Perception of Learning Environment and Student Motivation: Effects Within and Between School Subjects

对学习环境和学生动机的感知：学校科目内部和之间的影响

• 批准号: 332620867
• 负责人: Dr. Friederike Helm
• 金额: --
• 依托单位: Australian Catholic University (ACU)
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2017
• 资助国家: 德国
• 起止时间: 2016-12-31 至 2018-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/332620867?language=en
• 关键词: Perception; Learning; Environment; Student; Motivation

The proposed project aims at applying the newly developed Generalized Internal/External Frame of Reference Model (GI/E model; Möller, Müller-Kalthoff, Helm, Nagy, & Marsh, in press, see as well Arens & Möller, 2016) to relations between the perception of different aspects of the learning environment and different aspects of student motivation within and between school subjects. The GI/E model was developed on the basis of the Internal/External Frame of Reference Model (I/E model; Marsh, 1986) and the Dimensional Comparison Theory (DCT; Möller & Marsh, 2013). The I/E model describes the joint effects of external/social comparisons and internal comparisons (later termed as dimensional comparisons, see Möller & Köller, 1998; Möller & Köller, 2001a; Möller & Marsh, 2013) on subject-specific self-concepts in mathematics and the mother tongue. Drawing social comparisons, students compare their own achievement in a subject to their class mates` achievements, and this comparison shows an effect on their self-concept in the regarding subject. Drawing dimensional comparisons, students compare their achievement in one subject to their achievement in another subject, and this comparison has an effect on their self-concepts in both subjects. In DCT, dimensional comparison processes are reappraised theoretically; amongst other things, it is postulated that dimensional comparisons take place in other academic areas and in non-academic areas as well. In doing so, DCT prepares the ground for the extensions of the I/E model undertaken in the GI/E model: The GI/E model assumes that students not only compare their achievements in different school subjects, but that they as well compare different aspects of school subjects and of the learning environment offered in the subject lessons and that this comparison not only takes an effect on subject-specific self-concepts but on other subject-related motivational aspects as well. Following the GI/E model, for example two students could compare their relation to their teachers in two subjects and this comparison would affect their motivation in both subjects: the more positive the teacher-relation in one subject, the lower the motivation in the other subject (see Dietrich, Dicke, Kracke, & Noack, 2015). The application of the GI/E model to the formation of subject-specific self-concepts and further motivational variables can enrich research on the determinants of student motivation. As in the proposed project students` perceptions of the learning environment are to be analyzed as determinants of student motivation, insights can be gathered that are useful for educational research and practice as well.

拟议项目旨在应用新开发的广义内部/外部参考模型（GI/E 模型；Möller、Müller-Kalthoff、Helm、Nagy 和 Marsh，正在出版，另请参阅 Arens 和 Möller，2016）来研究学习环境不同方面的感知与学校科目内和科目之间学生动机不同方面之间的关系。 GI/E 模型是在内部/外部参考系模型（I/E 模型；Marsh，1986）和维度比较理论（DCT；Möller & Marsh，2013）的基础上开发的。 I/E模型描述了外部/社会比较和内部比较（后来称为维度比较，见Möller & Köller, 1998; Möller & Köller, 2001a; Möller & Marsh, 2013）对数学和母语中特定学科自我概念的联合影响。通过社会比较，学生将自己在某一科目上的成绩与同学的成绩进行比较，这种比较显示了他们在相关科目上的自我概念的影响。通过维度比较，学生将他们在一门学科的成绩与另一门学科的成绩进行比较，这种比较会影响他们在这两门学科中的自我概念。在DCT中，尺寸比较过程在理论上被重新评估；除其他外，假设维度比较也发生在其他学术领域和非学术领域。在此过程中，DCT 为 GI/E 模型中 I/E 模型的扩展奠定了基础：GI/E 模型假设学生不仅比较他们在不同学校科目中的成绩，而且还比较学校科目的不同方面以及科目课程中提供的学习环境，并且这种比较不仅会影响特定科目的自我概念，还会影响其他与科目相关的动机方面。按照 GI/E 模型，例如，两个学生可以比较他们与两个科目的老师的关系，这种比较会影响他们在两个科目上的动机：一个科目的教师关系越积极，另一科目的动机就越低（参见 Dietrich、Dicke、Kracke 和 Noack，2015）。将 GI/E 模型应用于特定学科自我概念和进一步动机变量的形成可以丰富对学生动机决定因素的研究。由于在拟议的项目中，学生对学习环境的看法将被分析为学生动机的决定因素，因此可以收集对教育研究和实践也有用的见解。