EUR

Class teacher\u27s engagement in parent-teacher partnership and student\u27s motivation in secondary schools

Die gelingende Zusammenarbeit von Eltern und Lehrkräften gilt als eine wichtige Voraussetzung für den schulischen Bildungserfolg Lernender und wirkt sich zudem positiv auf die Beziehung von Lehrkräften und Lernenden aus. Der vorliegende Beitrag untersucht, inwiefern das Engagement von Klassenlehrkräften in der Zusammenarbeit mit Eltern, operationalisiert über angebotene formelle und informelle Kontakte, sowie die von Lernenden wahrgenommene Lehrer-Schüler-Beziehung mit der intrinsischen Motivation Lernender in Zusammenhang stehen. Ausgewertet wurden Daten von 881 Schülerinnen und Schülern aus 39 neunten und zehnten Klassen aus 13 Schulen der Sekundarstufe (Gymnasien und Integrierte Sekundarschulen). Manifest-latente Mehrebenenmodelle zeigen signifikant positive Zusammenhänge zwischen der von Lehrkräften angebotenen Vielfalt formeller Kontakte und der intrinsischen Motivation der Lernenden auf Klassenebene. Auf Individualebene zeigen sich signifikante positive Zusammenhänge zwischen der von Lernenden berichteten Lehrer-Schüler- Beziehung und der intrinsischen Motivation. (DIPF/Orig.)Parent-teacher partnerships are important prerequisites for successful school-related learning processes of students and is positive related to the relationship between teachers and students. This two-wave longitudinal study examines the relationship between parental work of class teachers, measured by their formal and informal communication practices, the teacher-student relationship, and the students’ intrinsic motivation. The analyses are based on questionnaire data from N = 881 students of 39 classrooms (9th and 10th grade) at German secondary schools (two school types: Gymnasium and Integrated Secondary School). Manifest-latent multilevel analyses show a significant and positive relationship between formal communication practices and students’ intrinsic motivation at the class level. At the individual level, student-reported teacher-student relationship is significantly and positively related to students’ intrinsic motivation. (DIPF/Orig.

College students’ motivational beliefs and use of goal-oriented control strategies : Integrating two theories of motivated behavior

In college, students often encounter situations in which they struggle to meet their academic goals in difficult courses. We integrate the Motivational Theory of Life-Span Development and Situated Expectancy-Value Theory to investigate how motivational beliefs and experiences in a difficult course predict the use of goal engagement oriented and goal adjustment oriented control strategies that can help students stay engaged in challenging courses. We used survey data collected in two academic quarters at a public university in the U.S. (N = 231). Students who perceived their midterm exam as more difficult than expected and students with higher course-specific subjective task values reported using more goal engagement oriented and goal adjustment oriented control strategies. Students with higher course-specific ability beliefs were less likely to use goal adjustment strategies. Results further showed that students planned to use control strategies depending on their experienced setbacks or success in exams. Findings provide important insights into how motivational orientations and course experiences relate to adaptive and goal-oriented behavior in college courses

Motivational beliefs and positive achievement emotions enhancement during COVID-19 in higher education: A person-environment fit approach

We focus on the instructional strategy of feedback. Hereby, we aim to investigate whether (a) the need-supplies related to feedback or (b) the received feedback is possitively associated with students' positive achievement emotions in college. We also investigate the mediative role of students' motivational beliefs, i.e., competence beliefs and subjective task values

The relation between instructional quality, satisfaction and well-being in college: An investigation of gender differences

We aim to investigate the importance of instructional quality (see Klieme, 2019) on college students' satisfaction and general well-being. We assume that satisfaction in college mediates the relation between instructional quality and general well-being, such that students who are more satisfied in college also report higher well-being, e.g., lower stress, loneliness, anxiety. Furthermore, we are interested in gender differences and hypothesize that instructional quality is stronger related to college satisfaction and well-being for females compare to males

Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms

The purpose of this study is to examine whether teacher enthusiasm and classroom management self-efficacy are related to classroom mastery orientation and student motivation. We used data from 803 students in grades 9 and 10 (53.3% girls) and their mathematics teachers (N = 41; 58.5% men). Student-perceived teacher enthusiasm was related to classroom mastery orientation as well as to intrinsic value and cost at the student level. Teacher-reported selfefficacy was related to classroom mastery orientation at the classroom level. At both the individual and the classroom level, classroom mastery orientation was related to attainment and utility value. (DIPF/Orig.

Reciprocal Relationship between Parents’ School- and Home-Based Involvement and Children’s Reading Achievement during the First Year of Elementary School

Reading is an essential competence students learn in school. One question is how parents can support their children and their reading competence, particularly at the beginning of elementary school. Guided by this question, this study investigated the longitudinally reciprocal relationship between parental school- and home-based involvement with children’s reading competence. We also tested whether school- and home-based involvement mediated the relationship between structural context variables (e.g., migration background) and reading competence. A total of 254 parent–child dyads answered a questionnaire at two measurement points, i.e., at the beginning and the end of the first grade in elementary school. Home-based involvement and reading competence were negatively, reciprocally related to each other. Furthermore, we found a negative association between reading competence at the beginning of grade 1 and the relative change in school-based involvement at the end of grade 1. No mediation effects of school- and home-based involvement in the relation between structural context variables and reading competence were found. This paper provides a deeper understanding of the complex interrelations of the family–school partnership during the first school year

Digitale Kompetenzeinschätzungen von Lehramtsstudierenden fördern

Die Autorinnen erörtern in ihrem Beitrag eine Form digitaler Kompetenzeinschätzung in der Lehrer*innenbildung. Ziel sind digitale Kompetenzprofile bei Studierenden. Dabei werden verschiedene Aspekte beschrieben, die zu berücksichtigen sind, wenn es um die Förderung digitaler Kompetenzen und digitaler Kompetenzeinschätzungen auf Hochschulniveau geht. (DIPF/Orig.

Reciprocal Relationship between Parents’ School- and Home-Based Involvement and Children’s Reading Achievement during the First Year of Elementary School

Reading is an essential competence students learn in school. One question is how parents can support their children and their reading competence, particularly at the beginning of elementary school. Guided by this question, this study investigated the longitudinally reciprocal relationship between parental school- and home-based involvement with children’s reading competence. We also tested whether school- and home-based involvement mediated the relationship between structural context variables (e.g., migration background) and reading competence. A total of 254 parent–child dyads answered a questionnaire at two measurement points, i.e., at the beginning and the end of the first grade in elementary school. Home-based involvement and reading competence were negatively, reciprocally related to each other. Furthermore, we found a negative association between reading competence at the beginning of grade 1 and the relative change in school-based involvement at the end of grade 1. No mediation effects of school- and home-based involvement in the relation between structural context variables and reading competence were found. This paper provides a deeper understanding of the complex interrelations of the family–school partnership during the first school year