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

本研究在前期研究的基础上，结合相关的田野调查和实验研究，进一步考察了儿童S课本和课本的成就意象与学业成绩的关系。在对儿童书籍的实地研究中，我们可以支持我们的预期。在德国的联邦州，当儿童的书具有高水平的成就意象而流行时，这个联邦州的学业成就也更高。在拟议的项目中，我们希望在个人层面上研究这种关系。我们将评估儿童书籍的实际使用情况，儿童的学习表现，以及父母的动机和价值观。通过这些评估，我们能够检验这样的假设，即儿童S书籍的成就意象与个体层面的成就行为有关，父母的动机和价值观的传递是通过儿童S书籍发生的。在与教科书的实地研究中，我们也可以证实四年级学生的成就意象与学业成绩之间的正相关关系(对于数学来说，这比语言艺术教科书更明显)；这一假设适用于联邦州的水平以及在两次大规模学业表现评估中所研究的课堂水平。我们希望在课堂层面上重复这一发现，并在四年级学生样本的实验研究中研究这种关系。在联邦和州的九年级学生层面上，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，我们希望在我们提议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)节选中成就意象的水平越高，表现越好。这提供了证据，证明教科书可能具有促进学习成绩的启动效应。另外，研究结果还表明，启动效应是由更强的外显成就动机和更高的结果预期所中介的。最初，我们认为内隐成就动机和内隐激励会对这一效应起中介作用，但我们甚至在这方面发现了一些负面影响。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，并检验这些内涵对内隐和外显成就动机的不同影响。此外，我们还希望深化对过程变量的研究，研究四年级学生的启动效应，并选择更具代表性的教材。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有经验的、实用的建议。

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.