The Role of School Subject-Specific Competence Beliefs and Value Beliefs for the Formation of Expectancy of Success and Subjective Task Value Regarding Novel Academic Tasks

学校特定学科能力信念和价值信念对于形成关于新学术任务的成功期望和主观任务价值的作用

• 批准号: 236881342
• 负责人: Professorin Dr. Julia Gorges
• 金额: --
• 依托单位: Institut für Erziehungswissenschaft
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2013
• 资助国家: 德国
• 起止时间: 2012-12-31 至 2018-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/236881342?language=en
• 关键词: Role; Subject; Specific; Competence; Beliefs

Research has shown that self-beliefs (i.e., the competence to master a task) and task-beliefs (i.e., the motivational valence of a task) are important predictors of task choice in education (e.g., course choice). Both self-beliefs and task-beliefs are domain specific, that is, structured according to subject matters (e.g., secondary school subjects). Beyond secondary school it is difficult to draw on existing task-beliefs and self-beliefs because subject matters in higher and continuing education may not easily be classified in terms of well-known (secondary school) subjects. Moreover, the role out-of-school experience (e.g., occupational experience), which should be increasingly available in adulthood, for the formation of self-beliefs and task-beliefs is still unclear. The present research project aims at an empirical investigation of the formation and development of self-beliefs and task-beliefs with respect to new, unknown subject matters in adulthood (e.g., first-year students facing a new subject matter when entering higher education). It is hypothesized that existing subject specific self-beliefs and task beliefs will be generalized (i.e. transferred) to a new subject matter insofar as the new subject matter is deemed similar to previous subject matters, e.g. at secondary school. This generalization should result in anticipated self-beliefs and task beliefs which may later on turn out to be more or less adequate based on individual experience with the new subject matter. Self-beliefs and task beliefs should then be revised (i.e., adjusted) based on a comparison of anticipated and experience-based self-beliefs and task beliefs. Also, when dealing with the new subject matter people should learn more about its structure which should lead to more differentiated self-beliefs and task beliefs (i.e., with respect to subdomains of the subject matter).The proposed developmental processes of self-beliefs and task-beliefs will be investigated using a longitudinal study design. Participants will be first-year students at universities of applied science. These students (1) will face a new subject matter during their initial phase at universities of applied sciences with which they will gain individual learning experience in the course of the research project and (2) many of them have out-of-school experience which corresponds to their subject of study, mostly from a previous occupation or internship. Participants will be asked to complete an online questionnaire with self-report measures at the time of enrollment, shortly before and about three months after the lectures start. Results will extend empirical findings with respect to the development of self-beliefs and task-beliefs beyond secondary education. Also, considering self-beliefs and task-beliefs as determinants of task choice, the present research project may contribute to research on why adults participate in education or not.

研究表明，自我信念（即，掌握任务的能力）和任务信念（即，任务的动机效价）是教育中任务选择的重要预测因子（例如，课程选择）。自我信念和任务信念都是领域特定的，也就是说，根据主题（例如，中学科目）。在中学以后，很难利用现有的任务信念和自我信念，因为高等教育和继续教育的科目可能不容易按照众所周知的（中学）科目分类。此外，校外经验的作用（例如，职业经验），这应该是越来越多的成年后，形成自我信念和任务信念仍然不清楚。 本研究项目旨在对成年后关于新的、未知的主题（例如，一年级学生在进入高等教育时面临新的学科）。假设现有的学科特定的自我信念和任务信念将被推广（即转移）到一个新的主题，只要新的主题被认为是类似于以前的主题，例如在中学。这种概括应该会导致预期的自我信念和任务信念，这些信念后来可能会根据个人对新主题的经验或多或少地被证明是足够的。自我信念和任务信念应该被修正（即，调整）的基础上比较预期和经验为基础的自我信念和任务信念。此外，当处理新的主题时，人们应该更多地了解它的结构，这应该导致更多差异化的自我信念和任务信念（即，自我信念和任务信念的发展过程将采用纵向研究设计进行研究。参加者将是应用科学大学的一年级学生。这些学生（1）在应用科学大学的初始阶段将面临一个新的主题，他们将在研究项目的过程中获得个人学习经验，（2）他们中的许多人都有与他们的学习主题相对应的校外经验，主要来自以前的职业或实习。参与者将被要求在入学时，讲座开始前不久和大约三个月后完成一份在线问卷，其中包括自我报告措施。结果将扩展经验研究结果方面的发展自我信念和任务信念超越中学教育。此外，考虑到自我信念和任务信念作为任务选择的决定因素，本研究项目可能有助于研究为什么成年人参与教育或不。