Teaching, motivation, and well-being during COVID-19 from the perspective of university students and lecturers

This initial report gives an overview of some preliminary results. Please note that due to the explorative nature of some analyses, the significant tests should only be used to aid interpretation. We recommend focusing to the effect sizes presented when interpreting the results (see Wasserstein & Lazar, 2016). The interim report starts by describing the demographic data of our student and university teacher sample. Following that, some general findings on students’ and lecturers’ general life satisfaction and well-being are presented. Well-being is measured by self-reports of perceived stress which is compared to ratings of a norm sample (Fliege et al., 2005). In the paragraph on teaching, students’ and university lecturers’ attitudes towards e-learning are presented. Moreover, an overview on the choice of communication channels is provided along with the type of course (seminar, lecture, etc.). Additionally, the student perceived interaction between students and lecturers during online teaching is discussed. Following this, lecturer behavior concerning the support of students’ basic psychological needs is presented, as well as the teachers’ and students’ motivation and well-being during classes. To conclude the interim report, the descriptive data on perceived support from the university and peers from the perspective of lecturers is presented

Learning processes and their mediating role between teaching quality and student achievement: a systematic review

This systematic literature review was conducted in order to further the understanding of how learning processes act as mediators between teaching quality and student achievement. Eighteen quantitative studies were included for analysis. In 24 of 53 mediation paths (45%) learning processes were identified and confirmed as mediators and in 29 mediation paths (55%) non-significant mediating effects were found. The complexity of the included studies’ context, methodology, conceptualization, and operationalization posed challenges for a quantitative synthesis. The findings provide some initial ideas for how to better design future research into indirect effects of teaching quality

Revisiting the Three Basic Dimensions model: a critical empirical investigation of the indirect effects of student-perceived teaching quality on student outcomes

The Three Basic Dimensions model, theorizes three mediators for the effect of teaching quality dimensions on student outcomes. However, the proposed mediating paths and their effects have largely not been empirically tested. This study investigated the mediating role of depth-of-processing, time-on-task, and need satisfaction between student-perceived teaching quality and student mathematics achievement and interest, expanding the TBD model to include mediation paths suggested by theories of motivation, cognition, and effort. Data from the TALIS Video Study for Germany, comprising 958 secondary school students in 41 classrooms, were used to run multilevel longitudinal and correlational mediation analyses. The results only found mediation effects at the student level; there were no mediating effects at the classroom level. Not all of the hypothesized relationships thought to exist between the mediators and achievement and interest outcomes were confirmed. The conceptual sequence of the variables, the choice of correlational vs. longitudinal evidence, and the level of analysis were all shown to have an impact on the results. The study thus confirms some of the assumptions of the TBD model, identifies new paths between teaching quality and student outcomes, and provides suggestions for how to proceed with further investigation of a model which should be expanded and more thoroughly empirically tested

The role of relatedness in the motivation and vitality of university students in online classes during social distancing

As part of the social distancing measures for preventing the spread of COVID-19, many university courses were moved online. There is an assumption that online teaching limits opportunities for fostering interpersonal relationships and students’ satisfaction of the basic need for relatedness – reflected by experiencing meaningful interpersonal connections and belonging – which are considered important prerequisites for student motivation and vitality. In educational settings, an important factor affecting students’ relatedness satisfaction is the teachers’ behavior. Although research suggests that relatedness satisfaction may be impaired in online education settings, to date no study has assessed how university lecturers’ relatedness support might be associated with student relatedness satisfaction and therefore, student motivation and vitality. This study tested this mediating relationship using data collected during the early days of the COVID-19 pandemic. The study also investigated whether the relations were moderated by a high affiliation motive which reflects a dispositional wish for positive and warm relationships. The possible importance of the communication channel selected by the lecturers (video chat yes/no) and the format of a class (lecture/seminar) were also investigated. In a sample of N = 337 students, we tested our hypotheses using structural equation model (SEM). Results confirmed mediation, but not moderation. The use of video chat (video call) seems to facilitate the provision of relatedness support but our data did not show that the format of a class was associated with relatedness. Our findings indicate that both teaching behavior and the technical format used to deliver lectures play important roles in student experiences with online classes. The results are discussed in light of other research conducted during the pandemic. (DIPF/Orig.

