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Achievement Imagery of Children`s Books and School Textbooks and (Academic) Performance

儿童书籍和学校教科书的成就形象和（学术）表现

基本信息

批准号：
163723788
负责人：
Privatdozent Dr. Stefan Engeser
金额：
--
依托单位：
Abteilung Differentielle Psychologie, Persönlichkeitspsychologie und Psychologische Diagnostik
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2010
资助国家：
德国
起止时间：
2009-12-31 至 2018-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/163723788?language=en
关键词：
Achievement Imagery Children Books Textbooks

项目摘要

Based on correlational (i.e., field studies) and experimental studies of the preceding project, we would like to further examine the relationship of achievement imagery of children´s books and school textbooks and (academic) performance. In the field studies with children`s books, we could support our expectation. When children`s books with a high level of achievement imagery are popular within a federal state in Germany, the academic achievement in this federal state is higher, too. In the proposed project, we want to study this relationship on the individual level. We will assess the actual use of children`s books, the academic performance of children and the motives and values of parents. With these assessments, we are able to test the assumption that the achievement imagery of children´s books is associated with achievement behavior on an individual level and that a transmission of parental motives and values take place via children´s books.In the field studies with textbooks we could also confirm the positive relationship between achievement imagery and academic performance for 4th-graders (more clearly for math than for language arts textbooks); this holds on the level of the federal states as well as for the level of the classrooms as studied within the two large-scale assessments of academic performance. We would like to replicate the findings on the classroom level and study the relationship in experimental studies in samples of 4th-graders. On the federal-state level of 9th-graders, the relationships could not be confirmed. For math we even found some evidence of a negative relationship and we would like to take this into further consideration in our proposed experimental studies.Our experimental work showed that higher levels of achievement imagery in excerpts of textbooks (math, language) lead to higher performance. This provides evidence that textbooks could have a priming effect that fosters academic performance. Additional results indicate that the priming effect is mediated by a stronger explicit achievement motivation and higher outcome expectancies. Initially, we expected that the effect would be mediated by the implicit achievement motive and incentives, but we even found a few negative effects in this respect. Based on these results, we want to study contrast effects, differentiate achievement primes with respect to their expectancy and incentive connotations, and examine the differential effects of these connotations for the implicit and explicit achievement motive. Furthermore, we want to deepen our study of the process variables, studying priming effect in 4th-graders, and select more representative textbook material. Our aim is to contribute both to a better understanding of the priming effect from a scientific perspective and to explain the negative effects of the field and experimental studies, as well as to contribute to empirically founded, practical recommendations for the design of instructional materials.

基于之前项目的相关性（即实地研究）和实验研究，我们希望进一步研究儿童书籍和学校教科书的成就意象与（学业）表现的关系。在对儿童读物的实地研究中，我们可以支持我们的期望。当具有高水平成就形象的儿童读物在德国联邦州内流行时，该联邦州的学业成就也较高。在拟议的项目中，我们希望在个人层面上研究这种关系。我们会评估儿童读物的实际使用情况、孩子的学习成绩以及家长的动机和价值观。通过这些评估，我们能够检验这样的假设：儿童读物的成就意象与个人层面的成就行为相关，并且父母的动机和价值观是通过儿童读物传递的。在对教科书的实地研究中，我们还可以证实成就意象与四年级学生学业成绩之间的正相关关系（数学方面比语言艺术教科书更明显）；这不仅适用于联邦各州的水平，也适用于两次大规模学业成绩评估中所研究的课堂水平。我们希望在课堂上复制这些发现，并以四年级学生为样本，研究实验研究中的关系。在联邦和州一级的九年级学生中，这种关系无法得到证实。对于数学，我们甚至发现了一些负相关的证据，我们希望在我们提出的实验研究中进一步考虑这一点。我们的实验工作表明，教科书（数学、语言）摘录中更高水平的成就意象会带来更高的表现。这提供了证据表明教科书可以产生促进学习成绩的启动效应。其他结果表明，启动效应是由更强的外显成就动机和更高的结果预期介导的。最初，我们预计这种效应将通过隐性成就动机和激励来调节，但我们甚至发现了这方面的一些负面影响。基于这些结果，我们想要研究对比效应，区分成就素数的期望和激励内涵，并检验这些内涵对隐性和显性成就动机的差异效应。此外，我们希望深化对过程变量的研究，研究四年级学生的启动效应，选择更有代表性的教材。我们的目标是从科学的角度更好地理解启动效应，解释现场和实验研究的负面影响，并为教学材料的设计提供基于经验的实用建议。