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

学生的学习动机是成就相关行为和能力发展的核心前提。然而，学生的学习动机一直在下降，尤其是在青春期。很少有研究考察不同领域中学生在整个学习过程中动机特征的个体差异。此外，学生对课堂教学的感知以及他们的个体特征在动机变化中的个体差异所起的作用还知之甚少。本研究采用二次数据分析，以期望值理论和维度比较理论为理论基础，旨在识别中学生的动机特征以及他们个体间不同的变化轨迹。在研究1和研究2中，考察了数学和德语这两个不同领域的不同动机变化。数据来自纵向研究BIKS-8-14研究。在第三项研究(研究3)中，利用LISA研究(中学阅读动机和阅读素养)的数据，在阅读领域考察了个体之间动机变化的差异。我们研究项目的另一个目的是关于与教学有关的和个人因素对动机档案成员的变化的影响的问题。我们还考察了个人资料成员资格对学生在不同领域的能力的影响。本项目的研究结果将有助于更好地理解动机在不同领域的异质性。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，该项目对适应性教学产生了启示，同时考虑到学生个体间的不同动机特征。

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.