Der Zugang Jugendlicher zur Filmkultur : Schweizer Jugendliche im Umgang mit Medien, mit einem besonderen Fokus auf Film und Kino

Bericht zur Projektphase 2007/08 im Auftrag des Verbands Filmregie und Drehbuch Schweiz (ARF/FDS)Jugendliche wachsen heute mehr denn je in komplexen Medienwelten auf (vgl. Vollbrecht 2002: 1). In ihrer Freizeitgestaltung haben Medien einen hohen Stellenwert und scheinen diese auch zeitlich zu dominieren (vgl. Vollbrecht 2002: 5). Unter allen Medienumgebungen nimmt das Kino für Heranwachsende eine herausragende Stellung ein. Das Kino ist der bei weitem beliebteste Medienort der Jugendlichen (vgl. Vollbrecht 2002: 26). Doch bemerkten Baacke, Schäfer und Vollbrecht, dass es zur Bedeutung des Kinos für Kinder und Jugendliche kaum Literatur gibt, und besonders der Zusammenhang zwischen dem Kino als Versammlungsort und dem Kinofilm bisher so gut wie nicht thematisiert worden ist (vgl. ebd.: 5). Da das Kino für die Jugendlichen aber eine attraktive Medienumgebung und in der Rangreihe der wichtigsten Freizeitorte ganz vorne steht (vgl. Baacke/Schäfer/Vollbrecht 1994: 108), wird der Fokus auf diesen Medienort der Jugendlichen gelegt. Im vorliegenden Bericht stehen demnach der Medienort Kino, das Medium Film und deren Nutzung durch die Jugendlichen im Zentrum des Interesses. In der Literatur findet man die Behauptung, dass die Jugendlichen heute immer weniger das Kino besuchen (vgl. Neckermann 1998: 472f). Dieser Eindruck wird auch von Vertretern der Film- und Kinobranche geteilt. Um den Gründen für das postulierte Fernbleiben dieser Kerngruppe des Kinos auf den Grund zu gehen, hat der Verband Filmregie und Drehbuch Schweiz (ARF/FDS) an der Generalversammlung 2006 beschlossen, den Fokus auf den Zugang von Jugendlichen zur Filmkultur zu legen. Ausgangslage bildet folgende These der Verleih- und Kinoseite: „Dem Kino bricht das jugendliche Publikum weg“. Die Studie zum Schweizer Kinopublikum von Moeschler (2006) hatte nur einen kleinen Anteil an Jugendlichen in der Stichprobe erfasst. Daraus liessen sich zwar bereits gewisse interessante Hypothesen ableiten. Die Datenlage reichte aber noch nicht aus, um ein repräsentatives Bild zum jugendlichen Film- und Kinopublikum zu zeichnen. Um hierfür vertiefte Grundlagen zu haben, initiierte der Verband ARF/FDS ein Projekt zu diesem Thema. Hauptanliegen dieses Projekts ist die Förderung des Zugangs von Jugendlichen zur Filmkultur. Innerhalb dieses Projekts soll es drei Bausteine geben. Der erste Baustein beinhaltet eine Bestandesaufnahme der Filmkultur im Kontext des jugendlichen Medienalltags. Im zweiten Baustein sollen bestehende Modelle und Konzepte der Förderung des Zugangs Jugendlicher zur Filmkultur aufgelistet und diskutiert werden. Im dritten und letzten Baustein soll aufbauend auf die beiden ersten Bausteine ein konkretes Projekt entwickelt und evaluiert werden. Der vorliegende Bericht umfasst die ersten zwei Bausteine, welche zwischen Frühjahr 2007 und Frühjahr 2008 bearbeitet wurden. Um den Zugang von Jugendlichen zur Filmkultur zu fördern, sollen als erstes die Mediengewohnheiten der Jugendlichen empirisch erhoben und analysiert werden. Hierbei wird der Fokus insbesondere auf das Medium Film und den Medienort Kino gelegt

Empirische Arbeit: der Einfluss des Einsatzes von Breakout-Räumen auf das Erleben von sozialer Eingebundenheit und intrinsischer Motivation von Studierenden im Onlineunterricht

Eine besondere Herausforderung im Onlineunterricht stellt die Aufrechterhaltung der intrinsischen Motivation dar, da viele Interaktionsmöglichkeiten unter Studierenden wegfallen. Bislang ist wenig bekannt, wie Lernumgebungen im Onlineunterricht gestaltet werden sollten, um zur Befriedigung des Grundbedürfnisses nach sozialer Eingebundenheit und dadurch zur Förderung der intrinsischen Motivation beizutragen. Diese Studie untersuchte die Wirksamkeit des Einsatzes von Breakout-Räumen bei Gruppendiskussionen auf die soziale Eingebundenheit und das Erleben intrinsischer Motivation. Eine Experimentalstudie mit Bachelorstudierenden (N=108) zeigte, dass der Einsatz von Breakout-Räumen bei Gruppendiskussionen im Vergleich zu Plenumsdiskussionen zu einer höheren Befriedigung des Grundbedürfnisses nach sozialer Eingebundenheit und einer höheren intrinsischen Motivation führte. Erwartungsgemäß wurde der positive Effekt des Einsatzes von Breakout-Räumen auf die intrinsische Motivation durch die Befriedigung des Grundbedürfnisses nach sozialer Eingebundenheit partiell mediiert. Praktische Implikationen sowie Limitationen der Studie werden diskutiert

