MOVE – Interindividual differences in student motivation. Classroom-related factors of profile membership and changes of motivational profiles across secondary school

MOVE – 学生动机的个体差异。

• 批准号: 495796906
• 负责人: Professorin Dr. Rebecca Lazarides
• 金额: --
• 依托单位: Professur für Schulpädagogik mit dem Schwerpunkt Unterrichts- und Schulentwicklung
• 依托单位国家: 德国
• 项目类别: Research Grants
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/495796906?language=en
• 关键词: MOVE; Interindividual; differences; student; motivation.

The motivation of students is a central precondition for achievement-related behaviors and competence development. However, student motivation consistently declines, in particular in adolescence. Only few studies examine the interindividual differences in the motivational characteristics of learners throughout the course of secondary school across different domains. Furthermore, only little is known about the role that students’ perceptions of teaching in class and their individual characteristics play for interindividual differences in motivational changes.Uses secondary data analyses and based on the theoretical foundation of Expectancy-Value Theory and Dimensional Comparison Theory, the planned research project aims to identify motivational profiles of students in secondary school as well as their interindividually different change trajectories. In Studies 1 and 2, interindividually different motivational changes are examined across the two contrasting domains of mathematics and German language. Data is used from the longitudinal study BIKS-8-14 study. In a third study (Study 3), interindividual differences in motivational change is examined in the domain of reading using data of the LISA-study (Reading motivation and reading literacy in secondary school). Another aim of our research project pertains to the question of teaching-related and individual factors that contribute to changes in motivational profiles membership. We also examine the consequences of profile membership for students’ competences in different domains. The findings of this project will contribute to a better understanding of motivational heterogeneity in different domains. By examining the role of student gender, socio-economic status and perceived teaching characteristics for interindividually different motivational characteristics and their changes across time, the project yields implications for adaptive teaching taking into account interindividually different motivational characteristics of students.

学生的动机是与成就相关的行为和能力发展的核心前提。然而，学生的积极性持续下降，尤其是在青春期。只有很少的研究考察了不同领域的中学学习者动机特征的个体差异。此外，我们对学生的课堂教学认知及其个体特征在动机变化的个体差异中所起的作用知之甚少。本研究计划利用二手数据分析，基于期望值理论和维度比较理论的理论基础，旨在识别中学生的动机概况及其个体间不同的变化轨迹。在研究 1 和研究 2 中，研究了数学和德语这两个截然不同的领域中个体之间不同的动机变化。使用的数据来自纵向研究 BIKS-8-14 研究。在第三项研究（研究 3）中，使用 LISA 研究（中学阅读动机和阅读素养）的数据检查了阅读领域中动机变化的个体差异。我们研究项目的另一个目标涉及导致会员动机概况变化的教学相关因素和个人因素问题。我们还研究了个人资料会员资格对学生在不同领域的能力的影响。该项目的研究结果将有助于更好地理解不同领域的动机异质性。通过研究学生性别、社会经济地位和感知教学特征对个体间不同动机特征的作用及其随时间的变化，该项目对考虑学生个体间不同动机特征的适应性教学产生了影响。