Revisiting the Three Basic Dimensions model: A critical empirical investigation of the indirect effects of student-perceived teaching quality on student outcomes

The Three Basic Dimensions model, theorizes three mediators for the effect of teaching quality dimensions on student outcomes. However, the proposed mediating paths and their effects have largely not been empirically tested. This study investigated the mediating role of depth-of-processing, time-on-task, and need satisfaction between student-perceived teaching quality and student mathematics achievement and interest, expanding the TBD model to include mediation paths suggested by theories of motivation, cognition, and effort. Data from the TALIS Video Study for Germany, comprising 958 secondary school students in 41 classrooms, were used to run multilevel longitudinal and correlational mediation analyses. The results only found mediation effects at the student level; there were no mediating effects at the classroom level. Not all of the hypothesized relationships thought to exist between the mediators and achievement and interest outcomes were confirmed. The conceptual sequence of the variables, the choice of correlational vs. longitudinal evidence, and the level of analysis were all shown to have an impact on the results. The study thus confirms some of the assumptions of the TBD model, identifies new paths between teaching quality and student outcomes, and provides suggestions for how to proceed with further investigation of a model which should be expanded and more thoroughly empirically tested

My brain needs a break: kindergarteners’ willpower theories are related to behavioral self-regulation

Is the way that kindergarteners view their willpower – as a limited or as a non-limited resource – related to their motivation and behavioral self-regulation? This study is the first to examine the structure of beliefs about willpower in relation to behavioral self-regulation by interviewing 147 kindergarteners (52% girls) aged 5 to 7 years (M = 6.47, SD = 0.39). A new instrument was developed to assess implicit theories about willpower for this specific age group. Results indicated that kindergarteners who think of their willpower as a non-limited resource showed better behavioral self-regulation than children who adopted a more limited theory, even when controlling for age and gender. This relation was especially pronounced in low achieving children. Mediation and moderation analyses showed that this relation was partly mediated through the children’s willingness to invest effort to reach a learning goal. Findings suggest that fostering metacognitive beliefs in children, such as the belief that willpower is a non-limited resource, may increase behavioral self-regulation for successful adjustment to the demands of kindergarten and school

Are autonomous self-control affordances less depleting? Investigating the moderating role of the autonomy motive

The athlete who mobilizes all her strength to run the last meters of a marathon to achieve her personal best, and the man who gets up one hour earlier to do his daily exercises to lose weight have one thing in common: they will use a certain amount of self-control to be successful. Self-control has been shown to be a highly adaptive and important skill to achieve long-term goals in different areas of personal and social life (Baumeister, Heatherton, & Tice, 1994). An important framework within research on self-control is the strength model by Baumeister and colleagues (1994). Within this model, self-control is seen as a limited resource that can become temporarily depleted after having used self-control in prior tasks (i.e., ego depletion), which may impair subsequent performance. Although many studies adopted the model in the last decades to explain self-control lapses, the model has gotten under increased criticism due to recent failures to replicate the ego depletion effect (Carter & McCullough, 2014). A possible explanation for the difficulties to replicate the effect might be the presence of moderators. For example, researchers have demonstrated that autonomous self-control acts are less depleting than enforced self-control acts (Englert & Bertrams, 2015; Muraven, Rosman, & Gagné. 2007). Still research on moderators of the ego-depletion effect either adopt a differential or situational perspective, not considering an established postulate of motivational psychology that persons interact with the environment (Lewin, 1936). Aiming to contribute to this debate, the present work tested the assumption, that an individuals’ autonomy motive moderates the relationship between autonomy and momentarily available self-control strength. We tested our hypothesis in a between subjects design (autonomy vs. no-autonomy while working on an ego depletion task) in a sample of N= 107 university students in the laboratory. The results show that only people with a high autonomy disposition responded to the experimental manipulation. For them, the autonomous self-control acts were less depleting compared to the control condition. The results show that the ego-depletion effect is influenced by situational, as well as individual differences and thereby confirms an interactionist perspective. Moreover, important consequences for the sport context can be derived. It seems crucial to enforce autonomy in settings where self-control is needed. Moreover, if possible, individual differences in the need for autonomy should be considered, as not everyone might equally profit from autonomy (Schüler, Sheldon, Prentice, & Halusic, 2014; Sieber, Schüler, & Wegner, 2016)